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This guide highlights 10 conservation activities, adapted from farms and ranches, that can be used in the backyard. Each activity provides background information and instructions on how to complete the activity. The activities concern: (1) tree planting; (2) wildlife habitat; (3) backyard ponds; (4) nutrient management; (5) terracing; (6) water conservation; (7) backyard wetlands; (8) composting; (9) mulching; and (10) pest management. (MVL)

One of our most valuable and often overlooked resources is water. We can survive for a couple of weeks without food but only a few days without water. Having clean water to drink is a luxury. The water that comes out of our faucets does not always start off safe to drink. Most often it has visited a treatment plant prior to reaching our glasses. In this activity, students learn about the importance of water and the role it plays in our lives. Students are exposed to what occurs each day so that they can have clean water. This activity requires a 60-minute time period for completion. (Author/SOE)

This document features lesson plans for teachers and students on Florida's water resources. The guide is divided into four grade levels: K-2, 3-5, 6-8, and 9-12. Each grade level includes objectives, guides, and five lesson plans. K-2 lesson plans include: (1) "We Are Water"; (2) "Why Water is Extra Special"; (3) "Water's Changing Shapes"; (4) "Water Makes Things Float and Disappear"; and (5) "Plants Drink Water Too". Grades 3-5 lesson plans include: (1) "Lots of Water, Little To Drink"; (2) "The Water Circle: Using Water Over and Over Again"; (3) "Florida Floats on Water"; (4) "Protecting Our Water Supply"; and (5) "Wastewater Treatment". Grades 6-8 lesson plans include: (1) "Water is a Closed System"; (2) "Water Conservation and Measuring Home Water Use"; (3) "Environmentally Friendly Non-Toxic Alternative Cleaners"; (4) "Florida Water is Hard"; and (5) "Basics of Water Treatment". Grades 9-12 lesson plans include: (1) "Florida's Underground Water Supply"; (2) "Water Pollution"; (3) "Impact of Location, Climate and Population on Water Supply"; (4) "Importance of Water Conservation"; and (5) "Xeriscaping[TM] and Water Wise Landscaping and Irrigation". Attachments include a glossary; home water use survey; and listings of potential sources of groundwater pollution, common groundwater pollutants, and drought-resistant plants suitable for dry, sandy Florida soils. (YDS)

Water on the Web (WOW) curriculum materials help students understand data taken from several water sampling robots called Remote Underwater Sampling Station (RUSS) units located in Ice Lake, Lake Independence, Lake Minnetonka, and Grindstone Lake in Minnesota. WOW allows high school and college students to monitor Minnesota lakes over the Internet. This project integrates state-of-the-art environmental monitoring with geographic information systems, data visualization, and in-depth educational materials. The goal is to train students to solve real world problems. The RUSS units provide remotely-programmable vertical profiling of temperature, dissolved oxygen, pH, electrical conductivity, and turbidity. Data and monitoring schedules are transmitted via cellular phone to the WOW Web site and ultimately the classroom. Students then conduct interactive inquiries of lakes and watersheds, conduct basic science experiments, and learn data analysis techniques. The curriculum is used to train students in water resources and advanced technology, helping them to better manage natural resources in the future. This booklet provides information about the project development, using and accessing water resources on the Web, curriculum materials for teachers and students, and other aspects of the project. (Contains 14 references.) (ASK)

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. 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. 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. 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. This unit, "Water: From Neglect to Respect," aims to make students in grades 5-8 more aware of the ways in which they are dependent upon water to maintain their standards of living. By comparing water use in Lesotho to water use in the United States, students realize that they may be taking for granted a substance which is considered precious in other parts of the world. Activities develop students' graphing, estimating, and writing skills. The unit suggests a timeframe, curricular areas, materials needed, standards, discussion questions, objectives, a detailed procedure, assessment information, and follow-up/enrichment activities. Attached are photos of Lesotho and stories from Lesotho about water and culture. (BT)

This guide provides teachers with materials, information, and classroom activities to enhance any drinking water curriculum. Students can use the activity sheets to further lessons and stimulate thought. Parents can use the guide to develop science projects that will provoke thought, encourage research, and provide a scientific approach to answering questions. Water tips, facts, myths, and trivia to further awareness of drinking water issues are included. The packet is divided into six sections: a table of contents, activities for grades K-3, activities for grades 4-7, activities for grades 8-12, general information, and science projects. (SAH)

