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U.S. DEPARTMENT OF THE INTERIOR • NATIONAL PARK SERVICE

ENVIRONMAN is the symbol associated witii the National Park Service environmental edu- cation programs.

It represents man's growing awareness of his total involve- ment in the environment, his responsiveness to and responsi- bility for the world around him.

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U.S. DEPARTMENT OF THE INTERIOR • NATIONAL PARK SERVICE

OFFICE OF ENVIRONMENTAL INTERPRETATION

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A decade ago the word "en- vironment" meant little more than the physical world and its natural resources. Today, how- ever, it means not simply air and water and soil and sun — but people, their society and culture.

In an age of growing environ- mental concern, the National Park Service areas find them- selves as inevitable crossroads between educators and resource managers, places where the talents of each merge to form the basis for environmental awareness.

The National Environmental Study Area program was de- veloped to begin satisfying the nation's need for an environ- mental ethic. The children of to- day have an opportunity through this program to grow with an increasing and probing consci- ousness for the conditions un- der which their future environ- ment must survive. Not simply can natural resources be stu- died, but also their interrela- tionship with cultural processes. This is a prerequisite for total environmental learning.

Looking to the future, the im- portance of environmental edu- cation today is overwhelming. Without a growing public aware- ness and sensitivity, even the National Park System — set aside to preserve our natural and cultural heritage — will be in danger. As national parks and areas like them become more and more the focal point of an accummulation of societal concerns and ideas, they plead, even in a process of self-pro- tection, that environmental edu- cation start now. The National Environmental Study Area pro- gram can lead the way.

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Rogers C. B. Morton, Secretary of the Interior

SI word of esHitioii

This environmental educa- tion program works because it relies on local, grass-roots commitment, and because it requires a viewpoint broader and more flexible than that of- ten thought adequate. It will not simply run by itself, as if the values, ideas, and techniques necessary for its success al- ready exist throughout the country. If that were so, there would be no program because there would be no need.

It is apparent, instead, that nobody now has all the an- swers to environmental issues, nor is anyone likely to have them in the imaginable future. Those who are concerned about the quality of life will have to take risks and work hard to improve it. Do not think other- wise.

Equally apparent to con- cerned individuals, of course, will be the value of this work and its satisfactions. Each of us has his personal priorities. You may find it useful to eval- uate yours before continuing.

eoiifeiifs '°"'""'	3
Word of Caution	5
Introduction	8
What is a National
Environmental Study
Area	10
Program	10
Program Materials	11
Site	14
NESA and Environmental
Education	18
A Word of Explanation	18
A Working Definition	22
NESA as Process	26
The Environmental
Strands	28
As a Philosophy	31
As Open-ended Inquiry	35
As Simple Classification	37
Do It	38
Establishing a NESA	39
Using the Community	39
The Steering Committee	40
Community Council on EE	42
On-site Workshop	43
Program Maintenance	45
Appendix	46
Key People/Organizations	46

Regional or National

Assistance 52

Bibliography 53

NESA Application 57

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The National Park Service believes that environmental studies — environmental educa- tion— is an urgent national need. Consequently, the NPS has established three programs as steps toward fulfillment of its responsibility to aid in the promotion of environmental education.

The National Environmental Education Development (NEED) is a curriculum-integrating program. It is a process for de- veloping environmental aware- ness, understanding and val- ues for kindergarten through twelfth grade students through the use of existing course studies at participating schools. The National Environmental Study Area (NESA) program provides physical sites, both natural and cultural, where a student can apply his class- room learning experiences to the actual surroundings out- side the classroom. The Na- tional Environmental Education Landmark (NEEL) program rec- ognizes outstanding NESAs as sites with nationally significant environmental characteristics and an exemplar environmen- tal education program.

An environmental study area (ESA) is a place whose cliarac- teristics lend it to the study of the processes and dynamics of man's whole environment. A NESA, upon which this book concentrates, is more than a good place for environmental education — it is distinguished from an ESA in that it has a

specific, active program of en- vironmental education.

The National Park Service now makes its lands and fa- cilities available for use as NESAs by schools — which also recognize the need for environ- mental education.

But the NPS also encourages the use of non-Service lands as NESAs. If a place and its program of environmental edu- cation are of sufficient quality, they may be designated as a NESA and listed in the NESA Catalog by the U.S. Office of Education, Department of Health, Education, and Welfare, which, with NPS assistance, maintains and evaluates the catalog.

This guide offers a hand — or a push — to teachers and re- source managers who are in- terested in establishing Na- tional Environmental Study Areas (NESAs), or who are interested in receiving NESA recognition for their on-going ESA programs. If others find some of what follows useful, so much the better. But the National Environmental Study Area program depends upon the concern, dedication, and imagination of teachers and re- source managers.

The program depends upon teachers because they are the facilitators of education. A good teacher stimulates curi- osity in his student while pro- viding tools the student can use to pursue that curiosity throughout his life. The teacher brings continuity to the learn-

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ing process, enabling the stu- dent to see the interrelatedness of what he is learning; enabling him to see that he, too, is part of that interrelatedness. In the NESA program, continuity is crucial, because without pre- site and post-site classroom follow-up, on-site visits to an environmental study area are little more than picnics.

The resource manager makes the study area available for use by students and teachers for environmental education. He is the manager or pro- prietor of land, facilities, or processes which possess edu- cational potential — character- istics that make the dynamics of the world environment evi- dent and observable.

Although many interpret their resource to the public, resource managers are not teachers. In the NESA pro- gram they are not expected to be. But they do contribute tech- nical assistance. They make available to the teachers their knowledge of their resource, its processes and its problems. Resource managers now assist- ing the NESA program know that the long-term survival of their resource depends upon the existence of an enlightened citizenry able to function re- sponsibly in an era of unpre- cedented change. Environmen- tal education, they realize, is the key.

This guide, then, will assist teachers and resource man- agers who want to establish and maintain a National En-

vironmental Study Area. It will outline the characteristics and procedures of that program. It will say a few words on environ- mental education — its nature, philosophy, and purpose. Tech- niques and a methodology will be discussed. A bibliography of useful or provocative publi- cations and films will be found at the end.

Properly developed, a NESA program in your locality can

influence the environmental awareness values and behavior of students; it can adapt to the conditions and needs of exist- ing curricula, helping to reveal those curricula as interdisci- plinary wholes; it can aid re- source protection and envir- onmental management; and it can serve as a focus point and a catalyst for responsible en- vironmental action in your community.

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A National Environmental Study area is a physical site or land resource which is used for an active program of environ- mental education. The ideal site, though, is not reserved ex- clusively for environmental edu- cation. Most sites continue to be used as they were before they received NESA designation. In fact, multiple usages enrich a NESA's educational value, since multiple interactions within a NESA make the environmental processes graphic and observ- able, with clearer applicability to the student's day-to-day life.

PROGRAM

Although possible site selec- tions have appeared limitless — ranging from garbage dumps to wilderness areas — the pro- gram itself must be unequivo- cably environmental education. This point must be stressed since that term has been abused lately through fast and

loose definitions. (Nature study programs, or even outdoor sports activities, for example, are being fashionably labelled environmental education.)

For a program to receive NESA designation, it must at least comply with the defini- tion of environmental educa- tion found in the 1970 Envir- onmental Education Act. That definition reads:

The term "environmental educa- tion" means the educational process dealing with man's relationship with his natural and manmade surround- ings, and includes the relation of population, pollution, resource allo- cation and depletion, conservation, transportation, technology, and ur- ban and rural planning to the total human environment.

(P.L. 91 516, Sec. 3(a)(2))

It can be seen in the Act that environmental education is distinctly broader than, for example, conservation educa- tion (the study of the wise use

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of our natural resources), or outdoor education (a technique which uses the outdoors as a classroom for teaching about nature or about outdoor recre- ational activities).

The insights and techniques of these educational forms built much of the foundation for en- vironmental education. Yet, since the approach of environ- mental education is so differ- ent, it really has very little similarity with these two edu- cational forms with which it is sometimes confused.

PROGRAM MATERIALS

Each NESA has materials and techniques developed ex- clusively to take advantage of the unique potentialities of the site. These include:

A Teacher's Guide, designed to alert the teacher to the edu-

cational potentialities of the site. Some of the characteris- tics of a typical guide would be:

• a discussion of environmental education process and philosophy as it relates to that site, including ing the critical interrelationship of on-site activities with classroom (pre-site, post-site) activities and the existing curriculum;

• sample lession materials, work- books, or techniques designed to help the teacher to feel comfortable in an unfamiliar, open-ended teach- ing environment, to aid in the ful- fillment of the teachers' professional needs and requirements, and to re- veal the Strands as facilitators in all aspects of inquiry and commu- nication;

• a discussion of the "Environ- mental Strands" — the five concep- tual/perceptual tools used by the National Park Service to get an interdisciplinary grasp on environ- mental dynamics — and an applica- tion of the Strands to the specific NESA:

• a descriptive narrative of the processes at work within the site, its natural and cultural systems, and the relationships these systems have to those systems beyond the NESA's borders, with special em- phasis on the effect man had/has upon these systems, as well as the effect these systems had/have upon man;

• a list of site characteristics and resources;

• a list of resource people avail- able to provide technical assistance or supplementary help;

• an outline of regulations, safety precautions, and dress and equip- ment suggestions;

• and, a bibliography.

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A brochure available as a hand-out, stating that the par- ticular NESA is a part of a na- tional program of interdisci- plinary environmental educa- tion, and that the site is avail- able for use.

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A workbook for students.

Lessons, games, and activities for students, including places to record impressions or feel- ings, and room for still-to-be- inspired poems, observations, or drawings. Incidentally, in some areas, this is thought to work well; other programs dis- courage it because it smacks of the aura of lab-books, best left, it is said, in labs.

In addition to the materials prepared specifically for an in- dividual NESA, materials which should aid in various other as- pects of NESA development are now available through the Na- tional Park Service. They are:

A Guide for Planning and Conducting Environmental Study Area Workshops, funded by the National Park Service, and prepared through the Na- tional Education Association. This guide is intended to pro- vide resource managers and educators with the basics they need to know to conduct a successful environmental edu- cation workshop. (See biblio- graphy.)

Environmental Education/Fa- cility Resources. Prepared by the Educational Facilities Lab- oratories, Inc., in association with the National Park Service and the National Education As- sociation, this guide identifies facilities throughout the nation currently being used for envir- onmental education. In addition, it includes a strategy for the identification and use of places with potential for environmental education. (See bibliography.)

