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The booklet discusses winter outdoor education in Canada. The first section explains how to use snowshoes, followed by the use of the thematic approach with winter and snow. The thematic approach to snowmobiling gives both the pros and cons, and the outward spiraling effect of the popular sport. In discussing a winter field trip, activities are suggested for observing animals, plants, weather, moisture (water, ice, and snow), and the sky. The final section gives resources for winter studies. (KM)

This instructional package contains two plant life units developed for the Dade County Florida Quinmester Program. "Plant Life in the Backyard" introduces the student to the more familiar plants in South Florida. Emphasis is placed on the economic value of local plants, plant propagation, and photosynthesis. "The Green Plant" is an introduction to the anatomical, morphological, physiological and biochemical concepts applicable to a green plant. Each booklet includes performance objectives for the unit, lists state-adopted texts, provides a synoptic summary of the course content, suggests activities and projects, indicates audio-visual materials available in the county and from other sources, and recommends reference books. Each booklet contains a chart relating each suggested activity to specific performance objectives. (CP)

This booklet is one in a series of instructional aids designed for use by elementary and secondary school science teachers. First, the original natural scene of the eastern portion of the United States is described, from the Atlantic Coast to the Mississippi River, as it probably was before European man invaded in great numbers. How local conditions affect plant and animal species and how variances in these species can be used to indicate subtle aspects of local environmental conditions are considered next. Finally, practical examples are presented as exercises in reading the landscape and in seeing a whole view by carefully using a few parts. (Author/PR)

The basic elective course in introductory botany is designed for secondary students who probably will not continue study in plant science. The objectives of the course are to help the student 1) identify, compare and differentiate types of plants; 2) identify plant cell structures; 3) distinguish between helpful and harmful plants; 4) predict economic uses of plants; 5) gather data on plant growth; and, 6) justify the use of plants as food for humans. The course content focuses on commercial uses of plants, identification and structure of plants, enemies of plants, and plants and health. Forty-two experiments are listed and coordinated with the course content. Additional features include a project listing; 16 types of Florida plants requiring students to identify and provide other information; lists of innovative activities, suggested report topics, discussion questions, state adopted texts, suggested field trips in Florida, speakers and resource people, references, resources, audio visual materials; and, lists including prices of film loops, color slides, bio-plastic mounts, and models. Related documents are SO 002 701 through SO 002 718. (Author/SJM)

Intended to supplement a regular program, this pamphlet provides background information, related activities, and suggestions for other activities on the subject of nitrate as a water pollutant. Two activities related to plant nutrient pollution, nitrate filtration and measuring mitrate used by plants, are explained in detail, outlining objectives, materials required, procedure, and questions. The third part of this Science Study Aid describes a technique for measuring the amount of nitrate in water, and the amount necessary to carry out the two activities. A vocabulary list and bibliography are included together with diagrams and space for taking notes. (BL)

This science study aid, published by the U. S. Department of Agriculture and intended as a supplement to the regular science program, lists activities and experiments relating seed germination to various temperature changes and exposure to adverse temperature conditions for varying lengths of time. (CP)

The proceedings of a conference which reviewed the content of undergraduate animal science curricula, content of courses in the animal sciences, and methods and materials used in undergraduate teaching in the animal sciences are presented in this bulletin. These individual papers are included: Trends in Animal Agriculture and the Future of Undergraduate Training in the Animal Sciences; Curriculum Development for Animal Science; Curriculum Development Projects for Technician Training Programs in Agriculture; Sourcebooks for College Teaching in Plant Pathology and Mycology; Sourcebooks for College Teaching in Crop Science and Soil Science; Animal Science in Basically Negro Colleges; and Remarks on the Land-Grant Colleges. Reports from working groups present recommendations in these areas: curriculum content, course content, instructional methods and materials, teaching in animal genetics, animal physiology, animal nutrition, and animal production. (PR)

