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This paper has been designed as a general guide to the teacher, student, group, or club interested in identifying environmental or resource problems at the community level and helping to find solutions to them. The paper discusses the independent studies program as a method of studying environmental problems as well as a source of academic credit. The establishment of such a program and considerations involved in such a study are examined. Environmental problem solving and the complexity of environmental problems are also discussed. The paper presents three project types which may be used as guidelines for other independent studies. The first project involves identifying and lessening the impact of a community environmental problem and involves either study of the relationships between related concerns and establishing priorities or assessing the perceived problem through a number of interviews or questionnaires. The second project, Assessing Impact of a Developmental Project, involves using some of the guidelines established by the National Environmental Protection Agency in their impact statements. The third project, Environmental Research, requires a laboratory test facility. Suggested readings and a checklist of environmental concerns are included in the paper. (TK)

This publication is designed to help the teacher in developing environmental study areas. Numerous examples of study areas, including airports, lakes, shopping centers, and zoos, are listed. A current definition of environmental study areas is given and guidelines for their development and identification are included. The appendix, which comprises most of the pages of the booklet, contains an outdoor environmental study area inventory and evaluation form, and a selected bibliography of materials for planning school sites or outdoor laboratories. (MA)

Activities to help students in grades 4-6 learn about Kentucky's natural heritage are provided in three sections. Part I offers lesson plans to supplement "Thunder At Middle Ground," a four-part childrens' television series which explores Kentucky's precious natural areas. The four programs focus on the five major natural systems in Kentucky, the deterioration of these systems, thoughtless human impact, and the improvement of environmental quality through individual action. For each program, the handbook provides an introductory quote, a program description, student objectives, and a series of activities. Each activity includes the objective, materials list, notes to teacher, worksheets for duplication, and suggestions for other activities. Part II contains activities to accompany a poster and descriptions of every species of plants and animals (36) on the poster. The final part presents outdoor activities related to soil, microhabitats, ponds, animal behavior, and maps and compass. Background information and resources are in appendices. (DC)

In studying the earth's natural resources and the systems governing them, students need to understand the interrelationships of resources and ecosystems. This curriculum program for junior high school students investigates the environment as a whole. It is designed to supplement existing school curricula in science and social studies by presenting activities that draw from students the concepts of interdependence, change, adaptation, energy flow, and diversity. The curriculum guide contains eight units of study: (1) Air Resources; (2) Cultural Resources; (3) Energy Resources; (4) Forest Resources; (5) Recreation Resources; (6) Water Resources; (7) Wildlife Resources; and (8) an overview unit on how the curriculum integrates the management of these resources. Each unit consists of an overview and a series of factsheets, a concept map, an activities matrix for factsheet references, students activities, a curriculum rationale, and a glossary of terms. A list of 121 additional Tennessee Valley Authority (TVA) selected references, TVA publications, curricular and book resources, resource materials, and resource organizations is included. (MDH)

Teachers in the Tennessee Valley region, working in cooperation with the Tennessee Valley Authority's (TVA) network of university-based centers and cooperatives for environmental/energy education developed this sourcebook of energy education materials for grades 9-12. The materials were intended to supplement a variety of high school disciplines. Six energy topics that are specific to the Tennessee Valley are addressed: (1) solar energy applications; (2) electricity produced by hydropower; (3) nuclear generators; (4) coal-fired generators; (5) energy conservation; and (6) alternative energy sources are each presented in a separate section of the document. Each section begins with a brief overview which provides background information, including some historical information, descriptions of current technologies, and environmental concerns relative to the production and use of that resource. Following each overview are classroom activities to enhance the basic understanding of that particular energy resource. A "special projects" section describes research activities, construction projects, field experiences, and computer programs developed by individual teachers. The final section provides activities that use special equipment and models available from TVA's seven district power offices. (TW)

Studying our natural resources and the systems governing them can help to bring about an understanding of the interrelationships of these resources and ecosystems. This junior high school program is intended to supplement existing school curricula in science and social studies by presenting activities that deal with the concepts of interdependence, change, adaptation, energy flow, and diversity. The document contains eight units of study: (1) Air; (2) Cultural Resources; (3) Energy; (4) Forests; (5) Recreation; (6) Water; (7) Wildlife; and (8) An Overview on how the Tennessee Valley Authority (TVA) Integrates the Management of These Resources. Each unit consists of an overview and a series of factsheets, a concept map, an activities matrix for factsheet references, student activities, and a glossary of terms. Also included is a teachers guide, a curriculum framework, a list of additional materials, and the names and addresses of the directors of the network of university-based centers and cooperatives for environmental education coordinated by TVA. (TW)

This syllabus outlines a course of study in integrated regional resources management based on the experience of the Tennessee Valley Authority (TVA). The course has been developed for resource practitioners, in developing countries, who have responsibilities related to topics addressed in the course's 14 instructional modules. These topics are: integrated regional resources management approach --the systems approach; building organizational capability; water resource management; agricultural resource development; fertilizer and chemical development; forest management; wildlife management; air resource management; energy resources management; designing and building for the future; regional economic development; community development; and land use and resources management. The final module is an integrated regional resources management practicum in which participants apply concepts from the topic areas to a specific situation and develop a plan of action. Each module (ranging in length from 2 to 5 days) contains a combination of lectures, readings, case histories, field observation, and case study activities combined with group exercises in which participants plan and evaluate integrated resource development programs and projects. Course goals and objectives are outlined in an introduction. (JN)

Twenty-seven activities have been compiled to assist teachers in incorporating environmental methods and techniques into their preschool curricula. These activities are designed to complement the classroom curriculum and heighten participant awareness and appreciation of environmental resources and relationships. Each activity includes: (1) activity number; (2) time required to complete the activity; (3) subject area (mathematics, science, language arts, art, music); (4) title; (5) objectives; (6) list of materials needed; (7) reference(s); and (8) procedures. Among the topic areas investigated are: protective coloration; camouflage; color identification; rocks; colors, shapes, and textures in the natural environment; predator-prey relationship; bird feeders; and fossils. In addition, the activities foster the development of observation, classification, mathematics, listening, communication, measuring, and language skills. (JN)

Lesson plans for elementary and junior high grades, developed by teachers in an environmental education workshop, are compiled in this publication. Curriculum areas covered by the plans include science, language arts, mathematics, social studies, art, recreation and health. The lesson plans specify: subject category, contributor's name, title of activity, major concept, grade level, purpose and objectives, materials required, procedures to follow, vocabulary words, related activities, resources, and evaluation. Lists of resource personnel and participants, the workshop schedule, and a reference list of books, pamphlets, and films supplement the lesson plans. (BT)