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This guide includes 8 elementary school level lessons, inspired by topics from "Ocean Odyssey," a film for IMAX and other Giant Screen theaters. Host-narrated by oceanographer Sylvia Earle, "Ocean Odyssey" is an immersive film following a mother and calf humpback whale on their migration from the tropics to Antarctica. Connecting it all is the understanding that the ocean and life on land are intricately interconnected. The challenges facing the ocean and its inhabitants cross geographic and ethnic boundaries. Understanding the ocean and its ecosystems is essential to comprehending and protecting this planet on which we live. This is among NOAA's most important missions, to better understand and protect the ocean and coasts, their ecosystems, and the communities that rely on them. All of the lessons in this guide have been aligned to major national education standards. These lessons progress for use from younger to older grade bands, but they all contain aspects and resources which may be adapted for all grade bands.

Disability-diversity on college campuses is no longer optional--it is an expectation. Students entering college today have grown up with the ADA and they have witnessed inclusion and mainstreaming of students with disabilities their entire lives. The most powerful barriers to full inclusion include stigmas about students with disabilities, negatives attitudes, technology barriers, and lack of understanding among campus administrators, faculty, and staff. Becoming an inclusive community takes work at all levels--from the top administration and Board of Trustees, to faculty and staff, to students. This new guide outlines specific actions that all institutions can take to create an inclusive environment for students whether in-person or online. Encouraging a more diverse student and alumni population benefits the entire learning establishment while preparing all students for a future workforce that is fully inclusive.

"Invention through Form and Function Analogy" is an invention book for teachers and other leaders working with youth who are involving students in the invention process. The book consists of an introduction and set of nine learning cycle formatted lessons for teaching the principles of invention through the science and engineering design principles of form and function. An appendix contains sets of color, illustrated cards to be printed onto cardstock paper and used for sorting and sequencing activities during the lessons. This set of lessons has been field-tested with elementary and middle school students by teachers and was improved through the peer review process. The introduction section of the book addresses metaphors, analogies, and the use of form and function analogies in problem-solving and innovations. Human need related to invention and cultural universals are also discussed. Lessons address the following topics: 1) Identifying forms and functions of objects; 2) Forms and functions of the human hand; 3) Forms and functions of the body extended with tools; 4) Extending the body to serve basic human needs; 5) Tools related to forms and functions of the mouth; 6) Historical perspective of inventions; 7) Animal form and function analogies; 8) Inventors inspired by form and function; and 9) Combining SCAMPER with form and function to spur invention. Many charts are included to give teachers ideas for supporting student discussions. Teachers who field-tested the book with elementary and middle school students were uniformly positive about the lessons. [For a list of contributing authors see page 3 of the full text document.]

Chemical flame-retardants are used in a variety of products to prevent the spread and occurrence of fire. While fire safety is critical, this family of chemicals, known as Polybrominated diphenyl ethers (PBDEs) are highly toxic. They are found in carpeting, foam cushions, polyester clothing and bedding, wallpaper, toys, household dust, a variety of plastic products, meat and dairy products, computers, faxes, cell phones and other electronic devices. PBDEs, especially deca-BDE, are in products commonly found in schools. Scientists have found PBDE chemicals in dust samples swiped from computers and interactive technology, which can easily be inhaled or ingested and can rapidly accumulate in children's bodies. In tiny doses these fire retardants impair attention, learning, memory and behavior in laboratory animals. This paper discusses the dangers of Deca-BDE, the health effects of PBDEs, how to avoid toxic PBDEs, and advice for parents and schools. (Contains 5 online resources.)

