DOCUMENT RESUME

ED 360 152 SE 053 425

AUTHOR Lyon, Anne, Ed. TITLE TVA--A World of Resources. INSTITUTION Memphis State Univ., TN. Center for Environmental Energy Education.; Tennessee Valley Authority, Knoxville. PUB DATE 89 NOTE 747p. AVAILABLE FROMEnvironmental Education Program, Tennessee Valley Authority, Forestry Building, Norris, TN 37828. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MF04/PC30 Plus Postage. DESCRIPTORS *Conservation (Environment); Cultural Interrelationships; *Ecology; Energy; *Environmental Education; Forestry; Integrated Activities; *Integrated Curriculum; Interdisciplinary Approach; Junior High Schools; Junior High School Students; *Learning Activities; *Natural Resources; Program Descriptions; Recreation; Science Curriculum; Social Studies; Teaching Guides; Units of Study; Water Resources; Wildlife Management IDENTIFIERS Air Quality; Concept Maps; *Hands on Experience

ABSTRACT In studying the earth's natural resources and the systems governing them, students need to understand the interrelationships of resources and ecosystems. This curriculum program for junior high school students investigates the environment as a whole. It is designed to supplement existing school curricula in science and social studies by presenting activities that draw from students the concepts of interdependence, change, adaptation, energy flow, and diversity. The curriculum guide contains eight units of study:(1) Air Resources;(2) Cultural Resources;(3) Energy Resources;(4) Forest Resources;(5) Recreation Resources;(6) Water Resources;(7) Wildlife Resources; and (8) an overview unit on how the curricultm integrates the management of these resources. Each unit consists of an overview and a series of factsheets, a concept map, an activities matrix for factsheet references, students activities, a curriculum rationale, and a glossary of terms. A list of 121 additional Tennessee Valley Authority (TVA) selected references, TVA publications, curricular and book resources, resource materials, and resource organizations is included. (MDH)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** TVA --- A World of Resources

