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One of our most valuable and often overlooked resources is water. We can survive for a couple of weeks without food but only a few days without water. Having clean water to drink is a luxury. The water that comes out of our faucets does not always start off safe to drink. Most often it has visited a treatment plant prior to reaching our glasses. In this activity, students learn about the importance of water and the role it plays in our lives. Students are exposed to what occurs each day so that they can have clean water. This activity requires a 60-minute time period for completion. (Author/SOE)

This manual was designed to assist Minnesota's schools in minimizing the consumption of lead in drinking water by students and staff. It offers step-by-step instructions for testing and reducing lead in drinking water. The manual answers: Why is lead a health concern? How are children exposed to lead? Why is lead a special concern for schools? How does lead get into drinking water? How much lead in drinking water is too much? and What can be done to reduce lead levels in drinking water? This last question includes discussion of legal background and requirements, testing for lead in school drinking water, flushing taps, testing taps, flushing and retesting, other corrective actions, and reassessment. (Contains a glossary. Appendices contain a list of Minnesota laboratories certified to analyze lead in drinking water, and a lead testing record form. Also contains a list of other resources.) (EV)

This guide provides teachers with materials, information, and classroom activities to enhance any drinking water curriculum. Students can use the activity sheets to further lessons and stimulate thought. Parents can use the guide to develop science projects that will provoke thought, encourage research, and provide a scientific approach to answering questions. Water tips, facts, myths, and trivia to further awareness of drinking water issues are included. The packet is divided into six sections: a table of contents, activities for grades K-3, activities for grades 4-7, activities for grades 8-12, general information, and science projects. (SAH)

This curriculum guide is divided into five lessons, each containing several activities that reflect the natural path of inquiry that third or fourth grade students might take in considering the water that arrives in their bathroom sinks each morning. Starting from the familiar faucet, the students are encouraged to reflect on their own habits and analyze community water use. The next lessons trace water from the faucet to the reservoir, investigating the systems that deliver water to our homes and neighborhoods. The natural systems that support not just reservoirs, but life itself are considered. Finally, students explore how water is cleaned by suppliers and how they can take simple measures to protect their own resources. (WRM)

Adventure travel to Latin America requires careful planning, implementation, and followup to ensure safe, healthy experiences. This paper provides an overview of basic principles of prevention, assessment, and treatment of medical problems common to adventure travel in tropical areas. A brief introduction defines the vegetation and climatic challenges. A pretrip planning section discusses: (1) understanding the risks (disease, injury, limited medical care in developing countries); (2) medical research and resources on health care in tropical countries; (3) immunizations; (4) trip insurance; (5) trip logistical considerations; and (6) medical kits. A discussion of endemic tropical diseases and their treatments covers cholera, dengue fever, giardiasis, hepatitis A, hepatitis B, HIV, influenza, malaria, meningitis, rabies, tapeworms, travelers' diarrhea, typhoid fever, and yellow fever. A section on principles of safe foreign travel discusses food; water; insects; environmental emergencies (such as shellfish reactions, altitude sickness, diving injuries, dehydration); hygiene; posttrip followup; and the importance of skilled and experienced leadership. Appendixes include travel medicine terminology, an endemic diseases chart, water disinfection procedures, medical kit supplies, general principles of safe foreign travel, and sources on wilderness and travel medicine. (Contains 22 general references and other specific categorical references.) (SAS)

This document provides information on eleven basic indicators of the well being of young children, their families, and communities worldwide. It consists of two parts: The first summarizes information on the importance of the early childhood period for children, the education system, and parents; describes the organization of efficient early childhood education programs; presents principles for early childhood education activities; defines major terms used in compiling statistics; and discusses the variety of ways in which early childhood education needs may be met and the collective responsibility of nations for their children's development and environment. The second part is a chart delineating worldwide statistical information on the "Basic Indicators on Young Children" in the child, family, community, and education areas. The wall-size chart lists the following information for each country, organized by continent or region: (1) number of children under 5 years; (2) the under-5 mortality rate; (3) the percentage of children under 5 years who are malnourished; (4) literacy rates for men; (5) literacy rates for women; (6) total fertility rates per woman; (7) gross national product per capita in U.S. dollars; (8) percentage of population with access to health care services; (9) percentage of population with access to safe water; (10) age range of the pre-primary age group; and (11) the pre-primary gross enrollment ratio. (KDFB)