This "Integrated Pest Management Toolkit for Early Care and Education Programs" presents practical information about using integrated pest management (IPM) to prevent and manage pest problems in early care and education programs. This curriculum will help people in early care and education programs learn how to keep pests out of early care and education (ECE) facilities and reduce the use of pesticides by adopting integrated pest management (IPM). The curriculum will explain what IPM is and how to start an IPM program in one's ECE facility. The Healthy schools act, a California law that was extended to child care centers in 2007, encourages ECE centers to use IPM and requires all California child care centers to keep records and notify parents if certain pesticides are used. When there are pests in an ECE facility, many people try to get rid of them as quickly as possible by using pesticides; for instance, spraying pesticides in the building and outdoor areas to get rid of ants. However, pesticides may cause harm to children, staff and the environment. the harm caused by pesticides may be worse than the harm caused by the pests. More than one billion pounds of pesticides are used every year in the U.S. In California almost half are used in urban and residential areas, and pesticide residues can be found where people work, live and go to school. Some of the health effects caused by pesticides may include: (1) Immediate illness, such as poisoning, asthma and flu-like symptoms; and (2) Long-term developmental and health problems in children, and health problems in ECE staff. This curriculum will help early care staff create a healthy and safe ECE environment and provide information on: (1) The California Healthy Schools Act; (2) Why children are at higher risk for pesticide exposure and poisoning; and (3) How to use IPM to: (a) keep pests out; (b) manage pest problems; (c) use least-harmful practices; and (d) eliminate use of the most toxic pesticides. Appended are: (1) Forms; and (2) List of Toolkit's Complementary Materials. A glossary is included. (Contains 4 footnotes and 27 resources.) [This curriculum was co-developed by UC Berkeley's Center for Children's Environmental Health Research, UC Statewide IPM Program, and the California Department of Pesticide Regulation. Funding for this project has been provided in full or in part through a grant awarded by the California Department of Pesticide Regulation (DPR). Contributors include Vickie Leonard, Asa Bradman, Mary Louise Flint, Nita Davidson, Mark Robertson, Abbey Alkon, Devina Kuo, Evie Kalmar, Casey Palmer, and Anna Schwarzbach.]

This paper presents the rules and guidelines of the Intel International Science and Engineering Fair 2011 to be held in Los Angeles, California in May 8-13, 2011. In addition to providing the rules of competition, these rules and guidelines for conducting research were developed to facilitate the following: (1) protect the rights and welfare of the student researcher and human subjects; (2) protect the health and well-being of vertebrate animal subjects; (3) follow federal regulations governing research; (4) offer guidance to affiliated fairs; (5) use safe laboratory practices; and (6) address environmental concerns. [This guide was created by the Society for Science & the Public.]

Scientists call the land along the edges of a river, stream, or lake a riparian zone. In this guide, riparian zone will be called the Green Zone. Riparian zones make up only a small part of land in the United States. But they are very important. They protect water quality and quantity, supply food and shelter for fish and wildlife, and provide many other services. This guide will help readers explore what Green Zones are and why they are important. It's filled with fun activities that will help readers learn the skills they will need for investigating a local Green Zone. A glossary is included. [For related report, "Holding onto the Green Zone: A Youth Program for the Study and Stewardship of Community Riparian Areas. Leader Guide," see ED527223.]

Riparian ecosystems are an exciting and dynamic subject for study. These areas are valuable lands and important wildlife habitats, and they contribute greatly to the environmental health of an area. Definitions for the term "riparian" vary, but in this curriculum, the land called the "Green Zone" lies between flowing water and upland ecosystems. Vegetation and soils in this zone provide valuable services for people, livestock, water resources, wildlife, and plant species. This "Leader Guide" was written to help science teachers/youth leaders make the best use of the "Holding onto the Green Zone" Action Guide. The Leader Guide can be used to help meet these important objectives: (1) Introduce youth to the important components and functions of riparian zones as they relate to water quality and quantity, soils, vegetation, wildlife, erosion, floods, and land uses; (2) Encourage community awareness and stewardship of riparian zones; (3) Relay technical information about riparian zones in simple language and terms for nonscientists; (4) Assist young people in learning basic Earth Science concepts; (5) Help schools incorporate riparian education into the science curriculum; and (6) Promote better land use and natural resource management through increased awareness and understanding. Educating children, involving them and their communities in hands-on activities, and encouraging stewardship at the local level are critical steps toward achieving widespread riparian-zone restoration and protection. Appended are: (1) Selected Riparian Curricula, Activities, and Additional Resources; (2) "Holding onto the Green Zone " Curriculum Concept Map; (3) Correlations to Education Standards; (4) Related Internet Resources for Activities; (5) PFC Lotic Checklist; and (6) Key to Macroinvertebrate Life in the River. (Contains 19 footnotes.) [For related report, "Holding onto the Green Zone: A Youth Program for the Study and Stewardship of Community Riparian Areas. Action Guide," see ED527222.]

The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of four tip sheets, in English- and Spanish-language versions, relates specifically to mathematics and science. Titles are as follows: (1)"CSI: Child Scientist Investigates!" which discusses ways to draw on preschoolers' natural curiosity to teach them about science and scientific methods; (2) "Encouraging Scientific Thinking: Animal Study in the Classroom"; (3) "Things To Do while You're Waiting: Math"; and (4) "Things To Do while You're Waiting: Science." (LPP)

These Illinois skill standards for the agricultural laboratory and field technician cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format, occupational earnings and employment information, and performance skill levels, a table that cross references performance skills to these occupations: (1) agricultural lab technician--animal, (2) agricultural lab technician--plant, (3) agricultural field technician, and (4) agricultural biotechnology technician. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 53 skill standards are categorized into these 7 areas: safety (5 standards); administration (4); communication (2); basic laboratory skills (13); greenhouse/growth chamber (7); plant field trials (9); and animal care and field trials (13). (YLB)