Much of the current research in experimental plant biology requires highly uniform plants. To achieve this, many plants are grown under conditions in which the environment is carefully manipulated. This pamphlet has been prepared, therefore, to present and describe growth procedures which will produce vigorous, healthy, uniform plant material in regulated environments for experimental purposes. The publication is intended for those with some knowledge of plants who want to grow one or more species for experimental purposes, for demonstrations in schools, or for science projects where limited facilities are available. Topics discussed include: (1) control of environment--greenhouses, growth chambers, and seed germinators, (2) factors for plant growth--light, temperature, relative humidity, growth media, and nutrition, (3) germination of seed--two methods, (4) transplanting, (5) culture techniques--containers, aeration, subirrigation, and nutrient solution, and (6) techniques for specific plants. An index to more than 50 plants mentioned in the text is also given. The techniques and equipment described are those used at the Metabolism and Radiation Research Laboratory, Fargo, North Dakota. (BL)

Seven experiments are presented in this Science Study Aid to help students investigate the control of plant growth with chemicals. Plant growth regulators, weed control, and chemical pruning are the topics studied in the experiments which are based on investigations that have been and are being conducted at the U. S. Agricultural Research Center, Maryland. Each activity outlines introductory information, objectives, materials required, procedure to follow, results and/or observations, and interpretation of the findings. In addition, precautionary notes regarding the use of chemicals and a vocabulary list are given. The study aid is not intended to be a complete teaching unit, rather, a supplement to a regular program providing up-to-date, research related activities. (BL)

GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; plants. ORGANIZATION AND PHYSICAL APPEARANCE: This guide is divided into the following sections: initiatory activities, developmental activities with 36 concepts, evaluation, vocabulary, children's books, and films. The guide is mimeographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: Activities are listed for each of the concepts. The objectives involve an understanding of the concepts and a correct interpretation of the results of the experiments. INSTRUCTIONAL MATERIALS: The material needed for each activity is listed. The bibliography and film list are both annotated. STUDENT ASSESSMENT: Samples of evaluation items are included to help the teacher develop an informal testing program. (MBM)

The proceedings of the 1967 Conference on Undergraduate Teaching in the Plant and Soil Sciences are presented in this publication. Seven individual presentations and reports from ten working groups review the adequacy and effectiveness of courses and curricula for undergraduate students; discuss instructional materials, methods, and equipment that might stimulate and improve the educational process; evaluate the role of the laboratory in teaching; and consider the means of encouraging continuing faculty development. (Author/PR)

This pamphlet suggests ways to grow garden vegetables in common household containers. A chart of cultural requirements of common vegetables is accompanied by a teacher's guide discussing the process skills and understandings which can be taught using the minigarden technique. A vocabulary list, a list of materials and supplies, and the methods by which the materials could be used in various courses are also included. (CP)

Although this manual was developed by Tennessee Valley Authority (TVA) technicians in the management of TVA lands, it may be well utilized by private landowners interested in doing something for wildlife on their own property. The booklet includes basic information about wildlife in general and seven species in particular--the white-tailed deer, ruffed grouse, raccoon, and gray squirrel of the woodlands and the bobwhite quail, cottontail rabbit, and mourning dove found in the open fields. It suggests improvement practices which are inexpensive and may be scaled to individual interest and capacity. Pointers about wildlife around the home are also included. (BL)

Designed to serve as a resource tool in a high school vocational agriculture curriculum dealing with the environment as it relates to agriculture, this unit is concerned with plants. Plants are defined and their characteristics described. A section on the effects of environment on higher plants covers temperature, light, water, nutrients, air, chemicals and dust, smog, radiation, and sediment. The effects of pests on higher plants are discussed. Plants as sources of food, shelter, fiber, building materials, and other products are described. The effects of plants on the environment are treated from the points of view of esthetics, improvement of air, water, and soil, and reduction of noise pollution. A section looks at environmental problems of agricultural plants and forestry. A 27-item bibliography concludes the volume. (MS)

This document is a compilation of environmental activities related directly to the environment in Georgia. A description of the physiographic characteristics of Georgia is presented upon which the activities that follow are based. These activities include soil, stream and forest investigations; meteorology activities; and plant and animal studies. Each activity is described in detail and data collection field sheets are included. Language arts and mathematics activities encompassing environmental concepts are also described, and resource materials in these two disciplines are included. Other resource materials also included in this document are animal and plant identification charts listing characteristics of the specimen"s life habits as well as its physical nature. Some of the activity sections are divided into elementary and secondary level activities. This work was prepared under an ESEA Title III contract. A related document is ED 040 084. (JP)

