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SE 053 748

Andrews, Elaine; And OthersEducating Young People about Water. A Guide to Goalsand Resources with an Emphasis on Nonformal andSchool Enrichment Settings.Wisconsin Univ., Madison. Univ. Extension.Environmental Resources Center.Extension Service (DOA), Washington, D.C.[Dec 92]USDA-91-EWQ1-1-903053p.

Elaine Andrews, University of Wisconsin-Madison,Environmental Resources Center, 216 Agriculture Hall,1450 Linden Drive, Madison, WI 53706.Guides Non-Classroom Use (055)

MF01/PC03 Plus Postage.Career Awareness; *Curriculum Evaluation; CurriculumGuides; Ecology; Educational Objectives; ElementarySecondary Edltcation; *Environmental Education;Nonformal Education; *Resource Materials; ThinkingSkills; Water Pollution; *Water Quality; *WaterResourcesEnvironmental issues; Environmental Protection;Science Process Skills

Water quality is an environmental issue that hasreceived increased attention in recent years and for which there isnow a variety of educational materials. This guide was developed bythe Water Curriculum Needs Assessment Project to help curriculumcoordinators select ind develop water quality training programs andcurricula. The initial sections of the guide provide information forsetting up a program that includes nine key water quality educationtopics and major subtopics; nine water education goals for youth;science process/content and developmental stages; a discussion ofenvironmental thinking skills, instructional format choices, andacademic disciplines; five environmental education goals for youthwater curricula; six instructional format choices for youth watercurricula; and methods of how to use curricula to create a youthwater education program. The following section, making up the majorportion of the guide, provides summaries of 63 reviewed curricula.Final sections provide lists of State/Regional reviewed curricula bystate and title; reviewed curricula from national organizations;unique support materials for youth water education; and selectedbibliographies for further information. A chart summarizes the 63reviewed curricula for inclusion or exclusion of water qualityeducation topics, environmental education goals, and instructionalformat. (MDH)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

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EDUCATINGYOUNG PEOPLEABOUT/.

A GUIDE TOGOALS ANDRESOURCES

with an emphasis onA4

nonformal and schoolenrichment settings

U.S. DEPARTMENT Of EDUCATIONOfbc* ot Edw.' t lonef Research nd improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Thrs document has beim reproduced esreceived from the person or otoonizationonomoting It

0 Mmor changes have been made to improvereproduction duality

Pthntsot view or oomlons stated m nSclOcu-mimf do not nscossarny represent officialOERI position or polio),

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Plaine Andrews

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

ELAINE ANDREWS AND THE COOPERATIVE EXTENSION NATIONAL REVIEW TEAM

Sponsored by the United States Department ot ..griculture, Cooperative Extension Water Quality Initiative Team

2 JEST COPY MAILABLE

EDUCATING YOUNG PEOPLE ABOUT WATER:A GUIDE TO GOALS AND RESOURCESWITH AN EMPHASIS ON NONFORMAL AND SCHOOL ENRICHMENT SETTINGS

Sponsored by the United States Department ofAgriculture, Cooperative Extension under thedirection of GREGORY CROSBY, National ProgramLeader for youth science education, and theCooperative Extension Water Quality InitiativeTeam, ANDREW J. WEBER, ChairThe USDA Extension Service project to reviewyouth water education needs was developed insupport of youth and community water qualityeducation goals of the National 4-H EnvironmentalStewardship Program and the USDA CooperativeExtension National Water Quality Initiative Team.

Notional Review Team

VALERIE CHASE, Baltimore National AquariumMARE CROMWELL, Project GREENJERRY CULEN, Southern Illinois University,Touch of Nature CenterWILLIAM DICKINSON, US EPA liaison to theCooperative Extension ServiceBARRY Fox, Virginia State UniversityCooperative ExtensionPAMELA GODSEY, United States Department ofAgriculture Forest ServiceDELYNN HAY, University of NebraskaCooperative ExtensionMARY Lou SCOCIA, United States EnvironmentalProtection Agency - Office of WaterLYNN HODGES, Tennessee Valley AuthorityLIBBY HOPKINS, United States Department ofInterior - Fish and Wildlife, Massachusetts officeERIC JORGENSEN, University of CaliforniaCooperative ExtensionKIM KNOX, American Water Works AssociationTom LEVERMAN, United States Department ofAgriculture - Soil Conservation ServiceBOB PFEIFFER, America's Clean WaterFoundationGORDON STUART, United States Department ofAgriculture - Forest ServiceSTEVE VANDAS, United States Geologic Survey

Project Director

ELAINE ANDREWSEnvironmental Education SpecialistUniversity of Wisconsin-ExtensionCooperative ExtensionCollege of Agricultural and Life SciencesSchool of Natural ResourcesEnvironmental Resources Center

Project Assistant

KAREN PouUNUniversity of Wisconsin-Extension,Cooperative ExtensionCollege of Agricultural and Life SciencesSchool of Natural ResourcesEnvironmental Resources Center

Project Support Staff

LYNN B. ENTINE, editorREBECCA LEE, designerMONICA BUROW, Environmental ResourcesCenter office managerPHYLLIS PERK, program assistantSHEILA VOSS, program assistant

December, 1992

Additional copies of this publicationare available from

Elaine Andrews,University of WisconsinMadisonEnvironmental Resources Center216 Agriculture Hall1450 Linden Dr.Madison, WI 53706FAX: 608/262-2031

Photos by Hildegard Adler

3

CONTENTS

PAGE

2 INTRODUCTION TO THE GUIDE

4 WATER CURRICULUM NEEDS ASSESSMENT PROJECT

6 KEY WATER QUALITY EDUCATION TOPICS AND MAJOR SUBTOPICS

7 WATER EDUCATION GOALS FOR YOUTH

1 1 ENVIRONMENTAL THINKING SKILLS, INSTRUCTIONAL FORMAT CHOICES AND

ACADEMIC DISCIPLINES

'El ENVIRONMENTAL EDUCATION GOALS FOR YOUTH

WATER CURRICULA

13 INSTRUCTIONAL FORMAT CHOICES FOR YOUTH WATER

CURRICULA

14 CURRICULUM REVIEW: CHOICE AND PROCESS

15 How TO USE CURRICULA TO CREATE A YOUTH WATER EDUCATION PROGRAM

18 A GUIDE TO REVIEWED CURRICULA

32 STATE/REGIONAL REVIEWED CURRICULA BY STATE AND TITLE

33 REVIEWED CURRICULA FROM NATIONAL ORGANIZATIONS BY TITLE

34 UNIQUE SUPPORT MATERIALS FOR YOUTH WATER EDUCATION

40 SELECTED BIBLIOGRAPHIES FOR FURTHER INFORMATION

42 YOUTH WATER CURRICULUM SUMMARY CHART

INTRODUCTION TO THE GUIDE

Water quality is a critical environmental issue thathas received deserved attention from educators inrecent years. There are now a variety of educationalmaterials for young people that can be used both inschool and in after-school settings.However, educators and youth leaders often do nothave enough training to develop a water educationprogram. They need help in including multiple objec-tives and information on curriculum activities forspecific programs.The Water Curriculum Needs Assessment Projectaddressed this problem. We summarized informationabout water curricula, provided guidance for federalinvestments in water curriculum development, andcreated a network among national groups and agen-cies which promote youth water education. The 1992project produced the resources in this book.

Who should use this guide?This guide is for professionals who design and devel-op water quality training programs and curricula,and for coordinators of water education programs. It

will help vou select water curricula, education sup-port materials and bibliographies. Coordinators canuse it to make initial program decisions or to findcomplementary materials for a program that isalready in place.

How to use this guideQuick overview

For a quick survey of water curricula useful in a localsetting, start at the end of this book with the YouthWater Curficulum Summary. The chart summarizeseach curriculum by topic or category.

Understanding subtopics

To understand the subtopics noted in the summarymore clearly, look at "Key water quality educationtopics" and major subtopics and "Critical environ-mental thinking skills."

Specific curricula

You can learn more about any particular curriculumby finding its brief entry in the annotated "Guide toreviewed curricula." They are listed alphabetically by

BEST COPY AVAILABLE 5

title. For details about water topics, environmentaleducation goals, and curriculum format choices ineach curriculum, you will need to refer to a computerdatabase developed for the project.(See box, this page.)

Designing a loco! program

For help in designing or evaluating a local water edu-cation program, you may find the following booksegments useful:

Water education goals for youth

Key water quality education topics and major subtopics

Critical environmental thinking skills

Instructional format choices for youth water curricula

Lists of sources of curricula chosen for review

Unique support materials for youth water education

Help us find what's missingWe reviewed many bibliographies and otherresources to develop this guide. However, not everycurriculum makes it to a regional or national bibliog-raphy. We may have missed high quality regionalmaterials as well as curriculum resources thatappeared since our study.

We are still collecting water quality curricula witheducational activities for youth. If you have a copy ofa curriculum that is not reviewed here and it coverstopics listed in "Key water quality education topics"and subtopics we want to know about it.Please send a copy of the curriculum or a descriptionand ordering information to:

Elaine AndrewsUniversity of Wisconsin-MadisonEnvironmental Resources Center216 Agriculture Hall1450 Linden Dr.Madison, WI 53706FAX: 608/262-2031

Thank you for your help.

RETRIEVING YOUTH WATER CURRICULUM INFORMATION ELECTRONICALLY

Requestmg an "Almanac 1' guide

Detailed summaries of individual youthwater curriculum and related documentsare distributed via electronic mail from acomputer at Purdue University that usesa document-distribution software pack-age called "Almanac." To get a user'sguide to Almanac, send an electronicmail message to this Internet address:

[email protected]

Put the following request in your mes-sage:

send guide

Requesting an electronic catalog

To get a catalog of the current youthwater curriculum summaries, send anelectronic mail message to this Internetaddress:

[email protected]

Put the following in your message:send youth-water-curric:ilum catalog

You'll receive the catalog as an electronicmail message soon afterwards. You mayrequest any or all catalog items via elec-tronic mail Be sure to type your requestsexactly as you see them here.

Requesting one or more summaries

To get a summary listed in the catalog,senci an electronic mail message to thisInternet address:

[email protected] your request in the message. Forexample, to request summary number 5,enter:

send youth-water-curriculum sunnnary5You may also abbreviate "youth watercurriculum" to "ywc," and "summary"to "sum." For example:

send ywc sum5

Do not leave a space between "summary"or "sum" and the number you arerequesting.To request several summaries, put eachrequest on a separate line in your mes-sage:

send ywc sum6

send ywc sum45If you send several requests in one mes-sage, the requested files will arrive in onemessage. If you want to receive eachrequest in a separate message, turn onthe "separate option." For example:

set separate on

send ywc sum6

send ywc sum45

You'll receive three electronic mail mes-sages. The first will confirm your "sepa-rate option" request, while the remainingmessages will each contain one of yourrequested summaries.

What is the Internet?

The Internet is a rapidly growing, inter-national computer network. Many insti-tutions, both for-profit and non-profit,now offer services and products to theirclients via the Internet.To access the youth water curriculumsummaries via the Internet, you need anelectronic mail account on a computerattached to the Internet. All U.S. landgrant universities provide computingfacilities with electronic mail systemswhich can interact with Internet.Commercial services such as Compu-Serve and MCIMail also support Internetelectronic mail. Ask your computer cen-ter's staff for local instructions on how tosend and receive Internet electronic mail.

If you don't have access to the Internet,contact your local county Extensionyouth development agent or stateExtension youth development specialistin youth science and ask their assistancein retrieving the youth water curriculumcatalog or summaries that you want.

6

USDA/Cooperative Extension Service

WATER CURRICULUM NEEDS ASSESSMENT PROJECT

BackgroundIn 1988 state Cooperative Extension directors andadministrators named water quality their highestnational priority. These leaders head major county-based outreach programs at all 50 state land-grantuniversities. Cooperative Extension programs offereducation to people of all ages in nonformal settings.

Water education became a focus for CooperativeExtension nationally. Leaders recognized that whilepeople of all ages need to understand water qualityissues, there were bonuses in working with youngpeople. Young people could also learn about leader-ship, identify career opportunities, and improve theirscience knowledge.

The Cooperative Extension National Water QualityInitiative Team soon began to support curriculumdevelopment. In 1991, wanting to maximize theirinvestment by targeting the greatest needs, theybegan the assessment project and set up a reviewgroup of experts from private and federal organiza-tions.

The plan was to guide Cooperative Extension policyand summarize water curricula for national, state,and regional water education leaders. Nonformaleducation needs were central to the project becausethat is the type of education Cooperative Extensiongenerally provides.

Review teamWater education is not new. Many government andprivate organizations have been involved in it foryears. To benefit from their experience, we drewmembers of the national review team from theseinstitutions. They are listed in the front of this book.

Team members supplied copies of water quality edu-cation materials for young people, provided refer-ences, and recommended other resources. They alsohelped identify appropriate water education goalsand key topics, and offered strategies on how toaddress gaps and needs that we found. Their recom-mendations are found in Assessing National WaterQuality Education Needs for the Nonformal YouthAudience, available from USDA CooperativeExtension, Washington, D.C.

Project goalsThis study is unique because it begins with nationalwater quality needs and issues rather than specificscience or local resource education objectives. Fromthese national resource policy issues we developednational goals and objectives for water quality educa-tion.

Water education materials are so many and varied itcould take years to do a thorough assessment. Toquickly meet educators' immediate needs forresources, we developed a short-term, initial project.The objective was to review and classify a selection ofavailable curricula as a basis for understanding whatwas missing and needed. The results from this six-month study should provide a strong beginning forfuture work.

The specific objectives of this study were:

1) Use national water quality issues to identify keywater quality topics and learning goals for youthin a nonformal setting (such as 4-H, for example).

2) Categorize a selection of water quality curriculaaccording to the identified goals.

3) Classify relevant curriculum materials, deliverystyles, and model programs in an easily under-standable and accessible format.

4) Determine the strengths and weaknesses ofavailable curricula, establish objectives for 4-H andyouth water quality education, and provide direc-tion for Cooperative Extension investment in cur-riculum development.

National water education needsTo determine national water education needs, wereviewed a number of federal and state Extensionreports and national plans of work. We also reviewedreports from the U.S. Department of Agriculture, theU.S. EPA, the Great Lakes National Program Office,and the U.S. Geological Survey. Members of numer-ous federal agencies contributed to our NationalReview Team (see team list at begiming of book).

We sought the perspective of private organizationsthrough a report by the Freshwater Foundation.Members of private organizations also served on theReview Team (see inside front cover).

This process produced four critical national waterresource issues that nonformal education couldaddress, and a list of nine key water qualityeducation topics.

Critical water quality issuesi1 ) Interaction of human activities and water quality.

2) Use and disposal of agricultural, industrial, andhousehold chemicals.3) State and local water problems such as drought-induced shortages, declining water tables, increasedpumping costs, and increased production and treat-ment costs.4) Protection for community water resource quality.

I Adapted from: Extension Review. Vol. 59. No. 3. Fall 1988. Water quahtv

KEY WATER QUALITY EDUCATION TOPICSAND MAJOR SUBTOPICSA wide variety of water education material has beenavailable for the last ten years. It has not been easyfor the educator, however, to choose the topics thathelp society meet its water quality goals or to findmaterials that teach those topics and concepts.

The National Review Team identified the nine keytopics in the following chart. Discussion also pro-duced a set of important subtopics. These add detailthat the educator can use and that we used in review-ing curricula. They are listed here.In reviewing curricula for this booklet, we lookedonly at whether the topics were present in the activi-ties and information. We did not evaluate the qualityof the activity or its relevance to the particular topic.

