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This teacher's guide focuses on the value and functions of wetlands by integrating science and the politics of wetlands into a geographic framework. Wetlands are highly dynamic, diverse, and prolific ecosystems. The volume advocates a need for mutual understanding and harmony of effort in order to deal with the complex issues of the wetlands. The chapters include the following: (1) "Introduction" expressing a need for mutual understanding and harmony of effort; (2) "Definitions and Geographic Relationships of Wetlands"; (3) "Wetland Systems: Functions, Values, and Delineation"; (4) "Learning Activities K-6, 7-9, 8-10, and Senior High-College." Appendices include: (1) "Glossary"; (2) "Common Wetland Indicator Vegetation"; (3) "How to Use Munsell Soil Indicator Charts"; (4)"Technical Criteria: Hydrophytic Vegetation, Hydric Soils, and Hydrology"; and (5) "Data Form for Delineating Wetlands." Extensive maps, charts, and figures accompany the text. Contains a selected resource list and 30 references. (EH)

Students grades 4-8 can use this guide to explore the topics of water, and water conservation at a school site, while conducting an environmental community service project. Youth groups, led by a group leader, work with local experts from business, government, or environmental organizations to complete the project. Nine activity sections involve students in: (1) exploring background information; (2) mapping watersheds; (3) researching water quality impacts associated with school sites; (4) consulting with an expert; (5) choosing a service project; (6) creating an action plan; (7) tracking project progress; (8) measuring and recording results; and (9) brainstorming additional projects. Activities provide background and procedural information, as well as worksheets and discussion questions. Sidebars highlight key vocabulary. The guide contains an application for a Youth Earth Service Award and advice on how to create partnerships with community organizations. (LZ)

The goal of this supplemental activity guide for elementary students in grades 3-5 is to develop awareness, knowledge, and skills for sound water use decisions. Materials developed for the program are compatible with existing curriculum standards established by State Boards of Education throughout the United States and teach concepts included in those standards by using water quality information as the content. The guide is divided into five chapters that cover the topics of: (1) an introduction; (2) drinking water and wastewater treatment; (3) groundwater; (4) surface water; and (5) wetlands. Sixty-one activities including "hands-on" components are designed to blend with existing curricula in the areas of general science, language arts, math, social studies, art, and, in some cases, reading or other areas. Each activity details: (1) objectives; (2) subjects; (3) time necessary; (4) materials; (5) background information; (6) advance preparation; (7) procedure (including activity, follow-up, and extension); and (8) resources. Contains factsheets and a 273-word glossary. (LZ)

Students grades 4-8 can use this guide to explore the topics of water, and water conservation on a farm or ranch, while conducting an environmental community service project. Youth groups, led by a group leader, work with local experts from business, government, or environmental organizations to complete the project. Nine activity sections involve students in: (1) exploring background information; (2) mapping watersheds; (3) researching water quality impacts associated with farm or ranch sites; (4) consulting with an expert; (5) choosing a service project; (6) creating an action plan; (7) tracking project progress; (8) measuring and recording results; and (9) brainstorming additional projects. Activities provide background and procedural information, as well as worksheets and discussion questions. Sidebars highlight key vocabulary. The guide contains an application for a Youth Earth Service Award and advice on how to create partnerships with community organizations. (LZ)

Students grades 4-8 can use this guide to explore the topics of water and water conservation within the home while conducting an environmental community service project. Youth groups, led by a group leader, work with local experts from business, government, or environmental organizations to complete the project. Nine activity sections involve students in: (1) exploring background information; (2) mapping watersheds; (3) researching water quality impacts associated with the home; (4) consulting with an expert; (5) choosing a service project; (6) creating an action plan; (7) tracking project progress; (8) measuring and recording results; and (9) brainstorming additional projects. Activities provide background and procedural information, as well as worksheets and discussion questions. Sidebars highlight key vocabulary. The guide contains an application for a Youth Earth Service Award and advice on how to create partnerships with community organizations. (LZ)