This manual demonstrates how drinking water in schools and non-residential buildings can be tested for lead and how contamination problems can be corrected when found. The manual also provides background information concerning the sources and health effects of lead, how lead gets into drinking water, how lead in drinking water is regulated, and how to communicate lead issues with a facility's users. Appendices contain a directory of Environmental Protection Agency and State drinking water programs, a terms glossary, a water cooler summary, a list of lead resources, a sample record keeping form, and containers for preserving samples. (GR)

Students grades 4-8 can use this guide to explore the topics of water, and water conservation at a school site, while conducting an environmental community service project. Youth groups, led by a group leader, work with local experts from business, government, or environmental organizations to complete the project. Nine activity sections involve students in: (1) exploring background information; (2) mapping watersheds; (3) researching water quality impacts associated with school sites; (4) consulting with an expert; (5) choosing a service project; (6) creating an action plan; (7) tracking project progress; (8) measuring and recording results; and (9) brainstorming additional projects. Activities provide background and procedural information, as well as worksheets and discussion questions. Sidebars highlight key vocabulary. The guide contains an application for a Youth Earth Service Award and advice on how to create partnerships with community organizations. (LZ)

The goal of this supplemental activity guide for elementary students in grades 3-5 is to develop awareness, knowledge, and skills for sound water use decisions. Materials developed for the program are compatible with existing curriculum standards established by State Boards of Education throughout the United States and teach concepts included in those standards by using water quality information as the content. The guide is divided into five chapters that cover the topics of: (1) an introduction; (2) drinking water and wastewater treatment; (3) groundwater; (4) surface water; and (5) wetlands. Sixty-one activities including "hands-on" components are designed to blend with existing curricula in the areas of general science, language arts, math, social studies, art, and, in some cases, reading or other areas. Each activity details: (1) objectives; (2) subjects; (3) time necessary; (4) materials; (5) background information; (6) advance preparation; (7) procedure (including activity, follow-up, and extension); and (8) resources. Contains factsheets and a 273-word glossary. (LZ)

Students grades 4-8 can use this guide to explore the topics of water, and water conservation on a farm or ranch, while conducting an environmental community service project. Youth groups, led by a group leader, work with local experts from business, government, or environmental organizations to complete the project. Nine activity sections involve students in: (1) exploring background information; (2) mapping watersheds; (3) researching water quality impacts associated with farm or ranch sites; (4) consulting with an expert; (5) choosing a service project; (6) creating an action plan; (7) tracking project progress; (8) measuring and recording results; and (9) brainstorming additional projects. Activities provide background and procedural information, as well as worksheets and discussion questions. Sidebars highlight key vocabulary. The guide contains an application for a Youth Earth Service Award and advice on how to create partnerships with community organizations. (LZ)

Students grades 4-8 can use this guide to explore the topics of water and water conservation within the home while conducting an environmental community service project. Youth groups, led by a group leader, work with local experts from business, government, or environmental organizations to complete the project. Nine activity sections involve students in: (1) exploring background information; (2) mapping watersheds; (3) researching water quality impacts associated with the home; (4) consulting with an expert; (5) choosing a service project; (6) creating an action plan; (7) tracking project progress; (8) measuring and recording results; and (9) brainstorming additional projects. Activities provide background and procedural information, as well as worksheets and discussion questions. Sidebars highlight key vocabulary. The guide contains an application for a Youth Earth Service Award and advice on how to create partnerships with community organizations. (LZ)

Educators of students grades 4-8 can use this guide to lead a community service project using the "Give Water a Hand" youth action program. Youth groups investigate water and water conservation within the home, farm, ranch, school, or community, with the help of local experts. The guide contains six chapters that cover: (1) an introduction to the program; (2) teaching strategy for each of nine activities that appear in matching student guides; (3) leading a small group in problem-solving; (4) adapting materials for other age groups and use within a K-12 curriculum; (5) funding, liability, transportation, time, involving families, and evaluation and program improvement; and (6) 10 resources and information on 19 project partners. (LZ)

Students grades 4-8 can use this guide to explore the topics of water, and water conservation within a community, while conducting an environmental community service project. Youth groups, led by a group leader, work with local experts from business, government, or environmental organizations to complete the project. Nine activity sections involve students in: (1) exploring background information; (2) mapping watersheds; (3) researching water quality impacts associated with a community site; (4) consulting with an expert; (5) choosing a service project; (6) creating an action plan; (7) tracking project progress; (8) measuring and recording results; and (9) brainstorming additional projects. Activities provide background and procedural information, as well as worksheets and discussion questions. Sidebars highlight key vocabulary. The guide contains an application for a Youth Earth Service Award and advice on how to create partnerships with community organizations. (LZ)