If you want to find activities about a specific topic,check the summary chart on page 42. There we indi-cate which topics are present in each curriculum. Acomputer database has a detailed listing of topicsincluded in each curriculum (see "Introduction tothis guide").

Key water quality education topics

1. the science of water2. water related ecosystems3. drinking water supply: quantity and quality4. water use5. sources of water pollution/contamination6. water quality: risk assessment and reduction7 management and protection strategies for specific uses8. government and citizenship issues9. water related careers

\\*.."7.1\..".44*

WATER QUALITY EDUCATION TOPICS AND MAJOR SUBTOPICSAs you select or develop activities and curriculum materials for water education, considerthese water topics.This list will also help you better understand the curriculum summaries in the curriculum summary chart.

1. Science of water

Properties

Importance to living things

Hydrologic Cycle

Geology/hydrology dynamics

surface water

groundwater

regional supply

2. Water related ecosystemsTypes of ecosystems

lakes

wetland

estuaries

rivers

watersheds

ephemeral systems

ponds

oceans(intermittent)

streams

riparian

Major regionalresource:

(insert name)

Ecological concepts

3. Drinking Water Supply:Quantity & Quality

Deliverycommunity/publicprivate

treatment of drinkingwater

public drinking water

home treatment

Water Quality Control

well concerns

testing

public

private

Lifestyle impacts/conservation

4. Water useUse of water by many groups

commercial

municipal

recreation

industry

domestic

agricultural

power production

Conservation by user groups

Issues/conflicts between usergroups

5. Sources of WaterPollution/Contamination

Point source

agricultural sources

public and/or privatewastewater

Industriel and business

hazardous wastes

energy production wastes

nonpoint source

atmospheric deposition

agricultural forestry

urban mining

6. Water quality:risk assessment & reduction

Curriculum addresses the con-cept of how risk decisions aremade

Impact of water quality onhealth

Impact of water quality onhuman food sources

Impact of water quality on plantand animal communities

Understanding and reducingrisks for specific contaminants

bacteria nitrates

pesticides salinity

sediments

other chemicals:

Water quality indicators

7. Management & protectionstrategies for specific uses

Zoning strategies

shorelands/floodplains

wetlands

wellhead/groundwaterrecharge areas

Chemical storage

Recreational use

Wastewater treatment

Solid waste managementdecisions

Agricultural managementpractices

Wildlife habitat/landstewardship management

Natural disasters

Chemical emergencies

Development issues/pressures

8. Government & citizenship issuesPolicy issues

water quality

water quantity

Role of local government indeveloping protection

strategies

Citizen involvement andparticipation

Legislation. regulation, incentives/disincentives

9. Water-related careersTechnical:

Professional:

Wafer quality education topics and major subtopics wasdeveloped by Elaine Andrews arid Karen Poulin,University of Wisconsin Cooperative Extension,Environmental Resources Center, 1992.

WATER EDUCATION GOALS FOR YOUTH

Young people and their families have an importantrole in protecting and enhancing the nation's waterquality. To do so, they need opportunities to developand apply two key understandings: water is vital tonatural processes and human activities, and it is criti-cal to the health of all living things.

The sample education goals which follow (groupedby key water education topic) are designed to helpdevelop this understanding. They are a product ofthe curriculum review and deliberations by theNational Review Team.

The goals are intended for nonformal educationlearning that takes place outside school. In this set-ting the water education experience is based on theyoung person's personal or community life. Whilethe formal school setting is probably a better place toteach the underlying science principles, nonformalactivities offer a range of important experiences andskills:

learning by doing

applying investigation skills

evaluating alternative solutions to problems

applying what is learned in real life situations

These activities also contribute to a youth's generalunderstanding of science, ecology, and human inter-action with water systems.Programs based on these goals can stand alone. Theycan also complement school programs or support aschool enrichment activity. To determine how to fitgoals to the age and developmental level of theiryouth audience, educators should refer to the chartScience/Process Content and Developmental Stages2which follows the goals.

1. Science of waterYouth will:

explore observable physical and chemical prop-erties of water and relate how those propertieswork together in the hydrologic cycle.

identify where and in what conditions water isstored on the earth, recognize local water storageformations, explain the hydrology of any local for-mations, and recognize their interconnections. (Forexample, youth should be able to describe sourcesof water for a local estuary and identify character-istics that make an estuary a unique water storagearea.)

practice using observation, measurement, datarecording, prediction, and inference skills in study-ing the science of water. (Refer to the ScienceProcess/Content chart for more detail on scienceskills.)

2. Water related ecosystemsYouth will:

investigate and evaluate the environmental char-acteristics of a given water ecosystem, describe theplants and animals that inhabit the ecosystem, andresearch the importance of that ecosystem to thoseliving things and to humans.

identify sites in their community where the "nat-ural" clean water cycle, including dissipation,biodegradation and filtration, is functioning.

locate areas in their community where natural orhuman influences have changed a local waterecosystem for better or worse and documentchanges that have occurred. (Change can includeanything from beaver dams or floods to pollutiondischarges or improvement from pollution preven-tion techniques.)

practice using observation, measurement, datarecording, prediction, and inference skills in study-ing a water related ecdsystem

= Prepared by the Science Curriculum Framework and Criteria Committee under the directionot the Calitornia State Board ot Education. Curriculum Development and Supplemental\ fatermls Commission and adopted by the California State Board of Education. 4

0

3. Drinking water supply quantity and qualityYouth will:

trace the path that water travels in order to servehumans in the local community. Steps includewater's origin in surface and ground sources,movement to home wells or public storage facili-ties, to home treatment systems or public treat-ment plants, to home and industry uses, and even-tually to its return into the natural environment.

acquire and apply the skills needed to investi-gate the relationship between drinking water qual-ity imd human health and explain why private andpublic drinking water supplies must be tested forquality.

view residential or public drinking water facili-ties and explain how treatment techniques helpmeet regulatory standards applied to water beforeits use.

demonstrate their awareness of personal wateruse habits and provide leadership to involve theirfamilies and community in water conservationefforts.

4. Water useYouth will:

identify water related products and recreationexperiences that are part of their lives.

experience the aesthetic impact of a waterresource on their lives.

analyze how local water use decisions affecthuman lifestyles, quality of life, and standard ofliving.

summarize the evolution of a local use of water,and interpret the impact of that evolution on theenvironment. Investigation of the local water useshould identify any local doctrines of water own-ership that apply to water use in their area andlocal use conflicts caused by changes in waterdemand. (Water uses which could be consideredinclude: the historical increase in an urban popula-tion, evolution of commercial fishing or textilesindustry, or use of water in food production pro-cesses over time.)

5. Sources of water pollution and contaminationYouth will:

identify categories and sources of informationabout human actions which affect water quality intheir community giving special attention to thosewhich provide major sources of pollution.

view residential or public wastewater treatmentfacilities and explain how treatment techniqueshelp meet regulatory standards applied to waterafter its use.

list local environmental factors which affect thepotential of pollution sources to contaminategroundwater and predict land uses appropriate toprotecting those factors. (Environmental factorsmight include soil types, geologic formations,proximity of water sources, height of water table,potential of flooding, climate factors, etc.)

demonstrate their awareness of products used inhome life which can contribute to water pollutionif managed inappropriately and provide leader-ship to involve their families and community inefforts to protect water from contamination bythose products.

6. Water quality: risk assessment and reductionRisk assessment is used here in its broadest definition,rather than as the scientific assessment process used todevelop pollutant regulations. However, understanding thcrisk assessment process is an important education goal.

Youth will:

meet with representatives of regulatory agenciesto learn about likely causes and effects (onhumans, fish and wildlife) of pollutants found intheir community that exceed advisory levels.

investigate how people measure water qualitychanges over time and summarize what thosemeasurements have indicated about local waterquality. Understanding the change should includeknowing how human behavior affects degrada-tion, as well as historical improvement of localwater quality.

assess the relative environmental quality of alocal body of water based on water quality param-eters and the diversity of living organisms.

7. Management and protection strategies forspecific uses

Youth will:

identify local and regional agencies which moni-tor and control pollution caused by humans andobserve the strategies and equipment they use toidentify water quality problems and sources intheir community.

identify local and regional agencies which moni-tor and control natural disasters; interview profes-sionals from these agencies to learn how to preparefor and prevent natural disasters related to water.

demonstrate their understanding of best man-agement practices which minimize the risk ofwater contamination from crop protection chemi-cals, by making farm visits and through farm man-agement simulations.

evaluate the effects of different kinds of land useon water habitats then describe and evaluatelifestyle change and community planning optionsthat could minimize damaging effects.

8. Government and citizenship issues

Youth will:

identify steps that they can personally take toprevent water pollution.

identify appropriate questions and sources ofinformation for evaluating a local water issue.

practice using observation, measurement, datarecording, prediction, inference, classification andproblem solving skills to enhance their under-standing of the science, community values, andpolicies of a local water issue.

develop their own ideas about solutions to alocal water issue by investigating and analyzingthe science, community values, and policies thatrelate to that issue.

demonstrate that they understand how, when,and where to communicate what they havelearned about any positive or negative impacts ofchanging local conditions on the water resource.

practice skills that enable then. to act in directresponse to what they have learned about water.

a.2

9. Water related careers

Youth will:

identify and describe several careers related tothe water resource and explain what they wouldneed to do to prepare themselves for at least one ofthe careers.

investigate the working conditions and salarylevel for two different water resource careers.

SCIENCE PROCESS/CONTENT AND DEVELOPMENTAL STAGES

Grade Level Content Processes Learners' Developmental Stages

9-12 6-9 3-6 K-3Observing

SeeingHearingFeelingTastingSmelling

CommunicatingSilentOralWrittenPictorial

Sensory Motor

Preconceptual

Comparing'(includes measuring)

Sensory comparisonsRelative positive comparisonsLinear comparisonsWeight comparisonsCapacity comparisonsQuantity comparisons

Intuitive

Organizing' Concrete

Data gathering OperationalData gatheringSequencingGroupingClassifying

Relating'Using time-space relationshipsFormulating experimental hypothesesControlling and manipulating variablesExperimenting

Inferring' Formal

Synthesizing, analyzing OperationalGeneralizingRecognizing and predicting patterns;stating lawsFormulating explanatory modelsand theorizing

Applying'Using knowledge to solve problemsInventing (technology)

'These processes include the application of appropriate mathematical conceptsand skills in interpreting data and soking problems.

Prepared by the Science Curriculum Framework and Criteria Committee under the direction of theCalifornia State Board of Education, Curriculum Development and Supplemental Materials Commissionand adopted by the California State Board of Education.

1 r)

ENVIRONMENTAL THINKING SKILLS,INSTRUCTIONAL FORMAT CHOICES AND ACADEMIC DISCIPLINES

Environmental educationIn addition to learning about water, young peoplealso need broader environmental problem solvingskills, general science literacy, and awareness ofwater career options. The best way to learn these isthrough action and experience.Because each person's choices and actions affect theenvironment, it is particularly important for youngpeople to learn to think critically about and solveenvironmental problems. The Review Team based itschoice of environmental education goals on the inter-national effort to identify environmental educationneeds3 and on two taxonomies of environmental edu-cation objectives.4, D We also used Gardella's invento-ry forms to help verify the environmental educationgoals we selected.6Environmental education goals adapted for use hereinclude:

ecological foundationsconceptual awareness of environmental issues

and skillsinvestigation skillsevaluation skillsenvironmental action skills

Many skills listed for these areas also describescience literacy skills.'

Instructional format choicesLearning through experience is both vital to criticalenvironmental thinking skills and easier to achieve innonformal education. Furthermore, nonformal edu-cators serve a diverse audience. We reviewed curricu-la for their attention to these needs.Curriculum Developinent For Issues Programminehelped us develop a checklist for the instructionalformats of curricula by offering a philosophical frameof reference. This document stresses experientiallearning and is one of the few available that providesguidance on appropriate strategies for nonformaleducation. We also adapted ideas about practicalstrategies for experiential learning and environmen-tal education from materials by the MinnesotaDepartment of Education9 and Cornell CooperativeExtension.10

The following aspects of the instructional formats areimportant for teaching about water:

applicable to diverse audiences (including gender,socioeconomic class and ethnic group)

clear, accessible education goals and instructions

student materials are varied and available

uses indoor and outdoor/community environments

"types of activities are varied

Other disciplinesAcademic disciplines other than science are relevantto understanding water's importance in our lives.For this reason, we noted whether social studies,math, language arts, and arts activities were presentas we reviewed the curricula. When these disciplinesare addressed, they are noted in the summary chart.

Curriculum review for these topicsWe searched the reviewed materials for environmen-tal education thinking skills. We noted them in thecurriculum summary chart (on page 42) only if anenvironmental education topic or subtopic was pre-sent. We did not evaluate the quality of the activity orwhether it was relevant to a particular audience.Packaging styles, whether activities are designed forindoor or field use, and the disciplines addressed arealso summarized in the chart. However, for a thor-ough assessment, we recommend you review thedatabase (see "Introduction to the Guide.'')

ftIlisi Intergmernmental Conterence on Environmental Education. 1,47I-1"Toward an Action Plan: A Report on the Tbilisi Conference on EnvironmentalEducation A paper developed by the FICE Subcommittee on Ern nonmentalEducation Washington, D.C., L S Government Printing Office. Stock No 017-W.4)-0182s-1

lungertord, I la rold. R. B. Peyton and R. I. Wilke 14tO. "Goals for CurriculumlEevelopment in Unvir(mmental Education."' lournal ot Environmental hiucation,1113E42-47;Roth. Lharles. 1,040 Definition and Clantication ot Environmental Literacy. aworking paper. AS ro Em ironmental Literacy Protect. 1416 Rail' St . Philadelphia.pA, Iuliil.I 187"Clardella. Ronald 1q8b "Environmental Education Curriculum Inventory Forms Aand B Northern Kentucky University, Ilighland I leights, Kentuck. 4107nProtect 20131. American Association for the Advancement ot Science ViS9

"Science tor All Americans, Summary American Association tor theAdvancement of Science, 1333 I I Street, N W Washington. DC 2000;'Cantrell. lov 1491. Curriculum Development For Issues Programming_ USDACooperative Extension. Draft.'Minnesota Department ot Education l'101 Model Learner Outcomes tor

Environmental Education.1°Corneil Cooperative Extension Service. 1959 Water Wise.

ENVIRONMENTAL EDUCATION GOALS FOR YOUTH WATER CURRICULA

As you select or develop activities and curriculum materials for water education, consider these environmen-tal education skills. This list will also help you better understand the curriculum summaries in thesummary chart.