The Benchmark Project. This project is being developed as an aspect of the NESA pro- gram. Inexpensive devices and techniques are being analyzed and made available to individ- ual NESAs as a means of mon- itoring change and making it comprehensible. These devices and techniques are primarily educational tools, but they may also be used as real measurers of changing environmental quality. Change is at once a most significant and most elu- sive principle of environmental awareness.

The Best of NESA reports.

This is an information clearing- house and dissemination proj- ect. The undertaking will edit and distribute nationally, on a regular basis, the most excel- lent ideas, techniques, and ma- terials that come in to Wash- ington from individual NESAs, so that all of us may benefit from these. In addition, the Washington staff will circulate news of other groups' pro- grams, signficant new publica- tions, films, etc. Early reports will include model strand ac- tivities; site evaluation, selec- tion, and inauguration tech- niques; environmental manage- ment practices; and selections from teacher guides.

SITE

Proposed NESA sites are evaluated by educators and resource managers to deter- mine:

If they are close enough to schools to make their use real- istic for either classes or teacher workshops.

If adequate parking, toilet, and water facilities exist.

If the sites illustrate the im- pact of man.

If the sites can withstand the considerable impact of reg- ular use by classes. (No area, of course, can be frozen. Change will occur. So much the better, since the observable change is an excellent learn- ing experience. But avoid the

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use of particularly fragile areas for NESA development.)

If the sites possess educa- tional potential. You will recall that this last point was made in the Intro- duction: a NESA site must pos- sess educational potential. But what actually is potential for environmental education? The Environmental Education Act, quoted above, spoke of a proc- ess of studying relationships in the total human environment. Accordingly, a site with educa- tional potential is one which accelerates this process; ex- amples of the relationships found throughout the total hu- man environment exist at this site in unusually striking relief.

The clarity of these relation- ships is so strong that the en- vironmental dynamics are ap- parent and observable. In a word, educational, since knowl- edge of the relationships is transferable and useful in all aspects of living.

You have seen it; it has hap- pened to you. Certain places startle the observer, for him to ask questions;

"How did that happen?!!," OR, "Why did it happen?," OR, (sometimes) "Why does this place make me feel the way I do?"

Once the observer starts asking questions, begins los- ing his cultivated reserve, the site has begun to pull him in, to educate him.

Yet this not always enough. He may dismiss the experience

as an isolated phenomenon. (Most of what does not fit into our theories of the world is dis- missed as isolated phenom- ena.) He needs a tool, a frame- work for observation.

The following sections will lay out such a framework, along with its rationale and resulting philosophy.

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These are comments by an NPS Environmental Education Specialist on the signficance of the Fort Point NESA which is located beneath the Golden Gate Bridge.

Fort Point ranks with Cabrillo National Monument in significance for environmental education and environmental interpretation. Its command visually of the San Fran- cisco Bay is perhaps not as im- posing as that of the latter over the San Diego Harbor. Yet the elements have much in common: a "moment- event-segment" of history which acts as a window to, a focal point for,

the interrelationship of man with his environment.

In the broadest sense the Fort guards the confluence of river, sea and land. Biologically there is no more dynamic situation: we have the combined productivity of bay, estu- ary, marshlands, mudflats, tidal wa- ters, fresh water and salt — and the land itself.

We have, in addition, the Harbor — maximum productivity, maximum protection for the species these cir- cumstances favor. Which bring us to Man.

These elements combined are why we are here, why our cities of Oak-

land and Berkeley and San Fran- cisco are here.

And these elements are why the Fort is here. Ecologically, we might say "competition for this niche" became significant enough to sug- gest eventual differences of opinion — and traditionally our species has settled many differences of opinion through arms and military defense. Rather similar to — although more deadly than — fiddler crabs who boundary their domains with mud balls and rattle their chela at one another when aroused.

We have also and more precisely the Golden Gate itself, with all the

BOTH WAYS

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SNOW MERGENCY

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name implies. Here headlands, cur- rents and meteorology set the stage for ships and commerce and ex- ploration for some of the most pro- found and far-reaching activities of Man — the Spaniards, the Gold Rush, the route to the Far East and so on. Every ship that passes before the visitor is a testament to this dyna- mic: the interrelationship and con- tinuity of Man, with man, and time.

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A Word of explanation

Stop and think a minute about the phrase, "side effect." Our use of that phrase says a lot about the kind of world we think we are living in — and about our need for environmen- tal education. It is not what "side effect" means that is im- portant, but what it presumes.

There is no such thing as a "side effect!" Every effect is a direct effect. When you do something, no matter how mi- nor, you set off an explosion of reactions whose often conflict- ing effects scatter in all direc- tions. Each effect emanates directly from the original act, but the great majority of effects are ignored or called side ef- fects because they weren't planned for. The effects you planned for you call your purpose.

When we permit ourselves to plan and act with our thoughts only on the purpose we want to achieve, we do not see things as they actually exist. The world is simply not a well oiled machine whose task it is to carry out our every desire. It is complex and dy- namic, with perpetually inter- acting factors. The world is a process which man, as a factor, affects in complex and contra- dictory ways; it is a process whose factors affect man in equally complex and contradic- tory ways. Within process, all these factors and their innum- erable effects create a highly

interacting, constantly chang- ing and evolving system.

Viewing the world — proc- ess— only in terms of our im- mediate objectives — purpose — is a distorted and dangerous practice. We miss the big pic- ture and see unnaturally iso- lated factors in a frozen world. True or false, reality or myth, the way man preceives his world will largely determine the way he feels and acts toward it and toward his fellow man. If his perception is sufficiently distorted, man's actions may become a threat to his welfare and, ultimately, his survival.

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Non-process thinking can be as painful as it is difficult to avoid. Which of us hasn't seen some unforeseen conse- quence— side effect — sudden- ly "appear" and destroy our best laid plans? Or how of- ten do we read of the failure of a massive project, all due, as someone inevitably observes, to some "quirk?" The National Park Service, as well as most other institutions, has experi- enced this sort of thing. In the past, roads have been built in parks with the intention of re- lieving traffic congestion, but with the actual result of worsen- ing it; "improved conditions" attracted many more visitors than the new roads could han- dle, with another effect being a decline in the quality of the park experience.

As our understanding of process increases, we begin to see that the world constitutes a whole system. In this sys- tem, we find that if we push in

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one direction, we affect the en- tire system. We find, for ex annple, that if we depend upon automobiles for transportation, we have affected our politics, our foreign policy, our life style, art, value systems, con- cepts of friendship, our na- tional and personal economy, and on and on. No one can say that all these effects are good, or all bad; man's finest works

and values are inextricably re- lated to world conditions we are ashamed of. There are trade-offs in everything we do. The unfortunate thing is that we never considered what kind of world we were building when we made our decisions.

It is time to start consider- ing the world we are building.

Our human institutions, value systems, practices, and

procedures are having diffi- culty keeping up with rapid interaction and change in tech- nology, communication, med- icine and science. As we be- come less able to cope, the troubling effects of our social conditions become increasingly apparent.

Like it or not, all these con- ditions affect all of us in one way or another.

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Two basic approaches to these conditions have emerged. The first assumes that man will not survive, or maintain a life of any quality, unless strong societal controls are instituted. This approach maintains that basic freedoms interfere with effective environmental policies and practices; that individual freedoms lead inevitably to world-wide excess and, pos- sibly, suicide.

The other approach holds that man can act with envir- onmental responsibility without resorting to ideological, medi- cal, or behavioral controls. In fact, this theory maintains that basic freedoms are indispen- sable. Without them, all of mans creativity and talents will not be tapped — and today every resource we possess is needed. So, systems and insti- tutions must be devised which encourage the free circulation of new ideas and attitudes which develop within us a deeper perception of ourselves, and which give us the individ- ual strength to avoid the seem- ing inevitability of living ac- cording to whatever seems fashionable during the time of our lives.

The National Environmental Study Area program is founded upon this latter theory. To live real lives in a real world, change and interaction cannot be re- jected— we must accept them. We must develop a new frame- work for seeing, knowing and doing which lets us live lives of process in a world of proc-

ess. We must create institu- tions— especially educational institutions — which are not rigid, but which are responsi- bly structured to evolve and adapt to the dynamic needs of our time.

A Working Definition

Environmental education is the process of experiences and observations which makes a person aware of his relation- ship to the total environment

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and his responsibility to it. It is a life-long learning process which influences behavior pat- terns in a way which promotes a life of quality with survival potential. It is not a subject to be taught; it is a way of seeing the world which enables us to get a handle on where we are and where we are going.

Environmental education is man-centered, not because man is the center of the world, but because he is an indivisible part of world dynamics (a fact he is only beginning to recog- nize), and because he alone has the conscious ability to alter the world's balances.

It is man-centered because it is designed to heighten man's awareness and widen his op- tions in forming behavior and value patterns.

Environmental education is man-centered because it is education for living. It is not education for science, or for philosophy, or for vocations, or for art, or for crisis. We do not use the environment to teach about history. We use history to teach about the en- vironment. There is nothing shocking about this.

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What is shocking is to see "environmental education" used as a gimmick to sell course content, to see, for ex- ample, a tree used to entice a student to do a series of math problems on circumference and radius. It is true, of course, that the motivation of many students improves markedly by the use of this technique. Yet, courses like math and history are presumably offered because they have a use, a purpose in the world in which the student will live. Use math for a pur- pose— perhaps as a tool for discovery or analysis. After all, the same skills are used and developed. And with a real use, the motivation is even greater. After all, environmental educa- tion is not a visual aid. Envir- onmental education is for liv- ing.

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NESA As Process

The NESA program is in- tended to be a flexible, open- ended program which adapts to process. NESAs are places where the student is exposed to a microcosm of world proc- ess. Inquiry is open-ended; rigid methodologies are broken down. In a NESA, the lines be- tween disciplines begin to dis- appear— all of what is being learned reinforces all else and becomes interlocked.

The NESA does not exist In a vacuum. Just as everything on the site is interrelated, so is the site interrelated with everything outside it. The same processes which become ap- parent and are used at the NESA are interrelated and used in all clasroom activities. The concerns and interests of the student are linked to the NESA, the NESA to the school, the school to the community, and the community to the world.

Local resources are tapped. The practices and procedures which exist in the community can serve as models for study and participation. Look at how and why people do what they do — including what they did not do or did not consider, and why. And don't forget to study your own procedures.

Study, for example, the com- munity response to your desire to establish a NESA.

• What did you have to go through to do it?

• Where did you receive sup- port, where opposition?

• How do the political proc- cesses in the community fa- cilitate or hinder new pro- grams or ideas?

Be sure to look into the zon- ing or land use practices.