TVA Is an equal opportunityand Is employer committed to ensuring the '0 all eligiblefinancial personsbenefits assistance regardless of programs are of available race, receiving to TVA EDUCATIONALOffice ot Educationat RESOURCES Research INFORMATION and Improvement U.S DEPARTMENT Of EDUCATION color, national origin, handicap, or age. Reprinted 1989 .spl This documentO Minor changes has been have reproduced beenoriginatingreceived made as tofrom d improve the person or organization CENTER (ERIC) two" nnwa TVA/ONRED/LER/86/52 41111114111r OERImentPointsreproduction do positionof viewnot necessarilyoultlitY oror opnionspokey stated represent in this official docu- I-1 DISCLAIMER NeitherEnvironmental the preparers, and Energy TVA, Educationnor any persons at Memphis acting Stateon their University. behalf: Thisa. makedocument any warranty was prepared or representation, by TVA and expressed the Center for vatelyanytionor disclosedimplied, containedInformation, owned with in rights;thisIn respect thisapparatus, doci ordocument, 'ment to the maymethod, use or not of that anyInfringe or th9 processInforma- use on ofpri- b. assume any liabilities with respectforthistion, todamages the document. apparatus, use resulting of, or method, from the or processuse of any disclosed informa- In notpolicies be construed of TVA. The as anuse endorsement of specific brand by TVA. names or products should ThisFor document more Information does not contact: necessarily reflect the views and Tennessee(615)Norris,ForestryEnvironmental 632-1599 Tennessee Building Valley Education Authority 37828 Program BEST COPY AVAILABLE stability.wea areseamlessIntroduction just If any a part web of the of with thestrands many whole arestrands system. broken all Our orcontributing weakened, natural world to the its is strengthwhole much web like andIn the fast-paced world we live in today, we often forget that equippedtoa conservation help ensure with aethic basicthat in "future understandingstudents -recision in the ofTennessee naturalmakers" systems Valley. in the andItValley is ourcan aimareuseIt is the ultimate goal of this educational program to develop benefitenvironment.is affected. or harm Everything Individually the earth we uponand do, everycollectively,which change we live. our we activities make, affects ultimately ourIn studying our natural resources and the systems governing thisresource-related information to issues. make knowledgeable judgements on difficult thattionshipsthem,RESOURCES changes it is ofof theseutmost have investigates resources onimportance individual the and toenvironment resources ecosystems.begin to understand asand aTVA ecosystems.whole A theWORLDand interrela- the effects OF This NA - Environmental junioraCaptation,drawcurri,:ula high from schoolin sciencestudents energy program and flow, the social is andconcepts designed studiesdiversity. ofto by interdependence,supplement presenting activitiesexisting change, schoolthat will MemphisandCenterEducation Energy for State EnvironmentalProgram Education University t) AcknowledgementsSponsoring TVA Departments Department of Air and NA A WORLD OF RESOURCES represents the efforts of many and Programs: CulturalWaterForestEnvironmental Resources ResourcesResources Education contributionseducation.dedicated professionals It couldand sincere not have in interest the been fields in completed education.of resource without management their tireless and Concept Development: WildlifeDonnaRecreationInformation Resources Birch Resources Office Editors: CarlaDeeAnneRon CleminsonSmalley Lyon,Taylor Editor-in-Chief ConceptCurriculum Maps Developer: and Rationales: NancyBernardRoy Clariana Bib Benson ler ProductionCover Designer and Layoutand Illustrator: Design: AnneClaudiaThomas Lyon BibDenton ler WordProofreaders: Processors: GenaAshleyMarkKaren Byrd MackMcNeely Lindebrekke 1-4 6 TableINTRODUCTION of Contents 1-2 ADDITIONAL MATERIALS AVAILABLE 1-22 TABLEACKNOWLEDGEMENTS OF CONTENTS 1-61-4 NA UNIVERSITY NETWORK CENTERS List of Selected References 1-281-22 TEACHER'SPROGRAM DESCRIPTION GUIDE 1-12 AIR RESOURCES Air Resources Concept Mop A-2A-1 OverviewMatrixContentsProgram 1-13 Descriptionof and the Fact Resource sheets Units 1-131-12 Air Resources Factsheets 2.1. WhatOverview Is Air? A-4A-8A-6 GlossaryActivitiesConceptPoster 1-13 Maps 1-131-13 4.3.5. TheWhereUrban Burden Does Air Of It Go?ComePollution From? A-14A-12A-10 CURRICULUM RATIONALE AudiovisualCertificates Presentation -14-13 9.8.6.7. HazardousIndoorRuralAcid Rain: Air Air And AnPollutants AirOther Or WaterNew Issues Problem? A-18A-16A-22A-20 CulturalForestEnergyAir Resources ResourcesResources Resources Unit Unit UnitRationale Rationale Rationale -14-16-15 Air Resources ActivitiesActivity Matrix A-26A-24 NA-AWildlifeWaterRecreation WorldResources Resources Resources of Resources Unit Unit RationaleUnit Rationale UnitRationale Rationale -18-17-19 WeltherTenCompositionsThe peratureAtmospheric Cycle Inversions About Blanket Air Composition And Winds A-30A-26A-38A-34 li 3 1-6 1. -IL Acid Rain Watchers A-42 1-7 Recycling Buildings C-44 1 SmokeCarbonStoringTheSulpher Nose DetectorsHazardous DioxideMonoxide Knows Dangers Materials A-54A-52A-50A-48A-46 Cultural Resources Glossary ModelingThis Does AnNot Indian Compute Dwelling C-52C-48C-46 CULTURAL RESOURCES Air Resources Glossary C-1A-58 ENERGY RESOURCES Energy Resources Concept Map E-2E-1 Cultural Resources Concept Map C-2 Energy Resources Factsheets 2.1. Overview E-6E-4 Cultural Resources Factsheets 2.1. Archeology:Overview The Study Of Human C-8C-6C-4 5.4.3. TheNuclearHydropower Non-Renewables Power History Of Energy E-14E-12E-10E-8 4.5.3. TennesseeIndian-WhitePrehistoricBehavior From LandValley Relations Material Ownership Women Remains And Use C-14C-12C-10 9.8.7.6. EnergyConservation FlowSourceAnd EnvironmentIn Nature E-22E-20E-18E-16 9.6.8.7. StructuresPreservationLogTheCultural BuildingsBlack Diversity Experience And In Reuse The 1930s Of Historic C-22C-20C-18C-16 Energy Resources Activity Matrix 11.10. SynfuelsEnergy Alternatives E-28E-26E-24 Cultural Resources ActivitiesActivity Matrix C-26C-24 Energy Resources Activities FutureMeter MattersHomes E-34E-30 GamesDUG-OUTMining Of For The Gold World C-32C-30C-26 FuelSolarTrash EatersCell EnergyEnergy Alternative AlternativeAlternative E-50E-46E-42E-38 SeparateWomen'sLogWasting Cabin Waste WorkAnd Day Unequal Is Never Done C-42C-40C-38C-34 EnergyCanDraft-O-MeterInsulation A CanFlow Or Model Recycle E-60E-56E-54E-52 Energy Resources Glossary E-62 Recreation Resources Factsheets 1. Overview R-4R-6 FOREST RESOURCES Forest Resources Concept Map F-2F-1 5.4.3.2. ValleyReservoirNaturalRecreation Streams Areas Recreation In The Great Outdoors R-14R-12R-10R-8 Forest Resources.Factsheets 1. Overview F-6F-4 6.8.7. SpecialCommunity Population Recreation RecreationTrails R-20R-18R-16 3.2.5.4. TheTrA ForestBenefits Life CycleIs FromMany Of The Things A le TreeForest Development Of A Forest F-12F-10F-8F-14 Recreation Resources Activity Matrix 10.9. Water Recreation Safety For Profit R-26R-24R-22 9.8.6.7. TheProtectionHow FutureForestersLandowners Of Of ForestOurSee See ForestThe Lands Their Forest Land Forest F-16F-22F-20F-18 Recreation Resources Activities Re-Creation Lands R-28 ForestForest Resources Resources Activity Activities Matrix F-24F-26 The!=redictingPunching-InPicnics Big Picture Are Future Fun? Outdoors Recreation Use R-30R-36R-34R-32 Where'sTheBoard Forest For The Boards Blanket Top Soil F-32F-30F-26 SpecialWaterValley Population SafetyVacation Spotters Recreation R-42R-40R-38 TreeReadingForestBenefits Hotel Views FromRings The Forest F-36F-42F-40F-38 WATER RESOURCES Recreation Resources Glossary WA-1R-44 Forest Resources Glossary Nothing Succeeds Like Succession III F-48F-46F-44 Water Resources Factsheets Concept Map WA-4WA-2 RECREATION RESOURCES Recreation Resources Concept Map R-2R-1 3.2.1. PollutionGroundwaterOverview - The Hidden Resource Natural and Man-made WA-10WA-8WA-6 4. Water Quantity How Much Is Enough? WA-12 1-9 8. Wetlands Wildlife WI-20 8.6.5.7. UrbanRuralWaterPrecipitation Water WaterQuality The How Start Clean of theIs Clean? Cycle WA-20WA-18WA-16WA-14 Wildlife Resources Activity Matrix 10.9. Wildlife Waterfowl Habitat WI-26WI-24WI-22 Water Resources Activity Matrix 9. Surface Waters The Visible Resource WA-24WA-22 Wildlife Resources Activities To Zone Or Not To Zone W1-28WI-28 Water Resources Activities Water With-In WA-26 SnagA LittleGameLet's Tree BuildBecomes Game Corner Another A Lot Parking Lot WI-36WI-44WI-40WI-32 ModelingAquifers And UnderfootThe Artesian MississippiInjection Walls Well Embayment WA-38WA-34WA-32WA-30 HideBirdwatchingHere1000-mm OutToday, Hike Here Tomorrow WI-52WI-50WI-48WI-46 ATheWeatherWaterModeling Natural Super Worldwide WatchersAFilter Cycle Toxic Lagoon WA-54WA-50WA-46WA-42WA-40 Wildlife Resources Glossary MindPop Bottle Mapping Bird UrbanFeeders Wildlife WI-62WI-58WI-56 WILDLIFE RESOURCES Water Resources Glossary WI-1WA-56 WA A WORLD OF RESOURCES NA A World Of Resources Concept Map T-2T-1 Wildlife Resources Fact Concept Sheets Map WI-4WI-2 TVA - A World Of Resources Factsheets2.1. CreatOverview on And Concept T-8T-6T-4 3. 2.Cavity 1.Urban Overview Nesting Wildlife Wildlife WI-10WI-8W1-6 6.5.4.3. Agricul,urePowerRiverA Government D6velopment Supply Laboratory 1-14T-161-12T-10 6.4. 7.5.Raptors EndangeredUpland (Birds Wildlife Of Species Prey) Wildlife Management WI-18WI-16WI-14WI-12 9.8.7. EnvironmentEconomicConservation Development And And Natural Solar Energy Resources T-201-18T-22 TVA - A World Of Resources Activity Matrix T-24 TVA - A World Of Resources ActivitiesTheA Dam:Valley Youth - Yesterday And Old And Age Today T-28T-26 EnoughIntroducingEnergy"New" Trends River MacDonald N For w TechnologyAll? Has A Farm T-42T-38T-341-30 (See Other Resource Unit Glossaries)WaterMaintainingRecycling Consumers For The Interdependence Web 1-501-481-46 in gradesTeacher's 6-8 about resource management. Guide Activities in this programTVA A WORLD OF RESOURCES is designed to teach students 3111111111111BMINNIIMIIII~ Contents of the Resource Units socialare actionstudies, oriented and, in some and designed cases, mathematics to blend into curricula. existing science, eight units of study: TVA A WORLD OF RESOURCES curriculum guide contains (1) Air Resources resources.overviewenergy, forest, unit on recreation, how TVA water,integrates and thewildlife management resources of and these anTVA A WORLD OF RESOURCES units include: air, cultural, (5)(4)(3)(2) RecreationEnergyCulturalForest Resources ResourcesResources Resources thereandment. teachers is Activitiesno set with order can "hands be of presented study on experiences' for inthe any units number in or resource for of anysequences particularmanage- sinceThis program is designed to be flexible and provide students (8)(7)(6) TVAWildlifeWater A Resources WorldResources of Resources severalinvestigation. units can Each be combined unit can tobe focus studied on ain specific depth or issue. activities fromThe interrelated nature of the program requires that coursecertificatesactivities,concept of map, study and of completionan aare glossaryactivities available of matrixof thewith terms. IVA thefor Afactsheetcurriculum WORLDmulti-resource references, guide.OF RESOURCES Anposter audiovis- student andEach unit consists of an overview and a series of factsheets, a designedmationfactsheetscantly for affect toindividual from show the several how quality activities. the different andmanagement This use units isof because other be of used oneresources. individual asresource background activities can signifi- infor- are AddressesA NetworkEnergyualWorld slide/tape of Education CentersResources" and programtelephone section. Centers is (availablealso numbers inavailable the onTVA appear video on University loan cassette)in fromthe TVA NetworkEnvironmental/ entitled University system. "TVA ..7 1/4) 1 -12 1-13 activitiesMatrix with the relevant factsheets from other units in the program.Each unit contains a matrix which cross-references the unit's procedureto complete sections, the activity, and matrix optional references, follow-through teacher activities. preparation andEach activity contains: objectives, a