1. Ecological foundations(materials focus on...)

Individuals and populations

Interactions and interdependence

Environmental influences andlimiting factors

Biogeochemical cycling

Community and ecosystemsconcepts

Homeostasis (balance of nature)

Succession

Humans as ecosystemcomponents

Ecological implications of humanactivity

2. Conceptual awareness: issues &values (materials encourage recog-nizing...)

Ecological impact of humanculture on environment

Ecological impact of individualson environment

Ecological and cultural implica-tions of environmental issues

Alternative solutions

Cultural implications ofalternative solutions

Investigation as prerequisite todecision-making

Role of human values and needfor personal valuesclarification in decisionmaking

Need for responsible citizenaction in environmental issueremediation

3. Investigation skills(materials provide opportunities

to...)Shape questions

Formulate hypotheses

Make observations and measurements

natural science settings

social science settings

Perform tests

Analyze results with respect to:

ecological implications

cultural implications

4. Evaluation skills (materialsprovide opportunities to...)

_Identify alternative solutions

Identify values associated withalternative solutions

Evaluate alternative solutions withrespect to cultural andecological implications

Identify and clarify personalvalues and positions as theyrelate to issues and solutions

Change personal values andpositions given newinformation

5. Environmental action skills(materials guide development

of...)Skills to work towards ends

consistent with individualvalues

community problem solving

consumerism

ecomanagment

education

_legal action_persuasion_political action

Decision-making regardingenvironmental actionstrategies

Opportunities to applyenvironmental action skills

Evaluate influence of actionstaken to effect balancebetween quality of life andquality of environment

Environmental education goals for south Watercurricula developed by Elaine Andrew, and Ka.-enPoulin, University of Wisconsin Ct)operatis cExtension, Environmental Resources Center, 1992.

INSTRUCTIONAL FORMAT CHOICES FOR YOUTH WATER CURRICULAAs you select or develop activities and curriculum materials for water education, consider the followinginstructional format choices. They will help you select curriculum materials most appropriate tc your youthgroup. This list will also help you better understand the information in the summary chart.

1.Grade level(s)

2. Applicability to DiverseAudiences (Materials are relevantto diversity with respect to...)

Gender

_languageillustrations

examples

Socioeconomic class

vocabulary

illustrations

examples

Geographic region

national audience

regional audience:

Ethnicity

language:

illustrations

examples

Special learning needs:

3. Instructional materialsInstructor materidsContent:

background information

stated goals & objectives

lesson plan/teacher script

answer keys

resource list

further study suggestions

glossary

Presentation style:

booklet: # pages

computer software

videotape

Quality of printed materials:

clearly organized

_typed

Instructional materialsShAent materialsContent:

activity instructions

worksheets

tests

text

__game materials

Presentation style:

_booklet: # pages__teacher-made photocopies

comic book

_magazine or newspaperother:

Quality of printed materials:

age-appropriate visual layout

clearly organized

4. Instructional environmentIndoor

home

classroom

laboratory

Field

natural site

_community facility/agencyneighborhood

5. Lesson Type(s)

Seaiwork

discussion/debate

worksheet

demonstration observation

reading text

instructor/guest lecture

audio/visual material

letter writing/essays

individual work

team work

computer software

_special equipment needed:(list)

Activities

field observation/measures

laboratory experiment

drama/artwork/models

community project

fairs and festivals

home project/observations

student presentations

individual work

team work

_games/puzzlesspecial equipment needed:

(list)

6. Subject Area(s)

Science

Social Studies

Math

Language Arts

Art

Instructional format choices for youth water curriculadeveloped by Elaine Andrews and Karen Poulin.University of Wisconsin Cooperative Extension,Environmental Resources Center, 1992.

CURRICULUM REVIEW: CHOICE AND PROCESS

There is a tremendous volume of material supportingyouth water education. The first step was to developa process for choosing those we would review.11A curriculum was included if it:

addressed one or more of our general or specific goals

presented a planned education experience

improved representation of: regional waterconcerns, varied water topics or environmental

education goals.

There were some materials which repeated much ofanother curriculum. We did not review these, butthey are listed among supporting materials.In reviewing these materials, we looked for whetherthe water topics, environmental education goals, andpreferred formats were present. We did not reviewparticular activities for their quality. The Youth WaterCurriculum Summary is intended to show overallstrengths and gaps in the body of available curricula.

The summary will also help instructors find curriculato meet their particular needs. One curriculum mayhave an outstanding selection of water science activi-ties, for example, but little relating to water careers. Aleader or instructor searching for water career activi-ties would need to search further.Another curriculum's activities may cover a broadoverview of water topics but involves few environ-mental education skills. That curriculum may be finefor a science classroom, but may not be suitable for aschool enrichment program.

Sources of curricula chosen for reviewThe curricula we selected to review are listed alpha-betically by title in the curriculum summary chart.They are also listed separately in two categories:state/regional materials (including state Coop-erative Extension materials), and nationalmaterials. Unique materials which were notreviewed are listed separately.State and regional curricula come from 29 states.They include materials developed by CooperativeExtension 4-H programs, state agencies, and regional

tiFor details on the selection process and inclusion criteria see: Andrews, E.1992. Assess nig National Water Quality Education Needs for the Nonfornial Youth

Audience, USDA, Cooperative Extension.

agencies or groups. All regions are represented by atleast one state. Many state-based curricula have aregional scope. They may adequately serve a nearbystate which is not represented here or does not haveits own materials.National materials were prepared by national organi-zations or businesses or were designed to be usedanywhere in the country. Such groups as AmericanWater Works Association, Water EnvironmentFederation, National Wildlife Federation, ProjectWild, and the LaMotte Company, were among thoseproducing these materials.Unique programs, or program support materialswhich did not meet curriculum review criteria, werenot reviewed in detail. Promising materials are listedas an additional reference. They may help provide aneeded support piece, or form the basis for an inno-vative water education program.

7

HOW TO USE CURRICULA TO CREATE A YOUTH WATER EDUCATION PROGRAM

Members of the National Review Team have a num-ber of suggestions for professionals who create youthwater education programs or experiences. The sug-gestions are based on the members considerableexperience in the area and not on a separate study ofwhat makes nonformal water education effective.

A successful water education program should:publicize available materials to appropriate educators

train the educators

package a selection of materials to meet local needs

meet environmental education goals with creativeprogramming strategies

empower youth through communicating thatimprovement is possible

create opportunities to learn environmentalstewardship, not just human stewardship

Publicity and trainingIn general water curricula are available but not wellknown. Most water topics are addressed in at leastone curriculum, but you might have to spend consid-erable time searching for activities on each particulartopic or skill. Instructors need help in identifyingyhat water topics to emphasize and how to find suit-able materials.Instructors, be they volunteer leaders, 4-H agents orteachers, need tin-ie to learn about the materials. Mostmaterials require some understanding of water sci-ence. Instructors also must be willing to read a lot ofmaterial before they choose a specific activity.

Home and community settings are excellent sites forstudying water and many activities can be carriedout there. Unfortunately, it is not easy for a home orcommunity leader to adapt curricula for this use.

"Ibu will get the best results if leaders have training.It should focus not only on content, but also on theprocess of leadership and instruction.

Packaging materialsAn ideal water education package might be based onone well-rounded curriculum, but complemented bYseveral support pieces. The basic curriculum shouldoffer a variety of activities, topics and levels.

Complementary pieces could include two types ofresources:

1) materials specific to a regional water resource; and2) drinking water quality materials (which are gener-ally missing from most water education packages)

To introduce water careers, risk assessment or otherconcerns, vou may have to develop supplementarymaterials locally.

As you choose materials, be sensitive to gender equi-ty. Keep the socioeconomic and ethnic characteristicsof your audience in mind. And consider any speciallearning needs.

Meeting environmental education goalsWhile school materials provide opportunities to learnecological principles and practice investigation skills,the available curricula do not show young peoplehow to apply what they have learned to their person-al life decisions. You will need to find ways to bridgethis gap.Many curricula suggest home or school environmen-tal actions, but few help young people take thoseactions.Most curricula do not help young people ask theirown questions about the impact on the environmentof what they do at home or in the community. Forexample, a youth should be encouraged to ask andinvestigate questions about their own life such as:"Does being on a soccer team have anything to dowith water quantity or quality?" or "Does playingwith squirt guns have anything to do with waterquantity or quality?"It will take creative programming to address theseand other needs for experiential education.

Empowerment and stewardshipAs you design your water education experience, theNational Review Team recommends that you thinkabout two philosophical perspectives. First, the expe-rience should encourage a sense of hope and empow-erment to affect the future of our water quality.Second, it should encourage youth to understandthat water is fundamental to the total living commu-nity, not just the human community.

t--..........----- .----........,"-........."'s ."`,..-...,"

One way to develop a sense of empowerment is tohelp young people appreciate their place in the his-torical context. They can visualize how their commu-nity has managed water quality in the past, whatchanges have already been made to improve futuremanagement, and what other changes may still benecessary to protect water quality. This should helpthem understand how human actions can improveenvironmental quality, not just cause damage.

The holistic perspective, which includes questionsabout implications for plants, animals and theirecosystems, can be enhanced by ensuring that youthgo beyond the question of "what does this mean tome?" When they are done, they should be curiousenough to ask "What does this mean to the future ofour society and the earth?"

Choosing curricula for the nonformal settingThe nonformal or out-of-school setting offers excel-lent opportunities for young people to learn aboutwater through real experience and action projects.There are many such nonformal settings: after schoolclubs, summer camp, nature center visits, churchyouth groups, and organized youth programs likeBoy and Girl Scouts and 4-H.T...;itrortunately, with few exceptions, most water cur-ricula and support materials are not designed fornonformal settings. Some can be used with minimalpreparation and modification. A few may be goodmodels: they take the youth group through most ofthe nine water topics listed in this guide in a wayappropriate to the nonformal setting.

QUESTIONS TO ASK ABOUT CURRICULA FOR THE NONFORMAL SETTING

Does the format:

provide instructions in a brief form?

allow easy separation of instructions from the activity?

provide appropriate packaging to ensure that instruc-tion materials are portable and long wearing?

Are concepts taught through a hands-on activity?

Does the activity provide a "hook" or appeal to a "teach-

able moment"?

Does the activity relate to the "world" of the youth who will

do the activity?

Is it appropriate to the interests, age, sophistication,gender, culture, socioeconomic status, and learningneeds of the youth?

Can activities be provided independent of each other, i.e.

can they stand alone?

Is the time requirement for the activity appropriate to the

attention span of the age group and the time available in

the nonformal setting?

Does the activity produce a product or result that enablesthe youth to communicate the concept that is learned?

Is the activity fun? Is there a reward for the learner, tangi-

ble or intangible?

Does the activity have a good probability of changing orinfluencing behavior?

Are materials easily available to most people?

Are special required resources packaged with thematerials?

Do the materials assume ownership of special equip-ment such as a video cassette recorder, tape recorder,

or computer?

Are the instructional methods easy to understand, orga-nize, and carry out?

Con they be conducted without any special training orknowledge on the part of the leader?

Is the language used to describe the activity "user friendly,"without educational jargon?

Does the activity actually work?

Is the purpose for any support items, such as charts,

graphs, or illustrations, self explanatory and clearly relatedto the activity?

Is the activity appropriate to the setting where the activity

will be used? The best use of a computer based learningprogram would be in a setting with low distractions and theopportunity to spend time with the materials.

To help you decide whether a particular curriculumcan be used in the nonformal setting, refer to thequestions listed here. These questions were suggest-ed by practitioners of nonformal education whoreviewed and discussed the curricula we selected.They have not been formally evaluated.

Suggested curricula for nonformal educationTo help you narrow your search for curriculum mate-rials to adapt to the nonformal setting, we offer a fewexamples. The list is not exclusive and we have nottested the materials. See the curriculum summarychart for details about what topics each curriculumincludes.

Easily adaptedAquatic Wild

Be Water Wise

Connections to the Sea

Local Watershed Problem Studies

Our Great Lakes Connection

The Story of Drinking WaterWater Resources Education. Critical Issue: Water. YouCan Make a Difference!

Water Riches, Indiana version

Water Magic

Water Wizards

Adaptable with some effort4-H Sportfishing Aquatic Resources Education Program

Groundwater: A Vital Resource

The Groundwater Adventure

Instructor's Guide to Water Education Activities

Stop, Look, and Learn

Surface Water

Teaching Aquifer Protection

Water Wise

Water Worlds

Unique resourcesNebraska Groundwater Foundation: GroundwaterFestival and Children's Groundwater Festival Outreachpacket

These provide an easily transferred model of a regionalor statewide nonformal education program:

Ranger Rick's Nature Scope, "Wading Into Wetlands"and "Diving Into Oceans"Some of these activities are ideal for self learning. Othersprovide an excellent basis for designing a nature centeror summer camp experience.

Unique programs or programsupport materials not reviewedThese materials were either designed for the nonfor-mal setting or could be adapted with minimal effort.We provide information on how to get these materi-als starting on page 34.

The Changing Chesapeake

Fishing for Fun and Learning

Fishing . . Get in the Habitat

Friends - Special Water Edition, A Magazine forYoung Readers From Georgia 4-H Clubs

My Wetland Coloring Book

Project Earthcare

Responsible Angling. The Oregon AnglerEducation Manual

Ranger Rick's Nature Scope. Pollution:Problems and Solutions

Water Can Be Fun! How to Create aSuccessful Science Fair

Water Fun For You

A GUIDE TO REVIEWED CURRICULA

This section is a brief annotated bibliography of eachcurriculum reviewed for the project. We looked onlyfor the presence or absence of specific water topics,environmental goals, or instructional format options.However, the process gave us an overview of each setof materials. We include a few comments about eachcurriculum to help you make your choices.

To find a curriculum about any particular topic orskill:

1. Scan the Youth Water Curriculum Summary, foundat the end of this book, under the appropriate subjectcategory.

2. Check related information such as age range orregional ecosystem addressed to eliminate inappro-priate ones.

3. Reviein he annotated entry listed here. Curriculaare listed alphabetically

For further details about subtopics, environmentalgoals, etc., access the computer database. Use the cur-riculum's unique identification number (001, forexample).

RETRIEVING YOUTH WATER CURRICULUM INFORMATION ELECTRONICALLY

Requesting an "Almanac guide

Detailed summaries of individual youthwater curriculum and related documentsare distributed via electronic mail from acomputer at Purdue University that usesa document-distribution software pack-age called "Almanac." To get a user'sguide to Almanac, send an electronicmail message to this Internet address:

[email protected]

Put the following request in your mes-sage:

send guide

Requesting an electronk catalog

To get a catalog of the current youthwater curriculum summaries, send anelectronic mail message to this Internetaddress:

[email protected]

Put the following in your message:send youth-water-curriculum catalog

You'll receive the catalog as an electronicmail message soen afterwards. You mayrequest any or all catalog items via elec-tronic mail. Be sure to type your requestsexactly as you see them here.

Requesting one or more summaries

To get a summary listed in the catalo,send an electronic mail message to thisInternet address:

[email protected]

Put your request in the message. Forexample, to request summary number 5,enter:

send youth-water-curriculum summanj5

You may also abbreviate "youth watercurriculum" to "ywc," and "summary"to "sum." For example:

send ywc sum5

Do not leave a space between "summary"or "sum" and the number you arerequesting.To request several summaries, put eachrequest on a separate line in your mes-sage:

send ywc sum6

send ywc sum45

If you send several requests in one mes-sage, the requested files will arrive in onemessage. If you want to receive eachrequest in a separate message, turn onthe "separate option." For example:

set separate on

send ywc sum6

send ywc sum45

You'll receive three electronic mail mes-sages. The first will confirm your "sepa-rate option" request, while the remainingmessages will each contain one of yourrequested summaries.

What is the Intarnet?

The Internet is a rapidly growing, inter-national computer network. Many insti-tutions, both for-profit and non-profit,now offer services and products to theirclients via the Internet.To access the youth water curriculumsummaries via the Internet, you need anelectronic mail account on a computerattached to the Internet. All U.S. landgrant universities provide computingfacilities with electronic mail systemswhich can interact with Internet.Commercial services such as Compu-Serve and MCIMail also support Internetelectronic mail. Ask your computer cen-ter's staff for local instructions on how tosend and receive Internet electronic mail.