In this lesson, students work in teams, role-playing a nonprofit organization dedicated to improving the quality of life in rural Africa. Teams focus on four goals: (1) grow more food; (2) develop water resources; (3) improve health services; and (4) protect the environment. Each student team is assigned to one of five regions in Africa. Teams research their regions and develop a 10-year plan to achieve the four goals. Students are provided with background information, detailed instructions, on-line resources, and reflection questions. The teacher's notes describe the unit's purpose, explain the application of history/social science, language arts, and information literacy standards, and suggest teaching strategies. (BB)

This manual contains background information, lesson ideas, procedures, data collection and reporting forms, suggestions for interpreting results, and extension activities to complement a water quality field testing program. Information on testing water temperature, water pH, dissolved oxygen content, biochemical oxygen demand, nitrates, total dissolved solids and salinity, turbidity, and total coliform bacteria is also included. (WRM)

This curriculum guide is divided into five lessons, each containing several activities that reflect the natural path of inquiry that third or fourth grade students might take in considering the water that arrives in their bathroom sinks each morning. Starting from the familiar faucet, the students are encouraged to reflect on their own habits and analyze community water use. The next lessons trace water from the faucet to the reservoir, investigating the systems that deliver water to our homes and neighborhoods. The natural systems that support not just reservoirs, but life itself are considered. Finally, students explore how water is cleaned by suppliers and how they can take simple measures to protect their own resources. (WRM)

This learning packet provides background information about Hoover Dam (Nevada) and the surrounding area. Since the dam was built at the height of the Depression in 1931, people came from all over the country to work on it. Because of Hoover Dam, the Colorado River was controlled for the first time in history and farmers in Nevada, California, and Arizona finally received a dependable supply of water. The packet includes learning activities to promote understanding of Hoover Dam's impact on the environment, and its technical and historical significance for the United States. Student activities in the packet may be used alone or in conjunction with a visit to Hoover Dam. Information in the packet is divided into four main sections: "History"; "Wildlife"; "Water Resources"; and"Hydroelectricity." Within each section in the packet are the concepts stressed by the material, background information for learners, suggested activities to aid learning and understanding, charts, posters, puzzles, and a bibliography for further resources. (Contains a 23 item bibliography.) (BT)

Texas Hill Country is a land of fresh water springs, stony hills, and steep canyons and home to many rare plants and animals. Six activities for grades 3-5 and six activities for grades 6-12 are contained in this guide. Elementary activity highlights include using "The Lorax" by Dr. Seuss to stimulate critical thinking about environmental problems and endangered species. Highlights for middle and high school student activities include student-led research of suggested topics concerning conservation of rare resources in Hill Country. Each activity contains some or all of the following: background information, questions, objectives, materials, procedures, and evaluations where appropriate for the teacher. Contains student worksheets and teacher pages. (SJR)

This field trip program consists of a 90-minute interpretive tour and a 90-minute hands-on workshop. The tour and workshop explore the role of water power in the Industrial Revolution. On the tour, students discover firsthand the unique resources of Lowell, Massachusetts, and the Park, while the workshop brings these historic resources to life as students build their own water power systems. During the tour, students travel aboard a turn-of-the-century trolley to the Suffolk Mill where they trace the transfer of water power from canal to turbine, and along the lineshafts, belts, and pulleys to a power loom producing cotton cloth; students also conduct experiments regarding power transmission using an exhibit featuring the same simple machines that are used to transmit power in the mill. The workshop divides the students into two groups: one works in the "wheel pit" area where they build and test water wheels in a schematic water power site; the other works on the "mill race" activity in which problems arising from the design and construction of pre-canal power systems are solved. The program's activity guide presents the theme; lists program objectives; provides historical background; and enumerates pre- and post-visit activities. A glossary of terms concludes the guide. (BT)