This guide provides a review of the relevant literature on desalination within the collections of the Library of Congress. While not intended as a comprehensive bibliography, this guide is designed as a quick and ready reference source for the reader, and includes the following sections: (1) articles that provide introductions to the topic of desalination; (2) subject headings under which books on desalination can be located within the Library of Congress; (3) basic textbooks on desalination; (4) additional titles related to desalination; (5) special reports on desalination; (6) conference proceedings; (7) government publications; (8) bibliographies; (9) dissertations; (10) selected dissertations; (11) abstracting and indexing services that provide listings for relevant journal articles and other literature; (12) representative journal articles; (13) guides where reports and other types of literature are indexed; (14) selected technical reports sold by the National Technical Information Service; (15) selected materials available in the Science Reading Room pamphlet boxes; and (16) additional sources of information. (JJK)

In February of 1990, the Michigan Department of Natural Resources identified 2,662 sites of soil and groundwater contamination in the state of Michigan alone. Half of all United States residents and one quarter of the Canadian population used ground water as their primary source of drinking water. Groundwater and surface water are integrally connected. Groundwater and surface water flow between political boundaries, connecting neighboring states, provinces, and communities. This curriculum was created to better teach concepts related to water, ground water, and pollution prevention to students in grades K-6. It contains 28 activities centering on ground water and related topics, such as the water cycle, recycling and solid waste, hazardous waste, water conservation, ground water protection, and responsible citizenship. The activities are divided into eight sections: (1) Why Is the Earth Called the Water Planet?; (2) How Is Water Stored and Moved on Planet Earth? (3) Where Is Water Found Underground? (4) How Does Water Move Underground? (5) What Natural Factors Influence Water Quality? (6) How Do People Affect Groundwater? (7) How Does the Quality of Groundwater Affect Life on Earth? and (8) How Can We Protect the Quantity and Quality of Groundwater? All activities use a multi-disciplinary, hands-on, participatory approach and include science, art, math, lab, language arts, geography, music, and social studies activities. The activities are indexed by subject area, type of activity (sucy as lab or demonstration), and grade level. Contains a glossary, a list of Michigan Soil Conservation offices, and 25 references. (MKR)

One of the strengths of the 1990 World Summit for Children was its emphasis on goals to drive development and shape actions, and on the need to monitor progress, thereby transforming the way the world collected and processed data on children and women and creating a vital base and baseline for progress. In 2000, an exhaustive end-decade review of progress toward the Summit goals was undertaken. This report, a statistical review presenting data on the situation of children in countries, areas, and territories around the world, draws upon individual government efforts, national progress reports from over 150 countries, periodic reports from countries that have ratified the Convention on the Rights of the Child, and a new data collection tool, the multiple indicator cluster survey. Tables, graphs, charts, and narrative commentaries are used to present current and trend data on the following indicators: (1) infant and under-five mortality; (2) child malnutrition; (3) safe drinking water; (4) sanitation; (5) guinea worm disease; (6) primary education; (7) adult literacy; (8) acute respiratory infection; (9) maternal mortality; (10) fertility and family planning; (11) maternal care; (12) vitamin A deficiency; (13) iodine deficiency disorders; (14) breastfeeding; (15) low birthweight; (16) immunization; (17) measles; (18) neonatal tetanus; (19) diarrhoeal disease; (20) polio eradication; (21) HIV/AIDS; (22) working children; (23) birth registration; (24) the Integrated Management of Childhood Illness (IMCI) initiative; and (25) malaria. The report notes that although the new data collection tool has revolutionized many countries' ability to document and understand the situation of women and children in their countries, significant gaps still exist in the knowledge base and limit the world's collective ability to protect children's rights and improve their lives. (KB)

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals of the unit are to (1) develop student language proficiency; (2) provide opportunities for students to use language in many different situations and for many different purposes; (3) develop student listening, speaking, reading, writing, and thinking skills including the science process skills; and (4) expand student knowledge of the science concepts related to water. Following a section on resources (background information on water and related English materials--magazines, lists of children's books about water teacher's resources, films, etc.), lesson plans on four topics (properties of water as a liquid, forms of water, water is precious, and bubbles) are presented. Activity ideas for science/social studies, mathematics, language arts, music/poems/stories, art, physical education/movement, and special activities are suggested. Each lesson plan contains the following segments--exercises or activities: science concepts, English vocabulary, English sentence patterns, English language concepts, special materials required, concept development/language exposure, language practice, and application. Poems, songs, and stories on this subject conclude the guide. The lessons are appropriate for students whose first language is English as well as for students learning English as a second language. (PR/CW)