If you don't have access to the Internet,contact your local county Extensionyouth development agent or stateExtension youth development specialistin youth science and ask their assistancein retrieving the youth water curriculumcatalog or summaries that you want.

REVIEWED CURRICULA SUMMARIES

001

THE ADVENTURES OF WALLY, THE

WATER MOLECULE

1991

Cost:

Chern Kids25658 Ericson Dr.Moreno Valley, CA 92553

A resource to aid teaching aboutthe chemistry of water. Materialsare designed to provide activelearning opportunities for gradesK - 3. An accompanying videoassists instructors in learning touse active learning strategies.Some concepts and vocabularycontained in the learning activitiesmay be too abstract for youngchildren (e.g, volume, mass anddensity).

002

ALWAYS A RIVER: SUPPLEMENTAL

ENVIRONMENTAL ED CURRICULUM ON

THE OHIO RIVER & WATER

No copyright, publication avail-able as of 1991Cost: free

EPA Office of Research andDevelopmentCenter for EnvironmentalLearningCincinnati, OH

This curriculum includes four pri-mary objectives: to demonstratethat the Ohio River is part of atotal ecosystem; to introduce thescience of water and its impor-tance to living things; to explorehuman use and environmentalimpacts of human activity; and toexamine the influence of the riveron historical and modern culture.The "Careers on the River" activi-ty is uniqueauthors suggestholding a "career day." Includesappendices on making aquaria,guidelines for interviewing peo-ple, field ethics.

003

AQUATIC WILD

1992 (updated yearly)

Cost: free, available only to thoseattending a workshop

Project WildP.O. Box 18060Boulder, CO 80308-8060(303) 444-2390

This curriculum is a supplementto Project WILD, an inter-disci-plinary, supplementary environ-mental and conservation educa-tion program emphasizingwildlife. Activities in this guideemphasize water habitats thatsupport wildlife. Research datalinks use of Aquatic Wild activi-ties with learning outcome.Instructors must complete a train-ing program in order to receivematerials.Each activity is summarizedaccording to student age, subjects,skills, duration, group size, set-ting, conceptual framework refer-ence, and key vocabulary.Materials include suggestions foraquatic extensions of existingProject Wild instructional activi-ties. Exceptional appendix materi-als, including:- metric conversion chartuse of outdoors as a classroomfield ethicsdifference between observation

and inferencemaximizing use of local

resources- interviewing guidelines- guidelines for using guidedimagery

using simulations forinstructional purposeskeeping aquaria

- activities cross referenced bvgrade, subject, skills SE topic,activity length, indoor and out-door activities

0 iTh4

004

BE WATER WISE1983

Cost: Instructor's Guide, $3.00;activity Guide, $1.25 (pricesinclude shipping)

Virginia Water ResourcesResearch Center617 N. Main St., VA TechBlacksburg, VA 24060-3397(703)231-5624

The goals of this curriculumresource are to help users under-stand that water plays a criticalrole in our daily lives; help usersunderstand why water should beused wisely; and make users moreconscientious in responding to theneed to conserve water. Materialsinclude a student activity book forages 12 and above in addition tothe instructor's guide. Theresource was designed for flexibil-ity in use either as a school sup-plement or as a resource for othergroups interested in water conser-vation.

005

CARING FOR OUR LAKES: ACURRICULUM ON THE YAHARA

WATERSHED

1990

Cost: $10.00 (includes shipping)

University ofWisconsinMadisonWater Resources Mgmt.Institute for EnvironmentalStudies550 N. Park St., 64 Science HallMadison, WI 53706(608) 263-3064

A local curriculum that bothdemonstrates how a curriculumcan be designed to further educa-tional goals about a local waterresource and includes aspects thatare applicable to any communitywhich includes small lakes in itswatershed. Goals for students to

achieve include: understandinglakes as part of a larger ecosys-tem; ability to identify problemsand issues concerning the Yaharalakes; familiarity with geographyof the watershed; and recognitionof human activities related to lakeproblems.

053

CAPTAIN HYDRO

1992

Cost: Student Handbook$0.50, 1-150,$0.43, 151-1500

Teachers Guide$2.00, 1-150,$1.75, 151-1500(shipping is extra)

East Bay Municipal UtilityDistrictPO Box 24055Oakland, CA 94623(510)287-0138

Captain Hydro is designed for themiddle school student and coversthe water cyclenatural andbuilt; the uses of water and waterconservation and management.The Further Adventures of CaotainHydro, for grades 8 to 10, concen-trates On world history and geog-raphy. Each topic in both materi-als is accompanied by a classactivity. Materials are designed tobe used in the classroom environ-ment, but the authors recognizethe benefit of experiences outsideof the classroom and provide avariety of suggestions to makethat possible. Field experiencesare provided as "homework."Two simulation exercises inCaptain Hydro help develop com-munity problem solving skills,often missing in water curricu-lum. Water careers are addressedby recommending class speakersfrom specific professions. Veryattractive publications.

006

CHILDREN'S FESTIVAL

OUTREACH PACKET

1992

Cost: $20.00 (includes shippingexcept for Nebraska residents)

Nebraska GroundwaterFoundationP.O. Box 22558Lincoln, NE 68542-2558(402)434-2740

Designed to prepare a school classfor the Children's GroundwaterFestival. Activities were adaptedfrom other curricula and put intoa framework suitable forNebraska water education needs.Includes activities which empha-size the impact that water hydrol-ogy and water in a natural settinghas on people. On their own,these materials do not provide fora broad understanding of ground-water. Supplementary activitieswill be necessary. Packet includes:"groundwater basics," an instruc-tional packet and 2 video supple-ments which provide additionalactivities. Source of video tapes isnot specified in packet. Viewingvideo tapes is not an essential pre-cursor to the supplemental activi-ties.

064

CONNECTIONS TO THE SEA,

A 4-H GUIDE TO MARINE EDUCATION

1990

Cost: $2.00

University of MaineCooperative ExtensionRoom 1055741 Libby HallOrono, ME 04469-5741(207)581-3877 or 800-287-0274

Materials focus on ocean ecology,hydrology, and pollution sourcesthrough student field investiga-tions. Unique activities covermapping and map reading, andenvironmental sensitivity. Anextensive "related activities" sec-

9t.)

tion includes activities for thevisual arts, sea food, impact of theocean on people's lives, environ-mental issues, and plant collec-tions. A brief field guide to MaineAtlantic organisms is provided inthe booklet. Materials do not spec-ify an age, but appear to bedesigned for middle schoolthrough high school youth.

007

DECISION-MAKING:THE CHESAPEAKE BAY

1985


Maryland Sea Grant CollegeUniv. of Maryland1222 H.J. Patterson HallCollege Park, MD 20742

The major goal of this curriculumis for students to identify and ana-lyze conflicting interests, issues,and public policies concerning theChesapeake Bay, and to determinetheir effects on the people andtheir environment. Minimum les-son time is 15 sessions, though 5components (introduction, video-tape, simulation, reference sourceand application) can be used inde-pendently or incorporated intoexisting instructional units.Instructor training is required(just as with Project Wild).

008

DISCOVER WETLANDS

1988

Cost: $10.00 (includes shipping)Washington State Dept. ofEcologyWetlands SectionMail Stop PV-11Olympia, WA 98504(206)459-6000

These materials were developedto enhance the ability of theWashington State Department ofEcology in preserving and manag-ing wetlands in Washington.Activities address the definition of

a wetland, wetland field studies,the functions of a wetland, andhuman impacts of wetlands. Thematerials were designed to betaught either as a unit or integrat-ed into existing curriculum.Materials are activity based andapplicable to other regions of thecountry. An interesting aspect ofthis material is that it focus on theidea that both action and inactionaffect the outcome of environmen-tal issues.

065

FLORIDA 4-H MARINE SCIENCE

PROGRAM

1990

Cost: Copies no longer available,duplication permitted. Please mailrequests to:

C.R. MillerRolfs HallUniversity of FloridaGainesville, FL 32611

Objectives of the curriculum are toteach youth how to use simplefield gear and to encourageunderstanding of relationshipsbetween ecosystem factors.Materials include: a leader'sguide, a member's guide, a pro-ject guide, and a project recordbook. Leader and member guidesprovide guidance for conductingand evaluating field guides to sixecosystems. The member's guideprovides background material onorganisms found in ocean ecosys-tems. The project guide andrecord book complement the cur-riculum and are meant to be usedwhile visiting an oceanarium. Noage is specified for the materials,but seem designed for sixth gradeand older. Activities are depen-dent on leader direction.

009

GEE-WOW! ADVENTURES INWATER EDUCATION

"IT'S FOUND UNDERGROUND"

1991

Cost: booklet, $10.00 + $3.00 ship-ping; videotape, $39.95 + $4.00shipping

Ecology Center417 Detroit St.Ann Arbor, MI 48104(313) 761-3186

This curriculum was developed aspart of the GroundwaterEducation in Michigan Program(GEM). The curriculum goal is toenable teaching of concepts relat-ed to water, groundwater, andpollution prevention. It includes28 activities and a video. Lessonscan be taught as a unit or usedseparately to supplement otherclassroom activities. Includes anindex cross referenced by title,grade, subject area and activitytype.

010

THE GREAT LAKES IN MY WORLDPublication date not available


Lake Michigan Federation59 E. Van Buren, Suite 2215Chicago, IL 60605

Activities are designed to increaseawareness and appreciation forthe Great Lakes by includingthem in regular curriculum unitsfor all disciplines. Activities covercultural issues, current manage-ment concerns, and natural pro-cesses. Manual includes an indexlisting appropriate grade and sub-ject area in which to include GreatLakes material.

011

THE GROUNDWATER ADVENTURE

1989

Cost: student workbook, $1.25;teacher's guide, $9.00; shippingfor set $3.75

Water Environment Federation(formerly WPCF)Public Education Dept.601 Wythe St.Alexandria, VA 22314-1994(703) 684-2400

This curriculum is part of theWater Environment Federation'spackage designed to educate thepublic about important waterquality issues. Topic materials areprovided in a "building block"approach to allow flexibility in fit-ting the materials into an existingschool curriculum. Each setincludes a video and studentactivity guide. Activities in thisset address how to clean upgroundwater contamination inmore detail than other curricula.

012

GROUNDWATER: A VITAL RESOURCE

1986Cost: free

Tennessee Valley AuthorityOffice of Natural Resourcesand Economic DevelopmentEnvironmental/EnergyEducation ProgramKnoxville, TN 37902Chattanooga Publications,Carol Davis (615)751-7338

A series of 23 activities on fourtopics: the water cycle, water dis-tribution in soils, water quality,and community impacts. Eachtopic includes activities for arange of ages. Strongtechnical/science orientation.Limited integration with daily lifeof the youth.

013

GROUNDWATER EDUCATION

PROGRAM, PARTS 1,2 & 31984

Cost: free

East Michigan EnvironmentalAction Council21220 W. Fourteen Mile Rd.Birmingham, MI' 48010(615)632-2101

The purpose of developing thesematerials was to enhance ground-water quality through implemen-tation of action-oriented ground-water programs at the local level.This is a curriculum designed foruse as an in-school science unit,but was developed with the helpof a 4-H extension specialist.Contents of this kit are compre-hensive, including for each of the3 parts: a teacher's guide, bookletwith information and suggestedactivities, Arlegan County 4-HResources catalog, equipmentneeded for classroom activities, aswell as additional resourcesincluding other curricula, factsheets and informational tests.Materials need to be adapted foryounger end of suggested graderange.

014

GROUNDWATER PROTECTION

CURRICULUM GUIDE

"GROUNDWATER THE HIDDEN

RESOURCE" VIDEOTAPE

1989Cost: free

Missouri Dept. of NaturalResources Office of PublicInformationP.O. Box 176Jefferson City, MO 65102(314) 751-3131

Information, video, and activityideas designed to familiarize stu-dents with the source of theirdrinking water, the managementof waste water, how groundwaterbecomes polluted, and how

groundwater pollution can be pre-vented. Information materialsprovide in-depth backgroundabout Missouri hydrogeology.

015

GROUNDWATER RESOURCES AND

EDUCATIONAL ACTIVITIES FOR

TEACHING (GREAT)1989

Cost: notebook, $8.00 or free withinservice; posters, 1 set free or$7/set for multiple copies;groundwater models,1 box/$15.00 or 1 model free withinservice

Conservation Education CenterRR. 1, Box 53Guthrie Center, IA 50115

Materials are arranged in 6 unitswith the first unit covering thebasics of groundwater and hydro-geology in Iowa. The other fiveunits cover Iowa's groundwaterissues in priority order as agreedupon by Iowa groundwater inter-est groups. The five priorities are:fertilizers and pesticides, aban-doned waste sites and landfills,leaking underground storagetanks and hazardous materialsmanagement, point sourcegroundwater pollution, and land-applied wastes and sewage treat-ment. Curriculum should beaccompanied by a set of 6 ground-water posters and a 1-foot plexi-glass groundwater model. Thesecost extra.

016

DNR GROUNDWATER STUDY GUIDE

1991

Cost: $10.50Wisconsin Agency DocumentSalesBox 7840202 S Thornton AveMadison, WI 53707(608)266-3358

Resource packet and activityideas. Activities focus on: thewater cycle and hydrogeology,groundwater contamination,water and waste water treatment,water conservation, and ground-water use rights. Written rnateri-als may be challenging foryounger end of suggested gradesuitability range.

017

A HIDDEN TREASURE. INSTRUCTIONAL

MATERIALS FOR GROUNDWATER

RESOURCE PROTECTION

1992

Cost: free until initial run isexhausted; future price to bedetermined

National VocationalAgriculture Teachers Assoc.National FFA FoundationP.O. Box 45205Madison, WI 53744(608)829-3105

Designed as a supplement for theschool curriculum, these materialsfocus on the relationship betweenagriculture and groundwater.Includes unique sections on "BestManagement Practices," ground-water protection in urban settings,managing underground storagetanks and water testing. Has stu-dents design management planfor proper lawn care. Covers bothrural and urban issues.

018

INSTRUCTOR'S ( tIDE TO WATER

EDUCATION ACTIVITIES

1986

Cost: 1 copy free

Commonwealth ofPennsylvania Dept. ofEnvironmental ResourcesWater Conservation/TechnicalAssistance ProgramP.O.Box 8761Harrisburg, PA 19105-8761(717)541-7800

Intended as a general water cur-riculum. Materials and activitiesintegrate water science conceptswith water use applications andimpacts.

019

INVESTIGATING STREAMS AND RIVERS

1992

Cost: $7.50 + $1.50 shipping

Global Rivers EducationNetwork216 S. State St.,#4Ann Arbor, MI 48104(313)761-8142

Recommended for use with "FieldManual for Water QualityMonitoring" by Mark K. Mitchelland Wm. B. Stapp. However, onlyactivities 4 and 5 require use ofmanual. Unique in that activitiesprovide a mechanism for learningsome fundamentals of politicalaction (eg, making contacts, groupconcerns about problem/issue ofprocess, interview and phoneskills, developing action plans.)Excellent guidance in developing,implementing and evaluatingaction plan. Activities would becomplemented by participation inGREEN-sponsored computer con-ferences. Materials contain sug-gestions for using computer net-work to enhance studentunderstanding. Manual includesuser evaluation/feedback form.

066

KIDS NETWORK - WHAT'S IN OURWATER?

