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This Statistical Compendium to the report "The State of the World's Children 2024: The Future of Childhood in a Changing World," offers vital statistics on child survival, development, and protection worldwide, supporting UNICEF's commitment to tracking progress toward global goals for children's and women's rights. It includes the following statistical tables: (1) demographics; (2) child mortality; (3) maternal and newborn health; (4) child health; (5) adolescent health; (6-7) HIV/AIDS; (8-9) nutrition; (10) early childhood development; (11) education; (12) child protection; (13) social protection and equity; (14) access to basic water, sanitation and hygiene (WASH); (15) adolescents; (16) children with disabilities; (17) women's economic empowerment; (18) migration; and (19) economic indicators.

This report is a compendium of indicators about the Nation's young people. This report, the 23rd produced by the Federal Interagency Forum on Child and Family Statistics (Forum), presents 41 key indicators on important aspects of children's lives. These indicators are drawn from the most reliable Federal statistics, are easily understood by broad audiences, are objectively based on substantial research, are balanced so that no single area of children's lives dominates the report, are measured often to show trends over time, and are representative of large segments of the population rather than one particular group. The report continues to present key indicators in seven domains: (1) family and social environment; (2) economic circumstances; (3) health care; (4) physical environment and safety; (5) behavior; (6) education; and (7) health. To ensure that the information stays relevant, the Forum periodically revises indicators, data sources, and features to maintain the relevance of the report. Accordingly, updates have been made to improve the quality and breadth of this year's report, including changes to the "Child Care" indicator. [For "America's Children in Brief: Key National Indicators of Well-Being, 2018," see ED590203.]

One of the most urgent contemporary challenges is to ensure a sustainable planet for future generations. The analysis of environmental problems and the best strategies for dealing with them should be an integral component of social studies education. This e-book offers essential information and recommends exemplary methods for teaching about environmental issues and the challenges of sustainability in the social studies classroom. The contributors show how education about the environment can be integrated into different social studies disciplines, including civics, geography, history, and economics. The chapters of this e-book deal with a wide range of topics including climate change, food security, the impact of oil production, the politics of water, and waste disposal. The authors suggest appropriate teaching methods for all grade levels from early childhood through high school, based on standards that include the C3 Framework, the national curriculum standards for social studies, and sustainability education standards. [This content is provided in the format of an e-book.]

This resource was developed to support Peace Corps Volunteers who are working with schools to improve water, sanitation, and hygiene (WASH) facilities and programming. It is intended to provide guidance, resources, and ideas to support comprehensive WASH programming that is focused on behavior change and sustainability. There is no "one-size fits all" model project for WASH in schools. Instead, this toolkit promotes comprehensive needs assessments that can support Volunteers in a holistic discussion with their school community about all the dimensions of WASH. In the end, a school that provides appropriate WASH facilities, education, and programs can have a positive impact on both the health and learning of students.

This guidebook aspires to build a community where learning for sustainable development takes place everywhere for everyone as an ongoing practice. It introduces you to "Reflect-Share-Act," a process to discover and define sustainable development in your own contexts together with others in your community. The guide compiles resources that can support this learning process, including stories of various communities' actual experiences. Join us on this journey to put sustainable development into practice for everyone in your community!

The federal government pays for a wide range of goods and services that are expected to be useful some years in the future. Those purchases, called investment, fall into three categories: physical capital, research and development (R&D), and education and training. There are several economic rationales for federal investment. It can provide public goods that the private sector and state and local governments would not provide efficiently, such as national defense and basic scientific research. It can promote long-term economic growth--as education spending does by developing a skilled workforce, as R&D spending does by prompting innovation, or as infrastructure spending does by facilitating commerce. And it can support the work of the federal government by, for instance, providing the structures and equipment necessary to perform federal activities. In 2012, the federal government spent $531 billion on investment, representing 15 percent of federal spending and 3 percent of gross domestic product (GDP). This report focuses on investment that the federal government makes either directly or through grants. [This report was written with guidance from Joseph Kile and Chad Shirley.]