Lead levels in school drinking water merit special concern because children are more at risk than adults from exposure to lead. This manual provides ways in which school officials can minimize this risk. It assists administrators by providing: (1) general information on the significance of lead in school drinking water and its effects on children; (2) information on how to detect the presence of lead and how to pinpoint its source; (3) advice on steps that administrators can take to reduce or eliminate lead in their school's drinking water; and (4) the information necessary to train personnel in sampling and in initiating remedial programs. The school official whose responsibility it is to test for and to remedy lead in drinking water will vary by location. The manual outlines the Safe Drinking Water Act of 1974 and details how lead leeches into the water system. Suggestions on when to expect lead contamination, how to develop a plumbing profile for a school, and getting a school's water tested are also covered. Sampling protocol addressed includes general sampling procedures, sampling service connections, initial screening samples, follow-up samples, and sampling interior plumbing. The report concludes with a chart mapping an overall sampling strategy, two line drawings illustrating suggested sample sites for a single-level and a high rise building, a graphic depicting the flow of the water supply to a water fountain and bubblers from the central chiller, and forms for the initial screening and follow-up samples. The appendix provides information regarding the preservation of samples and sample containers. (Contains a glossary of terms.) (RJM)

This manual was developed to train Peace Corps volunteers and other community health workers in oral rehydration therapy (ORT) and the control of diarrheal diseases. Using a competency-based format, the manual contains six training modules (organized in 22 sessions) that focus on interrelated health education and technical content areas. Each module begins with a set of behavioral objectives and contains a sequence of sessions that address the specific content area. Session formats include targeted time frame, overview, objectives, resources, materials, procedures, and trainer notes. The modules cover the following topics: climate setting and assessment; diarrhea, dehydration, and rehydration; nutrition and diarrhea; working with the health system; working with the community; and community health education. Extensive examples, sample forms, schedules, and handouts are provided. Materials are illustrated with photographs and line drawings. Suggestions to the trainer for adapting the materials for different countries and different learners are included in the training packet. (KC)

This Spanish-language manual was developed to train Peace Corps volunteers and other community health workers in Spanish-speaking countries in oral rehydration therapy (ORT) and the control of diarrheal diseases. Using a competency-based format, the manual contains three training modules (organized in seven sessions) that focus on interrelated health education and technical content areas. Each module begins with a set of behavioral objectives and contains a sequence of sessions that address the specific content area. Session formats include targeted time frame, overview, objectives, resources, materials, procedures, and trainer notes. The modules cover the following topics: climate setting and assessment; diarrhea, dehydration, and rehydration; and nutrition and diarrhea. Extensive examples, sample forms, schedules, and handouts are provided. Materials are illustrated with line drawings. Suggestions to the trainer for adapting the materials for different countries and different learners are included in the training packet. (KC)

This guide, which includes an outline of 222 hours of technical training integrated with training in community organization techniques, is intended for trainers who prepare Peace Corps water and sanitation technicians and engineers for field service. The training program developed by the guide covers these subject areas: community development, project management, general construction, environmental sanitation, and water resource development. The introduction explains the document and the responsibilities of trainers. Subject-matter areas, the session(s) in which each is taught, and the number of training hours spent on each area are listed. Program goals and behavioral objectives for each subject-matter area are listed, and a suggested block schedule for the training sessions appears. Most of the document consists of the lesson plans for 44 training sessions. The lesson plan for each session consists of information on time, behavioral objectives, printed resources, necessary materials, number of facilitators or trainers, step-by-step procedures to be implemented, and tips for the trainers for successful completion of the session. Suggested ancillary information for the trainer (such as information to be conveyed by a lecture) is provided. Two assessment instruments, "Session Assessment" and "Critique Sheet for Trainers Using This Manual," appear in the guide, along with a list of 14 recommended textbooks and a 22-item bibliography. (CML)

