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This document contains lesson plans for a four-unit course in agriculture for sustainable development and is accompanied by a video tape and a booklet that discusses existing and future agricultural practices. Each unit of the document contains some or all of the following components: an introduction; objectives and competencies addressed; a list of equipment, supplies, references, and other resources; three or four learning activities; a question-and-answer game based on the format of the television game show "Jeopardy"; problem-solving techniques; illustrations of agricultural operations; material safety data sheet examples; and sample newspaper articles. The topics of the four units are as follows: (1) sustainable agriculture (investigation and analysis of agricultural practices as related to conservation tillage and best management practices); (2) innovative chemistry and conservation tillage (advantages and disadvantages of pesticide applications and the interrelationship of herbicide use with conservation tillage); (3) genetically improved plants (implications of genetically improved plants to our society and for agriculture on a global basis); and (4) Third World impact and global stability (the economic importance and interdependency of agriculture throughout the world). (MN)

This guide outlines the topics of instruction and goals/objectives of a semester-long half-unit laboratory course in environmental technology (Agriscience 384) that is part of Texas' agricultural science and technology program. Presented first are lists of the following: essential elements common to all agricultural science and technology courses offered by Texas schools, essential elements specific to Agriscience 384, and the course's units and subtopics of instruction along with the suggested time allocated for each unit and the catalog numbers of Instructional Materials Service (IMS) curriculum materials that teachers may use to teach each topic/subtopic. The remainder of the guide lists the objectives to be met upon completion of each of the following course topics along with the corresponding IMS materials: the natural state of the environment; people, the environment, and the earth's natural resources; use and abuse of natural resources and their effects on the environment; environmental restoration and conservation; and resource accountability and environmental stewardship. (MN)

This folder contains 12 fact sheets designed to improve the quality of gardens near the Great Lakes. The titles are: (1) "Your Garden and the Great Lakes"; (2) "Organic Gardening"; (3) "Fruit and Vegetable Gardening"; (4) "Composting Yard Wastes"; (5) "Herbicides and Water Quality"; (6) "Watering"; (7) "Soil Erosion by Water"; (8) "Soil Fertility"; (9) "Pest Management"; (10) "Landscaping"; (11) "Attracting Birds Naturally"; and (12) "Lawns." (MKR)

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 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)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for resource conservation occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 13 units are as follows: general safety precautions; resource conservation industry; water quality management; soil conservation; mapping; nature interpretation; fish and wildlife management awareness; groundskeeping; equipment maintenance; equipment operation; facility construction and maintenance; business management; and employability skills. (YLB)

This packet contains three science learning activities that can be used in agricultural education courses. The activities cover these topics: (1) determining the effects of soil particle size on capillary action; (2) measuring levels of eroded soil particles in streams; and (3) determining the effects of soil cover and texture on surface erosion. The lesson plans for the activities consist of the following elements: agricultural subjects and science principles included in the lesson, agricultural applications, student objectives, activity length, group size, vocabulary, materials required, instructional strategies and procedures (overview and results), key questions, and evaluation. One or two references are given for each activity and each includes data record and observation sheet. (KC)

This training manual, the third volume in a four-volume series of curriculum guides for use in training Peace Corps agricultural development workers, deals with crops. The first chapter provides suggested guidelines for setting up and carrying out the crops component of the agricultural development worker training series. Included in the second chapter are lesson plans covering the following skill areas: the agricultural environment, crop production management principles, units of measure, soil management and fertilizer use, water management, insect control, disease and nematode control, weed control, vegetable production, and traditional field crops. The third chapter consists of a series of technical resources covering basic vegetable production practices from garden planning through harvest. Provided in the appendix are skill goals and objectives, a supply and equipment list, sample planting instructions, a sample field notebook page, and an exam. (MN)

This manual, developed for use by Peace Corps volunteers, attempts to help development counselors to understand the needs of remote-area groups and to provide for those needs through effective self-help projects. The projects covered are those that can solve most effectively, on the village level, the most pressing problems. The manual is written in as nontechnical language as possible and provides background information and step-by-step directions for many projects, illustrated with line drawings. Topics covered by the manual are agronomy, horticulture, entomology, animal husbandry, veterinary medicine, agriculture, home industries, self-help engineering (making tools and equipment), and measurements and conversations. In addition, a background information section is provided for the counselor, dealing with cultural anthropology, sociology, education, and the effects of climate on plant and animal growth. (KC)