list of materials needed TeachersOverviewinformation may and beforechoose Factsheets beginning all or some the of activity.these factsheets for background Glossaryused in factsheets and activities that may not be familiar, A glossary of terms is included with each unit to explain terms agementthehas individual 8 to in 1.) more otherresource depth. factsheets andTeachers its which management. may discuss wish tothe Inuse resourceaddition, the factsheets and each its unit man- asEach unit contains a factsheet which serves as an overview of Ealtea A multi-resource poster accompanies the "TVA A WORLD OF tioninformationhandouts. to conduct with the other activities. resources; Teachers however, may wish it is notto supplement necessary. thisThese factsheets provide the needed background informa- throughoutreinforceRESOURCES" thethe program.overall guide. concepts It can be usedof integration to introduce and the interdependence program and to Concert Mao Concept maps show tne relationships of each resource to the awardedOFCertificates RESOURCES to students also who accompany have successfully the guide. completed this study ofA classroom set of certificates of completion of NA- A WORLD Certificates can be Writingcurriculuminstructorsarenatural intended world.the canNaturalguiae. to They 'se present to(For Way are aid more not"loosethemby Gabrieleintended informationin floating preparing Lusserto visions be on coursesconclusive. Rico, concept of wholeness" published of studymapping These from by whichmaps J.see this P. Audiovisualronmentalresource management.PresentationEducation Program, Certificates Norris, areTennessee available 37828. from NA's Envi- ActivitiesMassachusetts.)Tarcher, Inc., and distributed by Houghton Mifflin Company, Boston, Energyavailableof Resources' Education in both introduces slide/tape Centers this orin videoNA'scourse Universitycassette of study. though Network Environmental/ system. Ad-A 15-minute audiovisual presentation entitled "NA: A World This presentation is ment.giveactivities students are designed some first-hand to be as experiences action oriented in resources as possible manage- and toThere are 8 to 10 interdisciplinary student activities per unit. All section.dresses and telephone numbers appear in the TVA University Network CurriculumAir Resources Unit Rationale Rationale 7. Students will be able to list sources of urban air pollution. 111111111111IMININIMII11' We live in a sea of constantly moving air on which we depend 8. Students will understand the role of governmental agencies, resources,havetheforenhances lifeatmosphere. produced itself. and theHuman evenwidespread qualitySome civilizationdeath. of theselife Maintainingsickness, for has changes everyone. brought interference a arehigh Theabout not standard earth's apparent withmany other atmosphere changes until natural they in is of air quality 9. TennesseeStudentsincludingquences. willTVA, Valley,be in able air qualitytotheir list sources,the control. five common and their air pollutantshealth conse- in the Intendedeasilymorecomplex we we and know Learningcan its avoid about natural Outcomes: poisoning the variations nature it. of are this worthy essential of a resource,life-time study. The the more 10. andhuman-relatedStudents animai will life. be causes, able to and define describe acid rain, its effect list its on soil, plants, natural and 1. Studentssystem.position, will relationship be able to describe to the earth,air in terms and similarityof it chemical to a com- living 11.12. StudentsStudentsments agencies will will be be able ableare interested toto explainlist and indiscusswhy monitoring NA threats and rural other to theair govern- quality.quality of 3.2. Students willwill understanddescribe the 'TVA's earth's interest four wind in air belts as a resource. 13. Studentsindoorardous air. willair pollutants.appreciate TVA's role in long-term studies of haz- 4. Studentspeople of thewill Tennesseebeappreciate able to explainValley.how weather how temperature affects the livesaffects of the Cultural Resources Unit Rationale The United States is a relatively young nation, but despite its 6. weatherdevelopmentStudents and will airand understand pollution movement control. the of connections weather systems. between the study of andtheseeattitudesbrief Nation.Valley, thehistory, Great and Thewe itmores Depression,playscan effects see throughouta very ofin cataclysmic"microcosm" importantcan thebe detailedworld. roleevents, the inIncultural as shapinglooking such can theas atcontemporary themorethe Civil Tennes- subtle War development of r", 4 1-14 influences of geography and economic development. In this unit, Valleythegroups: architecture, are Indians, examined geography, women, in connection and and blacks. archaeology with Our three heritage ofmajor the is Tennesseeexplored population from 1-15 10. typesStudents of women will be ableand blacksto critically in the examine Valley. the common stereo- wherethe prehistoric we are and period who weto theare, present we must day. look to where we have been. In order to understand 12.11 Studentsgeography, will and understandbe historyable to of describe the the complex Valley. log house interplay construction of economics, and Intended Learning1. Outcomes: culturalStudents resources will appreciate of the Tennessee the rich heritage Valley. evidenced by the differentiate among three types of log houses. 2. bothStudents historic will andbe able present to define day cultural cultural resources resources inand the describe Valley. comesaffectsEnergy Resourcesinboth renewable the living Unit and Rationaleand nonrenewable nonliving parts forms. of our environment. Energy surrounds uswithout it, life does not exist. Society's use of Energy It 4.3. tion.Studentsthe Depression will will be appreciate onable blacks to describe andthe valuewomen the effectsof in architectural the of Tennessee the Civil preserva- War Valley. and nonrenewableandenvironment,technologicalenergy use has be madechanged itprocessesenergy is crucial intelligently. sources, with havethat technological decisions energyfor example, requirements about development. our energy fuel sources and development impact Since will one theall If we remain too dependent on 65. preservationStudents will movementbe able to describein this country. the government's role in the dependscanday bebe exhausted.in on its an use, informed, development,The more energy-conscious we learn and conservation.about citizenry. energy, the wiser Our future we 7. IndianStudentsexplain conflict why will he/she be over able landdoes to explain describe ownership.this, and the what value cultural an the archaeologist rootsresults. of the White- does, Intended Learning Outcomes: Students will be able to define energy. 8. ableUtilizing to describe White-Indian how diverseconflict culturesas an example, interact. students will be 3.2. Studentsof thermodynamics will beunderstand able to and state the their historicand applications. explain relationship the the firstbetween two laws the Studentsin the Tennessee will understand Valley. the diverse roles women have played demandlevel of technology and popularity and ofthe energy type of resources energy used, vary andover that time. the 27 4. Forest Resources Unit Rationale 5. outStudentsenergy environmental use. will understandunderstand impact thatandhow no willbehavioral technological be able tochanges explain process can how is affect suchwith- forprotect many reasons.the basins They that produce supply our timber, water, provide provide a habitat recreational for wildlife, oppor-The forest lands of the Tennessee Valley are vital to the region 6. andStudentsunderstanding nonrenewable will be should able energy to affect define sources. decisions and give examplesabout energy. of renewable tunities,themanagementlandowners quality and ofenhance and lifestrategieswill votersfor all the whoto naturalvalue livepromote inthe environment. the forests economic Tennessee and growthtoEducating Valley.support and wise futureimprove land 8.7. Studentshydropower will as understandbe an able energy to discuss howsource. energy the historical is derived rise from and nuclear fall of Intended Learning Outcomes: Students will understand the importance of forest land man- 9. Studentsaboutpower theand willuse will be ofbe ablenuclear able to to define power.describe biosphere, the concerns water citizenscycle, photo- have agement in achieving the following goals: b.a. providingpreserving recreational animal habitats areas 10. dynamicsStudentssynthesis, will impactsand be food able the chain. to food explain chain. how the second law of thermo- 2. theStudents Tennessee will appreciate Valley. the importance of timber productsc.d. to producingprotecting timber watersheds 11.12. StudentsStudentsaffects environmentalwill will be be able able toto quality. describedefine potential how energy and kinetic development energy and 3. typicalnaturalStudents succession plant will besuccession able pattern to describe and in the be howTennessee able a toforest give Valley. develops an example through of a 13. Studentsgive examples will understand of each. why some conversions from one type 5.4. Students will be able to describe the life cycle of a tree. 14. Studentsableof energy to give will to examplesanotherunderstand are of the efficienteach need type forand of energy someconversion. conservation are not, and and be 6. Studentsincluding will photosynthesis, be able toto describedescribe respiration, thethe parts life processesreproducjon, of a tree. of aand tree, de- 15. Studentsplished.be able to will list be several able to ways list six this energy can bealternatives or has been available accom- to- 7. Studentscomposition.management will recognize practices the to theeconomic owner ofvalue small of woodlands. proper land day and discuss the future possibilities and problems of each. PS 1-16 29 8. Students will understand what a watershed is and be able to I-17 Education about recreation safety will enhance enjoyment of natu- 9. supply.Studentsexplain how will thebe ableforest to protectsexplain the the effects watershed poortimber and our harvest- water Intendedra; areas andLearning save lives.Outcomes: ing practices can have on each of the followingc.b.a. areas: recreationalaestheticwildlife protection quality opportunities of the natural environment 1. timecapacity,Students and fromwilland understand willarea be to able area. the to explainconcept why of recreational it varies throughout carrying 10. Students will know how a private landownere.d. can ensure that protectiontimber production of watersheds 3.2. Studentsforest management. will understandbe able to define the multiuse a natural concept area and as itdescribe applies toits aboutStudentslandresponsible through such will subjects harvesting aappreciate "Timber as silviculture, proceduresSale how Contract.' much ecology, area forester carried natural needs out succession, on to his/her know 4. concerningStudentspurposes andwill fluctuating uses.appreciate reservoir the need water to levelsmake for sound various decisions uses. forand land the economicmanagement. benefits and feasibility of various strategies 6.5. Studentsreservoir will will and understand be river able recreation to whydescribe certain in the the Tennesseeareas economic are designated Valley. impacts for of Recreation Resources Unit Rationale 7. Studentsspecificuser conflicts, use will and know andhow what vandalism. this itrelates means to for problems a river tosuch have as "nationaloveruse, activeTheis moretechnological types mental of recreation. than revolution physical. The has AsTennessee meant a result, that people Valleymost Americans'are is richturning in scenic towork moreAmericans today have more leisure time than ever before. 