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The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for students in fourth to sixth grades, deals mostly with the Cape Verde Islands (Republic of Cape Verde), 10 islands and 5 islets located off the coast of West Africa. Students learn about the scarcity and importance of a continuous supply of fresh water on Cape Verde and then research five methods of obtaining and conserving water on Cape Verde. They research five methods of obtaining and conserving water and then create displays and give oral presentations to demonstrate their understanding of the methods. The oral presentations are made in the context of a simulation, which allows the students to weigh the costs and benefits of each method. The unit can be used in social studies, science, or language arts classes. Four to five 40-minute class periods are suggested. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, suggests follow-up/enrichment activities, and lists on-line and print resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for third to fifth grade students, this unit uses the dramatic contrast between the rainy season and the dry season in West Africa--specifically Ghana--to help students learn about climate. Student will define climate, cite its features, discover their area's climate, and apply this knowledge to their study of the ways climate affects people and the environment. The unit can be used in science or geography classes. Four days are needed for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, provides a rubric for assessment, suggests follow-up/enrichment activities, and lists nine print and on-line resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary grade students, is designed to facilitate students' understandings of daily water use through reading stories from Peace Corps Volunteers who served in Kenya (East African region) and Ghana (West African region). Each student will make a book comparing daily uses of water in America, Kenya, and Ghana. An overall goal is to develop students' understandings of the similarities and differences of water use by the people in Kenyan and Ghanaian communities and their own community. The unit can be used in reading and writing classes. Two to three weeks are needed for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, suggests a reading assessment and a writing assessment, provides follow-up/enrichment activities, and lists five print resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, third to fifth grade students explore the literary elements of a Tanzanian folktale about animals collaborating to dig a well. Students can make connections between the message in the tale and contemporary life in Tanzania as shown through pictures on the Water in Africa Web site. They will create original conclusions to the tale and cooperatively illustrate the folktale using oil pastels. The unit can be used in language arts, social studies, art, or behavior studies classes. Five 45-minute class periods are suggested for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, suggests assessment and follow-up/enrichment activities, and lists five on-line resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for third to fifth grade students, this unit uses children's interactions with water to help them compare and contrast their lives with those of children in Kenya and Tanzania. It looks at the ways access to water helps define children's roles in the family, and how this shapes culture. The unit contains many photos of daily activities in Kenya and Tanzania. Students will write essays and create pictures to demonstrate their understanding of the concepts. The unit can be used in language arts, geography, art, or mathematics classes. Four to six 40-minute classes are suggested for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, suggests assessment and follow-up/enrichment activities, and lists nine print and on-line resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary students, is designed to facilitate students' understandings of access to water through reading stories from Peace Corps Volunteers who served in Kenya (East African region) and Ghana (West African region). Each student will make a book comparing access to water in the United States, Kenya, and Ghana. An overall goal is to develop students' understandings of the similarities and differences of water use by the people in Kenyan and Ghanaian communities and their own community. The unit, which contains many photos of Kenya and Ghana, can be used in reading and writing classes. Two to three weeks are needed for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, gives a reading rubric and a writing rubric for assessment, suggests follow-up/enrichment activities, and lists five print resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary grade students, is designed to facilitate students' understandings of the value of water through reading stories from Peace Corps Volunteers who served in Kenya (East African region) and Ghana (West African region). Each student will make a book comparing the value of water in the United States, Kenya, and Ghana. An overall goal is to develop students' understandings of the similarities and differences of how the people in Kenyan and Ghanaian communities and their own community value water. The unit can be used in reading and writing classes. Two to three weeks is needed for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, discusses reading and writing assessment, suggests follow-up/enrichment activities, and lists five print resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, intended for use in middle schools, students will learn from descriptive passages in stories written by Peace Corps Volunteers in Mauritania, Morocco, and Cape Verde that illustrate how the ever present need for water can be felt, seen, and heard in the song, voice, craft, religion, and ritual of a culture. Students will organize their findings for each country and then capture this"sense of water" in a narrative poem as a final assessment. The unit can be used in language arts or geography classes. Five 45-minute class periods are suggested. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher and suggests follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for use with middle school students, this unit takes students on a WebQuest water safari through several African countries, using the Peace Corps Water in Africa site as a WebQuest. Students complete the Web Quest by conducting research about the relationship of physical and human systems. They use the collected data to prepare a formal report for Peace Corps that will assist in the creation of a training video for volunteers in Africa. The unit can be used in geography, language arts, and technology classes. Seven class periods of 45 minutes each are suggested. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher and provides assessment activities and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, students reflect on the role of water in ceremonies and celebrations around the world. Peace Corps Volunteer vignettes provide the basis for researching and collecting data, which is organized into a class retrieval chart. As a culminating activity, students create learning stations and host a celebration of Water Day for younger students. The unit partners older elementary or middle school students with a class in grades 2-4. It can be used in language arts, social studies, reading, art, or foreign language classes and needs two weeks to complete. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher and suggests assessment and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for middle school students, this unit can be used in geography, health, and language arts classrooms. Four or five 45-minute class periods are suggested. The unit focuses on Lesotho, a small landlocked country located within the country of South Africa. Two-thirds of the country is filled with steep, treeless mountains, and most of the population lives in the lowlands. Droughts have altered living and health conditions causing the women and girls (who do most of the water gathering) to travel farther and farther each day during the dry season for water. In the unit, students simulate village "water committees" that plan, design, and build a water supply system. Water committees are provided with a water project scenario, maps, and background information. Each committee presents its plan to the villagers to persuade them that their plan will increase the availability of water and the overall health of the village. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher and suggests assessment and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for use with middle school students, this unit can be used in geography and technology integration classes. One class period a day for two or three weeks is suggested. Students, grouped in small research teams, will simulate a trip to Madagascar through the Peace Corps' Water in Africa resources about Madagascar and other related Web sites. Using online research, students will explore the effect of slash/burn agriculture on Madagascar's people, environment, and lemurs. Students will create technology enhanced presentations of their findings and present viable alternatives for both using and protecting Madagascar's natural resources. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures and suggests assessment activities and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, middle school students compare the division of labor around water-related work in rural Lesotho to that of their own household. Water provides an excellent lens through which to understand gender roles. The unit aims to have students gain an understanding of the multiple factors that influence how gender role formation takes place in different societies. It culminates with students writing letters in the voice of visitors to the United States from Lesotho. It can be used in geography and language arts classes. Five 45-minute class periods are suggested for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher. (Includes several photos of inhabitants of Lesotho.) (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, "Water as a Source of Life and Culture," aims to have students uncover the role water plays in daily life. Intended for use with high school students, the unit can be used in visual arts, language arts, and geography classes. Six to eight class periods of 45 minutes each are suggested. The unit lists materials needed, outlines applicable standards, provides essential questions, and gives student objectives. It details day-by-day procedures, assessment activities, and follow-up/enrichment activities. Appended are a map of Africa and handout sheets. (BT)