Educators of students grades 4-8 can use this guide to lead a community service project using the "Give Water a Hand" youth action program. Youth groups investigate water and water conservation within the home, farm, ranch, school, or community, with the help of local experts. The guide contains six chapters that cover: (1) an introduction to the program; (2) teaching strategy for each of nine activities that appear in matching student guides; (3) leading a small group in problem-solving; (4) adapting materials for other age groups and use within a K-12 curriculum; (5) funding, liability, transportation, time, involving families, and evaluation and program improvement; and (6) 10 resources and information on 19 project partners. (LZ)

Students grades 4-8 can use this guide to explore the topics of water, and water conservation within a community, while conducting an environmental community service project. Youth groups, led by a group leader, work with local experts from business, government, or environmental organizations to complete the project. Nine activity sections involve students in: (1) exploring background information; (2) mapping watersheds; (3) researching water quality impacts associated with a community site; (4) consulting with an expert; (5) choosing a service project; (6) creating an action plan; (7) tracking project progress; (8) measuring and recording results; and (9) brainstorming additional projects. Activities provide background and procedural information, as well as worksheets and discussion questions. Sidebars highlight key vocabulary. The guide contains an application for a Youth Earth Service Award and advice on how to create partnerships with community organizations. (LZ)

Almost every school in the United States has natural areas nearby that are often overlooked as learning sites. The intent of this document is to provide educators with a platform to begin natural resource programming at sites near their school. Philosophical as well as concrete information is outlined to provide both intrinsic and conceptual connections to natural resource areas. This document is divided into five parts. Part 1, "Connecting Students to Natural Resource Areas," outlines the effectiveness of such programs. Part 2, "Getting Started," includes sites and site selection, planning and proposal writing, project plan outlines, changing attitudes and structures, changing teacher roles, changing educational models, and the time issue. Part 3, "Program Strategies," includes creating an identity, increasing community contact, creating student leadership, spending some time on aesthetics, approaching resource people, funding ideas, field techniques, Earth ethics and etiquette, and project ideas. Part 4, "Models," includes four different models of programming based on a nearby natural resource area. Part 5 outlines some closing thoughts. A list of federal agencies, private/nonprofit organizations, State agencies, local agencies, and political and industrial contacts are included in the appendix. (JRH)

Water is the lifeblood of the environment as no organisms can survive without it. This reference booklet is designed to help people make environmentally responsible decisions. The primer is targeted at the general public (grade 8 to post-secondary) to be used by educators, communities and organizations as well as individuals, as part of a learning campaign to help Canadians improve their understanding of the environment. Formatted as questions and answers, the booklet focuses on different aspects of water. These aspects include its physical characteristics, its availability both above and below ground, the uses people make of it, and how water is shared and managed. The primer contains some practical advice on how individuals can conserve water as a natural resource. Chapters are also devoted to ecosystems, facts about water in Canada, and water facts about the Great Lakes. A selected glossary provides definitions to terms. (AIM)

This learning packet, one in a group of eight, was developed by the Duke Power State Park in North Carolina for Grades 4-6 to learn to identify macroinvertebrates found in Lake Norman. Loose-leaf pages are presented in nine sections that contain: (1) introductions to the North Carolina State Park System, the Duke Power State Park, the park's activity packet, and Lake Norman; (2) a summary of the activities that includes major concepts and objectives covered; (3) a pre-visit activity to demonstrate the dichotomous key in identifying tree leaves; (4) an on-site activity to enable students to recognize indicators of water quality and aquatic habitats; (5) a post-visit activity to encourage students to examine conflicting land-use concerns in an effort to preserve a lake; (6) a list of 47 related vocabulary words; (7) necessary park and parental permission forms for the visit; and (8) blank pages for taking notes. Contains 25 references. (MDH)

