United States
Environmental Protection
Communications And
Public Affairs
August 1991
         Environmental Health
         Risk Education For Youth

         A Resource Manual
                         Pesticides on fruit!

                                Printed on Recycled Paper

            Environmental Health Risk Education For Youth:
                             A Resource Manual
M                   Background Document Commissioned for the
                              National Conference on
^                  Environmental Health Risk Education for Youth
^                               Washington, D.C.,
                                 September, 1990
                      Sponsored by Interagency Task Force on
                 Environmental Cancer and Heart and Lung Disease
                      Maria Pavlova, M.D., Ph.D, Chairperson
                         Vincent Covello, Ph.D., Co-Chair
                           Ann Fisher, Ph.D., Co-Chair
                          Audrey Gotsch, Ph.D., Co-chair
                               A Publication of the
                        Office of Environmental Education
                    Office of Communications and Public Affairs
                       U.S. Environmental Protection Agency
                                Washington, D.C.
                        U.S.  Environmental Protection Agency
                        Reaion 5, Library (PL-12J)
                        77 West Jackson BoulevarjJ, 12th Floor
                        Chicago, IL  60604-3590

(/ IX



2    Academy of Applied Science
3    Agency for Toxic Substances
        and Disease Registry (ATSDR)
4    American Chemical Society
5    American Lung Association
6    American Society of Mechanical
7    Biological Sciences
        Curriculum Study (BSCS)
9    Brookhaven National Laboratory
11   The Center for Coastal and
        Environmental Studies
12   Chemical Education for Public
        Understanding Program (CEPUP)
14   Chemical Industry  Council of Illinois
15   Chemical Manufacturers Association
16   Chevron Chemical  Company
17   Cornell University
18   Dow Chemical Company
19   Education Development Center, Inc.
20   Environmental Communication
        Research Program
21   Environmental Hazards
        Management Institute
22   Environmental and Occupational
        Health Sciences  Institute (EOHSI)
24   Environmental Resources Project
26   Exxon Chemical Americas
27   Friends of the Earth
28   Great Lakes and Mid-Atlantic
        Hazardous Substance Research Center
29   Household Hazardous Waste Project
30   Institute for Environmental Toxicology
31   International Joint  Commission,
        Great Lakes Regional Office
33   Kellogg Foundation
34   League of Women Voters
35   Nalco Chemical Company
36   National Association of Biology Teachers

37   National Association for Science,
        Technology & Society
38   National Audobon Society
39   National Center for Health Education
40   National Science Foundation
41   National Science Teachers
43   National Wildlife Federation
44   New York Science, Technology,
        and Society Education Project
45   North Carolina Office of
        Environmental Education
46   Northeast Regional Environmental
     Public Health Center
47   Oak Ridge Associated Universities
48   Office of Environmental
        Education (EPA)
49   Ohio Sea Grant College Program
50   Olin Corporation
51   Organization for Economic Corporation
        and Development
52   Perm State Conservation
        Leadership Schools
53   Pennsylvania Office of Environmental
54   Pocono Environmental Education
55   Public Information Center (PIC) (EPA)
56   Southern Illinois University
57   Tennessee Valley Authority
59   U.S. Department of Education:
        Secretary's Fund for Innovation
        in Education
60   U.S. Environmental Protection
        Agency - Region 2
61   World Resources Institute


      This manual is intended for school administrators,
      teachers, curriculum developers, students, parents,
      government officials, corporate officials, civic
      leaders, and others interested in environmental
      health risk education.  It describes programs,
      curricula, classroom materials, dissemination
      networks, and other resources that provide students
      with the knowledge and critical thinking skills
      necessary to evaluate environmental health risk

      Background to the Manual

      In recent years, citizens in the United States have
      been inundated with information about
      environmental hazards and their potential health
      risks. Lead in drinking water, ALAR on apples,
      asbestos and radon in  schools, and emissions from
      automobiles are but a few examples.  It is often hard
      to make sense out of all of this information and the
      decisions that are based on it.
        For young people, the information may be
      especially confusing. What does it all mean? Why
      do we often receive conflicting information from
      different groups? How accurate and reliable is the
        Many schools now include  some form of
      environmental education in their curricula. Yet few
      of these programs provide students with the
      knowledge and skills to understand and critically
      evaluate information on risks to their health posed
      by environmental factors.  Such "environmental
      health risk literacy" is essential to help students
      makes sound  personal and social choices.
      Environmental health risk education can also help
      make scientific information concepts personally
      relevant to students and increase their interest in
      science, engineering, and mathematics.
        "Environmental Health Risk Education for Youth"
      was held in Washington, D.C. to explore these
      issues in greater  depth. The conference was
      attended by over 100 school administrators, teachers,
      students academics, government officials, corporate
      officials, and civic leaders.
        This manual was commissioned as a background
      document for the conference.  The Eastern Research
      Group provided  assistance in preparing the manual.
      The full conference proceedings will be published in
      1991.  Information about how  to obtain copies of the
      conference proceedings can be obtained by writing

                 Maria Pavlova, M.D., Ph.D
                         Region  II
            U.S. Environmental Protection Agency
                 26 Federal Plaza, Room 737
                 New York, New York 10278
  All the resources listed in this manual provide
support to teachers and administrators in integrating
environmental health risk education issues and
concepts into current curricula. These
materials can-be included in health, biology,
chemistry, mathematics, social science, and language
arts classes. The focus is on materials that are
appropriate for secondary school students (grades 7
through 12), although particularly relevant materials
targeted to elementary grades are also included.
  There is, of course, a great deal of additional
information that may be useful to environmental
health educators beside the resources listed in this
manual. If you are aware of materials that you think
should be included in the next edition, please let us
know about them. You can write to Dr. Pavlova at
the address mentioned previously.

How This Manual
Is Organized

Few existing resource materials are wholly and
specifically relevant to environmental health risk
education. While every attempt has been Made to
identify those that are and include them in this
Manual, some resources may have been overlooked.
In addition to highly relevant materials, the manual
describes resources (e.g., those concerning
hazardous waste) that were judged to be related to
environmental health risk and of potential value as
resources for a program in this area.
  The manual is organized into three major sections.
The first section describes programs, curricula,
classroom materials, audiovisual Materials, public
information materials, and services that focus in
teaching environmental health concepts and the
processes used to establish and quantify risk.
  The second section briefly describes networks that
may be valuable for disseminating resource
  The third section is an annotated bibliography of
programs that have a broader focus on
environmental or health education. Subject matter
and format vary, bout all are potentially useful
resources in teaching students to critically evaluate
the potential health risk of harmful substances found
in our air,  water, and soil.

Academy of Applied Science
98 Washington Street
Concord, NH  03301

Doris A. Ellis, Director
Junior Science & Humanities Symposia
                                                       (603) 228-4520
                                                 FAX (603) 228-4730

The Academy of Applied Science (AAS)
is a private, nonprofit organization with
educational and scientific purposes and
a major commitment to innovation; the
organization was incorporated in 1983.
The goals of the AAS are to stimulate
invention, innovation, and other
creative endeavors; promote the interest
of youth in the applied sciences;
recognize and reward significant
innovative achievements; disseminate
results of research and studies; and
provide a forum for exploration,
discussion, and debate of issues
affecting the scientific, legal, and
educational communities.

Services Provided

In association with the U.S. Army
Research Office, the AAS administers
regional and national programs
providing opportunities for and
recognizing the achievement of high
school students who participate in
sponsored youth science programs.
AAS programs cover a broad  range of
subject matter in science, engineering,
and mathematics; students interested in
environmental health topics can
participate in any of these programs.
• The Junior Science and Humanities
Symposia (JSHS) annually reaches over
10,000 high school students and their
teachers to encourage and reward
achievement in the sciences,
engineering, and mathematics. The
symposia are held in cooperation with
universities and science museums and
offer participants opportunities to meet
with noted scientists and engineers, to
observe research in progress, and to
exchange scientific and technical
knowledge.  Students compete in JSHS
by presenting the results of their
original research.  Winners of regional
competitions progress to national
competitions and national winners
attend the London Youth International
Science Fortnight; at both regional and
national levels, winners may become
eligible for AAS and university

• The Research and Engineering
Apprenticeship Program (REAP) was
founded in 1980 to encourage socially
and economically disadvantaged
students to pursue careers in science
and technology.  Approximately 110
High school students are identified to
participate in ongoing research projects
at 65 universities throughout the
country. A university mentor is
assigned to the student apprentice to
direct his/her research progress.
Ongoing studies of REAP students
indicate that 95 percent enter college,
with 80 percent pursuing science and
math curricula.
• The Center for Education and
Development (CED) of the AAS serves
as a regional educational resource
center, offering enrichment programs
for students and professional
development courses for teachers and
administrators in grades K-12.  Most
programs and activities are planned in
collaboration with representatives from
New Hampshire school districts, the
university community, State
Departments of Education, and the

Information. For more information
about programs administered by AAS,
contact Doris Ellis at the  above address.

Agency for Toxic Substances and Disease Registry        Federal  agency
Mailstop E33
1600 Clffton Road, N.E.
Atlanta, Georgia  30333

Max Lum, EcLD., Director, Div. Health Education, ATSDR
Patricia Price, D.O.,  Medical Officer
Susanne Simon, M.D.,
 Health Education Specialist
                                                         (404) 639-0730

The Agency for Toxic Substances and
Disease Registry (ATSDR) is part of the
Public Health Service within the US.
Department of Health and Human
Services.  Established by Congress to
serve as health advisors at hazardous
waste sites, ATSDR's mission is to
prevent or mitigate adverse human
health effects and diminished quality of
life resulting from exposure to
hazardous substances in the
environment. ATSDR usually works
with health care providers; state,
county, and city health agencies; and
other federal agencies.

Materials Available

• Toxicological Profiles. Profiles have
been developed for hazardous
substances found at the National
Priorities List (NPL) sites that pose a
significant potential threat to human
health.  Each profile contains
lexicological and health effects
information for the substance. A Public
Health Statement, found at the
beginning of each profile, provides
nontechnical information about a
hazardous substance for teachers,
students, health professionals, and the
public. The profiles are available
through EPA regional and state
libraries, and the National Technical
Information Service (NTIS), 5285 Port
Royal Road, Springfield, Virginia 22161,
(800) 336-4700 or (703) 487-4650. .

• Restrictions Imposed on
Contaminated Sites: A Status of State
Actions. ATSDR/National Governors'
Association report is a survey of sites
closed or restricted to the public
because of toxic contamination. It
describes the affected environmental
media (i.e., soil, ground water, and
surface water), types of contaminants,
and nature of restrictions at 1705 sites
nationwide. Copies can be obtained by
contacting the Policy Analyst, National
Governors' Association, 444 North
Capitol St., Washington, D.C. 20001.

• Case Studies in Environmental
Medicine (for health professionals).
This series of educational monographs
for physicians, available through the
Division of Health Education, is
designed to guide physicians through
the diagnosis, treatment, and
surveillance of persons exposed to
hazardous substances.  Continuing
medical education credits are offered.
• The Nature and Extent of Lead
Poisoning in Children in the United
States: A Report to Congress.  This
report, completed in 1988, contains
findings that clearly indicate a
continuing health concern that too many
children are exposed to too much lead.
A summary of the report may be
obtained through the Division of Health
Education, ATSDR. The full report may
be purchased through NTIS (address
and phone number above).

American Chemical Society
1155 16th Street, N.W.
Washington, DC  20036

Michael Shea,  Education Division, Room 814
Nancy Todd, Government Relations and Science Policy, Room 330
                                        Professional  society
                                                       (202) 872-6383
                                                       (202) 872-4476

The American Chemical Society
(ACS) is an international
membership organization of more
than 140,000 chemical scientists and
engineers. ACS is a key provider of
chemical information, to industry,
government, and academia. One of
ACS's major commitments is to
foster chemistry education from
elementary to graduate and
professional levels. ACS has
developed texts, newsletters, and
magazines and conducts workshops
and symposia to improve chemical
education. ACS also publishes
books and professional journals,
including Chemical Research in
Toxicology, directed at expert
audiences. In addition, ACS
develops public outreach materials
and media shows on current
chemistry issues, and provides
technical advice to the government.

Materials Provided

The American Chemical Society
produces a number of educational
materials, including a high school
chemistry text entitled Chemistry  in
the Community (ChemCom) that
focuses on the relationship between
chemistry and society; Chem Matters
a newsletter for high school
chemistry students, and
WonderScience, a magazine aimed at
4th through 6th graders. One unit
of the ChemCom text focuses
specifically on the health aspects of
chemistry, including environmental
issues. ACS also produces
informational pamphlets on current
environmental chemistry issues.
• Chemistry and Health. Grades 9-
12.  Published in 1988. This unit is
part of the ChemCom text. It covers
toxins, personal and public health
risks, pain-relieving
chemicals, cleanliness, and hygiene.
Students learn about the importance
of identifying sources of information
and weighing risks against benefits.
Learning strategies include class
simulations, role playing,
experiential exercises, and team

• Chemical Risk Primer. General
public, appropriate for grades 10-12.
Pamphlet. Published in 1984. This
pamphlet outlines the considerations
involved in assessing risk posed by
chemicals found in foods and the
environment.  The pamphlet covers
many issues important to the
process of characterizing risk,
including chemical properties and
their relation to biological processes,
estimating toxicity and exposure, the
importance of probability and
severity, public perception of risk,
and determining what constitutes an
acceptable risk to individuals and

• Chemical Risk - Personal
Decisions. General public,
appropriate for grades 10-12.
Pamphlet. Published  in 1989.
This pamphlet provides a
background for making decisions
about information on the potential
health effects of chemicals found in
food, households, and the
environment. It covers basic
safeguards, regulation of chemicals,
sources of exposure, types of health
effects, and where to find additional
information. Three case studies —
radon, lead in drinking water, and
pesticides - outline decision-making
•Information Pamphlets.
Generalpublic, appropriate for
grades 10-12. Additional
information pamphlets provide an
overview of current environmental
issues, including their health aspects.
Pamphlet topics include:
- pesticides
- hazardous waste management
- ground water
- global climate change
- acid rain
- biotechnology

• Chemical Risk Communication -
Preparing for Community Interest
in Chemical Release Data.  Local
public health officials and other local
leaders to whom citizens and news
media turn with questions and
concerns, as well as anyone involved
in explaining environmental
pollution, exposures, and risks.
Pamphlet. Published in 1988. This
pamphlet presents a basic
understanding of risk assessment
concepts and risk communication
techniques that can be used as a
framework when responding to
questions from the public about
releases of chemicals to the
environment The pamphlet
provides a framework for making
data relevant (including sections on
understanding chemical risk,
predicting chemical toxicity and
exposure, use of government
information to determine and
explain chemical risk) and
 guidelines for communicating about

 Ordering Information. To obtain
 copies of any of the information
 pamphlets, contact Nancy Todd.
 For additional information on ACS
 educational products, including
 ChemComjjaatact Michael Shea at
 the above address and phone

American  Lung Association
1740 Broadway
New York, NY 10019-4374

Roger W. Schmidt
Manager, School Health Education
                                                          Nf nprof it
                                                         (212) 315-8728
                                                   FAX (212) 265-5642

The American Lung Association (ALA)
is the oldest voluntary health agency in
the United States.  Founded in 1904 to
combat tuberculosis, the ALA's 131
affiliates throughout the country are
dedicated to the conquest of lung
disease and the promotion of lung
health. ALA's public  health education
and research programs are supported
by donations to Christmas Seals, by
other voluntary contributions, and
government and corporate

Materials and
Services Provided

The ALA concerns itself with five major
areas of health education programming:

• Lung disease care and education,
including pediatric and adult lung
disease issues

• Occupational lung disease

• Air pollution and lung health

• Smoking and health

• School and community health

The ALA was one of the voluntary
health organizations involved in
developing the Growing Healthy K-7
curriculum produced with government
funds and is now under the sponsorship
of the National  Center for Health
Education. ALA publications form a
part of this curriculum (see separate
entry). In addition, the ALA offers
print and audiovisual materials that can
be used as background information for
environmental health classes, including:

• Air Pollution - The Facts (#6223).
16 mm film, 27 min.; produced in 1976.
This film is an examination of the health
effects of air pollution, as presented by
12 medical experts, scientists, and
engineers, covering the entire nation. It
is a hard-hitting, fact-stating report.

• Charlie Brown Clears the Air
(#6232). 16 mm film, 6.5 min.;
produced in 1979. This animated film
for children and adults features the
Charlie Brown cast of characters and
dramatizes environmental problems and
solutions.  Use of this film is restricted
to noncommercial and non-TV

• ROX, SOX NOX - The Anatomy of
Air Pollution  (#6212). 16 mm color
film, 12-1/4 min., produced in 1977,
$76.30. Test-tube demonstrations show
dramatically the complex cause/effect
relationships in air pollution. Script

• Brochures and pamphlets, including:

-  Facts About  Air Pollution and Your
Health (#0172C)

-  Air Pollution Episodes — A Guide for
Health Departments & Physicians

-  Health Costs of Air Pollution (#0900)
- Health Effects and Sources of Indoor
Air Pollution (#0857C)

- Facts About Radon:  The Health Risk
Indoors (#0174C)

- Toxic Chemicals in the Air: Indoors
and Outdoors (#1004C)

- Your Health and Air Pollution

- Health Hazards in the Arts and Crafts

- Facts Sheets on indoor air pollutants
(including asbestos, biological agents,
formaldehyde, household products,
radon, and second-hand smoke) are also

- Air Pollution in Your Home

- Home Indoor Air Quality Checklist

Information. For additional
information or a full list of ALA
publications, contact your local
American Lung Association or Re gc-'
Schmidt at the above address and
phone number.

The American Society
 of  Mechanical Engineers
Center for Research and Technology Development
1825 K Street, NW, Suite 218
Washington, DC  20006-1202
Howard E. Clark, Director of Research
 for Operations
                                   Professional association

                                                       (202) 785-3756

                                                 FAX (202) 429-9417

The American Society of Mechanical
Engineers (ASME) is a professional
organization that has conducted
research since 1909.  The Center for
Research and Technology Development
provides support services and funding
for research projects involving
mechanical engineering and related
technologies.  Several task forces of the
Center work to advance the
development  of emerging technologies,
provide  leadership for interdisciplinary
research, organize and run workshops
and symposia, and disseminate
technical information.

Materials and
Services Provided

 Many of the ASME task forces have
prepared reports, books, and other
publications on issues related to the
goals of the ASME.  Most of these are
technical documents that are not
suitable  for high school curricula.
However, the Task Force on Industrial
and Municipal Wastes developed a
resource document entitled Hazardous
Waste Incineration that is appropriate for
interested lay people.  Representatives
from the Air Pollution Control
Association, the American Institute of
Chemical Engineers, and the U.S.
Environmental Protection Agency
collaborated with the ASME to prepare
this book. This book may be
particularly useful for teachers or
students wishing to undertake a special
project on this issue.

• Hazardous Waste Incineration:  A
Resource Document (#100266). 192
pages ($40 list price, $20 members);
published in 1990.
 This book discusses technical and risk
issues associated with hazardous waste
incineration; a question-and-answer
format makes this book particularly
accessible to lay people. In addition to
health risks associated with hazardous
waste incineration, topics include
incineration technology, performance of
hazardous waste incineration systems,
and regulatory programs.
Ordering Information.  To order
Hazardous Waste Incineration by mail,
send payment referencing Order No.
100266 to the address noted above.  To
order by phone, call the ASME at 1-800-

Biological Sciences Curriculum Study
830 North Tejon Street, Suite 405
Colorado Springs, CO 80903

Joseph D. Mclnerney, Director
Rodger Bybee,  Associate Director
                                                           (719) 578-1136
                                                     FAX (719) 578-9126

The Biological Sciences Curriculum
Study (BSCS) is a nonprofit educational
research and development institution
affiliated with The Colorado College.
Since being founded in 1958, the BSCS
has prided itself on a high standard of
excellence in curriculum development
for all levels of schooling ~
kindergarten through college — in
science, health, computer literacy, and
interdisciplinary areas. At the BSCS,
curriculum development is an iterative
process. Each new program undergoes
several stages of development.  The
program is planned, written, field-
tested, evaluated, and revised, after
which it is produced in a commercially
available edition.

Materials Provided

The BSCS  has developed a number of
curricula designed to develop critical
thinking skills and awareness of
contemporary technological, scientific,
and social issues. In addition to
curricula, the BSCS offers a wide variety
of texts and modular units in many
biological disciplines.  Curricula and
modular programs related to
environmental health risk assessment

• Science for Life and Living:
Integrating Science, Technology, and
Health.  Curriculum for grades K-6; to
be published commercially in 1991.
This curriculum is based on the
following major concepts and skills:

-  observation and description

-  order and organization (grade 1)
- change and measurement (grade 2)

- patterns and prediction (grade 3)

- systems and analysis (grade 4)

- transformation and investigation
(grade 5)

- balance and decisions (grade 6)

The activities in this program are
designed to incorporate reading,
writing, and mathematics skills •
development while teaching children
about scientific phenomena,
technological innovations, and health
practices that relate to the world around
them. Children develop skills in
graphics, measuring, and mathematics,
as well as the social skills necessary to
work cooperatively in investigating and
thinking about their experiences. The
curriculum also encourages children to
write down their own thoughts as they
complete tasks. Program materials
include student and teacher guides as
well as ancillary materials required for

•  Science and Technology -
Investigating Human Dimensions.
Four-unit curriculum appropriate for
grades 5-9; currently available to field-
test studies. In 1989, the BSCS received
funding from the National Science
Foundation (NSF) to develop a four-unit
science and technology curriculum for
middle school students entitled Science
and Technology: Investigating Human
Dimensions.  Each of the four units in
the curriculum will last about 6 to 9
weeks. Teachers will substitute these
units for the science curriculum they
currently use. This program will cover
three grade levels  (appropriate for
grades 5 to 9) and include the following
-Student book consisting of four units
incorporating concepts and skills related
to science, technology, and
personal/social issues (including health)

- Teacher's guides including teaching
strategies, background reading,
recommendations for educational
software, supplementary activities, and
assessment tools

- Implementation materials describing the
philosophy and rationale of the
program, as well as practical issues
related to managing materials.