Qualifications are commonly seen as one of the core instruments for governing and regulating the labour market. Linked to access to occupations and professions, qualifications define what a person needs to know and be able to do to carry out a certain activity on the labour market. Various factors, from health and safety to consumer protection and quality assurance, are quoted in justifying the use of qualifications in the governance of occupations and professions. In addition to such public interest motivations, they might also be used to defend the private interests of professional groups and bodies. This report analyses current developments and emerging trends in 10 European countries and five sectors, and contributes to increased understanding of how the relationship between qualifications and the labour market is changing and, more specifically, the role of qualifications in governing access to, and practice within, occupations and professions. The report includes a glossary and bibliography. [This publication is the result of a team effort and reflects contributions of all those who have worked on it. In Cedefop, the project was coordinated by senior expert Loukas Zahilas supported by Jens Bjornavold (senior expert) under the supervision of Mara Brugia, acting Deputy Director. Antonio Ranieri, senior expert, has contributed actively to this publication and (peer) reviewed the report. A research consortium led by Panteia/Research voor Beleid and Maastricht University and in particular Gregor Walz, Bert-Jan Buiskool and Sarah Schoenmaekers has conducted the research and drafted the report. This research paper takes account of discussions held with policy-makers, researchers, sectoral organisations and social partner representatives from across Europe at Cedefop's workshop on "The role of qualifications in governing the labour market" held in September 2012. Cedefop colleagues Joanne Basiakou (administrative assistance) and Evangelia Bara (technical support) also contributed to this publication. Work was carried out under Cedefop's service contract No 2011-0108/AO/ECVL/LZAH-JB/GoverningOccupationsProfessions/002/11.]

"America's Children: Key National Indicators of Well-Being, 2011" is a compendium of indicators depicting both the promises and the challenges confronting our Nation's young people. The report, the 15th in an ongoing series, presents 41 key indicators on important aspects of children's lives. These indicators are drawn from the most reliable statistics, are easily understood by broad audiences, are objectively based on substantial research, are balanced so that no single area of children's lives dominates the report, are measured regularly so that they can be updated to show trends over time, and are representative of large segments of the population rather than one particular group. This year's report continues to present key indicators in seven domains: family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. The report incorporates several modifications that reflect the Forum's efforts to improve its quality and comprehensiveness. In addition to updating data sources and substantively expanding several indicators, the report presents a special feature on adoption. Appended are: (1) Detailed Tables; and (2) Data Source Descriptions.

This efficacy study was designed to examine the traditional FOSS curriculum (Delta Publishing, Full Option Science System/FOSS, magnetism and electricity, structures of life, and water modules, 2005), and the new ASK/FOSS curriculum (magnetism and electricity, structures of life, and water modules, 2005), a revised version of the original FOSS curriculum, to determine impact on student learning. The enhanced curriculum includes slightly revised instructional materials and a coordinated embedded assessment system, with components developed to support teachers' on-going assessment of student learning and progress towards specified learning goals. The study involves randomly assigned treatment/control groups of 3rd and 4th grade teachers. Year 3 of the project was the study year for ASK/FOSS Cohort 1 (Arizona), and the pilot (or practice) year for additional schools and teachers, ASK/FOSS Cohort 2 (Arizona, Texas and Washington). This report presents data from both study cohorts. Table 1 summarizes the data sources, and the type of information provided by each instrument, designed to capture the most critical components of the ASK/FOSS curriculum. In the following sections of the report, analyses and findings are presented based on these data sources and assessment components. Appendices include: (1) ASK/FOSS Data Collection Plan; (2) Data Collection Instruments; and (3) Correlation Matrix--All Instruments. (Contains 33 tables and 1 figure.)