This compilation of 57 activities adapted from 32 different publications addresses 5 of the 18 needs and recommendations for water quality curricula made by Elaine Andrews in the publication "Assessing National Water Quality Education Needs for the Nonformal Youth Audience." The needs include: approaching water-related ecosystems in a more integrated way; providing activities that better integrate ecology and science study with everyday life; rewriting materials to make them more appropriate for diverse audiences; making nontraditional learning choices more accessible; and reprinting high-quality materials no longer available. The hands-on activities are organized within a logical framework in five sections. The sections address the topics of: (1) the science of water; (2) the hydrologic cycle; (3) water uses; (4) water conservation; and (5) water pollution. Subsections within these topics address water properties; water movement, precipitation, transpiration, and evaporation; water needs; methods of conserving water; and types of pollution and necessary clean-up. The introduction includes a guide to using the book and the rationale for activity selection. (MDH)

Through its Public Involvement and Education (PIE) Model Projects Fund, the Puget Sound Water Quality Authority has helped local organizations provide education and public involvement programs that help solve local environmental problems. This catalog describes 96 projects successful in addressing the issue of water quality. The projects are reported in six categories: (1) Understanding Watersheds; (2) Preventing Nonpoint Pollution; (3) Preventing Stormwater Pollution; (4) Protecting Wetlands; (5) Protecting Fish, Wildlife, and Shellfish Habitat; and (6) Involving the Public in Water Quality Decisions. Each project description includes sponsors, amount of PIE funding, target audience, additional resources, area covered, purpose, products, audience responses, project coordinators, project timeline, methods uses to implement the project, and results. PIE Project selection and evaluation criteria are included in the introduction. An index is provided. (MDH)

The National Council of Teachers of Mathematics' (NCTM) "Curriculum and Evaluation Standards" recommends that mathematical connections be made between mathematics and other disciplines. This book presents 35 activities for middle school students that integrate the teaching of mathematical concepts with environmental concepts. An introduction discusses the need for mathematical connections and provides the rationale for utilizing environmental studies as a context from which to learn mathematics. Each activity provides a reference for its source, the NCTM standards for middle school mathematics addressed by the activity, student objectives, background information, materials needed, procedures, methods for closure, and evaluation suggestions. The activities are grouped according to the following environmental concepts: (1) energy and natural resources; (2) plants and animals; (3) population description and growth; (4) solid waste disposal; (5) transportation; (6) water resources; and (7) weather and air. An index classifies the activities according to the NCTM Standards for grades 5-8. The eight curriculum standards addressed are: computation and estimation; patterns and function; algebra; statistics; probability; geometry; measurement; and number and number relationships. General standards addressed by the activities are problem solving, mathematical connections, reasoning, and mathematical communication. A summary discusses how the activities were chosen and encourages teachers to let students expand the context of the activities themselves by making the activities more relevant to local issues. (MDH)

The purpose of this curriculum is to provide high school teachers and students with a conceptual framework for analyzing energy and environmental issues, especially in regards to economics. A second purpose of the curriculum is to provide teachers with a set of four motivating, interdisciplinary teaching units. The issues covered in the four teaching units are water pollution, forest resources, nonrenewable energy resources, and global warming. Part I of the introduction to the booklet explains the basic economic concepts that provide the conceptual framework. Part 2 of the Introduction explains how to use a five-step, decision-making model used to analyze energy and environmental issues. Each of four teaching units focuses on a particular energy and/or environmental theme and has three basic elements: (1) basic information; (2) a set of classroom teaching activities; and (3) a case study. In each case study, students use a five-step, decision-making model to investigate and solve an energy environmental issue. Each unit includes basic facts and vocabulary about the issue being studied. Classroom teaching activities require students to apply skills across several areas of the curriculum, and some activities require students to make extensive use of resources in their communities. (LZ)

This booklet contains 20 activities designed to make students aware of the intricate linkages between soil, water, and vegetation, and how mismanagement damages the environment. Under this broad theme a wide range of concepts is covered. The activities help develop skills of observation, measurement, data collection, model-making, and creative writing. Information has been provided about the main subject area covered by each activity, the time and equipment needed, the optimum number of students with whom to carry it out, and whether it is an indoor or an outdoor activity. Activity topics include the water cycle, distribution of the Earth's water, weather records, writing about rain, measuring rain, water content in soil, soil erosion, soil salinity, soil permeability, aquifers and wells, flood control, wetlands, and urban flooding. (MDH)