Instructional aids produced from these transparency masters and the accompanying narrative may be used by vocational agriculture teachers in presenting courses in plant science. They were developed by subject matter specialists and teacher educators as part of a project designed to test effects of involving vocational agriculture teachers in development and experimental use of instructional materials. Included with the transparencies are introductory material on the project, the method of research, and the results, as well as recommended uses of the masters and teaching suggestions. The transparencies are grouped under five subject areas: (1) General Plant Morphology and Structure, (2) Cereal Crops, (3) Legumes, (4) Grasses, and (5) Weed Identification. Samples of letters and questionnaires used in the research are appended. (AW)

The objective of this multimedia kit is to provide third and fourth grade children with materials with which they can interact, and which will help them to explore a selected part of their environment. By examining the fruits and seeds in the box, by experimenting with them, and by watching them grow, children will acquire skill in manipulating small objects; devising and designing experiments; predicting, observing and recording results; and explaining and testing their conclusions. The kit contains seeds, fruits, maps, data charts, books, equipment for experiments, and a film loop. Suggestions for using the materials are presented in the form of 11 lesson cards. In addition, there are suggestions for things to do before and after the kit. Background information on the material in the kit is provided for the teacher, as well as a bibliography and film list. A short history of the MATCH Box Project prefaces the guide. (JY)

The comprehensive history of the Kansas Extension Service from 1868 is presented in three volumes and includes administration, information dissemination, club work, special area reports, personnel training, and continuing education. Administration involves such aspects as personnel, finances, organizational changes, cooperation with other agencies and organizations, and emergency programs. Personnel, program development, projects, and activities are discussed for extension home economics and 4-H activities. Special project areas reported include plant pathology; horticulture; animal, dairy, and poultry husbandry; entomology; rodent control and wildlife management; marketing; radio and television; land use planning; and emergency farm labor. Continuing education involves activities such as home study, evening college and extension classes, conferences and short courses, and technical and special services. (pt)

This teacher's manual is one of a series of instructional aids prepared by the Department of Agricultural Education at the Pennsylvania State University. It include s suggestions and references for the teacher to use with the student manual, available as VT 008 460. In addition to the subject material in the student manual, pages are inserted at the end of each problem area containing suggestions, references, resource people, audio-visual aids, suggested learning activities, and suggested placement experiences, if applicable. A unit examination is available at the end of the document. (DM)

This student handbook is one of a series of instructional aids prepared and edited by the Department of Agricultural Education at the Pennsylvania State University. Its organization and content were field tested, evaluated and improved by teachers attending summer institutes in landscape horticulture in 1966 and 1967. The content includes problem areas of: (1) Exploring Job Opportunities in Turfgrass Businesses, (2) Kings of Turfgrasses and Their Use, (3) Maintaining Residential and Institutional Lawns, (4) Maintaining Athletic Fields and Special Turf Areas, (5) Maintaining Golf Courses, and (6) Planning and Establishing New Turfgrass Areas. Included in each problem areas are objectives, key questions, new words and the subject content. The textual material is supplemented with photographs, sketches, drawings, forms and a reference list. A test is included at the end of each problem area. Applications relate to the Northeastern United States. The teacher's manual in this series is available as VT 008 462. (DM)

Prepared by participants in the 1968 National Defense Education Act Institute on Wood Technology, this syllabus is one of a series of basic outlines designed to aid college level industrial arts instructors in improving and broadening the scope and content of their programs. This booklet is concerned largely with the physical composition and behavior of wood and the factors influencing its utilization. Headings of the five major units are: (1) Wood, What It Is, (2) The Plant Origin of Wood, (3) Gross Features of Wood, (4) Natural Defects in Wood, and (5) The Identification of Wood. A section of experiments, including teaching aids, equipment needed, sample test questions, suggested student problems and projects, and references, presents information on such properties of wood as density and specific gravity, moisture content, strength characteristics, and structure. The guide is illustrated throughout with drawings, diagrams, photographs, tables, and graphs. A glossary and bibliography are included. Related documents are available as VT 007 857, VT 007 858, and VT 007 859. (AW)

