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This handbook is designed to meet the aquatic education needs of Minnesota secondary teachers and students (aquatic education referring to the study of freshwater systems). The handbook is divided into three parts. Part 1 (an introduction) provides an overview of aquatic education, a description of the use of the handbook, and two indices to curriculum materials (defined as instructional materials providing ideas or plans for water-related activities). These materials include either complete courses of study or short collections of activities. The first index lists curriculum materials by source, with full references for requesting them by mail. The second index lists the curriculum materials by their Minnesota water topic area. Topic areas include: water and society (water in daily lives, water in history and culture, water quality problem); water in nature (water cycle, properties of water, life in water); and attitudes about and experiences with water. Curriculum materials are listed alphabetically by title in the second part and include for each entry: source, price, grade level, subject area(s), student prerequisites, time required, and other information. The last part provides an annotated list of student/teacher references. These include trade books, bibliographies, pamphlets, and audio-visual materials and their sources. (Author/JN)

This handbook is designed to meet the aquatic education needs of Minnesota elementary teachers and students (aquatic education referring to the study of freshwater systems). The handbook is divided into three parts. Part 1 (an introduction) provides an overview of aquatic education, a description of the use of the handbook, and two indexes to curriculum materials (defined as instructional materials providing ideas or plans for water-related activities). These materials include either complete courses of study or short collections of activities. The first index lists curriculum materials by source, with full references for requesting them by mail. The second index lists the curriculum materials by their Minnesota water topic area. Topic areas include: water and society (water in daily lives, water in history and culture, water quality problem); water in nature (water cycle, properties of water, life in water); and attitudes about and experiences with water. Curriculum materials are listed alphabetically by title in the second part and include for each entry: source, price, grade level, subject area(s), student prerequisites, time required, and other information. The last part provides an annotated list of student/teacher references. These include trade books, bibliographies, pamphlets, and audio-visual materials and their sources. (Author/JN)

The purposes of this guide are to demonstrate how to apply the National Science Education Standards to the real world of the middle school classroom and to serve as a tool for collaboration among principals, state and local administrators, parents, and school board members. Different sections focus on science teaching standards, professional development standards, assessment standards, content standards, program standards, and system standards. The unifying concepts and processes discussed in the content standards include science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspectives, and the history and nature of science. The appendices contain an account of the relevant history of the National Science Education Standards, the actual National Science Education Standards, and ideas about the design of middle school science facilities. (DDR)

Discusses the "National Science Education Standards" released by the National Research Council in 1995, as it relates to teaching young children. Focuses on two areas: "Science Teaching Standards," how teachers should be facilitating scientific understanding in young children; and "Science Content Standards," what areas of understanding should be highlighted and made accessible as young children construct personal meaning. (EV)

Analyzes the results of the Third International Mathematics and Science Study (TIMSS) and focuses on teacher education changes recommended by the National Science Teachers Association (NSTA). First published in 1999. (YDS)