Search

Noting that children may be affected by environmental contaminants in ways quite different from the way adults are affected, this report is the second on trends in measures reflecting environmental factors that may affect the U.S. children's health and well-being. A list of measures and key findings begins the report, followed by five main sections. Several measures throughout the report are analyzed by children's race/ethnicity and family income. Section 1 presents measures showing incidence of exposure to critical concentrations of contaminants in outdoor air, indoor air, water, food, and soil. Section 2 presents measures of lead, mercury, and cotinine (marker of environmental tobacco smoke exposure) measured in the bodies of children and women. Section 3 presents trends in asthma, other severe respiratory illnesses, childhood cancers, and neurodevelopmental disorders such as attention deficit/ hyperactivity disorder and mental retardation. Section 4 concerns the emerging issues of mercury in fish and attention deficit/hyperactivity disorder. Section 5 presents data specific to California and Minnesota. The final section of the report discusses improvements in the measures and data sources and new measures for inclusion in future reports. Major findings presented in the report include declines throughout the 1990s in the percentage of days with unhealthy air quality, median blood lead levels for children under 5, and median blood levels of cotinine; and overall increases in the percentage of children with asthma. The frequency of new childhood cancer cases has been stable since 1990. Recent data indicate that .6 percent of children are diagnosed with mental retardation and 6.7 percent of children are diagnosed with attention deficit/ hyperactivity disorder. State data revealed that 32 percent of California public elementary schools have deterioration of lead-based paint, and 47 percent of Minnesota schools sprayed pesticides in classrooms. A glossary of terms completes the report. Four appendices include data tables and a list of environmental health objectives in the Energy Protection Agency's strategic plan. Each report section contains references. (KB)

This checklist offers tips and resources to help schools identify opportunities to "green" their buildings and operations, focusing on common-sense improvements that schools can make in their daily operations to minimize or stop potential health and environmental problems before they start. The first section discusses the benefits of a green school program. The second section highlights management strategies. The list of environmental strategies includes: energy use; solid waste generation; indoor air quality; hazardous materials; mercury use; pest management; mold growth; water consumption; laboratory waste; building construction/renovation; purchasing; groundskeeping; and food service. Each section presents a list of strategies, a "Did you know?" box, and referrals for obtaining further information. (SM)

Asserting that few people recognize that concentrations of toxic pollutants are often many times higher inside buildings than outdoors, this guide offers advice on improving school environmental health in Vermont. Its chapters are: (1) "Indoor Air Pollution is a National Problem"; (2) "School Environmental Health in Vermont"; (3) "Act 125: The School Environmental Health Bill"; (4) "Health Implications of School Indoor Air"; (5) "The Precautionary Approach to School Environmental Health"; (6) "Getting the School Community Involved"; (7) "Basics of Indoor Air Quality and School Environmental Health"; (8) "Evaluating Products for Health and Environmental Impacts"; (9) "Pesticides"; and (10) "General Guidelines." (Appendices contains the School Environmental Health Act, an environmental health audit form, and the draft school diesel idling policy for Vermont schools. Contains 82 references.) (EV)

This curriculum guide for students in grades K-4 is part of the My Health My World series which explores environmental health issues. Focusing on indoor environmental health, it includes (1) an activities guide for teachers which focuses on physical science, life science, and the environment and health, presenting activity based lessons that entice students to discover concepts in science, mathematics, and health through hands-on activities; (2) a colorful illustrated storybook entitled, "Mr. Slaptail's Secret," which teaches science and health concepts; (3) a reading activities booklet entitled, "The Reading Link," which presents reading activities to use with "Mr. Slaptail's Secret"; and (4) "Explorations for Children and Adults," a mini-magazine full of information, activities, and fun things to do in class or at home related to indoor air, tips for healthy living, breathing, and making a difference. (SM)

This booklet discusses concerns about environmental health threats to children, describes dangers, and lists strategies for protection. Topics include: (1) "Household Products"; (2) "Secondhand Tobacco Smoke"; (3) "Pesticides"; (4) "Overexposure to Ultraviolet Light"; (5) "Lead"; (6) "Contaminated Water"; (7) "Ozone Air Pollution"; (8) "Radon"; and (9) "Asbestos." (YDS)