Developed for the educable mentally retarded, this spiral program of science instruction presents its subjects on several levels for advanced study and reinforcement. Subjects covered are animals, plants, weather and seasons, earth and earth components, the universe, forces, and the human being. Guides for the primary, intermediate, junior high, and senior high levels include general objectives, activities, and sample experiences. A complete starter unit is included for the first three levels on pets, the senses, and the weather. Suggested resource materials are listed for all levels; forms are included for teacher evaluation of the material. (LE)

REPORTED ARE THE PROCEEDINGS OF A 1966 CONFERENCE WHICH DEALT WITH UNDERGRADUATE EDUCATIONAL NEEDS FOR STUDENTS IN AGRICULTURE AND NATURAL RESOURCES. THE 167 EDUCATORS (MOSTLY DEANS AND DIRECTORS OF RESIDENT INSTRUCTION) WHO PARTICIPATED IN THE CONFERENCE REPRESENTED AGRICULTURE, RENEWABLE NATURAL RESOURCES, THE BIOLOGICAL SCIENCES, AND ENGINEERING. PART 1 PROVIDES INDIVIDUAL PRESENTATIONS ENTITLED (1) TRENDS IN AGRICULTURE, (2) WILL THERE BE A SECOND ERA, (3) A NEW LOOK FOR A NEW AGE, (4) REMARKS ON THE ACTION COMMITTEE'S REPORT, AND (5) CONCLUDING REMARKS. PART 2 PROVIDES SUMMARIES AND EXCERPTS FROM THE 14 WORKING GROUPS' REPORTS. THE DISCUSSION AREAS DEALT WITH WERE (1) GENERAL, (2) ANIMAL SCIENCE, (3) PLANT AND SOIL SCIENCE, (4) BIOENGINEERING, (5) FOOD SCIENCE, (6) SOCIAL SCIENCE, (7) AGRICULTURAL EDUCATION, AND (8) NATURAL RESOURCES. THE GROUPS INVOLVED WITH THE "GENERAL" AREA DISCUSSED EDUCATION IN THE BIOLOGICAL SCIENCES AS IT PERTAINS TO THE ENTIRE FIELD OF AGRICULTURE AND RENEWABLE RESOURCES. OTHER GROUPS DISCUSSED EDUCATION IN THE BIOLOGICAL SCIENCES AS IT PERTAINS TO THE SEVEN OTHER AREAS LISTED. THE QUESTIONS DISCUSSED INVOLVED SUCH TOPICS AS THE (1) NATURE OF INSTRUCTION IN VARIOUS SCIENTIFIC DISCIPLINES AND MATHEMATICS, (2) INDIVIDUALIZATION OF PROGRAM REQUIREMENTS, AND (3) NEED FOR TWO OR MORE ACADEMIC TRACKS. A DISCUSSION OF PROCEDURES AND OF MECHANISMS FOR FACILITATING IMPLEMENTATION OF RECOMMENDATIONS IS PROVIDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE PRINTING AND PUBLISHING OFFICE, NATIONAL ACADEMY OF SCIENCES, 2101 CONSTITUTION AVENUE, WASHINGTON, D.C. 20418. (DS)

