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This curriculum guide contains eight lessons which complement "The Chesapeake Bay through Ebony Eyes," a book that recounts the contributions blacks have made to Maryland's Chesapeake Bay's maritime and seafood industries. The guide is for use as supplemental material or as cultural enrichment. Lesson plans in the guide are: (1) "Profile of the Chesapeake Bay"; (2) "Environmental Awareness of the Bay"; (3) "The African-American Experience along the Bay"; (4) "Sailing the Skipjacks"; (5) "Harvesting Seafood from the Bay"; (6) "The Galley: Seafood to Enjoy"; (7) "Poetry of the People"; and (8) "Computer Connection: Enter the Internet." Each lesson plan gives educational objectives and subjects covered; lists materials needed; provides activities and vocabulary; gives a final assignment; and contains resources. The guide also suggests field trips related to the unit and lists annotated resources. (BT)

This Alberta curriculum guide, focusing on wildlife, defines competencies that: help students build daily living skills; investigate career options in logistics occupations; use technology in the logistics field effectively and efficiently; and prepare for entry into the workplace or related postsecondary programs. Section A provides information on Career and Technology Studies (CTS), such as program rationale and philosophy, general learner expectations, curriculum structure and levels of achievement, curriculum and assessment standards, and basic competencies reference guide. Section B presents strand rationale and philosophy and strand organization, including development model, levels, scope and sequence, and module descriptions. Section C addresses planning for instruction for CTS and wildlife. Sections D-F contain 17 module curriculum and assessment standards for introductory, intermediate, and advanced levels. Each module within a level contains these components: level, theme, prerequisite, module description, module parameters, and curriculum and assessment standards. The latter are found in two charts: one correlating module learner expectations, assessment criteria and conditions, and suggested emphasis and the other concepts, specific learner expectations, and teacher notes. Sections G-J provide background information and strategies for assessing student achievement and assessment tools; an overview of linkages and transitions of CTS modules with organizations; lists of learning resources; and background information, strategies, a template for developing student learning guides, and several sample student learning guides. (YLB)

This Peace Corps training manual was developed from two existing manuals to provide a comprehensive training program in fish production for Peace Corps volunteers. The manual encompasses the essential elements of the University of Oklahoma program that has been training volunteers in aquaculture for 25 years. The 22 chapters of the manual are arranged in three sections. Chapters 1-9 introduce the aquaculture training program and provide information on the following: philosophy and methodology, goals and objectives, site requirements, length of training, trainee qualifications and assessment, staff qualifications and training, and summaries of 8- or 10-week training programs and program design considerations. Chapters 10-19 take the instructor through a 10-week program, with Chapter 10 outlining the program and the following chapters providing the training materials for each week of the program. Chapter 20 discusses program evaluation; and recommendations for in-country training. Lists of publications, equipment, and materials comprise the final two chapters. (KC)

This color-coded guide was developed to assist teachers in helping interested students plan, build, stock, and run aquaculture facilities of varied sizes. The guide contains 15 instructional units, each of which includes some or all of the following basic components: objective sheet, suggested activities for the teacher, instructor supplements, transparency masters, information sheet, assignment sheets, assignment sheet answers, job sheets, practical tests, written test, and answers to written test. Units cover the following topics: introduction to aquaculture; the aquatic environment; fundamental fish biology; marketing; site selection; facility design and layout; water quality management; fish health management; commercial catfish production; commercial trout production; commercial baitfish production; commercial crayfish production; other commercial species; harvesting and hauling; and business management. All of the units focus on measurable and observable learning outcomes. They are designed for use in more than one lesson or class period of instruction. (KC)

The aim of these materials is to interest students in jobs related to Alaska's natural resources. They coordinate with the Sea Week curriculum and the Alaska vocational state model curriculum in renewable natural resources in agriculture. Each of the 2-page career profiles includes a brief description of a person's job along with that person's photograph on the front page, with additional career information and suggested activities on the back page. Profiles are included for 62 occupations, ranging from subsistence jobs to professional occupations. Women and minorities are represented in the packet. (CML)