Any number of things which take place in the community can be used as educational models. Don't neglect the prac- tices of the resource where your NESA is located.

• What are the maintenance procedures and priorities?

• How and why were they set and determined?

• What is it about the nature of the resource or its needs that encouraged the resource manager to help establish a NESA there?

The Best of NESA project is another attempt to keep the NESA program in tune with a world of process. Even though most of the action in the NESA program takes place on the grass roots level, (which is one way of plugging into the proc- ess), the program will become much more sensitive as all the

local ideas and insights are circulated nationally. The NESA program will continually evolve.

This is an administrative risk, of course. Complete con- trol of such a program cannot reside in one place. Only in this manner can the program remain real and honest.

Once process is recognized, tight control over lesson con- tent ends. The students must be trusted. The teacher must be trusted, for that matter, by the students. He must trust himself. In an open-ended at- mosphere, the teacher must be willing to say, "I don't know."

Everything is not known at the NESA, nor will It ever be. For the teacher accustomed to exercising total control over course content and process, the open-ended NESA atmos- phere can be intimidating: every name is not known, every system is not defined, every process is not understood. If this condition is considered a risk, it is nonetheless a risk which must be taken. Other- wise, inquiry will be directed

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only toward those things the teacher already understands firmly, and the student will be less likely to assume individ- ual responsibility for his own learning. In a world of proc- ess— a world of rapid change and interaction — more than this is required of education.

So if you, as a teacher, are worried that you haven't com- plete mastery over, say, every name or label of everything at the NESA site, don't be. The ecologist cannot be expected to know everything the histo- rian knows, or vice-versa. Any- way, as all teachers realize, knowing a name is not the last word in understanding.

Sometimes names can ac- tually be hindrances; we've all seen people ask the name a thing has, get it, and then walk

away contented while ignoring the process, ignoring what is actually going on. Names can be a barrier to education when a specialized vocabulary or an esoteric taxonomy creates an unbridgeable distance between the interested person and the expert. The following section, "The Environmental Strands," outlines a technique which can be used to analyze processes prior to the acquisition of enormous vocabularies or tax- onomies.

None of this is to say that names are useless. Properly used, names are an exception- ally convenient, useful short- hand in communication. They can also be beautifully descrip- tive devices which vividly cap- ture the essence of a thing in a word or two. But avoid using

names as a prerequisite to un- derstanding, a cover for proc- ess, or a barrier to curiosity.

Two final points

We must continually remind ourselves that people learn in accordance with what they do or see in the environment around them. As teachers or resource people, we are part of the student's environment, part of the process. Think often about what that means.

Finally, the highest form of environmental awareness in- volves the ability to see our- selves in the process — to rec- ognize clearly what our cultural perspective (bias) is, and to realize that it, too, is interre- lated with everything else.

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It is very well to say that the environment is a total sys- tem— including the natural, the cultural, and the percep- tual; there is no doubt that this system is a dynamic proc- ess. It follows, of course, that education must be student- centered, curriculum-integra- tive, interdisciplinary, and personally involving. But it cannot be expected than an educational system can re- spond to all things — or, es- pecially, that a child can de- velop an awareness of the total environment — without a frame- work for seeing, feeling, and knowing.

Most frameworks are meth- odologies or system of inquiry developed for specialists. They are rarely truly interdisciplin- ary. They offer require special skills, vocabularies, and re- search techniques. It is un- likely that they are student- centered, or that they easily reveal their philosophical prem- ises. Most significantly, they usually have very little to do with process.

The Environmental Strands are used by the National Park Service as a framework for open-ended, process-oriented environmental education. None of the Strand concepts are new; in one form or another they have been used through- out recorded history. So much the better.

The Strands are non-ideo- logical. That is, they do not support any monolithic theory of the universe. They are in-

tended to facilitate process, not to dictate the kind of form it will take. Although the Strands do not assert a struc- tured ideology, they do assert that the world is process. To the extent possible within a world of process, they are constants.

The Strands are flexible be- cause they are interdisci- plinary perceptual/conceptual tools which can be applied to all things within the total en- vironment.

The Environmental Strands are:

Variety and Similarity. The

differences and likenesses which occur among all living and non-living things, condi- tions, and states.

Patterns. Systems or percep- tions of systems of structure, function, behavior, and design of things living and non-living, physical and abstract, cogni- tive and affective.

Interrelation and Interde- pendence. The dynamic of re- lationships and relativity which exists among all things.

Continunity and Change.

The dynamic of form in time which exists among all things.

Evolution and Adaptation.

The process of survival or the failure to survive of all things, in terms of time (continuity and change), and interaction and relativity (interrelation and interdependence).

These definitions of the Strands are cerebral and some-

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what abstract — such is the nature of universal concepts. Experience has proved that they are flexible, and can be adapted to any learning expe- rience or need. They even can be used as a planning device. They can be useful at any level of sophistication for viewing whole systems or processes. Remember, in environmental education this is a necessity since, unlike a curriculum composed of logically organ- ized subject matter, the total environment surrounds the stu- dent at all times.

The Strands can be disas- trously misused. The danger inherent with any methodology is that the methodology can be used as a thing in itself, for its own sake. There have been unfortunate examples where the Strands were taught, as a subject, instead of used to in- tegrate disciplines or to under- stand process. Other times, students were told to memorize and parrot them for exclusively didactive and non-student-cen- tered purposes. Avoid these dangers. The Best of NESA will, of course, include exam- ples of use and thinking about the Strands.

Perhaps the best thing about the Strands is that the student can use them as a reference point to interrelate the things he knows, sees, and feels in his own life with all his future experience and edu- cation. It is fairly clear that the only way people achieve higher levels of understanding

29

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is through metaphor — under- standing new things in terms of the old. Otherwise, peo- ple are reduced to "learn- ing" information — facts — with- out new awareness.

There is one thing about the Strands never to be for- gotten: The Strands exist si- multaneously in all things at all times. You will find that, when using the Strands, one irresistably leads into the others. Often one becomes in- distinguishable from another. The Strands always reinforce each other. This is as it should be. In a world of process, it is inevitable that an honest frame- work is as dynamic as the world it views.

The Strands may be used many ways. A few categories of use follow.

As A Philosophy

As characteristics of "truth" in the total environment, the Strands are for some a philos- ophy. In the on-going, dynamic world they describe, the Strands have definite implica- tions for living, seeing, and doing.

For example, in Vanety and Similarity, the survival value of variety is emphasized. Va- riety is more than the spice of life; it is often life itself. Spe- cies depend upon variety of genetic possibilities for sur- vival. Governments depend upon fresh ideas, insights, ap- proaches and alternatives for their viability. The richness of

a culture is a product of the variety of its art forms and life styles — in some cases mani- fested in cosmopolitanism, in others, in the depth and com- plexity of the development of a form. An educational system is successfull if it develops in- dividual creativity, if it recog- nizes that no single approach to learning will tap the poten- tialities of every student.

If there is a survival value to variety, then the elimination of variety is dangerous. If only those species whose charac- teristics man approves of, for example, are permitted to exist, then this overspecialized ani-

mal might be unable to adapt to a suddenly changed envir- onment.

If a government or an edu- cational system forces con- formity to one world view, its society will probably stagnate. If the art world discourages or represses innovation, dec- adence often follows. If a so- ciety is intolerant of other re- ligions, life styes, or value systems, the society will suffer.

The Strand, Patterns, is of special significance in a philo- sophical approach. More than any other, patterns help us understand the nature of man and his perception.

31

Patterns say something — not only about what we see, but how we see it. By analyz- ing our perception we come to understand our place in the to- tal environment, we learn what our cultural premises are, and we discover what aspects of the world we are sensitive to.

From these we can see what the basis of our society is, how ours is similar to or dif- ferent from other societies, and how our values and envir-

32

onmental ethics relate to the demands of natural patterns. We can see that a certain view of the world is becoming prevalent. Today, for example, conditions, things and ideas are current which support the belief in the interrelatedness of all things: systems analysis, eco-awareness, cybernetics and communications, the theory of relativity, gestalt psychology, increasing Eastern philosophi- cal thought in the West, books

33

like Understanding Media and Future Shock, changes in what constitutes job satisfaction — from goals like money and status to processes like work- ing at something you enjoy and personal fulfillment — and even the NESA program. Rec- ognizing that it is all a pattern, and that other patterns con- vinced people of past civiliza- tions of things which some- times did not exist, we may analyze the current pattern to determine if it is essentially merely a characteristic of our culture, or really a reflection of reality. — Try it yourself, and see what you think.

As we begin to become aware of what patterns we see, we learn what we don't see.

We learn what we take for granted; we begin to become aware that we saw only what we were looking for; we dis- cover alternatives we were never aware of before.

Patterns include: scientific theories, music, language, how our society functions, histori- cal interpretations, values, at- titudes, and politics. These things are normally difficult to see beyond. As a Strand, patterns help us to do this, and to live what we see.

Interrelation and Interde- pendence and Continuity and Change are the dynamics of the world of process. Although dynamic, ours is also a co- hesive world, because change and interrelation do not appear from nothingness — they exist

alongside continuity and inter- dependence.

Only at our peril are change and interaction ignored or op- posed; similarly, we can never act as if we, or the things we affect, are in isolation. Educa- tion must be designed to facil- itate change — it cannot be purely didactic, it must be a base for a life of learning. At the same time, education can- not promote the idea that "progress" is good for its own sake, or that there are no les- sons or values of the past ap- plicable to the present and future. Neither can our actions ignore interdependence; if our culture or way of life is not responsibly based upon bio- physical realities — ^the web of life — its survival is seriously threatened.

No content material is ir- relevant in education. Irrele- vance exists because things are seen out of context, in a vacuum. If a thing is "taught" in a way which ignores con- tinuity and interdependence, if it is not student-centered, if it does not reveal its rela- tionships with the student's life, it is irrelevant. A child would be better on his own. Nothing can be honestly de- scribed in Isolation — or taught that way.

Evolution and Adaptation de- scribe the survival process. The Strand is surely as appli- cable to social and political survival as to biological sur- vival. Through it, we see the insistence of the needs of time

and circumstances. And we un- derstand the consequences of the failure of evolution and adaptation. The implication of the other Strands interrelate here as a guide to the pursuit of a real quality of life.

The following is a discussion of Evolution and Adaptation which ap- pears in the Homestead, Nebraska, NESA Guide.