This booklet examines the subject of fresh water and the ways in which it affects every aspect of human life. The document includes an introduction and seven sections: (1) "Agriculture"; (2) "Transportation"; (3) "Culture"; (4) "Engineering"; (5) "Health and Domestic Use"; (6) "Politics and Economics"; and (7) "Industry." Inside each section is an introduction, "Aquativities" (student activities relating to fresh water), "H2...Ohs!" (featuring amazing facts about water), case studies, and "Seeking Clear Solutions" (which calls upon students to devise answers to problems involving water). A resource list concludes the document. (SG)

This quarterly publication of the State Historical Society of Iowa features articles and activities for elementary school students. This summer issue focuses on the topic of lake life. The issue includes the following features: (1) "Where the Lakes Are Map"; (2) "Letter from the Lake"; (3) "Lake People"; (4) "Spirit Lake"; (5) "Lake Manawa"; (6) "Clear Lake Scrapbook"; (7) "How to Build a Super Sand Castle"; (8) "The Roller Coaster Discovery"; (9) "Arnolds Park"; (10) "Great Lakes Maze"; (11) "Wild Rosie Goes to the Beach"; (12) "The Ice Harvest"; (13) "Ice Harvest Game"; and (14) "How Clean Are Our Lakes?" Among the magazine's regular features (or "Departments") are "History Makers"; "Who's Who"; "Answers"; and "The Roost." Subscription information and facts about a new contest also are included. (SG)

This resource notebook contains over 100 activities in which students investigate different aspects of the environment. The activities are presented in 21 sections covering the following environmental topics and issues: (1) soil; (2) water; (3) forests; (4) plant relationships; (5) wildlife; (6)measurement; (7) urban communities; (8) deserts; (9) dunes; (10) ponds; (11) rangelands; (12) riparian zones; (13) wilderness areas; (14) planning an environmental study area; (15) investigating an environmental issue; (16) land use simulations; (17) school yard activities; (18) natural resources in an urban environment; (19) developing environmental investigations; (20) interpreting your environment; and (21) geological history. Each section contains an introduction to the topic, a list of the activities, approximate time required for each activity, suggestions on how to coordinate the activities, suggestions for relating the activities to different curriculum areas, and procedures for doing the activity. Reproducible worksheets accompany many of the activities. (MDH)

The Science across Asia Pacific Project introduces a new approach to learning science and environmental issues through encouraging communication between school children in different Asia Pacific countries. The aims of the project included the following: introducing an Asia Pacific dimension into science education by raising awareness of different perspectives, ways of life, and national traditions of students in Asia Pacific countries; raising awareness of the ways in which science and technology interact with society, industry, and the environment; providing opportunities for students to develop communication skills in the widest sense, including in languages other than their own; and providing opportunities for schools in different countries to collaborate. This book includes three environment related topics: "Drinking Water,""What Do You Eat?," and "Using Energy at Home." The teaching units provide activities that can be meshed into the curricula of 14 to 17 year old students of science as well as other curriculum subjects. The teaching units are self-contained and include information about using the units, teacher and student notes, maps, and forms including an exchange form to allow students to exchange responses with schools in different countries. (JRH)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in their habitats, noting their behavior, examining the environmental, economic, and political factors that affect their condition, and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Before Viewing the Program" that familiarizes students with the program's subject and allows them to set purposes for viewing; and (3) "After Viewing the Program" that provides discussion questions to help students assess the main points of the program. Some lessons also contain: (i) "Objectives" that provide the teacher with measurement goals; (ii) "Vocabulary" that features definitions of unfamiliar words used in each program; and (iii) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide examine the natural history of North America. Program titles include "The Great Encounter,""Conquering the Swamps,""Across the Sea of Grass,""The First and Last Frontier,""Confronting the Wilderness,""Into the Shining Mountains,""Living on the Edge," and "Searching for Paradise." (Contains 41 references.) (WRM)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in their environment, noting their behavior, examining factors that affect their health, and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Objectives" that provide the teacher with measurement goals; (3) "Vocabulary" that features definitions of unfamiliar terms; (4) "Before Viewing the Program" that familiarizes students with the subject and allows them to set purposes for viewing; (5) "After Viewing the Program" that provides discussion questions to help students assess the main points of the program; and (6) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the spectacular hidden riches of the diverse lands of Russia and the Central Asian Republics. Program titles include "Green Jewel of the Caspian,""The Arctic Frontier,""The Red Deserts,""The Celestial Mountains,""Siberia-The Frozen Forest," and "Born of Fire." (WRM)