- Supplementary materials providing
information about safety, the care and
maintenance of animals, cultures,
equipment, etc.

The BSCS schedules staff development
workshops with each field-test school.
In most cases, field-test teachers attend
a training session before the field test
begins, as well as approximately three
to six training sessions throughout the
year.  The BSCS is looking for
additional field-test sites for this project.
If you are interested in this opportunity
or would like to receive additional
information on the project as it becomes
available, write to BSCS (Attru  MSP) at
the above address.

• Science, Technology, and Society
(Introductory Module). 56 pages, $5.90;
Teacher's Guide, $12.90; published in
1984. Activities identify relationships
between science and technology, society
and technology, and science and society.
The module discusses technology
assessment as a societal attempt to
investigate rationally the actual and
potential impacts of technological
innovation; the-module also introduces
a model for decision-making at the
personal and public levels.

• Investigating the Human
Environment:  Land Use.  106 pages,
$6.90; Teacher's Guide, $12.90;
published in 1984. This module was
designed as a 7-week instructional
module for high school and community
college students; it uses case studies and
independent investigations by students
to emphasize the transdisciplinary
nature of land use questions.  It also
includes sections on public opinion,
sources  of bias, and decision-making.

• Biological Science: An Ecological
Approach, Sixth Edition.  1024 pages,
$27.90; Teacher's Edition $34.90.
 This ecologically oriented biology text
aims to  teach students the implications
of the ecological connections of all
things.  It encourages a scientific
viewpoint and helps students
understand that the study of biology
can no longer be restricted to biological
knowledge,  but also must be interpreted
in a social context.  It is designed for
the middle 60% (in  interest and ability)
of 10th grade students, but includes
options and resources for the teacher
with students who want more to do,
students who struggle with science, or
students who fall between these
Also available to go with the text are:

- Student Study Guide. 153 pages,
$5.90; Teachers Edition $14.90.  A
resource book of learning-skills
activities keyed to chapters in the text
and designed to strengthen students'
abilities in communication, science, and
general cognitive skills.

- Teacher's Resource Book. 384 pages,
$34.90, with four general sections:
additional laboratory investigation;
blackline masters for classroom use;
additional background material related
to certain investigations in the student
book; and a 2,000-question test bank

- The Natural Selection, the BSCS
newsletter, provides educators with
up-to-date information on current issues
in science education as well as status
reports on activities underway at BSCS.
It is free and  is published twice a
year—in the spring and the fall.

• Biological  Science: Patterns and
Processes, Third Edition.  296 pages,
$13.90; Teacher's Edition $29.90.
This high school science text is designed
for unsuccessful learners—students with
below average reading abilities,
students who are unable to organize
facts into conceptual wholes, and
students who lack interest in school
tasks. The text encourages a high
degree of teacher-student interaction.
The reading level has been kept as low
as is consistent with presenting accurate
information. The readings and activities
are short and require active student
involvement. The text includes a
variety of activities to keep students
 A resource book of test items based on
the activities in the Teacher's Guide is
available without charge by request of

Ordering Information. Most BSCS
programs are available by contacting
the commercial publisher directly:
Kendall/Hunt Publishing Company,
2460 Kerper Boulevard, P.O. Box 539,
Dubuque, IA 52001; (800) 258-5622.
Contact the BSCS for information on
implementing materials or to become a
curriculum field-test site.

Brookhaven National Laboratory
Office of Educational Programs
Building 490
Upton, NY  11973

Dr. Donald J. Metz, Head,
 Office of Educational Programs
                                     Government laboratory
                                                          (516) 282-3054

Brookhaven National Laboratory (BNL)
is a multidisciplinary national
laboratory carrying out basic and
applied research in physics, biomedical
and environmental sciences, and energy
technology. BNL is part of a
consortium of national laboratories and
is managed by the Associated
Universities Inc. under contract with the
U.S. Department of Energy. In addition
to its research objectives, BNL conducts
educational outreach programs for
students and teachers.

Services Provided

Brookhaven National Laboratory hosts
several science competitions and
internships and conducts numerous
courses for students from kindergarten
through graduate level, and for
teachers.  Their common objective is to
encourage an interest in science and
recognize capable students' and
teachers' abilities and achievements.
BNL's focus is  broader than
environmental  health sciences; however,
students interested  in environmental
health will find a wealth of information
and encouragement. The following is a
partial  list of courses and competitions:

• Health Physics Trainee Program.
Master's Degree students in Health
Physics. A 10-week summer program
provides actual experience in a broad
variety of health physics applications
not normally encountered  in the general
campus-based course of study.

• Nuclear Chemistry Summer School.
Undergraduate junior or senior
chemistry majors.  An
intensive 6-week course of study
includes lectures and laboratory
exercises. The course deals with
properties of radioactive substances,
nuclear structure, stability and reactions,
and applications including medicine
and environmental control.

• DOE Teacher Research Associate.
Secondary science and mathematics
teachers. A limited number of summer
research appointments are awarded to
highly talented teachers to provide
professional scientific and engineering
experience and promote the transfer of
this knowledge to the classroom.
Science teachers, including teachers of
medical science, biology, and chemistry,
may participate.  Historically, a large
fraction of these appointments have
been in environmental or health science.

• Inservice Course in Environmental
Science for High School Teachers.
A one-semester course in Environmental
Science is offered for high school
teachers, at a level commensurate with a
3-hour graduate course. BNL's earlier
inservice courses ("Energy:  Its Forms
and Uses" and "Radiation and
Humans") have touched on topics such
as risk assessment and waste
management.  "Environmental Science"
describes scientific fundamentals of this
multidisciplinary field and discusses
their practical consequences.
Participating teachers identify possible
applications of what they have learned.
Relevant followup materials are then
distributed through an "alumni

• Community Summer Science
Program. Grades 11-12. Morning
lectures and afternoon internships
prepare students to pursue  science
careers.  Topics covered include physics,
chemistry and medicine, and biology
and cancer therapy, among others.
Afternoon internships provide students
an opportunity to work with BNL
scientists on various research topics,
including environmental and health
• DOE High School Honors Research
Program. Grades 9-12. Outstanding
students are nominated by their
Governor to attend honors programs at
one of six national laboratories.  At
BNL, students learn about the National
Synchrotron Light Source (NSLS)
facility. NSLS has health and
environmental applications including
developing innovative cancer therapies,
evaluating exposure to lead, and
converting air pollutants to nontoxic
materials.  Students attend lectures,
perform experiments as part of a team,
and present their research results to
their peers.

• Summer Apprenticeship Research
Program for Minorities.  Grades 9 and
10 minority students. Teachers nominate
minority students from Suffolk County,
NY, who demonstrate ability in the
sciences. Students study physics,
biology and medicine, chemistry and
computers, and energy and engineering
combining classroom instruction with
visits to laboratory facilities. This
program includes an Inner City
Outreach Program. An additional unit
in environmental science has been
added in conjunction with the EEOM
program (see  below).

• Minority High School Research
Apprenticeship Program. Grades 11-12.
Highly qualified students who have
previously participated in the Summer
Apprenticeship Research Program work
one on one with BNL scientists involved
in health research.  The program
encourages participants to pursue
careers in the health field.

• Environmental Education Outreach    • High School Co-op Program &         • Elementary School Science Fair.
to Minorities (EEOM). NYC high        Youth on Campus Program. Grades 10-   Grades K-6. BNL hosts an annual
school students and teachers, in          12. Part-time employment opportunities    science fair for Suffolk County, NY, to
cooperation with NYS Liberty            at BNL prepare students for the work      encourage children's interest in science.
Partnerships Program at Bronx           world. Work sites are carefully selected    Students may submit environmental
Community College. This activity offers   and students are counseled and closely     health projects in the competition.
summer teacher training both in          monitored. The Co-op Program runs
environmental science and in science      throughout the school year and the        Information. For information on any of
enrichment programs for minority        Youth on Campus Program runs          the above programs, contact Dr. Metz at
students. Participating teachers men      throughout the summer.                 BNL.
apply this training to develop and teach
a weekly enrichment course in
environmental science, as part of a
special program for NYC high school
students at Bronx Community College.

The  Center for Coastal  and
  Environmental Studies
Institute for Science, Technology,
  and  Social Science Education
Rutgers, The State University of New Jersey
New Brunswick, New Jersey

Dr. Lou lozzi
Program Developer
                                     Academic organization
                                                        (201)  932-9465
                                                 FAX  (908)932-8880

The Center for Coastal and
Environmental Studies is a cooperative
effort of the three campuses of Rutgers
University and many of its academic
departments.  It was founded to take
advantage of the research, education,
and public service opportunities
afforded by the 325 miles of New Jersey
shoreline.  The Center conducts research
on coastal resources, estuarine
dynamics, fish and shellfish, the New
Jersey Pine Barrens, and surface and
ground water problems. The Center is
dedicated to disseminating knowledge
gained through this research via
education and training curricula in
classroom and public settings. The
Center is also a founding member of the
Association of Ecosystem Research
Centers (AERQ; AERC encourages
cooperation in research and training
among ecosystems centers and works to
strengthen ecosystems research and  its

Materials Provided

The Center identified areas of
educational concern based on their own
research and critical priorities
established by the nation's leading
scientists and futurists. The result was
Preparing for Tomorrow's World (PFTW),
a curriculum that was approved by the
U.S. Department of Education's Joint
Dissemination Review Panel for
inclusion in the National Diffusion
Network.  The curriculum is now
serving some 6,000 students in 100
school districts in 12 states. PFTW
creates exciting problem-solving
situations centered around critical
contemporary and future issues.  The
curriculum employs simulations, role
plays, and discussions to develop
logical reasoning ability, critical analysis
skills, and decision-making/problem-
solving skills, and a broader knowledge
base.  Modules that may be of particular
relevance to environmental health risk
studies include:

• People and Environmental Changes.
Module for grades 7-12; published in
1982. This module uses critical reading
and analysis, simulations and role plays,
and small and large group discussions
to examine how people have modified
the environment, both intentionally and
inadvertently. Topics discussed include
weather modification, dam construction,
desert creation, erosion, and air
pollution.  The module includes teacher
and student guides, as well as

• Environmental Dilemmas:  Critical
Decisions for Society. Module for
grades 10-12; published in 1982. This
module uses case studies involving
specific dilemmas to highlight
environmental concerns, their present
and potential implications, and
alternative choices. The 12 topic areas
include natural resources management,
allocation of scarce resources, radiation
hazards, toxic chemicals, energy
resources, and others. The module
includes teacher and student guides, as
well as worksheets.
• DECISIONS - For Today and
Tomorrow. Second edition, published
in 1990. This is a "sampler" of activities
drawn from other PFTW modules and
provides the teacher with a cross-
discipline introduction to Science-
Technology-Society studies.  Topics
included in the Decisions module
include the nature of technology,
decision-making in a high-tech world,
energy, environment, and others.
Activities include the application of
decision-making models, scenario
writing, debates, futures forecasting,
simulations, and role playing. The
module includes teacher and student
guides, as well as worksheets.

Information. For ordering information
or information about teacher training
programs, contact the publisher: Sopris
West Inc., 1140 Boston Avenue,
Longmont, CO 80501, (303) 651-2829.
For technical advice during program
implementation, contact Dr. Lou lozzl.
the program developer, at the above
address and phone number.

Chemical  Education for
Public Understanding Program
University of California
Lawrence Hall of Science
Berkeley, CA 94720

Herbert Thier, Ph.Dv Director
Ronald C. Laugen, Ph.D., Assistant Director
                                             Private,  nonprofit
                                                        (415) 642-8718

Chemical Education for Public
Understanding Program (CEPUP) works
to develop greater public awareness,
knowledge, and understanding about
chemicals and how they influence our
lives.  To accomplish this, CEPUP
develops activity-based instructional
materials and programs highlighting
chemical concepts and processes
associated with current societal issues.
CEPUP helps students appreciate how
chemicals benefit society and
encourages responsibility in their use.
All CEPUP modules help students

• To ask pertinent questions, obtain
evidence, and use this evidence as the
basis for making decisions

• To understand the limitations
associated with scientifically obtained

• To understand the nature of scientific
inquiry so that they can participate  in
formulating effective chemical-related
policies  and make wise lifestyle choices
CEPUP does not provide ready-made
answers, but encourages students to
engage in a process of obtaining
evidence, evaluating that evidence, and
reaching a reasonable conclusion.
CEPUP  materials undergo academic
review to maintain scientific accuracy
and ensure lack of bias.  A national
network of field test centers pretest
CEPUP  materials to. ensure that they are
workable in a classroom setting and
effectively convey information.
Materials Provided

Most CEPUP materials are geared
towards students in grades 5 to 12.
However, CEPUP also has developed
programs for use with community and
workplace groups. Currently, CEPUP
has the following programs available:

• CEPUP in the Schools -
middle/junior high grades.  This
program consists of commercially
available module kits that each focus on
a specific chemical concept  Modules
are designed to be conducted in
sequence.  Kits include teacher and
activity guides, background  materials,
laboratory supplies, safety information,
and evaluation tools. The following kits
are currently available:

— Chemical Survey  & Solutions and
Pollution. Students respond to a
questionnaire on their perceptions about
chemicals, then apply principles of acid-
base chemistry to solve water pollution
problems. Complete module $150.00;
printed material only $19.95.

— Determining Threshold Limits.
Through experiments students are
introduced to the concepts of qualitative
and quantitative analysis and learn how
chemists analyze samples to determine
how much of a chemical is present. A
simulated animal toxicity experiment
introduces students to the need for
animal studies and the limitations of
extrapolating animal data to humans.
Complete module $130.00; printed
material only $19.95.
— Risk Comparison.  This unit
introduces students to the concepts
of probability, risk, risk comparison,
and the importance of these risk
concepts in decision-making. Complete
module $2030

— Investigating Groundwater: The
Fruitvale Story.  In this hands-on
simulation, students take the roles of
community members in trying to decide
what to do about a contaminated
aquifer feeding the wells in the rural
community of Fruitvale. Students learn
how to determine the extent and source
of contamination and the difficulties of
developing solutions. Complete module
$130.00; printed material only $19.95.

— Toxic Waste: A Teaching
Simulation.  In this unit students define
toxic waste and investigate how
hazardous and toxic  materials can be
stabilized and rendered harmless.
Students explore  how precipitation,
oxidation-reduction, and single
replacement reactions can be used in
waste reduction and treatment
processes. Complete module $179.95; 16
CEPUP trays $37.25; printed material
only $19.95.

Other modules are under development
and should be available during the
1990-91 school year:

- Plastics in Our Lives.  Students
investigate and compare common types
of plastics, model properties and
behavior of plastics,  and synthesize two
plastic polymers  (slime and bouncy
putty). Both useful and problematic
aspects of plastics are discussed.
Students also consider issues associated
with disposal-and recycling of plastics.

- Investigating Chemical Processes:
Your Island Factory. Is there such a
thing as a clean industry? Students
simulate the production of gypsum
from limestone and explore the concepts
of raw materials, products, and waste.

- Experiencing Scientific Research: An
Air Pollution Study. Students collect
samples of carbon soot in the air,
analyze the samples and conduct
experiments to investigate how air is
polluted and how pollution is studied.

CEPUP materials do not require
extensive teacher training; however,
training is available  to interested
teachers and leaders through CEPUP
National Fellowships.  Please contact
CEPUP for additional information.

• Chemicals, Health, Environment,
and Me (CHEM) - grades 5 and 6. This
series of 10 units is designed to enrich
existing science instruction and can be
taught  by teachers who are not science
specialists.  Each unit has two or more
activities focused on a single  concept.
CHEM helps students understand:

- the nature of chemicals, how they
interact with people and the

- how to collect, process, and analyze
information; and

- the relevance of science and
mathematics to their lives.
CHEM materials provide additional
ideas on how to incorporate the science
concepts in mathematics, social science,
and language arts classes. Teachers
interested in receiving training by
attending funded CHEM workshops
should contact Linda McFall or Londie
Peterson at CEPUP.

• Living With Chemicals. Community
groups. This workshop series
introduces community groups to
chemical concepts and their relation to
society through activities adapted from
other CEPUP educational materials.

• Chemicals in Society. Community
and workplace groups. This activity-
based program is geared toward
community and workplace groups.
Adapted from educational materials,
these materials emphasize chemical
concepts associated with societal issues.
Ordering Information. CEPUP
modules can be ordered from several
commercial sources:

Addison-Wesley Publishing Company
2725 Sand Hill Road
Menlo Park, CA 94025
(800) 447-226

Fisher Scientific Company
Educational Materials Division
4901 West LeMoyne Avenue
Chicago, IL. 60651
(800) 621-4769

Lab-Aids, Inc.
249 Trade Zone Drive
Ronkonkoma, NY 11779
(516) 737-1133

Sargent-Welch Scientific Company
7300 North Linder Avenue
Skokie, IL 60077
(800) 727-4368

 For additional information regarding
CEPUP products, contact CEPUP

Chemical  Industry Council of Illinois
9801 W. Higgins Road, Suite 480
Rosemont, IL 60018

Dave Satterfield, Executive Director
                              Nonprofit trade  association
                                                         (708) 823-4020

The Chemical Industry Council of
Illinois (CICI) is a nonprofit trade
association of chemical manufacturers,
distributors, and sales organizations
operating in the state of Illinois. The
primary goal of the CICI is to promote a
better public understanding of the
chemical industry through a variety of

Materials and
Services Provided

The CICI has a very active education
program, which includes a number of
chemistry educational activities:

• Career Conference - An annual
career day for some 3,000 high school
chemistry students held at the Museum
of Science and Industry. The  conference
includes a career demo, industry
exhibits, college displays, and a
Chemagic show.

• Teachers Workshop - An annual 1/2
day program for some 100 dedicated
high school chemistry teachers held
each fall. The workshop focuses on
industrial applications of chemistry,
safety, waste handling, and new ideas
in chemistry education.
• Summer Employment Poogram - This
program places high school chemistry
teachers in summer positions with
member companies that will allow them
to have some first-hand industrial
experience in chemistry that they can
take back to the classroom and share
with their students.

• Minority Chemistry Program - This
is a joint effort between CICI and the
Principal Scholars Program to reach out
to minority students and encourage
them to study chemistry through a
regular monthly program of industrial
and career presentations as well as plant

• Scholarships/Awards - Some six
scholarships and awards are provided
each year to outstanding high school
and undergraduate chemistry students.
Savings bond awards also are made
each year to the top chemistry entries at
the Illinois State Science Fair at both
junior high and high school levels. The
CICI Davidson Award is presented
annually for excellence in chemistry
education at the high school level.

• Career Panels -  Upon request,
employees from member companies go
out and visit the classroom to talk about
and demonstrate the importance of the
chemical industry  and the many career
opportunities available in the industry.
• Teachers Resource Guide - A book
has been prepared listing the various
resources available to teachers through
the chemical industry of Illinois as a
supplement to their regular curriculum.
The guide includes a variety of tours,
speakers, videos, and publications.

• Chemagic Tour - This is a new
endeavor set to kick off in early 1991.  It
is a joint effort between CICI and
Illinois State University to provide a
chemical magic show in four to five
cities in Illinois each year. The plan is
to  have three shows in each location:  a
morning program for junior high, an
afternoon session for high school
students, and an evening program for
the community at large.

Additional Information.  For more
information on these programs please
contact Bridget Weir, Chairman of the
CICI Education Committee  at Stepan
Company, 22 Frontage Road,
Northfield, IL 60093, (708) 501-2234.

Chemical Manufacturers Association
2501 M Street, N.W.
Washington, DC 20037
John Slavick, Director of Issue
 and Member Communications
                             Nonprofit trade association
                                                      (202) 887-1210
                                                FAX (202) 887-1237

The Chemical Manufacturers
Association (CMA) is a nonprofit trade
association of United States and
Canadian member companies. Through
various publications  and activities CMA
works to increase awareness and
understanding of the role chemicals
play in society.

Materials Provided

 CMA produces some materials that
cover environmental health issues that
can be adapted for use in high school
classes. These include:
• Chemecology.  This newsletter for
high school teachers covers many
chemistry related issues, including
health and safety, and the role of
chemicals in society.

• Risk Communication, Risk Statistics,
and Risk Comparisons.  A manual
directed at plant managers on risk
communication issues. The manual
provides a good overview of important
considerations in communicating
sensitive risk information to employees
or the public.  This is fairly technical,
but could be used with advanced high
school students who have some
background in environmental health
• Catalyst Awards.  CMA recognizes
exceptional chemistry and chemical
engineering educators from the United
States and Canada each year. High
school, and two and four year teachers
who exhibit dedication to science
instruction and the ability to motivate
students to careers in science are

Additional Information.  For
information on the publications or
awards, please contact John Slavick at
the above address and phone number.

Chevron Chemical Company
6001 Bellinger Canyon Road
San Ramon, CA 94583

Lynn Maddox
                                    Chemical manufacturer
                                                        (415) 842-5764

Chevron Chemical Company is a
diversified, worldwide manufacturer
and supplier of chemical products.