Cell water relationships are important topics to be included in cell biology courses. Differences exist in the control of water relationships in plant cells relative to control in animal cells. One important reason for these differences is that turgor pressure is a consideration in plant cells. Diffusion and osmosis are the underlying factors involved in the control of water in plant cells; however, additional attention must be given to osmotic pressure, osmotic potential, and water potential. This discussion shows how these parameters relate to each other, and how they are explained by thermodynamics and the universal gas laws. Detailed laboratory exercises are described that demonstrate these principles. The laboratory exercises include data collection, graphing of data, statistical analysis of data, and calculations of osmotic potential and diffusion pressure deficit from the data. (Contains 5 figures and 2 tables.)

This educator guide is organized into seven chapters: (1) Overview; (2) The Design Challenge; (3) Connections to National Curriculum Standards; (4) Preparing to Teach; (5) Classroom Sessions; (6) Opportunities for Extension; and (7) Teacher Resources. Chapter 1 provides information about Environmental Control and Life Support Systems used on NASA spacecraft. Chapter 2 provides a brief description of the challenge, time requirements, and materials and cost estimates. A more detailed list of materials appears in chapter 4. Chapter 3 provides correlations to the National Science Education Standards, the Standards for School Mathematics, and the Standards for Technological Literacy. Chapter 4 contains all of the basic information you need to know, and lists everything you need to do, before using the challenge in your classroom. Chapter 5 provides information that will guide you through each session. Chapter 6 describes optional activities that are related to the basic challenge. These extensions are described but not actually developed for you. Chapter 7 contains a list of useful websites, information regarding NASA's Educator Resource Center Network, and black line masters for classroom use. This educator guide has been set up to help you find things quickly and to minimize your need to "jump around." A glossary is included. (Contains 6 tables.)

Long Island Sound is an estuary of national significance and provides important economic, recreational, and aesthetic value to the citizens of Connecticut and New York. Investigations have been conducted regarding living marine resources and nutrient loading. However, Long Island Sound is often overlooked as an educational resource. This guide is intended to provide educational resources for formal and informal educators teaching about Long Island Sound. The guide is divided into five sections. The sections are tabbed for quick reference and student pages are formatted for easy recognition and separation from educator pages. This guide begins with an overview of what an estuary is and how organisms survive. This is followed by a discussion about Long Island Sound habitats and food chains/food webs. The second section is a collection of activities developed to work with a few specific Long Island Sound resources--"Invasive Species of Long Island Sound" poster, "Long Island Sound Worth Fighting For!" video, Environmental Protection Agency Long Island Sound Study (EPA LISS) "Sound Health 2008, The Living Sound" video, and the "Sound Facts" booklet (the means for obtaining the resources are provided on page 16). This is followed by several lesson plans focused on Long Island Sound topics, and a Long Island Sound field site set of lessons developed by Long Island Sound mentor teachers. Finally, a section of Long Island Sound resources is provided and is organized by topic. A list of these topics is provided on page 123.

This activity has been designed to help students understand a variety of concepts related to water use, efficiency, and students' own impacts on their watershed. It is intended for use both in the classroom and at home. The first concept covered in this exercise is, "What is a watershed?" Ideally this concept will be conveyed in the context of the watersheds in which the students live to enhance understanding of the concept and connection to the places where students live. It is extremely important to convey the idea that watersheds come in all different shapes and sizes and that smaller watersheds are nested inside larger ones, much like Russian dolls. This paper provides activities that can help your students bridge the gap between a large concept, and their home watershed. The goal is to help students understand the connections between the source of the water they use; the ways their water use habits affect the environment and human health and ways to reduce their impacts by pledging to take steps to use water more efficiently.