Describes a renewable resource allocation game designed to stimulate student interest in and understanding of market failure associated with open-access types of resource use. Employs the game to discuss advantages and disadvantages of property rights and regulation schemes. States the game benefits noneconomics majors in natural resource management and environmental courses. (JEH)

This "how to" manual, designed as a working and teaching tool for extension agents as they establish and/or maintain local fish pond operations, presents information to facilitate technology transfer and to provide a clear guide for warm water fish pond construction and management. Major topic areas considered include: (1) selecting the site and type of fish farm; (2) selecting the appropriate fish; (3) constructing, preparing, managing, and harvesting the pond; (4) preserving fish; (5) problems of fish in ponds; and (6) methods of fish culture in places where ponds are not possible. A list of resources on various aspects of fish pond operation is included in an appendix. (JN)

Presented are 26 units (each title beginning with a letter of the alphabet) intended to serve as points of departure for teachers and students who desire to increase their awareness of the marine environment. Each unit includes ideas and activities drawn from a variety of content areas so that teachers of many different subjects at the junior high and middle school levels can make use of them. The units, focusing on the Gulf of Maine, may be used in their entirety or used as idea or activity sources to infuse into the usual curriculum. General topic areas include: marine art; boats, ships, and navigation; fish and fisheries; sea mammals; sea birds; tides and current; aquaculture; recreation; marine geology; marine navigation aids; marine biology; marine plants; and marine history. Among the specific topics/activities included are: building a saltwater aquarium; boat design contest; fish aging studies; activities of the State Department of Marine Resources; beach study activities; recognizing parts and kinds of vessels; scrimshaw and weather lore experiences; steps involved in introducing marine education; Northern New England Marine Education Program; a study of sea star behavior; and glaciation. A packet of student materials is provided. (JN)

The purpose of this guide is to provide a general source of information on areas of the Pacific coast that are more frequently fished and the species of fish that are commonly taken. The guide covers the marine and estuarine waters along the coasts of California, Oregon, Washington, Alaska, Hawaii, American Samoa, and Guam. It is arranged in five sections according to similarities in their fisheries. Each section contains a series of coastline fishing charts that outline offshore, bay, and shoreline fishing grounds and give locations of marine sport fishing facilities such as sport fishing boats, boat launching sites, fishing piers, skiff rentals, and jetty fishing sites. Included in the guide are forty charts of fishing areas and glossary of 237 of the most common marine game fishes. (Author/BB)

This program is designed to involve students in the economy of their community. It combines an interdisciplinary educational program with practical field and laboratory experience. This program provides opportunities in the area of aquaculture, controlled cultivation of marketable species and the total ecological corrections necessary to maintain a viable fisheries in the Shumagin areas. It involves all seventh through tenth grade students on a continuous basis. Included are units and topics in water quality, general biology, fisheries techniques, aquatic plant and insect studies, biological and physical oceanography and limnology, pathology, and aquaculture technology. Program philosophy and goals are stated. Planned course statements are given for fish husbandry, general biology, water resources, and fisheries science. Each statement includes the following: course description, goals, content outline, examples of learning activities, methods of evaluation, and learning materials. (AJ)

This digest is intended to be used in conjunction with the text Manual for the Training of United States Fisheries Observers - Atlantic Region. The digest contains five elements; an organization of the training program into sections that allow cumulative learning experience; provides a chronology of these sections to provide optimum coverage and reinforcement of material in the shortest time frame; devises a cost-effective combination of instructors, materials, guest lecturers and field experience; provides a set of objective examinations for the text section; and provides criteria for formal assessment of graduates. (Author)

This manual has been produced for use in a four-week training program developed by University of Rhode Island fisheries educators for the training of United States citizens in the duties and responsibilities of observers placed on foreign fishing vessels operating in the Fisheries Conservation Zone in the Atlantic Region. The program combines theoretical and experiential education. Elements in the curriculum include historical considerations of fisheries regulation schemes; foreign language training; aspects of current management plans; seamanship terminology; fishing methods, gear and the biological considerations of species identification, sampling techniques, and biodata recording. (Author)