This guide examines typical water costs for schools and points out financial and environmental benefits of using water economically. The guide explains the make-up of a typical water bill, including standing charges and sewerage rates. Ways of saving water are described, including use of self-closing and spray taps and urinal flush controllers. A school water management checklist and background information on the water legislation are also provided. (GR)

This booklet is designed to help people make environmentally responsible decisions. This activity booklet is targeted at students as part of a learning campaign to help Canadians improve their understanding of the environment. The imaginary journey From the Mountains to the Sea is a trip along the Eco River following molecules of water from high in the mountains to the ocean below. The trip illustrates the interdependence of all parts of the ecosystem and shows how the environment cannot be divided into distinct areas for study because air, water, land, plants and animal life are all interrelated. Many activities are suggested throughout the booklet to do both in and outside of the classroom. (AIM)

Water quality is an environmental issue that has received increased attention in recent years and for which there is now a variety of educational materials. This guide was developed by the Water Curriculum Needs Assessment Project to help curriculum coordinators select and develop water quality training programs and curricula. The initial sections of the guide provide information for setting up a program that includes nine key water quality education topics and major subtopics; nine water education goals for youth; science process/content and developmental stages; a discussion of environmental thinking skills, instructional format choices, and academic disciplines; five environmental education goals for youth water curricula; six instructional format choices for youth water curricula; and methods of how to use curricula to create a youth water education program. The following section, making up the major portion of the guide, provides summaries of 63 reviewed curricula. Final sections provide lists of State/Regional reviewed curricula by state and title; reviewed curricula from national organizations; unique support materials for youth water education; and selected bibliographies for further information. A chart summarizes the 63 reviewed curricula for inclusion or exclusion of water quality education topics, environmental education goals, and instructional format. (MDH)

This learning packet, one in a series of eight, was developed by the Eno River State Park in North Carolina for Grades 5-6 to teach about various aspects of water life on the Eno River. Loose-leaf pages are presented in nine sections that contain: (1) introductions to the North Carolina State Park System, the Eno River State Park, and to the park's activity packet; (2) a summary of the activities that includes major concepts and objectives covered; (3) pre-visit activities on map trivia and dichotomous classification keys; (4) on-site activities on river flow, pH values, water bugs and river sediment; (5) post-visit activities on water pollution; (6) a list of 69 related vocabulary words; (7) park and parental permission forms for the visit; and (8) blank pages for taking notes. Contains 24 references and includes a separate educator's guide. (MDH)

This curriculum consists of a Teacher's Guide and a series of 12 instructional modules, that are centered around concepts important in the study of national resource science. The modules are designed to supplement textbooks with activities for students in primary and middle grades (K-8). The titles of the modules are: (1) Natural History of a Tree; (2) Soils and Plant Growth; (3) The Water Cycle; (4) Recipe for Tree Growth; (5) Tree Growth and the Environment; (6) Appreciation of Natural Beauty; (7) Forest Processes; (8) Growth of a Forest; (9) Interactions of Forest Plants and Animals; (10) Managing Our Forest Resources; (11) Natural Watersheds; (12) Managing Our Natural Resources. The materials are designed to address concerns with the environment and stewardship of the planet via teaching of higher order thought processes, and fostering meaningful learning. The instructional sequence uses the learning cycle approach to teaching. For each module the three phases of the learning cycle are specified: exploration phase, wherein students explore new ideas with minimal expectation of specific accomplishment; the inventing an idea phase, during which the new idea or skill is formally introduced; and the expansion phase, which provides practice and transfer situations. The following information is provided for each module: background information, objectives, three learning phases, evaluation, glossary and figures for transparencies, student handouts and concept maps. (Author/MCO)