Sciencing with Watersheds, Environmental Education, and Partnerships (SWEEP) is a professional development program designed to help elementary teachers improve the way they teach science using partnerships among teachers and resource professionals. SWEEP follows a thematic approach using watersheds as the core concept of an integrated elementary curriculum. The program involves a four-day intensive summer institute for teams of one to four teachers representing one school building. During the institute, teachers team with resource professionals or volunteers from agencies and businesses who possess science content expertise and a desire to work collaboratively with teachers to strengthen science instruction. Together teachers and resource professionals engage in activities in content areas such as partnering, instructional methods from exposition to inquiry, watersheds and theme issues, thematic planning, child development, process skills, materials management, questioning strategies, and assessment. Each partnership is maintained throughout the school year. The instructor's implementation guide provides logistical information about operating the SWEEP program, detailed teaching notes, and an in-depth discussion on establishing and supporting effective partnership teams. A matrix outlining basic aspects related to how SWEEP was originally implemented in Ohio in the Cuyahoga River watershed and the lower Scioto River watershed and guidelines to consider when modifying or adapting it to other settings are also included. The notebook is used to provide professional development for those teachers and resource professionals who attend the summer workshop and is designed to be used with the implementation guide for program instructors. The notebook is divided into tabbed sections that correspond to the nine content areas listed in the table of contents of the Instructor's Guide. Each session presents an essential skill to make hands-on, minds-on science work for classroom teachers and resource partners. (PVD)

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 a variety of habitats, noting their behavior, 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) a "Before Viewing Activity" that familiarizes students with the subject and allows them to set purposes for viewing; (4) "Vocabulary" that features definitions of unfamiliar words used in each program; (5) "Discussion Questions" that help students assess the main points of the program; (6) "Suggested Resources" for students who may want to learn more about the topic; and (7) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the vast Indian subcontinent and its rivers, oceans, deserts, mountains, and forests. Program titles include "The Tiger's Domain,""Sacred Waters,""Unknown Seas,""Desert Seas,""Desert Kingdom,""Mountains of the Gods," and "Monsoon Forests". (WRM)

Activities in this packet were developed in reference to research conducted at the U.S. Environmental Protection Agency's Mid-Continent Ecology Division in Duluth, Minnesota (MED-D). The research helps us better understand the effects of pollutants on freshwater systems such as lakes, rivers, and streams and determines how we can best keep these systems healthy. These activities are designed primarily for students in grades 4-6. They address a spectrum of freshwater research efforts ranging from the methods used in collecting samples to ecosystem-level studies. An important aspect of these activities is the involvement of students and the ease of use by teachers. Each activity can be used as a stand-alone activity or presented as part of a sequence. It is hoped that these activities will give students a greater understanding and appreciation of freshwater systems as plant and animal habitats. The package includes 16 activities organized under four topics: (1) Water Facts and Usage; (2) Ecosystems; (3) Water Pollution; and (4) Collecting, Sampling, and Keeping Aquatic Organisms. (Author/SOE)

The Master Watershed Stewards (MWS) Program is a pilot project (developed through the cooperation of the Ohio State University Extension Logan and Hardin County Offices and the Indian Lake Watershed Project) offering the opportunity for communities to get involved at the local level to protect their water quality. The program grew out of the efforts of the Indian Lake Development Corporation in Ohio, a citizens action group made up of residents within the Indian Lake area concerned with improving and protecting Indian Lake. The purpose of MWS is to recruit and instruct a group of volunteers who will work on various water quality and pollution prevention and control projects in their own communities. The Ohio State University Master Gardeners Program was used as a model for the development of the MWS Program. Program materials cover the following topics: (1) "Issues and Ethics" (which includes an overview of the Indian Lake Watershed Project and discussions on water quality, legislation, and citizen roles); (2) "Lakes"; (3) "Streams"; (4) "Monitoring"; (5) "Wetlands"; (6) "Ground Water"; (7) "Agriculture"; and (8) "Yard and Garden." These topics address such issues as habitats, food webs, watershed management, floodplains, and pollutants. A resources section contains a list of resources for additional information, MWS program policies, and various forms to complete to become a Steward. (PVD)