The Chinese lunar calendar dates back to the second millennium BC. Unlike the western calendar, which numbers the years progressively from the birth of Jesus Christ, the Chinese calendar is cyclical. Each cycle is made up of 12 years--after the 12th year, the cycle is repeated. The Chinese associate each year of a 12-year cycle with an animal, and they refer to the years as the "year of the dragon," the "year of the ox," and so forth. The 12 animals and the years associated with them are often represented on a circular chart, and for this reason they are known as animals of the zodiac. The use of the animal names in the calendar led to the development of Chinese astrology. Astrology can be defined as a pseudo-science linking human destinies to charts associated with heavenly bodies or the recording of time. The Chinese created horoscopes, daily predictions based on the year of an individual's birth. In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen and then focus on a few of the animals and see how they are used as symbols of certain human characteristics. The lessons also explore other facets of the Chinese zodiac. This lesson plan, intended for students in grades K-2: cites subject areas, time required, and skills developed; provides an introduction; presents learning objectives; poses guiding questions; gives tips for teachers preparing to teach the lesson; suggests (and delineates) four classroom activities; offers suggestions for extending the lesson; lists selected Web resources; and addresses standards alignment. (NKA)

Fables and trickster tales are short narratives that use animal characters with human features to convey folk wisdom and to help people understand human nature and human behavior. These stories were originally passed down through oral tradition and written down later. The legendary figure Aesop was reported to have orally passed on his animal fables, linked to earlier beast tales from India and later written down by the Greeks and Romans. Ananse trickster tales derive from the Asante people of Ghana and were brought by African slaves to the Caribbean and the United States. These tales developed into Brer Rabbit stories and were written down in the 19th century in the American South. In this unit's lesson plan intended for students in grades K-2, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally among generations and cultures. The lesson plan can be used to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures. It is related to the lesson plan "Fables and Trickster Tales around the World" intended for students in grades 3-5. The lesson plan: cites subject areas, time required, and skills developed; provides an introduction; presents learning objectives; poses guiding questions; gives tips for teachers preparing to teach the lesson; suggests (and delineates) two activities for classroom implementation; offers suggestions for extending the lesson; lists Web resources; and addresses standards alignment. (NKA)

The Arctic is covered with ice and snow for most of the year. Animals that live in Alaska's arctic region must be able to survive long winters and very cold temperatures. Surprisingly, many animals live in the harsh, cold climate. This first-grade activity plan helps students learn about the animals of the far north. The plan gives six steps for students to follow to fulfill the task: (1) explains the process (the student is asked to help the park rangers at Denali National Park (Alaska)); (2) sets out the four activities (learn about the geography of Alaska; read about Alaska's arctic animals; write a poem; and write a descriptive report); (3) discusses evaluation; (4) presents a question for conclusion; (5) offers reflection questions; and (6) suggests extension activities. The teacher notes provide grade level; addresses California history/social studies and language arts standards, including curriculum strands; cites learning objectives; suggests length of lesson; and offers interdisciplinary connections for language arts, geography, science, and art. Lists teacher resources and Internet resources. (BT)

This two-volume guide presents ingredients for developing a culturally relevant curriculum for American Indian students in the primary grades. A survey of Indian literature for young children yielded eight topic areas included here. The suggested approach to curriculum development is the integration of reading, language arts, math, and science based upon the Indian literature and other resources. Materials and activities are aligned with challenging content standards. Also included are ideas for art activities and promotion of tribal values. Indian studies classes and regular classes should be coordinated around the topic area so that Native language and cultural activities complement classroom instruction. The topic also provides a context for language instruction. Activities for parents and tutors are included as part of a comprehensive approach. The guide begins with descriptions of the roles of administrators, parents and tutors, and teachers and aides in creating a sacred place for learning. The eight units in these two volumes cover birds; sun, moon, and stars; food; beavers to buffalo; hares to horses; art; earth, air, water, and fire; and music and dance. Each 4-week unit contains background information on the topic, a suggested outline for formulating activities from American Indian literature, information about the suggested literature, further resources on the topic, a vocabulary list, content standards, example activities developed by teachers of Indian children, pages for teacher ideas and lesson plans, and nursery rhymes and poetry. A final section of the guide lists additional resources and where to get books. (SV)

This activity introduces students to major groups of invertebrates that have been found in other polar ocean expeditions and acquaints them with the feeding habits of these animals as a basis for making inferences about benthic communities and their connection to other components of the Artic Ocean ecosystem. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR)

