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The California city of Rancho Cucamonga has been given the task of developing a 4-square-mile area into a productive venture. There is already freeway access and a cargo railroad line, but sewer lines and various other services must be added. This lesson plan stipulates that student teams, each representing a specific interest in the business community, present plans that will benefit the community with the least amount of danger. Students are provided with background information, detailed instructions, and online resources. The teacher's notes describe the unit, explain the application of history/social science standards, and provide an evaluation rubric. (BT)

The Wilderness Curriculum is designed to provide classroom teachers, land managers, and outdoor educators with an interactive resource to promote awareness and appreciation of the cultural, environmental, and experiential values of wilderness. The curriculum is divided into three grade levels (Primary, K-2; Elementary, 3-5; and Middle, 6-8); each level is composed of an overview section and five strands, from which lessons and activities follow: Overview (the "who, what, where, and why" of wilderness); Aesthetics (the spiritual, cultural, and emotional values of wilderness); Perspectives (the historical context of wilderness); Ecology (the role of wilderness in preserving natural systems); Connections (connections between our culture and wilderness); and Skills (low impact use and living that promotes wilderness integrity). Dimensions of each major strand in the curriculum are explored through several lessons that are cross-referenced by grade level and strand. Lessons and activities include objectives, background information, materials needed, and procedures. Many activities contain reproducible student handouts. Contains a further reading list and a glossary. (BT)

This Wilderness Curriculum is designed to provide classroom teachers, land managers, and outdoor educators with an interactive resource to promote awareness and appreciation of the cultural, environmental, and experiential values of wilderness. The curriculum is divided into a "Wilderness: An Overview" section, a "Leave No Trace/Field Experience" section, and then six subject matter sections: "Social Studies"; "American History"; "English"; "The Arts"; "Science"; and "Math." The overview offers a concise orientation to what wilderness is all about. Subsequent sections contain a variety of lessons and activities that provide objectives, background information, materials needed, and procedures. Many activities include reproducible student handouts. The curriculum includes a glossary, suggested background reading materials, and a list of materials needed for the activities. (BT)

In 1992, Elaine McKinney and six college interns set into motion an experiment in human relations at the Forest Service's Northeast Area and Station Headquarters in Radnor, PA. The program provides basic conservation education to urban youth who may never have been exposed to the concepts of conservation, recycling, or forest management. This report represents the experiences of the 15 interns and five supervisors in the 1998 Conservation Education Outreach Program. Also, the Northeastern Area Station and the Southern Research Station Programs (in Asheville and Huntsville, Alabama) are described and evaluated. (Contains 11 references.) (CCM)

This publication contains the three numeracy units of the three levels of Support Materials for Agricultural Training (SMAT) in farm management and leadership: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her numeracy skills needed to deal with farm management. SMAT materials can be used by the individual, with a mentor, or in a group or class. An introduction describes how to use the materials, types of activities, and materials needed. Each level contains agriculture-related mathematics activities. Model answers are provided. Topics covered in Level 1 are as follows: calculator use; invoices and payment advice sheets; percentage and decimals; and measuring length, area, and perimeter. Topics covered in Level 2 are budgets, costs, and comparing costs to income. Topics covered in Level 3 are measuring and volume. (YLB)

This publication contains the three communication skills units of the three levels of Support Materials for Agricultural Training (SMAT) in agricultural production: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her written and spoken communication skills needed to deal with agricultural production. SMAT materials can be used by the individual, with a mentor, or in a group or class. An introduction describes how to use the materials, types of activities, and materials needed. Four types of activities are found in the communication unit: key word activities, reading activities, writing activities, and spoken communication activities. Model answers are provided. Topics covered in Level 1 are commodities, discussions, yellow pages, a census form, and information sheets. Topics covered in Level 2 are exports to Asia, crop information, fertilizers, mind your language, and land care. Topics covered in Level 3 are conservation and land care, gathering information, consulting the experts, and negotiating with the bank. (YLB)

This publication contains the three numeracy units of the three levels of Support Materials for Agricultural Training (SMAT) in agricultural production: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her numeracy skills needed to deal with agricultural production. SMAT materials can be used by the individual, with a mentor, or in a group or class. An introduction describes how to use the materials, types of activities, and materials needed. Each level contains agriculture-related mathematics activities. Model answers are provided. Topics covered in Level 1 are yield (or production), conversion, consumption, and application rates. Topics covered in Level 2 are cost/benefit analysis, cropping, costing, and whole farm change. The topic covered in Level 3 is collecting information. (YLB)