This cooperative learning activity, for grades 7-12, promotes critical thinking skills within the context of learning about the causes and effects of climate change. Objectives include: (1) understanding factors that reduce greenhouse gases; (2) understanding the role of trees in reducing greenhouse gases; (3) identifying foods that produce greenhouse gases; (4) realizing the importance of personal responsibility to recycle; and (5) understanding the importance of being a responsible consumer. (CCM)

This teacher's guide helps students explore the connection between human population growth and the well-being of the planet. Twelve readings and 34 activities introduce high school students to global society and environmental issues such as climate change, biodiversity loss, gender equality, economics, poverty, energy, wildlife endangerment, waste disposal, food and hunger, water resources, air pollution, deforestation, and population dynamics. Teaching strategies include role playing simulations, laboratory experiments, problem-solving challenges, and mathematical exercises, cooperative learning projects, research, and discussion. These activities were designed to develop a number of student skills including critical thinking, research, public speaking, writing, data collection and analysis, cooperation, decision making, creative problem solving, reading comprehension, conflict resolution and values clarification. Each chapter and activity can be used alone to illustrate points or be inserted into existing curriculum. Activity subject areas are listed along with a quick list reference of the summary of activities. A reference guide of activities linked to National Standards is also included. Contains suggested resources, including books, periodicals, audiovisuals, hardbooks and wall charts, software, and internet sites, for each topic area. (SJR)

This curriculum guide for students in grades K-4 is part of the My Health My World series which explores environmental health issues. It includes (1) an activities guide for teachers, which focuses on physical science, life science, and environment and health, presenting activity based lessons that entice students to discover concepts in science, mathematics, and health through hands-on activities; (2) a colorful illustrated storybook entitled, "Mr. Slaptail's Curious Contraption," which teaches science and health concepts; (3) a reading activities booklet entitled, "The Reading Link," which presents reading activities to use with "Mr. Slaptail's Curious Contraption"; and (4) "Explorations for Children and Adults," a mini-magazine full of information, activities, and fun things to do in class or at home related to the atmosphere and health; climate; tips for healthy living; and sun power. (SM)

This curriculum unit on the ozone is intended for high school students and contains sections on environmental science and chemistry. It has been structured according to a learning cycle model and contains numerous activities, some of which are in a cooperative learning format. Skills emphasized include laboratory procedures, experimental design, data analysis, accessing information, critical thinking, systems modeling, and communicating results. The environmental science unit contains the following topics: location of ozone in the atmosphere; sources of ozone; effects of ozone pollution; and helping to reduce ozone pollution. The chemistry unit includes the following topics: chemical reactions that lead to ozone pollution and smog; identifying solutes and solvents in a homogeneous mixture; measurements of concentrations of very dilute solutions; absorption of ultraviolet light by stratospheric ozone; chemical reactions that lead to ozone depletion; and ways that reaction rates are influenced. The units also contain multiple choice tests, attitude surveys, and essay questions. (JRH)

This monograph discusses the safety of vehicles owned, leased, maintained, and operated by colleges and universities. First, the risks by colleges and universities is discussed. First, the risks associated with college vehicles are outlined, including the liability that comes with staff/faculty and student drivers and such special concerns as driver licensing and testing requirements, alcohol use, drowsiness, and pollution and hazardous wastes. An accident scenario, notes on relevant case law, and some statistics are presented here. A second section addresses institutional management of risks in four areas: (1) policies and procedures (driver qualifications, driver training and testing, driver obligations, and motor vehicle records); (2) the vehicles (purchase and sale considerations, vehicle use policy, maintenance and inspections, vehicle and maintenance records, and accident management); (3) insurance needs (necessary coverage, coordination of insurance policies, rental car and leased vehicle concerns); and (4) special considerations such as contracts for transportation and limited liability for non-owned vehicles. Anecdotes concerning vehicle claims, motor vehicle fatality statistics, sample policy language, a list of driver obligations, driver training options, a vehicle liability checklist, notes on institutional record-keeping responsibilities, sample vehicle maintenance policies, a maintenance checklist, definitions of insurance terms, and a list of resources are also included in this section. (MSE)