8. Studentsdesignation.status' and will will appreciate understand why the trails economic are developed implications and ofmain- this thatAsEducatingarea'sbeauty more wise recreationalanduseand citizens moreandrecreational management people opportunities,about areas,have recreation of the but existing timeit this becomes will andis resources resultnot the anincreasingly desirein unlimited informedare tonecessities. utilize resource.apparent choices the 9. cappedStudentsastained increased the for will way recreation describedemand, they are and the userand willneeds howconflicts, be thisableof the relates toand elderly list the ways to handicapped.suchand these the problems handi-needs useagainstbetween such common various as vandalism, negativeland and environmentalwater uses and impacts will help of hold recreational the line 30littering, fire, overuse, and pollution. 10. Studentsare being willaddressed understand in the the Tennessee need for localValley. recreation areas. 31 11. sourcesandStudents recreational managed will appreciate byenterprises the governmentsthe relationship and the in natural the between Tennessee areas commercial and Valley. re- 6. people-made.Students will describe sources of water pollution, natural and 12. fishing.toStudents discuss will common appreciate safety the rulesneed for swimming,water safety boating, and be ableand 8.7. Studentsing water will to understandidentify be healthy. the whysources impurities of the are earth's necessary water supply.for drink- Water Resources Unit Rationale Water is the one element essential to all life on earth; it is a 10. 9. StudentsStudentsof water. will will understand explain how how fluctuations societies adaptin rainfall to the affect availability life in the andthedeterminedbasicous course abundant componentnatural of the thesupply groundwater course Tennessee of ofevery ofwater. civilizations. living typicalRiver In addition, cell.which, of ThetheThe overalong region,Tennessee availability 50 with years provides the Valley ofample water a follows gener-rainfall systemhas 11. StudentsValley.affect aquatic will explain plant how and oxygen animal and life. other elements in water cantmanagementresourcesdevelopment factor thanin hastheof anythis growthgiven otherabundant the of inland Tennesseethis resourceregion. area ofValleyTo is the ensureperhaps world.a widervariety continued theThe most successful ofgrowth, signifi- water 13.12. Studentsurban water will will needsknow understand some and problems. problems the differences affecting between the water rural supply and in peoplethis vital of resource the Tennessee must be Valley. understood, valued, and protected by the 14. Studentsbereservoirs. protected. will understand why the water supply in reservoirs must Intended Learning1. Outcomes: tainingStudents a water will understand supply in the the Tennessee role groundwater Valley. plays in main- Wildlife Resources Unit Rationale Human needs must be considered in relation to the total 3.2. Studentsdescribe thewill sixunderstandexplain types how of aquifersthe groundwater meaning in the of Tennesseeacquires aquifer andimpurities. Valley. be able to andsametheAsenvironment habitatslosers. trapping, living In arespace if order itopportunities destroyed,is necessary and to combat other wildlife for forproblems habitat "the people suffers, good loss such to life" dueandbe as aremade toultimately unregulated competitionto beaware realized people of hunting forall fully. thearethe 45. wellStudentsStudents the water will will understandserves know thethe threepurpose that mainwater for purposes qualitywhich itis isreservoirs judged to be used. by serve how in thereconsequences is nothing that of their can actions.bring it back. After a species has become extinct, the NA system. 32 1-18 33 1-19 wildlifethroughcan learn populations education to assist about arenature maintained wildlife in improving resource at levels habitats management, which and maximizecan ensure people the thatHuman civilization affects all wildlife in one way or another, but 11. tant.ecosystem,Students will and be discuss able to whydiscuss restoration the role of of wetlands wetlands is impor-in the Intendedbenefits to Learning wild animals Outcomes: and humans. 13.12. Studentswaterfowl willspecies be able and todiscuss definegive examples their habitat roles and ofin Tennesseethe edge ecosystem. effects Valley and 2.1. Studentsspecies adapt will understandbe to able urban to expansion.discuss why it is how important various to plant consider and wildlifeanimal TVA: A World of Resources Unit Rationale discuss the types of habitat common to the Tennessee Valley. 3. willStudentsmanagement serve willthe understandneeds when of formulatingvaried how wild the animalagingland development of populations. a developed plans. area regionalperspective.mentimportant of NAdevelopment. to soknow NA that whatwas its accomplishmentsIt chargedthe is nationallyconditions with funded werebeing and that problemsanda nationalled must to the canbe model establish-nationally be put for inAn informed electorate is necessary in a democracy. It is 5.4. StudentsStudentsagement will willin be urban, be able able toupland, todiscuss explain and the why wetland economics it is important settings. of wildlife to leave man- den confrontingtheaccountable. better equipped the The agency. more they people will understand be to examine about the the currenthistory of issues TVA, 6. landownersStudentsor snag trees will in bein the placeable Tennessee tofor explain wildlife Valleyhow habitat. government work cooperatively and private to Intended1. Learning Outcomes: Students will be able to discuss: 7 affectsStudentsenhance upland the will wildlife bewildlife able of species. tothe explain Valley. how wildlife management b.a. the rolesconditions of George prevalent Norriscreation andinin theTVA's Franklin U.S. inception thatDelano led Rooseveltto TVA's 9.8. Studentssee Valley will raptors be ableable and toto discuss describedescribe their andthe role giveEndangered in examples the ecosystem. Species of Tennes- Act 2. inStudents the Tennessee will be able Valley to discuss since 1933.thec. the changes From charge thein giventhe data, quality tostudents NA of atlife its formation 10. Students_af_in wildlife1973 will and management. be explain able to why explain it is significant. the role of hunting and trapping should be able to list specific improvementsc.a.b. in: agricultureproductionnavigation of electricity 34 3 5 4110 3. Studentsenergy willand be be able able to to: give reasonse.d. for TVA's interest in solar industrialtourism development 4. Students will be able to explain whyb.a. each of the following issues discussdistinguish uses between of solar energyactive and passive solar energy is a concern of TVA: c.b.a. endangered species reservoirnuclear power management 5. madeStudents by TVA will tobe the able Tennessee to describe e.d.Valley. the positive contributions air pollutionand use 16 37 AdditionalList of Selected References Materials Available Electricity, Tennessee Valley Authority, 999.62131 E385, 1983 1. TVANA Publications Technical Library available through interlibrary loan from: EvolutionEnergy Saver and Home,Status Tennesseeof TVA Power Valley System, Authority, Tennessee 999.692 Valley 3T27E, Author- 1981 400Tennessee(615)Knoxville, West 632-3464 Summit ValleyTennessee Hill Authority Drive 37902 Fish and Fishing in NA Impoundments Tennessee799ity, Valley 999.621312 E74F, Authority,1950 E935, 1987 A History of the TennesseeHistory Valley Authority 50thTennessee Anniversary Valley Edition, Authority, 999.38 T2925, 1985 f the Tennessee Valley Authority, 50th Anniversary Edition, How Clean is Our Air, Tennessee Valley Authority, 999.628531979 H847, A Short Histc'ry of the Tennessee Valley Authority,Tennessee 1933-1956,see Valley Valley Authority, Tennes- Authority, 999.38 999.38 T2925, T2925, 1956 1983 LichensHow Clean and isFerns Our ofAir, Land An UpdateBetween Tennessee the Lakes Authority,999.62853Tennessee Valley Authority, 999589.1 H847, Valley 1984 P55L, 1974 A Short History of the Tennessee Valley Authority 40thPeople1973 Anniversary in Partnership, of Tennessee Valley Authority, 999.38 T2925, NorrisNuclear Reservation: Power in theA Self-Guided Tennessee ResourceValley, Tennessee TourAuthority, Tennessee Valley 999.7965 Authority, Valley N858, 1984 A AmphibiansStudent History and of Reptiles TVA, Tennessee of Land Between Valley Authority, the12924, Lakes 1984999.353008 Tennessee Operation Save Our Soit, Tennessee Valley Authority,999.6211980 999.6314 483 T29N, 0615, 1978 Answers to the Most Freauently Asked Questions AboutseeValley Valley TVA, Authority, Authority,Tennes- 999.5981 999.353092 T29A, 1972T29A, 1988 Outdoor Recreation foi a Growing Nation: TVA'sManmade 1961Experience Reservoirs, with Tennessee Valley Authority, 999.79 T270, IU 1-22 Pathway for Floods Tennessee Valley Authority, 999,6274 P297, 1984 1-23 2. Preservation is a Use: Experimental Archaeologicalthe Tennessee1985 Site Stablization Valley, in Tennesee Valley Authority, 999.976 T51P, Catalog of Water Quality Educational Materials37402-2801NALibrary, Water Publications Resources TVA, 270available Haney through Building, TVA Chattanooga, offices: Tennessee ResidentialRecreation Resources: Energy Alternatives 10 Year Action Tennessee Plan Tennessee ValleyMl5R,ity, 999.79 Authority,1980 Valley T29RE, Author- 6971980 NestGroundwater: Boxes for A Wildlife Vital Resource limited quantities Student availableActivityseesources Guide, from37402-2801 Library, the Water Environ- TVA, Re- 270 Haney Building, Chattanooga, Tennes- TennesseeRiver Traffic Valley and AuthorityIndustrial Annual Growth, Reports Tennessee 1979999.386 through Valley T28R, 1988,Authority, 1976 Ten- "Nonpoint Water Pollution A Special Issue,- Journalseemental of37828 SoilEducation and Water Program, WA, Forestry Building, Norris, Tennes- The First Fifty Years: Changed Land. Changed LivesReport),nessee (The BenchmarkValley Tennessee Authority, Valley 999.38 Authority, T29R, 999.3637 1987 F527, 1983 3. OtherChattanooga,available,Conservation, Resources Water Tennessee Jan-Feb Resources 1980, 37402-2801 Library, Vol. 40, WA, No 270 1, limited Haney quantities Building, The NewPassive TVA, Solar Tennessee Construction Valley Handbook, Authority, 999.353008 Tennesseeity, 690.868 P25N, Valley L66P, 1982 Author- 1983 ABOOKS Field Guide to the Atmosphere by Vincent Schaffer,Day, Jr. Houghton and John Mifflin, A. Boston, MA, 1981. UseTVA Less and ElectricityRegional andDevelopment Save Money, Tennessee Tennessee999.353008, Valley Valley Authority,Authority, 1983 A Guide to Curriculum Planning in Environmental Education,Postsin Department Office Wiscon-Box 7841,of Public Madison, Instruction, Wisconsin 125 53707-7841,South Webster 1985 Street, Where We're Going, Tennessee Valley Authority,999.33379 999.3530081986 U845, W73W, 1984 CrusadeBlacks in for Tennessee Justice: The 1791-1970 Autobiography by Lester of Ida C. B. TennesseeLemon, Wells byUniversity Press,Alfreda Knoxville, M.of Tennessee, 1981 4 0 Duster, University of Chicago Press, Chicago, Illinois, 1970 4 1 "Cultural and Historical Perspectives in the TennesseePellissippiEnerygposter Valley," sets,Education Campus, limited Network,Box quantities 2294, Roane Knoxville, available State Tennessee fromCommunity the 37933 College, Tennessee Hines Indoor Air Quality, Information Handbook: Buildingacteristics,22161,ment of 1987 CommerceNational Technical Information Information Service, Service, Springfield, U. S. Depart- System Char- Virginia Energy and the Environment by John M. Fowler, McGraw-Hill Book In the Bank. Energy- Saving Home Improvements, Energy Conservation Now, . .or Up the Chimney: A Dollars and Cents Guide to Energy Sources, The Wealth of the WoriCompany,Charles1952 (reprinted A.New Scarlott, York, 1969) NewMcGraw-Hill York, 1984 Book Company, New York, by Eugene Ayres and NY, ingBuildingOffice and to Urban Technology,Policy Development,Development and Standards, andWashington, Research, U.S. Department D.C., Division 1975 of of Energy, Hous- Environmental Geology, 4th Edition by EdwardMerrill A. Keller, Publishing Charles Company, Columbus, Ohio, 1985 E. In ManagingTheir Own Municipal Words: Leisure A History Services of the edited American by SidneymasMeltzer, Negro Y. G.Crowell 3 byLutzingvolumes: Co., and 1619-1865,New York, 1964-1967 1865-1916, and 1916-1966 , Tho- Milton Environment Progress and Challenges: EPA's Update,tionD.C. Center, Public 20460,1988 U.S. Informa- EPA (PM211B), 401 M Street, SW, Washington, C. Managing Municipal