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 life in the Great Lakes. Students learn about shorebird adaptations, invader species, food webs, and biomass pyramids. Activities are divided into several subjects: (1) Organisms in the Lakes; (2) Ecological Relationships; and (3) Estuary Values and Changes. 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 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 shipping. Students learn about the connections between the United States and the rest of the world via shipping through the Great Lakes, economics of transportation, shipwrecks in the Great Lakes including the Edmund Fitzgerald, and early shipping activity within Ohio via canals. Activities are divided into several subjects: (1) Great Lakes Shipping; (2) World Connections; (3) Language; (4) Great Lakes Triangle; and (5) Canals. 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 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 water conservation education program for high schools consists of both stand-alone activities and teacher support materials. Lessons are divided into six broad categories: (1) The Water Cycle; (2) Water and Society; (3) Keeping Water Pure; (4) Visualizing Volumes; (5) The Economics of Water Use; and (6) Domestic Water Conservation. The seventh section, "Auditing Your School," entails a comprehensive water audit of the school building itself. Additional activity ideas, articles and readings, a collection of dilemmas for class discussion and independent research, recommended films, a bibliography of water in literature, a reference guide, and a glossary are also included. (WRM)

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 subject of this book is land and water interactions. Students examine how the Great Lakes were formed, what unique features exist in the region as a result of land and water interactions, and how ongoing interactions shape the Lakes today. Activities are divided into several subjects: (1) Geography and Technology; (2) History of Land and Water Interactions; and (3) Land and Water Interactions Today. 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 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 handbook features ideas for implementing Project WET activities in Virginia. Project WET activities are designed for a variety of educational programs and can be used to complement existing curricula while addressing curricular objectives and educational standards nationwide. Activities include: (1) "Life Systems"; (2) "Atmospheric Water/Precipitation"; (3) "General Surface Water/Distribution"; (4) "Movement of Water Over Earth's Surface"; (5) "Groundwater"; (6) "Natural Disasters"; (7) "Waterborne Disease"; (8) "Public Process"; (9) "Wastewater Management"; (10) "Water Rights"; (11) "Water History"; (12) "Water Science"; (13) "Water Users"; (14) "Watersheds"; (15) "Wetlands"; (16) "Virginia's Water Fact Sheet"; (17) "Making Water Usable"; (18) "Treating Wastewater"; (19)"Septic Tanks"; (20) "Desalination"; and (21) "Contaminants in the Water: How Much is Too Much." (CCM)

This booklet was created to assist teachers in integrating local environmental education topics into their classroom curriculum. It comprises curricular and instructional materials for developing students' awareness about and concern for water resources, and taking action to protect them. It enables students to learn that they are able to make a difference by helping to solve community water-related problems and that work on controversial water-related issues can achieve positive results for the community. This project fosters learning the skills of inquiry in conjunction with learning to use technology to aid in the inquiry process. The curricular materials included can be utilized in social studies, science, mathematics, and language arts classes. Each curricular topic includes the general goal, specific student objectives, procedure for instruction, assessment strategies, and the resources to implement each topic. Topics include: stormwater runoff, erosion and sedimentation, household pollutants, environmental action, nutrient enrichment, water quality monitoring, limnological testing, water treatment plants, waste water treatment plants, studying a stream from headwater to mouth, groundwater, wetlands, acidity/acid precipitation, and computer technology. A list of audio visual materials and valuable contacts is also included. (JRH)

This document provides information on eleven basic indicators of the well being of young children, their families, and communities worldwide. It consists of two parts: The first summarizes information on the importance of the early childhood period for children, the education system, and parents; describes the organization of efficient early childhood education programs; presents principles for early childhood education activities; defines major terms used in compiling statistics; and discusses the variety of ways in which early childhood education needs may be met and the collective responsibility of nations for their children's development and environment. The second part is a chart delineating worldwide statistical information on the "Basic Indicators on Young Children" in the child, family, community, and education areas. The wall-size chart lists the following information for each country, organized by continent or region: (1) number of children under 5 years; (2) the under-5 mortality rate; (3) the percentage of children under 5 years who are malnourished; (4) literacy rates for men; (5) literacy rates for women; (6) total fertility rates per woman; (7) gross national product per capita in U.S. dollars; (8) percentage of population with access to health care services; (9) percentage of population with access to safe water; (10) age range of the pre-primary age group; and (11) the pre-primary gross enrollment ratio. (KDFB)