This curriculum guide includes teaching packets for 12 areas of study to be included in a core curriculum for 11th-grade or third-year students enrolled in rural agricultural programs in Illinois. Each problem area includes some or all of the following components: suggestions to the teacher, teacher guide, competency inventory, information sheet, student worksheets or assignment sheets with key, demonstrations, job sheets, transparencies, a discussion guide for transparencies, and sample test questions and teacher key. The 12 problem areas of study in this guide are grouped into seven units. Unit A, on orientation to agricultural occupations, contains one problem area, exploring agricultural occupations and careers. In the second unit, on leadership and citizenship, planning and conducting community service programs and becoming acquainted with rural agricultural organizations are covered in the problem areas, while the third unit covers supervised occupational experience. In the fourth unit, on livestock science, problem areas are maintaining livestock health and planning and evaluating livestock confinement systems. The fifth unit, on crop science, contains the problem areas of handling pesticides and maintaining and improving forage crops and pastures. In the sixth unit, on soil, science, and conservation of natural resources, conserving soil, water, and wildlife resources are covered in two problem areas. The final unit, on horticulture, provides instructional materials on growing small fruits and fruit trees. Suggestions to the teacher on ways to use the materials are included in the guide. (KC)

This document is the first volume of a state curriculum guide on vocational agriculture for use in the 9th and 10th grades in Louisiana. Three instructional areas are profiled in this volume: orientation to vocational agriculture, agricultural leadership, and soil science. The three units of the orientation area cover introducing beginning students to the total program in vocational agriculture, introducing students to the advanced program options (designed to prepare for occupational choices), and developing the individual supervised occupational experience program. The four units of the agricultural leadership area cover introduction to Future Farmers of America (FFA), awards and contests, leadership training, and participation in FFA activities. The soil science instructional area contains seven units covering soil formation, soil properties, soil acidity and liming, soil classification and land use evaluation, soil fertility and fertilization, soil water, and soil judging. Each unit contains one to several individual lessons, with student objectives (terminal and specific), suggested teaching materials, special arrangements for the teacher to make, tips on presenting the lesson, content outlines, and suggested student activities. An extensive section of transparency masters and accompanying scripts as well as student materials completes the units. Soil science tests are appended. (KC)

This manual presents a simple, step-by-step description of irrigated rice production in Sierra Leone. It is geared specifically to the role and needs of Peace Corps volunteers who, since the mid-1970s, have worked as agricultural extension agents in the Sierra Leone Ministry of Agriculture and Forestry. The manual is designed to serve both as a training manual, complementing the curriculum taught during preservice training, and as a field guide that contains a ready source of technical information during the growing season. The 18 chapters in the manual cover the stages of rice plant growth, seed selection and preparation, land preparation, fertilizer, insect pest prevention, diseases of rice, weed control, harvesting, threshing, drying, and storage. References and a glossary complete the manual. (KC)

This manual, prepared for use by Peace Corps volunteers in developing countries, has been designed as an on-the-job reference for soil management and fertilizer use at the small farmer level. It provides information on yield-boosting techniques, especially in the areas of soil conservation, organic and chemical fertilizer use, and the safe and appropriate use of agricultural chemicals. The text is written in a "how to" format, in as nontechnical language as possible, and takes a problem-solving approach to soil management and fertilizer use. Organized into nine sections, the text covers the following topics: soil basics, spotting and fixing soil physical problems, seedbed preparation, soil fertility basics, determining fertilizer needs, how to use organic fertilizers and soil conditioners, chemical fertilizers, liming soils, and salinity and alkalinity problems. An appendix to the manual provides conversion tables, composition of common fertilizers, information on soil moisture content, erosion control approaches, and hunger signs in common crops. (KC)