Leisure Services edited byWashingtonEdward Sidney H. G. Story, D.C.,Lutzing, 1973International City Management Association, Environmental Science. Science Anby IntroductionCharles E. Kupchellaby G. TylerHyland,sworth and Miller, AllynMargaret Publishing Jr., and Bacon, Company, Inc., Boston, Belmont, Massachusetts, California, 1986 1986 Wad- 1980 National Survey of Fishing, Hunting,International andRecreation,1980 WildlifeAssociated City U.S. Management Department of Association, the Interior andWashington U.S. Department D.C., Forestry )Eir2efenin the South by Mobley and Hoskings,by rintsTurner Leslie jNjkerolagy; Trowbridge,E. Smith InvestigationsDoubleday, New for York, the New Amateur York, Sc 1973 andntist Natural Resource Conservation: An Ecological Approach,of byCommerce, Oliver 4th S. Owen,1982 MacMillan Publishing Company, New Edition York, Games of the World: How To Make Them. HowTheyCompany, To Play Came Them, Atlanta, To Be by Georgia, Frederic 1956V. Grunfield, Balantine Books, New Ho_w Netv, ork: Hpw Energy Links People. Goods, and theNewServicesnary Economy, York, Student/Teacher 1985 U.S. Department Materials of in Energy, Energy, Office of the Environment, and Interdiscipli- Consumer How to Plan a Conservation Education Program,York,WorldInstitute The1977 Resources for Environment Institute, Massachusetts and Development, Avenue, North NW, AmericaSuite International 302, "Our Fragile Atmosphere: AffairsintendentDepletion," of EPA Documents, Journal, Vol. GPO, 12, Washington, No. 10, December D.C. 204021986, Super- The Greenhouse Effect and Ozone Washington, D.C. 20036, 1988 42 1-24 4 3 People and Natural Resources. Pocketbook for Environmental The Weather Wizard's Cloud Book How You Can Forecast the putting "Energy" in Your Course developed by theWashington,U.S.Awareness, participants Department U.S. D.C., in Youth the1985of Agriculture, Conservation U.S. Corps, Department U.S. Forest of Interior,Service, Transportation and the City, Interdisciplinary Student/TeacherWeatherrialsDuncan, in Energy,Accurately Algonquin Mate- the by Environment,Books, Reading Chapel the and Hill,Clouds the NC, Economy, by 1984. L. Rubin U.S. and Depart- J. "Recreation in America," U.S. News and World issue,sity,EnergyReport U.S. page ShortJuly Department 47 26, Course 1982 offor Energy, Secondary EU-78-G-05-5802, Teachers at Clemson Summer, Univer- 1978 Tree Growth by Theodore T. Kozlowski, The RonaldNewment 1742Press York, of ConnecticutEnergy Company, 1962 and theAvenue, National NW, Science Washington, Teachers D.C. Association, 20009 RootsRivers byof AlexAmerica. Haley, The Doubleday, Tennessee New by York,Donald 1976 Davidson,Company, RinehartInc., Boulder, & Colorado, 1978 Two Energy Futures:FLitures; National A National Choices Choice for for the the 1990's troleum1980s, American AmericanInstitute, Petro- Washington Pe- D.C., 1983 The"Something Earth, 2nd EditionNew is byHappening Edward J. inTarbuck the Tennessee and FreemanFredick Valley," K. Catalyst Lutgens, David 7(1):10-14, 1979 TVA: An Approach to the Development of a RegionUniversityleum by Institute, G. R. of Clapp,Chicago Washington Press, D.C., Chicago, 1986 Illinois, 1955 The Harnessed Atom. Nuclear Energy and ElectricitySuperintendentWashington,Cnarles, (DOE/NE E. Merrill D.C.0072).of Documents, Publishing20402 U.S.Company, Government Columbus, Printing Ohio, Office, 1987 TVA: FiftyDemocracy Years of Grass-Rootson the March, Bureacracv 20th Anniversary by EdwinPaulLilienthal, K. C.Edition Conkin,Hargrove Harper by University D.E. and and Row of Illinois Publishers, Press, Inc., Chicago, New York,Illinois, 1953 1983 The LoraxInside by Stow; Dr. Seuss, A Guide Random to indoor House, Air NewQuality, York, IndoorAgency,Office NY, 1971 Airof Washington, AirDivision, and Radiation, D.C. 20460, U.S. 1988 Environmental Protection Water:Water, The Life Web Sustaining of Life by Resource Cynthia A.by HuntRobert and Gardner,ner Robert Publishers, Julian M. Garrels, NewMess- York, 1982 The Tennessee Valley Authority, Marguerite Owen,ers, Praeger New York,1973 Publish- Weather A Guide to Phenomena and Forecats bySchuster,Burnett,W.W. Paul Norton E. and Lehr,New Herbert& York, R.Compc Will NY, S. ny,Zim, 1965 New A Golden York, 1972 Nature Guide, Simon and The Third Nationwide Outdoor Recreation Plan. ThetionDepartment Assessment,Service, Washington of U.S.the Interior, D.C., Heritage 1979 Conservation and Recrea- Your Guide to the United States Environmental ProtectionU.S.1987 EPA, Office Agency of Public Affairs (A-107), Washington, D.C. 20460, ACURRICULA Guide to Curriculum Planning in Environmental Education, Wiscon- Keepers of the Earth: Native American S'ories andEnvironmentalActivities Environmental for Children, and Cultural Michael Educators, J. Caduto Post and Office Joseph Box 1052, Bruchac, Nor- Alabama Energy Education Idea Book, EnvironmentalPostsinEducation Department Office and Box Program. Energy 7841,of Public Madison,Johnson Instruction, ResearchWisconsin 125 South Center,53707-7841, Webster University 1985 Street, of Ala- Know Nukes: Controversy in the Classroom, KnowNewAntioch/Newwich, Hampshire NukesVermont Institute, Englana 05055, 03431, Graduate1988 1985 School, Roxbury Street, Keene, Aquatic Proiect Wild, Western Regional EnvironmentalCouncil,bama in35899, Huntville,Salina Education 1987 Star Research Route, Boulder, Institute, Colorado Box 2121, 80302, Huntsville, 1987 Ala- Learning with Otis: A Conservation Education ActivitiesMissouriHoley-Oliphant 65102,Book,Department andAnn1984 Larry of Conservation, Behrens, Conservation Box 180, EducationJefferson Unit,City, AwayAquatic with Resource Waste: Education A Waste Curriculum,Management AFTMA, Curriculumtional Sportfishing1986 Foundation, for Schools, Educa- 1250 Grove Avenue, Burlington, Illinois 60010, Living Lightly on the Planet, A Global Environmental53212,Center,Guide, 1987-88 Volumes1111 Curriculum East I andBrown II, MauroDeer Road, O'Connor, Milwaukee, Schlitz Wisconsin Audubon Bringing Energy to the People:. Washington D.C.Washington98502,Recycling and Ghana, 1984 Program, State Interdis- Department 4350 150th ofAvenue, Ecology. NE, Litter Seattle, Control Washington and Living"National in Water, Wildlife An Weekaquatic Teachers science C-uide,"curriculum Nationaltional formore, grades Aquarium Wildlife Maryland 4-6, Federa- in Na- 21202,Baltimore, 1987 Pier 3, 501 East Pratt Street, Balti- Washington.Scienceandciplinary the Economy,TeachersStudent/Teacher D.C. 20009Association,U.S. Department Materials 1742 inof Connecticut Energy, Energy theand Avenue,Environment, the National NW, Project Learning Tree, supplementary activityNW,throughtion, guide MarchWashington, 12,for 18-24, gradesProject D.C. 1984 7Learning 20036, 1986Tree, 1250 Connecticut Avenue, HowEnergy to ConservationPlan a Conservation Activities Education for Elementary Program, Grades,Iowament The 50319-0146of IowaInternationalEducation, Depart- Grimes State Office Building, Des Moines, ProjectResource Wild, GuideWestern to EducationalRegional Environmental Materials SalinaAbout Education StarAgriculture: Route, Council, Boulder, Colorado 80302, 1983 A Iowa Developed Energy Sampler. Iowa DepartmentWashington,WorldInstitute Resources forof Education, EnvironmentD.C. Institute, 20036, 1988Massachusetts and Development, Avenue, North NW, SuiteAmerica 302, D.C.room,Proiect 20250 Room of Agriculture 234-W, U.S. in the Department Classroom, of Agriculture,Agriculture inWashington, the Class- Grimes State Office Building, Des Moines, Iowa 50319-0146 46 1-26 47 1-27 scienceSCIS ActivitiesScience Curriculumin Energy, Department Improvement of EnergyStudy,sities,Musuem Randand Postthe McNally of American OfficeScience andBox and 117, Energy, Oak Ridge, Oak RidgeTennessee Associated 37820 Univer- 4. P.O.LaMotteMaterials Box Kit329Chemical Products Company communities,Ecosystems, 19711971 Company, Chicago, Illinois: WaterP.O.HachChestertown, TestingBox Equipment 389 Kits Maryland and Company Equipment 21620 EnvironmentsLife Cycles, 19691970 5. EnvironmentalOrganizationsLoveland, Colorado Protection 80539 Agency, Region 4 SourcebookPopulations,Organisms, on 1970 1970 Air Pollution Topics for Grade and High School Teach- TriangleAtlanta,345EPA's Courtland GeorgiaPark,Environmental StreetNorth 30308 CarolinaNE Monitoring 27711 System Laboratory Teaching Soil and Water Conservation: A ClassroomniaControlers, 15230, Eileenand Association, Field 1984 G. Guide,Brennan Post andOffice John Box T.2861, Mcgovern, Pittsburg, Air Pennsylva- Pollution New950National Third York, Audubon Avenue New York Society 10022 The Class Protect from the National Wildlife Federation,Street,OfficeU.S. Department Box1412NW, 2890, Washington,Sixteenth Washington,of Agriculture, D.C. 20036,D.C. Soil 20013, Conservation 1982 1977 Service, Post TheSilver8060NDAA, Acid 13th Springs, Rain NationalStreet, MarylandFoundation, Room Weather 618 20910 Inc.Service Public Affairs The Sourcebook, Learning by Design, The EnvironmentalAvenue,Programs NW,Education of theWashington, American D.C.Institute 20006 of Architects,-5292. 1981 1735 (revised New 1988) York OfficeUSt. 1630S. Paul, Environmental of Blackhawk MinnesotaPublic Affairs Hills 55122Protection (A-107) Agency Thinking Globally and Acting Locally: EnvironmentalOhioStateScience,ties, LoriTeaching43212, University, D. Mathematics, Mann 1982 Activi- 1200 and WilliamChambers and EnvironmentalB. Stapp, Road, ERIC Third ClearinghouseEducation,Floor, Columbus, Ohio for Washington, D.C. 20460 49 flb TVA University Network Centers q111111111=1111111=116 Mr. Bernard Levine, Director TheDepartmentCenterDr. Bernard University for Environmental, Benson, ofand of Curriculum TennesseeScience Director EducationEnergy and Instruction TheGoochCenterDr. Maurice University Building,for Environmental, Field, of RoomTennesseeScience, Director 145 Energy,and at MartinMathematics Education TheJohnsonResearchEnvironmental University Research Institute of /EnergyAlabama Center Box 212 Education in Huntsville Dr.(615)Chattanooga, Race 755-4237/4126 Bergman, Tennessee Director 37403 CenterDr.(901)Martin, Susan 587-7200 Tennesseefor P.Environmental, Gannaway, 38238 Director Energy (205)Huntsville,BearMr. 895-6257Allan Creek AlabamaM. Watershed O'Neal, 35899 Jr., Environmental Director DepartmentCenter(615)Murfreesboro,Middle 898-2621for Tennessee Environmental/Energy of Education Tennessee State University 37132 Education Dahlonega,NorthDepartment Georgiaand Georgiaof ScienceCollegeEducation 30597-9990 Education (205)Russellville,Post Office332-6200 EducationBox Alabama 880 Project35653 WesternSchoolCenterDr. Richard offor Carolina Arts Environmental/Energy C. andBerne, University Sciences Director Education CenterDr.(404) Earl 864-1533 for Gardner, Environmentaland ScienceDirector Education TennesseeCollegeCenterDr. Margaret for of Technological Environmental/EnergyEducation Phelps, Director University Education (704)Cullowhee,CenterDr. 227-7476Ron forClem North Environmental/Energy inson, Carolina Director 28723 Education The(205)Florence,Post University Office760-4228 Alabama Box of North5015 35632 Alabama (615)Cookeville,CedarDr. 372-3791Doug Creek RatTennessee ledge,Learning Director 38'05 Center (901)!Memphis,MemphisDepartment 678-2545 State Tennessee of CurriculumUniversity 38152 and Instruction (502)Murray,MurrayCenterDr. Ruth 762-2499 Statefor Kentucky Jacquot, Environmental University 42071Director Education (615)Greeneville,c/o111 Greene 638-6100639-4194Union CountyStreetTennessee (Cedar(school Schools Creek) office)37743 1-28 51 1-29 SchoolCenterDr. Charles forof ScienceandEnvironmental/Energy F. Rhyne, Science and Director TechnologyEducation Dr.(601)Jackson,Jackson Webb 968-2595 StateMississippi S. Slawson, University 39217 Director Knoxville,TheCollegeCenter University for of Tennessee Energy/ScienceEnvironmental/Education of Tennessee 37996-3400 Education CenterDr.(615) Terry 974-0997 for Wilson, andMathematics, Environmental Director Science Education Dr.(502)BowlingWestern John 745-4424 Green,KentuckyWoods, Kentucky Director University 42101 (615)Athens,PostTennesseeCenter Office745-5087 forTennessee OutdoorBoxWesleyan 132 37303Education College 4.4.11ha

