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This research guide is designed to help teachers and students organize their thoughts as they begin to plan and carry out a research assignment where they review and use the resources of the Franklin D. Roosevelt Library and Museum (Hyde Park, New York) or other resources for specific projects. The guide is divided into five sections: (1) the nature of research; (2) clarifying your task; (3) actually getting started; (4) developing critical thinking skills; and (5) using primary sources. Contains a written document analysis worksheet. (BT)

Placing exhibits in public places provides a unique opportunity to reach a broad non-museum-going audience. It offers marketing and publicity opportunities as well as the potential to develop relationships with agencies and individuals who are stakeholders in the public site. The purpose of this guidebook is to describe the steps in creating an outdoor public exhibition. It contains general principles for planning, designing, and implementation to supplement the usual exhibit development process. It is arranged in sections which follow the chronology of exhibition development. Each section includes practical information, personal experiences, and tools used in developing "Science City," an innovative sidewalk science exhibition designed to reveal the science and technology of the urban infrastructure. Sections include Site Selection, Approvals and Permits, Forming a Team, Design and Prototyping, Fabrication, Installation, Operations and Maintenance, Evaluation, Related Public Programming, Promotion and Marketing, In-Kind Support and Science City Project Costs, and Timeline. The guide ends with a summary and conclusion. (JRH)

Sunken Meadow State Park provides a year round three-fold ecosystem (marine beach, salt marsh, and wooded upland) of 1,266 acres for Suffolk County (NY) teachers and students to use as a site for outdoor education activities. While teachers can rely on the support of the Outdoor Learning Laboratories' staff for aid in emergencies, for clarifying unforeseeable contingencies, and for providing materials and equipment, teachers are expected to be self-sufficient leaders when bringing students to the Park. Therefore, teachers are required to complete a 30-hour summer inservice instruction program prior to bringing their students to the Park for a day-long class trip during the year. Successful completion of inservice training and implementation of a day-use program qualifies a teacher for participation in week-long residential camp experiences. In addition to detailing the teacher training program, this guide provides teachers with: background information on the formation of the Park and its present day flora and fauna; maps and directions for reaching the Park; safety, first aid, and emergency procedures; conservation practices; and descriptions of available instructional and audio-visual materials, including procedures for their care and storage. (NEC)

Nissequogue River State Park is one of the last large tracts of undeveloped land on Long Island (NY) and is a refuge for organisms displaced by the rapid and extensive growth of suburbia. A reconstructed 120 year old barn and stable house the Outdoor Learning Laboratory which consists of interpretive displays (bird and mammal identification, animal tracks, and the natural history of trees), fresh water aquaria, terrariums, fireplace, contour map, staff offices, curriculum files, and teacher resource center. This site guide describes the history and setting of the Park and Laboratory with accompanying maps and drawings; lists more than 200 species of flora found in the Park during 1977, providing botanical names and growing conditions; and provides Park use instructions including travel directions, hours of operation, safety procedures, first aid reminders, equipment requisitioning procedures, conservation practices, and inservice teacher training requirements for day-use and residential programs. (NEC)

The clean and plentiful waters of the Connetquot basin's ponds, streams and marshlands have nurtured an extraordinarily rich ecosystem which has always been prized by both Native Americans and subsequent immigrants to this country. Since 1973, 3,476 acres have been preserved as Connetquot River State Park. To aid elementary and secondary teachers in utilizing facilities and services of the Park and the Outdoor Learning Laboratory, this guide lists some of the flora and fauna seen in the Park during 1978 (over 170 species of wildflowers, more than 200 species of birds, 24 species of reptiles and 16 species of fish); describes the natural history of the area; provides a travel map and directions for reaching the Park, emergency and staff telephone numbers, and safety instructions; outlines conservation practices and conduct guidelines for teachers, students and parents; and details the teacher participation inservice training requirements and opportunities. (NEC)

For the special educator the Suffolk County (NY) Outdoor Learning Laboratories offer many spontaneous "teachable moments" that occur in the out-of-doors in which to guide students' attention and enthusiasm through the process of discovery and problem solving. The program welcomes students with varying degrees of physical, intellectual and/or emotional handicapping conditions. Specialized inservice training, sample curriculum packets, planning sessions, staff assistance, and a resource library prepare each teacher to develop his/her own outdoor learning program based upon the needs of individual students. This guide provides special education teachers with essential information about how to use the facilities and services. Included are descriptions, maps and use procedures of the facilities at Sunken Meadow State Park, Connetquot River State Park, and Nissequogue River State Park; details of the day-use teacher participation plan; safety and first aid reminders; conservation practices; goals, objectives, and implementation procedures for the residential teacher participation plan; instructions about how to receive academic credit for inservice training; and a listing of supplementary programs available for teacher participation. (NEC)

Designed as a guide in inservice preparation and as a reference in planning and conducting outdoor lessons, this statement of philosophy will help teachers who participate in the Outdoor Learning Laboratories program understand the aims and methods of outdoor education. To educate children is, of course, the ultimate purpose of outdoor education. It is hoped that professional understandings of the educational processes involved will help children learn school subjects through outdoor experiences and especially help them become deeply aware of the importance and beauty of the natural environment. Outdoor teaching differs from classroom teaching by creating an experiential relationship between the student and the material to be studied and by creating informal, personalized patterns within the learning situation. Outdoor education as most commonly practiced supplements those disciplines which pertain to environmental studies but should encompass aspects of the social sciences and humanities as well. Lesson plans should be designed to involve the child's body and each of his senses. While experiential learning may involve activation of the rational faculties and memory, as does classroom learning, to be truly experiential it must also activate other inner powers such as imagination, emotion, insight, and judgment. (NEC)

This document presents a proposal for a two-tiered community service and youth employment program. The first chapter presents youth employment data, describes the need for a work-education and community investment strategy, and discusses the proposal's underlying philosophical and economic ideas. Chapter II reviews four categories of successful work and service programs that provide examples for developing policy: (1) work experience and cooperative education; (2) remedial education and training; (3) pre-employment assistance; and (4) private sector placement activities. Chapter III presents a model of the two tiers of the proposed project, each of which would serve different goals: (1) the Community Service Corps would involve young adults who want to spend a year in transitional community service that tests their skills and encourages them to explore new interests; and (2) the Stay-in-School Program would offer training, support services and work opportunities to economically disadvantaged youths who are still in high school or have dropped out. Chapter IV briefly outlines the general principles upon which this model's delivery system options were based. The document ends with a short discussion of principles for a national community service and youth employment policy, and with a list of organizational and individual endorsements. (KH)

Since 1971 a fully equipped learning laboratory building and the open fields, woodlands, salt water marshes, and beaches of Sunken Meadow State Park have been available for year round day use by students and educators in New York's Suffolk and Nassau counties. Funded by the New York Office of Parks and Recreation and local Boards of Cooperative Educational Service, the Outdoor Education Program has been designed as a multidisciplinary approach to utilizing the outdoor environment to supplement, strengthen, and give new dimensions to the existing school curriculum. Participants have found that these environments are not only appropriate for study of the natural sciences, but that art, music, mathematics, Long Island history, and the language arts can be learned more effectively in such surroundings. The handbook contains: teacher procedures for participation in the program; hours of operation; a map and directions for reaching the laboratory; transportation and parking procedures; radio stations to monitor for possible laboratory closing during inclement weather; appropriate dress; fire regulations; safety, first aid, and emergency procedures; instructions for using the mobile radio network while in the field; security measures; conservation practices; a map of the park; and a student registration and health blank. In the original, 28 blank pages are provided for students to maintain a log of their learning experience. (NEC)