USING FLORIDA ENVIRONMENT IN TEACHING


A Teacher Surveys Her Community

 The outline below is suggestive of how a teacher may apply
these points in surveying his own community for the science
learning available from the way people live in certain environ-
ments.

 I. OUTSTANDING CENTERS OF INTEREST IN ONE COMMUNITY


A. Fishing
 Commercial
 Fish houses
 Icing of Fish
 Ice plant-(refrigeration)
 Boats
 Compasses
 Motors
 Navigation
 Sport fishing
 Species of Fish
B. Beach
 Shells
 Coral reef
 Tides
 Undertow-safety
C. Inland waterway
 Fort Myers-Stuart Canal
 Indian River
 Transportation
 Fresh-water fish


 Conditions necessary to life
 Food
 Air
D. Lighthouse
E. Shark fisheries
 Vitamin-food
 Fertilizer
 Food
F. Vegetable farming project
G. Packing plants
H. Arundel Shops
 Barge building
 Dredging
 Drainage ditches
 Waterway channels
I. Coast Guard Station
 Boats
 Coastal protection
J. Draw bridges
K. Airports


II. INTRODUCTORY LEAD
 A. Survey of equipment of the school room.
 B. Survey of school library-index (with the aid of children if possible).
 An opportunity is offered here for an observation of individual
 interests of children, and for arousing an interest in books and
 new topics.
 C. Locate equipment and safety precaution units, such as fuses and
 heating units.
 D. Discover if slide and movie projectors are available.

III. BULLETIN BOARD
 A. A weather chart posted on the bulletin board.
 Possible questions
 How does weather help us?
 How does weather harm us?
 How does weather help the farmer?
 How does the weather help to give us food?
 How does it help other living things ?
 How does weather affect the things that do not live?
 Is the weather always the same every month?
 B. Pictures of living things and newspaper clippings about living
 things mounted on the bulletin board.