Materials and
Services Provided

Chevron Chemical Company is involved
in a variety of educational outreach
programs, both at their headquarters
and at their field locations. Some of the
main programs include:

• Major funding and Advisory Board
involvement for the Chemical Education
for Public Understanding Program
(CEPUP). CEPUP develops experience-
based modules for use with
middle/junior high and high school
science and social studies students
throughout the nation. A CEPUP
module provides 10 to 20 class periods
of teaching materials designed to help
teachers accomplish current local and
statewide goals for their science
programs, while introducing societal
issues involved in the use of chemicals.
(See separate entry in this resource
manual for more information on
CEPUP.)  We are  looking into the
possibility of having Chevron Chemical
employees trained to present these
modules in local schools.
• Support and major funding for
CHEM - Chemicals, Health,
Environment and Me - is designed to
demystify sixth-grade science through
classroom experiments dealing with
current societal problems. In the long
run, the project aims to establish a
better informed public and increase the
number of students who pursue a
science-related career.

• Major funding for "Family Science", a
national outreach program designed to
teach science skills by having children
and parents learn and enjoy science
together.  The program seeks to increase
the study of science by students in
kindergarten through 8th grade,
particularly among female and minority
students, although it is by no means
limited.  The program consists of a
series of four to  six classes for parents
and their children to be held at
convenient locations during after-school
hours. Family involvement is the key to
Family Science.  Employees have 'served
as role models and will be training
Chevron Chemical parents to hold
sessions in their schools. Other
Chevron operating company employees
in southern California have already
trained some of  their employees to run
their own sessions.
• IISME - Industry Initiatives for
Science and Math Education is a link
between industry and teachers, focused
on improving the quality of high school
science and mathematics instruction and
motivating students in science and math
study.  IISME brings bay area high
school teachers into industry and
research lab environments during the
summer to increase their knowledge of
emerging technologies. Sponsors
identify industry mentors to guide
teacher fellows in their technical
assignments and assist them in
developing  classroom applications of
the industry experience. Fellows can
then make their classroom instruction
more relevant to the  needs of industry,
its future employees, and the country's
technology needs. Chevron Corporation
sponsored three teachers in 1990; two
were placed in Chevron locations.

 Cornell  University
 Media Distribution Center
 7-8 Business and Technology Park
 Ithaca, NY  14850

 Waste Management Institute
 470 Hollister Hall
 Ithaca, NY  14853

                                                          (607) 255-2091
                                                    FAX (607) 255-9446
                                                          (607) 255-5940

 Cornell University produces audiovisual
 and print resources to help communities
 solve waste disposal, land use, and
 water contamination problems. These
 resources are available through
 Cornell's Audio Visual Resource Center
 (Media Distribution Center) or its Waste
 Management Institute.

 Materials  and
 Services Provided

 The Media  Distribution Center provides
 audiovisual programs, computer
 programs, publications, and fact sheets.
 An Environment and Ecology Catalog
 of these resources is available through
 the Media Distribution Center. The
 computer programs described below
 may be especially useful in teaching
 environmental health risk assessment.
 Note that the computer programs run
 on IBM PC/XT or true compatibles, and
 are available on 5-1/4 or 3-1/2 inch

 • Toxicology and Public Health:
 Understanding Chemical Exposure.
 Single copies, which may be copied  for
 classroom use, include one User's Guide
 and cost $120 to nonprofit
 organizations.  Licenses to use the
 program on any number of machines at
 one institution include 10 User's Guide
 and cost $250 to nonprofit
 organizations.  A 5-1/4 inch
 demonstration  disk is available at no
charge. This software is for
 professionals (including teachers). It is
not designed for high school students,
 but would be appropriate for advanced
students in high school. The self-paced
instructional program explains the
basics of toxicology and the sources  of
uncertainty about the risks posed by
chemicals in the context of current
issues. Topics include common terms,
routes of entry, dose response,
properties that affect toxicity,
carcinogens, regulation of toxic
chemicals, and risk assessment and

• Gerbil 2.0. $110. This software
program is appropriate for high school
teachers and students. It is designed to
help the user understand the behavior
of water and toxic chemicals with
regard to ground-water protection.

• EXTOXNET. Available in printed
form ($25 to $30 per copy, depending
on quantity), on IBM disks ($60 per  set),
or on Macintosh disks ($60 per set).
EXTOXNET is intended to convey
pesticide-related information in easily
understood terms.  Information is
provided in two types of documents:
Pesticide Information Profiles, which
describe the health and environmental
effects of specific pesticides; and
Toxicology Information Briefs,  which
describe health issues associated with
pesticides. Topics include
carcinogeniciry, ecological effects, and

• Disposal of Household Hazardous
Waste. $20 (rental) or $49 (sale). This
program consists of 79 slides, a script,
and a fact sheet, and is designed  for
high school and college students. It
explains why certain household
chemicals are hazardous, shows how
improper disposal leads to water
contamination, and discusses disposal
options. The fact sheet provides
information on common household
chemicals; a bibliography and reference
list point to nontoxic alternatives.-
• Potential for Contamination of
Groundwater by Abandoned Landfills:
The Use of Air Photos as an
Assessment Tool $20 (rental) or $60
(sale).  This 18-minute video, intended
for high school and adult audiences,
shows how to obtain information from
aerial photographs in order to assess
potential ground-water contamination
by abandoned  landfills. (Also available
on slides.)

The Waste  Management Institute has
compiled a list of solid and hazardous
waste curricula appropriate for student;
K-12. Copies of the Youth Solid Waste
Educational Materials List are available
through the Waste Management
Institute at  the  address and phone
number listed above.  The list provides
ordering information  for these curricula.
Programs of interest include:

• A-way with Waste: A Waste
Management Curriculum for Schools,
second edition (workbook for teachers,
grades K-12).

• Waste: Choices for Communities

•New Jersey Environmental Education
Week materials (workbook for teachers,
grades 1-12).

• Long Island Water Resources: A
Curriculum Activities Guide
(workbook  for teachers, grades 7-12).

Ordering Information. Media
Distribution Center orders for less than
$10 must be prepaid;  VISA or
MasterCard will be accepted.

The Dow  Chemical Company
2020 Willard  H. Dow Center
Midland, Michigan 48674

Jennifer Drake, Health and
Environmental Sciences Communications
Catherine Maxey, Research and Development Communications
                                    Chemical manufacturer
                                                        (517) 636-4975
                                                        (517) 636-2474

The Dow Chemical Company is a
diversified, worldwide manufacturer
and supplier of more than 2,000
products, including chemicals and
performance products, plastics,
hydrocarbons and energy, and
consumer specialties - which include
agricultural products, consumer
products, and pharmaceuticals.

Materials and
Services Provided

The Dow Chemical Company and its
divisions produce printed materials and
audiovisual aids that cover
environmental health risk, waste
management, and recycling issues that
may be adapted for classroom use.
These include:

• Two Paths With One Destination -
Protecting the Environment. Grades 7-
12, 8 pages. This booklet describes the
functions of Dew's Environmental
Toxicology and Chemistry Research
Laboratories. The environmental
toxicology groups examine the potential
for Dow products to affect the
environment and the environmental
chemistry research groups determine
how these products change when
exposed to the environment. (Form No.
GC 233-00045 8/90).

• How Much is Too Much? Grades
10-12. 16 minute videotape or 16mm
film and film guide.  This video
addresses the science of toxicology and
determining acceptable risk. It
introduces such terms as  toxicity
threshold and safe levels  of exposure.
(Form No. 233-00046 [film guide], 233-
00047 [16mm film], 233-00048 [VMS]).

• Who's Responsible For This Mess?
Grades 7-12,16 pages. This booklet
describes the responsibility everyone
must take to safely handle municipal
solid waste. It describes what is
currently being done to dispose of
waste and how we may effectively use
source reduction, recycling, incineration,
and landfills to dispose of waste. (Form
No. 304-206-690X)

• Life Is  In The Balance. Grades 9-12,
21 pages.  This booklet helps teach how
to analyze risks and benefits. It
describes  how to assess risks and
benefits and shows how to gain the
most benefit while reducing the amount
of risk. The booklet goes into more
depth on  life issues, such as
environmental factors, cancer, and the
impact of rapidly growing technology.
(Form No. 233-00034-1189TBG)

• Plastic: A Renewable Resource.
Grades K-12, 8 pages.  Plastic is the
material of choice for many industries
because it is versatile, durable, cost
saving, and easy to produce.  Plastic is
a wise choice environmentally, because
it is reusable, recyclable, and energy
efficient.  This booklet describes the
current use of plastics in products such
as plastic bottles, football helmets, car
parts, foam trays and hamburger
holders, kidneys, veins, heart valves,
artificial limbs, and toys and sports
equipment.  (Form No.  304-00248-490)

• Recycle: If a as Easy as a Walk in the
Park. Grades K-6.  This brochure
describes how everyone can help keep
their parks clean by placing garbage in
garbage cans and recyclable products,
such as aluminum, plastic, and glass,
into the recycled plastic garbage cans.
It describes what the recycled plastic is
used for and why everyone needs to
recycle.  It also includes a word search,
maze, and coloring pages that
encourage recycling. (Form No. 304-

• Earth Day: You Can Make a
WORLD of Difference.  Grades K-12.
This brochure points out ways we as
individuals can be more
environmentally conscious. It gives
helpful hints how to reduce the amount
of energy we use, how to reuse
products before pitching them, and
shows why throwing garbage away in a
landfill should be the last resort.  (Form
No. 236-00059-490)

•Traces of Today.  Grades 5-12.  12
minute videotape.  This videotape
studies landfills since 1100 A.D.
Archaeologists have found out a great
deal about past cultures from their
garbage. The focus then shifts to show
what future generations will learn about
our society from our garbage. We must
conserve and limit our use of landfills.
The videotape then describes Dew's
efforts in conservation and how
communities can protect their
environment. (Form No. 304-00-223)

• RECYCLE THIS!  Grades 5-12. This
is a packet of information and a cassette
that is in rap format showing how
recycling helps protect the environment,
save energy, reduce waste, and conserve
resources. Call 1-800-441-4369 and
request the RECYCLE THISI Action

Additional Information.  For more
information  on Dew's education
programs contact Jennifer Drake or
Catherine Maxey at the phone numbers
listed above."

Education Development Center, Inc.
55 Chapel Street
Newton, MA  02160

Charles Roth
Millie LeBlanc, Manager, Publications Center
                                    International, nonprofit
                                                         (800) 225-4276
                                                (617) 969-7100  ext. 215

Education Development Center, Inc.
(EDC) is an international, nonprofit
research and development center
specializing in curriculum reform,
technical assistance, and institutional
development. EDC stresses active
problem solving in all its materials.
EDC's three divisions work to build
productive, healthy societies through
education and cooperative development.
The School and Society Program is a
national program that focuses on health
promotion, family and children's issues,
developing work skills and careers, and
improving schools and colleges.
International Programs encourage cross-
cultural understanding and work to
improve education, health, and nutrition
in other countries, particularly in the
developing world. The Center for
Learning Technology designs instructional
software and video products and
conducts research and policy analyses
on learning strategies.

Materials Provided

DC has developed a series of Teenage
Health Teaching Modules that teach basic
health knowledge and skills, and
motivate students to improve health
conditions in their families and
communities.  Developed for health
educators, they can also be used in
science, social studies, home economics,
and English classes. Each module is in
the form of a teachers' guide and can be
used repeatedly. Several  modules focus
on environmental health:

• Acting to Create a Healthy
Environment. Grades 9-12. #5025
This module demonstrates that
pollution of our natural environment
has severe consequences for human
health. It provides knowledge and
skills to enable and encourage students
to take an active role in preventing
environmental degradation and
protecting their health. Students join in
the debate over current issues such as
acid rain, sewage, toxic wastes, and
garbage.  Hands-on and simulated
exercises  engage students and teach
them that each person can make a

• Using New Health Research.  Grades
9-12. #5035
Students  glimpse scientists and health
researchers at work and learn to link
research findings to the decisions
people and societies make about health.
Considering the probabilities of  risk,
asking critical questions when
evaluating health information, and
searching for supporting  material at
libraries and at local and  national health
organizations  is encouraged.
• Improving Health and Safety in the
Workplace. Grades 7-12. #5023
This module introduces students to the
potentially dangerous materials and
procedures used in factories, offices,
and other work places. For adolescents
preparing to join the work force,
knowledge of how occupational
diseases and injuries can occur and how
they can be prevented is particularly
compelling information.

• Health for AIL  Grades 9-12. #5050
This module examines the links
between poverty, disease, ecology, and
economic development throughout the
world. Students learn to consider the
common aspirations of all people to
fulfill basic needs, such as adequate
diet, primary health care, and a healthy
living environment. In one activity
students engage in direct action to
promote world health.

Ordering Information. These modules
can be obtained by writing to EDC at
the above address. Cost per module is
$15.00 plus shipping and handling.
Please order by module number.

Environmental  Communication
 Research Program
Cook College
Rutgers, The State University of
  New Jersey
Post Office Box 231
New Brunswick, NJ  08903-0231

Peter M. Sandman
                                    Academic organization
                                                        (201) 932-8795
                                                 FAX  (201)932-7815

The Environmental Communication
Research Program is a program of the
Agricultural Experiment Station based
at Rutgers University.  The Program
conducts research, provides consulting
services, and holds training workshops
concerning how to communicate
effectively with the public about
environmental health issues.
Materials and
Services Provided

Most of the materials developed by the
Environmental Communication
Research Program are targeted to
environmental professionals in industry
and government who wish to
communicate environmental risk
information more effectively to
nontechnical audiences.  Some of these
publications might be useful to
educators or curriculum developers
interested in addressing issues of risk
• Explaining Environmental Risk
(Publication #9). 27 pages, $2.00; 1986.
Published by the EPA's Toxic
Substances Control Act Assistance
Program, this brochure focuses on
media coverage and public
understanding of environmental risk.
• Explaining Risk to Nonexperts
(Publication #30). 5 pages, $2.00; 1987.
This article, reprinted from Emergency
Preparedness Digest, offers tips for
simplifying and personalizing risk
information and choosing risk

• What Does the Public Need to
Know About Environmental Risk and
How Should the Public Be Told?
(Publication #41). $9.00; 1989.
This publication presents results of a
1989 New Jersey-wide survey
comparing the risk education agendas
of environmental advocacy groups,
educational organizations, government
agencies, and companies that have risk
education programs targeted at the
general public.

• Directory of New Jersey
Environmental Risk Education Efforts
(Publication #45) $10.00; 1988.
 The Directory contains individual
 descriptions of programs to educate
 the New Jersey public about
 environmental risk; it includes efforts
 by industry, government, academia,
 professional associations, and the
 environmental movement.
• Nonprint Media. In addition to
producing these and other print
materials, researchers associated with
the Environmental Communication
Research Program often speak publicly
about their work.  Depending on the
circumstances of the particular
presentation and the use intended,
speech notes, transcripts, or videotapes
may be available.  When inquiring,
please identify as  precisely as possible
the presentation that interests you and
the use you plan to make of it.

Additional Information. For a full
publications list or more information
about the materials described above,
contact Peter Sandman at the above
address and phone number.

NOTE: Prices quoted are from the
Program's 1990 Publications List.  The
Program notes that its members are
committed to sharing what they are
learning about environmental
communication, and suggests that
individuals and nonprofit organizations
wishing to order publications but
unable to pay the price quoted should
enclose a letter requesting a reduced
charge or no charge.

Environmental Hazards  Management Institute
10 Newmarket Road
P.O. Box 932
Durham, NH 03824

Chris Duffy, Business Manager
Peter Ohler, Educational Products Division
                                           Private, nonprofit
                                                       (603) 868-1496
                                                 FAX (603) 868-1547

The Environmental Hazards
Management Institute (EHMI)
specializes in environmental and
regulatory compliance education and
assistance. The company provides
consulting, training, conference
organizing, and evaluation services, and
develops educational materials on
hazardous waste management issues.
The organization chairs a series of
national HazMat Conferences and edits
several hazardous waste management
newsletters that provide regulatory
interpretation and compliance
information to industry and government

Materials Provided

EHMI's Educational Products Division
has developed several educational
products, two of which focus on issues
important to an understanding of
environmental health.  The educational
materials are in a "wheel" format,
presenting information in a clear,
concise manner at a level suitable for
students and the general public.
• Water Sense Wheel. General public,
appropriate for grades 7 to 12.  This
wheel presents clear information on
potential drinking water contaminants
to help alleviate confusion and
misinformation. The information
enables students to evaluate the
meaning of risk and the role of scientific
evidence in evaluating potential risk.
Issues covered include sensory clues to
the presence of contaminants, causes of
water quality problems, federal
standards for safe levels of
contaminants, potential health effects of
chemicals, and treatment options.

•Household Hazardous Waste Wheel.
Grades 7 to 9. This educational  tool
increases awareness of hazardous
substances commonly found in  homes.
It presents information on paints,
household pesticides, auto products,
household cleaners, and pool chemicals,
including their hazardous ingredients
and properties, health effects, how to
use, store, and dispose of waste, and
suggested alternative products.

Ordering Information. For information
on ordering copies of the Household
Hazardous Waste Wheel, Water Sense
Wheel, or for further information on the
Recycling Wheel and Recycling Book
Cover, contact Peter Ohler at the above
number or address.

Environmental and Occupational Health
 Sciences Institute
675 Hoes Lane
Piscataway, NJ  08854-5635

Audrey R. Gotsch, Dr.P.H., Director
Jan Gottlieb, M.P.H., Resource Center Manager
Lee Lautsen, B.A., Deputy Director, Centers tor
Education  and Training
                                                      State agency
                                                         (201) 463-5353

                                                         (201) 463-5062

EOHSI sponsors research, training,
education, and service programs to
improve the understanding of the
environment and its impact on
individual and societal health.  EOHSI
consists of six divisions, five of which
focus on research and graduate training
in toxicology, occupational health,
exposure measurement and assessment,
environmental health, and
environmental policy. The sixth
division. Public Education and Risk
Communication, addresses the need in
our society for:

• Accurate, unbiased information about
environmental and occupational health

• Education to help people make
health-promoting decisions about the
environment and learn strategies for
working collectively for policy change
at the workplace, school, and in the

• Training in occupational safety and
health job skills

Materials and
Services Provided

EOHSI's Public Education and Risk
Communication Division operates a
resource center, a toll-free hotline,
develops educational materials,
conducts short training courses for
elementary and secondary school
teachers, produces monthly
informational brochures, and has
compiled a Directory of Organizational
Resources on  Occupational Health. The
Resource Center makes up-to-date
information on many environmental
health topics available to schools,
workers, and the general public.
Materials include curricula, resource
guides, educational and training videos,
brochures, information bulletins,
newsletters, fact sheets, training, and

Educational materials include several
curricula, accompanying videos, and
informational bulletins as well as one-
day workshops and consultation for
teachers who use the curricular

• The Environment and the
Community: An Environmental Health
Curriculum. Grades 10 to 12. (In press.)
This curriculum is designed to be
integrated into existing science, social
studies, and health classes. Topics
covered include:

- environmental health risks
- how to prevent exposure to harmful
- hazardous waste disposal in the home
and industry
- problem-solving  and consensus-
building skills

Students have a chance to put their
knowledge, critical thinking, and
problem-solving skills to work  through
solving a simulated environmental

The curriculum includes a teacher's
guide with lesson  plans, background
readings, student readings, and a video
"Take Charge!  Jobs or Health:  A
Town's Dilemma"  (24 minutes). The
curriculum is under development and is
being field-tested in New Jersey schools.
• An Occupational Health Awareness
Project for Secondary Schools with
Vocational Education Programs.
Published 1990. $220. This dynamic
curriculum helps students identify
potential occupational hazards, learn
how to protect themselves, and learn
how to work together to promote
policies for a safer workplace. Materials
include seven units with lesson plans,
handouts, and hands-on exercises;
hazard recognition slides;  and a video
"Playing it Safe" (13 minutes). Training
is available for teachers.

•Healthy Environment - Healthy Me.
Curriculum for grades K to 5.
Published in 1990. This interdisciplinary
curriculum focuses on the
interrelationship between a healthy
environment and healthy people.
Students study how people affect
environmental conditions, how a
degraded environment affects human
health, and learn the importance of
making responsible decisions to protect
the health of the environment. Age-
appropriate units introduce students to
basic environmental health concepts, the
problems of solid waste disposal and
potential solutions such as recycling,
safety and health issues surrounding
household hazardous products, the
concept of risk, and the importance of
clean water and air to human health.
The curriculum consists of teachers'
guides, lesson plans, activities,
handouts, vocabulary lists,
supplementary fact sheets, and lists of
additional resources.