This manual, prepared for use by Peace Corps volunteers, provides background information and practical knowledge about crop production. The manual is designed to convey insights into basic crop production, principles, and practices. Primary emphasis is given to providing explanations and illustrations of soil, plant, and water relationships as they affect crop production. The content is presented in as nontechnical language as possible. Each of the seven units of the text are complete, substantially self-contained, and provide information, tables, and illustrations. The units cover the following topics: soils, plants, entomology, cereal crops, pulse crops, sugar and fiber crops, and oil crops. A glossary of terms used in agronomy completes the manual. (KC)

This manual, primarily designed to help Peace Corps volunteers develop and strengthen their agricultural skills, deals with traditional field crops. The focus of the manual is on surveying and interpreting local agricultural environment and individual farm units, developing agricultural extension techniques and practices, and providing basic hands-on and technical skills for extension workers in operations from farm land preparation through harvest. Covered in the individual chapters of the guide are the agricultural environment; reference crops; planning and preparation; soil fertility and management; pest and disease control; and harvesting, drying, and storage of crops. Appendixes to the manual include a list of common units of measurement and conversion; guidelines for conducting field trial result tests and demonstration plots, structural analysis, and soil samples; directions for using pesticides and herbicides; suggestions for troubleshooting common crop problems; lists of hunger signs in reference crops; and a discussion of planting skills for field extension workers. Concluding the manual are a glossary, bibliography, and list of references. (MN)

This instructional unit was designed to enable students, primarily at the secondary level, to (1) classify soils according to current capability classifications of the Soil Conservation Service, (2) select treatments needed for a given soil class according to current recommendations provided by the Soil Conservation Service, and (3) interpret a typical land capability map provided by the Soil Conservation Service. Five major sections are included: Factors to Consider in Classifying Soils (texture, subsoil permeability, depth of surface soil and subsoil, slope, erosion, drainage); Land Capability Classes (class I, E soil classes, W soil classes, S soil classes, soil classification charts); Lane Use and Treatment; Soil and Water Conservation; and Soil and Water Conservation Plan. A soil texture chart and a glossary of terms (used in classifying soil and in determining recommended land use treatments) are appended. (HD)

Guidelines and technical standards for development of local erosion and sediment control programs and conservation standards to meet the goals established by the Virginia Erosion and Sediment Control law are presented in this handbook. Part I defines natural and manmade erosion, sedimentation, and the hazards of uncontrolled wear and damage to the land. Part II provides guidelines for erosion and sediment control planning and plans, submission of plans to local and State authorities, and activities which require approved plans. Comprising most of the handbook, part III contains standards and specifications for a variety of erosion and sediment control practices for use on construction sites and similarly disturbed areas. Control practices generally fall into two categories, vegetative and mechanical. Mechanical control practices include structural and material specifications for dikes, drains, outlets, grading, and other control methods. Vegetative practices to stabilize disturbed areas include plantings, seeding, sod, and other protection methods. Parts IV and V contain the Virginia Soil and Water Conservation Commission's requirements for State agency projects and for local control programs. The handbook also lists references and a glossary of representative terms used in conservation activities. Numerous tables, drawings, photographs, and figures supplement the information in the handbook. (MF)

One of two training program texts built around the Virginia Erosion and Sediment Control Law and Program, this guide presents a program designed to meet the needs of job superintendents and inspectors. (The other guide, containing a program for engineers, architects, and planners, was designed to train professional people who need engineering and technical information to plan and design control systems on land development projects.) In the program presented here the emphasis is changed from engineering and design to the fundamentals of good conservation practice application for persons who have responsibility on a construction project to see that erosion and sediment control measures are properly installed and functioning. The course is presented in four parts of two or three units each. Part I presents the Virginia program and defines erosion and its damages. Part II covers types of erosion and the characteristics of sedimentation processes. In part II the principles of erosion and sediment control, a control plan, and details of control practices are presented. Part IV describes the roles of the job superintendent and inspector. Each unit includes purpose and significance, content, questions, summary (including question answers), and references. The text is supplemented by figures and photographs. (MF)

