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The notions of topological equivalence for one-, two-, and three-dimensional figures, as well as for graphs and networks, are developed for classroom use with children between the ages of three and ten. Properties of open and closed curves are also examined. This manual, addressed to the teacher, describes several activities related to each concept to be introduced. In order to implement this material, the teacher would need plastic clay, colored beads, and wire or pipe cleaners for each student. (SD)

The lessons and test which comprise this document were used in two experiments concerning the effects of discovery and expository modes of presentation on retention and transfer. The methodology and results of the experiments are briefly summarized. Eight lessons are included: (1) two introductory lessons; (2) three lessons in the expository mode, one on triangles and two on quadrilaterals; and (3) three lessons in the discovery mode, one on triangles and two on quadrilaterals. Also included is a 28-item multiple-choice test dealing with concepts presented in the lessons on quadrilaterals. (Author/DT)

The document contains 10 papers from the 1973 John Tracy Clinic (Los Angeles, California) Summer Session for teachers on communication skills for deaf/blind children. J. Efron, the author of "Teaching Communication Skills to Deaf/Blind Children--Which Method?" examines advantages and disadvantages of several methods of teaching communication skills, offers some criteria for determining which method is most appropriate, and reviews principles of teaching communication skills to deaf/blind children. In "Acquisition of Communication Skills in the Normal Child," Efron lists stages of skill development in inner language, receptive language, and expressive language. A third paper by D. Cross, "Developing Language Skills in the Prelingual Deaf/Blind Child," contains a workshop outline. Described in question and answer format in a fourth paper (by Cross) is "A Program to Develop Communication and Language Skills via Coactive Movements and Imitation through Movement." A paper titled "The Speech Model" by L. Rowe offers a model which explains the progressions of speech learning which take place in specific lessons and in general learning situations. "Remedial Principles and Practices with the Hearing Impaired" (including lipreading, auditory training, and speech) are reviewed by E. Lowell. Subsequent papers contain guidelines on focusing and tracking for a child with impaired vision; activities for developing the kinesthetic sense, tactile awareness, the stereognostic sense, audition, and sense of weight and temperature; a "Developmental Learning Guide for Deaf/Blind Children" (compiled by D. Cross) which includes behavior and performance checklists, and sequential steps and activities in the areas of awareness of self and others, motor development, perceptual and readiness skills, conceptual skills, academics, and communication; and instructions for teaching practical life activities. (SB)

Intended as a supplement to undergraduate college geography courses, this resource paper reviews the mechanism by which surface weather features are linked with the mid-atmospheric circulation within the westerly wind belt. Specifically, vertical atmospheric motions associated with certain aspects of the upper tropospheric flow, including jet streams, are discussed. Processes at this level are related to such surface weather features as cyclones, anticyclones, and air masses, and the way these are modified and steered across the country. The evolution of monthly flow patterns during the period October-December, 1951, are discussed. These three months are useful as a case study because of the close geographical agreement between middle level flow patterns and surface weather departures from normal over the United States; these three months are also noteworthy because of the record setting temperature and precipitation values recorded over wide areas. As an exposition of the relationship between mean tropospheric flow and surface weather patterns, this review describes many of the basic principles underlying extended period weather forecasting as well as the evolution of daily weather over the country as it undergoes monthly or seasonal changes. (Author/MLH)

This publication is the third work in the UNESCO series "The Teaching of Basic Sciences," and is based on the proceedings of the international conference on "The Education of Teachers for Integrated Science." The views of all the working groups of the conference, together with edited texts of the papers presented, form the text of this volume, to which is added an extensive bibliography of relevant books and articles prepared for the use of conference members. The document is arranged in four parts. The first section looks at general questions relating to teacher education for integrated science, the second at particular issues of pre-service and in-service education, the third at ways of improving science teaching programs and evaluating results and the fourth raises questions about the relationship of science and science teacher education to wider issues in society. Each section ends with a commentary on the discussions following the presentation of papers and the findings of the working groups. (Author/EB)