School safety is a human concern, one that every school and community must take seriously and strive continually to achieve. It is also a legal concern; schools can be held liable if they do not make good-faith efforts to provide a safe and secure school environment. How schools are built and maintained is an integral part of school safety and crisis planning. Schools with poor access control are more vulnerable to intruders. Students in schools with overlapping pickup and drop off points are more likely to be hurt by a bus or car. Schools that store materials in stairways will have egress problems during a fire or emergency. Every school is unique by virtue of its design, location, and students, and each has its own history and culture. Some schools are relatively open and safe, others are highly protected yet unsafe. That is why mitigating hazards in school facilities should be planned and implemented by those who know the school and its community best--school and district staff in alliance with local emergency responders and the school community. This publication provides tips for: (1) Assessing school facilities; (2) Making a hazard mitigation plan; and (3) Implementing the plan. (Contains 3 endnotes.)

More than 53 million children and 6 million adults in the United States spend their days in elementary and secondary schools. Reducing environmental risks inside these buildings is critical to maintaining the public health. Almost all of New England's children will spend a large portion of their childhood in school. To help children stay healthy, parents and teachers must reduce their exposure to environmental hazards in school environments. When students and their teachers are healthy and comfortable, children learn and produce more in the classroom, which in turn improves performance and achievement later in life. This brochure can help school employees and parents recognize potential environmental health issues at schools, both indoors and outdoors. It includes basic information about a broad range of topics, and links to web sites that offer more information and guidance on how to have a healthier school environment and comply with relevant laws. EPA's Healthy School Environments web site provides access to programs that help prevent and resolve environmental issues in schools.

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 United States Environmental Protection Agency (EPA) wants to ensure schools and child care facilities are safe environments for the nation's children. In response to rising public concern over the health risks posed to young children by lead in the drinking water, EPA is launching a "3Ts--Training, Testing, and Telling" program. This initiative is designed to encourage school officials and child care facility operators to implement a voluntary program that incorporates the following: (1) training; (2) testing; and (3) telling. Training focuses on alerting school administrators, custodians, utilities and water officials to the risks of lead poisoning and the means of mitigating those risks. Testing underscores the importance of monitoring the lead levels in school and child care facility drinking water to identify and respond to any existing problems. Telling emphasizes the need to communicate with the public regarding all facets of the issue, from funding and initiating a testing protocol, to reporting results, if needed, and proposing a remediation strategy. The 3Ts is a call for education, collaboration, and partnership-building to find necessary funding and encourage utilities to be more sensitive to public concern about water quality. This booklet is divided into six sections: (1) Campaign Background; (2) Overview of the State of Water in the United States; (3) Collaboration Opportunities Available to Your Organization; (4) How to Promote "3Ts--Training, Testing, and Telling" into Your Community; (5) Incorporating "3Ts--Training, Testing, and Telling" into Local Events and Health Observances; and (6) Community Partnership Proposal.

This is the course outline for apprenticeship requirements for a water well driller in Alberta. A graduate of Water Well Driller apprenticeship training is a journeyman who, through skill and knowledge, is capable of operating the machines used to produce bore holes. They will be able to complete a bore hole into a finished productive well, complete well records and reports as required by the industry, and complete well records and reports as required by government. They will be able to disinfect and service completed wells and pumping equipment and be familiar with the work in related trades such a mechanics and plumbers.

The State Library of Ohio designed this disaster preparedness plan to assist small libraries in gathering information that will be invaluable in the event of an emergency. This plan, which focuses on fire and water disaster prevention, is devoted to using simple and inexpensive measures to prevent a disaster or to lessen its effect. The plan focuses on fire and water disaster prevention, and also includes emergency instructions for tornadoes. It does not include other types of emergencies such as gang activities, terrorism, distraught workers/family members, loss of strategic employees, and it does not include recovery instructions. The plan can be tailored to meet the specific needs of an individual library system and community, and it includes instructions and suggestions within a template for small public libraries to construct their own plans. The template may be reproduced without permission, provided that the State Library of Ohio is credited. The following are appended: Disaster Prevention/Safety Checklist; Request for Correction of Hazard; Emergency Funds; Disaster Response Report; Post Disaster Report Form; Locations of Plan; General Staff Directory; Communicating with Staff; Communicating with Suppliers; Communicating with Patrons; Dealing with the Media; Insurance; Disaster Recovery Resources; Disaster Response Supply Can; Maintaining the Plan; and Bibliography. (Contains 30 references.) (AEF)