I

4

-Ae Amoiller Out of the sane, silent, beauteous miracles thatonegrass, envelope I am sunlight, looking and and fuseat mostearly me today frost-- trees, -- Is sky." water, Watt Whitman the 56 f_--.a°!-- ff Air Resources Concept Winds ValleyEffect OnLife Map HighBermuda Weather UrbanRural Air Air Quality Quality UrbanComposition Sources CAIR RESOURCESPollution RuralTVA Monitoring Sources Indoor Air Quality LRegulation Major Types In SubstancesEPA's 7 Hazardous MatterParticulate SulfurDioxide Valley DioxideNitrogen MonoxideCarbon Ozone Health Effects Sources r Air Resources Factsheets 1. Overview 3.2. WhereWhat Is DoesAir? It Come From? Where Does It Go? 5.4. TheUrban Burden Air Of Pollution 6.7. AcidRural Rain: Air An Air Or Water Problem? 9.8. HazardousIndoor Air And Pollutants Other New Issues A-4 61 fromairmanagedUnited meansindividual1. States forgaining healthOverviewsources,begun control andto understandsuch environmentalover as industrial cars that and emissionsairquality. trucks,is a resource Management and thetemporary that emissionsOnly can of ourduringbe the past 20 years or so have the people of the turefromcontinualconsidered variationsone locationchemical its basiccan to createchanges components.another complex aridthat bytake patterns atmospheric place of in airthe forces. movement. air as Tempera- it moves It is further complicated by the Dickens,thesources burning such in hisof as coal, bookconstruction has Hard been Times projects. a concern described for manyin graphic years. detail CharlesPollution the of the air by certain industrial processes, particularly commonlyoxygen the found next inmost air representabundant just component. over one percentAll the other of the gasesAnAir total. isair difficult mass isto affected define in by simple many terms. things It as is itmostly moves nitrogen across withthe takentryside.pollution,blackened1800s. to reduce inHe airsuch contrasted thatthe cities poisonshung as thatLondonover that air an were toin English the routinely 1950s,cleaner industrial that airbeing theof town the firstemitted nearby duringsteps into were coun-the However, it was not until thousands died because of air eruptionsseaswaterphotosynthesis.earth. and vapor marshlandscan through also Oceans, throw evaporationcontribute tonslakes, of sulfur streams,materials and andtranspiration. and ahigh variety vegetation into ofthe In salts. addition,atmosphere contribute Volcanic the Plants, for instance, contribute oxygen as a by-product of thefirstinitial air takenwe action: breathe. to utilitiesclean up and smokestack industries, emissionsand motor aroundvehicles. power Steps plantsTwo were major sources of harmful emissions became targets for waythatatmosphere. remain back to in earth.the upper air layers for several years, slowly making theirOther natural processes remove various materials from the For example, plants absorb carbon dioxide during thesameoxidesandmotorvehicles. 1960s industrial time, emitted through devices complexes. from It the1980s.took wereutility, years developed Attentioncommercial, The and air money, wasis to generally cutand then but back industrial progressfocused cleaner on emissions stacks. wason today the made Atsulfurthan from the from it washesofarespiration.photosynthesis, constant the earth.large pattern amountsCarbon andof exchange dioxide bothof particulate plants is occurs also and matter absorbedas animals air movesfrom byuse the acrosswater. oxygenair. the Rain surfaceduring also In short, wascutsame 1970s,30 back yearsis true. onand ago their TVAindustrial in contributionsmuchpower plants of plants the haveNation. todayto air taken emitpollution.In the steps less Tennessee sulfur all across than Valley, thein the region the early to stance,littleare taking or hasno place.consequence become These an issue changes to theof serious environment. can beconcern beneficial, and a harmful,real challengeThat or of is just part of the story. As the air moves, chemical changes "Acid rain,' for in- cated by the nature of air and by the gases that are commonlyAir quality management is a complex undertaking. It is compli- 6 2 A-6 to binesair resource with sulfur managers. and nitrogen Acid compoundsrain forms when to form water acids. vapor With com- this in understandmind, let us examinewhat we someneed tofacts do aboutto protect the air it. around us, and try to A-7

