This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of…

Describes a variety of nature activities for children that can be done in winter. Includes ice art activities, a snow race, making ice cream, animal tracking techniques, and bird role-playing. (TW)

Describes several learning activities that can be done with children in the snow. Includes shake paintings, snow sculpture, snow "snakes," snow-ball contests, an igloo experience, and how to make snowshoes. (TW)

An analysis of textbooks revealed three major trends: an increase in emphasis on human interaction with the physical environment, a tendency to discuss weather and climate early in the texts, and more interest in interrelating the materials content of physical geography through unifying approaches such as systems analysis. (RM)

Describes several activities which can be used, by the teacher, as class demonstrations or projects to stimulate student interest in weather phenomena. (JR)

Discusses a number of concepts (turbulence, dispersion, vertical temperature distribution, atmospheric stability and instability, and inversions) which are prerequisite to understanding how weather affects air quality. Describes classroom demonstrations effective in introducing these concepts to students at the elementary, secondary and college…

The need to educate people about the sky as both a psychological and physical environment is discussed, including a formal curriculum schema (sky as habitat, sky as transport, influence on culture) and informal curriculum, with such topics as recreation, pollution, mythology, and clouds. (DC)

Suggests that responsive intervention by school counselors may minimize immediate and long-range adjustment problems of children affected by environmental disasters. Suggests an understanding of the impact of the event on children and familiarity with related literature enable the counselor to take an active role. (JAC)

Presents a selection of Web-based reference resources in the earth and physical sciences, focusing in particular on geology, chemistry, physics, astronomy, and weather. Sites listed are those likely to be of broad interest, and most or all of the contents of the resources listed are available for free. (Author)

Presented is an activity where students conduct a micrometeorological study in their neighborhood using temperature, humidity measurements, and mapping skills. Included are a discussion of surface weather observations, the experiment, and directions. (KR)

Provided are 26 ideas to help children explore the effects of mountains on the weather. Weather conditions in Nepal and Colorado are considered separately. Nine additional sources of information are listed. (CW)

Describes an activity which provides students with a concrete example of how isolines translate into daily weather maps. Outlines materials, procedures, and information needed for teaching the lesson. Includes an example of a map showing isotherms across the United States. (RT)

Asserts that how people respond to risk is determined by how they perceive risk. Four-hundred and seven secondary school students answered questions concerning different dimensions of natural hazards (most likely to occur, loss of life, and others). Although the students possessed a high level of awareness much of their information was inaccurate.…

Discusses a project developed using HyperCard to teach geography and history. Describes research of weather patterns and corresponding historical accounts; HyperCard's capabilities for producing animated maps to display information; and the effectiveness of HyperCard as a teaching tool, including its flexible use as a lecture display tool or in a…

Fourth and fifth graders built weather measuring instruments, entered data into a computer program that forecasted weather, and compared the resultant forecast with actual weather. As a result of their activities, students took a greater interest in weather phenomena, understood the computer program, and learned to think more logically. (LB)