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This paper describes a new severe weather laboratory exercise for an Introductory Weather and Climate class, appropriate for first and second year college students (including nonscience majors), that incorporates inquiry-based learning techniques. In the lab, students play the role of meteorologists making forecasts for severe weather. The exercise is designed to teach students how to identify the atmospheric conditions that promote severe weather and how to prepare a severe weather forecast. We utilize collaborative learning in the lab exercise where students are encouraged to work in teams to accomplish the class assignment. Working in teams teaches students about how modern interdisciplinary science is conducted, as well as creates accountability for students to learn the material and complete their share of the work. Our results show that important content knowledge is maintained in comparison with a traditional lab and that students found the new lab more engaging.

"Helping General Physical Educators and Adapted Physical Educators Address the Office of Civil Rights Dear Colleague Guidance Letter: Part IV--Sport Groups" provides the the following articles: (1) "Sport Programming Offered by Camp Abilities and the United States Association for Blind Athletes" (Lauren Lieberman and Mark Lucas) describes Camp Abilities, and the United States Association for Blind Athletes (USABA) Sports Camps, These two organizations often combine to provide sport opportunities that should be considered by local school districts for addressing extracurricular athletics and the Office of Civil Rights (OCR) Dear Colleague Letter. (2) "BlazeSports America: Addressing OCR's Guidance for Sport Opportunities for Students with Disabilities" (Jeffery Jones, Dan Humphreys, and Ann Cody) describes the legacy program of the 1996 Atlanta Paralympic Games. BlazeSports America accomplishes its mission to change the lives of children and adults with physical disabilities through sport through two distinctive pathways (a) community-based sport and recreation programs for children and adults with physical disabilities; and (b) professional development. Professional development is accomplished through training front -line professionals working in sport, physical education and physical activity,and recreation and fitness settings. (3) "Building an Adapted Sport Infrastructure Guided by the American Association of Adapted Sports Programs" (Bev Vaughn and Tommie Storms) alerts the reader to the resources available through the American Association of Adapted Sports Programs (AAASP). The AAASP seeks to assure that students with physical disabilities can have the same or similar benefits of athletic participation as their non-disabled peers. All of the articles presented in Part IV of this feature share information from leading adapted sport groups to serve as resources for inservices or for the creation of infrastructures and events in local school districts.