The GLOBE Program is a worldwide, hands-on educational program for elementary and secondary school students. GLOBE aims to increase student achievement in mathematics and science, awareness towards the environment, and improve science process skills through network technology. This teacher's guide provides an overview of the GLOBE program and step-by-step guidance for teachers on the implementation of the program in schools and investigations. Contents include: (1) "Introduction"; (2) "Implementation Guide"; (3) "Atmosphere Investigation"; (4) "Hydrology Investigation"; (5) "Soil Investigation"; (6) "Land Cover/Biology Investigation"; (7) "GPS Investigation"; (8) "Season Investigation"; and (9) "Toolkit". Each investigation section includes an introduction, protocols, learning activities, and an appendix. Work and data sheets are provided. (YDS)

This guide comprises materials largely drawn from existing environmental education materials. The four major subject areas discussed mirror the Adopt-A Stream activities and include watersheds, nonpoint source pollution, and biological and chemical monitoring of stream conditions. The activities in this guide are grouped according to grade levels. K-5 activities include: (1) "Stream Journey (Introductory) K-2"; (2) "An Imaginary River (Watershed) K-2"; (3) "Are You Me? (Biological) K-2"; (4) "Water Wings (Nonpoint and Biological) K-2"; and (5) "Little Sprouts (Biological) K-5." Materials for grades 3-8 include: (1) "Picture Perfect (Nonpoint) 5-8"; (2) "Pollution Solutions (Nonpoint) 3-8"; (3) "Adopt-A-Stream Detectives (Biological) 3-5"; and (4) "Pondering pH (Chemical) 3-5." Activities for grades 6-12 include: (1) "How Big Is the River--Really? (Watershed) 6-12"; (2) "How Much Water Falls Here? (Watershed) 6-12"; (3) "Dragonfly Pond (Nonpoint) 6-8"; (4) "Name Those BUGS! (Biological) 6-12"; (5) "Adopt-A-Stream Chemical Monitoring (Chemical) 6-8"; (6) "Fertile Green (Biological) 6-8"; (7) "Watershed Walk (Watershed) 6-12"; (8) "Rolling Down the River (Watershed) 6-12"; (9) "Lethal Lots (Nonpoint) 9-12"; (10) "Adopt-A Stream Chemical Monitoring (Chemical) 9-12"; and (11) "Breathtaking (Biological) 9-12." (CCM)