111 1111 6 5 S andItalong2. is aa layerinwideWhat its currents, ofvariety air that of surrounds carries chemical Is water theAir? compounds. earth.vapor, This clouds, Itis behavesearth's dust, smoke,atmosphere. like aA soot,fluidvast spa of gases, which sweeps great quantities of materials qualityplants,place.nature Theyhas ofand materials on alsoindoors. the study environment deposited They air quality are andby concerned in the citieson airthe and as health with itrural moves ofthe areas, the effects from people near place that powerof the airto thetectiveextendsblanket,It gravitationalis constantly shield manyweighing against miles pullin millions motion, abovesomeof the of formsdrivensunthe tons. earth'sand of by ultraviolet thesolar surface, moon. energy radiation and from provides fromthe sun the a andpro-sun. by It presses down on our bodies, Valley. carbononepercent percent dioxide,nitrogen for andnitrousall the nearly otheroxide, 21 gases,percent methane, including oxygen. ammonia, That carbon leaves and monoxide, hydrogen just overDry air is a relatively constant mixture of gases, around 78 sulfide.bonicexample,interaction acid. waterbetween Sulfur vapor and the nitrogenwillvarious react components oxides with carbon also of take dioxidethe fluidpart tomixture.in formchemicalAs car- For air moves from one place to another, there often is an summary,compleximportantthereactions formation chemical with rolewe of waterhavein sulfuric these processes tovapor, think andreactions. ozone, nitricof leadingthe acids. airand about to otherSunlight the us componentsformation as sometimes a system, of leadingozone. plays always antoIn It is especially important in the way.moving,in the Tennesseealways changing, Valley. and always rearranging things alongThe the Tennessee Valley Authority has a staff which studys the air They examine atmospheric chemistry, movement of air currents across the region and elsewhere, and the A-8 3. Where Does It Come From? temperature,WeathermovementThese includeschanges ofwind air masses.adirection, are variety generally ofand short-term amounts related changes ofto water the development vaporin air pressure,in the Weatherair. and is not easyWhere to understand, but someDoes facts are useful. It Go? aWhen boundary two air or masses front. Bad meet, weather they tendis often not associatedto mix. Instead with they fronts.TheAir form masses earth's tendweather to keep system their is special not easy properties to understand for a long and time. sci- overpolarregion the ice equatoroverwhich caps are it very verydevelops. warm,cool. AsForwhile a instance, direct air masses result air masses whichof this form condition,which over developAn the one air mass is a body of air that has the same properties as the tistsweatherentists who often patterns. are spendconcerned But their understanding with entire air livesquality justweather and observing ways is important to andprotect recording to it. scien-Wind speed, wind direction, temperature, humidity, cloudi- isasmight not the theexpectyears case. pass, the equatorialand the polar zone regions to become progressively progressively cooler. But warmer suchAir movement is strongly influenced by the energy of the sun. undercauseweatherandness, how andtheof patternsthelong precipitationinfluence tendency it will can ofremain ofbetheall the especiallyaffect dominant inair an overthe area. way "Bermudatroublesomethe Forpollutionregion example, toHigh.- in becomein the the Duringmidsummer air Valley behavesstagnant such be- Cool,DependingIf youmasseslatitudes dry, could high-pressuredevelop(60on seewhere degrees air, over this an centigrade), airoceansair air mass masses mass atforms, whilelowerwould form it warm, exertslatitudesover appear the moist,high regions (30as or low-pressure adegreeslow large atpressure. higher pile. centi- air forhot,problems. certain hazy days, very outdoor young andair quality very old conditions individuals can becomewith heart unhealthy or lungKnowledge of weather patterns in the Valley can provide grade)calledcounterclockwiseclockwisenorthern near polar hemisphere, motion,the easterlies equator. direction. while over Airlow-pressure themassesThese ice caps,spiraling tend air westerlies massesto airrotate masses spiral orover spiral. form outwardnorthern Inair the belts inand a high-pressure air masses spiral inward in a computersByproblem,helpsinsight taking in into understandingis into cansometimesshort- account be andused foundlong-rangethe to why weathermake even ozone predictions intransportation patterns rural pollution, areas that of theduring typically areof effectsair likely thepollution. an summer.toof occur,urbanemis- It greestudessouthernandgrade). (atWinds").centigrade), latitudes(See30 degrees illustration As (betweenthe and centigrade), names equatorial in Air 30-60 imply, Resources trade degreesdoldrums winds winds activity move centigrade), (at (between "Atmosphicin0 eitherdegrees horse 0-30easterly Blanketscenti- de-lati- or thenicipalsions Valley from areas. region.power plants,For these industries, and many transportation other reasons, sources, scientists andWeather frommu- certainly has a great deal to do with air quality over equatorialwesterly directions, doldrums. or not at all in the case of horse latitudes and A-10 thethey Tennessee study air Valleyquality Authorityissues. have to take weather into account as 4. Urban Air We have always had a powerful influence on all parts of our of urban air all across the country. NA has joined state and local ondustrializedpopulationsenvironment, air resources society, and and commercialof the thein fact,air world. is has no and hadexception. industrial the single This activities greatest continues increase.human today impact as In- somequalityaffectedagenciesures. locations agencies by in hazardous studies to also measure designed monitor pollutants the air to effectiveness in qualitysee the ifair. residentialin Statesome of andantipollution especially areas metropolitan might trouble- meas- be air lyingTennesseepollution areas isin needed.largeandValley where urban where This longcenters, isthe especiallyperiods major a special citiesof true air more stagnationunderstandingin a region often are occupysuch ofcommon ascityBecause low- the air of the potential health hazards associated with air duringandconstruction fromthe summer agricultural activities, months. activities pollen from nearby, plants, and dust thousands generated of vaporizedinThere the city are many sources of air pollution: motor vehicles, plants;smallchemicals, towns public some or schools, rural of them areas. colleges, toxic and universities, hazardous. hospitals, andSources other of pollution are more abundant in major cities than in Sources include: coal-fired power andkeepsourcesretailinstitutions individual workersstores, of heat; which andwarm,homes, industrial shoppingburn but especially asoil parks aas mallsvital their whichwhere part which heat ofuse heat many source;use fossil is industrialfossilprovided fuels office fuels not byprocesses;buildings, simply asburning their to enteringoil,and natural state the gas,and city's localor wood.air. regulatory All of agenciesthese sources are concerned add to the withthe pollution qualityFederal agencies such as the Environmental Protection Agency 7 1 (AN,' important,ide,particulate5.have lead, Th to andknow andmatter, ozone. whatsomething sulfur canTo deal dioxide,be about done with where nitrogen theseto bring they pollution dioxide,them come undermaterials, from, carbon control. why monox- we theyIn first the are Tennessee Valley there are six major kinds of pollutants: Burden Of Pollution atmosphereitprovidescarbons, can damage protection andthrough carbon farm the againstcrops. actionmonoxide. Millions ultravioletof the High sun of dollars radiation,on in nitrogenthe areatmosphere, but lost oxides, near each theh}Ozone year ozone dro- earth as is mostly a summertime problem. It is formed in the thestructionchimneys; larger activities; particles cars and falland trucks to agriculture earth traveling within and the a short forestryhighways distance operations. and of streets; where Most theycon-Particles of in the air come from many sources: smokestacks and treesotherpollution and synthetics plants emitted are deteriorate damaaed, into the atmosphere. due and to nylon, ozone. rubber, Control plastics, devices dyes,such Eachasand elec- year millions of dollars are spent to reduce the amount of thearecan tinygenerated. be particles inhaled They which deep are re-faininto far theless in lungs. troublesomethe air for long to periodshuman of time Theand largest sources of sulfur dioxide are coal-fired power plants, health than future.trostatichumanexhausts.ready usedprecipitators, health However, to reduceand the scrubbers, evenemissions natural tighter environment. fromand controls catalyticsmokestacks may converters be and needed automobile are in al- the It is an endless battle, but one chat is essential to safeguard elementproblemstosmelters,industrial crops in andand for the thenaturalpetroleumcommercial formation very vegetation. young refineries. ofboilers acid and rain,burning theSulfur elderly.a matter dioxidecoal or of canoil, growing cementcause concerndamage plants, It also is associated with health Further, it is a major theoil-burningin the acid Valley rain power andphenomenon. aroundplants, andthe world.industrial boilers. Nitrogen dioxide comes mainlyfrom automobiles, large coal or It also plays a role in carbonmotorvehiclescarry monoxideoxygen as to a inthe by-product our cells environment of our of incompletebodies. can affect combustion. the ability ofToo blood muchCarbon to monoxide comes from many sources, but mainly from A-14 "f3 6. Acid Rain: An To understand acid rain, we first must understand Airwhat Or an acid Water Problem? Acid rain is also believed to reduce crop yields and deteriorate substanceacidicis. nor with alkaline. a pH Measurementsof 7 is consideredAcidity below is neutral; measured 7 are acidic. on a pH scale which ranges from that is, The strongerit is neither1 to 14. A stitutionsTVAmaybuildings beand causing areandother pursuing roads. agencies, a reduction There studies industrial are in aimed forestindications researchers, atproduction gaining that acida in greaterand precipitation educational understand- also in- the Valley region. example,orandthe aroundbasic. acid,lemon The the12. baking juice lowerhigher has soda the the a pH number. number,has of a2. pH Measurements Vinegar,the above more for8 and instance, above ammonia alkaline the substance. For 7 arehas alkaline, a pH of 3, has a pH increasinging of acid concernrain; however, by many there world is much leaders. to be Since done air in moves this field. withoutClearly, this is a complex matter, but it is one that is viewed with timesTennesseemeasure) more Valley,acidic. thanthe pH unpolluted of rain averages rain (because around pH 4.3, which Unpolluted rain is slightly acidic with a pH of 5.0 to is a logarithmic 5.2. In the is 5 to 8 internationalcontinentrestriction tofrom cooperation.continent, region to any region, solution from to nation the problem to nation, will and require from alsoanimalcoveringhuman-made produce materials, half sources. thechemicals whichglobe. Avolcanic occur Decay that in can processesmarshes, eruption increase canswamps, involving acidic cause The acid-forming compounds come from natural as and oceans,acidicdeposits. conditionscanboth Many plant and well as likeinresearchers, rainfall coal, gasoline, however, fuel believe oil, and that natural a major gas. source of The effects of acid rain are difficult to pinpoint.is industrial activity such as the burning of increased acidWe know that fossil fuels sourceswhenofacid aluminumacid adissolves arestream can affected. also and materials or affect acidlake Acid often becomeslike thestress aluminumability proves can tooof cause fatc' fishin acidic, the to soil, and fish toand die.reproduce. other Small organisms. amounts In addition, fish and their food the combination tv. A' A-16 7.simplePlantsgases Rural andusesugars. particulatethe carbonPlants materials alsodioxideAir absorb in that air water arefor photosynthesis vapor and other toThe air around us is never completely pure. It contains many useful to plants and animals. elements,produce pollutantinstance,indications in a theof rural long-term air, station Federal environmental begins and state to seeagencies changes increasing can in use a amounts region. this ir.forma-Measurements of a of air quality in rural areas can also provide If for breathesuchmaterials as nitrogenoxygen carried fromand in sulfur, the the air air, in in ordersuch order toas to grow dust, live. and pollen, smoke, salts,Not alland gases and particulate matter in the air are useful. reproduce. Humans Many theTheygiveimprovetion Valley toa can great develop conditions. telland deal us provide the aboutof information broad-basedMeasurements thesome quality indication on oflong-rangecontrol atthe ruralof air howmeasures coming trend transport pollution stations into necessary of sourcesand pollutants. can leaving also are to volatilethethereenvironmentalcertain air. isvapors, Toaamounts. great give serve theseconsiderationdeal Because of measurementsno interest particular air in in qualityour measuring purpose countrysome has practical thebecomeand various aroundcause an the meaning, it is im- elements in important harm in world, whetheraffectingperiod acidofair years. quality. rain is Measurementsgetting worse, better,of rain chemistryor holding cansteady determine overWe a are constantly collecting air quality information in the tiallyurbanByreason,portant making troublesome and toTVA industrialhavemeasurements and some other materials sources yardstickagencies in canruralof pollution, be areforareas established. makinginvolved as background far awayin as comparisons. rural air monitoring. levels of poten- possible from For this searchers,authoritiescollectedValley and previously. atand adding every to the level it public. to of the government, more than to 50industries, years worthto scientific of data re- This information is available on request to rain,measuretucky,"trend" and middle how ozonestations much Tennessee, are are sulfur found located dioxide, ineastern the in nitrogennortherncleaner Tennessee, air Alabama, in andthe southwesternregion. westernTVA maintains monitoring stations in the Tennessee Valley to oxides, particulates, acid These Ken- Vir- emissionwithcomplexesdetermineginia. other Air qualitycontrol the data,affects degree informationishelps necessaryhuman to regulatory which activity. from to the reduce these airagenciesThis in stations airbiginformation, pollution. cities determine makes and in near itcombination howpossible much to industrial A-18 Ng ry I if 8. Indoor Air And Few people think about indoor air pollution. However, increas- Other New Issues particles and prevent them from reaching the lungs. However, theairspending air shouldnumbers in more our behomes than of important health 80 and percent specialists work to us.of places. our aretime Since,becoming indoors, on thethe concerned quality average, we Tobacco smoke, for example, is of indoor about themicroscopicareofmany deeper woodstoves being people. parts usedparticles Another in ofby homes the an are lungsincreasing indoor anotheror in and residentialair matter.can numberquality cause neighborhoods.Theyissue of or makeaggravatecenters their on Woodstoves illnessway into people in an effort to cut the effects in suspecteaIndoorFumes airfrom to can becertain containdangerous types a varietyof to insulation our of health pollutants. are evenalso consideredif we One of the ways we become aware that the air around us do not smoke. hazardous. is not materials.heating bills, but burning wood emits a number of potentially toxic pureOfsmellgiveheard iscourse, offthrough of someone aromasa cigar,none our that senseofpipe,else us make wantssay,or of fireplacesmell. "Thatour to givemouths smells woodsmoke up thewater. good"? harmless, Some on Food a How many times have you said, or cold winter day.pleasantpeople like odors the cooking can smellpollutants.around at us,all, Unfortunately suchbut sometimes as carbon there monoxide. these are odorssome pollutantscan mask that more we TVA became concerned with indoor air quality, in part, as a harmfulcannot meanheatingmotedotherresult buildings.ofless insulation andthe circulation emphasisair-conditioning The as former a placedof means new TVA-sponsored seasons. onair of tighter saving But insulation energy, tighter ofespecially our into a building. When air inside is insulation program pro- living quarters can homes and during retainedwhilepollutants. thinking longer, aboutit has aindoor longer air time quality. in which lnhalable to There are several emerging issues that should be kept accumulateparticulates indoor is one. in mind The human breathing passages generally are able to filter out larger A-20 9. Hazardous PollutantsSome pollutants are dangerous to human health even in very all at once. For this reason, there is concern not only about exposure underProtectionsignalsmallchloride, amounts. thethat CleanAgency somethingbenzene, TheAir has Act. presence inorganic listedneeds These 7 to substancesareof arsenic,be such asbestos, done. materials and Soas beryllium, hazardousradionuclides.far, inthe the Environmental mercury, airair maypollutants bevinyl a years.timeto lagsignificant but time Identifying also between amountsabout hazardous repeatedthe of first hazardous exposuresubstances exposure material andto isfurthercomplicated low any overlevels identifiable a overshort a period perioddamage. by the ofof sitesserveyear dueand the toneedshazardous the creation of new waste technologicalof more incinerators unusual industries. andcan complexalso Chemical emit chemicals hazardous disposalHazardous to air pollution is becoming more of a problem year by materials.saryexposureinards the andto air. protect NA tostandards provideis helping, human basic or throughhealth.emission standard various control measures activities; regulations of various to evaluatebelieved substances haz-neces- Such information is essential to the development of stancesdevelopingin our environment is difficult. techniques This is almost is for further detecting impossible complicated and to measuringestimate. by the amount these ofUnfortunately, sub-time the number of potentially hazardous chemicals In adc:ition, cigarettehealthyinvolvedemphysema,many personyears, inor detecting one orhowever, is package. other not some likely lung can Continuous effects.problems.to resutt be permanently Lookin the smoking at development cigarette damaged over smoking. a periodof by cancer, one ofA abut,Exposures serious over aeffect tolong small similarperiod amounts toof exposurestime, of continuousa chemical of large maysmall amounts have exposures littleof the or substance mayno effect, haveHazardous chemicals may affect the body in a similar way. JO 930d110S3d ValdOM C4