This document presents an integrated unit plan on snakes targeting second grade students. Objectives of the unit include developing concepts of living things, understanding the contribution and importance of snakes to the environment, and making connections between different disciplines. The unit integrates the topic of snakes into the areas of science, mathematics, social studies, and language arts. (Contains 18 references.) (YDS)

The Heard Museum (Phoenix, Arizona) has developed and updated an integrated curriculum for use in grades K-3. The goals for this curriculum are to: (1) share museum resources with schools; (2) promote cross-cultural understanding through a focus on rain, a universal requirement for life; (3) help students understand that Native Americans are contemporary people maintaining identity and values in the modern world; (4) develop an awareness of the varied expressions of rain in the art, literature, and customs of the native people of the greater southwest; and (5) use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. The curriculum may be used in any order. This unit contains: (1) art prints of artifacts in the Heard Museum collection related to rain; (2) specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints this cultural information is the basis for some of the lessons in mathematics, science, and language skills; (3) mathematics lessons with a special emphasis on measuring and comparing; (4) science lessons, usually hands-on or observational units; (5) language skills, including reading, listening comprehension, writing, vocabulary, and poetry skills; and (6) art projects. (BT)

This document features a guide for elementary and secondary school teachers integrating animals into their curriculum and classrooms. Topics discussed include suitable classroom pets, care and housing, integrating the classroom pet into the curriculum, live animal studies, earthworms, dissections, science fairs, and resources. (YDS)

This document provides information on the most commonly asked science safety questions by science teachers primarily at the secondary school level. Topics include the legal responsibilities of a science teacher, a general safety checklist, proper labeling and storing of chemicals, purchasing of new chemicals and disposing of old chemicals, a chemical hygiene checklist, general guidelines in case of student accidents, precautions for animal or plant use in the laboratory, a list of protective equipment for teacher and student use in the laboratory, general information on federal safety mandates, and a checklist describing the physical layout of a science lab. (Contains 22 print material, 1 software, and 21 internet references.) (YDS)

This document describes a game that provides students with practice in learning vocabulary and concepts associated with wolves. Directions for play and play cards (four to a page) are included. (ASK)

This game allows students to learn new science vocabulary and relevant facts about elephants. This bingo game is a valuable curriculum resource for any teacher who is teaching about elephants or other endangered animals. Directions for play, calling cards (six to a page), and play cards (four to a page), are included. (ASK)

This environmental education teaching guide for middle school teachers features information on the National Estuarine Reserve System in Maryland. Pre-trip field activities, field trip activities, and post-trip activities are discussed, and a list of useful resources and organizations is provided. Reproducible handouts are included throughout the guide. (Contains 47 references.) (YDS)

This packet provides information on the balance between the endangered red-cockaded woodpecker and modern forestry in Texas. A set of classroom activities about the Red-cockaded Woodpecker and its habitat for grades 3-6, and a booklet, a pamphlet, and a poster are featured. Sections of the booklet include: (1) "The Red-cockaded Woodpecker"; (2) "Historic Range of the Red-cockaded Woodpecker in Texas"; (3) "Present Range of the Red-cockaded Woodpecker in Texas (1998)"; (4) "Why is It Vulnerable and Why is It Endangered?"; (5) "How Can We Bring Them Back?"; (6) "What is The Landowner Incentive Program?"; and (7) "Partners in Flight." Activity sections include: (1) "Prescribed Burning for the Red-cockaded Woodpecker"; (2) "Red-Cockaded Woodpecker Habitat Lap Sit"; (3) "What Would You Do?"; (4) "Wordfind"; and (5) "Red-Cockaded Woodpecker Math Activity." (CCM)

This document presents a resource for elementary teachers in the form of a collection of facts and measurements of animals and planets to be used in generating student interest for these different topics. It is suggested that the teacher make an overhead transparency of the measurements related to the current topic, then have students guess at what is being measured. Part of this activity, aside from arousing student curiosity, allows the teacher to diagnose what students know about the topic and focus their attention. Measurements for the animal and solar system topics include: (1) "Sharks" (Deborah Smith); (2) "Bats" (Sharissa Entrichel and Liz Osvold); (3) "Brown Rats" (Jolene Dockstader); (4) "Blue Whales" (John Pattis); (5) "The Solar System: Mars" (Cindy Hurst); and (6)"The Solar System: Saturn" (Lupe Rodriguez). (Contains 75 references.) (ASK)

This booklet argues against the use of school bird-hatching projects, citing a variety of environmental and ethical concerns about such projects. Alternative resources and suggestions for alternative activities are presented. (WRM)