This program training text was designed to provide uniform instruction to the engineer, architect, planner, and others who will be helping to implement an erosion and sediment control program. Although tailored for use in Virginia, the basic principles covered are universal, and the material is adaptable to meet the needs in any State. The 11 units are grouped into four parts. Part 1 introduces Virginia's erosion problems, specific damages, costs, and the Erosion and Sediment Control Program. Part 2 covers the erosion and sedimentation process, soil loss prediction, channel erosion, and storm water management. Erosion control practices and principles and implementation of a control plan are presented in parts 3 and 4. A list of references is given for each part. Each unit in the program begins with a statement of the purpose and significance of the unit. The objectives for the unit are stated, followed by the subject matter content which may include outside references, background questions, or problems. Criterion questions enable the student to test himself. A summary answers the questions and briefly lists pertinent points. Photographs, charts, and drawings illustrate the text. Material to supplement the text is appended. Also cited is "The Virginia Erosion and Sediment Control Handbook," required as part of the subject content of the program. (Author/RG)

The course of study represents the last of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil erosion. Upon completion of the two day lesson, the student will be able to: (1) define conservation, (2) understand how erosion takes place, and (3) list ways of controlling wind and water erosion. The course outline suggests teaching procedures, behavioral objectives, teaching aids and references, problems, a summary, and evaluation. A materials source list for the complete soil module is included. (MW)

This environmental education curriculum guide is designed for teacher use in the sixth grade. It contains seven units that aim to help the students acquire basic understanding of environmental relationships, environmental problems, environmental quality and to help the students develop skills to solve current environmental problems. Each unit, based on several concepts, includes objectives, activities, student work sheets, discussion questions, resource materials and vocabulary words. The techniques of discussion, observation, classification, discovery, inquiry, and field work are employed. The guide includes the following units: Unit 1, environmental relationships; Unit 2, soil conservation; Unit 3, air pollution; Unit 4, the hydrosphere; Unit 5, wildlife and related problems; Unit 6, mineral resources; and Unit 7, pesticide problems. (TK)

This environmental education curriculum guide is designed for teacher use in kindergarten and first grade. It contains six units, which aim to develop environmental concepts related to the bio-physical environment. Each unit, which is based on several concepts, includes behavioral objectives, activities, student worksheets, diagrams, illustrations, discussion questions, vocabulary words, resource materials, and teacher evaluation forms. The techniques of discussion, observation, classification discovery, inquiry, and field work are employed throughout. Unit 1, Ecology, deals with the interdependence between living and non-living things in the environment. The study of soil, what it is, its importance, and conservation is the focus of Unit 2. Unit 3 examines air as a substance which has weight and occupies space but has no color, odor, or shape. Unit 4 looks at water and the vital role it plays in the environment. Noise, Unit 5, is a study of sounds, how they originate, their variety, and their effects on man. Unit 6, Wildlife, looks at both plants and animals. Bird flash cards and animal flash cards, plus instructions for their use, are also included in this unit. (TK)

The program planning guide for agricultural resources was written to assist Applied Biological and Agricultural Occupations (ABAO) teachers in enriching existing programs and/or to provide the basis for expansion of offerings to include additional materials for the cluster areas of forests, recreation, soil, wildlife, and other agricultural resources. Each guide includes the following components: an introduction (brief discussion of the subject matter); sample job titles and cluster areas (major job titles, D.O.T. numbers, O.E. numbers, and information about salaries, educational requirements, and career advancement opportunities); competencies for cluster areas and for job titles, stated as behavioral objectives; a core course outline (a representative sample of how a curriculum should be constructed, including references); sample teaching plans designed for one to five days in length (comprising cluster areas, unit titles, problem areas, a brief introduction, student performance objectives, a detailed outline of instructional content, learning activities, special materials and equipment, and student references). Also included are: specific and selected references; a brief description of school facilities; lists of equipment, supplies, and audiovisual materials; and a partial list of ways to increase teacher competencies. (BP)