This curriculum guide for a beginning course on marine navigation describes marine navigation (the art of and science of determining position of a ship and its movement from one position to another in order to keep track of where the ship is and where it is going) and defines dead reckoning, piloting, electronic navigation, and celestial navigation. It goes on to address such topics as: plotting tools; other navigation instruments; duties of the coastal navigator; mercator projection charts; charting; magnetic compass; reading direction from a triangle; using dividers; measuring speed; knotmeter; measuring depth; and the global positioning system. It includes quizzes on topics such as uncorrecting the compass; correcting the compass; finding compass error; deviation from a range; geographic coordinates; plotting positions; laying out a course; estimated time of arrival; finding speed; and determining course to steer for a known set and drift. Quiz answers are included. (SM)

In this grade 4 interdisciplinary unit, students are instructed to consider water issues in the city of San Francisco (California). Using Internet and other resources, participants are required to prepare a detailed letter to a U.S. Congressional committee dealing with water issues, and possibly to testify before Congress. Students may represent groups, including people suffering from a water shortage, or conservationists opposed to a proposed dam. The student guide provides a list of resources, including Internet sites, and detailed instructions on how to complete the activity. The teacher's guide ties the unit to California state standards and gives suggestions on how to conduct and evaluate the unit. (RJC)

Contrary to what many students think, heat flows from hot to cold. Working in groups of 3-4, students investigate the properties of insulators in attempts to keep a cup of water from freezing and, once it is frozen, to keep it from melting. This activity requires a 4.5-hour time period for completion. (Author/SOE)

This teacher's guide is based on "DragonflyTV" investigations which focus on real kids doing inquiry-based science investigations. Activities include: (1) "Investigation To Explore Skateboards"; (2) "Investigations To Explore Otters"; and (3) "Investigations To Explore Waterslides." (YDS)

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 third to fifth grade students, this unit uses children's interactions with water to help them compare and contrast their lives with those of children in Kenya and Tanzania. It looks at the ways access to water helps define children's roles in the family, and how this shapes culture. The unit contains many photos of daily activities in Kenya and Tanzania. Students will write essays and create pictures to demonstrate their understanding of the concepts. The unit can be used in language arts, geography, art, or mathematics classes. Four to six 40-minute classes are suggested 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 assessment and follow-up/enrichment activities, and lists nine print and on-line 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 third to fifth grade students, this unit uses the dramatic contrast between the rainy season and the dry season in West Africa--specifically Ghana--to help students learn about climate. Student will define climate, cite its features, discover their area's climate, and apply this knowledge to their study of the ways climate affects people and the environment. The unit can be used in science or geography classes. Four days 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, provides a rubric for assessment, suggests follow-up/enrichment activities, and lists nine print and on-line 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. 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. In this unit, third to fifth grade students explore the literary elements of a Tanzanian folktale about animals collaborating to dig a well. Students can make connections between the message in the tale and contemporary life in Tanzania as shown through pictures on the Water in Africa Web site. They will create original conclusions to the tale and cooperatively illustrate the folktale using oil pastels. The unit can be used in language arts, social studies, art, or behavior studies classes. Five 45-minute class periods are suggested 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 assessment and follow-up/enrichment activities, and lists five on-line 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. In this unit, intended for use in middle schools, students will learn from descriptive passages in stories written by Peace Corps Volunteers in Mauritania, Morocco, and Cape Verde that illustrate how the ever present need for water can be felt, seen, and heard in the song, voice, craft, religion, and ritual of a culture. Students will organize their findings for each country and then capture this"sense of water" in a narrative poem as a final assessment. The unit can be used in language arts or geography classes. Five 45-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 and suggests follow-up/enrichment activities. (BT)