This activity book is part of a series designed to take a concept or idea from the existing school curriculum and develop it in the context of the Great Lakes using teaching approaches and materials appropriate for students in middle and high school. The theme of this book is Great Lakes climate and water movement. Students learn about land-sea breezes, storm surges, ice coverage, and the effect of stratification on water quality. Activities are divided into several subjects: (1) Water Movement; (2) Temperature and Climate; (3) Lake Levels and Storms; and (4) Seasons on the Great Lakes. The activities are characterized by subject matter compatibility with existing curriculum topics. Several kinds of connections have been designed to assist teachers in finding the place where the new materials fit and also the justification for fitting them. The connections include a Framework of Seven Understandings developed by science teachers, science educators, and scientists to represent fundamental desired results of science education. Each activity in this book addresses a number of these Understandings and two or more Earth subsystems. Connections are also made to the National Science Education Standards and the Benchmarks for Science Literacy. (PVD)

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)

This collection of 10 activities is designed to give students a better grasp of concepts relating to groundwater, aquifers, and hydrology. Activities can be conducted as a demonstration (especially for younger students) or as a laboratory activity for students in higher grades. The guide contains an introduction for teachers and students, a materials list, 10 activities, and a glossary. The first activity, Pre-Lab Construction, sets up the materials for the following activities which all utilize soda bottles and simple materials like sand and food coloring. The remaining activities cover the topics of marking guides, the hydrologic cycle, porosity, permeability, parts of an aquifer, the recharge zone, the discharge zone, sedimentary rock and core sampling, solubility, pollution plumes, and chemical changes in groundwater. Activities can be conducted in sequence or individually and are reproducible for the teacher. (LZ)

Describes the use of a scale analog model of an actual fractured rock reservoir to replace paper copies of fracture maps in the structural geology curriculum. Discusses the merits of the model in enabling students to gain experience performing standard structural analyses. (DDR)

Describes a capstone course specifically designed for Environmental Geoscience majors that is a project-based course stressing small-group identification, analysis, and solution of real-world geo-environmental problems on a local scale. Prepares students for the immediate demands of post-college employment as well as developing lifelong learning skills to respond to evolving future needs. (Contains 19 references.) (Author/YDS)

Details how to create a low-cost groundwater field station for a college hydrogeology course. Discusses how students use the station to collect and interpret data from wells and to study spatial hydraulic-head measurements to comprehend groundwater flow. Explains why hands-on activities are a valuable addition to the course. (DSK)

Presents an activity in which groups of students form land-use companies that work for a client who is seeking land suitable for an all-season resort. Involves students working together and drawing on their knowledge of contour lines, topography, land forms, climate, natural disasters, geology, and hydrology. (JRH)

Earth science education needs to be relevant to students in order to make them aware of the serious problems facing the planet. In an effort to insure that this need is meet, the Denver Earth Science Project has set as one of their goals the development of new earth science curriculum materials for teachers. This document provides a collection of activities developed and used by teachers to enhance the students' understanding of important aspects of ground water. The four units are entitled: (1) "Overview of the Hydrologic Cycle and Water Use"; (2) "Ground Water"; (3) Ground Water Contamination"; and (4) "Careers in Water Resource Management." (ZWH)

Describes an activity that enables students to understand that there are many substances and odors carried in the flow of water. Students identify and describe a variety of natural and introduced materials found in bodies of water, and observe the effects of silt, sand, gravel and odor sources on water. (DDR)

Describes a game that can be used to teach students about the acidity of liquids and substances around their school and enable them to understand what pH levels tell us about the environment. Students collect samples and measure the pH of water, soil, plants, and other natural material. (DDR)