1992

Cost: kit for 30 students, $375.00;tuition and telecommunications,$97.50

National Geographic SocietyEducational ServicesPO Box 98018Washington, D.C. 20090-8018(202)857-7759 for information,(800)368-2728 for ordering

Curriculum package includesTeacher's Guide, Kid's Handbook,Software Manual, and software forApple IIGS. Computer andmodem are required. NationalGeographic Kids Network is atelecommunications based sciencecurriculum. The water unitemphasizes watershed studies. Itis recommended for students ingrades 4-6, but would also inter-est older students. Some unitsrequire relatively sophisticatedskills which would seem moreappropriate for seventh grade andup. Unit support materialsinclude access to Hot Line staffand a "unit scientist," a profession-al who communicates to the classvia electronic mail. Planned ses-sions require a minimum 15 hoursof class time during a six-weekscheduled communications calen-dar.

An unusual perspective of thiscurriculum is the idea that geo-graphical and cultural qualitiescan influence water use. Extensionactivities provide opportunitiesfor community studies and enablehigh quality experiential learningactivities on many of the watertopics emphasized in the class-room activities. This is also one offew curriculum to provide back-ground for student understandingof risk decisions by providing anactivity which evaluates the textand concentration of pollutants.

9

020

LiVING IN WATER: AN AQUATICSCIENCE CURRICULUM

1987


National Aquarium inBaltimoreDept. of Education andInterpretationPier 3, 501 E. Pratt St.Baltimore, MD 21202

Activities focus on a scientificstudy of water, aquatic environ-ments and the plants and animalsthat live in water. The curriculumcovers both marine and freshwa-ter habitats. The emphasis of thematerials is on process rather thancontent. Unique aspects of thiscurricula include answer keys thatare provided in language studentswould be likely to use, and activi-ties which teach students aboutdescribing something they can'tsee by measuring it and correlat-ing their data. Many appendixmaterials are provided to facilitateease of teacher preparation/pre-sentation (over 100 pages).

021

LOCAL WATERSHED PROBLEM STUDIES -

ELEMENTARY SCHOOL CURRICULUM

1982 ?

Cost: $7.75 (includes shipping)University of WisconsinWater Resources Center1975 Willow Dr.Madison, WI 53707(608)262-3577

A collection of lessons written byteachers with a variety of back-grounds. Lessons vary in degreeof detail. Focus is on interfacebetween land use and water pol-lution. Includes instructions onhow to build water testing equip-ment. Provides many stories andfolklore examples to enhance stu-dent enjoyment of a particulartopic and to support language artseducation goals. Offers teaching

suggestions for use with bothlower and upper elementary agestudents. The appendix includessuggestions for citizen and gov-ernment action in controlling non-point source pollution in urbanareas and rural areas, and a dis-cussion on role of values in envi-ronmental education.

022

LOCAL WATERSHED PROBLEM STUDIES -

MIDDLE AND HIGH SCHOOL1982 ?


University of WisconsinWater Resources Center1975 Willow Dr.Madison, WI 53707(608)262-3577

A collection of lessons written byteachers with a variety of back-grounds. Lessons vary in degreeof detail. Focus is on interfacebetween land use and water quali-ty. Contains unique attitude sur-vey form. Though developed forWisconsin, simulation activitiescould be adapted for other locales.Lessons typically take from sever-al days to several weeks of classmeetings. Some units are notdirectly related to water issues.

023

Los MARINEROS

Publication date not available.Cost: $15.00 (includes shipping)

National Oceanic andAtmospheric AdministrationUnder Secretary for Oceansand Atmosphere, Rm. 512814th & ConstitutionWashington, D.C. 20230(202)482-3436Publication information(805)966-7107

While providing basic educationabout marine science, activitiesfocus on the local resource, theSanta Barbara Channel. Units

include physical characteristics ofthe channel, flora and fauna of thechannel, human history of thechannel, and marine policy.Materials were developed for aprogram predominantly reachinglow-income minority studentswho have limited access to specialprograms. Activities are designedto increase self-esteem andincrease career awareness.Materials include an interesting"invitation" activity that ei tcour-ages development of group identi-ty and arouses student excite-ment. Activities provide a goodinterface between school and non-formal settings. Appendicesinclude suggestions for marinecareers, marine educationalresources, teaching shelteredEnglish, and starting a marineeducation program. Materialsinclude extensive material onmarine flora and fauna.

067

MY WORLD, MY WATER AND ME! ATEACHERS GUIDE TO WATER

POLLUTION CONTROLPublication date not available

Cost: free

Association of EnvironmentalAuthority2333 Whitehorse-MercervilleRd,#4Mercerville , NJ 08619

Curriculum emphasizes howwater gets polluted and theimpacts of pollutants on livingthings. It uses the arts extensivelyto convey human uses andimpacts. Activity directions donot always make the connectionbetween the specific activity andthe overall objective of the cur-riculum. However, backgroundinformation is supplied to enablethe teacher to make the connec-tions. Extension activities some-times have a significant role indeveloping understanding for aparticular concept. Materials use aunique strategy to tie all the activ-

C)1.-14".,

ity concepts together. Studentswrite a story, in sections, as theunit proceeds. The teacher orleader provides the story outline,a trip through the waste watersystem by students shrunk to oneone-thousandth of their size. Thestudents provide details andadventures for each step.Materials do not indicate whichactivities relate to which part ofthe story. Teachers will need toselect activities most relevant tothe aspects of the water pollutionstory they wish to emphasize.

024

NATURESCOPE: DIVING INTO OCEANS1989

Cost: $7.95 + $2.95 for shipping

National Wildlife Federation1400 16th Street NWWashington, DC 20036-2266

Instruction in these materials isprovided in a unique layout that,in several cases, could be usedindependently by the student.Activity descriptions are clearlyexplained and illustrated. Topicsinclude the physical ocean, life inthe ocean, life along the coastline,and human impacts. Each topicincludes an activity for primary,intermediate, and advanced ageranges. Activities are not depen-dent on each other. Materialsinclude some beautiful drawingsof sea life. Excellent supplemen-tary resource list.

025

NATURESCOPE: WADING INTO

WETLANDS1989

Cost: $7.95 + $2.95 for shipping

National Wildlife Federation1400 16th Street NWWashington, DC 20036-2266

Instruction in these materials isprovided in a unique layout that,in several cases, could be usedindependently by the student.

Activity explanations are clearlyexplained and illustrated. Topicsinclude: what makes a wetland,saltwater wetlands, freshwaterwetlands, wetlands and people.Each topic includes an activity forprimary, intermediate, andadvanced age ranges. Activitiesare not dependent on each other.Excellent supplementary resourcelist.

026

NORTH DAKOTA STATE UNIVERSITY

EXTENSION SERVICE WATER

ACTIVITIES PACKET1988

Cost: $ .10 per fact sheet

ND State Univ. ExtensionServiceFargo, ND 58105(701)237-8118

Youth activities are provided in afact sheet format which providesbackground information andrelated activities on single watertopics. Instructor materials pro-vide more information about thetopic and further studies ideas.Activities are provided as illustra-tions or examples of discussiontopics.

027

OUR GREAT LAKES CONNECTION1985

Cost: 1 copy free

UW Extension EnvironmentalResources Center1450 Linden Dr.UW-MadisonMadison, WI 53706(608) 262-0020

These materials were designed toenable the teacher to integrateactivities about the Great Lakesinto a regular classroom program.Ideas for the activities were pro-vided by teachers and Great Lakesspecialists. Materials emphasizeuse and development of a variety

of learning skills. Activities focuson the historical/cultural role ofGreat Lakes in people's lives.History, geography and eco-nomics form the basis of the con-tent, but materials include someemphasis on pollution impar:tsand lake effects on weathe: andclimate.

028

OUR GROUNDWATER1992 (draft form)

Cost: check on availability

University of VermontExtension Service(802)656-3258

One of 3 packets designed as asupplement to the classroom. Theothers are "Our Surface Water"and "The Water Around Us".Uses demonstrations to conveyfour main ideas about groundwa-ter.

029

OUR SURFACE WATER1992 (draft form)

Cost: check on availability

University of VermontExtension Service(802)656-3258

One of 3 packets designed as asupplement to the classroom. Theothers are "Our Groundwater"and "The Water Around Us".Provides directions for a pondand a stream field trip andinstructions on how to conduct awater quality survey.

3

030

PROJECT WATER WORKS1990

Cost: $25.00

American Water WorksAssociation6666 W. Quincy Ave.Denver, CO 80235(303) 794-7711

Materials require a classroom set-ting and computer. Extensivepreparation by instructorrequired. Emphasis on water sci-ence and water management.Water management section ofsoftware emphasizes importanceof values in decision-making, yetidentifies "right and wrong"answers to simulated water man-agement scenarios.

031

A SENSE OF WATER1984

Cost: $10.00 + $4.00 shipping

Southern Arizona WaterResources AssociationTuscon, AZ

Materials provide a set of shortactivities which can be integratedinto a variety of disciplines andgrade levels. Activities are orga-nized according to sections,including: dependency of life onwater, the science of water including water ecology, climate, waterdistribution and use, pollutionpotential of water, and the role ofwater in culture. Each lesson isindexed by chapter reference,grade, subject, length of activity,concept, key vocabulary and credits. Includes suggestions for eval-uation, subject and topic index. Aunique perspective includes activities which address the conceptthat water of varying degrees ofcontamination may have usesother than drinking.

032SENSING THE SEA

(K-1) & (2-3) (2 BOOKLETS)

1978

Cost: $2.00 per copy

Marine Education CenterVA Institute of Marine ScienceGloucester Point, VA 23062

Activities center around set-upand care of saltwater aquarium.Focuses on process skills of inves-tigation (especially observationand hypothesis).Unique aspects include use of theskill of questioning (unusual),mostly through teacher exampleand the use of divergent questionsfor which student proposes possi-ble solutions rather than decided-ly "correct" answers. Book 2teaches difference between obser-vation and inference.

0334-H SPORTFISHING AQUATIC

RESOURCES EDUCATION PROGRAM

(SAREP)

1992 ?

Cost: member manual for eachtopic, $2.50; fishing brochure,$1.00; leaders manual, $40.00.Leaders manual is provided freeat training sessions. Manual cur-rently in revision.

Cornell CESCornell University MediaServicesIthaca, NY(607)255-2814

These activities are designed tohelp "hook" kids with a broadermessage about aquatic resourcesand the need to respect and con-serve them. They were intendedto be used as the basis for 4-Hclub meetings and activities.Activities published individuallyin 20 separate booklets includealmost everything about fishingfrom "how to fish" in a variety ofsettings to "minimizing yourintake of fish contaminants." Note

explicit commitment to and focusupon affective learning. Bindercontains all supplemental materi-als listed in Activity Booklets.Introductory chapters includeteaching/leadership tips.

034STOP, LOOK AND LEARN ABOUT OURNATURAL WORLD VOL. 1 (WATER

SECTION ONLY)

1988

Cost: $30.00 per 3 volume set +shipping costs

Nebraska Natural ResourcesCommissionStop, Look and LearnBox 94876Lincoln, NE 68509(402) 471-2081

Only lessons specifically related towater resources are included inthis survey; thus it covers onlyUnit 2 of Volume 1 (27 of 216pages). Other units cover soil,plant, tree, and wildlife conserva-tion. Materials were developedwith a resource conservation ori-entation. Worksheet instructionsmay be too advanced to be readindependently by some k-2 stu-dents. Many activities combinecontent and study skills. Includesguide that references activitiesaccording to subject area, skill,page number, and topic.

035STOP, LOOK AND LEARN ABOUT OURNATURAL WORLD VOL. 2 (WATER

SECTION ONLY)

1988

Cost: $30.00 per 3 volume set +shipping costs


This survey reviews only materialin Water Conservation Unit (49pages). Other units in this 244-page booklet include soil, plant,tree and wildlife conservation.Materials were developed with aresource conservation orientation.Worksheet language may be tooadvanced to be read independent-ly by some 3rd and 4th graders.Additionally, some 3rd and 4thgraders may not have the mathskills to complete or understandcomputations included in thematerials. Many activities com-bine content and study skills.Includes guide that referencesactivities according to subjectarea. skill, page number, andtopic.

036

STOP, LOOK AND LEARN ABOUT OURNATURAL WORLD VOL. 3 (WATER

SECTION ONLY)1988

Cost: $30.00 per 3 volume set +-shipping costs


Reviewed unit on water conserva-tion. Forty-four of book's 215pages devoted specifically towater conservation. See commentsabout Volumes 1 and 2.

037

THE STORY OF DRINKING WATER1992 (accompanying comic book,1990)

Cost: teacher's guide, $4.95 +$2.30 shipping; comic, 5.26.

American Water Works Assoc.6666 W. Quincy Ave.Denver, CO 80235(303)347-6206

A comic book about a variety ofwater issues is provided for stu-dents in English, Spanish andFrench. The Teacher's Guideincludes 19 activities to providehands-on experiences with topicsmentioned in the comic book.Intended for classroom applica-tion. Excellent focus on plight ofthird world countries, i.e., watersupply.

038

THE STREAM SCENE: WATERSHEDS,

WILDLIFE AND PEOPLE

1990


Oregon Dept. of Fish andWildlifeP.O. Box 59Portland, OR 97207

One of few (if any) focusing onriparian areas and intermittentstreams. Only one reviewed thatstudies the effect of stream flow(water quantity) on plant commu-nities. One of few to approachpopulations with strong mathe-matical orientation. Includesappendices on making fieldequipment; a description of thesalmon-trout enhancement pro-gram; general stream surveyterms; water resource agencies.Includes science background forinstructors and activities for stu-dents on any particular topic.Material likely too advanced formiddle school students withoutmodification.

039

SURFACE WATER

1988

Cost: teacher's guide. S9.00; stu-dent guide, $1.25; shipping forboth, $3.75

Water Education Federation601 Wythe St.Alexandria, VA 22314-1994(703) 684-2400

Teacher's Guide provides back-ground information and activitiesto complement the student video.Student Guide provides addition-al information about the watercycle, sources of water pollution,wastewater treatment, and citizenaction. Materials address the con-cept of natural pollution; this isfairly unique.

040

THE TAPWATER TOUR

1989

Cost: $39.95

LaMotte Co.P.O.Box 329Chestertown, MD 216201-800-344-3100

Activities enable students to testtap water and evaluate the qualitof the water. Highly directiveteacher materials provide script.

041

TEACHING AQUIFER PROTECTION:

A CURRICULUM SUPPLEMENT

Publication date not available.

Cost: $15.00 (includes shipping)Clemson University CES

Provides activities designed as acurriculum supplement. Focuseson water quality protection andwater conservation. Learningobjectives are referenced to statebasic science skills for easy inter-face with school curriculum.Written for South Carolina audi-ence, but more broadly applicabli

042

THE WATER AROUND Uspublication date not available

Cost: $2.00

University of VermontExtension Service

One of 3 packets designed as asupplement to the classroom. Thtothers are "Our Groundwater"and "The Water Around Us".Provides directions for demon-strations and activities about thewater cycle and water conserva-tion.

043

WATER CONSERVATION IN-SCHOOL

CURRICULUM

publication date not available


Univ. of Nevada CESCarson City, NV

Water education activitiesdesigned for easy integration intoclass activities. Binder separatesmaterials by grade. Each unit con-tains list of activities and materi-als needed, separated by day.When conducting activities, teach-er borrows box of equipment fromthe Cooperative Extension office.Goals/objectives not stated foreach activity specifically, but forthe unit overall. Many of sameconcepts presented at each gradelevel (especially grades 1 and 2).Grade 4 examines climateeffectsnot usual part of mostwater curriculum. Grade 5 cur-riculum emphasizes soil and ero-sion. Includes suggestion foractivities for science fairs and anenvironmental education packetfrom the Garden Club of America.Reading level and concepts maybe too advanced for suggestedgrade levels.