Evolution and Adaptation: The phenomenal change in argricultural methods since 1862 would certainly seem to illustrate the evolutionary process. It is tremendously speeded up. Homesteaders came here with tools used by man since Biblical times and ox power. Changes took place that ordinarily would take hun- dreds of years. No one can say how long since nothing of the sort ever happened before. Once the farmers had devised ways of coping with huge portions of arid land, with machinery, irrigation, and chemi- cals, adaptation of methods to nec- cessity became a rapid process. The question is who is adapting to what. The environment can be expected to adjust itself to the dominant species to some degree, but lately man is adapting his environment, or attempting to, far more than himself.

One aspect of evolution can be observed here in a negative way.

Life forms adapt or die. Some species of wildlife common at one time are either sparse or nonexist- ent in this region now. Buffalo, elk, grouse were once common here.

By abandoning the countryside for the urban scene, man is proving that he can adapt to a completely man-made world, or so it seems. It often seems that he transfers his primal urgings to a new location or even retrogresses, as when a crowded urban environment nurtures street gangs not unlike primitive tribes.

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34

I

One aspect of urbanization has far-reaching implications. Evolution and Adaptation require a sensitivity to the environment in order for the organism to react. Man's extra- ordinary ability to adapt to chang- ing conditions is based on his sensitivity; which is not quite the same thing as analytical intelli- gence. Survival in modern life seems to be dependent on develop- ing a degree of insensitivity — to crowding, to noise, to tasteless food and surroundings. Not to mention insensitivity to mass killing.

No species can survive long by violating its basic mechanism for survival. The purpose of the NESA is to help strengthen this sensi- tivity.

AS OPEN-ENDED INQUIRY

The Strands are also useful as an outline from which to set educational objectives, as a system to organize our think- ing, planning, and inquiring. They even can be used to help us plan our NESAs or to set up the program. Best of NESA will include examples of this.

Thinking of the Strands in sequence, as a simple inquiry system, we see that they have a certain logic; they progress from the simple to complex and are cumulative.

As inquiry they are:

Variety and Similarity — the

recognition of each organic or nonorganic thing. A classifica- tion is derived by noting simi- lar characteristics in distinct objects. Once a classification is made, an object's

Patterns can be identified. What is the pattern of its de- sign? of its function? (What does it do?) of its organiza- tion?— This functional pattern leads directly to

Interrelation and Interde- pendence— How does a spe- cific variety interact with air, water, earth, and other popu- lations? As that variety inter- acts, it is subject to

Continuity and Change. Any- thing that exists goes on, sub- ject to the constant change that every organic and inor- ganic substance — no matter how minute or how great — is undergoing as a result of inter- acting with the air, water, earth, other populations. As it continues to change, it is con- stantly undergoing

Evolution and Adaptation,

according to how it fits into the pattern of existence. If a substance does not adapt, it evolves through continuity and change into a new Variety with a new Pattern of existence. (Or it fails to survive completely and disappears.)

Let's try this out on a NESA:

Step 1: Variety and Similar- ity. This is the "getting ac- quainted" stage, where the students get to know the ele- ments in this restricted envi- ronment, starting with sun, air, soil and water. The students might even experiment with and discuss their own percep- tions, likes and dislikes.

Step 2: Patterns. Now that

the students have some idea of elements, let them see how they are arranged. How can they classify what they see and think? — Important con- cepts here are those of area and zones — geographical and mathematical concepts — and the hinting of more complex boundaries of territory and in- fluence. (Maps, graphs, and even Venn diagrams might be useful.)

Step 3: Interrelation and In- terdependence. Now let the group discuss what it has al- ready, undoubtedly, observed: that no one thing stands alone and that every area borders on another. In short, that all we have described up to now inter- relates.— How does each thing act upon another? Depend up- on another? (As a hint, have the students look at the edges: the field, forests, streams, roadsides, building, or where two animals' territories over- lap (including man's). This is where things happen. — Or re- verse the process: look for edges where you see things happening.)

Step 4: Continuity and Change. Now the students should look for evidence of the time element. This can mean cycles of all kinds: day and night, tides, seasons, wet and dry times, birth and death. What things persist in our world? What things change? Is there a natural recycling? Is matter or energy destroyed? How may the importance of something change with time?

35

— These are the ideas of which history is made, also. And the players — the elements, the times gone before — have much in common with life today. We have new problems, but we also have old ones. Once away from the NESA, the students can look into some actual lives and times that have changed and consider why.

Step 5: Evolution and Adap- tation. "Evolution" has Dar- winian tones to most people, but it also means, "Where are we headed?" And perhaps also asks, "Why?" Educationally, this Strand recaps all we have discovered about our environ-

ment in the first four Strands. Now the students might con- sider how the past set the stage for the present, and how today might determine tomorrow. Have them speculate what some day may be on the spot where they stand at the moment.

Of course, we hope that the teacher will be drawing on this common experience with his students for many days to come — that may be its most valuable aspect; the having "lived together."

This framework may suggest to you that much of this is extraneous or too difficult to

use at your level. If so, then be selective. — It may also sug- gest that you are going to have to pace yourself and your class. Fine. But remember: it is far more important to complete the conceptual framework — present the whole picture — than to exhaust any one par- ticular category.

You can now use the same situation to develop objectives within each new Strand and recognize that each time you radically change subjects or locations you are essentially starting anew. You probably think you don't have time to do this. But don't cut up the site

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36

into separate isolated experi- ences. Build on what you have.

Last and most important: every time you make a point or observation at the NESA, re- inforce it with a comparison from the student's daily envi- ronment. Search for parallels, for corollaries — constantly.

Environmental education teaches by analogy.

AS SIMPLE CLASSIFICATION

Teachers and students have found that using the Strands for simplification of classifica- tion— essentially, as labels — is by far the easiest, least com- plicated approach. A particular

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situation or characteristic might be pointed to, say, "as a good example of interaction and interdependence." A li- chen would be an example, or the relationship between farm- ing communities and manufac- turing ones. As can be seen, it is unlikely that a child would find a use like this one difficult.

Using the Strands in this way has drawbacks, however. This method sometimes merely reinforces our previous think- ing. The more elusive Stands — particularly non-cyclical Change — are often neglected.

As a safeguard, it is a good idea to apply the other Strands

to each example of the partic- ular Strand being considered. If Change is being discussed, see if that example is similar to or different from change somewhere else, or under dif- ferent conditions or times. Then see if any patterns to the change are evident, or if what is changing fits into a larger pat- tern. The continuity can be dis- cussed, as can the interaction and interdependence, or the evolution and adaptation.

If this cumulative use of the Strands is applied to the sim- ple label, we are essentially looking at the same thing from many different viewpoints — something valuable in itself.

37

lie if

Now it is time to start.

You were warned at the be- ginning that this is a grass- roots program. That means it happens at the local, commu- nity level; that you — and peo- ple like you — are responsible for running the program in your area.

You develop it, you maintain it. Your imagination, flexibility, and initiative will lead to the programmatic innovation that will mold the NESA program to fit the needs of your commu- nity.

This is not to say that you will receive no help. The Na- tional Park Service is eager to assist you, and you very likely will be able to obtain addi- tional assistance from other federal, state, and local agencies. But basically, the program is in your hands.

This is as it should be. No program run at a distance and with national uniformity can possibly be sufficiently sensi- tive to local requirements. And certainly no written material can possibly replace the knowl- edge and concern of the teacher, the resource manager, and the citizen, for the stu- dents, the community, and the environment. As with educa- tion, in this program experience gained is the best asset, with people-to-people mutual assist- ance and cooperation a close second.

From experience, the Na- tional Park Service is convinced that this program can and will become whatever you make it.

In some places it has failed; in others it has invigorated the existing curriculum; in still others, it has served as the focus for environmental aware- ness and responsible environ- mental action for the entire community.

Similarly, the Strands have been shown to be remarkably flexible, permitting the user to go as far as his initiative and imagination will permit. Or, they have been employed with an inflexibility truly amazing in light of words like "change," "interrelation," and "adapta- tion." It is up to you to elimi- nate this kind of abuse.

Teachers who want to use a NESA

• for environmental educa- tion

• as a flexible, interdisci- plinary tool

• to bring additional life to the existing curriculum

should first find out if there is an active NESA site nearby. ("Nearby" usually means with- in an hour's drive.) If you know of one, contact the NESA Co- ordinator. Or, if the NESA is located on National Park Serv- ice lands, call the Park Super- intendent and tell him of your interest. He will put you in touch with the designated NESA Coordinator.

If you do not know of any NESAs in your area, write the Regional Environmental Edu- cation Specialist, National Park Service, of the NPS Region within which your state is lo-

38

cated. Request the names, ad- dresses, and phone numbers of nearby NESAs, and the name of the NESA Coordinator.

Ask the Coordinator for copies of any of the materials, including the Teacher's Guide, developed there. Tell him you would like to attend a teacher workshop. (It is the responsi- bility of the Regional Environ- mental Education Specialist to make sure that regular work- shops are held at each NESA.) These workshops introduce you to the potential of the particu- lar site, and to the NESA tech- niques and materials. — You are on your way.

ESTABLISHING A NESA

If no NESA exists in your area, start one. Anyone — teacher, resource manager, concerned citizen — can begin an environmental study area. As was pointed out earlier, any site with educational potential, and adequate sturdiness, facil- ities, and access can be used. The National Park Service, of course, is eager to make its areas available to the public for environmental education. But, if there are no NFS areas within your locality, any appro- priate site — public or private — may be used to develop a program and to acquire NESA designation.

The chart which follows is an abbreviated outline of the typical evolution of an environ- mental study area program. — A "NEEL" is a National En-

vironmental Education Land- mark: A NESA of extraordinary quality, reflected by an excel- lent program as well as by an excellent site — that has been approved by the Secretary of the Interior for landmark status.

Progressive Steps: ESA through NESA to NEEL

ESA:

— Idea considered by planners.

— Planners seek aid from NPS, Of- fice of Education, National Edu- cation Association, and other groups.

— Planners attend mini-workshop (2-3 hours) with NPS or other qualified person for guidance.

— Plan presented to community rep- resentatives.

— Plan approved; developed.

— Workshop held for teachers.

— Materials prepared; class use be- gins.

NESA:

— Application filed with OE; * ap- plication evaluated; approved by OE Advisory Board.

— Listed in Catalog published by OE along with other ESAs that qualify for NESA designation.

— Catalog reviewed by NPS; poten- tial NEELs selected.

— Nominations for NEEL status evaluated by appropriate Federal Advisory Board; those selected nominated to Secretary of In- terior; approved by Secretary.

"■'■ Sample OE application form, plus the address to which it should be sent, is in appendix.

NEEL:

— Designation offered to site; ac- cepted. —Notification to NESA by NPS

with dedication offer; response

made.

—Dedication planned; held; certi- ficate and plaque awarded.