This unit helps middle school students explore the local face of a global challenge: vanishing farmland and the need for sustainable agriculture. With an eye on the National Geography Standards and five areas of the New Jersey core curriculum standards, this unit also develops the skills needed to contribute toward creative solutions for such problems. This unit was developed as a nine-week study skills project for seventh grade students and includes the core subject classes of mathematics, science, social studies, reading, and writing. The 12 lessons can also be taught individually. Objectives of the 12 lessons include learning about population distribution and density, creation of various kinds of maps and graphs, inferring relationships between farm locations and soil types, researching agricultural best management practices for preserving farmland, and negotiating a consensus position on farmland preservation with persons representing a variety of viewpoints. Many of the lessons contain reading selections. Study skills pre- and post-tests, a glossary, and references are also included. (PVD)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for forestry I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in forestry I are as follows: exploring the world of forestry, leadership/Future Farmers of America (FFA) activities, forest safety, tree growth and stand development, dendrology, forest surveying and mapping, legal land description, tree and log measurements, and introduction to timber cruising. Units in forestry II include the following: identify forests and forest products, employability skills/FFA activities, forest management practices, advanced timber cruising, timber marketing, timber harvesting, reforestation, forest fire management, and forest insects and disease. A list is provided of recommended tools and equipment for a class of 20 students. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the forestry technology program cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program, and section II consists of outlines for the three categories of courses in the forestry technology sequence: (1) forestry courses--forest mensuration I, survey of forestry, forest surveying, silviculture I, applied dendrology, timber harvesting, forest mensuration II, forest protection, forest products utilization, silviculture II, special problem in forestry technology, and work-based learning; (2) related vocational-technical courses--fundamentals of microcomputer applications, applied soils (conservation and use), applied agricultural economics, mapping and topography, and fundamentals of drafting; and (3) related academic courses--principles of accounting I, botany, and business law. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

This learning packet of hands-on activities was developed by the Duke Power State Park in North Carolina for grades 4-7 to acquaint students with the concepts of water quality, watersheds, aquatic sampling, water pollution, preservation of natural areas, and land use. The loose-leaf book is divided into these sections: (1) introduction to the North Carolina State Park System, Lake Norman, the Duke Power State Park, and the park's activity packet; (2) a summary of the activities including major concepts and objectives covered; (3) previsit activities introducing the use of a dichotomous key, familiarizing students with water-related words, and introducing the concept of watersheds; (4) on-site activities that teach students to recognize indicators of water quality, conduct simple physical and chemical tests, and note firsthand some factors that affect water quality; (5) post-visit activities that encourage students to examine conflicting land-use concerns, discuss ways water becomes polluted, become familiar with major types of aquatic pollution, and predict potential effects of aquatic pollutants on wildlife and people; (6) a list of 57 vocabulary words; and (7) necessary park and parental permission forms. Contains 25 references. (PVD)

This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module explains that land use/cover change has occurred at all times in all parts of the world, and that most affected and involved in these processes are the environmental spheres of water, soil, and vegetative cover, which are closely linked to geomorphology, climate, fauna, and especially human societies. According to the module, the most profound questions with respect to land use/cover and global change are: what forces drive land use/land cover change?; what impacts do these changes have on the environment and on human society?; and how might people respond to them most effectively? The module introduces students to the complexities inherent in these questions, focusing mainly on the first. The module contains 8 tables, 13 figures, a list of acronyms, a guide, a summary, an overview, references for all units, supporting materials, and readings. It is divided into thematically coherent; each unit consists of background information, teaching suggestions, student workshops, and the answers expected for each activity. (Author/BT)

A school construction guide offers key personnel in school development projects information on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides advice on school building design issues, such as the fundamentals of good design and designs that accommodate change, issues affecting building arrangement and arrangement variations, recycled buildings, relocatable buildings, energy considerations, building services, and security issues. Specific topics include the factors that promote building durability; school design that addresses curriculum and enrollment patterns; building arrangements that accommodate terrain, climate, security, and the disabled; design considerations that reflect staffing needs; and design considerations that take advantage of various forms of heating, such as solar and water heating, and maximize the use of shade. Heating and lighting topics also cover design issues involving windows, insulation, lighting, and ventilation. (GR)

This student workbook is designed as a companion to a day of field studies investigating water quality and stream health for sixth grade students in several northeastern Tennessee counties. Nineteen environmental education activities cover topics including wildlife species, wildlife habitats (instream and riparian), connections between water quality and wildlife, water pollution, hydrology, land use, soil and water, wild plants and flowers, farming techniques, erosion prevention, forest ecology, waste disposal, household hazardous wastes, landfills, and precycling and recycling. The workbook provides the following information for each activity: objective, key words, summary (background information that refers to the northeastern Tennessee environment), and study questions. A glossary contains 65 key terms. (LZ)