Part of the Trout Unlimited program involves the development of cooperative programs to educate youth and their communities about environmental conservation. This handbook provides guidelines for conducting youth education events and information to facilitate the development and implementation of youth education activities with various community youth organizations and in the schools. Chapter 1 provides instructions for establishing an effective youth program. Chapter 2 is designed to assist Trout Unlimited chapter in organizing and conducting special youth education events. Chapters 3-6 provides guidelines for starting cooperative programs with 4-H clubs, scouting, schools, and state fish and game departments. (MDH)

Educators are faced with the task of teaching students to be responsible stewards of the world's natural resources. This curriculum focuses on three interrelated topics in this area: energy, economics, and the environment. The goal of this book is to: (1) teach students basic knowledge and concepts about energy, the environment, and economics; (2) teach students effective decision-making skills; and (3) to engage students in meaningful learning activities. The book is divided into five sections. The first section provides a general economic framework for analyzing environmental and energy issues. The framework is composed of three components: the relationships between production, energy and the environment; economic considerations; and methods such as regulations, taxes, subsidies, and incentives that counteract negative external forces influencing the environment. The next four sections present case studies and learning activities to attain the educational goals of the curriculum. The units investigate: solid waste using a case study of the school cafeteria; air pollution using a case study of burning leaves; energy using a case study of power plants; and natural resources stewardship using a case study about drought conditions in California. A list of 49 additional energy, economics, and environmental resources is provided. (MDH)

Materials intended for use by adult members of low income families are provided for various topics related to low income family resource management. Types of materials included are check lists, questionnaires, planning charts, budgeting forms, informational handouts, and sample forms. These topics are covered: (1) goals, money values, budget basics; (2) household and food management techniques; (3) energy and water conservation; (4) payment plans, interest, savings; and (5) legal issues. (YLB)

Estuaries are marine systems that serve as nurseries for animals, links in the migratory pathways, and habitat for a complex community of organisms. This curriculum guide intended for use at the high school level seeks to teach what estuaries are; provide opportunities to practice decision-making that affects estuaries; and encourage students to examine their behaviors that affect their estuary. Equally divided into three sections, the first section presents five chapters concerning the geology, local history, ecology, literature and arts, and human use of estuaries that serve as background information for the teacher and students. The second section presents seven activities coordinated with the assignments at the end of the chapters. The activities include taking a field trip to an estuary, conducting a plankton study, monitoring estuary water quality, keeping a marine aquarium, writing activities involving estuaries, thinking globally about estuaries, and exploring what students can do for estuary protection. The third section identifies resource materials for the class. Resources include lists of estuary ecology, protection, and literature resources; a field guide to Padilla Bay organisms; reproducible masters for use during the activities and lessons; answers to chapter questions; a glossary of 59 terms; and a bibliography of 39 references. An evaluation sheet for teachers using the guide is provided. (MDH)

This guide, for a 4-H wetlands project, is designed for sixth to eighth grade youth and their leaders interested in learning and doing aquatic science activities that can help the environment. The project provides basic wetland information with one or more activities for each of six sections: (1) What is a wetland?; (2) value of wetlands; (3) wetland types; (4) products from wetlands; (5) wetland destruction; and (6) wetland regulation. Also provided is a wetlands reference list and project record sheet. The leader/teacher guide contains additional information for each activity section, answers to both the question and discussion sections, background information, sources for teaching aids and further information, and a project evaluation form. (Author/MCO)

This report deals with the importance of water to life. The physical characteristics of water, its distribution, and a number of current water-related problems are examined. The issue of water management is discussed, along with the ways water is made available for our many uses in life. The introductory essay, "Water in the Global Environment," contains the following sections: (1) "Introduction"; (2) "Basic Water Facts"; (3) "Issues of Water Quantity"; (4) "Water-Related Hazards"; (5) "Issues of Water Quality"; (6) "Water Resources Management"; (7) "Conclusion"; and (8) "References." Learning activities are included for grades 7-9, grades 8-10, and senior high-college. A selected resource list also is included. (EH)