044

WATER EDUCATION

1985

Cost: $4.75 + 1.50 for shipping

International Office for WaterEducationUMC 82Utah Water ResearchLaboratoryLogan, UT 84322

Activities for school setting seekto develop water literacy throughactive learning. Activities stresscomprehension of water oncepts,development of attitudes aboutwater issues, and skills to solvewater issue problems.Concepts/vocabulary may be dif-ficult for K-6 graders (eg, porosity,saturation, volume, density).

045

WET WATER EDUCATION FOR

TEACHERS (KANSAS)

1988


State 4-H OfficeUmberger Hall237 Seaton HallManhattan, KS 66506(913) 532-5800

This curriculum is not a version ofthe Montana and North DakotaWET materials. Materials cover:the water cycle, the water supply,wastewater treatment/watertreatment, water conservation,and water pollution. Containsactivities for elementary, juniorand senior high students. Doesn'tdelineate by grades. Appendixincludes additional educationalmaterials, Kansas specific infor-mation, and a bibliography ofresources.

046

WET WATER EDUCATION FOR

TEACHERS (MONTANA)

1991


Montana Water ResourcesResearch Institute122 Gaines HallMontana State UniversityBozeman, MT 59717(406) 994-5392

Modified for the Montana regionbased on original materials devel-oped by North Dakota State WaterCommission. Project WETMontana is a companion projectof a regional water education pro-gram, The Western Watercourse.Provides activities which aid inunderstanding the impact ofgeography on human culture, anuncommon feature of water cur-ricula. Activities seem appropriatefor middle to high school age stu-dents. Some activities will have tobe adapted for middle school stu-dents. This curriculum provicles

multidisciplinary activity choicesrelated to a variety of water issuesand the role of water in people'slives. Currently, Project WET isinvolved in a complete revampingof curriculum through nation-wide efforts.

047

WATER IN YOUR HANDS

1991

Cost: guide, $1.50; comic book, $$0.75

Soil and Water ConservationSociety7515 NE Ankeny RoadAnkeny, IA 50021-97641-800-THE-SOIL

Curriculum consists of a comicbook-style story about water with4 accompanying activities. Relieson "learning cycle strategy: explo-ration, concept development, andapplication." Suggests uniqueeducational strategy of using jour-nals for notes, reflections, andsharing them as parts of activities.Includes resource list for both stu-dents and teachers.

048

WATER MAGIC/SPLASH!

ACTIVITY BOOK

1991 (Water Magic); 1990 (Splash)

Cost: activity book, $6.50 + $2.30shipping; comic $0.26

American Water Works Assoc.6666 W. Quincy Ave.Denver, CO 80235(303)347-6206

Water Magic can be used separate-ly or as a complement to Splash!Activity Book. The 23 activitiescover a range of water science,water issues, and water in our cul-ture topics. Activities are variedand age appropriate. Most areappropriate for both the class-room and nonformal settings.Some activities do not relate wellto stated objective. Illustrationsand activity about groundwater

may lead to a misunderstandingof groundwater and aquiferconcepts.

049

WATER QUALITY: A WATER

EDUCATION PROGRAM

1990

Cost: 1 sample, free; a kit of 35copies, $40.00

Metropolitan Water District ofSouthern CaliforniaP.O. Box 54153Los Angeles, CA 90054-0153

Focuses on water quality as itapplies to a public water supplysystem. Includes text plus twoactivities.

050

WATER RESOURCE EDUCATION

CRITICAL ISSUE: WATER You CAN

MAKE A DIFFERENCE (K-3)publication date not availableCost: $12.00 + $1.00 shipping

Cornell Cooperative Extensionof Nassau county1425 Old Country Rd., Bldg. JPlainview, NY 11803(516) 454-0900

Binder contains a K - 3 kit and aset of materials for grades 4 - 6. Itis not immediately clear whichmaterials are intended for teacheruse and which for students. K 3activities cover: the significance ofwater, the water cycle, informa-tion about New York watersupply, and hazardous householdproducts. Materials for grades 4 -6 include: importance of water,the water cycle, water supply,water contamination, and waterconservation.

051

WATER RESOURCE EDUCATION

WATER RESOURCES: YOUTH

EDUCATION CURRICULA (K-6) (7-9)

1992

Cost: $12.00 + $1.00 shipping(each)

Cornell Cooperative Extensionof Nassau County1425 Old Country Rd., Bldg.Plainview, NY 11803(516) 454-0900

See notes for K 3 version. Thisset contains some materials firstdeveloped for WET (NorthDakota). The program is designedto correlate with NY state syl-labuselementary science levelIII Ecosystems. Reading level maybe more advanced than suitablefor 4-6 graders.

052

WATER RICHES (NEBRASKA)

1993

Cost: instructor's manual withvideo, $70.00 (includes shipping)

Cooperative Extension ServiceUniversity of Nebraska-LincolnInstitute of Agriculture andNatural ResourcesLincoln, NE 68583-0771(402) 472-2824

Indiana and Missouri also have aWater Riches curricuk.m.Nebraska's is reviewed since theNebraska materials pioneered thisapproach. Unique approachincludes videos that introduceeach of 5 units and an accompany-ing "newspaper" with more infor-mation and activities for theyouth. Teacher packet providesguidance for use. Other unusualaspects include suggestions forreview activities and activities toteach interviewing skills.Incorporates study skills.

fl 0

Indiana version:Cost: instructor's kit with video,$70.00; gameboard, $10.00;tabloids, $1.50/set of five

Media Distribution Center301 S. 2nd St.Lafayette, IN 47901-1232(317)494-6794

Missouri version:Cost: teacher's guide, $3.50 +$1.0for each issue; tabloid, $1.50/setof 5 + $1.00 shipping

University of MissouriColumbiaColumbia, MO 65211(314)882-2792

054

WATER WATCHERS

1986

Cost: free

Massachusetts Water ResourceAuthorityCharleston Navy Yard100 First Ave.Boston, MA 02129(617) 242-6000, ext. 4643

Curriculum aimed at improvingunderstanding of personal waterconservation needs and of prac-tices which will result inimproved water conservation.Uses water science kit and vidm-to complement written materials.Instructor materials do notinclude a separate listing of whatmaterials will be needed when orwhat is included in the science kiProvides a science and social stucies alternative for most lessons."Water Wizards" is the compan-ion curriculum for grades 3-4.

055WATER: THE LIQUID OF LIFE

1991

Cost: free

Illinois EnvironmentalProtection Agency2200 Churchill Road, Box 19276Springfield, IL 62794-9276(217) 782-3397

Water education materials for usein fifth grade classrooms.Materials emphasize text, withsome supportive activities. The sixmodules include: earth as a closedsystem, the relationship of waterto life, the hydrologic cycle,wastewater treatment, water pro-tection, water testing and treat-ment, and lakes. Poster included.

056WATER, WATER EVERYWHERE

Publication date not available.Cost: $24.95 for all three. (Includesshipping.)

Hach CompanyBox 389Loveland, CO 805391-800-227-4224

Includes a teacher's guide to labo-ratory and field testing of waterfor a variety of parameters sup-plemented by a separate studenttext and teacher resource manual.One of few (if any) curricula thataddresses radioactive waste. Oneof few (if any) curricula thataddresses concept of how riskdecisions are made in the waterquality reference unit bookk31.Includes homework activities.

057WATER WISE

1989


Cornell Cooperative ExtensionDepartment of NaturalResourcesFernow HallIthaca, New York 14853-3001(607) 255-2827

Designed for use in the fifth andsixth grade classroom. Activitiesfocus on the water cycle, theaquatic environment, and thecauses, effects, and prevention ofwater pollution. Provides elemen-tary science syllabus chart whichcorrelates water activities withelementary science skills.

058WATER WIZARDS

1986

Cost: 1 copy freeMassachusetts Water ResourcesAuthorityCharleston Navy Yard100 First Ave.Boston, MA 02129(617)242-7110, ext. 4662

Water delivery system and conser-vation emphasis. Excellent sup-port material, instructions anddiagrams for instructor. "WaterWatchers" is the companion cur-riculum for grades 7-8.

059

WATER WORLDS

1988


Media ServicesCornell Business Technical ParkBuilding 7&8Ithaca, New York 114850(607) 255-2080

These materials were designed tobe used in a 4-H club setting. Thefolder provides leader and mem-ber guides, activity fact sheets andrecord keeping sheets. Basic focusis to give youth opportunities toexplore and observe aquatic envi-ronments. Collection/samplingsection includes tips on minimalimpact samplinga nice touch.Water careers is included as a sug-gestion to invite as guest lecturerspeople whose careers involvewater. Reading material may betoo advanced for the young end ofthe suggested age range.

060WHAT IS WATER? A STREAMBECOMES AN OCEAN. WHAT IS AN

OCEAN? MARINE RESOURCES

Publication date not avail, ble.

Cost: One copy free

4-H Marine Education

Box 450

Virginia State UniversityPetersburg, VA 23803(804)524-5848

Materials cover the four topicslisted in the title. Designed asschool curriculum or schoolenrichment. Includes leader andmember guides.

061

WISE WATER WAYS1990

Cost: teacher's guide, $1.50; activi-ty guide, $1.00 (prices includeshipping)

University of NevadaCooperative Extension ServiceReno, NV(702) 731-3130

Three units designed for thirdthrough fifth grades. Emphasizeswater conservation in a desertenvironment.

062

WOWS THE WONDERS OFWETLANDS

1991

Cost: free for 1 - 2 copies + $3.50shipping

Environmental Concerns, Inc.P.O. Box P. EducationDepartmentSt. Michaels, MD 21663(301) 745-9620

This is an educator's guide to pro-viding activities to help kidsunderstand wetlands, the wetlandcommunity, and wetland issues.Information is presented in adense, but lively and attractiveformat. One of a few curriculumthat talks about "natural pollu-tion," and the effect of weatherfeatures upon water quality.Excellent use of kinesthetic gamesto demonstrate water-relateddynamics. Unique inset for somelessons called "Nature In YourNeighborhood." Includes sugges-tions to modify activities foryounger and more advanced stu-dents. Materials include restora-tion and action guides. Includessuggestion for community actionprojects at end.

063

WATER PRECIOUS WATER, BOOK A1988

Cost: $12.95 + $1.30

AIMS Education FoundationPO Box 8120Fresno, California 93747(209) 255-4094

One of several publications from ,Activities to Integrate Math andScience (AIMS) in the grades 2 - 6series. Limited duplication rightsare granted with purchase ofmaterials. Math activities oftenrely on an understanding of mul-tiplication, division and percent-ages. Some activities are providedin both a low math (visual) andhigh math (multiplication/divi-sion) format. Water activities arerelated to other curriculum areasthrough "curriculum coordinates"which provide suggested activi-ties for language arts, social stud-ies, and the arts. Predicting, mea-suring, calculating, estimatingand data collection and analysisskills are emphasized.

STATE/REGIONAL REVIEWED CURRICULA BY STATE AND TITLE

ARIZONA

A Sense of Water (SouthernArizona Water ResourcesAssociation)

CALIFORNIA

Captain Hydro and the FurtherAdventures of Captain Hydro (EastBay Municipal Utility District)

Los Marineros (Channel Islands

National Marine Sanctuary)

Water Quality: A Water EducationProgram (Metropolitan District ofSouthern California)

Water Precious Water. A Collectionof Elementary Water Activities,grades 2 6 (Project AIMS).

FLORIDA

Florida 4-H Marine ScienceProgram (University of FloridaCooperative Extension 4-H)

ILLINOIS

Water: The Liquid of Life (Illinois

EPA)

INDIANA

Water Riches (Indiana CooperativeExtension Service)

IOWA

G.R.E.A.T. (Groundwater ResourceEducation Activities for Teachers;

Iowa DNR)

KANSAS

Water Education for Teachers

(Kansas Cooperative ExtensionService)

MAINE

Connections to the Sea (Universityof Maine Cooperative Extension4-H )

MARYLAND

Decision Making: The ChesapeakeBay (University of Maryland, SeaGrant; includes issues for all statesdirectly affected by the Bay)

Living in Water: An Aquatic ScienceCurriculum (also listed on nationallist)

MASSACHUSETIS

Water Watchers (MassachusettsWater Resource Authority)

Water Wizards (MassachusettsWater Resource Authority)

MICHIGAN

Groundwater Education Program(East MI Environmental ActionCouncil)

Gee-Wow (Ecology Center of Ann

Arbor)

MISSOURI

Groundwater Protection CurriculumGuide (Missouri Department ofNatural Resources)

Water Riches (Univ. of MO-Columbia Extension Service;Nebraska version reviewed)

MONTANA

Water Education for Teachers (WET;

different content from Kansas ver-sion)

NEBRASKA

Stop Look & Learn About OurNatural World (Nebraska NaturalResources Commission)

Water Riches (NebraskaCooperative Extension Service;Indiana version reviewed)

35

NEVADA

Water Conservation In-SchoolCurriculum (University of NevadaCooperative Extension)

Wise Water Ways (University ofNevada Cooperative ExtensionService)

NEW JERSEY

My World, My Water and Me (NewJersey Department of EnvironmentalProtection and Energy)

NEW YORK

4-H Sport-Fishing AquaticResources Education Program(Cornell Cooperative ExtensionService)

Water Resource Education (CorneilCooperative Extension of NassauCounty)

Water Wise: Lessons in WaterResources (Cornell CooperativeExtension Service)

Water Worlds (Cornell Cooperative

Extension Service)

NORTH DAKOTA

Water Education for Teachers

(North Dakota State WaterCommission; different content than

the Kansas Cooperative ExtensionWET; Montana version reviewed)

North Dakota State ExtensionService Water Activities (NorthDakota State University CooperativeExtension Service)

OHIO

Always a River (US EPA)

The Great Lakes in My World (LakeMichigan Federation and Universityof Ohio Sea Grant)

OREGON

The Stream Scene: Watersheds,Wildlife and People

PENNSYINANIA

Instructor's Guide To WaterEducation Activities (PennsylvaniaDepartment of EnvironmentalResources)

SOUTH CAROUNA

Teaching Aquifer Protection(Clemson University CooperativeExtension Service)

TENNESSEE

Groundwater: A Vital Resource(Tennessee Valley Authority)

UTAH

Water Education

VERMONT

Environmental Education For Youth:Groundwater, Surface Water, WaterAround Us (Uni:ersity of VermontCooperative Extension Service)

VIRGINIA

Be Water Wise (Virginia WaterResources Research Center, also list-ed in national materials section)

Sensing the Sea (Virginia Institute ofMarine Science)

Virginia CES/4-H Marine Project:What is Water? A Stream BecomesAn Ocean. What is An Ocean?Marine Resources (VirginiaCooperative Extension Service)

WASHINGTON

Discover Wetlands (WashingtonState Department of Ecology)

WISCONSIN

Caring For Our Lakes (University ofWisconsin Institute of EnvironmentalStudies)

Groundwater: Wisconsin's BuriedTreasure (Wisconsin Department ofNatural Resources)

Local Watershed Problem Studies(University of Wisconsin WaterResources Center)

Our Great Lakes Connection(University of WisconsinCooperative Extension Service)

REVIEWED CURRICULA FROM NATIONAL ORGANIZATIONSOR WITH NATIONAL APPLICATION BY TITLE

A Hidden Treasure(National FFA Foundation)

Aquatic Wild(Project Wild, Boulder, CO)

Be Water Wise(Virginia Water Resources ResearchCenter)

Kids Network - What's in OurWater(National Geographic Society)

Investigating Streams and Rivers(Project GREEN, Ann Arbor, MI)

Living in Water(the Baltimore National Aquarium;also listed on state list)

Naturescope: Diving Into Oceans(National Wildlife Federation)

Project Water Works(American Water WorksAssociation)

Ranger Rick's Nature Scope -Wading Into Wetlands (NationalWildlife Federation)

The Story of Drinking Water(American Water WorksAssociation)

The Tapwater Tour(La Matte Company)

Wally the Water Molecule("Chem Kids", Moreno, CA)

Water in Your Hands(Soil and Water ConservationSociety)

Water Magic(American Water WorksAssociation)

Water Quality Curriculum: SurfaceWater Unit, The GroundwaterAdventure, Waste Water(Water Environment Federation, formerly Water Pollution ControlFederation)

Water, Water Everywhere(Hach Company)

WOW, The Wonders of Wetlands(Environmental ConcernIncorporated)

UNICYJE SUPPORT MATERIALS FOR YOUTH WATER EDUCATION

The following materials could not be considered as youth water education curriculum, but do provide animportant resource for those developing youth water education programs.Items are included in this list if they:

provide a unique strategy for educating youth about water.provide a unique water education resource not easily repeated locally.are cited frequently in water education bibliogaphies.

