Ocean acidification, a product of CO[subscript 2] absorption by the world's oceans, is largely driven by the anthropogenic combustion of fossil fuels and has already lowered the pH of marine ecosystems. Organisms with calcium carbonate shells and skeletons are especially susceptible to increasing environmental acidity due to reduction in the…

A major contributor to our understanding of the adaptation of all organisms to the physical environment is physiological ecology. Described here is an inexpensive, reliable and simple experiment to aid in helping students to understand better the acclimation process. (ZWH)

Describes an activity for biology students designed to involve them in working with the National Park Service in the determination of the effects of fire on black oak reproduction and subsequent survival. (PEB)

Using science from the classroom, a teacher involves students in variety of explorations to identify safe foods from outdoors. These activities culminate in a Wild Plant and Beast Feast day, where the students have an opportunity to share their new cuisine and recipes with classmates and teachers. Tips on the successful development and…

Two professors assert that it is not enough to simply tell students that all living organisms are mutually dependent. Describes an activity that allows students to become members of a food web and results in a greater understanding of and appreciation for the interdependencies of living things. Ideas for extension are provided. (ZWH)

Diverts from the traditional approach to teaching ecology and moves toward a more interdisciplinary approach by engaging students in a field trip to the Rocky Mountains. Using examples and insights, the author describes and identifies opportunities for promoting knowledge, understanding, and awareness of the environment and its surroundings. (ZWH)

Preservation of our wetlands has been an issue for many years. Today, despite current laws and those adopted 200 years ago, the wetlands remain insufficiently protected and developed. A holistic guide and suggestions for the classroom are provided to aid in efforts directed at wetland education, research and management. (ZWH)

The effects of human activity on stratospheric zone and several consequences to humans and their environment are discussed. (Author/SA)

Describes a program called "Society-Environment-Science" which has been offered for three years at Lansdowne Senior High School (Baltimore, Maryland). It is a one semester, interdisciplinary course that is team-taught by a social-studies teacher and a science teacher. (JR)

Discusses the constraints placed upon humans by natural environmental capacity laws. Using analogies of exponential growth in economics and ecology, the author argues that exponential growth needs to be seen and taught as a severely time-limited process, for which costs must be paid. (ZWH)

Describes how the basic principles of energy flow and matter recycling can be incorporated into a framework around which many classes, courses and perhaps curricula could be designed. (LS)

Describes a role-playing game that can be used by high school teachers to teach ecology. The procedures of the game are accompanied by pointers for teachers. (SA)

Describes the historical development of the field of ecology. Maintains that the ecological revolution, which began quietly in America, unleashed powerful forces of concern for the world and its future. (Contains 14 references.) (WRM)

Describes the use of slides and artifacts from East Africa as a means of stimulating student interest and discussion in environmental and ecological problems. (JR)