Videos - A series of videos to
accompany each grade level is available:

- K - Alexandria's Clean-Up Fix-Up
Parade (15 minutes)

-1 - Alu-Man the Can (15 minutes)        INFOsheets and INFOletteft on           issues; Right-to-Know information; and
- 2 - Safety Sense (14 minutes)             common environmental and              sources of information on
- 3 - Sam's Safety Star Award (15          occupational health topics, and fact        environmental and job-related health
minutes)                                sheets, brochures, books, and videos.      risks. The hotline number is 1-800-843-
- 4 - Down the Drain (22 minutes)         Topics include home use of pesticides,     0054. (The service does not handle
- 5 - Keeping the Lid on Air Pollution      radon, asbestos, ozone, drinking water     medical emergencies or provide medical
(20  minutes)                             quality, recycling, hazardous waste, a      or legal advice.)
- 6 - The Inside Story on Air Pollution'     glossary of environmental health terms,
(19  minutes)                             and a glossary of occupational health      Ordering Information - For more
- 7 - What to Do With All Our Garbage?   terms. Cost varies.                      information or to order any of the above
(20  minutes)                                                                    materials or attend teacher workshops,
                                        INFOsource.  The Institute also operates   contact the Resource Center at (201) 463-
Information Materials.  In addition to      an informational hotline for New Jersey    5354.
these classroom curricula, EOHSI          residents. Trained staff respond to
provides informational materials on        residents' questions about toxic
environmental and health risks that can    substances; media reports about
be adapted for use in the classroom in     environmental and job-related health
conjunction with these curricula or with
other programs. These materials
include a series of

Environmental Resource Project
Institute for Environmental Studies
315 Pittsboro Street, CB #7410
University of North Carolina
Chapel Hill, NC  27599-7410

Melva Okun, Education Specialist
                                     Community, nonprofit
                                                        (919) 966-3332
                                                  FAX (919) 966-7141

The Environmental Resource Project
(ERP) protects the environment and
public health by educating citizens to
make informed decisions about
environmental issues affecting their
communities.  ERP offers training and
technical assistance to citizens, local
governments, and students in North
Carolina. Although the organization's
mission encompasses all environmental
topics, there is an emphasis on public
health aspects of environmental issues
and many ERP staff have backgrounds
in public and environmental health.
 Services Provided

 ERFs education, assistance, and
 training programs reach students and
 teachers from the elementary grades to
 graduate level, and citizens in many
 communities. Technical assistance is
 offered in two forms. Communities
 with specific environmental problems,
 including threats to community health
 are matched with experts listed in the
 Scientist Register, a list of over 100
 scientific and legal experts throughout
 North Carolina. Through the
 Community Assistance Program, ERP staff
 work directly with community groups
 to help them understand environmental
 issues affecting community health.  ERP
 staff also report on environmental topics
 for North Carolina's National Public
 Radio Station. ERF'S educational
 programs include the following:
• Student Community Involvement
Program. ERP links undergraduate and
graduate level students and student
research projects with the
environmental research needs of
community groups and local
governments.  Many of these projects
investigate issues important to
protecting community and
environmental health. Examples
include a study of water quality in wells
at migrant farm worker camps, the
health ramifications of access to indoor
plumbing in rural areas,  and the
effectiveness of environmental risk
reporting in coastal communities.

• Education and Training Program.
ERP organizes and facilitates training
programs on a diversity  of
environmental topics including
environmental health issues. Past
workshops have covered risk
assessment, risk communication, radon,
radioactivity, and drinking water
quality. ERP staff work  witti content
specialists to develop workshop content
and format and can develop training
workshops on virtually any
environmental health topic. Audiences
for the workshops may include teachers,
school administrators, research
personnel, and the media.
• ERP in the Schools encourages the
teaching of environmental issues in
primary and secondary schools.  ERP
conducts training courses for teachers
and is developing an environmental
education course for education majors
at the University of North Carolina at
Chapel Hill.  Additionally, ERP recently
organized the North Carolina
Environmental Educators, a statewide
organization to promote environmental
education and improve the dialog
between environmental and health

Additional Information.  For
information on any of ERF'S services,
contact Melva Okun at the above
address and phone number.

Ohio State University
1200 Chambers Road
Third Floor
Columbus, OH  43212-1792
                               Government clearinghouse

                                                         (614) 292-6717
                                                   FAX (614) 292-0263

The Educational Resources Information
Center (ERIC) is a federally funded
nationwide system of 16 clearinghouses
designed to provide users with ready
access to education literature. It is
managed by the Office of Educational
Research and Improvement (OERI) of
the U.S.  Department of Education. Each
ERIC clearinghouse is responsible for
acquiring, processing, and reporting the
significant educational literature in its
subject field.

The ERIC Clearinghouse for Science,
Mathematics, and Environmental
Education (ERIC/SMEAC) is located at
the Ohio State University.
ERIC/SMEAC serves as a clearinghouse
for curricula and instructional materials,
teacher education, learning theory and
outcomes, research and evaluative
studies,  media applications, and
computer applications within these
three broad subject areas.

Materials and
Services Provided

ERIC clearinghouses solicit documents
on educational research and practice,
which they index, abstract, and send to
a processing facility.  Papers, conference
proceedings, literature review,
curriculum materials, and articles from
nearly 800  education-related journals are
entered into the ERIC data base.
Documents selected for the data base
(about 2,600 monthly) are cataloged,
indexed, abstracted, and announced in a
monthly publication, Resources in
Education.  ERIC announces journal
literature in a separate monthly
publication, Current Index to Journals in
Education. A guide to local institutions
offering access to the ERIC data base,
the Directory of ERIC Information Service
Providers, is updated annually.
Services provided at a charge include
scanned computer searches of the ERIC
data base (with or without assistance in
identifying publications of relevance to
a particular grade level or topics),
workshops on the use of ERIC, and
project consulting services.  Fees for
searches and printouts are determined
by individual service providers.

Over 200 publications related to science,
mathematics, or environmental  •
education are available from the
SMEAC Information Reference Center.
Teaching guides, instructional materials
directories, research reviews, collected
papers, bibliographies, and other items
are available.  Most items are under
$10.00. Publication lists for each scope
area are available upon request from the
Information Reference Center.
ERIC/SMEAC publications include:

• Promising and Exemplary Programs
and Materials for K-12 Science
Education.  Publication #SE 051 384;
$10.00. This publication provides
descriptive information on elementary
and secondary school science programs.
These programs were all nominated by
three or more curriculum or instruction
specialists and selected for inclusion by
• Environmental Activities for
Teaching Critical Thinking.
Publication #SE 051 336; $12.50.
This publication presents a discussion of
teaching critical thinking and provides a
collection of activities that develop
and/or require critical thinking skills.

• Environmental Education Digests.
Published three or four times a year;
$1.00 each (phone for annual
subscription rate).
1989 Environmental Education Digests

- Teaching Desirable Environmental
Ethics and Action by Preventing and
Solving Environmental Problems in
Schools (#1)
- Teaching Critical Thinking through
Environmental Education (#2)
- Exemplary Programs in Environmental
Education, K-12 (#3)
- Environmental Studies for General
Education at the College Level (#4)

Additional Information.  For general
information about the ERIC data base,
contact ACCESS ERIC at the toll-free
number listed above.  For information
about ERIC/SMEAC publications or
services, contact the SMEAC
Information Reference Center at the
address and telephone number listed

Exxon Chemical  Americas
13501 Katy Freeway
Houston, TX 77079

Marti S. Fellabaum, Community Relations
                                   Chemical Manufacturer
                                                       (713) 870-6836

Exxon Chemical is the third largest U.S.-
based producer of chemicals with
employees in 51 countries around the
world.  Product lines include basic or
commodity chemicals, polymers, and
performance or specialty products.

Materials and
Services Provided

Exxon Chemical has an active
educational outreach program in
geographical areas where
manufacturing, sales, or research sites
reside.  These include:

• Products from the World of
Chemicals. This 45-minute presentation
was developed  for use in middle - and
high-school classrooms.  The
presentation is designed  to expand
students' knowledge of the chemical
industry and chemical products, and to
 heighten their interest in chemical-field
careers.  Developed by a team of
middle-school educators and Exxon
employees, the program includes a 13-
minute video explaining chemical
processes and product end uses.

• Partners in Education. Most Exxon
Chemical sites have strong ties with an
"adopted" school and offer tutoring and
attendance incentives, as well as teacher
training and recognition programs.
• Tours.  Manufacturing sites offer
facility tours for teachers and students.
Reservations are required and certain
restrictions apply.

• Speakers Bureau. Exxon Chemical
employee volunteers actively participate
in career days, science fairs, and school
discussions in a variety of topics.

Additional Information.  For
information on Exxon Chemical
education involvement, please contact
Marti Fellabaum at the above address
and phone number.

Fnends of the Earth
218 D Street NE
Washington, D.C. 20003

Fred Millar; Director,
 Toxic Chemicals Safety and Health Project
                 International advocacy organization
                                                         (202) 544-2600
                                                   FAX (202) 543-4710

Friends of the Earth (FOE) is an activist
organization committed to protecting
the Earth and its resources. With
affiliate groups in 38 countries around
the world, FOE is one of the most
diverse international advocacy groups
and is part of a growing international
network of environmental advocacy
organizations. FOE is working on such
issues as ozone depletion, tropical forest
destruction, oceans and coasts, global
warming, solid and hazardous waste,
nuclear weapons production, and
corporate accountability.  In addition to
fighting to protect the public from
inordinate environmental health risks,
FOE seeks to preserve biological,
cultural, and ethnic diversity.

Since its merger with the Environmental
Policy Institute and the Oceanic Society,
FOE has expanded its emphasis on
issues of public health, energy,
conservation of natural resources, and
global threats.

Materials and
Services Provided

FOE is actively participating in projects
related to oil spills, ground-water
protection, agriculture and
biotechnology, coal strip-mining, toxic
chemical safety, and nuclear weapons
contamination. FOE's ongoing
environmental protection projects have
resulted in a number of materials and
services available to the general public.
These materials are intended to inform
and promote activism; they are not
specifically designed for instructional

• Bottled Water Sparkling Hype at
Premium Price. 74 pages; $20 ($10
members). Published in 1989.
This publication debunks the myth that
bottled water is necessarily a healthier
alternative to tap water.  If offers an
analysis of contaminants and impurities
found in many brands of bottled water,
plus consumer tips and
recommendations for regulations.

• Community Plume. Published
periodically. This newsletter is
published by FOE primarily for
members of local emergency planning
committees. Issues include a wealth of
information about a wide range of
environmental issues, including health
risk studies, as well as updates on
theprogress of advocacy projects and
legislation. It also lists and reviews
publications on environmental health
and safety.
• SARA Title III Packet Produced by
the Working Group on Community
Right-to-Know, this packet critically
analyzes the status of the government's
efforts to implement SARA, which is the
"Right-to-Know" law.  It analyzes
various types of hazards, provides the
text of the law and the related
emergency planning procedures, and
includes several related articles about
chemical hazards and related health
risks. This packet is intended to
promote dissemination of information
and activism.

• 10 Things You Can Do To Fight
Global Wanning. Full-color poster; $10
($7.50 members). This colorful poster
explains how individuals can help in
the fight against global warming.

Additional Information. For
information about the Toxic Chemicals
Safety and Health Project, call Fred
Millar. To order publications, receive a
complete listing of products and
publications available, or request
information about FOE projects, call or
write FOE at the phone number and
address listed above.

Great Lakes  and Mid-Atlantic
Hazardous  Substance Research Center
Training and Technology Transfer
C231 Holden Hall
East Lansing, MI 48824

Karen Vigmostad, Program Manager
                                 Academic  organization
                                                     (517) 353-9718

In 1986, the University of Michigan and
Michigan State University joined forces
to pursue cooperative efforts in
fundamental, large-scale hazardous
substance research.  Howard University
joined them, and in 1989 the Center was
founded as one of five such hazardous
research centers established under EPA
funding and guidelines for the various
federal regions. While pursuing the
Center's research mission, Dr. James H.
Johnson, of Howard University, has also
done work with high school teachers on
hazardous waste and other
environmental issues.

Materials Provided

Working for the Center at Howard
University, Dr. James H. Johnson, Chair
of the Department of Civil Engineering
at Howard and Assistant Director of  the
Center, presented workshops on
environmental education for teachers of
grades 9 through 12. These are being
edited into videotaped presentations.
The workshops
helped teach environmental issues and
the principles behind them. They
covered such topics as global warming,
acid rain, and toxic substances and
introduced teachers to science and
technology programs in each area.
Careers in the environmental sciences
and engineering are stressed.

• Videos - Three videos for teachers of
grades 9 - 12. Under 45 minutes each.
Available in  mid-1991 for the cost of
reproduction (estimated at less than
1- Curricular and Environmental
2- A Primer in Environmental
Science/Engineering for Teachers.

3- More Advanced Topics in
Environmental Science/Engineering for

Ordering Information - Call Karen
Vigmostad at the Center for information
about availability and price and order
through her when the videos are

Housesehold Hazardous Waste Project
Box 108
901 South National Avenue
Springfield, MO  65804

Sarah Dewey
                                                   State program
                                                         (417) 836-5777

The Houshold Hazardous Waste Project
(HHWP) is a community education
program that helps consumers make
informed decisions about the safe use,
storage, and disposal of hazardous
products found around the home.
HHWP is a program of the
Environmental Improvement and
Energy Resources Authority, an agency
of the Missouri Department of Natural
Resources. It is administered by
Southwest Missouri State University's
Office of Continuing Education.

Materials and
Services Provided

Within Missouri, HHWP helps
communities manage household
hazardous materials with the
cooperation of local businesses, and
answers citizens' questions about
household hazardous wastes. They
have also created educational materials
that include:

• Guide to Hazardous Products
Around the Home.  A 178-page manual
for "protecting your health and
environment," the guide is divided into
six sections that cover:
- General Information - what makes a
product hazardous and the effects of
household hazardous products

- Disposal - safe disposal and recycling

- Safety - how to read labels, how to
find ingredient that aren't on labels, and
how to use products safely

- Alternatives - recipes for nontoxic or
less-toxic solutions

- A-Z - a dictionary of hazardous
household ingredients and products

- Resources - suggested reading and
emergency contacts

$9.95 includes shipping and handling.
For orders of five or more, contact

• Educational Activities.  HHWP
developed and publishes:

- Home Hazardous Product Survey. A
six-page worksheet for estimating a
community's accumulation of hazardous
products. $2.00.

- What Your Home Haz. A  game on a
six-page sheet.  It uses the format of the
TV show "Jeopardy" to teach about
household hazardous products. $2.00.
• Fact Sheets. Sheets of answers to
commonly asked questions. (For orders
of 100 or more, HHWP will provide a
camera-ready master for printing or

- Consumer Tips $0.50 (master $50.00)

- Pesticides $0.50 (master $50.00)

- Safety Equipment $0.75 (master $67.50)

Masters of all three cost $145.00

• Video. "Hazardous Waste in Our
Homes?" is a 7-minute, 1/2"
VHS-format video  that outlines the
problems and solutions for household
hazardous waste. $28.00 includes
shipping and handling.

Ordering Information.  All materials
are available from HHWP. In addition,
the "Guide to Hazardous Products
Around the Home" is distributed in the
Midwest by Book Source, Inc., St. Louis,
MO, (800) 444-0435 or (315) 652-1000,
and on the west coast by Pacific
Pipeline, Kent, WA, (206) 872-5523.

Institute for Environmental  Toxicology
C-231 Holden Hall
Michigan State University
East Lansing, MI  48824

Dr. Michael Kamrin, Coordinator of Education
and Extension  Programs
                                     Academic organization
                                                          (517) 353-6469
                                                   FAX (517) 355-4603

The Institute for Environmental
Toxicology (IET) provides scientifically
accurate and environmentally sound
advice and information on
environmental health concerns to
Michigan residents.  The Institute also
works closely with state and local
governments, providing expertise
essential to protecting human health
and the environment.  Established in
1978 by the Michigan legislature, IET is
based at Michigan State University,
drawing on the combined expertise of
100 faculty.  IET coordinates outreach
programs  to educate the public about
toxic substances in the environment and
provides technical assistance to
community officials  and residents.  IET
also fosters research and graduate
education programs and sponsors
conferences that increase our
understanding of current environmental
toxicology issues.

Materials Provided

IET provides a range of classes, services,
and publications to respond to concerns
the public has about the potential health
effects of toxic chemicals found in the
environment Materials and services
include a  series of workshops on risk
assessment, water quality, and
pesticides; a Community Assistance
Program in Environmental Toxicology
(CAPET) to assist small communities in
solving contamination problems;
Lifelong Education classes on the
fundamentals of toxicology and
environmental chemistry; an inquiry
response system to handle questions
from the public and press on
environmental issues;  and publications
about toxicology and
toxics in the environment. Although
these publications have been developed
for the general public, most are
appropriate to use with high school

• Toxicology for the Citizen. Grades
10-12. Pamphlet. Published in 1987.
This pamphlet provides an overview of
toxicology principles as they relate to
understanding the potential harmful
effects of environmental contaminants.
Routes of exposure, what happens to
chemicals in the body, factors that
influence toxic effects (e.g., dose,
individual susceptibility), measuring
toxicity, and determining acceptable risk
are covered.

• How Much Is a Part Per Million?
Grades 8-12.  Pamphlet. Published in
1989. Environmental contaminants are
often measured  in very small
concentrations such as parts per million.
Grasping the smallness of this
concentration is difficult but important
to understanding environmental health
information.  This pamphlet presents
the concept in easy-to-understand terms.

• How  Does Misuse of Toxic
Chemicals Threaten Your Health?
Grades 9-12.  Pamphlet.  Published in
1983. Discusses  movement of chemicals
into the environment, routes of
exposure, potential health effects, and
practices people can use to avoid
exposure. Written in general terms for
a nontechnical audience.

• Nitrate: A Drinking Water Concern.
Grades  9-12. Pamphlet.  Published in
1988. This pamphlet summarizes how
nitrates can enter drinking water
supplies, sources of exposure, potential
health effects for
infants, children, and susceptible adults,
and ways to avoid exposure.
• Eating Great Lakes Fish.  Grades 9-
12.  Pamphlet.  Published in 1987.
This bulletin describes how the most
common contaminants (heavy metals
and halogenated hydrocarbons such as
DDT, PCBs, chlordane) get into fish and
the potential risk of eating these
contaminated fish. The bulletin also
explains ways to minimize exposure to
contaminants in fish.

• Biorisks: The Toxicology Simulation.
Computer simulation software. Grade
12. This program simulates the process
involved in determining lethal doses
(LD^) for five chemicals. Users select
doses, submit results to an imaginary
agency, and must complete the
investigation using a fixed budget. The
program was designed for use in
classrooms by students with some
familiarity with environmental health
concepts and computers. Order  from
Instructional Media Institute, Marketing
Division, P.O. Box 710, Michigan State
University, East Lansing, MI 48826
(517)353-9229.  Cost $30.

• Household Hazardous Waste  and
Pesticide Pamphlets. Several brochures
describe the safe use and disposal of
household hazardous waste, how these
substances can enter the environment,
and how to  read labels. The brochures
do not discuss the health effects of these
substances in any detail, but could be
useful in developing units on household
hazardous waste.  The brochures

- Household Hazardous Wastes:
Disposal Recommendations (grades 8-
- Reading a Pesticide Product  Label
(grades 10-12)
- Wastey Needs You (grades 4-6)

Ordering Information. To  obtain
additional information on the  classes
and services,_sf- to order publications
offered by IET, contact Dr. Michael

International Joint Commission,
Great Lakes Regional Office
P.O. Box 32869
Detroit, MI 48232-2869
100 Ouellette Avenue
Eighth Floor
Windsor, Ontario N9A6T3

Bev Croft, Information Officer
                                     Binational  commission
                                                   U.S. (312) 226-2170
                                               Canada (519) 256-7821
                                                    FAX (519) 256-779

The International Joint Commission
(IJC) is a binational organization
established by the Boundary Waters
Treaty of 1909. This treaty provides
mechanisms to help resolve (and
prevent) disputes concerning water
quantity and water quality along the
Canadian/US, border. The IJC also
monitors the process of restoring and
maintaining the chemical, physical, and
biological integrity of the Great Lakes
Basin Ecosystem, as called for by the
Great Lakes Water Quality Agreements
of 1972 and 1978. The IJC's offices in
Canada and the U.S. are staffed by
appointed  members, as well as advisors
and other staff who assist the IJC in
fulfilling its treaty responsibilities.
Materials and
Services Provided

The IJC publishes biennial reports on
Great Lakes water quality, reports to the
Great Lakes Science Advisory Board,
the text of the Great Lakes Water
Quality Agreement of 1978, and many
other reports and monographs.  These
may  be useful to teachers and students
interested in how public policy and
regulations are created and
implemented and the effect of such
activities on water quality and health
The IJC also produces and distributes a
wide range of informational and
educational materials for the general
public and students.  These include
numerous pamphlets and posters about
Great Lake environmental issues,
household hazardous wastes, toxic
substances, citizen's guides to
environmental problems and solutions,
and many other documents.  In 1984,
the IJC began the Great Lakes Education
project; the result of this project is a
comprehensive Directory of Great Lakes
Education Material that is periodically

In addition, the IJC runs educational
workshops and conferences.  In 1989,
for example, the IJC sponsored a day-
long educational conference called "The
IJC, the Great Lakes, and You" for high
school students. At this conference,
students developed projects and goals
to promote environmentally sensitive
behavior in their schools and
communities. On November 17,1990,
teachers will have the opportunity to
participate in a satellite television
conference on Great Lakes and
Environmental Education called
"Teachers Making A Difference." The
IJC's bimonthly newsletter, FOCUS,
reports on IJC accomplishments and
describes  upcoming activities.

Resources of particular interest include:
• Directory of Great Lakes Education
Material. Published in 1987; revised in
1989. This comprehensive listing focuses
on environmental issues associated with
the Great Lakes. Educational materials
are categorized by medium:  audio-
visual, books, booklets, instructional
materials, newsletters, pamphlets,
periodicals, special reports, and other
sources of information. Since most of
the programs  included were developed
by other organizations, the Directory
lists the publisher/producer of each
program. Examples of programs listed

- "The Great Lakes Education Speakers
Bureau Directory"  (directory of experts
available to visit classrooms)

- "The Great Lakes: No Free Lunch"

- "Perspectives in Science"  (includes
video on toxic waste)

- "The Trouble with Toxics" (video)

- "Water Watch" (computer simulation

- "Acid Rain Curriculum" (classroom
activities and teacher's guide)

- "Great Lakes Toxic Hotspots" (poster)

- "To the Last  Drop" (book)

- "Are Great Lakes Fish Safe to Eat?"
(International-Wildlife Magazine article)

- "Great Lakes Information Kit"           • Bibliography of Reports Issued        Additional Information. For further
(includes pamphlets on toxic substances,   Under the Great Lakes Water Quality     information about the IJC, or to order
land use activities, remedial action         Agreements of 1972 and 1978, and the     any of the materials mentioned above,
plans, Great Lakes quality plan            Protocol Amending the 1978              call or write to Bev Croft at the address
agreement, and others)                   Agreement Published in July, 1990.       and phone number listed above.
                                        This bibliography may be of interest to
- "Hazardous Wastes from Homes"        students interested in researching the
(This highly illustrated booklet provides   evolution and impact of public
a historical perspective on hazardous      policy/regulations.
wastes.  It describes the types of wastes
produced during the 20th century,
explains why certain wastes are called
"hazardous" or "toxic," discusses the
hazardous wastes typically found in the
home, and provides suggestions for
handling household hazardous wastes.)