This educator's guide discusses whether there is water on the planet Mars. The activities, written for grades 9-12, concern physical, earth, and space sciences. By experimenting with water as it changes state and investigating some effects of air pressure, students not only learn core ideas in physical science but can also deduce the water situation on Mars by applying those concepts. Evidence is used from their work as well as data and images from NASA missions to Mars to take a position on whether there was ever water on Mars. (MVL)

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. In this unit, students reflect on the role of water in ceremonies and celebrations around the world. Peace Corps Volunteer vignettes provide the basis for researching and collecting data, which is organized into a class retrieval chart. As a culminating activity, students create learning stations and host a celebration of Water Day for younger students. The unit partners older elementary or middle school students with a class in grades 2-4. It can be used in language arts, social studies, reading, art, or foreign language classes and needs two weeks to complete. 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)

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, "Narrative Cartoons," is intended for use with students in grades 9-12. The unit is designed to draw on the interest of young people in cartoons and to introduce students to techniques of creating alternative styles. Students create a narrative cartoon, or a set of sequentially placed images that tell a story. It may depict one activity or be a collage of various activities. The unit suggests a timeframe, curricular areas, materials needed, standards, discussion questions, objectives, detailed procedures, assessment information, and additional resources. Attached are a narrative cartoon comparison chart, a research sheet, and a narrative cartoon evaluation rubric. (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. In this unit, middle school students compare the division of labor around water-related work in rural Lesotho to that of their own household. Water provides an excellent lens through which to understand gender roles. The unit aims to have students gain an understanding of the multiple factors that influence how gender role formation takes place in different societies. It culminates with students writing letters in the voice of visitors to the United States from Lesotho. It can be used in geography and language arts classes. Five 45-minute class periods are suggested for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher. (Includes several photos of inhabitants of Lesotho.) (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 use with middle school students, this unit takes students on a WebQuest water safari through several African countries, using the Peace Corps Water in Africa site as a WebQuest. Students complete the Web Quest by conducting research about the relationship of physical and human systems. They use the collected data to prepare a formal report for Peace Corps that will assist in the creation of a training video for volunteers in Africa. The unit can be used in geography, language arts, and technology classes. Seven class periods of 45 minutes each are suggested. 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 provides assessment activities 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. Noting that although water is needed to sustain life, it can also serve as a conduit of illness and even death, this unit, "Water: Source of Health, Source of Illness," examines the connections between water and disease in four West African countries. The unit aims for students in grades 5-8 to become familiar with general concepts related to water-borne illness by viewing photographs and reading vignettes collected from in-service Peace Corps volunteers. It culminates with students working in groups to devise a strategy to fight one water-borne illness in rural Africa. 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 maps, photos, and vignettes from Cameroon, Togo, Ghana, and Guinea. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers. 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-Borne Illnesses," teaches students how water becomes contaminated with specific water-borne diseases. Students read personal accounts of unsafe water and work together to brainstorm solutions to the water problems of African communities. Intended for use with students in grades 10-12, the unit can be used in health and geography classes. Five to ten class periods of 45 minutes each are suggested. The unit lists materials needed, outlines applicable standards, provides essential questions, and gives student objectives. It details day-by-day procedures, assessment activities, 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. 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 Pressure," helps students look at water usage in the United States and Africa to gain a clearer understanding of the problems facing both areas as population increases and natural resources are stressed. Intended for use with high school students, the unit can be used in geography, language arts, mathematics, and world history classes. Six 50-minute class periods are suggested. The unit lists materials needed, outlines applicable standards, provides essential questions, and gives student objectives. It details day-by-day procedures, assessment activities, and follow-up/enrichment activities. (Lists 10 additional resources and contains handouts.) (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers. 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 as a Source of Life and Culture," aims to have students uncover the role water plays in daily life. Intended for use with high school students, the unit can be used in visual arts, language arts, and geography classes. Six to eight class periods of 45 minutes each are suggested. The unit lists materials needed, outlines applicable standards, provides essential questions, and gives student objectives. It details day-by-day procedures, assessment activities, and follow-up/enrichment activities. Appended are a map of Africa and handout sheets. (BT)