The history, management, and importance of Alaska's fisheries are the focus of this elementary school unit. Through the science, social studies, English, mathematics, and art activities included, students investigate Alaskan fisheries and the biology and ecology of commercially important fish species. Among the topics covered are tides, life cycles, fishing methods, and sea legends. A bibliography and set of field trip suggestions are provided. (WB)

Described in this unit are three activities related to classification and fish identification. In the first activity students design and use a dichotomous key to common classroom items, while Activity B involves the construction of a key to Lake Erie fish families. During Activity C, each student writes a story and draws a humorous picture of a fish based on its common name. Both a student workbook and teacher's guide are provided. The latter includes objectives, teaching suggestions, line drawings of Lake Erie fishes and an answer key. (WB)

This secondary school unit focuses upon international disagreements regarding rights to marine resources. Students study maps of the Atlantic Ocean to describe continental shelves, ocean basins, coastal features, and areas rich in natural resources. They then participate in a simulation to learn how conflicts arise over resources of the sea. Finally, students investigate Canadian and American interests in the oceans and learn how international boundaries are determined. Contained are both a student workbook and teacher's guide. The latter provides a materials list, objectives, teaching suggestions, role cards for the simulation, and answers to questions presented in the student manual. (Author/WB)

In this secondary school unit, students investigate the health effects and methods for controlling polychlorinated biphenyls (PCBs). The teacher's manual contains a materials list, objectives, teaching strategies, supplementary information on PCBs, and answers to questions included in the accompanying student workbook. Activities presented include a teacher demonstration of dilution, a study of PCBs in Lake Erie white bass, and a simulation centered around policies for regulating the use of contaminated fish. (Author/WB)

Designed to introduce basic ecological relationships in a lake community, this investigation uses a Lake Erie food chain involving people and walleye as an example. The first activity is a board game in the form of a biomass pyramid; students begin with 1000 kilograms of algae and attempt to reach the "harvest" with at least a kilogram of walleye. In follow-up activities, the concepts of food web, ecological pyramid, and loss of energy between trophic levels are studied. The teacher's guide includes patterns for the game board, objectives, teaching suggestions, and a key to questions contained in the accompanying student workbook. (Author/WB)

Designed to introduce middle and junior high school teachers and students to aquaculture and sea farming, the information and lessons in this unit focus on the biology, economics, and gastronomics of these fresh and salt water activities. An extensive section containing teacher background information describes how to farm shellfish and finfish, summarizes major developments in aquaculture in the northern New England area, and discusses specific shellfish and other species. Five multidisciplinary activities focus on mussels, crayfish, and aquaculture equipment. The unit concludes with a simulation game about the oyster culture industry. Lists of organizational and commercial resources are provided as well as bibliographies of technical materials, general books, and cook books. Illustrations and student worksheets are included. (DC)

"Exploring Careers" is a career education resource program, published in fifteen separate booklets, for junior high school-age students. It provides information about the world of work and offers its readers a way of learning about themselves and relating that information to career choices. The publications aim to build career awareness by means of occupational narratives, evaluative questions, activities, and career games grouped in fourteen occupational clusters. This fifteenth of the series presents an overview of jobs in agriculture, forestry, and fisheries occupations. Narrative accounts focus on a farmer, a cooperative extension service worker, and a forester, describing what they do and how they prepared for their jobs. Exploring sections relate skills needed for these occupations to students' personal characteristics, and learning activities such as planning a garden and cleaning up a stream are suggested. A Job Facts section lists nature and places of work, training and qualifications, and other information for eighteen occupations, grouped in the occupational clusters of agricultural production, agricultural support, forestry, and fishery occupations. ("Exploring Careers" is also available as a single volume of fifteen chapters.) (KC)