REPORTED ARE THE RECOMMENDATIONS OF THE PANEL ON NATURAL RESOURCE SCIENCE OF THE COMMISSION ON EDUCATION IN AGRICULTURE AND NATURAL RESOURCES FOR IMPROVING UNDERGRADUATE EDUCATION OF SCIENTISTS, MANAGERS, AND OTHER PERSONS PROFESSIONALLY ENGAGED IN DEVELOPING, MANAGING, AND PROTECTING THE RENEWABLE NATURAL RESOURCES OF THE UNITED STATES. THE RECOMMENDATIONS ARE SUPPORTED BY AN EXTENSIVE STUDY OF PROPOSED COURSES AND CURRICULA, REPORTS, ARTICLES, RECOMMENDATIONS BY PROFESSIONAL SOCIETIES, AND STANDARDS OF EMPLOYING AGENCIES. IT IS INDICATED THAT CURRENT NATURAL RESOURCE CURRICULA ARE FREQUENTLY CHARACTERIZED BY INSUFFICIENT EMPHASIS ON THE NATURAL AND SOCIAL SCIENCES, A HIGH DEGREE OF VOCATIONAL ORIENTATION, AND INAPPROPRIATELY NARROW SPECIALIZATION. THE GENERAL RECOMMENDATIONS FOR ALL UNDERGRADUATE CURRICULA IN RENEWABLE NATURAL RESOURCES ARE (1) THAT STUDENTS IN THESE CURRICULA BE EXPOSED TO FUNDAMENTAL CONCEPTS AND VIEWPOINTS OF THE NATURAL SCIENCES, MATHEMATICS, SOCIAL SCIENCES, AND HUMANITIES REGARDLESS OF INTENDED PROFESSIONAL SPECIALIZATION, (2) THAT AFTER COMPLETING THE FUNDAMENTAL PROGRAM THE STUDENTS SHOULD CONCENTRATE IN ONE OF SEVERAL BROAD AREAS SUCH AS PLANT SCIENCE, ANIMAL SCIENCE, SOCIAL SCIENCE, SOIL SCIENCE, AND WATER SCIENCE, (3) THAT WORK IN SPECIFIC PROFESSIONAL AREAS MAY BE ADDED TO THE BASIC PROGRAM AND TO COURSES IN EMPHASIS AREAS, (4) THAT ELECTIVES BE UNRESTRICTED, AND (5) THAT INTERDISCIPLINARY RELATIONS BE STRESSED THROUGHOUT THE ACADEMIC PROGRAM. THIS DOCUMENT IS ALSO AVAILABLE FROM THE PRINTING AND PUBLISHING OFFICE, NATIONAL ACADEMY OF SCIENCES, 2101 CONSTITUTION AVENUE, WASHINGTON, D.C. 20418. (DS)

DESIGNED TO PRESENT THE AREAS OF TRAINING AVAILABLE IN THE VOCATIONAL AGRICULTURE DEPARTMENTS IN MARYLAND, THIS GUIDE CONTAINS TEACHING UNITS FOR THE AGRICULTURE TEACHER TO INCLUDE IN GREATER DETAIL IN HIS COURSE. THE AGRICULTURE TEACHER AND HIS ADVISORY GROUP MAY SELECT AREAS OF TRAINING FROM THIS TOPICAL OUTLINE OR INSERT NEW, EMERGING AREAS OF INSTRUCTION. ITS PURPOSE IS TO ASSIST IN UPDATING VOCATIONAL AGRICULTURE PROGRAMS. SUGGESTED COURSE FORMATS ARE INCLUDED TO SHOW THE CLASS SCHEDULING POSSIBILITIES FOR A PRINCIPAL OR TEACHER TO FOLLOW, AND ALSO A GENERAL EXPLANATION OF THE AREAS TO BE TAUGHT ON THE VARIOUS GRADE LEVELS. PLANS FOR THE POSSIBILITY OF MODIFYING THE AGRICULTURAL COURSE TO MEET THE NEEDS OF THOSE STUDENTS WHO GO ON TO COLLEGE OR OTHER ADVANCED AGRICULTURAL TRAINING IS ALSO GIVEN CONSIDERATION. (CL)

To identify present and emerging farm occupations and necessary competencies, personal interviews were conducted by teachers of agriculture with a random sample of 329 farm operators in 11 selected counties in Kentucky. Slightly more than 75 percent of the operators interviewed were owners living on a farm. Some population characteristics were: (1) 49.2 percent of the operators managed 151 to 300 acres, (2) The median turnover of operator-owners was 20 years, and (3) 18 percent of the operators eompleted some education beyond high school and 8 percent completed 4 years of college. The relative importance of competencies was determined in the six subject matter areas of (1) animal science, (2) plant science, (3) farm business management and marketing, (4) agricultural mechanics, (5) farmstead buildings, fences, and water systems, and (6) soil and soil management. The most important areas of agricultural knowledge for farm operators and foremen were agricultural mechanics, and soil and soil management. The livestock herdsmen ranked animal science and agricultural mechanics as important areas of knowledge. (DM)