Responding to the need for users of schools to use their buildings in a way that creates a better internal environment for children and reduces harm to the environment, this document lists the environmental issues that need to be addressed and the corrective recommendations that designers and administrators can apply. Environmental issues cover such areas as sources of noxious fumes, water and air quality, lead-free paint, recycling and waste disposal, ventilation, lighting, energy management, and legionnaires' disease. The choices made in new school design will have a considerable effect on the environment for the life of the building. Existing school buildings will remain in use for many years to come, so it is imperative that they are as benign to the environment as possible. Fortunately, many steps exist to address both these situations. An appendix provides carbon dioxide rating calculations for new and existing schools. A list of non-governmental organizations involved in environmental health, and an environmental assessment summary sheet conclude the booklet. (GR)

Good indoor air quality contributes to a favorable learning environment for students, productivity for teachers and staff, and a sense of comfort, health, and well-being for all school occupants. The goal of this kit is to provide clear and easily applied guidance that will help prevent Indoor Air Quality (IAQ) problems and resolve such problems promptly if they do arise. It recommends practical actions that can be carried out by the school staff without the need for training, and is flexible enough to conform to the specific needs of the school. The kit includes an IAQ coordinator's guide, various checklists, IAQ problem solving wheel, and an indoor air pollution guide for health professionals. The coordinator's guide is divided into two basic sections: background information and specific activities. Specific activities involve two major actions: the management of pollutant sources and the use of ventilation for pollutant control. The background information and activities in this voluntary program are directed toward existing schools in the K-12 range, but colleges, universities, and preschool and daycare centers could benefit by application of the principles and activities presented. (JRH)

This handbook features ideas for implementing Project WET activities in Virginia. Project WET activities are designed for a variety of educational programs and can be used to complement existing curricula while addressing curricular objectives and educational standards nationwide. Activities include: (1) "Life Systems"; (2) "Atmospheric Water/Precipitation"; (3) "General Surface Water/Distribution"; (4) "Movement of Water Over Earth's Surface"; (5) "Groundwater"; (6) "Natural Disasters"; (7) "Waterborne Disease"; (8) "Public Process"; (9) "Wastewater Management"; (10) "Water Rights"; (11) "Water History"; (12) "Water Science"; (13) "Water Users"; (14) "Watersheds"; (15) "Wetlands"; (16) "Virginia's Water Fact Sheet"; (17) "Making Water Usable"; (18) "Treating Wastewater"; (19)"Septic Tanks"; (20) "Desalination"; and (21) "Contaminants in the Water: How Much is Too Much." (CCM)

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

Education reform, besides focusing on teaching and learning, must also address the need to maintain a safe, secure, and healthy school environment. As outlined in "A New Compact for Learning," the New York State Education Department and New York educators are responsible for ensuring the safety of school buildings. Students in school buildings are not covered by the laws that regulate the health and safety of workplace environments. Also, there are no provisions in law for a parent's or student's "right to know" about hazardous conditions in their school environment. The Regents Advisory Committee on Environmental Quality in Schools was created to develop recommendations for policy and action to improve the environmental quality of schools. This document presents an overview of the environmental quality of schools in New York and committee recommendations. The introduction presents an overview of conditions in school buildings that threaten students' health: asbestos, electromagnetic fields, hazardous materials, indoor air quality, lead, pesticides, and radon. The second section provides information about the Regents Advisory Committee and its members. Section 3 offers the committee's 16 detailed recommendations for meeting environmental standards in public schools. Appendices contain: (1) a legal analysis by the State Education Department Office of Counsel and appropriate sections of education law governing environmental health issues; (2) the legal and fiscal implications of the proposals of the Regents Advisory Committee on Environmental Quality in Schools prepared by the State Education Department; (3) an October 1993 report on environmental quality in schools; and (4) a summary of recommendations derived from public hearings on the environmental quality of schools. (LMI)