W.W.  Kellogg Foundation
400 North Avenue
Battle Creek, MI  49017-3398

Nancy Sims, Executive Assistant for Programming
                                          Private Foundation
                                                        (616) 968-1611

The Kellogg Foundation funds
educational and service projects with
potential national or international
importance, projects which emphasize
the application of new knowledge in
addressing significant human problems
and which can serve as models for
replication. Attention is centered on
agriculture, education, health,
leadership, and youth.  The Foundation
is particularly interested in projects
which represent the collaboration of
various community organizations in
solving recognized problems. They
fund grass-roots organizations and
model organizations to help people help

The Foundation does not use grant
application forms. Instead, potential
grantees are asked to submit a one- or
two-page preproposal letter that
describes the basic problem and a plan
for its solution. The letter should
briefly explain project objectives,
operational procedures, time schedules,
and personnel and financial resources
available and needed.  During this
preliminary stage the Foundation
discourages visits. If the project seems
a possible candidate for funding,  the
Foundation will call and make further

• Filing Deadline - There is no filing
deadline because the Kellogg
Foundation continually reviews projects.
• Funding Limit - The Foundation
places no maximum or minimum limit
on grants.

• Competition - The Foundation funds
about 12 percent of the grant
applications it receives (funding about
700 out of approximately 5,762 written
requests annually).

• Project Length - There are no limits
to how long a project may run.  The
average length of a funded project is
about 3 years but some have exceeded
10 years.

• Reporting - During the life of a
project, the Foundation requests
financial statements and narrative
reports at 1  east annually, sometimes
more frequently.

League of Women Voters
1730 M Street,  NW
Washington, DC  20036
                      Grassroots political organization

                                                         (202) 429-1965

The League of Women Voters (LWV),
founded in 1920, is a nonpartisan
political organization that encourages
the informed and active participation of
citizens in government; it attempts to
influence public policy through
education and advocacy. The League of
Women Voters Education Fund
(LWVEF) was founded in 1957 to
provide local and state Leagues, as well
as the general public, with information
and educational services on current
issues. The LWVEFs research and
"how to" citizen aids are disseminated
through workshops, conferences, and

Materials and
Services Provided

The LWV has developed a number of
publications designed to encourage
thoughtful analysis of environmental,
natural resource, and health-related
issues. These publications are intended
to inform citizens about the issues and
to provide suggestions about how to
become more actively involved in
public policy-making. Although these
publications are not specifically
curriculum materials, teachers may find
them useful as background information
and as a means to provoke discussion
among their students about the role of
the individual and the community in
shaping public environment/health
policy.  Among the LWV's many
publications are:

• Safety on Tap: A Citizen's Drinking
Water Guide (#840). $7.95 ($5.95
members); published in 1987. This
publication examines health and safety
issues associated with the quality of
drinking water.  It includes
contributions from those who manage,
treat, and protect tap water.

• Crosscurrents: The Water We Drink
(#880). $4.95 ($3.95 members); published
in 1989. This is a report on a survey of
drinking water utilities and state
officials; the goal of the report is to
provide citizens with an understanding
of the opinions and activities of water
utility officials and state administrators
as they plan to implement the 1986 Safe
Drinking Water Act.
• Groundwater A Citizen's Guide
(#803). $1.75 ($1.25 members); published
in 1986. The guide provides basic
information on groundwater resources,
including problems, protective
measures, and the role of community

•America's Growing Dilemma:
Pesticides in Food and Water (#887).
$4.95 ($3.95 members); published in
1989. In addition to a discussion of the
regulation of pesticide use in agriculture
and policy issues related to alternative
agriculture, this publication includes a
guide for community education on
pesticide residues  and alternative

•The Nuclear Waste Primer (#448).
$5.95 ($3.00 members); published in
1985. The primer contains basic
information on sources and types of
radioactive  waste.  In addition to
outlining past and present government
waste management programs, it
describes future policy options and
opportunities for citizen participation in
the decision-making process.

Ordering Information. To order these
publications, or to receive a complete
catalog, call or write the LWV at the
above phone number and address.

Nalco  Chemical Company                 Specialty chemicals manufacturer
One Nalco Center           r    J                   r        J
Napeiville, IL 60563-1198

Margaret Zavala, Public Relations Specialist                                        (708) 305-1000

Organization                        • Summer Teacher Programs           • Student Hiring Programs
                                    - Corridor Partnership for Excellence in    - Illinois Mathematics and Science
Nalco Chemical Company sells           Education - Contact: Joy Talsma (708)     Academy - Contact Babs Clearly (708)
chemicals and services for water and      801-6100                             801-6052
waste treatment pollution control, oil
production and refining, papermaking,     - Chemical Industry Council of Illinois -   - Tomorrow's Scientists, Technicians,
mining and mineral processing,           Contact: Bridget Weir, Stephan          and Managers - Contact Theoda
metalworking, petrochemicals, and        Company (708) 801-6052                Gillespie (708) 897-5335
other industrial processes.

Materials  and
Services Provided

Nalco Chemical Company hires teachers
and students to work in its laboratories.
These programs help teachers
understand the application and benefits
of chemicals in the world outside the
classroom.  Students, through their
work in the laboratories, experience the
role of the scientist. These experiences
enable them to evaluate pursuing a
career in the sciences.  Nalco hires these
teachers and students through the
following programs that are set up and
run by other organizations.

National Association  of Biology Teachers
11250 Roger Bacon Drive, #19
Reston,VA  22090

Mary Louise Bellamy, Ph.D., Education Director
Alison M. Rasmussen, MAT, M.S., Education Project Director,
Public Affairs Specialist
                                   Professional association
                                                        (703) 471-1134
                                                  FAX (703) 435-5582

The National Association of Biology
Teachers (NABT), founded in 1938, is
dedicated exclusively to the concerns of
biology teachers at all grade levels. The
NABT provides its 7,000 members with
free publications and opportunities to
participate in various award programs,
conferences, workshops, and other
professional development activities.
The NABT is also committed to
working with other national
organizations (the Biological Science
Curriculum Study, Alliance for
Environmental Education, National
Science Teachers Association, and many
other) to improve biology education and
science literacy.

Materials and
Services Provided

The NABT seeks to promote scientific
literacy through its publications, award
programs, and professional
development services.  Annual dues for
North American members is $38. In
addition to the publications and services
described below, the NABT distributes
numerous pamphlets, posters, booklets,
teaching aids, as well as other materials
designed to improve classroom teaching
and encourage students to pursue
careers in biology.
• The American Biology Teacher.
Published eight times each year (free to
members; $48 subscription for
This journal provides readers with the
results of current research, new teaching
methods in biology, research on
teaching alternatives in biology,
discussions of ethical issues in biology,
review articles, and numerous
teaching/field activities on all subjects,
including environmental science and
health.  For example, the October 1989
issue included an activity called
"Disease Detective: A Game Simulation
of a Food Poisoning Investigation"; this
activity is a fun way for students to
learn about public  health concepts and
epidemiological methods.

• NABT Monograph Series. $8-$20
each (call for current pricing).
Each of the monographs in this series
present in-depth information about a
certain topic, as well as easy-to-follow
lessons and activities.  Other
monographs and source books of
interest include:

- Oceanography for Landlocked

- Source book of Biotechnology

- Biotechnology, Genetic Engineering
and Society

- The Responsible  Use of Animals in
Biology Classrooms, including
Alternatives to Dissection
• Electronic Bulletin Board. $10
members, $45 nonmembers (initial fee).
This electronic bulletin board system
allows teachers to communicate with
each other and share information. The
bulletin board works with Apple,
Commodore, IBM, or Tandy PCs if you
have a modem.

Additional Information. For more
information about membership and
general programs and services, call or
write to the NABT at the above phone
number and address. For more
information about the publications
described above or other educational
programs, contact Mary Louise Bellamy
or Alison Rasmussen.

National  Association for Science,
 Technology  &  Society
122B Willaid Building
University Park, PA  16802

Gene Bazan, Membership Services
Robert Meredith, Conference Manager
                                          Private organization
                                                         (814) 865-9951

The National Association for Science,
Technology & Society (NASTS) seeks to
engage persons from a wide range of
backgrounds in dialogue about tike
implications of science and technology
for modern life and to increase critical
thought concerning the present and
future course of scientific endeavors and
technological development. NASTS
came into fruition because of the
sustained interest of faculty involved in
STS (science, technology & society)
programs in universities, religious
professionals, public interest groups,
and K-12 teachers and supervisors.  The
Carnegie Foundation and the National
Science Foundation, through grants to
the STS Program  at the Pennsylvania
State University, funded creation of the
infrastructure leading to the successful
launching of the Association in 1988.

Materials and
Services Provided

NASTS serves as  the most
comprehensive organization in America
devoted to exploration of the science,
technology and society (STS) interface.
The Association, from its inception, has
sought to involve organizations with
mutual interests in joint efforts to
promote technological literacy. The
highlight of this effort each year is the
annual Technological Literacy
Conference, always convened on the
first weekend in February in the
Washington, DC, area.  Co-sponsors of
this conference have included the AAS,
National Council for the Social Studies,
National Science Teachers Association,
International Technology Education
Association, National Education
Association, American Federation of
Teachers, Association for Women in
Science, American Society for
Engineering Education, Triangle
Coalition, National Council of Teachers
of English, and the North American
Association for Environmental
Education. NASTS is increasingly
active in sponsoring symposia and
panel sessions devoted to STS education
at national meetings of the above

NASTS provides a number of additional
services for its members and other
interested individuals.  All materials
listed below are available through the
ERIC system (see ERIC/SMEAC entry
in this manual for further information)
with the exception of the most recent
issues pf the Bulletin of Science,
Technology & Society.

• Catalog of STS Instructional
Materials, 102 pages, published in
March 1988. The catalog consists of two
sections:  a set of reviews of STS
teaching materials and  an index to the
entire group of materials organized by
• Bulletin of Science, Technology &
Society, published bimonthly.
Free with membership, the BSTS
includes news and editorials, articles
concerning STS issues, and extensive
citations to books, periodicals, and
educational materials focusing on with
STS issues.

• The NASTS Newsletter, published
bimonthly. Free with membership, the
newsletter includes brief articles, items
concerning the activities of the
Association, and a calendar of
upcoming conferences nationally and
internationally on STS- related issues.

• Proceedings of the First through the
Fifth National Technological Literacy
Conferences, distributed annually
through the ERIC system, several
hundred pages each year. Each year
selected papers from the annual
conference of the Association are edited
into volumes grouped around
conference themes.  Early conferences
also appeared as  special issues of the
BSTS. Recent conferences are only
availal le through the ERIC system.
When accessing these items through
ERIC, search under the following two
names:  "Dennis W. Cheek"  and
"Leonard S. Waks."  Complete copies of
printed documents, as well as
microfiche sets, are available through
ERIC's documentation service.

• Resources for STS Education,
compiled by Dennis W. Cheek for the
National STS Network, University Park,
PA, 1989, 68 pages. This guide, now
available through ERIC, is an annotated
list of curricula, trade books, textbooks,
audio-visual material, and computer
software, for SJS education at K-12
levels.      ~~

National  Audubon Society
950 Third Avenue
New York, NY  10022

Education Division
                                            National  nonprofit
                                                         (212) 832-3200
                                                   FAX (212) 593-6254

The National Audubon Society is one of
the country's largest conservation
organizations.  It operates a network of
nine regional offices and 511 chapters
serving 878,000 members nationwide.
The society declares that, "We are
fighting to save threatened ecosystems
and to protect the air, water, land, and
habitat that are critical to our health and
the health of the planet." Audubon
promotes citizen particiaption in a host
of environmental projects, including
community solid waste management
and acid rain monitoring.

Materials and
Services Provided

Audubon has extensive experience in
design and implementation of
conservation education programs for
youth. It provides a wide range of
educational services from publications
to curricula and teacher training.
 • Publications

 - Conservation Notebooks - These are
 free fact sheets on such environmental
 topics as:  global climate change, acid
 rain, water pollution, etc. They are
 available from Information Services,
 National Audubon Society at the
 address above.

 • Curriculum Material

 - Recycling our Resources - A special
 issue of Audubon Adventures,
 Audubon's classroom newspaper. This
issue introduces students to recycling in
general, the garbage crisis, and source
reduction. It is available in classroom
units of 32 children's newspapers and
one Leader's Guide (a teacher's
handbook), from Northeast Audubon
Center, Route 4, Box 171, Sharon, CT
06069.  Phone: (203) 364-0520.  Cost is
$10/ classroom unit.

- Living Lightly on the Planet - A two-
volume curriculum designed to inform
and motivate junior and senior high
students about environmental problems.
It presents methods for teaching about
ecological processes and the impact of
environmental problems on human
health and well-being.  It includes
maps, student role cards, case studies,
activities, and background information
for teachers. Volume I is for grades 7-9.
Volume n, grades 10-12. Available from
Schlitz Audubon Center, 1111 East
Brown Deer Rd., Milwaukee, WI 53217.
Phone: (414) 352-2880.  Cost is $17.00
plus $2.00 shipping for each volume.

- Project Mayfly - A 30-page manual
that enables high school students to
monitor the health of streams, rivers
and lakes in their area.  It  provides
methods for chemical, biological and
physical investigations of the water. It
is written for teachers, youth group
leaders and other interested adults.
Background information for the teacher
makes it a simple matter to insert the
individual activities into the standard
science curriculum. Order from
National Audubon Society, Mid-Atlantic
Regional Office, 1104 Fernwood Ave.,
Suite #300, Camp Hill, PA 17011.
Phone: (717) 763-4985. Cost is
• Teacher Training

- Audubon Adventures Urban Training
Program - Audubon has formed
partnerships with science curriculum
coordinators in major metropolitan
school districts in the cities of
Albuquerque, Atlanta, Bridgeport,
Cleveland, Houston, Los Angeles, New
York, Newark, and Washington, DC.  In
these school systems Audubon conducts
teacher training programs for educators^
curriculum coordinators and principals.
Participants receive Audubon teacher
resource manuals that detail local and
state sources of environmental materials
and nearby centers for environmental
education. For information contact
Audubon's New York City office

- Audubon Science Institute - This pilot
teacher-training program applies the use
of new technologies in teaching
environmental issues and science in the
classroom. It is an inner-city, minority
outreach program. The program
examines timely and critical issues of
concern in enviornmental  science and
policy.  It provides teaching strategies
to help make  the study of science and
the environment both relevant and more
exciting to students.  The Audubon
Science  Institute is a cooperative project
of National Audubon Society and the
Washington, D.C. Public School System.
For information contact National
Environmental Education  Center, 613
Riversville Road, Greenwich CT 06831.
Phone:  (203)  869-5262.

National  Center for Health Education
30 East 29th Street
New York, NY  10016
Linda Campbell, Director of Student Health Program
                                           National nonprofit
                                                         (800) 225-4276
                                                         (212) 689-1886
                                                  FAX  (212) 689-1728

The National Center for Health
Education (NCHE) was created on the
recommendation of the President's
Committee on Health Education to
improve school health education.  Its
goal is to ensure that all American
school children have access to
comprehensive health education by the
year 2000.

Materials Provided

As one of its major efforts, NCHE
sponsors, disseminates, and updates an
interdisciplinary health curriculum
Crowing Healthy. This curriculum was
codeveloped by a number of voluntary
health organizations, such as the
American Lung Association, and uses
proven teaching methods to provide
healthy attitudes and behavior.

• Growing Healthy.  Grades K-7.
Revised in 1986. Growing Healthy
focuses on all aspects of health, not only
providing information, but enhancing
decision-making skills and self-esteem.
Teaching  techniques include role
playing, open discussions, active
exercises, computer software, and  films,
and involve parents and community
members. The curriculum draws on
skills from math, science, art, social
studies, and language, thereby
developing stronger skills in these
academic subjects and providing a
means for integrating health education
into existing curricula.

Growing Healthy consists of 10 content
areas, including environmental and
community health. Topics covered in
environmental health include the -health
aspects of air pollution, passive
smoking,  solid and hazardous waste,
water pollution, and radon.  Content
areas are explored at each grade level in
developmentally appropriate ways. The
curriculum consists of a teacher's
manual, student workbook, and
teaching materials, including books,
films,  filmstrips, slides and cassettes,
anatomical models, mobiles, charts,
posters, and computer software.
Complete training workshops are
conducted by regional project
facilitators, training coordinators, and
teacher trainers as needed.
Ordering Information. Complete costs
for teaching materials at each grade
level are as follows:
Materials can be shared by three to four
classrooms of the same grade level each
year. Films and filmstrips account for
one-half of the material costs and can be
shared by many more classrooms, or
complete information on obtaining
materials and integrating Growing
Healthy into your school, contact NCHE.

National Science Foundation
Directorate for Science and Engineering
 Education Division of Research Career Development
Washington, DC  20550
                                                 Federal agency
                                                         (202) 357-7538
                                                  FAX (202) 357-7009

The National Science Foundation (NSF)
is an independent agency of the federal
government that promotes and
advances scientific progress in the
United States. The Foundation does
this primarily by sponsoring scientific
and engineering research and education.

Materials and
Services Provided

The Young Scholars Program, initiated
by the NSF in 1988, is designed to
encourage students in grades 8 to 12 to
investigate and pursue careers in
science,  mathematics, engineering, and
technology. To accomplish this goal,
the NSF provides funding to post-
secondary educational institutions and
other scientific organizations to offer
educational activities for these students.
Projects provide a combination of
instruction, problem-solving activities,
opportunities to participate in scientific
research, and discussions of career
preparation and science ethics. Projects
available in each state are described in a
directory published annually by the
• Directory of NSF-Supported Young
Scholars Projects. Published annually.
The 1990 Directory lists 133 projects
offered by universities, research vessels,
off-shore island laboratories, museums,
and national parks throughout the
United States.  Each entry includes
location, instructional focus, project
activities, application deadline, costs
(including financial aid and stipends),
contact person, and other information.
Many of these projects focus specifically
on environmental sciences, including
those sponsored by:

- Foundation for Glacier and
Environmental Research (Idaho)

- University of Kentucky

- Essex Community College (Maryland)

- Cornell University (New York)

- Cabrini College (Pennsylvania)

- Rhode Island College

- Furman University (South Carolina)

- Northwest College (Wyoming)
Information. For more information
about the Young Scholars Program (or
other NSF programs), call the NSF at
the number listed above.  To request
multiple copies of the Directory of NSF-
Supported Young Scholars Projects, call the
NSF Forms and Publications Office at
(202) 357-7861.

National Science Teachers  Association
1742 Connecticut Avenue, NW
Washington, DC  20009-1171

Sheila Marshall
                                    Professional association
                                                          (202) 328-5800

The National Science Teachers
Association (NSTA), the largest
organization of science teachers in the
world, is devoted to improving science
teaching, improving science curricula,
and providing professional growth
opportunities for educators. The NSTA
provides information and resources to
help teachers establish or modify
science programs in their schools. This
organization also sponsors nationwide
surveys, offers testimony to Congress
on education legislation and issues,  sets
professional standards for teacher
training, develops position statements
on professional and ethical issues
relating to science and science teaching,
and develops links between academia
and government/industry.

Materials and
Services Provided

The NSTA sponsors special projects,
award programs, and competitions for
science teachers and students; runs
workshops and conventions; and
publishes four journals, a newsletter,
position statements, curricula, and other
publications.  NSTA's Publications and
Membership Catalog describes most of
these publications and programs.
NSTA's newsletter, NSTA Reports!,
reviews teaching materials, announces
programs for students and teachers, and
describes NSTA conventions, activities,
and publications.  Members receive
NSTA Reports! free, as well as a 10%
discount on all publications available
through the NSTA.  Publications and
programs particularly relevant to
teachers and students interested in
environmental health risk include:
• Tapestry. A joint project of Toyota .
and the NSTA, Tapestry provides small
grants to high school teachers for
special projects in environmental and
physical science.

• Real Science, Real Decisions:  A
Collection of Thinking Activities from
the Science Teacher (#PB-82).  $7.50;
32-page book published in 1990.  This
book presents information about a
number of modern scientific advances;
discussion questions are designed to
stimulate critical thinking by students
about the technical and ethical issues
associated  with these topics. Topics
include animal rights, acid rain, AIDS,
genetic screening, chemical warfare,
hunting, and fetal cell transplants.

• Opportunities in Chemistry: Today
and Tomorrow (#OP-34).  $10.00; 244-
page book published in 1987 (grades 9-
college). This book discusses the  role of
chemistry in today's world. Topics
covered include environmental control
through chemistry, human needs and
the technical applications of chemistry,
the risk/benefit equation in
environmental chemistry, career
opportunities, and much more.

• Teaching about Nuclear War (#PB-
51). $6.00; 72-page book published in
1985 (grades 7-college). This collection
of articles describes existing courses
about nuclear politics,  the  mechanics of
nuclear bombs, and the physiological
and environmental effects  of bombs.  It
provides the materials  needed to
develop a course or instructional unit
on this subject.
• Experimentation and Measurement
(#PB-2). $6.00; 98-page book published
in 1985 (grades 9-college). This text
guides students through the process of
selecting measurement equipment,
measuring, and evaluating sources of
error. It is designed to convey the
value of statistics and careful

• Earth: The Water Planet (#PB-76).
$16.50; 204-page book published in 1990
(grades 6-10). This book provides
instructions for a variety of activities
designed to help students investigate
the importance of water to the planet
and heighten environmental awareness
Activities include purifying
swampwater, evaluating water use and
misuse, and role-playing opposing
arguments at a town meeting.