— Listed in Government Printing Of- fice publication, "National Parks and Landmarks"; also designated as a NEEL in NESA Catalog.

— Annual check made by NPS state coordinator.

USING THE COMMUNITY

In starting this NESA, avoid becoming indispensable. If the weight of the program falls ex- clusively upon your shoulders, many people who could have been actively involved in creat- ing the NESA will be merely looking on from the sidelines — some of them cynically.

Remember: In this world of process, there are always more reasons not to do something than to do it. Those people on the sidelines — whose acquies- cence, permission, or support you undoubtedly some day will need — will find it very easy to poke holes in your work if they have no personal, creative in- volvement in the NESA's es- tablishment.

Also, these people will have valuable insights you may not have thought about.

Furthermore, if you should become indispensable, and then some day move from the community, the NESA program will probably collapse: No one else will know enough about it to hold it together!

The most important reason you cannot permit yourself to become indispensable, how- ever, is the seriousness of the situation. Environmental edu-

39

cation is not being pushed by tine NPS as an alternative to a bridge club. Environmental awareness must be dissemi- nated to as many people as possible because our com- munities— the world, for that matter — are being seriously threatened by environmental degeneration.

So, use the community! In- volve as many people as you can in the creation, mainte- nance, and evolution of your NESA program.

THE STEERING COMMITTEE

The first step toward com- munity involvement is the es- tablishment of a steering com- mittee. Usually, these commit- tees are quite small, containing no more than five members. Often, the members are re- cruited from among personal friends, or those with a known interest in environmental af- fairs or education.

It is important to include at least one educator and one re- source manager on the com- mittee. Consider for other members:

• an environmentalist, conserva- tionist, ecologist, or an outdoor education person

• a social science teacher, a natural science teacher, and/or a humanities teacher

• a school administrator

• a person involved in service clubs or the PTA

• anyone who is really interested.

This steering committee will conduct the preliminary inves- tigation of the potential NESA

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40

in your community. As it is an informal committee, it is not necessary for you to worry at this point about formal chan- nels and protocol. So choose people willing to consider the establishment of a NESA pro- gram.

Additionally, if your resource person is not with the National Park Service, contact the NPS Regional Environmental Educa- tion Specialist for assistance. You will probably require his or an NPS representative's ad- vice in the initial steering com- mittee meeting. (His assistance undoubtedly will also be useful later when the program is pre- sented to the school and re- source authorities.)

If you were unable to dis- tribute copies of this guide in advance to committee mem- bers, briefly explain the high- lights of the program. Or, if an NPS representative is availa- ble, consider having him do this (Incidentally, you may pho- tocopy as much of the guide as is necessary.)

Among yourselves, come to terms with the meaning of en- vironmental education, and with the needs and resource existing in your community.

Additional, possible agenda topics for the initial meeting are:

1. Determination of poten- tial of the program in the com- munity.

a. Are the possible NESA sites easily accessible for suffi- cient numbers of students? (Usually, a one-hour drive to a

NESA each way is acceptable; anything longer might be too tiring.)

b. Are there enough teach- ers available in the area for a workshop?

c. Can other resources, such as service clubs, environmental organizations, youth groups, and college students be used for assistance?

2. Delineation of responsi- bilities of the resource man- agers and educators. (Each has specific duties at this stage of the program.)

Resource managers

a. Oversee the site survey.

b. Schedule visits.

c. Organize teacher workshops.

d. Offer technical assistance to teachers.

e. Remember you are not re- sponsible to teach.

Educaters /Teachers

a. Be responsible for students while at site.

b. Evaluate pre-site and post-site expectations.

c. Be responsible for all major educational aspects of pro- gram.

Two responsibilities are to be shared by the resource man- ager and the teacher:

1. Development of lessons and teacher guide book.

2. Final decision on NESA sites.

At the close of this first meeting, summarize what was discussed. It would be a good idea at this point to decide that the next meeting would attempt to draw up a list of 5-10 potential NESA sites in your community.

Remember that the Strands

may be used in surveying these sites initially in order to deter- mine environmental education potential. Later, as the selec- tion narrows, they can be rig- orously applied. The most im- portant characteristics to look for, however, in this cursory survey are:

Variety. — As rich and as di- verse an environment as pos- sible with many characteristics.

Interrelation. — Evidence of interrelation is the most im- portant thing to look for, since the clearest environmental les- sons take place where interre- lationships exist.

Interdependence. — It is un- likely that you will be able to uncover a small site which demonstrates a total natural or cultural system — yet food chains, cultural process, etc. should be visible.

Important: Be sure that the stu- dent will be able to see how he is interrelated with what is going on here. The site should have appli- cability to living, to the on-going classroom curriculum; it should en- able flexible usage, and should per- mit active involvement by the stu- dents.

Change. — Evidence of change — particularly of the non-cyclical type — will prob- ably improve educational pos- sibilities.

Again we state: Nearly any site may be used as a NESA. Nonetheless, a site which ex- hibits some influence by man is usually preferable to a purely natural area, since its educa- tional relevance is greatly in-

41

creased and its dynamism is usually more evident. Possible exceptions include areas ex- hibiting spectacular geologic change.

Remember, NESAs are not necessarily pretty or pictur- esque areas. Dumps, sewage treatment plants, highways with easements, forests and mea- dows, meadows and ponds, farms, schools and other build- ings, places exhibiting proc- esses of government, industry, or some other aspect of cul-

ture— all these might make ex- cellent NESAs.

So would historic sites and monuments. These places have immense environmental edu- cation potential since the site itself usually had a great deal to do with molding the events which took place there. So use these areas as historic sites. Often we find that well-meaning individuals, under the mis- taken impression that "envi- ronment" means nature or ecology, attempt to utilize his-

toric sites primarily to teach natural sciences. Environment is everything around us. Ana- lyze and use each site for what it is and what it can convey.

COMMUNITY COUNCIL FOR ENVIRONMENTAL EDUCATION

If a NESA, upon considera- tion of local conditions by the steering committee, would make a contribution to envi- ronmental awareness in your community, it is time to pre-

42

sent the idea to the appropri- ate decisionmakers. If you are fortunate, some of these peo- ple will already be on the steer- ing committee. Otherwise, the steering committee should pre- sent its research and plans to the appropriate decision-mak- ers.

In some areas, it has been very helpful to expand the steering committee at this point to include school and re- source decision-makers as well as key civic leaders. This com- mittee, usually called some- thing like "the Community Council for Environmental Edu- cation," can be an enormous asset. Its membership can in- clude such a range of exper- tise that the actual structuring and establishment of the NESA program can be accomplished with ease. Furthermore, the Council can remain as a stand- ing committee, overseeing and revising the program for years to come.

Invite a balanced group; in- clude in your consideration the key local officials listed in the last section. Committees larger than 15 or 20 become un- wieldy.

Among the arguments which have appealed to these key people are the following:

• Educators are pleased to dis- cover that the program is not ex- pensive; it is flexible enough to cater to teachers' needs; it is interdis- ciplinary; it is student-centered; it is not a simple field trip, but a real part of the existing curriculum; it provides stimulating learning oppor- tunities which school children enjoy

and appreciate; it addresses the educational responsibility to the future for an environment of quality.

• Resource managers are, of course, equally aware of the need to avoid a nationally despoiled en- vironment; the program protects their resource since it increases the local environmental awareness; the program does not remove the site from its traditional use; it is a prac- tical program, since classes are increasingly being brought to re- sources for field trips, but in this program their manpower is not tied up, they do not act as tour guides, because teachers familiar with the site are doing the teaching.

• Civic groups, service clubs, and the business community recognize that the program offers the con- sidered, responsible education nec- essary to bring about the en- lightened change they know to be essential; the program offers an op- portunity for these groups to assist in community improvements; and the program provides national recog- nition for their efforts with inclusion in the U.S. Office of Education's NESA Catalog.

• Environmental groups are, of course, deeply concerned about the quality of the environment and will appreciate the opportunity to help.

If you are unable to begin such a council at this point, or if it is decided that one would be unnecessary, you must still, of course, present the program to resource and educational decision-makers. Observe pro- tocol and proper channels. At- tempt to have the educators of the steering committee present the program to the educational community; the resource peo- ple to the resource managers. Remember to respect the pre- rogatives of these people.

• Be prepared to discuss the following:

1. Human history of the study area.

2. Natural history of the study area.

3. Use of the study area in ele- mentary and secondary school cur- ricula.

4. Use of the study area for the whole community.

• Also remember to mention that:

1. NESAs provide dissemination of the current understandings about man and his environment.

2. NESA's provide a variety of approaches to the environment.

3. NESA materials encourage awareness of environmental relation- ships.

4. NESA programs stimulate in- tellectual and perceptual responses.

5. NESAs serve as demonstra- tion and information centers for other possible NESA areas.

Speaking of respect: many localities already have on-going programs of conservation or outdoor education, many of which are excellent. The NESA program should not compete with these activities. Instead, the NESA program should com- plement these — just as it should complement the exist- ing school curriculum rather than become a new one.

ON-SITE WORKSHOP

After the formation of the Council, or the presentation of the program to the appropriate officials, an on-site workshop should be held at the intended NESA for the Council or the officials.

The workshop guide will pro- vide practical assistance — par- ticularly logistical — in arrang-

43

ing this workshop. This work- shop should include a more in- tensive site survey utilizing the insights of all the workshop participants. The Strands again should be the guidelines. The purpose of this survey is to convince the participants of the potential of the NESA program and to utilize the diverse ex- pertise available as a prepara- tion for the writing of the Teacher's Guide. So be sure all the ideas which are developed are written down (or taped) and saved!

The "brainstorming" tech- nique, discussed in the Work- shop Guide, is an excellent method for this site survey and analysis.

The most important aspect of this workshop will be the analysis of the site potential in terms of the on-going school curriculunn. Teachers and cur- riculum specialists, with the assistance of the site's re-

source manager, should de- velop various ways the site can be used to the best advantage in all classes and disciplines.

Using these ideas, the steer- ing committee can later de- velop the inventory, the pre- liminary Teacher's Guide, and a few model lesson plans for pilot usage. Materials in the Best of NESA reports should prove helpful to this end. In- cidentally, at any point in the site survey, it may be quite helpful to involve local college or high school students.

After the site has been pilot- tested, final permission for use as a National Environmental Study Area should be obtained from the school and resource officials responsible. The In- ventory and Application forms should then be filled out and sent to the Office of Environ- mental Education, U.S. Office of Education, Department of Health, Education, and Wel-

fare, Washington, D.C. (Copies of these forms will be found at the end of this guide).