The guide is one section of a resource kit designed to assist Peace Corps language instruction coordinators in countries around the world in understanding the principles underlying second language learning and teaching and in organizing instructional programs. This section contains a collection of pictures that can be used as visual aids in language instruction; the picture bank is also available on an accompanying CD-ROM (not included here). An introductory section describes the contents of the picture bank files and suggests ways in which the pictures can be accessed and used. Subsequent sections contain drawings and cartoons organized by: competency/topic (personal introductions/meetings, accommodation/home/buildings, agriculture and village, animals and nature, clothing, communications, community/leisure time/sports, daily routines, family, food/shopping, health and safety/medical, literacy, miscellaneous, money, professional-office, school, time/weather, and travel/transportation); grammar-reference; people portrait pictures; text markers-check boxes, arrows; country-specific pictures; and the hypercard picture bank. (MSE)

This book is part of a series of books presenting ready-to-use instructional units on themes typically taught in the primary grades. The topics focus on science, math, social studies or literature, but use language arts skills consistently in each unit. Each book in the series also uses as many frames of mind or intelligences as possible. Within a book, each unit contains: (1) an introduction on how the theme can interest students; (2) a brief list of targeted ideas; (3) suggested ways to connect units; (4) an introductory narrative on the unit theme; (5) suggested procedures for using the theme and involving children; (6) related language arts activities; (7) related extension activities; and (8) lists of trade books related to the unit theme. This book, "Animals Around Us," offers three units: "So Much Like Us," dealing with different animals and their different habitats, shared features of animals and humans, and animal classifications; "The Gentle Pig That Is Not a Pig," dealing with the guinea pig, other rodents, care of pets, and herbivores; and "More Than a Fish," dealing with whales, and the characteristics of mammals. Appendixes offer: ideas on making and using learning centers; ideas on making and using bulletin boards and file folders; a glossary; directions on how to make a book; and a short list of teacher resources. (SR)

This teaching guide focuses on Arctic-nesting shorebirds. The format of each section consists of background information, student activities, observation and research ideas, and key words. Basic information on how to use this curriculum and seven sections devoted to different aspects of Arctic-nesting shorebird life are provided. Sections cover topics such as general information about shorebirds, adaptations, habitat, nesting and breeding habits, migration, the shorebird sister schools program, field trips, and tying it all together. A bibliography and five appendices (A-E) contain shorebird coloring pages, build a shorebird card masters, advanced reading suggestions, advanced activities, shorebird field study card masters, and additional information on shorebird species. (DDR)

This booklet describes several different species of amphibians and reptiles. It lists the scientific and common names for the species of amphibians and reptiles and features a series of questions that differentiate one species from the other. Information about identifying characteristics, natural habitats, habits, and reproduction information is also provided. Organisms discussed include: (1) Salamander; (2) Eastern Tiger Salamander; (3) Mudpuppy; (4) Small-Mouthed Salamander; (5) Frogs and Toads; (6) Blanchard's Cricket Frog; (7) Bullfrog; (8) American Toad; (10) Snakes; (11) Eastern Hognose Snake; (12) Midland Brown Snake; (13) Black Rat Snake; (14) Lizards; (15) Northern Fence Lizard; (16) Western Slender Glass Lizard; (17) Five-Lined Skink; (18) Turtles; (20) Common Snapping Turtle; (21) Stinkpot; and (22) Eastern Spiny Softshell. A list of vocabulary words is included. (CCM)

This two-part document features an activity book for students to learn about the diversity of life in the ocean. Activities include crossword puzzles, detailed drawings of sea creatures, connect-the-dot activities, and word searches. (CCM)

This publication is the result of the Texas Parks and Wildlife Division's (TPWD's) commitment to education and the fertile partnerships formed between TPWD biologists and educators. This activity book brings together the expertise and practical knowledge of a classroom teacher with the technical knowledge and skills of a TPWD biologist and artist. Students read stories of animals and plants that are considered endangered. Animals include the black-footed ferret, the red-cockaded woodpecker, the peregrine falcon, the greater long-nosed bat, the golden-cheeked warbler, the black-capped vireo, the ocelot, the whooping crane, and the Houston toad. (CCM)