Computer based educational programs were not investigated in this study. A few are mentioned here, butshould not be considered as the only materials of this tipe available. Published water education bibliographiesare listed at the end of this section.

UNIQUE PROGRAMSTRATEGIES

Angler Education leader trainingand programs (sponsored by USFish and Wildlife)

CONTACT: your state conser-vation agency

Aquatic education materialsbeing developed/adapted for thehearing-impaired

Federal Aid DivisionU.S. Fish and Wildlife Service911 N.E. 11th AvenuePortland, Oregon 97232-4181503/231-6128

Field Manual for Water QualityMonitoring: An EnvironmentalEducation Program for Schools(University of Michigan, Schoolof Natural Resources)

Thomson-Shore Printers7300 Joy Rd.Dexter, Michigan 48130

GEM. The GroundwaterEducation In Michigan Program.Provides summaries of projectsdeveloped through annual grantfunds and sources of productswhich were created.

The Institute of Water ResearchMichigan State University334 Natural Resources Bldg.East Lansing, Michigan 48824517/353-3742

National Directory of CitizenVolunteer EnvironmentalMonitoring Programs(US EPA and Rhode Island SeaGrant College Program.Publication no. EPA 503/9-9°-004)CONTACT: Your EPA RegionalOffice

Public Involvement andEducation Model Projects Fund.47 Success Stories from PugetSound. (Puget Sound WaterQuality Authority)

Puget Sound Water QualityAuthorityMail Stop PV-I 5Olympia, Washington 98504206/493-9300

Save Our Streams. A CitizenAction Program (Izaak WaltonLeague of America)

Save Our Streams KitWetlands Watch Kit

izaak Walton League ofAmerica1401 Wilson Blvd., Level BArlington, Virginia 22209703/528-1818

Tennessee Valley AuthorityTeacher/Student Water QualityMonitoring Network (TennesseeValley Authority, Chattanooga,Tennessee)

Water Quality BranchTennessee Valley Authority270 Haney Bldg.Chattanooga, Tennessee 37402-2801

The Western Watercourse. ARegional Adult and Youth WaterEducation Program (MontanaState University, Bozeman,Montana; national WET, WaterEducation for Teachers, programdevelopment in process)

Project WET ProgramsCulbertson HallMontana State UniversityBozeman, Montana 59717406/994-5392

USGS Water ResourcesEducation Initiative Programnotebooks for water resourcespecialists visiting classrooms(USGS with Bureau of LandManagement, US Fish andWildlife, US EPA, the NationalScience Teachers Association,and the American WaterResources Association)

Chief, Earth ScienceEducation ProjectU.S. Geological SurveyDenver Federal CenterPO Box 25046 MS 414Denver, Colorado 80225

UNIQUE SUPPORTMATERIALS:

Water education activities

Acid Rain Curriculum,grades 4 - 8Acid Rain Curriculum,grades 6 - 12

Acid Rain Foundation, Inc.1410 Varsity Dr.Raleigh, North Carolina 27606919/828-9443

AIMS, Activities IntegratingMathematics and Science.Grades K-4 Series. Grades K-6Series. Grades 5-9 Series (AIMSEducation Foundation)

AIMS Education FoundationPO Box 8120Fresno, California 93747209/255-4094

Ask the Aquarium Fact SheetPacket (National Aquarium,Baltimore, Maryland)

National Aquarium inBaltimorePier Three501 East Pratt StreetBaltimore, Maryland 21202

BARK, Backyard Acid Rain Kit(Public Focus)

Public Focus489 College St. Suite 500Toronto, Ontario M6G1A5416/967-5211

The Changing Chesapeake, anintroduction to the natural histo-ry and history of the ChesapeakeBay for upper elementary andmiddle school children (NationalAquarium in Baltimore and U.S.Fish and Wildlife Service)

National Aquarium inBaltimorePier Three501 East Pratt StreetBaltimore, Maryland 21202

Carreras en las Ciencias Marinas.UPR SG 04-F-158-44030 A/E-711984. #16 (University of PuertoRico, Sea Grant)

Programa Sea GrantDepartamento de CienciasMarinasRecinto Universitario deMayaguezMayagues, P.R. 00708809/832-4040

Fisheries Education Units #16, 18(Maine Department of MarineResources)

"Estuarine Studies. An ActivitiesText for Maine Schools""Field Trip in the Classroom""Field Testing Manual forWater Quality"

Maine Department ofMarine ResourcesThe Education DivisionState House Station #21Augusta, Maine 04333-0021

Fishing for Fun and Learning(University of WisconsinCooperative Daension Service)

University of Wisconsin-ExtensionExtension PublicationsRm. 245, 30 N. Murray St.Madison, WI 53715608/262-3346

Fishing ... Get in the Habitat(Minnesota Department ofNatural Resources andUniversity of MinncsotaCooperative Extension, 4-HYouth Development)

MirmAquaMinnesota DNRSection of Fisheries500 Lafayette Road, Box 12St. Paul, Minnesota 55155612/296-3325

0 8

Friends: Special Water Edition.A Magazine for Young ReadersFrom Georgia 4-H Clubs.(University of GeorgiaCooperative Extension Service)

University of GeorgiaCooperative Extension ServiceCollege of AgricultureAthens, Georgia

Investigating Your EnvironmentSeries (Forest Service, UnitedStates Department ofAgriculture, new water educa-tion materials in development)

Forest Service office in yourstate, orUSDA Forest Service-CFPO Box 96090Washington, D.C. 20090-6090

Jefferson County 4-H WaterQuality Project(Washington State University,Jefferson County CooperativeExtension)

Christopher F. FeiseWashington State University',12 Pioneer Way E.

Puyallup, Washington 98371-4998206/840-4556

KARE, Keystone AquaticResource Education. "WaterResources in Pennsylvania. AnEarth Science/Biology Unit"(Pennsylvania Fish Commission)

Pennsylvania Fish CommissionBureau of Education andInformationPO Box 1673Harrisburg, PA 17105-1673717/657-4519

Lake Game for Youth, LakeSuperior Game: Use vs. Abuse.Lacustrine Lessons newsletter(discontinued in1985)(Minnesota Sea Grant)

your state's Sea Grant Program,orMinnesota Sea Grant ProgramMinnesota UniversityMinneapolis, Minnesota 55414612/625-9790

Lines on the Land. A "hands-on"soil and water conservationlearning package for 6th-8thgrades (National Association ofConservation Districts)

National Association ofConservation DistrictsPO Box 855League City, Texas 775741-800/825-5547

My Wetland Coloring Book(US EPA)

US EnvironmentalProtection AgencyRegion 61201 Elm StreetDallas, Texas 75270

OBIS, Outdoor BiologyInstructional Strategies packets:Aquatic Animal Behavior;Breakwaters and Bays; Desert;Ponds and Lakes; Seashore;Streams and Rivers (DeltaEducation, Inc.)

Delta EducationPO Box 915Hudson, NH 03051-09151-800/258-1302 or603/889-8899

OEAGLS, Oceanic EducationActivities for Great LakesSchools. 27 interdisciplinaryinvestigations for grades 5-9, 4activities for primary grades,computer based program, careersbooklet. Activities can beordered separately or in a pack-age. (Ohio Sea Grant and TheOhio State University)

Ohio Sea GranEducation Office283 Arps Hall1945 N. High StreetColumbus, Ohio 43210

Project Earthcare. Soil and WaterStewardship Activities (St. LouisCounty, Missouri Soil and WaterConservation District)

Soil and WaterConservation DistrictSt. Louis County, Missouri

Ranger Rick's Nature ScopePollution: Problems andSolutions (National WildlifeFederation)

National Wildlife Federation1400 Sixteenth Street, N.W.Washington, D.C. 20036-2266

Responsible Angling. TheOregon Angler EducationManual (Oregon Department ofFish and Wildlife, Oregon StateUniversity Extension Service)

Outdoor Empire Publishing,Inc.PO Box 19000511 Eastlake Avenue, EastSeattle, Washington 98109206/624-3845

Stream Sampler Tour. Macintoshbased computer software(Thames Science Center,Connecticut)

Thames Science Center,ConnecticutGallows LaneNew London, Connecticut06320203/442-0391

The Tardy Twins Meet Polluto,comic and teacher's guide. (EastBay Municipal Utility District,Oakland, CA)

Innovative Communications207 Coggins DrivePleasant Hill, California 94523

Terrene Institute nonpoint sourcemodel and curriculum for fifthand sixth grade (Terrene Institutein cooperation with US EPA,Washington, D.C).

Terrene Institute1000 Connecticut Ave. N.W.,Suite 802Washington, D.C. 20036202/833-8317

Toward A SustainableAgriculture: A Curriculum(University of Wisconsin Centerfor Integrated AgriculturalSystems)

Center for IntegratedAgricultural SystemsUniversity ofWisconsin-Madison240 Agriculture Hall1450 Linden Dr.Madison, Wisconsin 53706

University of Minnesota 4-HYouth Development,youth fact sheet series"Wetland Restoration""Water Stewardship"'Well-Water Testing""Household Hazardous Wastes"

University of Minnesota4-H Youth Development340 Coffey Hall1420 Eckles AvenueSt. Paul, Minnesota 55108612/625-1731

Water Can Be Fun. How toCreate A Successful Science Fair(American Water WorksAssociation)

American Water WorksAssociation6666 W. Quincy Aye.Denver, Colorado 80235303/794-7711

Watercard: A Hypercard Stackand Manual for CalculatingWater Quality (University ofWisconsin CooperativeExtension Service)

University of WisconsinCooperative ExtensionEnvironmental ResourcesCenter216 Agriculture Hall1450 Linden Dr.Madison, Wisconsin 53706608/262-0020

Water Ecology Topics. K-8Group Outdoor Activities forStream, Pond and Schoolyard(Youth Science Institute, CA)

Youth Science Institute296 Garden Hill Dr.Los Gatos, California408/356-4945

Water Fun For You (AmericanWater Works Association)

American Water WorksAssociation6666 W. Quincy Ave.Denver, Colorado 80235303/794-7711

Water Play, activities and teach-ers guide (East Bay MunicipalUtility District, Oakland, CA)

Innovative Communications207 Coggins DrivePleasant Hill, California 94523

Water Quality and AquaticResources Protection Activities.A packet of 20 4-H activities,community service and fair pro-lects. (Washington StateUniversity, Thurston CountyCooperative Extension)

Christopher F. FeiseWashington State University7612 Pioneer Way E.Puyallup, Washington98371-4998206/840-4556

Water, Water, Everywhere.Seventy activities for elementarythrough secondary level can beordered separately or in packetsby age. (Oregon State UniversityExtension Service)

OSU Extension Sea GrantHatfield Marine Science CenterNewport, OR 97365503/867-0271

Wavelets, Marine SchoolhouseSeries No. 1 - 27(Virginia Institute of MarineScience, Sea Grant MarineAdvisory Services)

VIMS/Sea GrantPublications OfficeGloucester Point, Virginia23062804/642-2111

"Wetlands and Wildlife" curricu-lum materials(Alaska Department of Fish andGame andU.S. Fish and Wildlife Service)

U.S. Fish and Wildlife Service1011 E. Tudor Ave.Anchorage, Alaska 99515907/786-3351

Wild Louisiana. AquaticActivities for EnvironmentalScience (Louisiana Sea Grant)

Louisiana State UniversityLouisiana Sea GrantCollege Program,Communications OfficeBaton Rouge, Louisiana 70803-7507504/388-6448

Educational programidea sources

Many state UniversityCooperative Extension Servicesand state ConservationDepartments provide watereducation materials and resourcesspecific to that state. Some ofthese materials are youth educa-tion pieces and have been listedelsewhere in this study when pos-sible. Other materials weredesigned as resources for the gen-eral adult audience or profession-als and interest groups serving thtgeneral public.

No effort was made to list all ofthose materials here. Materialslisted in this section are high qual-ity examples of available materi-als. See the list of water educationbibliographies included in thispublication or contact your state'sagencies for more information.

Angler Ethics Program(National Wildlife Federation,in process)

National Wildlife FederationEducation and Research,Outdoor Ethics Division8925 Leesburg PikeVienna, VA 22184-0001703/790-4267

Citizens Guide to Clean Water(Izaak Walton League)

Izaak Walton League ofAmerica1401 Wilson Blvd., Level BArlington, Virginia 22209

Classrooms Without Walls. AGuide for Developing AquaticEducation Trails

Alaska Department ofFish and GameDivision of Sport Fish, AquaticEducationPO Box 240020Douglas, Alaska 99824907/965-4180

Clean Water Resource Packet forYouth and Youth Educators(University of MinnesotaExtension Service)(A compilation of materials to bephoto copied at cost)

University of Minnesota4-1-1 Youth Development340 Coffey Hall1420 Eck les AvenueSt. Paul, Minnesota 55108612/625-1731

The Conservation Handbook(Boy Scouts of America)

CONTACT: your local BoyScout office

Drinking Water Weekannual packet(USDA Cooperative ExtensionService,Washington, DC)

CONTACT: your CountyExtension office

Drinking Water: A CommunityAction Guide (Concern, Inc.)

Concern, Inc.1794 Columbia Road, N.W.Washington, D.C. 20009202/328-8160

Drinking Water EducationPrograms, A Guide for CountyFaculty (University of WisconsinCoaperative Extension Service)

Central WisconsinGroundwater CenterUniversity of Wisconsin,Cooperative ExtensionUW-Stevens Point College ofNatural ResourcesStevens Point, WE715/346-4270

Environmental SoftwarePrograms(EPA Water Education)Agricultural Pollution PreventionGroundwater Education System '91Principles and Design of OnsiteWaste Disposal with Septi cSystems '91Private Water Systems EducationSystem '91Residential Water ConservationTechniques '91

U.S. EnvironmentalProtection AgencyATTN. Alfred E. Krause77 W. Jackson, WC-15JChicago, Illinois 60604FAX: 312/886-0168

The Freshwater Foundation,education materials (FreshwaterFoundation, Navarre, Minnesota)

Freshwater FoundationSpring Hill Center725 County Rd. 6Wayzata, Minnesota 55391612/449-0092

Getting to Know Your Stream:Stream Habitat;Getting to Know Your Stream:Water Quality and StreamBiology(University of WisconsinCooperative Extension ofDane County)

Dane County WaterWatchersDane County Extension57 Fairgrounds DriveMadison, Wisconsin 53713-1497608/266-4271

Groundwater:A Community Action Guide(Concern, Inc.)