The Ohio Sea Grant Education Program has produced this series of publications designed to help people understand how global change may affect the Great Lakes region. The possible implications of global change for this region of the world are explained in the hope that policymakers and individuals will be more inclined to make responsible decisions about global change policy issues. The individual information sheets, called "scenarios", describe the scientific community's prevailing interpretations of what may happen to the Great Lakes region in the face of global warming. The scenarios are written in terms the general public can understand and include the most recent information available on a variety of subjects. The Introduction, "Understanding Climate Models," is followed by 10 scenarios. Scenarios include: (1) "How Will Water Resources in the Great Lakes Region Be Affected?"; (2) "Will Biological Diversity in the Great Lakes Region Suffer?"; (3) "What Could Happen to Great Lakes Shipping?"; (4) "How Will Agriculture in the Great Lakes Region be Affected?"; (5) "Will it Affect Airborne Circulation of Toxins?"; (6) "What are the Implications of Low Water Levels in Great Lakes Estuaries?"; (7) "Will it Speed Eutrophication in the Great Lakes?"; (8) "What Could Happen to Great Lakes Recreation?"; (9) "How Could Fish Populations in the Great Lakes be Affected?"; and (10) "How Eill Forests in the Great Lakes Region be Affected?" (JRH)

Studies show that the three most frequently cited sources of environmental information are family, school, and the media. This kit provides parents with an opportunity to increase a child's environmental awareness through activities which focus on the environment in a way children ages four to nine can understand. A workbook uses the popular Care Bears characters to encourage children to "care" for the world around them, to learn how to put that caring into action, and to realize that their actions can positively affect the environment. A parent's guide accompanies the workbook and provides 17 individual and group learning activities and skill-building exercises that complement five environmental issues raised by the workbook. These issues are: understanding the concept of environment, litter prevention, recycling, water conservation, and energy conservation. Activities involve children in understanding and identifying words and concepts as well as the environmental consequences of their actions. The Kit also contains Care Bears stickers and four oversize posters emphasizing the environmental issues discussed. (LZ)

This guide provides a review of the relevant literature on desalination within the collections of the Library of Congress. While not intended as a comprehensive bibliography, this guide is designed as a quick and ready reference source for the reader, and includes the following sections: (1) articles that provide introductions to the topic of desalination; (2) subject headings under which books on desalination can be located within the Library of Congress; (3) basic textbooks on desalination; (4) additional titles related to desalination; (5) special reports on desalination; (6) conference proceedings; (7) government publications; (8) bibliographies; (9) dissertations; (10) selected dissertations; (11) abstracting and indexing services that provide listings for relevant journal articles and other literature; (12) representative journal articles; (13) guides where reports and other types of literature are indexed; (14) selected technical reports sold by the National Technical Information Service; (15) selected materials available in the Science Reading Room pamphlet boxes; and (16) additional sources of information. (JJK)

Through direct experience within natural settings, outdoor education allows students to learn about environmental concerns such as migration of birds, weather systems, wildlife habitats, watersheds, soil erosion, geological formations, food chains, and community resources. All subject areas in the present curriculum can be enriched through outdoor education experiences, and more importantly, subject areas become related, integrated, and enhanced. The introduction contains an outline of procedures in the establishment of an outdoor classroom, including site selection, site design, and a site inventory checklist. Ten model lessons with activities are described, with each lesson containing: a list of objectives, an inventory of related curriculum areas, an enumeration of required teacher background skills, several suggestions for 10-minute activities with questions to guide observations, a catalog of ongoing activities requiring extended visits, a record of suitable expansions to the lesson with related activities, and a short vocabulary. The ten model lesson domains are: (1) discovering local wildlife; (2) learning about apples; (3) gathering information about birds; (4) facts about plants; (5) examination of rocks; (6) learning about soil; (7) understanding water habitats; (8) experiences with trees; (9) awareness of the water cycle; and (10) weather observations and predictions. The last section contains an extensive list of both curriculum and program resources. (JJK)