A sanitary survey is an onsite inspection of a public water system by competent personnel who use a standard form, procedure, and method to survey the effectiveness and maintenance of the system and to determine its ability to provide continuously safe water to the consuming public. This text, developed as an aid to providing instruction on how to conduct a sanitary survey, covers basic questions (and their rationale and importance) that an inspector must ask to determine the adequacy of a water supply system. Major topic areas addressed include: (1) water regulations; (2) water sources (general, wells, springs, and surface sources); (3) pumps; (4) water treatment; (5) storage (gravity storage and hydropneumatic tanks); (6) water distribution (distribution systems and cross-connections); (7) monitoring and recordkeeping; (8) management and safety; (9) surveys; (10) communications and public relations; and (11) technical assistance. Because the text is based on what an inspector "needs to know," in-depth technical background of each component of a water system is provided. A listing of suggested references is provided should additional information be needed. (JN)

This manual, developed as an aid to state agencies who provide instruction to inspectors of water systems, is based on the minimum information that an inspector with limited experience needs to know to successfully assess a public water system. The manual is designed for use by individuals who are experts in the field of water systems and sanitary surveys, but who may not be experienced in instructional techniques. The manual (which includes basic text material, audiovisuals, and evaluation exercises as well as detailed instructions for presenting the material and managing sanitary training activities) is divided into 13 units of varying length. Unit topics focus on water regulations, water sources (general, wells, springs, and surface sources), pumps, water treatment, storage (gravity storage and hydropneumatic tanks), water distribution (distribution systems and cross-connections), monitoring and recordkeeping, management and safety, surveys, communications and public relations, and technical assistance; an orientation unit and concluding information are provided in separate units. Each unit includes a summary, objectives, basic material (in outline format), instructional strategies, unit emphasis, student preparation, and pre-/post-tests. The outline approach used provides instructors with maximum flexibility in adapting the material to specific situations encountered during the conduct of a sanitary survey within a particular state. (JN)

The purpose of this water treatment field study training program is to: (1) develop new qualified water treatment plant operators; (2) expand the abilities of existing operators, permitting better service both to employers and public; and (3) prepare operators for civil service and certification examinations (examinations administered by state/professional associations which operators take to indicate a level of professional competence). Volume 2 is a continuation of volume 1, in which the emphasis was on the knowledge and skills needed by operators of conventional surface water treatment plants. This 12-chapter volume contains information on: iron and manganese control; fluoridation; softening; trihalomethanes; demineralization; handling and disposal of processed wastes; maintenance; instrumentation; safety; advanced laboratory procedures; drinking water regulations; and administration. Objectives, glossary, lessons, questions (with suggested answers), and a test are provided for each chapter. A final examination (with answers), how to solve water treatment plant arithmetic problems, water abbreviations, complete glossary, and subject index are provided in an appendix. Information on objectives, scope, and uses of this manual and instructions to participants in home-study courses are found in volume 1. (TW)

These materials are for use by elementary and middle school teachers in the state of Illinois. This document contains five modules for teaching water conservation. Topics include: (1) "Life Depends on Water,""What is Water?" and "The Hydrologic Cycle"; (2) "The Treatment of Drinking Water"; (3) "Wastewater Treatment"; (4) "Earth's Closed System/Water Pollution"; and (5) "IEPA and Environmental Laws/Illinois Rivers Appreciation Month." Each module contains student resources such as text, maps, handouts, and diagrams; classroom materials such as posters; and activities such as projects, experiments, games, and puzzles. In several modules, supplemental and extension activities are suggested. (CW)

The purpose of this manual is to assist school officials by providing information on the effects of lead in school drinking water on children, how to detect the presence of lead, how to reduce the lead, and how to provide training for sampling and remedial programs. A protocol is provided for procedures to determine the location and source of lead in school drinking water. Appendices contain a glossary, charts for suggested sample sites, and an article describing how to preserve samples and types of containers for samples. (YP)

Presents a Project WET water education activity. By attempting to remove contaminants from "wastewater," students gain an appreciation for what is involved in providing clean drinking water. Students describe the process for treating wastewater and become familiar with nontoxic household cleaning methods. (LZ)

Presents classroom ideas focusing on connections among mathematics, concern for the environment, and conservation of natural resources, including decomposition, water conservation, packaging materials, use of manufactured cans, and recycling. Includes reproducible student worksheets. (MKR)

This last installment of articles addressing preparation of day hikers and backpackers discusses the importance of drinking plenty of purified water; how to keep food safe from animals; the necessity of carrying a flashlight, first aid kit, and compass; actions to take when someone is injured; and being prepared for any kind of weather. (LP)