• Criteria for Excellence (#PB-64).
$4.00; 42-page book published in 1990
(grades K-college). The NSTA
conducted a Search for Excellence in
Science Education from 1982  to 1986.
This book describes the results of this
seirch and provides rating systems and
criteria to evaluate the effectiveness of
sc ^nce education programs, including
en 'ironmental education programs.

• Science and Technology Education
for the 21st Century. NSTA position
paper published in January, 1990.
The paper describes NSTA's vision for
the future of science/environmental
education, including specific
recommendations about instructional
content and design.  The NSTA
emphasizes the importance of
integrating science, health, and other
disciplines in order to encourage
students to make connections, explore
risk-benefit concepts and develop
attitudes and values knowledgeably.

• Science/Technology/Socety: A New
Effort for Providing Appropriate
Science for AIL NSTA position paper
published in July 1990.  This paper
discusses the benefits associated with an
STS approach to science education.
These benefits include empowering
students to make connections and
changes, emphasizing responsible
decision-making, and requiring critical
thinking skills. The NSTA seeks a
massive revision of curricula in order to
accomplish these goals.
• Other publications of interest include:

- Enhancing Critical Thinking in the
Sciences (#OP-71,1989,117 pp, $7.00)

- Expanding Children's Thinking
Through Science (#OP-42/3,1981,160
pp, $9.20)

- Science For All Americans: Project
2061 (#MS41,1989, 217 pp, $14.50)

- Connections:  Science by Writing •
(#OP-79,143 pp, $16.95)
Additional Information. For
membership information, to receive a
free copy of NSTA's Publications and
Membership Catalog, or to order any of
the above publications, call the Member
Services Office at the phone number
listed above. For information about
special projects, award programs, and
competitions for teachers and students,
call or write Marilyn Suthard at  the
address noted above.

National Wildlife Federation
1400 Sixteenth Street, N.W.
Washington, DC 20036-2266

Debby Stansell, School Programs
                                                          (202) 797-6800

The National Wildlife Federation (NWF)
is the world's largest and most
influential organization of private
citizens promoting the wise use of
natural resources.  It is a
nongovernmental, nonprofit,
conservation education organization
governed by an all-volunteer Board of
Directors. The Federation is composed
of affiliate organizations in nearly every
state and territory. Each affiliate is an
independent, self-governing
organization. These affiliates establish
the NWFs conservation  policies and
back those policies through educational
activities and citizen action programs.
Materials Available

The NWF produces a variety of
educational materials for children,
youth, and adults, including many titles
appropriate for use as background in
environmental health education,
• Lef s Clear the Air. Grades K-9.
Available as ftlmstrip or slides with
accompanying audiotape, 15 mirg
professionally narrated (filmstrip is
$26.95; slideshow is $29.95). This
program also includes an educator's
guide and explains what causes air
pollution and what is being done to
control it. It also explains acid rain -
what it is, what it does, and why some
parts of the country are more affected
than others.  Filmstrip $26.95/slideshow

• Danger Downwind. Spiral bound; 80
pages; $9.00 (includes shipping and
handling). This NWF report covers 308
individual chemicals and 20 classes of
toxic chemicals.

• Danger on Tap. 68 pages; $7.00
(includes shipping and handling).
This NWF report outlines a program to
aggressively clean up our country's
public water systems.

• The CLASS Project. Curriculum for
middle school grades. Three-ring
binder includes background
information, student worksheets, teacher
transparency worksheets, and six color
posters. $8.00 plus postage and
handling. This program was developed
to enhance existing middle school
science and social studies curricula.  It
focuses on six content areas: energy use,
environmental issues, forest watershed
management, hazardous substances,
wetlands, and wildlife habitat.

In addition, the NWF produces
supplementary environmental education
materials for elementary and middle
school educators, including:

• Nature Scope. An environmental
education  activity guide series for K-8
educators. Each of the 18 issues in the
series focuses on a single topic and
includes background information,
activities, ready-to-copy activity sheets,
a craft section, and  an up-to-date
bibliography of additional resources.
Topics covered in this series include:
pollution, rain forests, endangered
species, wetlands, and others.

Additional Information. For further
information, contact Debby Stansell at
the above address.

New York  Science, Technology,
  and Society Education Project
State Education Department
Room 232-M, EB
89 Washington Avenue
Albany, NY 12234

Dr.  Dennis W. Cheek,
Coordinator of Curriculum Development
                                                        (518) 473-1759
                                                  FAX (518) 473-0858

The New York Science, Technology, and
Society Education Project (NYSTEP) is a
partnership among the New York State
Education Department, the New York
Power Pool (composed of all utility
companies in New York), and the
Atmospheric Sciences Research  Center
of the State University of New York at
Albany. NYSTEP produces and
distributes curricula and conducts
workshops for teachers dealing with a
variety of topics in science, technology,
and society.

Materials and
Services Provided

NYSTEP designs 3- to 4-week modular
courses to educate students to think
globally and act locally on perennial
science, technology, and society issues.
The modules focus on problem solving,
decision-making, and action
taking/product production; complex
thinking, cooperative learning, and
conceptual change are emphasized.
Included are activity guides for teachers
and administrators to use in
administering the courses. Curriculum
materials are produced by writing
teams drawn from the ranks of
classroom teachers, students, corporate
representatives, scientists, and
engineers.  Curricula and activity
booklets are correlated with New York
State science and technology education
syllabi. NYSTEP also provides a wide
range of services for educators.

• Energy Futures:  A Guide for Energy
Educators. Published in 1986 (by the
New York Energy Education Project, a
predecessor agency to NYSTEP). The
guide provides indices of energy
readings, transparency/ditto masters,
student activity books, suggested units
of instruction ranging from 4 days to a
full semester, and energy education
resources.  The guide also features a
unit entitled "Helping Students to
Evaluate Risk/Benefit Issues." This unit
provides classroom activities designed
to encourage students to think about
risk assessment in occupational  and
lifestyle choices as well as
environmental decision making.
• Problem-Solving Modules.  Over the
next year, NYSTEP plans to produce a
series of 12 middle-level modules that
engage students in problem-solving
activities addressing topics such as
emergency management planning, water
quality assessment, and infectious
diseases. Pilot modules currently under
development include:

- epidemics
- water resources
- disasters

• Services offered by NYSTEP include:

- awareness workshops about New Y •••'
State's middle-level science initiative;
- opportunities to field test middle-level
science materials in development;
- workshops on the use of NYSTEP
- activity booklets for middle-level
students on topics such as energy;
conservation, renewable energy, fo.  •"
fuels, and nuclear energy;
- a series of energy and safety activities
for elementary students;
- a series of readings on various sources
of energy and transparency/ditto; anrl
- masters conveying important energy

Additional Information.  For
information on any of the above
materials, contact the project office at
the above address. Note  that the
modules under development will not be
available for national distribution until
the fall of 1991 or later.

North Carolina Office of Environmental Education
Department of Environment, Health, and Natural Resources
P.d. Box 27687
Raleigh, NC 27611-7687

Dr.  Linda W. little, Director
Sandra P. Washington, Deputy Director
                                                   State agency
                                                      (919) 733-0711
                                                FAX (919) 733-0713

The Office of Environmental Education
was established in July 1990 in
accordance with a directive from the
Governor.  It will coordinate the
Department of Environment, Health,
and Natural Resources' existing
environmental education programs and
activities and serve as a clearinghouse
of environmental information for
communities and school systems,
thereby promoting a greater public
awareness and knowledge of
environmental issues. In addition, the
office will take a lead role in
establishing the new Project Tomorrow
Awards Program for schools.
Materials and
Services Provided

In its first year, the Office of
Environmental Education plans to:

• develop a database of existing
environmental education programs
within the Department of Environment,
Health, and Natural Resources;

• work with the Department of Public
Instruction for integrating
environmental education into course

• assess the opportunities for affiliating
with regional environmental education
centers across the state; and

• develop the  Project Tomorrow
Awards Program to encourage schools,
through creative projects, to discover
and explore ways to protect their health
and environment;
Through these efforts, the Office of
Environmental Education hopes to
consolidate the state's environmental
education programs so that they will be
more useful and accessible to the
general public and to promote public
education and awareness of
environmental issues.

Additional Information. To obtain
more information on the Project
Tomorrow Awards Program and the
Office of Environmental Education,
please contact Dr. Linda Little or Sandra
P. Washington.

Northeast Regional Environmental
 Public Health Center
School of Public Health
University of Massachusetts
Amherst, MA 01003

Edward J. Calabrese, Director
Charles E. Gilbert, Assistant Director
                                                         (413) 545-4222
                                                  FAX  (413) 545-4692

The Departments of Public Health of the
six New England states, along with the
Divisions of Public Health of the
University of Massachusetts, created the
Northeast Regional Environmental
Public Health Center to enhance both
regional communication and
cooperation in order to better address
critical environmental public health
problems. Center activities are guided
by an Executive Committee that
oversees and reviews the projects of the
Center; the Committee includes
representatives from each member state,
the U.S. EPA, and the Agency for Toxic
Substances and Disease Registry. The
Center is advised on scientific issues by
an external scientific advisory
committee composed of scientists from
the state and federal governments as
well as the public and private sectors.


Recognition of the importance of waste
management education prompted staff
of the Northeast Regional
Environmental Public Health Center to
compile a comprehensive list of waste
management curricula available in the
United States.  A database search was
used to identify existing programs.
State and federal government officials,
environmental organizations, academic
institutions, and private curriculum
development firms were subsequently
contacted for information about their
programs.  Although most programs
summarized in the text are concerned
with waste management issues in a
broader sense, some include units on
hazardous wastes and/or the health
consequences of inadequate waste
management strategies.

• Environmental Curricula Concerning
Waste Management 112- page
manuscript; to be published by Lewis
Press in September, 1990. The text
summarizes waste management
curricula for each state by category and
features specific to each program. State-
by-state program summaries  include
sections addressing availability of
materials, relevant state recycling
regulations and specific curriculum
requirements, and classroom
implementation. A project history and
description is presented for each
program, along with information about
the availability of teacher training and
in-service credit offerings. A
curriculum description section discusses
program validation by the Department
of Education, program topics, target age
group, availability of teacher and
student materials, and evaluations. A
bibliography describes programs
containing a model school waste
management program, along with
references to additional curriculum
materials that  may be available.

Additional Information. For more
information, contact Charles Gilbert at
the above address and phone number.

Oak  Ridge  Associated Universities

Training and Management Systems Division
Post Office Box 117
Oak Ridge, Tennessee 37831-0117

Rose S. Foster,  Research Associate
Mary Benton, R.N., M.P.H.
                                                       (615) 576-9342
                                                       (615) 576-1942

Oak Ridge Associated Universities
(ORAU) is both a federal laboratory and
a 55-member university consortium.
ORAU develops and manages programs
that encourage collaborative research
between universities and  laboratories.
ORAU's efforts are focused in four
major areas: science/ engineering
education, training and management
systems, medical sciences, and
energy/environment systems.

Materials and
Services  Provided

ORAU develops need-based training
and educational programs in toxicology-
related areas, including on-line database
searching  and basic toxicology. ORAU's
staff members have expertise in both
instructional systems development and
environmental science. Educational
materials include a module  entitled
Chemical Hazards Awareness  Using the
Online Toxicology Information Program
Files of the National  Library of Medicine,
developed for students who participated
n a half-day workshop as part of
ORAU'S Minority Challenge Program.
• Chemical Hazards Awareness: Using
the Online Toxicology Information
Program Files of the National Library
of Medicine. Module for grades 10-12
(includes student and instructor
materials); 1990. This module is
designed to provide students with
better information on environmental
health risk issues related to the use of
common household products.
Following an introduction  to basic
toxicology principles, students are
guided through on-line searches ol the
National Library of Medicine's
Toxicology Information Program,
including the Toxicology Data Network
(TOXNET) and the Hazardous
Substance Data Bank (HSDB). Sample
scenarios and database excerpts are
used to help the student understand the
type and extent of information
available. Student materials for the
course include toxicology information
handout sheets, TOXNET and HSDB
fact sheets, fact sheets on routes of
exposure and health effects of
chemicals, demonstration problems, and
sample search problems and solutions.
Information. For more information
about the Chemical Hazards Awareness
module or other materials and services
available from ORAU, contact Rose
Foster or Mary Benton at the above
address and phone number.

Office  of Environmental  Education
U.S. Environmental Protection  Agency (EPA)
U.S. Environmental Protection Agency
401 M Street, SW
Washington, DC  20460

Michael O'Reilly, Acting Director
                                                Federal agency
                                                        (202) 382-4965
                                                   Fax (202) 382-4309

The Office of Environmental Education
(OEE) was established in September
1990 to focus and coordinate the
Environmental Protection Agency's
(EPA's) environmental education
activities and to carry out the mandates
of the National Environmental
Education Act. The overall goal of this
new office is to instill in citizens a sense
of environmental ethic and to endow
them with the tools and values they
need to make environmentally
protective choices in their daily lives.

The National Environmental Education
Act, signed into law late in 1990, is
intended  to increase public
understanding of the natural
environment and to advance and
develop environmental education and
training.  While the Act establishes a
grants program, administered by EPA,
its main emphasis is on augmenting
cooperation among the EPA, other
federal agencies, state and local
education institutions, not-for-profit
educational and environmental
organizations, and private sector
The Act calls for the OEE to include a
headquarters staff of six to ten plus one
employee in each of EPA's ten regional
offices. The Act also requires the
establishment of an Environmental
Education and Training Program to
award an annual grant, not to exceed
$250,000, to an institute or consortium
to support environmental education.

Under the Act, EPA will provide
internships for up to 150 college
students per year, support national
awards recognizing outstanding
contributions to environmental
education, and establish an
Environmental Education Advisory
Council and Task Force to advise the
EPA on environmental education
activities. Finally, the Act creates a
grants program to encourage
environmental education activities and
calls for establishment of a National
Environmental Education Foundation.
Materials and
Service Provided

The OEE will perform four major
functions.  First, it will carry out the
activities called for under the National
Environmental Education Act.  Second,
it will support development of an access
mechanism to ensure that information
on environmental education resources is
readily available to those who need it.
Third, it will continue to support youth-
oriented environmental awards
programs such as the President's
Environmental Youth Awards. Fourth,
it will work with other interested
parties, both within and outside of the
federal government, to identify and fill
important gaps in available
environmental literacy resources.

The office intends to publish and
distribute a newsletter for
environmental educators beginning in
1991, and support other promising
information exchange activities in this
rapidly developing field.

Ohio Sea Grant  College Program
The Ohio State University
1541 Research Center
1314 Kinnear Road
Columbus OH  43121-1194

Rosanne W. Fortner, Associate Professor
Victor J. Mayer, Professor
                                                        (614) 292-1078
                                                  FAX (614) 292-7061

The National Sea Grant Program was
established by Congress in 1966 with
the goal of accelerating the
development, conservation,
management, and utilization of the
aquatic resources of the United States.
With Sea Grant assistance, coastal states
develop research, advisory services, and
education efforts related to the oceans
or Great Lakes.  The Ohio Sea Grant
Program began in 1977; its education
component is coordinated through the
School of Natural Resources and the
College of Education at The Ohio State

Materials and
Services Provided

The Ohio Sea Grant Program
educational publications are the
products of over ten years of curriculum
development, teacher training, research,
and evaluation by leaders in science
education and environmental
Best known to teachers are its
curriculum infusion activities for middle
schools, the Oceanic Education
Activities for Great Lake Schools
(OEAGLS, pronounced "eagles"). These
activities are based on standard
curriculum topics in grades 5-9 with an
aquatic context. OEAGLS materials are
designed to be easily integrated into
existing curricula. Each title consists of
a student workbook and a teacher guide
and costs $3.00 for the publication,
postage, and handling.  Recent
development efforts in the Ohio Sea
Grant Education program have   .
broadened the original format of
OEAGLS by creating additional
activities for use with children in the
primary grades (OEAGLets).

In addition to education publications,
the Sea Grant Education office offers
information about graduate programs in
aquatic education, teacher workshops,
and advice on adapting materials to
local  needs.

A variety of activities available from the
Ohio Sea Grant Program are
appropriate as background information;
however, two OEAGLS activities are
particularly  relevant to environmental
health risk education:
• PCBs in Fish: A Problem?
(Publication #Ed-023). Grades 5-9.
Student workbook, 10 pages; Teacher's
Guide, 25 pages. Revised in 1988.
This module includes an introduction to
PCBs, followed by two activities. The
first activity shows that only a small
amount of PCBs can create a problem;
the  second activity includes a
simulation of processes used in
government to develop policies to
protect public health.

• Pollution in Lake Erie: An
Introduction (Publication #EP-008).
Grades 5-9. Student workbook, 14
pages; Teacher's Guide, 17 pages.
Revised in 1987. This module uses a
1970 essay to illustrate how to read
skillfully and carefully for facts about
water quality in the lake.  A 1980 article
updates and clarifies information
presented in the earlier article; the
associated activity is designed to teach
students to analyze reading materials to
determine the truthfulness and value of
what they are reading.

Additional Information. For a full
publications list or more information
about Sea Grant Program materials and
services, contact the Program office at
the  above address and phone number.

Olin Corporation
120 Long Ridge Road
Stamford, CT  06904-1355

Carmella Piacentini, Manager, Corporate
Contributions and Community Relations
                            Publicly traded corporation
                                                        (203) 356-3301

Olin Corporation is a Fortune 200
company whose businesses are
primarily concentrated in chemicals,
metals, and ammunitions, with special
emphasis on electronic materials and
services and defense/aerospace
products. Olin has 17,000 employees
worldwide and annual sales of around
$2.5 billion.

Materials and
Services Provided

Olin environmental engineers and other
health and safety experts are presenting
Exploring the Environment: An Olin
Educational Outreach Program to fifth
and sixth graders and high school
students in two Stamford (Connecticut)
public schools. Designed to be  adapted
by other Olin locations or other
organizations, this  program consists of a
five-part series of classroom lessons and
a field trip that are focused on
environmental problems and solutions.
The series begins with a visit to an old
industrial waste disposal site that Olin
is now remediating. Chosen because it
is safe to supervised visitors, this site
offers an ideal chance to explain the
history of industrial waste disposal, the
process of identifying contaminants and
developing remediation plans, and the
role that ground water and geology
play in pollution and cleanup efforts.

The four classroom lectures include one
session on hydrology and basic geology;
one on the design of hazardous waste
landfills and the cost of alternatives; one
on air pollution, the role  that
individuals play in creating it, and what
they can do to limit it; and one on
interactive emergency response.
The lessons and visual materials used in
the classroom sessions are designed to
be easily adapted for similar outreach
programs elsewhere.

Information. For more information on
this Olin Educational Outreach
Program, please contact Carmella
Piacentini at the above address and
phone number.

Organization for Economic  Cooperation
 and Development
2, rue Andre-Pascal
75775 Paris Cedex 16

Kathleen Kelley, Head of Project
                                             FAX  011-33-1-45249098

The Organization for Economic
Cooperation and Development (OECD)
is an international organization with 24
member countries. The OECD
administers projects in a wide range of
fields, including economics, the
environment, and energy.  The Center
for Educational Research and
Innovation (CERT), an organization
within the OECD's Directorate for Social
Affairs, Manpower and Education,
conducts projects  to encourage
innovation within the field of education.

Materials and
Services Provided

In 1990, in recognition of the growing
importance of environmental education,
the OECD established the  Environment
and School Initiatives Project within
CERI. By the end of 1990, CERI will
begin distributing a newsletter about
this project.
• Environment and School Initiatives
Project This project will identify and
evaluate school projects that incorporate
innovative ways of teaching about
environmental issues. In selecting
school programs to study, the OECD
emphasizes the importance of student
participation in designing and
implementing projects in which
students work to change the local
environment. The OECD will
disseminate information about
successful school programs and
construct criteria for designing and
evaluating environmental education
programs.  The OECD hopes to address
seven main concerns:

- Practical and political barriers to
"teaching the environment"

- New forms of interaction between
teachers, students, and the community

- The changing roles of teachers and
students in environmental education

- Quality standards for interdisciplinary
- The scope of environmental education
(natural, cultural, social, economic,
technological, architectural, etc.)

- Encouraging "dynamic" qualities in

- Support structures needed for
environmental education programs

• The Observer. Published bimonthly
by the OECD. This magazine includes
articles describing OECD projects and
the activities of member countries.  An
article in the August/September 1990
issue ("The Environment at School")
describes the establishment and goals of
the Environment and School Initiatives
Project; this article also describes some
case examples of environmental
education programs in member

Additional Information. For more
information about the Environment and
School Initiatives Project or CERI, call or
write to Kathleen Kelley at the phone
number and address listed above.

Penn State  Conservation Leadership  Schools
102 Wagner Building
The Pennsylvania State University
University Park, PA  16802

Dr. James Hamilton, Director
                                     Academic organization
                                                        (814) 865-3443

The Penn State Conservation Leadership
Schools (CLS) are a continuing
education service of the Pennsylvania
State University College of Health and
Human Development in cooperation
with the Pennsylvania Department of
Education. Each summer, CLS runs
outdoor workshops for high school
students interested in natural resource
management, conservation, and
solutions to environmental problems.