These teaching guides are intended to supplement the shows of the ninth season (1998-99) of the PBS Television Series "Scientific American Frontiers." Episode 901 is entitled "Science in Paradise: Another Side of the Caribbean." The teaching guide contains information and activities on hawksbill turtles, volcanic eruptions, playing the steel pan, the world's largest radio telescope, and sea fans--a dying species of soft coral. Episode 902 is entitled "Journey to Mars: Getting There--and Back." The teaching guide includes information and activities on the Martian atmosphere, the possibility of ancient life on Mars, and various aspects of interplanetary exploration and space travel technology. Episode 903 is entitled "Animal Einsteins: How Smart Are They?" The teaching guide features information and activities on communicating with animals through sign language, the connection between language and thought, monkeys and chimpanzees with simple mathematical abilities, problem-solving ravens and tamarins, assessing animal intelligence, and communication between chimps and monkeys. Episode 904 is entitled "Life's Little Questions--and Some Very Big Answers." The teaching guide contains information and activities on hot peppers, insect aerodynamics, jet lags, traffic jams, and materials science. Episode 905 is entitled "Spiders!" The teaching guide contains information and activities on how spiders spin webs, spider strategies for outwitting enemies, the evolution of a new spider species, spider colonies, and arachnophobia. Each lesson topic is matched to the relevant national science education standards. (WRM)

Promoting ACademic Excellence in Mathematics and Science for Workers of the 21st Century (PACE) was a consortium project made up of Indiana University Northwest, the Gary Community Schools, and the Merrillville Community Schools. The focus of this project was to prepare teachers and curricula for Tech Prep mathematics and science courses for the two school districts. The courses and course units prepared by the project are intended to promote the Core 40 Competencies of the Indiana Department of Education for High School courses. This document contains units for biology designed to provide students with an overview of assorted biological fields such as genetics, classification, ecology, conservation, microbiology, and detailed plant and animal studies. The course advocates practical application, inquiry, exploration, and collaborative participation. Units are as follows: (1) Scientific Potpourri; (2) Microorganisms; (3) Cell Growth and Reproduction; (4) Plant Growth and Reproduction; (5) Genetics; (6) Nutrition; (7) Human Environmental Awareness; (8) Ecology; (9) Natural Resources; and (10) Water. (JRH)

Intel-ebration is an attempt to integrate the following research-based instructional frameworks and strategies: (1) dimensions of learning; (2) multiple intelligences; (3) thematic instruction; (4) cooperative learning; (5) project-based learning; and (6) instructional technology. This paper presents a thematic unit on safari, using the Intel-ebration framework. Each instructional strategy is described in a series of "One-Minute Overviews," including its theoretical and philosophical foundations, followed by a discussion of how each of these strategies is addressed in the Intel-ebration instructional technique. The first strategy discussed is "dmensions of learning," a framework for planning and implementing instruction that goes beyond factual learning. Intel-ebration addresses the five dimensions of learning: positive attitudes about learning, acquiring and integrating knowledge, extending and refining knowledge, making meaningful use of knowledge, and productive habits of mind. Next, Howard Gardner's concept of multiple intelligences is defined and the multiple intelligences are listed, including their educational use. Thematic instruction is defined as study across subject areas; examples of content Intel-ebration themes are presented. Cooperative learning is defined as including a variety of instructional techniques that promote interdependence in the classroom, and the Intel-ebration applications to the five attributes are addressed. Project-based learning, the final strategy discussed in the paper, is described as student-originated and student-executed. Included in the packet are learning activities entitled "Fauna of East Africa,""Fauna of East Africa 2," and suggested criteria for evaluation of student and group projects. (SD)

This guide provides detailed information, resources, and activities to teach students about the bats of Arizona. Chapters include: (1) "What is a Bat?"; (2) "Megabat or Microbat?"; (3) "Bat Anatomy"; (4) Diet and Feeding"; (5) Echolocation"; (6) Reproduction and Lifespan"; (7) "Flight"; (8) "Migration and Hibernation"; (9) Habitat and Roost Sites"; (10) "The Benefits of Bats"; (11) "Bats in Myth and Folklore"; (12) "Action Projects"; (13) "Elementary Bats Quiz"; (14) "Rain Forest Allies Quiz"; (15) "Big-eared Bat Book"; (16) "Classify a Chiropteran"; (17) "Bats Eat Bugs"; (18) "What Do Animals Do in Winter"; (19) "Wildlife in Winter"; (20) "Hibernation in a Hibernaculum"; (21) "Bat Jeopardy"; (22) "Build a Bat"; (23) "Bat Menu"; and (24) "Bat Biologist Field Equipment." Each chapter contains teaching tips. (CCM)