The selection and planning of sites appropriate for school facilities is a critical and complex undertaking. This publication describes the many factors to be considered during the process of site selection, planning, development, and use. The introduction stresses the importance of knowing the community or territory and the local school system. The second section describes the site-selection process and discusses considerations for the site-selection committee. Technical requirements include size, shape, location, topography and drainage, access and traffic, security and safety, soil conditions and plant life, noise levels, utilities, and costs. Guidelines for carrying out the site-planning process are offered in the third section. Steps for developing the site include conducting a topographic survey, learning (studying) the natural characteristics of the site, and creating a master plan of site components. These components include the buildings, transportation, pedestrians, utilities, and playgrounds. Sections 4 and 5 offer specific guidelines for designing playgrounds and recreation fields. Information on relevant North Carolina statutes and a list of North Carolina resource agencies and professions are provided. (LMI)

This booklet is intended for use by educators interested in developing environmental vocabulary and stimulating environmental awareness in adults and adolescents who use English as a foreign language. Activity participants are engaged in discussion and analysis, games, field trips, story reading, and projects. Activities are separated into 12 units that correspond to the following topics: (1) land use planning; (2) air pollution; (3) nuclear energy and the media; (4) recycling; (5) river monitoring; (6) environmental health; (7) environmental comparative risk assessment; (8) eco-tourism; (9) social action; (10) birds; (11) environmental ethics; and (12) miscellaneous activities some of which meet the needs of leaders presenting environmental issues to groups in 4 to 5 day workshops. Sections contain 1 to 15 activities with varying time requirements. Activity instructions include several paragraphs of procedural information and may include worksheets. (LZ)

This teacher's guide focuses on the value and functions of wetlands by integrating science and the politics of wetlands into a geographic framework. Wetlands are highly dynamic, diverse, and prolific ecosystems. The volume advocates a need for mutual understanding and harmony of effort in order to deal with the complex issues of the wetlands. The chapters include the following: (1) "Introduction" expressing a need for mutual understanding and harmony of effort; (2) "Definitions and Geographic Relationships of Wetlands"; (3) "Wetland Systems: Functions, Values, and Delineation"; (4) "Learning Activities K-6, 7-9, 8-10, and Senior High-College." Appendices include: (1) "Glossary"; (2) "Common Wetland Indicator Vegetation"; (3) "How to Use Munsell Soil Indicator Charts"; (4)"Technical Criteria: Hydrophytic Vegetation, Hydric Soils, and Hydrology"; and (5) "Data Form for Delineating Wetlands." Extensive maps, charts, and figures accompany the text. Contains a selected resource list and 30 references. (EH)

This document is a guideline for institutions in the Florida State University System to use as they comply with state mandates requiring them to develop campus master plans and land management plans. It supplements the minimum criteria in the state's Administrative Code. For each element the guide offers description of its purpose, data requirements, analysis requirements, and requirements for goals, objectives and policies. Master Plan Elements treated here include the academic mission of the university, academic program, urban design, future land use, academic facilities, support faculties, housing, recreation and open space, general infrastructure, utilities, transportation, intergovernmental coordination, conservation, capital improvements, architectural design, landscape architectural design, facilities maintenance, and coastal management. A section on administrative requirements covers general requirements for master plans and format requirements for documents and computerized data. Definitions for key terms are included. (JB)

This teachers guide contains information and activities to provide 5th-grade students with a hands-on experience with air, land, and water pollution in Illinois. This booklet incorporates previous documents entitled: "Water the Liquid of Life,""The Land We Depend On," and "The Air We Breathe." The materials are designed to develop research, problem-solving, reading, writing, mathematical, experimental, analytical, and artistic skills. Topics include: air, water, and land quality, drinking water, nonpoint source pollution, wetlands, ozone, global warming, waste management, hazardous waste, leaking underground storage tanks, household hazardous waste, trees, coal, environmental laws and regulations, tires, recycling, composting, and ethanol. Appendices include a correlation with the Illinois State Goals for Learning, glossary, and worksheet answers. An accompanying activity book contains activities organized to match the chapters in the teacher guide. Contains 36 references. (MKR)

This multidisciplinary, progressional unit involves students in discovering wetlands and why such areas are important, and in learning they can make a difference in saving wetlands. The unit is designed to be taught with two options: (1) entirely in the classroom; and (2) a combination of classroom and field experience. Fourteen classroom lessons focus on wetland identification; wetland functions; wetland biodiversity; wetland values, attitudes, and issues; human impact on wetlands; wetland laws and regulations; and wetland actions. Each lesson plan contains information on purpose, method, concept, objectives, subjects, skills, materials, glossary words, time considerations, background, procedure, and worksheets. Seven field component activities emphasize the topics of student awareness and observational skills, diversity of wetlands, "hands on" experiential study of wetland ecology, biological adaptations to marsh life, inter-connectedness of wetland organisms, responsible wildlife management tools, and positive outdoor education experiences. A glossary is followed by resource lists containing 64 books, 14 teaching guides, and 10 audiovisual aids. (LZ)