Next, a teacher workshop should then be held at the site for interested teachers, as out- lined in the Workshop Guide. Be sure to include a thorough introduction to the characteris- tics of the site, its application to classroom activities, and an introduction to the use of the Strands in on-site, pre-site, and post-site activities. This on-site orientation should give you an opportunity to introduce the coordinators and/or teachers to the logistics of the program:

Scheduling visits for student groups;

Arranging dates, follow-up notifications, mailing plans, and site reservations;

Selecting/ordering materials for pre-site, on-site, and post- site use; and

Suggesting available audio- visual aids for class use.

44

PROGRAM MAINTENANCE

Your NESA program should not be difficult to maintain if you have a Community Envi- ronmental Education Council. Quarterly reports (see copy in Appendix) are prepared for the

NPS records. Workshops for new teachers are held and conducted by teachers experi- enced in NESA use. Revision of your Teacher's Guide, gener- ated from new ideas and expe- riences, is suggested. (There- fore, make your initial guide

inexpensive and easily revis- able.)

Finally, the site can be a springboard — a model — for additional NESAs in your area. A few sites with a variety of environmental characteristics will enrich your program.

45

si|i|ieiiilix

KEY PEOPLE/ORGANIZATIONS IN YOUR LOCAL/STATE COMMUNITIES WHOSE HELP WILL BE INVALUABLE

Note; Please use the spaces following specific positions and organizations for the names, addresses, and phone numbers of the persons holding the positions, or the contacts you develop within the organizations.

1. National Park Service Staff. (Note: The first three positions below fall under the generic title, Park Ranger.)

a. Historian:

4

b. Interpreter:

c. Naturalist:

t

d. Park Policeman:

46

2. Educators, such as

a. Curriculum consultant:

b. Curriculum coordinator:

c. Principal:

d. Teachers:

3. Education-related groups, such as

a. Local chapter of National Education Association:

47

b. Parent-Teacher Association Officers:

c. School Board:

4. Environmental action groups:

5. Conservation organizations:

6. Ecology centers:

7. Camping association:

48

8. Park Department:

9. Recreation Department:

10. Water Resources Department:

11. Zoning boards:

12. City Council:

13. Political organizations/politicians:

49

14. Chamber of Commerce:

15. Historical associations:

16. Museums:

17. Service clubs (such as Rotary, Elks, Lions, etc.):

18. Youth-oriented groups:

19. Game, wildlife, and sport fisheries agencies:

50

20. Local U.S. Forest Service Staff:

21. Local Bureau of Land Management Staff:

22. Additional, local contacts that you develop:

51

REGIONAL OR NATIONAL ASSISTANCE

MAY BE OBTAINED FROM:

1. The National Park Service

(a) Director

National Park Service U. S. Dept. of interior Wasiiington, D. C. 20240

(b) Regional Environmental Education Specialists National Capital Parks

1100 Ohio Drive, S.W. Washington, D. C. 20242 Northeast Regional Office 143 S. Third St., Philadelphia, Pa. 19106 Southeast Regional Office 3401 Whipple Ave. Atlanta, Georgia 30344

Midwest Regional Office 1709 Jackson St. Omaha, Nebraska 68102

Southwest Regional Office

P. 0. Box 728

Santa Fe, New Mexico 87501

Western Regional Office

P. 0. Box 36063

San Francisco, Calif. 94102

Pacific Northwest Regional Office 4th & Pike Bldg., Rm. 931 Seattle, Washington 98101

2. Bureau of Land Management Department of the Interior Washington, D.C. 20240

3. Office of Environmental Education Office of Education

Department of Health, Education & Welfare Reporters Bldg., 7th & D Sts., S.W. Washington, D.C. 20202

4. U.S. Forest Service Department of Agriculture Washington, D.C. 20250

5. UNESCO

515 22nd St., N.W. Washington, D.C. 20037

National Organizations

6. Additional national groups whose assistance may be helpful.

Center for Law and Social Policy 20008 Hillyer Place Washington, D.C. 20009

Center for the Study of Responsive Law Box 19367 Washington, D.C. 20036

Conservation Foundation 1717 Massachusetts Ave., N.W. Washington, D.C. 20036

Environmental Action Room 731

1346 Connecticut Ave., N.W. Washington, D.C. 20036

Environmental Defense Fund 1901 N. Street, N.W. Washington, D.C. 20036

Friends of the Earth

451 Pacific Avenue

San Francisco, Calif. 94133

Izaak Walton League 1326 Waukegan Road Glenview, III. 60025

National Audubon Society 1130 Fifth Avenue New York, N.Y. 10038

National Parks Association 1701 18th Street, N.W. Washington, D.C. 20009

National Recreation and Parks Association 1700 Pennsylvania Ave., N.W. Washington, D.C. 20006

National Wildlife Federation 1412 16th Street, N.W. Washington, D.C.

Nature Conservancy 1522 K Street, N.W. Washington, D.C.

Planned Parenthood 515 Madison Avenue New York, N.Y. 10022

Sierra Club Mills Tower San Francisco, Calif.

Wilderness Society 729 15th Street, N.W. Washington, D.C. 20005

Zero Population Growth

330 Second Street

Los Altos, California 94022

52

lHlilio«|i*si|iliY

Abrams, M. H. The Mirror and the Lamp: Romantic Theory and Cri- tical Tradition. New York: W. W. Norton & Company, Inc., 1958. pp. 335. Paper, $2.25.

Abt, Clark C. Serious Games. New York: The Viking Press, 1970. pp. 131. Paper, $1.95.

Ardrey, Robert. African Genesis. New York: Dell Publishing Co., Inc., 1968. pp. 364. Paper, $.95.

Bates, Marston. The Forest and the Sea. New York: Random House, 1960. pp. 262.

Bernarde, Melvin A. Our Precarious Habitat. New York: W. W. Norton & Co., 1970. Paper, $2.95.

Brand, Stewart. Whole Earth Cata- log. Menio Park, Calif.: Portola Institute, 1970. Paper, $4.00.

Brown, William E. Island of Hope. Washington, D. C: National Rec- reation and Park Asso., 1971. pp. 179. Paper, $3.95.

Bruner, Jerome S. On Knowing, Es- says for the Left Hand. New York: Athenenum, 1969. pp. 165. Paper, $1.95.

Bureau of Outdoor Recreation, U. S. Department of the Interior. Edu- cation and Outdoor Recreation. Washington, D.C.: Government Printing Office, 1968. pp. 47. Paper, $.75.

Carpenter, Edmund. They Became What They Beheld. New York: Ballantine Books, Inc., 1970. Pa- per, $3.95.

Carson, Rachel. The Sense of Won- der. New York: Harper & Row, 1965. pp. 95. Paper, $2.50.

Chomsky, Norm. Language and

l\/lind. New York: Harcourt, Brace

& World, Inc., 1968. pp. 85. Paper, $3.25.

Committee on Resources and Man, National Academy of Sciences — National Research Council. Re- sources and Man. San Francisco: W. H. Freeman and Co., 1969. pp. 242. Paper, $2.95.

Cooley, Richard A., and Wandes- forde-Smith, Geoffrey, editors. Congress and the Environment. Seattle: University of Washington Press, 1970. pp. 260. Cloth, $8.95.

Debell, Garrett, editor. The Environ- mental Handbook. New York: Bal- lantine Books, 1970. Paper, $.95.

Edberg, Rolf. On the Shred of a Cloud. University, Ala.: University of Alabama Press. 1969. Cloth, $6.50.

Eddy, William and Milne, Robert. Consider the Process of Living. The Conservation Foundation Pub- lications, 1972.

Eiseley, Loren. The Unexpected Uni- verse. New York: Harcourt, Brace & World, Inc., 1969. pp. 233. Cloth, $5.75.

Eiseley, Loren. The Invisible Pyra- mid. New York: Charles Scribner's Sons, 1970. pp. 156. Cloth $6.95.

Emerson, Thomas J. Toward a Gen- eral Theory of the First Amend- ment. New York: Random House, 1966. pp. 239. Paper, $1.65.

Ewald, William, Jr., editor. Environ- ment and Change: The Next Fifty Years. Bloomington: Indiana Uni- versity Press, 1968. Cloth, $10, paper, $4.95.

Fabun, Don. Dynamics of Change. Englewood Cliffs: Prentice Hall, Inc., 1970.

Foncault, Michel. The Order of Things, An Archaeology of the Human Sciences. New York: Ran- dom House, 1970. pp. 387. Cloth, $10.

Gattengo, Caleb. What We Owe Chil- dren: The Subordination of Teach- ing to Learning. New York: Edu- cational Solutions, Inc., 1970. pp. 118.

Hay, John. In Defense of Nature. Boston: Atlantic-Little, Brown, pp. 210. Cloth, $4.95.

53

Hickel, Walter J. Who Owns America? New Jersey: Prentice-Hall, Inc., 1971. pp. 328. Cloth, $6.95.

Krech, D., Rosenzweig, M.R., Ben- nett, E. L. Effects of Environ- mental Complexity and Training on Brain Chemistry. Journal of Comparative and Physiological Psychology, Llll (1960), p. 509- 516.

Lee, Ronald. Public Use of the Na- tional Park System: 1872 2000. Washington, D. C: National Park Service, 1968. pp. 93. Free.

McHarg, Ian. Design with Nature. Garden City, N. Y.: Natural His- tory Press, 1969. Cloth, $19.95.

Mitchell, John G., with Stallings, Constance L., editor. Ecotactics: the Sierra Club Handbook for Environmental Activists. New York: Pocket Books, 1970. pp. 257. Paper, $.95.

National Audubon Society. Directory of Environmental Education Fa- cilities. New York: The Audubon Society, 1969. Paper, $2.

National Park Foundation. Adventure in Environment. Morristown, N.J. Silver Burdett Co., 1971.

National Park Service and Education Facilities Laboratories, Inc. Envi- ronmental Education/Facility Re- sources. 1972. Paper, $2.00.

National Park Service and National Education Association. A Guide to Planning and Conducting Environ- mental Study Area Workshops. NEA Publications, 1972. pp. 52. Paper, $2.25.

National Wildlife Federation. Con- servation Directory 1971: A List- ing of Organizations, Agencies and Officials Concerned v^ith Na- tural Resource Use and Manage- ment. Washington, D.C.: The National Wildlife Federation, 1971. Paper, $1.50.

Pennsylvania Department of Public Instruction. Guidelines for Envi- ronmental Sensitivity. Harrisburg: Bureau of General and Academic Education, 1969.