This Teacher's Manual is one of a series of instructional aids prepared by the Department of Agricultural Education at the Pennsylvania State University. It includes suggestions and references for the teacher to use with the student manual available as VT 001 637. In addition to the subject matter included in the student manual, pages are inserted at the end of each problem area containing suggestions, references, resource people, audio-visual aids, suggested learning activ"ties, suggested placement experiences, and a quiz. A unit examination is available at the end of the document. (DM)

This student handbook is one of a series of instructional aids prepared and edited by the Department of Agricultural Education at the Pennsylvania State University. Its organization and content was field tested, evaluated, and improved by vocational agriculture teachers attending summer institutes in ornamental horticulture in 1966 and 1967. The content includes sections of: (1) Occupational Opportunities in Landscape Design, (2) Importance of Landscaping, (3) Analysis of Landscape Requirements, (4) Ideas for Solving Landscape Problems, (5) Structures and Plants, and (6) Estimating Landscape Costs. Each problem area lists objectives, key questions, new words, and the subject content. The textual material is supplemented with photographs, sketches, drawings, forms, and a reference list. Appendixes contain a plant material list, landscape symbols, information for identification and classification of plant material, and addresses for agricultural extension publications. Applications relate to the northeastern United States. The teacher's manual in this series is available as VT 007 681. (DM)

BRIEF ANNOTATIONS ARE GIVEN FOR MANY OF THE 107 REFERENCES LISTED UNDER THE FOLLOWING CATEGORIES -- (1) ADULT EDUCATION, (2) AGRICULTURAL ENGINEERING, (3) ANIMAL SCIENCE, (4) CURRICULUM DEVELOPMENT AND CURRICULUM IN CROPS, ENTOMOLOGY, FARM MANAGEMENT, FARM MECHANICS, AND LIVESTOCK, (5) FARM BUSINESS MANAGEMENT AND MARKETING, (6) FORESTRY, (7) FUTURE FARMERS OF AMERICA, (8) GUIDANCE, (9) PLANT SCIENCE AND SOILS, (10) SUPERVISED PRACTICE, (11) SUPERVISION AND TEACHER EDUCATION, (12) TEACHING AIDS AND MATERIAL, AND (13) FACILITIES FOR DEPARTMENTS. EACH LISTING INCLUDES TITLE, AUTHOR, PUBLISHER, PUBLICATION DATE, PRICE, AND AVAILABILITY. (JM)

IDENTIFIED IN THIS MARINE SCIENCE HANDBOOK ARE 5 MAJOR TYPES OF NATURAL HABITATS--(1) OPEN BEACH AND ANY OTHER SEAWARD-FACING, UNPROTECTED STRAND, (2) GROINS, JETTIES, PILINGS, AND ROCK BULKHEADS, (3) SAND AND/OR MUD FLAT, (4) SALT MARSH, AND (5) UPLAND COMMUNITIES. EACH HABITAT IS DESCRIBED IN TERMS OF TYPICAL PLANTS AND ANIMALS, ADAPTATIONS, AND SPECIAL FEATURES. PLANT AND ANIMAL HABITATION IS BROKEN DOWN WHERE APPLICABLE INTO 3 ZONES BASED ON ADAPTATIONS TO THE PHYSICAL FACTORS IN THE ZONES. ILLUSTRATIVE DRAWINGS OF PLANTS AND ANIMALS ARE ACCOMPANIED BY EXPLANATIONS AND GENERIC NAMES. DESCRIPTIONS AND ILLUSTRATIONS ARE PRESENTED IN TERMS OF GRADIENTS WHICH AFFECT LIFE--SALINITY, TEMPERATURE, LIGHT, TEXTURE, CONTENT OF THE SUBSTRATE, AND PHYSICAL DISTURBANCE. (SW)

Problems in agriculture in ten or twenty years will be dramatically different from present ones. The solutions to these problems will require the development of new agricultural or agriculturally related professions such as ecological engineering, space biology, marine agriculture, systems agriculture and industrial agriculture. Dealing with these problems will require an interdisciplinary approach with a more intensive study of basic biological, physical and mathematical sciences. The importance of social sciences and the liberal arts curriculum is acknowledged. A detailed recommended program for plant and soil science majors is presented. The report outlines areas of subject matter concentration in terms of lower division and upper division courses. The proposal is for a four-year college curriculum. (BC)