This curriculum guide for middle school environmental education focuses on energy, economics, and the environment (EEE), and the interrelatedness of these three areas of study. The booklet is designed to provide teachers and students with a conceptual framework for analyzing complicated issues that involve the economic implications of energy and environmental decisions. An introductory section contains a general economic framework for analyzing environmental and energy issues. Four units cover the following topics: (1) basic economic concepts; (2) trees and forests; (3) water resources; and (4) energy resources. Each unit focuses on a particular energy and/or environmental theme and has two parts: a case study and a set of classroom activities. Case studies are preceded by basic facts and vocabulary about the theme being studied. For each case study students use a five-step decision-making model to investigate and solve an environmental problem. Classroom activities are interdisciplinary and thematic and require students to make extensive use of resources in their communities. Classroom activities are divided into the sections of: Debating the Issues, Investigating Your Community, and EEE Actions--You Can Make a Difference! A resources section contains 50 state and national sources of information on energy, economics, and environmental education. (LZ)

This teachers guide contains information and activities to provide 5th-grade students with a hands-on experience with air, land, and water pollution in Illinois. This booklet incorporates previous documents entitled: "Water the Liquid of Life,""The Land We Depend On," and "The Air We Breathe." The materials are designed to develop research, problem-solving, reading, writing, mathematical, experimental, analytical, and artistic skills. Topics include: air, water, and land quality, drinking water, nonpoint source pollution, wetlands, ozone, global warming, waste management, hazardous waste, leaking underground storage tanks, household hazardous waste, trees, coal, environmental laws and regulations, tires, recycling, composting, and ethanol. Appendices include a correlation with the Illinois State Goals for Learning, glossary, and worksheet answers. An accompanying activity book contains activities organized to match the chapters in the teacher guide. Contains 36 references. (MKR)

Designed for integration into existing science curriculum for grades 8-10, this curriculum uses a current environmental issue, climate change, as a vehicle for teaching science education. Instructional goals include: (1) familiarize students with scientific methods; (2) help students understand the role of uncertainty; (3) encourage students to gather meaningful data; (4) engage students in hands-on, experiential learning within the classroom and community; (5) develop student learning artifacts (used in authentic assessment); (6) examine information regarding Earth's climate as it currently exists; (7) analyze information regarding Earth's past climate; (8) develop the concept of a greenhouse; (9) consider factors contributing to Earth's climate; and (10) evaluate controversial issues regarding global climate change. Fifteen activities are contained in five modules five modules that cover climate; the greenhouse effect; the carbon cycle, climate change, and the greenhouse gases; and possible effects of climate change. Teacher and student materials are provided for each activity. Science content includes fundamental components of the climate system, including the hydrosphere, atmosphere, and biosphere; the scientific uncertainties involved in predicting the rate and magnitude of climate change; and the likely impacts of rapid climate change on ecosystems. The publication cites 17 additional curriculum resources. (LZ)

The purpose of this curriculum is to provide high school teachers and students with a conceptual framework for analyzing energy and environmental issues, especially in regards to economics. A second purpose of the curriculum is to provide teachers with a set of four motivating, interdisciplinary teaching units. The issues covered in the four teaching units are water pollution, forest resources, nonrenewable energy resources, and global warming. Part I of the introduction to the booklet explains the basic economic concepts that provide the conceptual framework. Part 2 of the Introduction explains how to use a five-step, decision-making model used to analyze energy and environmental issues. Each of four teaching units focuses on a particular energy and/or environmental theme and has three basic elements: (1) basic information; (2) a set of classroom teaching activities; and (3) a case study. In each case study, students use a five-step, decision-making model to investigate and solve an energy environmental issue. Each unit includes basic facts and vocabulary about the issue being studied. Classroom teaching activities require students to apply skills across several areas of the curriculum, and some activities require students to make extensive use of resources in their communities. (LZ)