Mount Jefferson State Natural Area is located in the southern Blue Ridge highlands of North Carolina and covers 489 acres, which includes peaks and upper slopes to the Mount Jefferson mountain. This document introduces students to the geology of Mount Jefferson State Park and focuses on the geologic processes and rocks and minerals of Mount Jefferson. Major concepts covered include the rock types and their uses, rock cycle, weathering and erosion, rock and mineral identification, geologic history, and resource use. Three types of activities are featured: (1) pre-visit activities; (2) on-site activities; and (3) post-visit activities. The pre-visit activities will introduce students to the different rock types, how rocks are formed, how to identify them, and how they weather. Students will also learn about geologic time scale and identify the geologic belts of North Carolina. The on-site activities will familiarize the students with actual rock types of Mount Jefferson State National Area, their characteristics and where they are found. In addition, students will learn how the geology of the Mt. Jefferson area affected the cultural history. The post-visit activities are designed for review and will broaden students' understanding of minerals. The post-visit activity focuses on concepts such as mining, environmental issues and conservation of natural resources. These activities may be performed independently or in a series to build upon students' newly gained knowledge and experiences. A vocabulary list and definitions are listed in the back of the activity packet, along with a list of reference materials used in developing activities. (CCM)

This guide is designed to provide ideas on how to integrate biodiversity into teaching at many levels in both formal and informal settings. These curriculum materials are part of the World Wildlife Fund's (WWF) environmental education program called Windows on the Wild (WOW). WOW incorporates current data from projects around the world and draws on information from many organizations, agencies, businesses, and individuals whose work is directed at maintaining and enhancing Earth's biodiversity. Activities are grouped into four chapters: (1) What Is Biodiversity? (12 activities); (2) Why Is Biodiversity Important? (7 activities); (3) What's the Status of Biodiversity? (8 activities); and (4) How Can We Protect Biodiversity? (6 activities). The resources in this guide can be used to build a unit, course, or a year-long, interdisciplinary program. A supplemental student guide is also included. (WRM)

This document presents disaster response procedures relating to the damage of library materials at the Indiana State University Library. Information provided includes: (1) immediate emergency actions after a disaster; (2) procedures for salvage of water-damaged materials; (3) "Do Nots" for handling water-soaked books; (4) procedures for materials damaged due to earthquakes; (5) procedures for materials damaged by fire or smoke; (6) another in-house option for salvage of library materials (i.e., use of a digital scanner); and (7) the importance of documenting as much as possible. Appendices include work and home telephone numbers of people to contact, sources for volunteers, a list of priority areas within the library, and a list of library and archival restoration facilities, suppliers, and conservators. (AEF)

This set of activities is designed to bring water resource education into the middle school classroom using an interdisciplinary approach. The packet contains timely, localized information about the water resources of west central Florida. Each activity is aligned to middle-school Sunshine State Standards. These hands-on, minds-on activities can be used alone or together as a ready-made team project. Each activity includes introductory information, learning goals, subject disciplines covered, and standards met along with necessary materials and activity descriptions. Many also have activity extensions. Students design a new Florida town that balances economic and environmental consequences, build models of wetlands and the hydrologic cycle, write stories tracing the journey of a water drop through the hydrologic cycle, and design landscapes using drought-tolerant plants and principles. A special packet of fact sheets on Florida's endangered species and their wetland habitat includes a memory game. Other activities address water needed for growing food, home water use, water preservation in Florida, and desalination plants. Individual fact sheets offer water-conservation tips and discuss the history of Florida wetlands. Addresses on the World Wide Web that provide water data, educational activities, and links to additional water Web sites are also included. (PVD)