The self-instructional program is designed to give students in grades 4-6 new insights into the concept of money. By using the programmed learning material the students become acquainted with the evolution of money through questioning techniques. Students explore the concepts of barter, token money, coins, paper money, and checks. The paper contains a program description, student instructions for answering the questions and checking for correct responses, the Money-Go-Round Self Teaching Program, a test, and an answer key. The study of money is logically and progressively sequenced and is completely self-contained. Learning is broken down into small, graduated steps that facilitate successful responses, and reinforcement is provided throughout by frames that review previously taught concepts. Supplemental relevant information, such as the life span of a piece of paper money and the weight problems engendered by large numbers of coins, is often included in the answers to frames. A final test and complete answer key conclude the document. (Author/DB)

This paper presents descriptions of a variety of learning activities suitable for the elementary grades. The activities were developed by teachers, and contributed by them to this volume. Some of the activities are short while others are intended to be carried out over several days. Paper-and-pencil activities, games, and projects involving making things are included. (SD)

This volume contains a series of papers which develop multidisciplinary environmental education activities in seven subject matter areas: political science, health education, language or communication arts, art, science, mathematics, and social studies. Different formats are used for organizing the materials in each of the different subject areas. General outlines for the teacher are provided for the political science, health education, communication arts, mathematics, and social studies units. Sample materials to be used for student activities are included for health education (elementary and secondary levels), communication arts (elementary and secondary), art (elementary and secondary), science (elementary), mathematics (secondary and intermediate), and social studies (elementary). (DT)

This volume is a collection of position papers, each of which develops an intellectual framework for teaching a particular subject-matter discipline within an environmental context. The subject matter areas included are political science, health education, language or communication arts, art, science, mathematics, and social studies. (DT)

This handbook has been compiled to provide a reference for teachers at all levels who are implementing the metric system in their classroom. It includes practical suggestions and recommendations for teaching the metric system, as well as papers identifying and discussing the fundamental mathematical and psychological issues underlying the teaching of the metric system in the schools. The articles--some reprinted from recent issues of the "Arithmetic Teacher," some written especially for this publication--are organized under five headings: Introducing the Metric System; Teaching the Metric System: Activities; Teaching the Metric System: Guidelines; Looking at the Measurement Process; and Metrication, Measure, and Mathematics. (Editor/DT)

This paper contains a discussion of problems related to the development, implementation, and evaluation of environmental education programs (K-12). It is the author's belief that environmental education courses and programs can serve as a vehicle for youth to develop and clarify beliefs, attitudes and values compatible with each individual living harmoniously with his environment. He identifies the constraints affecting the success of environmental education programs and concludes that these are typical of most school systems and are similar to those affectig the success of other instructional programs. A ten phase strategy for establishing a comprehensive environmental education program is outlined. The phases are, in brief, (1) establish a committee to develop, implement, and evaluate the environmental education program and to facilitate communication, (2) establish environmental education goals, (3) establish environmental education objectives, (4) review the literature, (5) establish program goals, (6) establish the curriculum (instructional model), (7) establish a comprehensive inservice teacher education program, (8) develop a reinforcing environment, (9) devise a strategy to overcome program constraints, and (10) develop instruments to evaluate the effectiveness of the program. A 37 item bibliography concludes the material. (PEB)

This book consists of materials prepared for a conference aimed at developing courses of study in Integrated Pest Management appropriate for use at several levels: secondary schools, MDTA programs, community colleges and technical institutions, baccalaureate programs, and master's and doctoral level programs. The first section (Background Papers) provides concise summaries of particular approaches to pest management and of specific approaches to pest management used in particular locales. The second section (Important Components) includes materials that can be used as a supplement to, or as part of, programs in Integrated Pest Management. The contents include material on career education, core courses or curriculum in environmental education, and a short course in Integrated Pest Management. The third section (Educational Programs) contains outlines for courses of study in Integrated Pest Management appropriate for use at secondary and higher educational levels. (DT)

This is a self-contained manual for use by teachers in preparation for classroom presentations. One of the goals of the report is to show how games and puzzles can provide effective means for developing mathematical understanding and skills. The authors indicate that this type of activity is well adapted for discovery teaching techniques. The report is organized into two main parts. The first part contains experimental units that were tested in the classroom. The topics in this part include: (1) nim-type games; (2) polyominoes; (3) symmetry; (4) a countinq machine; (5) findinq the qreatest common divisor; (6) linear function games; and (7) games with addition tables. The second part consists of the report of a project to compile a list of games and puzzles appropriate for use in the mathematics classroom. Twenty-seven papers contain (in addition to the above list) activities such as: (1) magic squares; (2) Fibonacci problems; (3) geometric puzzles; (4) numerical oddities; and (5) powers and primes. (MP)