Postman, Neil and Weingartner, Charles. Teaching as a Subver- sive Activity. New York: Dell Pub- lishing Co., 1969. pp. 218. Paper, $2.25.

President's Council on Recreation and Natural Beauty. From Sea to Shining Sea, A Report on the American Environment — Our Na- tural Heritage. Washington, D.C.: Government Printing Office, 1968. pp. 304. Paper, $2.50.

Rockefeller, Nelson A. Our Environ- ment Can Be Saved. New York: Doubleday & Company, Inc., 1970. pp. 160. Paper, $2.50.

Sax, Joseph L. Defending the Envi- ronment. A Strategy for Citizen Action. New York; Alfred A. Knopf, 1971. pp. 252. Cloth, $6.95.

Shepard, Paul and McKinley, David, editors. The Subversive Science. Boston: Houghton Mifflin Com- pany, 1969. pp. 439. Cloth, $8.95.

Snyder, Ellic, compiler. Environ- mental Education for Everyone: Bibliography of Curriculum Ma- terials for Environmental Studies. Washington, D.C.: National Sci- ence Teachers Asso., a depart- ment of the National Education Association, 1970. Paper, $.75.

Storer, John H. Man in the Web of Life. New York: The New Ameri- can Library, Inc., 1968. pp. 145. Paper, $.95.

Strasser, Ben B., et al. Teaching Toward Inquiry. Washington: Na- tional Education Association Pub- lications, 1971. pp. 95.

Toffler, Alvin. Future Shock. New York: Random House, 1970. pp. 430. Cloth, $8.95.

Udall, Stewart. 1976: Agenda for Tomorrow. New York: Holt, Rine- hart & Winston, 1969. pp. 165. Cloth, $3.95.

U. S. Department of the Interior: Conservation Yearbooks.

— It's Your World. Washington, D.C.: Government Printing Of- fice, 1969. $2.

— Man . . . An Endangered Specie? Washington, D.C.: Government Printing Office, 1968. $1.50.

— The Population Challenge. Washington, D.C.: Government Printing Office, 1966. $1.25.

— Quest for Quality. Washington, D.C.: Government Printing Of- fice, 1967. $2.

— The Third Wave. Washington, D.C.: Government Printing Of- fice, 1965. $1.

Von Eckardt, Wolf. A Place to Live— the Crisis of the Cities. New York: Dell Publishing Co., 1969. pp. 405. Paper, $2.65.

Films available on loan from the office of environmental interpre- tation. National Park Service, U. S. Department of the Interior, Washington, D.C. 20240.

Another World, Another Me: (NEED Film). Harpers Ferry Historical Association, P. O. Box 147, Har- pers Ferry, West Virginia 25425.

Buddhism, Man and Nature: Hartley Productions, 279 East 44th Street, New York, New York 10017.

Children and Trees: Harpers Ferry Historical Association, P. O. Box 147, Harpers Ferry, West Virginia 25425.

Conducted Tours: Harpers Ferry His- torical Association, P.O. Box 147, Harpers Ferry, West Virginia 25425.

Fingerpainting: No. 1 Environmental Awareness; No. 2 Here We Are. Harpers Ferry Historical Associa- tion, P. O. Box 147, West Vir- ginia 25425.

54

I

For All to Enjoy: Conservation Foundation, 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036.

Green Years: Center for Urban Edu- cation, 105 Madison Avenue, New York, New York 10016.

It's Your World: National Park Serv- ice, U. S. Department of the In- terior, Washington, D.C. 20240.

A Matter of Time: Conservation Foundation, 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036.

Multiply and Subdue the Earth: Field Services, Indiana University, Audio Visual Center, Blooming- ton, Indiana 47401.

The Myths and the Parallels: As- sociation Films, Inc., 600 Grand Avenue, Ridgefield, New Jersey 07657.

Pandora's Easy Open Pop Top Box; National Medical AV Center (An- nex) Station K, Atlanta, Georgia 30324.

The Proud New Yorkers: Consoli- dated Edison, 4 Irving Place, New York, New York 10003.

PSSSHT: Fisher-Slezas Films, Inc., 218 Cambridge Street, Boston, Massachusetts 02114.

Rise and Fall of the Great Lakes: Pyramid Films, Box 1048, Santa Monica, California 90406.

Why Man Creates: Pyramid Films, Box 1048, Santa Monica, Cali- fornia 90406.

World Population— 1000 BC-1965 AD: Southern Illinois University, Carbondale, Illinois 62901.

F(7ms available from McGraw Hill, 330 West 42nd Street, New York, New York 10036.

Cities of the Future: 25 minutes. Ur- banization and worsening condi- tions of pollution, slums, conges- tion. Creative planning examples: Brazil's "clean-slate" approach, Philadelphia's "Constructive Res- toration." Ideas: weather-proofed cities, megastructures, multilevel and floating structures. McGraw Hill, 330 West 42nd Street, New York, New York 10036.

Four-Day Week: 25 minutes. The environmental implications of the increasing leisure time available to Americans. McGraw Hill, 330 West 42nd Street, New York, New York 10036.

Games Futurists Play: 30 minutes. The novel planning technique of "gaming" as explored in an imag- ined San Diego situation. McGraw Hill, 330 West 42nd Street, New York, New York 10036.

Life in the Woodlot: (National Film Board of Canada.) 17 minutes. Within a few acres of woods, left standing in the midst of culti- vated farmland, the camera re- veals the complete interrelation of life cycles of man, animal and plants. First person narration of farmer who gets firewood, maple syrup, and good hunting from his woods. McGraw Hill, 330 West 42nd Street, New York, New York 10036.

Sense of Wonder: 60 minutes. En- vironmentalist themes from au- thor Rachel Carson and photo- grapher Ansel Adams. McGraw Hill, 330 West 42nd Street, New York, New York 10036.

Silent Spring: 60 minutes. The Rachel Carson classic which may well be the key document of the age of the Environment. McGraw Hill, 330 West 42nd Street, New York, New York 10036.

Tomorrow's World/Man and the Sea: 52 minutes. Thoroughly re- searched and competently pro- duced film shows marine science in terms of advances in oceano- graphy, new techniques for tap- ping ocean for food, etc. McGraw Hill, 330 West 42nd Street, New York, New York 10036.

What are We Doing to Our World? 27 minutes. Two-part examination of the way in which technology is altering environment; pleads for conservation. (1) Lake Erie and (2) New Hampshire, Florida Ever- glades ecosystems are studied. McGraw Hill, 330 West 42nd Street, New York, New York 10036.

Other Films Available

Noise Room: 26 minutes. From jackhammers to rock music, noise continues to take a greater toll on man's hearing and peace of mind. NBC Educational En- terprises, Inc. 30 Rockefeller Plaza, Room 1040, New York, New York 10020.

Survival on the Prairie: 53 minutes. The destruction and reconstruc- tion of the delicate balance of life of the great American grassland. NBC Educational Enterprises, Inc., 30 Rockefeller Plaza, Room 1040, New York, New York 10020.

A Child Went Forth: 20 minutes. A moving statement concerning the effects of our environment on learning and the will to learn. Not meant for children's viewing as much as it is meant for teach- ers, school boards, architects, and all those involved in educa- tects, 1735 New York Avenue, tion. American Institute of Archi- N.W., Washington, D.C. 20006.

55

The Rebels/ 271— Ecology of Design: 16 minutes. Band of students constructs a free-form city in the wilderness, determined to create an environment on the scale of man. Through their city of per- sonal structures, the students — guided by their teacher — discover themselves. King Screen Produc- tions, 320 Aurora Avenue, North, Seattle, Washington 98109.

An Approach to School Site Develop- ment: 19 minutes. 16mm, sound color. International Film Bureau, 332 South Michigan Avenue, Chicago, Illinois 60604.

How Will We Know It's Us? 271/2 minutes. A plea for enough pres- ervation to maintain our histori- cal perspectives in a society where progress and change are equated. Modern Talking Picture Services, Inc., 1212 Avenue of the Americas, New York, New York 10036.

The Searching Eye. 17 minutes. Stresses need to contemplate and understand our surroundings. Pyramid Films, Box 1048, Santa Monica, California 90406.

Photo Credits

National Park Service,

pp. 9, 9, 10, 12, 13, 15, 17, 17, 19, 21, 22, 23, 24, 25, 27, 27, 30, 30, 31, 32, 40, 42.

David Arnold,

pp. 11, 16, 20, 32 bottom.

Jonathan Hadary,

5, 26, 32 side, 33, 33, 33.

Kim Herter, pp. 45.

Carol-Lynn Glassman, pp. 23.

Robin Moyer,

pp. 9 top, 31 top, 37, 44.

Simon Siegl, pp. 29.

U.S. GOVERNMENT PRINTING OFFICE: 1972 O-

-469—326

56

APPLICATIOIM FOR NESA CATALOG

To be considered for inclusion in the National Environmental Study Area (NESA) Catalog, please submit two copies of the application to

OFFICE OF ENVIRONMENTAL EDUCATION U.S. Office of Education, DHEW 400 Maryland Avenue, SW. Washington, D. C. 20202

Retain one copy of the application for your files.

If additional space is needed, use extra sheets. Number each item answered.

Enclose with this application one copy of each set of resource or teaching materials that are regularly used by site administrators. If schools have their own materials, please submit a copy of each school's materials.

57

DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION	O.M.B. NO. 51— R0935 APPROVAL EXPIRES : 9/30/75
WASHINGTON, D.C. 20202	FOR OFFICE OF EDUCATION USE ONLY
	DATE RECEIVED
NATIONAL ENVIRONMENTAL STUDY fKRElk(NESA) APPLICATION P.L. 91-516	BY WHOM
1. SITE NAME	RECORDED IN LOGBOOK (Date and number)
	RESOURCE AND/OR TEACHING MATERIALS
2. ALTERNATE NAMES OF SITE (if any)	RECEIVED □ YES □ NO
	ADDITIONAL MATERIALS RECEIVED □ YES □ NO
3. SITE LOCATION	4. OPERATED BY, IF OTHER THAN SITE NAME

5. ADDRESS (of No. 3 above; number, street, city, county. State, and ZIP code)

6. TELEPHONE (Area code, number, and extension)

!A. HOURS AND DAYS SITE IS OPEN TO PUBLIC

B. ADMINISTRATION OFFICE HOURS, IF DIFFERENT

7. DIRECTOR

8. NAME AND TITLE OF PERSON MAKING APPLICATION, IF OTHER THAN DIRECTOR

9. ADDRESS, IF DIFFERENT FROM NO. 5 ABOVE

10. DESCRIPTION OF SITE

11. HOW IS THE SITE FINANCED

A. FOR MAINTENANCE

B. FOR EDUCATIONAL ACTIVITIES

1 3

A ttach J Site location map. Use map similar to ones used by auto service stations. If area is in a city and a city map is available, please indicate location.