The task of providing hands-on as well as minds-on activities for students in science is one of concern to many scientists and educators. In an effort to inspire student interest in science and technology, scientists from the Forecast Systems Laboratory, a laboratory within the National Oceanic and Atmospheric Administration's (NOAA) Environmental Research Laboratories, and classroom teachers from the Boulder Valley School District collaborated to produce a series of Student Activities in Meteorology (SAM). The following SAM activities are included: (1) "Tracking Severe Weather with Doppler Radar"; (2) "Wind Profiler: Doppler Radar in a Vertical Direction"; (3) "Looking at Severe Weather: Lightning and Tornadoes"; (4) "Wind Chill"; (5) "Greenhouse Effect: Too Much, Too Little, or Just Right?"; (6) Volcanoes: Ozone Depletion and Atmospheric Cooling"; (7) "Using Statistics to Analyze Climate Data"; (8) "Carbon Monoxide Pollution, Wind Speed, and Wind Direction"; (9) "Air Traffic, Weather, and Vectors"; and (10) "Sunspots: Space Weather Monitoring." Each activity contains: (1) statement of the problem; (2) materials needed; (3) background information; (4) description of the procedures; and (5) a list of questions. (A glossary of 85 terms is included along with an answer key.) (ZWH)

The teaching materials contained in this teacher's guide provide a framework for teachers in different cultures to engage their students in collaborative projects. The guide is divided into five parts. Part 1 introduces the Global Thinking Project. Three chapters provide an overview of the project, step-by-step procedures on using collaborative learning, and procedures on using telecommunications in the classroom. Part 2 engages students in a series of projects in which students will be part of a Global Community of about 10 schools world-wide. Part 3 contains three projects from which the class chooses one to work on during phase 2 of the school year together with other schools to form a global community. The projects include Project Solid Waste, Project Water Watch, and Project Ozone. Part 4 contains the project Earthmonth. During the months of March and April, students identify, prepare, carryout, and report on a local project that has global implications. Part 5 contains three appendices: Global Thinking Resources, Extension Activities, and a Student/Journal/Log. (MDH)

This booklet is intended to help teachers in Florida manage the growing interest in environmental education. Fourteen experiments are grouped into the environmental areas of the water cycle, groundwater, water pollution, waste and water treatment, air pollution, and field experiments. Experiments include demonstrations of the water cycle, the interrelationship between ground and surface water, water pollution principles, and water treatment processes; laboratory experiments such as construction and use of air pollution detectors; and field experiments to measure the clarity of different bodies of water, study the plankton that make up the base of the food chain for marine organisms, and assess plant cover in land plots. Each experiment is organized to show educational level (junior and/or senior high) objective, tools needed, procedure, and results and discussion. One experiment for high school that assesses air pollution substitutes a section on quantitative evaluation for results. A resource list is also included. (PVD)

Guidelines for maintaining indoor air quality in schools with HVAC air cleaning systems are provided in this document. Information is offered on the importance of air cleaning, sources of air contaminants and indoor pollutants, types of air cleaners and particulate filters used in central HVAC systems, vapor and gas removal, and performance standards for air filters. Tips for upgrading the cost effectiveness of air filters and for maintaining and purchasing them are also provided. Three figures and three tables are included. (LMI)

As part of the National Aeronautics and Space Administration Mission to Planet Earth, ATLAS 2 will help develop a thorough picture of the Sun's output, its interaction with the atmosphere, and the well-being of Earth's middle atmosphere. This middle school level guide probes the connection between the activities of scientists and the observable world of weather and climated. To do this, the guide is divided into four sections. The first section, "Case History: What ATLAS 1 Discovered" summarizes the findings of the ATLAS 1 Spacelab/Shuttle flight of March 1992. It links that mission with the science goals of ATLAS 2 and future flights. The second section "The Search: What ATLAS 2 Scientists Investigate" delves into the invisible world of protons, neutrons, and electrons to explain the fundamental mechanism of absorption of ultraviolet radiation by ozone and the destruction of ozone by chlorofluorocarbons. The third section "The Motive: How Solar and Atmospheric Changes Might Affect Climate" explores the relationship between solar activity and weather and climate. The fourth section "The Method: How Atlas 2 Investigators Make These Measurements" studies the remote-sensing techniques of spectrometry and limb sounding. It also involves students in ground-truth studies and exercises that emphasize the importance of mathematics and precise measurement. (PR)