This document describes NASA's Earth Science Enterprise, a comprehensive program to study the earth as an environmental system. The Earth Science Enterprise has three main components: (1) a series of earth-observing satellites; (2) an advanced data system; and (3) teams of scientists who will study the data. Contents include: (1) "The Earth Science Enterprise," an overview of the program; (2) "Questions and Answers," key questions about how NASA studies the earth; (3) "NASA Facts," information on related science issues; (4) "Earth Science Enterprise Accomplishments," accomplishments from the past to the future; (5) "Earth Science Enterprise Researchers," information about the people who are part of the program; (6) "Earth Science Enterprise Facts," specific information about missions and recent changes; and (7) "Where Do I Get More Information?" a listing of Earth Science Enterprise education contacts. (CCM)

The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech approaches to integrating high-tech, cutting-edge resources. Lesson topics include: (1) Investigating Energy Sources; (2) Probing the World of Energy and Its Conservation; (3) Fish Out of Water--Man Out of Land; (4) Are You Listening? (Noise Pollution); (5) Countdown to Population Explosion; (6) Hazardous Chemicals in Your Home!; (7) Water, Water Everywhere--How Much Is There to Drink?; (8) Water, Water Everywhere--But Not a Drop to Drink; (9) A Multi-Level Water Study; (10) Futuristic Fuel from Water; and (11) Acid Rain. (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 a scientist would, observing natural phenomena 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 powerful natural forces that change the earth and how these forces affect the vast variety of life forms covering the planet. Program titles include "In the Beginning,""Perpetual Motion,""Heavenly Partners,""Living Dangerously," and "Playing with Fire." (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 chemistry that advocate hands-on, application-based learning and present the basic concepts of chemistry associated with the substances that make up the environment and with the changes these substances undergo. Units include: (1) Chemistry Basic Skills; (2) Water; (3) Air and Climate; (4) Chemical Resources; (5) Organic Chemistry; (6) Petroleum; (7) Nuclear Chemistry; and (8) Chemical Industry. Contains an average Atomic Mass activity. (JRH)

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)

This book contains lesson plans that provide an integrated approach to incorporating Great Lakes environmental issues into elementary subjects. The book is divided into three subject areas: (1) History, which includes the origins of the Great Lakes, Great Lakes people, and shipwrecks; (2) Social Studies, which covers government, acid rain as a shared problem, and the lakes as a natural resource; and (3) Environmental Sciences, which is presented through a read-aloud story about the journey of a research vessel called Lake Guardian. The final section discusses science issues including the hydrologic cycle, wetlands, biomagnification, recreational activity as a source of pollution, surface runoff, groundwater, industrial runoff, and mayflies. Each section contains background information, discussion points, and a variety of hands-on activities designed to illustrate the major points of each lesson. The final section also contains vocabulary words. The lesson plans in each section are designed to interrelate with each other to demonstrate how environmental issues cannot be isolated from other issues such as population and industry. A map of the Great Lakes for photocopying, a bibliography, and a references page for further resources are also included. (PVD)

This guide is part of a campaign to encourage individuals to adopt an environmentally friendly lifestyle. All available information, tools, and resources are provided to help individuals, neighborhoods, and communities live in a cleaner, healthier environment. Resources from both local and national levels include titles of organizations, brief descriptions, telephone numbers, and Web site addresses where available. Contents include: (1) "Agriculture"; (2) "Earth"; (3) "Energy"; (4) "Forests and Plants"; (5) "Home and the Workplace"; (6) "Just for Fun"; (7) "Land Use, Conservation and Natural Resources"; (8) "Pollution and Waste Management"; (9) "Sustainable Community"; (10) "Teacher Resources"; (11) "Transportation"; (12) "Water and Wetlands"; (13) "Wildlife"; (15) "Yard and Garden"; (16) "Recommended Reading"; (17) "Recycling Pages"; (18) "Paper vs. Plastic"; (19) "Understanding Plastic Recycling"; (20) "The Power of Personal Choice"; (21) "Experiments/How To Use Less Stuff"; and (22) "Questions and Answers." (CCM)