This guide helps teachers use the 15th season of the television program "Newton's Apple" in the classroom and lists show segments on asthma, car engines, glacier climbing, glass blowing, glaucoma, gliders, gold mine, greenhouse effect, kids on Mars, lightning, "Lost World" dinosaurs, mammoth dig, NASA robots, Novocain (TM), pack behavior, pet food, phases of the moon, proteins, robots, scuba diving, smiles, sunken slave ship, white-water rafting, wilderness training, wind blow, and zoo vet. Each topic features one main activity and several mini-activities related to the scientific concept it covers. Background information and additional resources are also listed. (WRM)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in their environment, noting their behavior, 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 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 fascinating relationships between humans and animals. Program titles include "Parrots: Look Who's Talking,""The Elephant Men,""Hunters of the Sea Wind,""Extraordinary Dogs," and "Monkey in the Mirror." (WRM)

This Alberta curriculum guide, focusing on wildlife, defines competencies that: help students build daily living skills; investigate career options in logistics occupations; use technology in the logistics field effectively and efficiently; and prepare for entry into the workplace or related postsecondary programs. Section A provides information on Career and Technology Studies (CTS), such as program rationale and philosophy, general learner expectations, curriculum structure and levels of achievement, curriculum and assessment standards, and basic competencies reference guide. Section B presents strand rationale and philosophy and strand organization, including development model, levels, scope and sequence, and module descriptions. Section C addresses planning for instruction for CTS and wildlife. Sections D-F contain 17 module curriculum and assessment standards for introductory, intermediate, and advanced levels. Each module within a level contains these components: level, theme, prerequisite, module description, module parameters, and curriculum and assessment standards. The latter are found in two charts: one correlating module learner expectations, assessment criteria and conditions, and suggested emphasis and the other concepts, specific learner expectations, and teacher notes. Sections G-J provide background information and strategies for assessing student achievement and assessment tools; an overview of linkages and transitions of CTS modules with organizations; lists of learning resources; and background information, strategies, a template for developing student learning guides, and several sample student learning guides. (YLB)

This Occupational Competency Analysis Profile (OCAP) for animal management technician (AMT) is a competency list verified by expert workers that evolved from a job analysis. It identifies occupational, academic, and employability competencies needed to enter the occupation; lists and clusters them into broader units; and details the competency builders needed to perform each competency. Within the competency list are two levels of items. Core items essential for entry-level employment are required to be taught. Advancing items are needed to advance in the occupation. The OCAP for AMT has 12 units: general safety precautions, animal care industry, housing, breeding and reproduction, feeding, grooming, handling, aquarium management, health care, marketing and sales, merchandise handling, and business management. The OCAP for employability has 12 units: career development, decision making and problem solving, work ethic, job seeking skills, job retention and career advancement skills, technology in the workplace, lifelong learning, economic education, balancing work and family, citizenship in the workplace, leadership, and entrepreneurship. A section on the academic job profile discusses the purpose of job profiling, illustrates the AMT academic job profile, and defines levels of work keys. A total list of academic competencies follows for these units: communications, mathematics, and science skills. A list of academic competencies identified as most crucial to the success of an entry-level AMT is provided. (YLB)

Natural Resources for Grade 4 is a "hands-on" environmental activities unit designed for teachers to use with their students. Activities are chosen from natural resource programs such as Project Learning Tree, Project WILD, Aquatic Wild, and Project WET. The activities address natural resource themes and meet the Virginia Standards of Learning for Grade 4. The 30 lessons contained within cover a number of topics including weather, plant anatomy, life processes, plants and animal in an ecosystem, and Virginia's natural resources. The lessons are interdisciplinary in their approach, meeting objectives from science, mathematics, oral language, reading, literature, writing, and research skills. (DDR)

This book presents 20 projects and 20 activities designed to encourage students and teachers to use the school site as part of an environmental education program with the focus on creating a place for wildlife. The projects and activities coincide with other materials from Project WILD and are easily adaptable by teachers at any grade level. The objectives of each project and activity focus on learner outcomes and hands-on application. They also provide opportunities for multi-disciplinary resources. No grade level, length of time required, or other limiting cross reference is suggested. Appendices contain warnings about potential hazards in the outdoors, diagrams for building nests, and a WILD School Site Application for Certification. Contains 34 references. (AIM/NB)

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 in order to gain a better understanding of animals, their habits and habitats, and other factors that affect their existence. 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 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 showing how young animals come of age--how they are nurtured and protected by their families and how they learn to survive and take care of themselves in the wild. Program titles include "Echo of the Elephants,""Jane Goodall's Wild Chimpanzees,""Ghost Bear,""Born to Run," and "Warts and All." (WRM)

This is the second program in the Science Safari series produced by the Fairfax Network of the Fairfax County Public Schools. The series and the accompanying print materials are designed to show students a broad spectrum of animal life, introduce students to a variety of people who work with animals, and help students become aware of the important role they play in the future of the animal kingdom. The activities in this program are designed to introduce students to the wide range of herd animals, and enable them to learn about what herd animals have in common with each other, the characteristics of herd behavior, and the fascinating and often complicated research that the National Zoo is conducting in order to preserve some of the world's most beautiful and threatened animals. A list of resources is included. (JRH)