14. HOW IS YOUR SITE REACHED BY PUBLIC TRANSPORTATION FROM DOWNTOWN OF YOUR NEAREST CITY? BY PRIVATE CAR, BUS, OR TAXI, OTHER^ (circle one)

15. GIVE DATE SITE WAS ESTABLISHED AS AN ENVIRONMENTAL STUDY AREA.

16. PROGRAM DESCRIPTION

OE FORM 172 (OEE), 6/7 2

REPLACES OE FORM 172 (OEE), WHICH IS OBSOLETE.

17. DO YOU USE IN CONJUNCTION WITH YOUR PROGRAM TEACHING MATERIALS RELATING MAN TO THE ENVIRONMENT (e.g. displays, pamphlets, booklets, texts, etc.)'! i — i i — i

' I I YES I I NO

IF "YES," PLEASE ATTACH THE FOLLOWING - COPIES OF THE PRINTED MATERIAL (e.g. mineographed sheets, pamphlets, booklets. Please do not forward any standard texts but attach a list of the names and authors of such texts) LISTS OF EQUIPMENT USED DISPLAYS AND ANY OTHER INSTRUCTIONAL MATERIALS. INCLUDE A PARAGRAPH OR TWO FOR EACH LIST ON HOW THE TEACHING ' MATERIALS ARE USED TO RELATE MAN TO THE ENVIRONMENT.

18. WHAT GRADES ARE PROGRAMS DIRECTED TOWARDS? (circle each) A. DURING REGULAR SCHOOL YEAR □ YES LJ NO

C. WEEKENDS AFTER SCHOOL HOURS □ YES □ NO

K 1

7 8

9 10 11

B. DURING SCHOOL HOURS □ YES

D. DURING SUMMER MONTHS □ YES

12

□ NO

□ NO

19. NAME OF SCHOOL DISTRICT

A. ADDRESS

B. KEY CONTACT

20. DO YOU HAVE PROGRAMS FOR TEACHER TRAINING?

n

YES

n

NO

IF "YES," EXPLAIN.

21. DO YOU HAVE PROGRAMS FOR UNIVERSITY STUDENTS? □ YES

□ NO

IF "YES." GIVE

A. NAME OF UNIVERSITY OR COLLEGE

B. DEPARTMENT

C. IS CREDIT GIVEN

D. WHAT IS EMPHASIS OF PRO- GRAM

E. IS COURSE TAUGHT BY YOUR STAFF. THE COLLEGE STAFF, OR A COMBINATION OF BOTH? (circle one)

22A. DO YOU HAVE OTHER CONTINUING/ADULT EDUCATION PROGRAMS

FOR INDIVIDUALS D YES □ NO FOR SERVICE CLUBS D

FOR SPECIAL GROUPS □ YES D NO OTHBR (specify)

22B. WHAT IS EMPHASIS OF PROGRAM?

YES

□ NO

23. IF PROGRAM SITE HAS THE FOLLOWING, DESCRIBE

A. FEATURES THAT LEND THEMSELVES TO ILLUSTRATING MAN'S RELATIONSHIP TO HIS ENVIRONMENT

B. AN OVERALL "STURDINESS" SUFFICIENT TO OFFER A WIDE RANGE OF EDUCATIONAL OPPORTUNITY WITHOUT IMPAIRMENT OF THE ESSENTIAL INTEGRITY OF THE ENVIRONMENT

C. LOCATION AND FACILITIES THAT MAKE IT CONVENIENT FOR REGULAR USE AS PART OF CURRICULUM-RELATED EDUCATION PROGRAMS BY AREA SCHOOLS

24. DO YOU USE A CONCEPTUAL "STRAND" APPROACH IN YOUR PROGRAM? Q ^es □ NO (" Environmental Strands" are basic concepts that run through the web of life and give it the satisfying order that is sometimes called "balance of nature. " For example: Variety and Similarity, Patterns, Interrelation and Interdependence, Change and Continuity, and Adaptation and Evolution are environmental strands presently being used in some programs. More information is available from Office of Environmental Interpretation, National Park Service, U.S. Department of Interior, Washington, D.C. 20240)

25. ADDITIONAL INFORMATION ON ENVIRONMENTAL EDUCATION PROGRAMS OFFERED.

GP 0 9 3 3-091

DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION	O.M.B. NO. 51— R0935 APPROVAL EXPIRES : 9/30/75
WASHINGTON, D.C. 20202	FOR OFFICE OF EDUCATION USE ONLY
	DATE RECEIVED
NATIONAL ENVIRONMENTAL STUDY AREAWfS^; APPLICATION P.L. 91-516	BY WHOM
1. SITE NAME	RECORDED IN LOGBOOK (Date and number)
	RESOURCE AND/OR TEACHING MATERIALS
2. ALTERNATE NAMES OF SITE (if any)	RECEIVED □ YES □ NO
	ADDITIONAL MATERIALS RECEIVED D YES □ NO
3. SITE LOCATION	4. OPERATED BY, IF OTHER THAN SITE NAME

5. ADDRESS (of No. 3 above; number, street, city, county. State, and ZIP code)

6. TELEPHONE (Area code, number, and extension)

A. HOURS AND DAYS SITE IS OPEN TO PUBLIC

B. ADMINISTRATION OFFICE HOURS, IF DIFFERENT

8. NAME AND TITLE OF PERSON MAKING APPLICATION, IF OTHER THAN DIRECTOR

9. ADDRESS, IF DIFFERENT FROM NO. 5 ABOVE

10. DESCRIPTION OF SITE

II. HOW IS THE SITE FINANCED

A. FOR MAINTENANCE

B. FOR EDUCATIONAL ACTIVITIES

13.

Attach .J Site location map. Use map similar to ones used by auto service stations. If area is in a city and a city map is available, please indicate location.

14. HOW IS YOUR SITE REACHED BY PUBLIC TRANSPORTATION FROM DOWNTOWN OF YOUR NEAREST CITY? BY PRIVATE CAR, BUS, OR TAXI, OTHER_^ (circle one)

15. GIVE DATE SITE WAS ESTABLISHED AS AN ENVIRONMENTAL STUDY AREA.

16. PROGRAM DESCRIPTION

OE FORM 172 (OEE), 6/7 2

REPLACES OE FORM 172 (OEE), WHICH IS OBSOLETE.

17. DO YOU USE IN CONJUNCTION WITH YOUR PROGRAM TEACHING MATERIALS RELATING MAN TO THE ENVIRONMENT (e.g. displays, pamphlets, booklets, texts, etc.)'! i — i i — i

IF "YES," PLEASE ATTACH THE FOLLOWING - COPIES OF THE PRINTED MATERIAL (e.g. mineographed sheets, pamphlets, booklets. Please do not forward any standard texts but attach a list of the names and authors of such texts) LISTS OF EQUIPMENT USED DISPLAYS AND ANY OTHER INSTRUCTIONAL MATERIALS. INCLUDE A PARAGRAPH OR TWO FOR EACH LIST ON HOW THE TEACHING MATERIALS ARE USED TO RELATE MAN TO THE ENVIRONMENT.

18. WHAT GRADES ARE PROGRAMS Dl RECTED TOWARDS? (circle each) A. DURING REGULAR SCHOOL YEAR □ YES □ NO

C. WEEKENDS AFTER SCHOOL HOURS □ YES □ NO

K123456789 10 1112

B. DURING SCHOOL HOURS □ YES □ NO

D. DURING SUMMER MONTHS □ YES □ NO

19. NAME OF SCHOOL DISTRICT

A. ADDRESS

B. KEY CONTACT

20. DO YOU HAVE PROGRAMS FOR TEACHER TRAINING?

n

YES

□

NO

IF "YES," EXPLAIN.

21. DO YOU HAVE PROGRAMS FOR UNIVERSITY STUDENTS? □ YES

n

NO

IF "YES." GIVE

A. NAME OF UNIVERSITY OR COLLEGE

B. DEPARTMENT

C. IS CREDIT GIVEN

D. WHAT IS EMPHASIS OF PRO- GRAM

E. IS COURSE TAUGHT BY YOUR STAFF, THE COLLEGE STAFF, OR A COMBINATION OF BOTH? (circle one)

22A. DO YOU HAVE OTHER CONTINUING/ADULT EDUCATION PROGRAMS

FOR INDIVIDUALS D YES □ NO FOR SERVICE CLUBS D

FOR SPECIAL GROUPS □ YES D NO OTHBR (specify)

22B. WHAT IS EMPHASIS OF PROGRAM?

YES

a

NO

23. IF PROGRAM SITE HAS THE FOLLOWING, DESCRIBE

A. FEATURES THAT LEND THEMSELVES TO ILLUSTRATING MAN'S RELATIONSHIP TO HIS ENVIRONMENT

B. AN OVERALL "STURDINESS" SUFFICIENT TO OFFER A WIDE RANGE OF EDUCATIONAL OPPORTUNITY WITHOUT IMPAIRMENT OF THE ESSENTIAL INTEGRITY OF THE ENVIRONMENT

C. LOCATION AND FACILITIES THAT MAKE IT CONVENIENT FOR REGULAR USE AS PART OF CURRICULUM-RELATED EDUCATION PROGRAMS BY AREA SCHOOLS

24. DO YOU USE A CONCEPTUAL "STRAND" APPROACH IN YOUR PROGRAM? Q y^g D NO (■■Emironmental Strands" are basic concepts that run through the web of life and give it the satisfying order that is sometimes called "balance of nature. " For example: Variety and Similarity, Patterns, Interrelation and Interdependence, Change and Continuity, and Adaptation and Evolution are environmental strands

presently being used in some programs. More information is available from Office of Environmental Interpretation, National Park Service, U.S. Department of Interior, Washington, D.C. 20240)

25. ADDITIONAL INFORMATION ON ENVIRONMENTAL EDUCATION PROGRAMS OFFERED.

GPO 933.091

As the Nation's principal con- servation agency, the Depart- ment of the Interior has basic responsibilities for water, fish, wildlife, mineral, land, park, and recreational resources. Indian and Territorial affairs are other major concerns of America's "Departmental of Natural Re- sources." The Department works to assure the wisest choice in managing all our re- sources so each will make its full contribution to a better United States — now and in the future.

Rogers C. B. Morton, Secretary U.S. Department of the Interior

George B. Hartzog, Director National Park Service

U.S. DEPARTMENT OF THE INTERIOR • NATIONAL PARK SERVICE