The report is a composite, compilation, and analysis of data collected from selected job titles (soil conservation technician, civil engineering technician, dairy herd improvement supervisor, and lay food inspector) in agricultural resources occupations. The study was conducted to obtain a comprehensive analysis of the occupations and the competencies needed to enter, perform, and advance in agricultural and agriculturally related jobs. The four job titles were decided upon after consultation with agencies and groups in Montana whose concern was agricultural resources. Competency statements were developed and mailed to 120 employees in the job area studied. Based on an 82 percent response, data on knowledge, skills, and attitudes were analyzed and mean rating comparisons made. Tables list and rank the competencies identified. The number of competencies identified varied among the selected job titles, but the study concluded there are definite professional, technical, and vocational competencies related to agriculture required by employees in agriculture resources job titles. Interpersonal competence ranks high across all the titles; other competencies have more specialized importance in a particular area. (The four competency instruments and correspondence related to the study are appended.) (AG)

The curriculum guide consists of three courses of study in vocational agriculture at three different levels: (1) farmer training, (2) off-farm agriculture, and (3) pre-college preparation for professional careers in agriculture. The basic programs of study in agriculture 1 and 2 emphasize agricultural sciences, leadership, and exploratory work in farming and off-farm agricultural careers. The units of study are composed of goals, performance objectives, suggested activities and instructional materials, and references. The course of study for agriculture 3 and agribusiness 4 offers more specialized and advanced training. The major topics are: farm machinery sales and service, farm supplies and equipment, livestock and poultry, crops, forestry, and soil conservation, ornamental horticulture, wildlife and recreation, farm services, and agricultural service. These major topics are further subdivided into units consisting of goals, performance objectives, suggested activities and instructional materials, and references. (NJ)

Focusing on environmental scientists and conservation occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include foresters, forestry technicians, range managers, soil conservationists, geologists, geophysicists, meteorologists, and oceanographers. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This handbook, developed for use by the Soil Conservation Service and property owners, land developers, local government agencies, and consulting firms, is designed to provide information on water management and minimizing erosion on land undergoing development in urban areas. The standards and specifications listed in this handbook are to provide criteria for the design, installation, and maintenance of water management and sediment control practices. Recommendations in the handbook apply to urbanizing lands where housing, industrial, institutional, recreational, and highway developments are occurring or are being planned. Due to wide variations in climate, topography, geology, soils, and plant requirements, these recommendations are somewhat generalized. The document is divided into four chapters: (1) Resource Planning in Urbanizing Areas; (2) Standards and Specifications; (3) Methods for Determining Soil Loss; and (4) Installation and Maintenance Needs. An appendix of related design charts and tables concludes this publication. (BT)

This is one of a series of 14 instructional components of a semester-long, environmental earth science course developed for undergraduate students. The course includes lectures, discussion sessions, and individualized learning carrel lessons. Presented are the study guide and script for a learning carrel lesson on soils and soil conservation practices. The slides, audio-cassette tape, and other materials necessary for this lesson are not included. (BT)

This report addresses the application of agricultural processing wastes, industrial and municipal wastes on agricultural land as both a waste management and resource recovery and reuse practice. The document emphasizes the treatment and beneficial utilization of sludge and wastewater as opposed to waste disposal. These objectives are achieved through incorporation into well-designed and operated agricultural production systems in ways that are compatible with maintaining the soil's normal viability and productivity. Waste characterization, crop selection and management, site selection, management and monitoring are addressed. Sample problems, procedures, calculations and diagrams are incorporated into most sections. In addition, public health and nuisance concerns, as well as public acceptance, legal and economic considerations are discussed. (Author/BB)

Students use aerial photographs in this investigation as they study erosion and deposition along a section of Lake Erie's coast and learn about how groins affect these processes. The teacher's guide presents an overview of the unit, a materials list, suggested instructional approaches, answers to discussion questions, and evaluation items. A student manual is also included. (WB)

This report presents brief documentation of silvicultural practices, both those now in use and those in stages of research and development. A majority of the text is concerned with the specific aspects of silvicultural activities which relate to nonpoint source pollution control methods. Analyzed are existing and near future pollution control methods in terms of technical and economic practicability and usefulness. It provides information of a general nature regarding processes, procedures, and methods for controlling pollution caused by sediment runoff from logging roads, skid trails, and other areas of undisturbed soils in forest areas; pesticides and fertilizers used in forest regeneration activities; chemicals and other materials applied for forest fire prevention; and temperature increases in small streams exposed to solar radiation by logging of bordering timber stands. (Author/CS)