Five lesson plans, designed for integrated English-as-a-Second-Language (ESL) and content instruction at the kindergarten level, are presented. All have the general topic of animal life; the specific lesson topics include: animal characteristics and habitats; drawings of habitats; oral language, questions, and categories; caterpillar metamorphosis; and animal identification and classification. Each lesson plan specifies objectives in each skill area (speaking/listening, reading/writing, content, thinking/study skills), lists key vocabulary, instructional materials, and motivational activities, outlines presentation procedures, and offers suggestions for classroom applications, review, student evaluation, and extension activities. Forms are given for activities that require them. An activity schedule for reading, language arts, math, art, oral language, and motor skill activities for one week is also included. (MSE)

This teaching packet is designed to teach Alaskan students in grades 4-6 about Alaska's seabird populations, the worldwide significance of seabirds, and the environmental conditions to which seabirds are sensitive. The packet includes a curriculum guide (containing a teacher's background story and 12 teaching activities), a separately published "Guide to Alaskan seabirds," an issue of a guide to Alaskan seabirds, Zoobooks seabirds magazine, and a full color poster promoting the protection of seabirds. The magazine issue and the poster are not included with ERIC's copy. Topics covered include seabird identification, food webs, population dynamics, predator/prey relationships, adaptations of seabirds to their habitats, traditional uses by people, and potential adverse impacts to seabirds and their habitats. The interdisciplinary activities are sequenced so that important concepts are built upon one another. In addition, schools requesting a workshop on this material receive a seabird slide set, a "Trashing the Oceans" video, and a NOAA marine debris information packet.(DDR)

This packet is the junior part of a series of worksheet packets available at both junior (grades 3-4) and senior (grades 5-6) levels that covers a variety of humane and environmental topics. Each packet includes 10 worksheets, all of which originally appeared in past issues of the annual teaching magazine "KIND (Kids in Nature's Defense) Teacher." Worksheets in this packet include the following: Animal Homes, Build a Bat, Give a Snake a Break, No MAYBEs with Rabies, Ocean Dwellers, Rain Forest Roundup, Sea Turtle Maze, Trouble in the Reefs, Wild Worries, and Wonderful Bugs. Contains an answer key. (JRH)

This packet is the senior part of a series of worksheet packets available at both junior (grades 3-4) and senior (grades 5-6) levels that covers a variety of humane and environmental topics. Each packet includes 10 worksheets, all of which originally appeared in past issues of the annual teaching magazine "KIND (Kids in Nature's Defense) Teacher." Worksheets in this packet include the following: Bat Math, Fish Faces, Hooray for Hoppers, Know Your Predators, Mouthing Off, No MAYBEs with Rabies, Our Wild Neighbors, Searching for Endangered Animals, Track Math, and Wonderful Whales. Contains an answer key. (JRH)

This six-week elective course in English for grades 10-12 is designed to acquaint students with the culture of India through the study of animals in Indian myth, folklore, and religion. Research skills, creative writing, group cooperation, and oral presentations are all integral parts of this course. Students must keep a course journal, research a chosen animal with a group, compile a bibliography, and plan an oral presentation for elementary school students. (EH)

This full-size poster profiles 11 wildlife species that are endangered. Color illustrations of animals and plants are accompanied by narrative describing their habitats and reasons for endangerment. The reverse side of the poster contains information on the Endangered Species Act, why protecting endangered and threatened species is important, how pesticides affect endangered and threatened species in the United States, what can be done to reduce the threat, and how the Endangered Species Protection Program works. The profiled species include Kemp's Ridley Sea Turtle, American Burying Beetle, Eastern Indigo Snake, Whooping Crane, Mission Blue Butterfly, Florida Manatee, Shortnose Sturgeon, Fresno Kangaroo Rat, Small Whorled Pogonia, Bald Eagle, Black Lace Cactus, and Black Footed Ferret. Contact information for the U.S. Fish & Wildlife Service and Endangered Species Coordinators in each of 10 U.S. Environmental Protection Agency regions is provided. (LZ)

This is the first program in the Science Safari series produced by the Fairfax Network of the Fairfax County Public Schools. The series and the accompanying print materials are designed to show students a broad spectrum of animal life, introduce students to a variety of people who work with animals, and help students become aware of the important role they play in the future of the animal kingdom. Activities related to beaks and feet, hunting for food, migration headaches, destination Mexico, colors of migration, and pre- and post-viewing activities are included. Lists of research projects and resources are also included. (JRH)