This USMES unit challenges students to find out what information helps most in accurately predicting the weather. The teacher resource book for the Weather Predictions unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Weather Predictions unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

This USMES unit challenges students to invent a new soft drink that would be popular and produced at a low cost. The teacher resource book for the Soft Drink Design unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Soft Drink Design unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

This USMES unit challenges students to find a way to design or make changes in things that they use or wear so that there will be a good fit. The teacher resource book for the Designing For Human Proportions unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Designing for Human Proportions unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

This USMES unit challenges students to find the best way to advertise a product or an idea that they want to promote. The teacher resource book for the Advertising unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Advertising unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and Section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

This USMES unit challenges students to recommend and try to have a change made which would improve the safety and convenience of a pedestrian crossing near the school. The teacher resource book for the Pedestrian Crossings unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Pedestrian Crossings unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities through teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

The two-volume document provides a pre-career curriculum guide for professionals and teachers working with deaf-blind students. Part 1 contains professionals and teachers working with deaf-blind students. Part I contains introductory information. Pointed out is the void in providing adequate programs for deaf-blind students over the age of 10. Subsidiary problems to the major problem are seen to include nonexistence of fulltime vocational training programs and difficulties with securing a job position. Also covered in part 1 are student vocational needs, definitions of terms, steps in program development, interpretation of results from the parent and professional questionnaires, program goals, development of eye-hand coordination, and procedures for developing daily living skills (toileting, eating, nasal hygiene, oral hygiene, undressing and dressing, care of clothing, grooming, and posture). Part 2 contains pre-career curriculum units for the following areas: communication, social skills, telling time, schoolroom maintenance, housekeeping, hospital housekeeping, shopping, cooking, money management, and travel and orientation. Units contain instructional objectives, materials needed, procedures, and illustrations. Part 3, which makes up the second volume, presents workshop manipulative activities designed to help the classroom teacher in developing a simulated work experience program prior to sheltered workshop placement. Each of the activities is similar to jobs that are found in a sheltered workshop. Outlined for each activity is the task procedure, task objective, potential use, source of practice materials, materials for construction, and construction procedures. Illustrations are also provided. Among the 30 activities outlined are the following: paper folding, stapling, straightening bent nails, sorting, button sewing, cracking walnuts, and packing. Appended are an index to illustrations, and descriptions of agencies in seven metropolitan areas. (SW)

A description of the course and the facilities for the course are given. The Course Log which lists the lectures, cruises, and other activities available to students is also given. The abstract or the paper of each students' individual research project has also been printed. The subjects of these projects range through all fields of earth science related to the oceans: physical and biological oceanography, marine geology and geophysics, ocean dynamics, etc. (NTIS)

This USMES unit challenges students to determine which brand of a product is the best buy for a certain purpose. The teacher resource book for the Consumer Research - Product Testing unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Consumer Research - Product Testing unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

This USMES unit challenges students to find out what is the best information to put in a description so that a person can be quickly and easily identified. The teacher resource book for the Describing People unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Describing People unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

This USMES unit challenges students to recommend and try to have changes made which would improve the service in the lunchroom. The teacher resource book for the Lunch Lines unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Lunch Lines unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

This USMES unit challenges students to build a burglar alarm which will give adequate warning. The teacher resource book for the Burglar Alarm Design unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Burglar Alarm Design unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)

This USMES unit challenges students to construct practical shapes which can be used as dice to make a fair decision between two or among three, four, or more choices. The teacher resource book for the Dice Design unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges" and of classroom strategy for problem-solving activities. The second section gives information about the Dice Design unit, including an overview of possible student activities with comments on prerequisite skills, a flow chart and composite log indicating the range of possible student work, a paper describing the use of the unit in primary grades, and a list of questions that the teacher might use. Section 3 contains documentation of class activities, describing ways of introducing the unit and including teachers' logs for the unit. Section 4 includes references to other written materials relevant to the unit and section 5 consists of charts which identify the skills, concepts, and processes covered by the unit. (DT)