Concern, Inc.1794 Columbia Road, N.W.Washington, D.C. 20009202/328-8160

Handle With Care. Your guide topreventing water pollution(Terrene r rstitute)

Terrene Institute1000 Connecticut Ave. N.W.,Suite 802Washington, D.C. 20036202/833-8317

Investigating the MarineEnvironment: A Sourcebook.Volumes 1-3(Project Oceanology)

Project OceanologyAvery PointGroton, Connecticut

Marine Science Methods for theClassroom, fact sheets #1-9(Virginia Institute of MarineScience Sea Grant MarineAdvisory Services)


Manual for Use of the Sand-TankGroundwater Flow Model(University of WisconsinCooperative Extension)

Central WisconsinGroundwater CenterCollege of Natural ResourcesUniversity ofWisconsin-Stevens PointStevens Point, WI715/346-4270

Nontraditional Marine EducationActivities: a planning guide(Virginia Sea Grant CollegeProgram, Educational SeriesNumber 32)


Project Mayfly. Guide to theDetermination ofWater Pollution inLocal Waterways(National Audubon Society)

National Audubon SocietyMid-Atlantic Regional Office1104 Fernwood Ave., 4300Camp Hill, Pennsylvania 17011717/763-4985

Puget Soundbook (Puget SoundWater Quality Authority; also seeMaryland's and Green Bay,Wisconsin's "Baybooks"available from their stateconservation agencies)

Marine Science Center18743 Front St. NEPO Box 2079Poulsbo, Washington 98370

Reaching Tomorrow'sConsumers Today. YouthEducation Programs for UtilityManagers (American WaterWorks Association)

American Water WorksAssociation6666 W. Quincy Ave.Denver, Colorado 30235303/794-7711

Salt Marsh Manual, an educa-tor's guide (San Francisco BayNational Wildlife Refuge)

San Francisco Bay NationalWildlife RefugePO Box 524Newark, California 94560415/792-0222

Sandcastle Moats and PetuniaBed Holes. A book aboutgroundwater.(Virginia Water ResourcesResearch Center)

Virginia Water ResourcesResearch CenterVirginia Polytechnic Instituteand State University617 North Main StreetBlacksburg, Virginia 24060-3397703/961-5624

Washington Post, "The MiniPage," October 28, 1990. TreatWater Well

CONTACT: your local library

Water Quality Field Guide(USDA Soil ConservationService)

CONTACT: your state office ofthe Soil Conservation Service,orUnited States Department ofAgricultureSoil Conservation ServicePO Box 2890Washington, D.C. 20013

Water Quality Indicators Guide:Surface Waters(USDA Soil ConservationService)

CONTACT: your state office ofthe Soil Conservation Service,orUnited States Department ofAgricultureSoil Conservation ServicePO Box 2890Washington, D.C. 20013

42

Water Quality SeriesBooklet 1: Water QualitySampling EquipmentWater Quality SeriesBooklet 2: Homemade SamplingEquipment (Tennessee ValleyAuthority; to accompany TVA'sTeacher/Student Watei. QualityMonitoring Network)

Water Quality BranchTennessee Valley Authority270 Haney Bldg.Chattanooga, Tennessee 37402-2801

Water, Water, Everywhere ... AGuide to Marine Education inOregon (Oregon State UniversityExtension Service)

OSU Extension Sea GrantHatfield Marine Science CenterNewport, OR 97365503/867-0271

Wetlands and Water Quality: ACitizen's Handbook forProtecting Wetlands (LakeMichigan Federation)

Lake Michigan Federation59 East Van Buren, Suite 2215Chicago, Illinois 60605312/939-0838

SELECTED BIBLIOGRAPHIES FOR FURTHER INFORMATION

Catalog of Water Quality Educational Materials(Tennessee Valley Authority)

TVA Water Quality Branch270 Haney Bldg.Chattanooga, Tennessee 37402-2801

Educational Videos for Children About OurPrecious Water Resources! (US EPA, #430/09-91-016(B)

EPA's Video Lending Library1-800/624-8301

Environmental Education Compendium for WaterResources (California Department of Education,California Department of Water Resources,Sonoma State University)

California Department of Water ResourcesATTN: Public Information and Education Branch1416 9th St., Rm. 1104-1Sacramento, California 95814916/653-6192

Environmental Education Materials For Teachersand Young People(Grades K - 12) (#OPA 87-022, US EPA)

Office of Community and IntergovernmentalRelations (A-108 EA)U.S. Environmental Protection Agency401 M Street, SWWashington, DC 20460202 /382-4454

Florida Marine Education Resources Bibliography(SGR-51, Florida Sea Grant College)

Pine Jog Environmental Sciences CenterCollege of ScienceFlorida Atlantic UniversityWest Palm Beach, Florida 33406

The Freshwater Foundation (FreshwaterFoundation, Navarre, Minnesota)

The Freshwater Foundation2500 Shadywood Rd.Box 90Navarre, Minnesota 55392612/449-0092

Directory of Great Lakes Education Material(International Joint Commission United States andCanada)

International Joint CommissionGreat Lakes Regional Office100 Ouellette Avenue, Eighth FloorWindsor, Ontario N9A 6T3or:PO Box 32869

Detroit, Michigan 48232-2869

Ground Water Education in America's Schools. ACatalog of Resource Materials for Elementary andSecondary Education Professionals(The American Ground Water Trust)

The American Ground Water Trust6375 Riverside DriveDublin, Ohio 43017614/761-2215

1990 Nebraska Environmental Education andInformation Resources Directory

Nebraska Natural Resources CommissionPO Box 94876Lincoln, Nebraska 68509-4876402/471-2081

Save Our Streams Resource List(Izaak Walton League)

The lzaak Walton League of America, Inc.1401 Wilson Boulevard, level BArlington, Virginia 22209703/528-1818

Streams, Lakes and Wetlands. A Collection ofCurriculum and Reference Materials (City ofEverett Department of Public Works)

City of Everett Department of Public WorksStorm and Surface Water ManagementCommunity Involvement ProgramEverett, Washington206/259-8863

Water Education 101(American Water Works Association)

Youth Education ManagerAmerican Water Works Association6666 W. Quincy Ave.Denver, Colorado 80235303/794-7711

Water Education Foundation resources listing(Water Education Foundation)

Water Education Foundation717 K Street, Suite 517Sacramento, California 95814916/444-6240

The Water Quality Catalog. A Source Book ofPublic Information Materials (Water EnvironmentFederation)

Water Environment Federation601 Wythe StreetAlexandria, Virginia 22314703/684-2400

Water Quality Education Bibliography (CooperativeExtension Washington State University)

Christopher F. FeiseWashington State University7612 Pioneer Way E.Puyallup, Washington 98371-4998206/840-4556

Youth Water Quality Resources(USDA, Cooperative Extension Service)

Cooperative Extension Service,4-H and Youth DevelopmentUnited States Department of Agriculture3861 South BuildingWashington, D.C. 20250202/447-5516

YOUTH WATER CURRICULUM SUMMARY

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Adventures of Wally, the Water Molecule (001)

water chemistry specific

Always a River (002) river ecology, human and-cultural impacts

many several Ohio River

some 1,

. SOME

i

several some some several

Aquatic Wild (003) wildlife conservation in aquatic environment

several several ponds, streams wetlands watersheds

specific : several

1

1

several specific some

Be Water Wise (004) personal water use some specific some : some

i

several specific specific several

Captain Hydro (053) use, conservation, management

some SOME '

some

1

specific some

Caring for Our Lakes (005) Yahara River, watershed ecology, human impact

some some lakes watershed

: specific specific some some some

Children's Festival Outreach Packet (006)

groundwater basics several some .

Mc i

spec' specific several

Connections to the Sea

(064)

ocean environment some some 1

I

some

Decision Making/ The Chesapeake Say (007)

simulate public policy decision process

some some

Chesapeake Bay some . several

!

I

several some several several

Discover Wetlands (008) water science, wetland ecology

specific some specific some some some

Florida 4-H Marine Science

Program (065) ocean ecology some

Gee-Wow (009) groundwater science, management

some specific specific some several specific some several

The Great Lakes in my World (010)

ecology, human

impact

several some Great Lakes

i some specific several specific some

Groundwater Adventure (011)

science, human

impact, management

some specific specific some

I

some some some several

Groundwater: A Vital Resource (012)

science, human

impact specific some

ponds streams

specific some

l

several several specific specific

Groundwater Education

Program (013) science, protection specific specific specific some specific specific some

Groundwater Protection Curriculum Guide (014)

science, protection some several several I

several specific some several

KEY: Emphasis given to the topic based on concept and skill lists provided in user guide. For details see pp. 6 and 12.

blank = concept or skills not addressed specific = one topic or skill addressed some = some concepts or skills addressed

several = most concepts or skills addressed

(000) Number in parentheses indicates curriculum's number in the computer data base. (See page 3 for directions on how to access.)

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several several several several several several K-12 manual indoorfield

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several several several several several K-12 manual indoorfield

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several several several specific specific 7-8 manual adivityguide

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some some some several 6-9 2 manuals manualcomic book

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several several several several some 6-8 manual indoorfield

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specific some some NIS activities gamematerials

indoor

specific some NS manual field

several several several several several 9-12 manual indoor

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several several several several some 4-8 manual

several some some NS 2 manuals proiect guideand memberbook

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some some several some some K-6 manual video indoorfield

several several several several some K-8 manual indoor

specific some some some NS manual activity guidevideo

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specific some some specific 9-12 manual indoorfield

some several several several 6-12 resourcepacket

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GREATGroundwater Resources and Education Activities (015)

science, human

impacts

some specific Iowa Mississippi River

specific several several some some several

Groundwater Study Guide (016)

science, treatment, conservation

some some several specific some several

A Hidden Treasure (017) science, protection, for agricultural education

some some some some some some some

Instructor's Guide to Water Education Activities (018)

water science, use, conservation

some specific watersheds

specific some

Investigating Streams and Rivers + Field Guide (019)

stream monitoring, ecology

some streams rivers

specific some

Kids Network (066) watersheds some specific watersheds

some specific some some

Living in Water: An Aquatic Science Curriculum (020)

marine science,

ecology

some several several some specific

Local Watershed Problem Studies (elementary) (021)

water science, ecology, attitudes

.-

some some ponds streams watersheds

some several some some specific several

Local Watershed Problem Studies (middle & high school) (022)

human impact on water qualify

specific lakes, streams wetlands watersheds

several some some some several

Los Marineros (023) marine science,

ecology, human

impacts

specific some Santa Barbara Channel

specific specific some

My World, My Water and Me (067)

human impact on water

specific specific some some specific specific

Nature Scope: Diving into Oceans (024)

marine science,

ecology, human impocts

specific some marine

some specific specific specific

Nature Scope: Wading into Wetlands (025)

fresh, saltwater, wetland ecology, human impacts

some wetlands

specific

N. Dakota State Univ. Extension Service Water Activities (026)

brief, overall water curriculum

several specific specific several specific specific specific

Our Great Lakes Connection (027)

appreciating the Great Lakes

some specific Great Lakes

specific specific

Our Groundwater (028) groundwater science concepts

some some several specific some


IN blank = concept or skills not addressed U specific = one topic or skill addressed some = some concepts or skills addressed


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44

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48


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Our Surface Water (029) field studies some

ponds, streams watersheds

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Project Water Works (030) science, management

some specific specific specific specific several

A Sense of Water (031) science use, impact on humans

some specific specific several specific specific specific several

Sensing the Sea (032) marine science, specific

SAREP-4H Sportfishing Aquatic Resources (033)

aquatic ecology, water recreation

specific several some Isome

specific specific

Stop, Look & Learn About Our Natural World I (034)

water science, conservation

some specific specific : specific

Stop, Look & Learn About Our Natural World II (035)


some

ponds

some specific some some

Stop, Look & Learn About Our Natural World HI (036)


some specific several : some some

The Story of

Drinking Water (037) overall water curriculum

some some i specific specific

The Stream Scene (038) watershed & stream- bank ecology

several several streams

specific some I

some some specific

Surface Water (039) water science, human

impact and mgmt.

some several specific several specific i

specific several

The Tapwater Tour (040) water testing, anolYsis several

Teaching Aquifer Protection 1041 )

water quality protection

several some some several specific specific

The Water Around Us (042) hydrologic cycle, conservation

some some

Water Conservation In-School Curriculum (043)


some some some specific some specific some

Water Education (044) water science, Use

several some some several specific : specific specific some

WETWater Education for Teachers (KS) (045)

overall water curriculum

several some several some ' some some some

WETWater Education for Teachers (MT) (046)

human culture, water use, science, conserv.

some specific specific some pecific ; some

Water in Your Hands (047) impact how humans use,

on water some some some several some

Woter Magic (048) overall water curriculum

some some some specific specific

KEY: Emphasis given to the topic based on concept and skill lists

blank concept or skills not addressed specific = one topic


(000) Number in parentheses indicates curriculum's number in

provided in user guide. For details see pp. 6 and 12.

or skill addressed silo* = some concepts or skills addressed

the computer data base. (See page 3 for directions on how to access.)

46

49

ENVIRONMENTAL EDUCATION GOALS F 0 R M A T

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47


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science andmath skills

several some specific specific specific

Water Quality: A WaterEducation Program (049)

science,measurements

specific some specific some specific

Water ResourceEducation (k-3) (050)

water science, use several specific specific

Water Resource Education(4-6) (051)

water science, use several specific several specific some specific specific

Water Riches(Nebraska) (052)

overall watercurriculum

several specificOga Ila Aquifer

some some some specific

Water Watchers (054) water supply,conservation

some specific some specific specific

Water, the Liquid of Life(055)

water science,ecology, use

somelow

specificlakes

several some several i some specific several

Water, Water Everywhere(056)

testing, analyzingwater

some someriversstreamswatersheds

specific some several some

Water Wise(057)

overall watercurriculum

several somestreams

some some specific specific specific

Water Wizards(058)

water distribution,conservation

specific some specific specific

Water Worlds(059)

water science,ecology

specific specific

What is Water?(060)

rnorine science,ecology

some severalChesapeake Bay

specific specific some several

Wise Water Ways(061)

water conservation some specificColorado RiverLake Mead

some

WOW! The Wondersof Wetlands (062)

wetland ecology some some several some some specific


blank = concept or skills not addressed specific = one topic or skill addressed same= some concepts or skills addressed

several= most concepts or skills addressed(000) Number in parentheses indicates curriculum's number in the computer data base. (See page 3 for directions on how to access.)

48

ENVIRONMENTAL EDUCATION GOALS P ORM AT

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t- 2 49

Author: Elaine Andrews is an environmental educadon specialist with the Environmental Resources Center,

College of Agricultural and Life Sciences, University of Wisconsin-Madison, and the University ofWisconsin-Extension, Cooperative Extension.

This material is based upon work supported by the Extension Service, USDA, under special project number

91-EWQI-1-9030.

The Cooperative Extension System's programs are open to all citizens without regard to race, color, sex, handicap, religion, age or

national origin.

Printed on recycled paper.

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