Tree Amigos is a special cross-cultural program that uses trees as a common bond to bring the people of the Americas together in unique partnerships to preserve and protect the shared global environment. It is a tangible program that embodies the philosophy that individuals, acting together, can make a difference. This resource book contains projects, activities and resources that can be used in the classroom and in community programs. The first section, "Tree Amigos Action Projects," contains ideas, strategies, and success stories of Tree Amigos programs. It also contains forms, logo sheets, and other materials that can be duplicated. The second section, "Learning Activities," contains activities for all age levels that can help reinforce concepts related to action projects involving a classroom, school, or community. The activities are grouped into five categories: (1) trees; (2) ecosystems; (3) land use; (4) people and resources; and (5) reduce, reuse, and recycle. Materials in the third section, "Background Learning for Teachers," provide information about a variety of subjects that can be related to the action projects and learning activities. Some may serve as hand-outs for advanced junior high and high school students. The final section, "Resources," contains materials for promoting and implementing a Tree Amigos program. The resources include bibliographies, video lists, reference lists, and other materials. (TJQ)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for forest industry occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 14 units are as follows: general safety precautions; forest industry operations; forest nursery operations; forest measurements; forest establishment; forest management; tree harvesting and processing; wildland fire operations; forestry equipment maintenance; forestry equipment operation; construction skills; business management; urban forestry tree care; and employability skills. (YLB)

This guide, for a 4-H wetlands project, is designed for sixth to eighth grade youth and their leaders interested in learning and doing aquatic science activities that can help the environment. The project provides basic wetland information with one or more activities for each of six sections: (1) What is a wetland?; (2) value of wetlands; (3) wetland types; (4) products from wetlands; (5) wetland destruction; and (6) wetland regulation. Also provided is a wetlands reference list and project record sheet. The leader/teacher guide contains additional information for each activity section, answers to both the question and discussion sections, background information, sources for teaching aids and further information, and a project evaluation form. (Author/MCO)

This guidebook is designed to assist concerned Michigan citizens, local governments, conservation organizations, landowners, and others in their efforts to initiate wetlands protection activities. Chapter 1 focuses on wetland functions, values, losses, and the urgent need to protect wetland resources. Chapter 2 discusses wetland identification and delineation. Chapter 3 considers state, federal, and local regulatory programs. Chapter 4 presents information and strategies regarding citizen involvement. Chapter 5 discusses non-regulatory approaches to wetland protection. Chapter 6 focuses on methods and mechanisms for educating various target audiences. Chapter 7 addresses selected issues regarding wetlands protection. The appendices contain materials that have been compiled to serve as background materials for the text: (1) Michigan organizations involved in wetland protection; (2) Goemaere-Anderson Wetland Protection Act; (3) Goemaere-Anderson Wetland Protection Act-Administrative Rules; (4) Sample, Michigan Department of Natural Resources Permit Application Listing; (5) State and Federal Wetlands Regulatory Agencies; and (6) Educational Materials. (MCO)

The objective of this document is to provide information about estuaries, the impact of uses on the environmental health of an estuary, and what communities and concerned individuals can do to manage and protect their local estuarine resources successfully. Much of the information presented here pertains to other embayments along the Maine coast that may not be true estuaries. The first of the book's three chapters describes natural features of estuaries in Maine and the importance of these special environments. The second chapter details the sources and effect of water pollution and habitat alteration on estuarine resources. The final chapter examines how land use planning can be used to protect and improve coastal water quality and natural resources. Regulatory and nonregulatory tools that promote wise stewardship of estuarine resources are reviewed. A 14-item reference list is provided. Sources for more information are summarized in the appendix. (KR)

A looseleaf format allows for the easy addition of annual updates to this practitioner's handbook for planning educational facilities from the conception of needs through occupancy and use. Each unit contains numerous photographs, drawings, and figures that illustrate the contents. Unit subjects are as follows: historical perspectives; planning resources; developing a master plan; the planning professionals; educational specifications; the site; spaces for learning; auxiliary spaces; environment for learning; equipping the facility; project budget and cost control; financing the capital program; the construction program; renovation, alteration, conversion; orientation and postoccupancy evaluation; college and university planning; and buying, selling, leasing. A two-page index is appended. (MLF)