Provides information for the classroom teacher on the historical background, nature, and control of water pollution. (LS)

This is part two of a three part article related to the science activity of exploring environmental problems. Part one dealt with background information for the classroom teacher. Presented here is a suggested lesson plan on water pollution. Objectives, important concepts and instructional procedures are suggested. (EB)

Gives background material concerning solid waste pollution and describes 31 activities for students. Includes a list of films and references to be used, identified by grade-level use. (BR)

Part one of a three-part series about noise pollution and its effects on humans. This section presents the background information for teachers who are preparing a unit on sound. The next issues will offer learning activities for measuring the effects of sound and some references. (SA)

Examines environmental problems associated with the use of pesticides, and suggests thirty learning activities designed to give elementary school children a better understanding of the problem of pesticide pollution. (JR)

Discusses damages of oil tanker spillage to the marine organisms and scientists' research in oil pollution removal techniques. Included is a list of learning activities concerning the causes and effects of oil pollution and methods of solving the problem. (CC)

Reviews the ecological dangers of certain types of detergents, and the action taken by government agencies and detergent manufacturers to alleviate the problem. Describes classroom activities and instructional procedures designed to illustrate detergent characteristics and the effects of detergent pollution. (MLH)

Lists over 30 outdoor science activities dealing with water formation, erosion, pollution, and other water-related topics. Provides, in addition, a selected bibliography of films, tapes, booklets and pamphlets, and filmstrips as additional reference materials. (CP)

Only if preservice teachers have the opportunity to learn to teach beyond the schoolroom will they attempt to do it when they assume full-time teaching positions. To venture beyond the status quo will require at least an experiential background with the methods, techniques, and values of environmental education. (Author)