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Recognizing that many families might be unaware that their home may contain lead hazards, the United States Environmental Protection Agency Region 5 issued a grant to the University of Illinois-Chicago to develop a model curriculum for junior high school students on the risks of lead in the home and environment. This integrated seven-lesson unit of study allows teachers to incorporate special topics into existing curriculum units. Each lesson is designed to be used individually. The lessons are: (1) "The Leading Role of Lead," concerning the qualities of lead; (2) "LEADing the Way," presenting information on a history of the uses of lead; (3) "Lead Flakes," demonstrating that water can contain lead; (4) "Don't Be a Leadbelly," concerning where lead is stored in the body and where it can do damage; (5) "Getting the Lead Out!," making students familiar with lead abatement procedures and allowing students to survey their homes; (6) "Family Lead Alert: Students as Teachers," in which students profile their families to determine if their nutritional practices prevent unnecessary lead absorption; and (7) "LEADing Questions," incorporating creative problem solving regarding lead in the environment. Each lesson includes learning objectives, an introductory statement, a list of necessary materials, management suggestions, procedural instructions, safety concerns (if necessary), extension suggestions, and assessment ideas. "The Lead Detectors," a radio script and audiotape intended to be listened to or performed by middle school students (with accompanying poster) is provided as a companion to the curriculum. The play's radio mystery format allows students to perform without scenery, props, costumes, or line memorization. (Contains 32 references.) (KB)

In a University English Education program, 14 graduate students between the ages of 37 and 50 were asked to talk about the personal, social, academic, and professional advantages and disadvantages of being older graduate students. Disadvantages included financial problems, social isolation, irrelevant course content, and supervision of their teaching by less experienced instructors. Some advantages noted were keeping intellectually alive, fewer social distractions, and greater self-reliance and confidence. At the end of each interview, the students offered some words of wisdom or advice to the older graduate student who might be in his or her place next year. (PRA)