One of the major educational
philosophies is that students can make a
difference: CLS encourages knowledge,
independent thinking, environmental
responsibility, and leadership. CLS
teachers include resident instructors,
representatives of the Pennsylvania Fish
Commission and the Pennsylvania
Game Commission, and faculty from
several academic departments at Penn
State. CLS facilities include the 700
acres of  the Stone Valley recreation area,
a 72-acre lake, 7,000 acres of the
University's Experimental Forest, and
Penn State's University Park Campus.
Materials and
Services Provided

Each year, CLS teaches three summer
sessions:  CLS I and CLS H (the same
workshop is run twice per summer),
and Advanced CLS. Topics for CLS I
and CLS II include risk assessment,
forestry (silviculture), water quality
management, energy production and
use, wildlife management, soil analysis
and use, conservation legislation and
regulation, public speaking,
environmental issues, low impact
recreation, and more. Advanced CLS
emphasizes leadership and problem
solving, and is designed for students
who wish to lead environmental •
activities and/or become involved with
local, state, or national resource
management and conservation issues.
Students develop and present a
multiple-use master plan for more than
700 acres of field, forest, and water

Students may be interested in
participating in these CLS workshops.
Of particular interest to teachers are
CLS' environmental risk assessment
curriculum, as well as  a "CLS
Curriculum Summary" (both described
below). Teachers also  may be interested
in "Conservation Leadership School
Philosophy,"  a handout that describes
the educational and environmental
philosophy upon which the school's
curricula  are based.
• Environmental Risk Assessment
Lesson Plan. Instructional unit for CLS
I and CLS H; developed in 1989. This
unit consists of an introduction to the
factors involved in assessing risk and a
case history-based risk assessment
activity. Both the introduction and the
activity are based on risk assessment
principles developed by the U.S.
Environmental Protection Agency.
Given a set of evaluation criteria,
students are asked to determine the
ecological risk, human health risk,  and
economic/social risk involved in the
case history.  Students then assign  an
overall perceived risk to the case and
develop strategies to prioritize
environmental problems.

• Conservation Leadership School
Curriculum Summary 1989. This
seven-page document briefly describes
the content and pedagogical strategies
of all of the curricula (and other
services/activities) taught at CLS.
Course descriptions for both the regular
and advanced workshops are included.

Additional Information. For further
information about CLS workshops, call
or write to the Continuing Education
Office at the address and phone number
listed above. To request the
Environmental Risk Assessment Lesson
Plan, other lesson plans, or the other
documents described, call or write to
Dr. Hamilton at the address and phone
number listed above.

Pennsylvania  Office  of Environmental Education
Pennsylvania Department of Education
333 Market Street
Harrisburg, PA  17126-0333

Dr. Dean R. Steinhart, Director
                                                      State agency
                                                          (717) 787-9845
                                                    FAX (717) 783-5420

The Office of Environmental Education
(OEE) serves as the primary
implementation agency and
network/communication system for
environmental education across the
state of Pennsylvania. In addition to
recommending standards for
environmental curricula in Pennsylvania
schools, the OEE encourages resource
management, community,
environmental, professional, youth, and
religious organizations to become
actively involved in environmental
education in the community.

The OEE was established in 1984 in
response to recommendations made by
the Environmental Education Master
Plan Task Force (EEMPTF). The
EEMPTF was charged with the task of
assessing the status of environmental
education in Pennsylvania, drafting
recommendations for the redirection
and implementation of a state-wide
environmental education effort, and
establishing a network to promote
environmental education through an
information and program exchange.
The Master Plan developed by the
EEMPTF has served as a model for
similar efforts in other states.
Materials and
Services Provided

The OEE offers technical assistance to
educators establishing environmental
education programs in Pennsylvania.
Publications, resources, and curricula
developed by the OEE and other
organizations are available through this

• Environmental Education Scope and
Sequence: K-12. Published in 1988.
This booklet was developed by the
Curriculum Subcommittee of the
Environmental Education Advisory
Council.  It briefly defines the goals of
environmental education and outlines a
comprehensive plan for the
development of environmental curricula
at all grade levels. The curriculum plan
is intended to be interdisciplinary and
encourage educators to "teach problem-
solving, attitudes, and environmental

• Regeneration:  You and Your •
Environment. Teacher's Guide
published in 1987. This teacher's guide
introduces the concept of regenerative
environmental education and includes
activities designed to broaden students'
views and knowledge of nature, the
community, and themselves. Activities
designed  for grades K-6 and grades 7-12
are included.  For example, in the
"Toxic Substance Search" activity,
students identify toxic substances and
explore safer alternatives.  Another
activity, "Pollution Investigation,"
encourages students to take action
against environmental pollution.

• Project Learning Tree (PLT). PLT, a
project of the  OEE, provides classroom
activities for grades K-12 to help
teachers with  environmental education.
In addition to teaching concepts about
the environment, this program helps
educators teach problem-solving, higher
order thinking skills, and critical
thinking.  For example, "Who Runs This
Place?" is an activity in which students
explore the relationships between
government policy/law and
environmental quality/practices. The
OEE administers a free 6-hour
workshop to train teachers to
implement PLT.

• Governor Casey's Earth Week
Classroom Program. Published in 1990.
This booklet was produced to take
advantage of the learning opportunities
afforded by the 20th anniversary of
Earth Day.  It includes suggestions for
environmental education activities on
six topics. Each activity includes an
informational overview to the topic,
lesson objectives, activity ideas, and a
resource list.  Of particular interest is
"Air and the Atmosphere," which asks
students to describe human activities
and behaviors that contribute to
atmospheric pollution and describe >"
environmental consequences of various
types of air pollution, including their
impact on human health. The bookk :
also  describes ideas and resources for
longer term projects, such as local
environmental monitoring.  An
extensive resource guide is also

• The Newspaper A Tool for
Teaching Environmental Awareness.
Published in 1989. This teacher's guide
for using newspaper articles as a tool
for environmental education includes
articles on 14 topics; each article is
accompanied by goals  (by grade level)
and suggested activities.  Topics includp
acid rain, water pollution, health risk'.
associated with asbestos, waste dispo; ir
and more.

Additional Information.  For
information about the EEMPTF Master
Plan or any of the publications
described, call or write Dean Steinhar!
at the phone number and address listpu
above.  For more information about
Project Learning Tree, ask for Patti

Regeneration:  You and Your Environment
also  is available from Rodale Press:  The
Regeneration Project, 33 East Minor
Street, EmmauSrPA 18098.

Pocono Environmental Education  Center
R.D. 2, Box 1010
Dingmans Feny, PA  18328

John Padalino, President
                                                         (717) 828-2319

The Pocono Environmental Education
Center (PEEC), in cooperation with the
National Park Service, is the largest
residential center in the Western
Hemisphere for education about the
environment.  Located on 38 acres in
the Delaware Water Gap National
Recreational Area, PEEC serves as a
field center for outdoor environmental
studies and many other educational
activities.  PEEC is committed to the
education of individuals, minorities,
people with special needs, and social
communities in order to promote
understanding of both natural and built
environments.  PEEC has been
designated a national Environmental
Study Area and an Exemplary Center
for Excellence in Science and Energy
Education. PEEC receives no state or
federal aid, and is funded primarily
through visitor use fees and
membership contributions.

Materials and
Services Provided

PEEC provides a wide range of
educational materials and services for
students, teachers, and the community:
"hands-on/ minds-on" environmental
education  programs  and activities,
science leadership seminars, school field
trips, in-service credit workshops for
teachers, instructor/internships in
environmental and outdoor education,
educational family vacations, natural
history programs, and newsletters.
Special educational programs, events,
and activities are designed and
implemented each year; although topics
vary from year to year, activities related
to environmental health risk are likely
to be available in any given year*.
Programs and services of particular
interest to teachers and students

• Workshops for Educators. Educators
can attend PEEC's regularly scheduled
weekend and week-long workshops for
continuing education credit.  Topics
vary each year; examples include
Environmental Issue Analysis Strategies,
Recycling, Acid Rain, Environmental
Issues, and Outdoor Leadership and
Human Relations Skills.

• Staff Development Workshops.
PEEC will provide its resources to help
educators create a staff development
workshop that meets the specific needs
of an individual school system.

• Instructor/Internships. Six- to twelve-
month positions in environmental
education are available to secondary
school students,  undergraduate
students, and others with experience in
the fields of science and education.

• PEEC Seasons. Published quarterly.
This quarterly newsletter contains an
unusual combination of informative and
educational features:
- articles about environmental issues
(including health risk);
- suggestions and tips for promoting
environmental health and safety;
- how-to guides to create your own
educational activities;
- puzzles, quizzes, and other activities
for children and students;
- contributions from children and
students; •
- descriptions of upcoming events at
PEEC; and
- book reviews.

• Field Trips and Special Events.
Students (and the general public) can
take educational field  trips to PEEC and
attend PEEC's weekend and week-long
educational events. Topics vary each

Additional Information. For
information about these or other
programs available at PEEC, call John
Padalino at the phone number listed
above or write to PEEC at the address
noted above.

Public Information Center (PIC) -
U.S.  Environmental Protection Agency (EPA)
U.S. Environmental Protection Agency
401 M Street, SW
Washington, DC 20460
                                         Federal government
                                                       (202) 382-2080
                                                       (202) 475-7751

The U.S. Environmental Protection
Agency (EPA), the U.S. agency charged
with protecting the environment, is a
large organization that publishes a
multitude of materials on environmental
topics. The Public Information Center
(PIC) is a good source for finding useful
material  on a specific topic. The goal of
the PIC is to get nontechnical or
consumer-related information to the
public.  It supplies publications of the
EPA's various branches on the
environment and related issues.

Materials and
Services Provided

PIC makes available educational
materials, consumer guides, brochures
on EPA programs, and fact sheets and
pamphlets on environmental topics. All
of their materials are free and may be
photocopied. Staffers at the PIC are
available to refer callers to the
appropriate source or document. Often
they will be able to cite  part of some
larger publication that would not be
obvious  to someone reading through a
list of documents. Environmental risk
assessment materials that are available
• Environmental Backgrounds. This is
a series of nontechnical explorations of
selected environmental topics. They
include hotline phone numbers and
clearing-house information, when these
are available. A few examples:

- Hazardous Wastes
- Asbestos
- Hazardous Chemicals: Emergency
Planning and Community

• Pamphlets.  PIC has available
hundreds of pamphlets including such
titles as:- A Family Guide to Pollution
- Chemical Hazards Big And Small
- Evaluating the Environment At
Superfund Sites: A Citizens Guide

Here are a few examples of other
publications of interest to educators:

• Books For Young People On
Environmental Issues. An
environmental reading list divided by
grade level, this pamphlet lists over 70
books appropriate to grades 7-12.
Listings include such titles as: We Are
the Targets: The Story of Environmental
Impact, The Poison That Fell From the
Sky, and Unfit for Human
Consumption. (The EPA does not stock
the listed  titles).
• Environmental Literacy in the 21st
Century.  This is the text of a high
school commencement address
delivered by EPA Administrator,
William K. Reilly.

• Focus on Ecological Risk
Assessment. This is a two-page
capsule, nontechnical description of the
steps the government takes in such an
assessment. Those interested in this
document should mention that it is a
pull-out centerfold from the  December
1989 issue of The Information Broker,
the monthly publication of the EPA
Headquarters Library.

Ordering Information.  Everything
available from the PIC is free and can
be ordered by phone  or by simply
sending a post card.  They will send as
many as 10 items immediately.
Requests for larger amounts  may take
up to six weeks.

Southern Illinois  University
Department of Curriculum and Instruction
Carbondale, IL  62901

Dr. Harold Hungerford
Dr. Tradi Volk
                                      Academic organization
                                                          (618) 453-4211
                                                          (618) 453-4214
                                                    FAX (618) 453-1646

At the Department of Curriculum and
Instruction at Southern Illinois
University (SIU), Dr. Harold
Hungerford and colleagues have
developed a set of curricular goals for
environmental education and a model
for teaching issues investigation to
students in grades 5 through 12. This
model focuses on investigation of
environmental issues and STS
(Science-Technology-Society) issues.  It
begins by providing a foundation of
knowledge in the issue being
considered, proceeds through analysis —
helping students organize and
understand the  issue — and continues
through investigation to, finally,
involving students in solutions. The
model incorporates training in  the
critical thinking skills of analysis,
synthesis, and evaluation.

Materials and
Services Provided

Dr. Hungerford and colleagues have
developed an informal network of
trainers who can present workshops in
his method.  They range from teacher
educators who  have studied with
Hungerford at SIU to  teachers  who have
been trained in the method, have gone
on to assist at other trainings, and now
train other teachers. Occasionally Dr.
Hungerford or  his colleague Dr. Volk
will be able  to recommend someone
from this group who is nearer  a client's
location or whose interest or expertise
coincide with the clients.

Both published curricula and
workshops are  available as part of the
Issue Investigation Model.
• Workshops. Dr. Hungerford and his
colleagues offer a wide range of
workshops in his model, from a
one-hour informational presentation to a
two-week, in-service training.
Workshops include:

- One-and-a-Half-Day Issues Analysis
Training.  Teaches participants how to
understand the societal as well as the
scientific implications of an issue.
Focuses on such questions as: Who is
involved?  What  is at stake?  What
values are driving the issue?

- Two Week In-Service Training. This
in-depth training provides the more
sophisticated skills needed in order to
involve  students  in issue
investigation/evaluation and issue
resolution. The 2-week training (10
working days) includes and builds upon
the issues analysis training and
incorporates instrument design,
sampling techniques, data collection and
interpretation, citizenship  participation
skills, and decision-making.

• Curricula.  Dr. Hungerford has
developed three curricula appropriate
for grades 5 through 12:

- Investigating and Evaluating
Environmental Issues and Actions.
First developed in 1974, this curriculum
has been regularly revised, most
recently in 1988.  It also has been used
at the university  level but its language
is appropriate to the younger grades it
is prescribed for.  This interdisciplinary
program involves students in the
investigation and resolution of
environmental and science-related social
issues.  It introduces the skills needed
to investigate issues, process the
information, and take action. Student
edition: $8.40. Teacher edition: $10.40.
- A Science-Technology-Society Case
Study: Municipal Solid Waste. This
program focuses on knowledge and
issues related to the generation,
reduction, and disposal of household
and commercial solid waste (including a
small section on hazardous waste). It is
designed for the teacher who wants a
class research project that focuses on a
single issue (rather than the
autonomous investigation that the other
curricula encourage). Nevertheless it
does teach the skills associated with
issue analysis. Students investigate one
aspect of solid waste management in
their community, make
recommendations and, at the teacher's
discretion, can proceed to helping
resolve the issues they discover.
Teacher notes bound with reproducible
student activities:  $14.60

- Science-Technology-Society:
Investigating and Evaluating STS
Issues and Solutions.  This curriculum
is designed to involve students in
today's important science-related  social
issues. It  describes the interrelationship
of science, technology, and society, and
introduces issues that arise from these
three forces. Students learn to analyze
the issues, and to collect and process
information  related to the issues.  They
then choose  an issue, which they
independently investigate.  The
program then introduces citizenship
skills and  a decision-making model to
teach how issues are resolved through
responsible citizen participation.
Student edition:  $9.80. Teacher edition:

Ordering  Information. These curricula
are available from Stipes Publishing
 Company, 10-12 Chester St.,
Champaign, IL,  61820. Phone:
 (217)356-839:UPax: (217)3565753.
There is a 15% discount for orders of 10
 or more of any title.

Tennessee  Valley Authority
Citizen Action Office
400 West Summit Hill Drive
Knoxville/TN  37902

Judy Driscoll,  Project Manager
                                         in Tennessee: (800) 545-4222
                                 in other TVA states: (800) 251-9250
                                                 others: (615) 632-1570

The Tennessee Valley Authority (TVA),
created in 1933, is composed of the
seven Tennessee River states.  The TVA
functioned in many capacities, building
dams, undertaking forestry projects, and
providing formal and informal
educational programs. A traditional
source of assistance to land-grant
colleges and universities  in the region,
the TVA in 1977 began an experiment
with Murray State University in
Kentucky to develop the  first university-
based Center for the
Environmental/Energy Education
Program. The program has since
expanded to include 11 other centers in
the region.  Each center provides its
service area with teacher training,
regional services, technical assistance,
and program development and research.
Together, the 12 centers function as a
network and delivery system  for
environmental and energy education
programs. The nationwide Alliance for
Environmental Education is currently
using the TVA university-based system
as a model for a national network.


More than 40 educational programs
have been developed under the auspices
of the Environmental/Energy Education
Program, many in the form of curricula
and instructional materials that have
been widely distributed throughout the
region. One such program, Waste: A
Hidden Resource, developed by
Tennessee Valley Authority and
distributed nationally by Keep America
Beautiful, contains an 11-activity unit on
Hazardous Wastes for students in
grades 7 to 12. Each activity includes a
statement on the concept presented in
the activity, a list of objectives,
background information, procedural
instructions, suggested extension'
activities, and evaluation criteria.
Several of these activities are directly
relevant to environmental health risk

• Magnifying the Problem (grades 9-
12; two class periods). This activity
simulates the process of biological
magnification as is relates to hazardous
wastes. Using a case study approach, it
demonstrates the spread of
contamination through the food chain
and through various sectors of the

• Toxin Trace (grades 9-12; two class
periods). This activity introduces
hazardous substances involved in the
production and manufacture of
nonhazardous consumer goods.
Student activities include handouts
summarizing the potential health effects
of common household products and
offering nonhazardous alternatives to
• Hazards of Life (grades 7-12; two to
three class periods). This activity
introduces students to toxicity,
reactivity, ignitability, and corrosivity as
properties of hazardous substances.

• Read the Label (grades 9-12; two to
three class periods). This activity uses
simulations to explore routes of
exposure to liquid and solid hazards
and introduce students to toxicologic
principles such as tolerance and lethal
dose values.

Additional Information. For more
information about Waste: A Hidden
Resource or other Environmental/Energy
Education Programs, contact the TVA
environmental information office at the
address and phone number listed
above.  To order Waste: A Hidden
Resource, contact Keep America Beautiful:
KAB Inc., Mill River Plaza, 9 West
Broad Street, Stamford CT 06902, (203)

7 Place de Fontenoy
Paris 75700
                                               FAX 011-33-1-40659405

UNESCO has collaborated with the
United Nations Environment
Programme (UNEP) since 1975 to
promote environmental education and
awareness at the international, regional,
and national levels. The primary goal
of these efforts is to promote
understanding of the human
environment and the interaction
between its  biological, physical,
socioeconomic, and cultural dimensions.
UNESCO focuses on eight major
problem areas:  climate change and
atmospheric pollution, management of
shared freshwater resources,
deterioration of coastal areas and
oceans, land degradation, biological
impoverishments, hazardous wastes and
toxic chemicals, and degradation of
human health conditions and the
quality of life.

UNESCO's  current educational goals
include contributing significantly to the
renewal of science curricula and the
introduction of new teaching methods,
promoting information exchange and
networking, and continuing a pilot
project in microcomputers. UNESCO's
Information Exchange on Science and
Technology Education (INISTE) has
played a key role in these activities.
Materials and
Services Provided

UNESCO conducts a wide range of
educational activities. It sponsors pilot
projects to promote interdisciplinary
science education, expand the use of
technology in general education, and
link science and technology with
industry. It also runs workshops and
seminars, including a European Seminar
on Education for Children in Hospitals
and an International Seminar on
Primary Science Teacher Training.
UNESCO also publishes and distributes
numerous documents on science and
technology education, integrated
sciences, and environmental education.
Many of these documents are free; some
are available on microfiche. Most
publications are available in several
languages, including English.

• The balance of "lifekind": an
introduction to the human
environment (#333.3).  26 pages;
published in 1986.  Free.

• Comparative survey of the
incorporation of environmental
education into school curricula
(#333.4).  Published in 1985. Free.

• Environmental education. Training
of teacher educators, curriculum
developers, educational planners, and
administrators (#333.21). 327 pages;
published in 1988.  Free.

• International directory of
institutions active in the field of
environmental education (#333.30
document; #333.29  microfiche). 526
pages; published in 1989. Document is
free; microfiche is available for sale.
• Strategies for the training of
teachers in environmental education
(#333.35).  152 pages; published in 1987.
Free. This is a discussion guide for
UNESCO training seminars on
environmental education.

• Prototype environmental education
curriculum for the middle school
(#333.49).  161 pages; published in 1989.

• Field work in ecology for secondary
schools in tropical countries (#333.51).
273 pages; published in 1988. Free.

• Trends in environmental education
(#333.41).  307 pages; published in 1977.
For sale.

Ordering Information. For a complete
publications list, or to order any of the
free documents, write to UNESCO at
the address listed above.  To order any
of the publications for sale, write to:

4611-F Assembly Ave.
Lanham, MD 20706-4391


United Nations Bookshop
New York, NY 10017

U.S.  Department of Education:
Secretary's  Fund for Innovation in Education

U.S. Department of Education
Fund for the Improvement and Reform of Schools and Teaching
555 New Jersey Ave. NW
Room 522
Washington, DC  20208-5524
                                                 Federal agency

The Fund for Innovation in Education
(FIE) supports four separate programs:

Innovation in Education - provides
assistance for projects that show
promise of identifying and
disseminating innovative educational
approaches at the preschool,
elementary, and secondary levels. For
1990/91 projects (funded in mid 1990) it
had about $2,400,000 available to be
awarded in grants of $50,000 to
$400,000. Funded projects could last up
to 36 months.  [CFDA No. 84.215A]

Health Education - supports projects for
the improvement of comprehensive
school health education for elementary
and secondary students. For 1990/91
projects it had $1,515,000 available to be
awarded in grants of $50,000 to
$250,000. Funded projects could last
from 12 to 36 months. [CFDA No.