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 the 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) "Objectives" that provide the teacher with measurement goals; (3) "Before Viewing Activity" that familiarizes students with the subject and allows them to set purposes for viewing; (4) "Vocabulary" that features definitions of unfamiliar words used in each program; (5) "After Viewing the Program" that provides discussion questions to help students assess the main points of the program; (6) "Suggested Reading" for students who may want to learn more about the topic; and (7) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the history of the Polynesians, a seafaring people who set forth more than 2000 years ago to discover and settle countless islands in the South Pacific. Program titles include "The Faraway Heaven,""Crossroads of the Pacific,""Burning their Boats,""Distant Horizons," and "The Pierced Sky." (WRM)

This resource for trainers involved in irrigated agriculture training for Peace Corps volunteers consists of two parts: irrigation training manual and irrigation reference manual. The complete course should fully prepare volunteers serving as irrigation, specialists to plan, implement, evaluate and manage small-scale irrigation projects in arid, semi-arid, or sub-humid tropical and sub-tropical climates. The training manual consists of 40 session plans that provide a comprehensive background in irrigation principles and practices. Each session plan includes the goals and objectives, an overview of the purpose, a description of activities, a list of tools and materials required, and location of additional technical information in the irrigation reference manual. The session plans are grouped into nine topic areas: introduction to irrigation principles and practices; community organization and mobilization; inventorying the physical and biological resource base; developing water sources; assessing irrigation water requirements; farm water delivery systems; farm water management; waterlogging and salinity; and project planning and development. Introductory materials to the training manual include information on the following: experiential learning approach; the trainer's role; timing, location, and trainee preparedness; and implementation. The irrigation reference manual provides detailed technical information to support the topics covered in the training sessions. Some materials are suitable for reproduction. The reference manual appendixes contain the following: math skills and tool use; review of community organization and development; summary of International Irrigation Center training modules; case studies; 59-item annotated bibliography; and glossary. (YLB)

This booklet is intended for use by educators interested in developing environmental vocabulary and stimulating environmental awareness in adults and adolescents who use English as a foreign language. Activity participants are engaged in discussion and analysis, games, field trips, story reading, and projects. Activities are separated into 12 units that correspond to the following topics: (1) land use planning; (2) air pollution; (3) nuclear energy and the media; (4) recycling; (5) river monitoring; (6) environmental health; (7) environmental comparative risk assessment; (8) eco-tourism; (9) social action; (10) birds; (11) environmental ethics; and (12) miscellaneous activities some of which meet the needs of leaders presenting environmental issues to groups in 4 to 5 day workshops. Sections contain 1 to 15 activities with varying time requirements. Activity instructions include several paragraphs of procedural information and may include worksheets. (LZ)

This activity guide is intended to increase student awareness and understanding about the Colorado River Basin. Each activity includes objectives, procedures, materials list, related activities, questions for students, and related information. The activities are varied to appeal to a wide range of learning styles and modalities and are interdisciplinary in design. The first chapter is an overview for teachers and the remaining chapters contain the activities: (1) "Wildlife Webs"; (2) "Big Basin Blues"; (3) "Rights and Wrongs"; (4) "Water in the Air"; (5) "Canyon Country Art"; (6) "Counting Water"; (7) "Ancient Waters"; (8) "Invisible Passengers"; and (9) "Habitat Hazards." (MKR)

This packet is designed for use by students in grades 3-8 of Oregon schools, but has general applicability to students of other locales. The student magazine includes a map and geographic description of Lincoln County, Oregon, establishing its relationship to water resources. Topics explored are: "What is Maritime Folklife?"; "Native American Fishing Traditions"; "Commercial Fishing: A Traditional Occupation"; "The Old Days of Commercial Fishing"; "Recreational Fishing"; and "Community Life." The magazine contains illustrations and diagrams. Vocabulary terms, highlighted in the text, are repeated in a word search puzzle. The curriculum guide gives suggestions for classroom activities related to each of the magazine topics. Suggestions for interdisciplinary activities are included. Emphasis is upon student and family identification in the context of the community. Use of local human and material resources is encouraged. (MM)