This course is intended for personnel who have an operational or administrative responsibility for the design and use of bioassay and biomonitoring, and who have no experience in conducting static bioassays. The training consists of classroom discussions, laboratory exercises and demonstrations, and demonstration and observation activities. (CO)

A guide, in French, to raising fish for food and profit is designed to instruct and encourage Gabonese natives to establish family fisheries. It describes and illustrates in story form the process used to plan the fishery, clear the land, seek help from an agricultural agent, create a dam, make compost, plan and build the pond, feed the fish, harvest and sell them, and clean and restock the pond. (MSE)

This manual was written as a guide for state migrant education recruiters who need to be familiar with the nature of seasonal and temporary work performed by Louisiana's migrating agricultural workers and fishing industry laborers. It is intended to teach recruiters about the agricultural and fishing activities necessary for raising and harvesting crops or fish and the time of the year in which they generally occur. The main purpose of this guide is to provide each migrant education recruiter with a precise and accurate vocabulary of work activities, for use in interviewing workers, fishers, growers, and processors. This should increase the recruiter's ability to determine migrant education program eligibility and strengthen documentation for the program. The agriculture section of the book includes information on 23 different crops, including cotton, rice, pecans, soybeans, sugar cane, hay, fruits, Louisiana citrus, strawberries, blueberries, crawfish, trees, fish farms, livestock, turf grass, nursery crops, vegetables, poultry, Christmas trees, tobacco, peaches, grain crops, and dairy products. The fishing section includes information on fish and shellfish. (TES)

This manual is designed for use in a preservice training program for prospective volunteers whose Peace Corps service will be spent working with small-scale artisanal fishing communities in developing nations. The program consists of 8 weeks of intensive training to develop competencies in marine fisheries technology and fisheries extension work and in the ability to transfer knowledge and skills. The manual includes an overview of the program, lists of program goals, information on starting the program, lists of references and materials needed, tips on conducting the program, and the complete 111 training sessions. Provided for each session are: (1) session goals; (2) one or more exercises directed toward meeting these goals; (3) total time required to complete the session or exercise; (4) overview statement describing the purpose of the session or exercise; (5) procedures and activities (sequenced in time steps that describe what trainer and participants are required to do at a particular point in the program); (6) list of materials and equipment needed; and, when applicable, (7) trainer notes. Although each session builds toward or from the one(s) preceding and following it, individual sessions can be used independently with minor modification. (JN)

This document is designed for policymakers, program planners, trainers, and coordinators who are considering the potential contribution of fresh water fisheries to the people for and with whom they work. Although based on materials generated by Peace Corps experiences, the document is intended for a broader audience. The specific topic area addressed is intensive fishculture in warm, fresh water bodies and particularly in artificially constructed fishponds. The first section is devoted to feasibility determinants for establishing intensive fishculture programs. Findings and recommendations resulting from a fisheries program feasibility survey carried out in the Bandundu Region of the Republic of Zaire are included. Following sections review: (1) Peace Corps involvement in a number of fishculture programs in Togo, India, Cameroon, Central African Republic, Central and South America, Nepal, and the Philippines; (2) tasks undertaken to meet fishculture program goals in these countries; (3) criteria (job skills) that host countries request volunteers to have; and (4) training objectives for fisheries workers. In addition, criteria for assessing intensive fishculture programs and a list of resources are included. (JN)

Designed to help teachers implement marine education in their classrooms, this module provides information regarding a vanishing Hawaiian resource, fishponds. Due to the impact of present day human activities on shoreline areas, the size and number of fishponds have been greatly reduced; therefore, this module focuses on fishponds as a resource management tool. Descriptions are provided of the biological and physical features of fishponds. Activities are presented by the topic areas of: (1) plants in the fishpond food system; (2) fishpond sediments; (3) animals living in the sediment; (4) fishpond predators; (5) mangroves; (6) mullet; and (7) fishpond construction. Activities contain a learning objective, material list, procedures, and in most cases discussion questions. A bibliography is included and appendices consist of an identification guide to common fishpond inhabitants and a field trip to Ali'i Fishpond. (ML)