Technology Education - provides
assistance for development of
educational television and radio
programming and the use of
telecommunications technology for
student instruction and teacher training.
For 1990/91 projects it had about
$650,000 available to be awarded in
grants of $100,000 to $400,000 and for
projects lasting from 12 to 36 months.
[CFDA No. 84.215C]

Computer-Based Instruction - provides
assistance for projects that strengthen
and expand computer-based education
resources in public and private   •
elementary and secondary schools. For
1990/91  projects it had $900,000
available to be awarded in grants of
$50,000 to $200,000 and for projects
lasting up to 36 months. [CFDA No.

Financial resources available vary from
year to year.  Specific information is
available from the Fund each year after
the federal budget is legislated.


State or local agencies, institutions of
higher education, and other public and
private agencies and organizations may
apply. Teachers may not apply as
Applicants must submit the appropriate
forms (available from the Fund), and an
application narrative, which should
encompass each function or activity for
which funds are being requested.

Selection Criteria - the Secretary uses
the following criteria in evaluating

- How well the project meets the
purposes of the program
- Extent of need for the project
- Quality of the plan of operation
- Quality of key personnel
- Budget and cost effectiveness
- Evaluation plan
- Adequacy of resources

Deadline: Applications must be
submitted in the spring.  The exact date
will be available from the Fund after the
completion of the federal budget
process for that year.

Applications and information are
available from the Fund for the
Improvement and Reform of Schools
and Teaching at the address above.
Requests  should include the specific
program  title and its CFDA number.

U.S. Environmental Protection Agency
 (EPA) - Region 2
26 Federal Plaza, Room 737
New York, NY  10278

Dr. Maria Pavlova, M.D., PH.D., Program Coordinator
                                                 Federal  agency
                                                        (212)  264-7364
                                                  FAX (212)  264-9331

The U.S. Environmental Protection
Agency (EPA) is divided into
geographical regions. Region 2, based in
New York City, is responsible for New
York State, New Jersey, Puerto Rico and
the Virgin Islands. Like all the EPA's
regions it is responsible for the regional
component of the Agency's
environmental education effort.

Materials and
Services Provided

Region 2 conducted a public education
program at an EPA Superfund
hazardous waste site  in Toms River,
New Jersey. The purposes of the
education program, called
"Communicating Risks," were to  (1)
identify  environmental concerns  related
to the site, (2) determine the information
needs of the community, (3) develop
educational materials to address  the
community's needs, (4) disseminate to a
broad audience the appropriate
material, and (5) evaluate the
effectiveness of the materials in
increasing knowledge and
understanding of the relevant issues.

A major objective of the program was to
increase community awareness of and
involvement in all phases of the  cleanup
effort. This was accomplished through
community presentations and
distribution of fact sheets. One of the
cornerstones of this program was the
establishment of a community leaders
network.  The network, comprising
leaders of social, civic, and
environmental, government, and other
groups, enabled the program to reach a
broad cross-section of the community,
including many citizens who ordinarily
would not get involved in
environmental issues. The network,
through meetings with leaders and with
their constituencies, gave program
planners a better understanding of the
needs of the community. Members also
assisted in the development and
dissemination of educational materials.

EPA Region 2's "Communicating Risks"
project included producing 18 fact
sheets that provide information about
hazardous wastes, their management
and cleanup, and associated health and
environmental effects. These fact sheets
are 8-1/2 by 11-inch booklets of from
two to eight pages, written in
non-technical language. Here are a few

• Protecting Our Environment
Federal Environmental Laws - Outlines
the legislation that the EPA administers,
including the Toxic Substances Control
Act, the Safe Drinking Water Act, and
the Clean Air Act, and gives examples
of progress under these laws.  (FF)
• Groundwater - Covers the area of
ground water contaminations. Answers
such questions as "What is
Groundwater?" and "How Does
Groundwater Become Contaminated?"

• The Process of Risk Assessment and
Risk Management - Discusses the
scientific evaluation of the probability of
risk incurred by exposure to
environmental chemicals. Covers
hazard identification, dose-response
relationships, exposure assessment, and
risk characterization, and management
of environmental risks. (BB)

• Chemical Exposures: Effects on
Health - Covers the primary factors that
determine the risk involved in a
chemical exposure and the kinds of
health effects that may result. (CC)

• Routes of Exposure (DD)

• Government Agencies that Regulate
Chemical Substances (HH)

Ordering Information. These booklets
(and a list of other available titles) can
be ordered free from Region 2. When
ordering use the codes listed above with
each item.

World Resources Institute
1709 New York Avenue, NW, Suite 700
Washington, DC  20006

Elizabeth Pollock

                                                           (202) 638-6300

The World Resources Institute (WRI) is
a research and policy institute helping
governments, the private sector, and
environmental and developmental
organizations address a fundamental
question: how can society meet human
needs and nurture economic growth
while preserving the natural resources
and environmental integrity on which
its life and economic vitality ultimately
depend?  WRI is an independent, not-
for-profit corporation which receives its
financial support from private
foundations, governmental and
intergovernmental institutions, private
corporations, and interested individuals.


Through its Center for International
Development and Environment, WRI
has collaborated with the Office of
International Affairs of the U.S. Fish
and Wildlife Service in the publication
of two guides for use by individuals or
groups undertaking development of
environmental education programs:
• How to Plan a Conservation
Education Program. 47 pages (available
in Spanish and English); published in
1987, reprinted in 1990. This manual is
designed to help natural resource
managers and nongovernment officials
in the preparation of environmental
education programs. It outlines and
discusses five steps considered essential
in this preparation process: assessing
the environmental situation, identifying
the audience, identifying the message,
selecting an educational strategy, and
evaluating the program.

• A Directory of Selected
Environmental Education Materials. 74
pages; published in 1988. This manual
offers select references to programs or
materials that already have been
produced. Without trying to provide a
comprehensive guide to the existing
materials, the directory lists sources of
readily available materials that may be
used by those planning education
programs. In compiling the directory,
preference was given to materials that
encourage active, "hands-on" learning
about conservation education, and
attempts were made to include
materials that can be adapted to a
variety of geographic and cultural
Ordering Information. Both
publications are available in Spanish
•and English at a cost of $5.00, plus $3.00
postage and handling (for first copy,
$0.60 each additional copy), and free of
charge to developing country
nongovernment organizations, by
writing to Center Publications, WRI,
1709 New York Avenue, NW, Suite 700,
Washington, DC 20006.

Alliance for Environmental
Tom Benjamin or Jan Hunt, 10751
Ambassador Drive, Suite 201,
Manassas, VA 22110; (703) 335-1025.
The Alliance is composed of diverse
regional and national groups, ranging
from the American Medical Association
to the Wilderness Society to the
National Association of Biology
Teachers. The Alliance has joined with
the U.S. Environmental Protection
Agency to establish a network of
interactive environmental education
centers that, by the end of 1990, should
be in operation at 100 colleges and
universities across the United States.
Each center will provide workshops,
lectures, newsletters, and cooperative
programs on the environment and serve
as a technical assistance, information,
and training resource for the schools
and the community.  Centers will be
electronically linked to universities,
government agencies, public interest
organizations, and businesses to share
the most current information on
environmental education materials.

American Society for Testing
Subcommittee T04.02 (Environmental
Education), Wendy Dyer, Manager,
New Activity Development, 1916 Pace
St., Philadelphia, PA 19103; (215) 299-
5400. ASTM is developing new
standards for environmental education.
Four subcommittees were formed to
address specific areas of environmental
education:  environmental literacy,
formal education, nonformal education,
and technical training. Society
membership is not required to
participate in this activity at the task
group level.

Conservation Education
Robert Rye, President, R.R. #1, Box 53,
Guthrie Center, IA 50115. The
Conservation Education Association
encourages local, state, and national
conservation education programs by
disseminating news, ideas, and
suggestions on conservation education
through annual conferences and reports,
a newsletter, other publications, special
projects, and cooperation with
organizations and agencies active in this

Environmental Compact of the
Jack Ditmore, Executive Director, 300
Centennial Bldg., 658 Cedar St., St
Paul, MN 55155; (612) 296-9007. ECOS
is intended as an ongoing forum
through which states, environmental
groups, the business community, and
academia can collaborate to address
critical environmental problems. To
foster such collaboration, ECOS is
developing an information
clearinghouse for gathering and sharing
information on how to improve
environmental and natural resource

U.S. Environmental Protection
Bonnie Smith, Director, Center for
Environmental Learning, Region 3, 841
Chestnut Bldg., Philadelphia, PA
19107; (215) 597-9076/9072. The various
EPA regional offices have supported a
range of environmental education
activities, such as working partnerships,
poem and poster contests, adopted
schools, speakers' bureaus, information
dissemination, and support of other
environmental education activities.
Region 3 created the Center for
Environmental Learning in 1986 to
begin to work with regional
environmental educators. One of its
activities is to maintain a directory  of
EPA regional and headquarters contacts
for environmental education.

Educational Resources
Information Center (ERIC)
Clearinghouse for Science,
Mathematics, and Environmental
Education (SMEAC).  Ohio State
University, 1200 Chambers Road, Third
Floor, Columbus, OH 43212; (614) 292-
6717. This clearinghouse covers
curricula and instructional materials,
teacher education, learning theory and
outcomes, research and evaluative
studies, media applications, and
computer applications. See entry under
Section 2.

Fund for the  Improvement and
Reform of Schools and
Teaching. Department of Education,
National Program for Comprehensive
School Health Education. Alan
Scnmeider, Program Operations, 555
New Jersey Ave., NW, Room 522,
Washington, DC 20208; (202) 357-6496.
This program provides funds to state
and local educational agencies, colleges,
universities, private schools, and other
public and private agencies,
organizations, and institutions for a
broad variety of activities relating to
improving health education for
elementary and secondary students.
Activities include programs providing
information on nutrition, personal
health and fitness, disease prevention,
accident prevention, and community
and environmental health. The 1989
competition awarded $3 million to 18
projects selected from 80 applications.
Program results  are designed to be
shared nationwide.

General Federation of Women's
Clubs (GFWC).  Ruth Bartfeld,
Program Director, 1734 N Street, NW,
Washington, DC 20036-2990; (202) 347-
3168. The General Federation of
Women's Clubs  is the oldest and largest
volunteer women's organization in the
world with a membership of
approximately 350,000 in 8,500 clubs in
the United States. GFWC has a
longstanding commitment to
environmental education and
encourages its members to network
with resource organizations in the
public and private sectors and institute
partnerships with local schools.
Program direction is provided by
GFWC Headquarters with

implementation at the local level to
meet local community needs. GFWC
Headquarters offers resource
suggestions and program ideas to its
clubs through its magazine, special
bulletins, and meetings.

National Governors
Youth Forum.  Michael Cohen or
McCarthy O'Reilly, 444 North Capitol
St, Suite 250, Washington, DC 20001.
The Environmental Youth Forum is
designed to enhance public awareness
of environmental issues through the
involvement of high school students
and environmental/ science teachers and
administrators.  Each governor will
nominate two high school students from
the state. This annual forum will
consist of small work group sessions,
panel discussions by experts in
environmental media areas, global
issues discussions, exhibits, as well as
international youth participation and

National Diffusion Network.
Mary Lewis Sivertsen, U.S.
Department of Education, Office of the
Assistant Secretary for Education
Research and Improvement, 555 New
Jersey Avenue, NW, Washington,  DC
20208. The National Diffusion Network
(NDN) is a dissemination system for
bringing exemplary educational
programs to schools and other
educational institutions around the
country. Projects disseminated by the
NDN are often developed locally and
tried and field-tested with students and
teachers. The Department of
Education's Program Effectiveness Panel
certifies the effectiveness of every
project for regional and national as well
as local use.  To adopt an NDN
program, a school should contact an
NDN state facilitator, who will help
identify the needs in a particular school
and which NDN program offers a
solution. Each year, NDN programs are
installed in approximately 29,000
National Science Supervisors
Association.  Robert Fariel,
Executive Secretary, P.O. Box AL,
Amagansett, NY 11930; (516) 267-3692.
The NSSA publishes a newsletter,
journal, and videotape catalog.
National Science Teachers
Association.  1742 Connecticut Ave.,
NW, Washington, DC  20009; (202) 328-
5800. A nonprofit educational
organization for all who are interested
in improving the teaching of science,
pre-school through college.  NSTA is an
affiliate of the American Association for
the Advancement of Science. See the
entry in Section 2.

National Wildlife Federation.
Division of School Programs, Judy
Braus, 1400 16th  St, NW,
Washington, DC 20036; (202) 790-4279.
The National Wildlife Federation
annually  publishes a conservation
directory that lists organizations,
agencies, and officials concerned with
natural resource use and management.
See the entry in Section 2.

Rachel  Carson Council, Inc.  8940
Jones Mill Rd., Chevy Chase, MD
20815; (301) 652-1877. An international
clearinghouse of  information on ecology
of the environment for both scientists
and laypersons related to chemical
contamination, especially pesticides,
through publications, conferences, and
response  to specific questions.

SOPRIS West.  1140 Boston Ave.,
Longmont, CA 80501; (303) 651-2829.
This publishing house disseminates
curricula in a wide range of areas,
including, for example,  an AIDS
curriculum for both
elementary/intermediate and high
school levels.

Teacher Centers.  101 Mill Rd.,
Chehnsford, MA 01824; (508) 256-3985.
There are over 600 centers in the United
States run by teachers as educational
research and development and
professional  development centers.
These may be multi-school-district
collaborations or state or municipal
organizations.  They assist teachers by
providing expertise rather than
materials. They can be  good sources for
disseminating information about
programs of interest to teachers
Merrimac Education Center (at the
address above) provides both a  book
listing these centers ($16.95) and a set of
mailing labels for the centers in zip-
code order ($65).
Tennessee Valley Authority.
John Paulk, East Tower 2A-4B, 400
Summit Hill Dr., Knoxville, TN 37902;
(615) 632-3474. Since 1977, TVA has
established 10 university-based centers
for environmental education and is
planning to broaden that network by
another 7 centers. All of these centers
provide programs in teacher training,
program  development, regional service,
and research. Since 1977, for example,
the network has provided teacher
training to approximately 20,000
teachers.  In addition, over 40
environmental and energy programs
have been developed.  Examples
include a set of curricular activities
developed by Memphis State that is
designed to focus on the intercity as a
unique environment.  Special services
offered through each center include
responses to requests for technical
assistance, programs on issues, and
services such as proposal writing.  In
one instance, a center was used as a
communication base for warning urban
children about a chemical spill in a iov .1
creek and swimming hole. The 40
research projects completed over the
past decade have covered such issues as
validation of educational materials,
field-testing of new products, testing for
impact and knowledge resulting from
programs, and student-teacher attitude
surveys.  See the entry in Section 2.

Air Pollution Control
P.O. Box 2861
Pittsburgh, PA  15230

APCA is a nonprofit, nongovernmental
technical association whose activities are
directed to the collection and
dissemination of authoritative
information about air pollution control
and hazardous waste management. The
organization produces a sourcebook on
air pollution topics.

American Federation of
555 New Jersey St. NW
Washington, DC 20001
Darryl Alexander

The primary focus of this organization
is the environmental concerns related to
occupational hazards (e.g., asbestos,
radon, indoor air quality). The
organization produces fact sheets,
pamphlets, and articles in the
organization's magazine, American

American Institute of Architects
School Zone Institute
111 South Jackson
P.O. Box 4508
Seattle, WA 98104
Anne Taylor, Ph.D.

This organization has been involved in
elementary and secondary education
since 1966, in an effort to teach children
to understand the factors that shape

American Nature Study Society
70 Lenape Trail
Washington, NJ 07882
Kerry Kirk Pflugh, Editor

This society produces a newsletter
including, for example, teachers' tips on
how to enliven various environmental
lessons and a journal of environmental
education and interpretation called
Nature Study.
American Public Health
c/o Molly McCauley
295 N. Maple Avenue, #4414 G2
Basking Ridge, NJ 07920

The public health education section of
the APHA publishes a newsletter on
public health education.

Association for the
Advancement of Health
American Alliance for Health, Physical
Education, Recreation, and Dance
1900 Association Drive
Reston, VA 22091
Becky Smith, Executive Editor703-264-

This organization, which is a member of
a the Alliance for Health, Physical
Education, Recreation, and Dance,
publishes the journal Health Education
(10 issues a year) and various
newsletters. It is working on AIDS
education projects and on a national
adolescent health survey.

Centers for Disease Control
Center for Environmental Health and
Injury Control
Information Resources Management
Atlanta, GA 30333

This division of the CDC publishes a
number of useful resources, including
these catalogs: Some Publicly Available
Sources of Computerized Information on
Environmental Health and Toxicology and
Environmental Health and Toxicology: A
Selected Bibliography of Printed Information

Charles Stewart Mott
Mott Foundation Building
Hint, MI 48502-1851
Maureen H. Smyth, Program Officer
This foundation provides grants to
support educational and aswironmental

Citizens Clearinghouse for
Hazardous Wastes
Box 926
Arlington, VA 22216
Steven Laster, Administrator  703-276-

This organization, estabtistied to
respond to the Love Canal, New York,
crisis, publishes guidebooi* about
hazardous wastes and how the public
can respond.

Educators for Social
Cambridge, MA  02138
Larry Dieringer 617-492-1764

This organization develops training
programs for teachers, consults with
schools, and develops environmental
health curricula.  Along with Global
Education Associates, ESR published
Caring for the Environment: An Annotated
Bibliography and Resource Guide for Grades

Environmental Defense Fund
1616 P Street, NW
Washington, DC 20036
Kathie A. Stein,
Director, Environmental Information

EDF pursues responsible reform of
public policy in the fields of energy and
resource conservation, toxic chemicals,
water resources, air quality, land use,
and wildlife.  EDF works through
research and public education as well as
judicial, administrative, and legislative
Environmental Education
2055 Central Avenue
Fort Meyers, FL 33901
William Hammond
The Environmental Education Center
has a comprehensive environmental
program in science/environmental
issues for grades K through 12.

 Global Education Associates
475 Riverside Dr., Suite #456
New York, NY 10115

GEA is an international network of
professionals who conduct research and
educational programs aimed at
advancing world peace and security,
cooperative economic development,
human rights, and ecological
sustainability. Along with Educators
for Social Responsibility, GEA published
Caring far the Environment: An Annotated
Bibliography and Resource Guide for Grades

National Association for
Humane and Environmental
67 Salem Road
East Haddam, CT 06423-0362
Patty A. Finch, Executive Director

This division of the Humane Society of
the United States develops educational
materials on the interaction of animals,
humans, and the environment.  One
project covers the health risk involved
in consuming meat and how meat
production affects the environment.
The association produces a newspaper
for children covering some of these

National Water Well
6375 Riverside Dr.
Dublin, OH 43017

The NWWA is committed to the study
of the occurrence, development, and
protection of ground water. The
association annually sponsors more than
70 educational programs covering a
wide variety of water issues, including
toxic substances,  solid waste, and water

New York Academy of Sciences
2 East 63rd Street
New York, NY 10021
Talbert Spence
Director, Pre-College Education
212-838-0230, ext. 223

The NAS is a consortium of
organizations in the New York
metropolitan area that provides
programs designed to provide
information on environmental/ scientific
issues, careers, and social factors
involved in environmental science.

North  American Association for
Environmental Education
P.O. Box 400
Troy, OH  45373
Joan Heidelberg

The NAEE is designed to promote
environmental education at all levels,
coordinate environmental education
activities among such programs and
educational institutions, disseminate
information on programs, and assist
institutions in beginning or developing
programs. The organization publishes a
newsletter bimonthly and Current Issues
in Environmental Education annually.

Pan American Health
Regional Office for the World Health
525 Twenty-third Street, NW
Washington, DC 20037
Marilyn Rice

This organization promotes and
coordinates efforts of western
hemisphere countries to combat disease,
lengthen life, and promote physical and
mental health of the people. The Health
Programs Development division
provides resource information on issues
of environmental health, tropical
diseases, and epidemiology.

Planned Parenthood Federation
of America, Inc.
810 Seventh Ave.
New York, NY 10019

This voluntary nonprofit health and
advocacy agency provides family
planning and  health information to 3.6
million Americans.

Project Learning Tree
1250 Connecticut Avenue, NW
Suite 320
Washington, DC  20036

This national organization runs
workshops for teachers and Girl  Scout
leaders.  It creates and distributes
activity guides on how to read,
environmental issues (e.g., noise
pollution and curricula on
 Sierra Club
 730 Polk St.
 San Francisco, CA 94109

 With 57 chapters and 340 groups
 nationwide, the club's nonprofit
 program includes work on legislation,
 litigation, public information,
 publishing, wilderness outings, and

 Society for Public Health
.2001 Addison Street, Suite 220
 Berkeley, CA 94704

 The organization seeks to promote,
 encourage, and contribute to the
 advancement of public health by
 encouraging distribution of public
 health resource information and
 elevating standards of achievement in
 public health education.

 Worldwatch Institute
 1776 Massachusetts Ave., NW
 Washington, DC  20036202-452-1999
 Worldwatch is a nonprofit reseai>_ii
 organization concerned with identifying
 and analyzing emerging global
 problems and trends and bringing them
 to the attention of opinion leaders and
 the general public.

 World Wildlife Fund-U.S.
 1250 Twenty-fourth Street, NW
 Washington, DC  20037
 Lynne C. Hardie

 Affiliated with the Conservation
 Foundation, WWF is the largest private
 U.S. organization working worldwide to
 protect endangered wildlife and
 wildlands.  WWF  has helped protec;
 some 180 national parks and nature
 reserves; assists local groups to take the
 lead in needed conservation projects;
 monitors international trade hi ••'."dl;'?.
 and seeks to influence public opinion
 and the policies of governments and
 private institutions to provide
 conservation of the earth's living