This teacher guide and student workbook set presents two learning activities, designed for fifth through ninth grade students, that concentrate on nutrients in the Great Lakes. In activity A, students simulate aquatic habitats using lake water and goldfish in glass jars and observe the effects of nutrient loading and nutrient limitation on aquatic life. In Activity B, students graph phosphate and nitrate inputs to Lake Erie following a storm. As prerequisite to these activities, students should know how to use a microscope, be able to draw line graphs, and be familiar with the concept of nutrients. When students have completed these activities, they should be able to: (1) describe the characteristics of oligotrophic and eutrophic lakes, (2) explain the effects of nutrient loading on lake habitats, (3) define nutrients as a limiting factor in lake habitats, (4) list sources of nutrient inputs to Lake Erie, and (5) explain how wetlands can improve water quality. The teachers guide includes additional information to aid in processing the activities. Extension activities are provided along with suggested references, review questions and student worksheets. (MCO)

Everglades National Park is recognized as one of the most threatened National Parks in the country. Human and technological intervention has affected the park's water resources, fauna and flora through the introduction of foreign species. This curriculum-based activity guide is intended for intermediate grade students. It has been designed from a myriad of educational activities mutually created by classroom teachers and park staff, and used in the park's Environmental Education program. It is designed to meet the needs of teachers and students who may never visit the park as well as for on-site lessons about the everglades ecosystem. The document presents the following: (1) four activities to introduce students to the purpose of the National Park System, and basic concepts associated with the Everglades ecosystem; (2) six activities that introduce components of the ecosystem, the interrelation of these components, and recommendations for future use of the environment that will impact these components; (3) seven activities that focus on the importance of plants and trees in the Everglades, and an evaluation scheme concerning future human impact upon them; (4) 12 activities that focus on the wildlife of the Everglades food chains; (5) eight activities involving the issues of timing, quantity, quality, and distribution of water resources in the Everglades; and (6) a series of appendices that provide background information for the activities, supplementary activities, songs, a vocabulary of common Everglade and ecological terms, and a list of resource materials and bibliography. Each lesson plan begins with a section containing pertinent subject areas, length of activity, location, and key vocabulary. This section is followed by instructional objectives and methods, background information, materials, procedures, and an evaluation section. (MCO)

This teacher's guide presents 12 hands-on laboratory activities for high school science classes that cover the environmental issue of water resources in California. The activities are separated into three sections. Five activities in the section on water quality address the topics of groundwater, water hardness, bottled water, water purity, and water purification. Four activities in the section on water and the environment address the topics of water clarity; rainfall, geography, and vegetation patterns in California; toxins in water; and water ecosystems. Three activities in the section on water and people address the topics of water distribution, water conservation, and water treatment. The guide contains a glossary of 34 terms. The attached "Layperson's Guide to Drinking Water" explains some of the major concerns and controversial issues about today's drinking water and the kind of decisions that need to be made. It also contains a sliding chart of water facts, and a California Water Map. (MDH)

This color-coded teacher's guide contains curriculum materials designed to help students develop an awareness of renewable and nonrenewable natural resources and to identify occupations in the area of natural resources. The guide contains nine 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 natural resources and conservation; water resource management; land management; air resource management; wildlife management; wildlife habitats; outdoor recreation; forestry; and energy resources. 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)

This book is about changes in the Chesapeake Bay, its animals, plants, and the surrounding land during the last 15,000 years. Some changes were caused by natural forces while others were made by people. "Chesapeake Challenges" tests the student's thinking skills. "Family Action" lists things families can do to learn more about the Chesapeake Bay region. The book tells the reader how to be a component of the Chesapeake Bay's future by understanding why the Bay is in trouble and how each person can help. Sections of the book include: (1) "The Chesapeake Bay before European Settlement"; (2) "The Natural History of the Chesapeake Bay"; (3) "Map of the Chesapeake Bay and Its Watershed"; (4) "Changes in the Chesapeake Bay and its Watershed Caused by European Settlement"; and (5) "The Chesapeake Bay Today." The volume concludes with an information section for parents and teachers. The handbook is designed to complement the National Aquarium's publication, "Living in Water." (EH)