S30d110S32.1 3J11CilIM

S30d110S3d d31VM

S33d110S3e1 NOI1V3d03d

S33211105321 1532103 .cam

S30e In0S321 A32.i3N3

53021110SM ivw-uino

S3OdnOS]d dIV OBJECTIVES:The Atmospheric Blanket And Winds PROCEDURE: Seeprepare AIR aRESOURCES diagr.. 'n representing matrix for backgroundthe earth and information. its atmospheric(1) layer.Students will research earth's atmosphere. (2) Students will serveglobe, as or aa model. photograph Students of earth should from draw space, a whole in a surface central view,locationAllow a cut- to students to work together in groups of 4 or 5. Place a posterboardMATERIALS: or newsprint awayboardendmay view, ofbe with the drawn as stringthe in bypencil.the intying diagram the acenter, string provided, totranscribing a pencil or both. and, a Thecircle by holdingcircumference on the the poster- other stringfeltcardboardglobeblue crayons felt or crayonphotograph cut out, the of shapeearth fromof a recordspace PREPARATION:old record player 1 cm=400 km thatatmospherestudentsphere. make Beto up check sureextends, the to earth'sreference find in kilometers,out: atmosphere books(1) how for (2) tar (likeinformation what above ozone), the the different about earth'sand (3) the layerssurface the atmos-Review per- are the with students the layers of earth's atmosphere. Ask Setgives the radiusa scale of ofthe 1 stringcm = at 16cm. The diameter will be 32cm, whichFrom their research, students should know the depth of the 400km. WORLDWIDE'centage composition in the WATER of gases RESOURCES and water section. vapor in each layer.This activity may be combined with the activity "WATER withscaleonly).atmosphericatmosphere. the lcmHelp class = 400km.each blanketUsingthe relativegroup Doa tolight this calculatetheir thinness blueon earththe felt ofboardthe diagramcrayon, this correct forlayer. everyone.have (about thickness, students 1 Then,to 3cmusing add discuss thick the A-26 A-27 addmationcentagebar graphs photographs along composition from the theborders of information cloudsof gases or in and the and they othercorners of havewater atmospheric of collected,vapor.the poster Place phenomenasuch hoard. this as infor- Also,Encourageper- groups to prepare data tables, circle graphs, and theinportancePatterns". the earth's formation of Explain rotation.sunlight of thethese heatingTo major showwind patternsme pahow surface tterns. this of winds works Windand the ondeflection in turningEarth.the Northern Show isof causedthe the Now,Earthhemi- im- by study the diagram "Effects of the Earth's Rotation on Wind thestudents ozone layer.have cutHave out each of magazin-Ns group present or other its poster print media to the Finally, class. add ATMOSPHERE causes(equator)withofsphere, the a recordfelt theput edge.crayon felta is cardboard markerthe See from axis how line theof record theto thecenter curve earth.clockwise on holethein As a old counterstraightawaysthe (easterly) record record clockwise player. turns, rotating to drawThe the(westerly) record center a line QnR PIAN7- FOLLOWtheusingdirection. opposite the THROUGH: diagram.Now, high have altitude Note students the wind surface pattern.add wind directionpatterns into their their area posters and thatAeronauticsof 2.5 for percent every and 1 duringpercent Space the decreaseAdministration past decade in ozone, (NASA). according an additional Scientists to the 2 Nationalestimate percent(1) The atmospheric ozone layer worldwide shrank an average of rofluorocarbonsproblem.levels(UV)the sun's radiation has Havemost been reaches biologically them(CFCs)linked makethe to react cancel.earth's damaging chemical with surface.Have ozone wavelengthsmodels the toExposure studentsdeplete to show oftothis research ultravioletelevated howlayer. chlo- You thisUV to problem.mightshow alsothe Therehole want in toare the modify reallyearth's the two ozone earth separate layer.diagrams problems: created (a) forthis depletion activity(2) People of often get confused when talking about the ozone Distance from eartks surPoce 400 1000 290o 50'0 637 i n km. andcitiesphotochemicalatmospheric bad and ozone. towns. ozone smog Have in (ozone) studentsthe upper in dothe atmosphere: research lower atmosphere on andboth. (b) Discuss increation low goodlying of 0110 P6 WIND CIRCULATION EFFECT OF EARTH'S ROTATION ON WIND PATTERNS WIND CIRCULATION theearthpattern, air would does as turn,circulate shown however, in(top); a fixed at the the If the earth did not turn, 1000865 MILES MILES PER PER HOUR HOUR 0 MILES PER HOUR 500 MILESPER HOUR showninspeeds the air(bottom).st own circulation (center), resultingpattern 865500 MILES MILES PER PER HOUR HOUR POLAR FRONT HORSE DOLDRUMSLATITUDES POLAR EASTERLIES WESTERLIESPREVAILINGNORTHEAST TRADES _POLAR EASTERUES WESTERLIESPREVAILINGSOUTHEAST TRADES 160.1MOK A 28 f' 9 Composition About theOBJECTIVES:Air earth's atmosphere.Compositions See AIR RESOURCES matrix for backgroundStudents will prepare compositions about the "composition" of ofPROCEDURE: the following topics: Divide the class into nine groups. Each group will deal with one information.MATERIALS GREENHOUSEASBESTOSINDOOR ACIDAIR EFFECT QUALITY RAIN PREPARATION:reference materials SMOGOZONELEGIONNAIRES' HOLERADON DISEASE others.able to them such as books, films, interviews, correspondence,Review and with students the various information sources avail- tions:Whenviduals the should first draftsbegin areto research complete, their give topics the students and write these a first instruc- draft.Allow groups to meet and identify information sources. Indi- positions will be similar and consistent. Develop a composition format with the class so that the com- ( 1 ) group.At the nextRead group your meeting,composition pair towith that a memberperson and of another ask for fulness,helpportionhelp one individual and another.of the encouragement work. students Each You small prepare might groupshould prepare better will be actcompositions. emphasizedan asevaluation, a sounding for Honesty, if thenecessary, board Discussgroup help- to the importance of having the group work together to secondhelpfulpersoncomments"Which draft.comments.read parts like: his/her would"What Research composition youparts leave interested your out?".to topics you you Thenwhile more the haveyou andmost?" provide thewrite andother a tneto have criteria peers mentioned evaluate above. each other's work in the small groups using (2) sonthementMeet secondhas inonread. your grammar drafts. original Make and group sentencehelpful and comments allow structure. each after memberThe eachwriter to per- does read If the paper is interesting enough, then com- t t) A-30 not have to accept the group's or any individual's opinion. Remember: the goal is to give helpful comments. In some ( 3 ) grammar,MeetcompositiOncases, in yourit canspelling, originalcould be helpfuluse and group a punctuation. more to and repeat interesting work with stepPrepare approach.a (1) partner abovea final to copy. checkif the ( 4 ) class.AllowworkExchange and the choosebest compositions composition the best with one. from another each groupgroup. to Read be read all of to their the FOLLOW-THROUGH: Prepare chemical models (or biological models for the pol- makeAsklen) ofa the chemistrythe modelsvarious teacher fromair pollutants styrofoam about thata andmolecular were pipe researched cleaners. modeling in kit this or activity. how to Have students prepare diagrams, like the one included on showofcaused,pollutant them. howpetroleum show Forproblems these the possible naturallysubstancesproduction, researched. sources occurring refining,are of For cycledthe the substances,substances and substancesthrough distribution." andthe make that environment.possible fordiagrams are each human effects of to the air PETROLEUM PRODUCTION, REFINING, AND rrDISTRIBUTION. WELL lfi TANKER/BARGE PIPELINE ass TAN KEIVBARGE PIPELINE PRODUCTIONCRUDE i (=* OIL FIELDSTORAGETANKS =;> TANK CAR STORAGETANKSCRUDE I> REFINERY PRODUCTSTORAGETANKS E TANK CAR <=1- PETROcHEMICALS, .<1,= V COMMERCIAL ACC.OUSTORAGE N T5 TANKS TANK TRUCK w 5TO RAG E TANPLANT KSBULK <=1 TANK TRUCK MATERMINAL RKETISTORAGE NG.TANKS rill MOTOR VEHICLESAUTOMOBILESAND OTHER STATSERVICE IONS This diagram shows sources of evaporation of volatile, organic compounds. A-32 TemperatureOBJECTIVES: Inversions PREPARATION: backgroundants close to information.the surface of the earth. See AIR RESOURCES matrixStudents for will observe how an inversion layer can trap pollut- thehappensbecomes farther fromwhen(see earth'sthe a layer diagram). surface, of warmer Sometimes the air cooler is on an the top inversion air of ofa layerthe layer atmosphere of forms. coolerExplain This air. the concept of inversion layer to the class. Generally, trayaquariumMATERIALS: of ice or cardboard box theAn inversionground. layer can act as a barrier which traps pollutants close to tape2smokerubbercardboard thermometers sourcetube lid (matches) Cardboard Lid Rubber Tube Aquarium A-34 Ice 7 A-35 minutesStudentsPROCEDURE: to must allow leave a cold the layer system to form undisturbed on the bottom for atof leastthe aquarium. 10Prepare to 15 the system as illustrated or have the students set it up. tions.withinHavebottom Ordinarily,the thestudents ofcold studentsthe layer. aquarium.the observe chambertakeGently an andBe blow air at sure then temperatureequilibrium smoke that draw the into a will tube diagramreadingthe possess systemis lying at of the antheirforon topinversion,students.the observa- and bottom the frontwithclose2Blowing upper formsthe to top layers.thewarma "lid" temperature ground. overairThis into the is what thearea being bottom happensand 10°Ci raps will in airtrapwarmer low pollutants, thelying cold than areas; suchair the betweenthe asbottom. stagnantsmog, the groupswhile"WEATHER the to other allow CYCLE."half them of theto Haveperform class half does both the the classactivities. other prepare demonstration. this demonstration SwitchYou may wish to combine this activity with the activity makewithFOLLOW students. certain THROUGH: areas How verycan susceptibletopography tocreate pollution? inversion Do we layers have whichShare inver- the diagram "Effects of Topography on Air Circulation" Howinversionsion layercan inversion layersproblems on layershealthin the make Tennesseeand the this economy? type Valley? of pollution What are more the severe?effects of Have the students research ozone (photochemical smog). 8 o do not reach the EFFECTvalley, so OF the TOPOGRAPHY air in ON AIR Early in the day, the sun's rays CIRCULATION tionsurfaceheatlimitedit remains is from restored (top).air the coldis heated,sunBy and(bottom). midday,reaches air and movement airthehowever, circula- valley, is 1 C 0 A-36 101 WeatherOBJECTIVES: Cycle Students will observe the effects of temperature on wind for- PROCEDURE: You may wish to combine this activity with the activity "TEM- MATERIALS:mation. See AIR RESOURCES matrix for background information. tolowwhilePERATURE the them thediagram. otherto performINVERSIONS." half Sizes performs both can activities. be Have the approximate. halfother Prepare of activity. the class Allowthe Switch materials perform older groups students this according activity to al- to tapecardboardplastic150-watt food box bulbs wrap toset systemobserved.backmake up thewhile the fordemonstration. air Placestudents10 visible.) minutes. the note two Students GentlyGently the150-watt flow addblowshould of bulbs smoke,air smoke indrawa abovethe as throughbox. diagram before, the (The box the andofsmoke andtube what allow heat inis they theused stu- the thermometersmokerubberpan of icetubingsourcecharcoal (matches) dents to note the flow of air in the box. Again, have them draw a sharpdry icePREPARATION: point for scraping ice 50 cm Masking Tape Weather includes a variety of short term changes in heat, ..47,.,..VI/7,.,.13'.777.6.71! ::1- ,,,, rr ; atmosphere.broughtpressure, about wind, Air byand is temperaturemainly moisture. heated changes by contact in differentwith the warmparts ofearth. the All weather changes, however, are 30 cm ;,;.,, .. ...1TireeMMIHMENIMYg ii ; t, r;;;0 . replacedunderhappens,When it.air bythisis colderwarmed, layer air.rises it This expands and circulating is replaced and becomesmovement by cooler lighter. ofair warm which When and flows coldthis in This cooler air is then warmed, also rises, and then, too, is / 30 cm VI!,-,nrilvrnitsc...-...r 1.114 PAiTYAINIIIM???`-10 / 'e .311505 '10 fluidlocal air winds masses and is breezes called convection. Convection currents cause 1o2 A-38 Clear Plastic Food Wrap Box Open at Bottom 1! .3 diagram. The students will be observing the affects of heat (convec- A-39 FOLLOW-THROUGH: thethemtion)before. box on take anbefore Have temperatureair mass. eachstudents The step readings notesmoke and the record should flowin the ofthis make top.air information. and middle,the draw winds anda visible.diagram. bottom HaveTurn Have of off the lamp and wait 2 minutes, then blow smoke, as mouthstudents1/4 of cup conductthe of jar water and the andsecurefollowing stretch it withexperiment. a large,rubber round, bands. Fill a rubber quart (This mason balloonstep requires jar across withHeat thealso plays a role in cloud formation and circulution. Have temperaturetions.students What describe wereplay in thewhat the temperatures movementthey have observedof inair each masses? andlayer? suggest What explana- roleAs didthe bulb heats the ice, water vapor will rise and be trapped airsealingingyou2 people.) tight, andsee the adding thethis Then, jar balloon moist tight, gas wait air tobulge?the awouldthe fewmoist air Theminutes leakin air thebulge cannotout jar. and andis Because causedescape.watch rise, becausewhat by theIf thewater rubberhappens. jar moist evaporat- were band airCan not is thatglovedmayin rainthe tiny be top or hand fiable snow ofagments the into dependingbox.the"seed" enter chamberThis the theis aoncloud cloud. tinyand the model byscratchingtemperature This holding ofwill a causecumulus ait withchuckin theyour acloud box.sharpof cloud dry rising. pointice,to either Youin so a tionactuallylakes, in green lighterstreams, plants than and andrelatively oceans. when dryheat air. from the sun evaporates waterUnder in normal conditions, air obtains moisture from transpira- This moist air rises, then slowly cools. waterexperimentare thein weather heat represent?sources systems? that What affect is airthe masses? relationship What between did the iceheat Comparein andthis this "micro system" to the weather of earth. What cycle.evaporation,certainpercentFinally, conditions,relativeit cools condensation, humidity.so much it rains Thisthat or causesitandsncws. saturates precipitation clouds the to air. form, is called and then, the waterunder This continuous process of This is called 100 1- - Ice I Charcoal Rubber Tubing weather station, see; For more information on weather and how to set up your own wideand to Schuster, Phenomena New ansiYork, Forecasts, NY, 1965. A Golden Nature Guide, SimonRubin,Lehr, Paul L. and E., J.R. Duncan, Will Burnett, The Weatherand Herbert Wizard's S. Zim Cloud Weather Book A Atmosphere,Clouds,How You Algonquin Can Houghton Forst Books, theMifflin, Chapel Weather Boston, Hill, Ac,,...,Jit,lyNC, MA, 1984. 1981. by ReadingSchaffer, the Vincent, Jr. and John A. Day, A Field Guide to the 1' G 11.7 AcidOBJECTIVES: Rain Watchers Read Air Factsheet 6. Discuss why acid rain is an important issue fromin the other atmosphere. schools in the(2) region.Students See will AIR compare RESOURCES their datamatrix with for back-data(1) Students will collect data on local rainfall pH and particles thatto Valley they residents.will write for this activity. Gather addresses of other schoolsThen, demonstrate to the class the proper format for the letter MATERIALS:ground information. a largein the TennesseeValley to whom Valley your Map. students Maps willcan write. be obtained Find these from: schoolsTVAMap on Service Department smallpHmicroscope indicator test tubestextbook (universalbiological slides or chemistryliquidor science teacher, supply company)or purchase through a consult a chemistry PROCEDURE: Chattanooga,201 Haney Building TN 37402-2801 feltmapsnewsprintmicroscopepetroleum crayons of the jelly slideTennessee oral hand Valley lens (see address in this activity) AfterKeep each a record rainfall, of the test data. a sample (See activity of the "WEATHER rain with the WATCHERS.") pH indicator.CollectHave students data after work eachin small rainfall. groups Record of 2 or 3 the students date, perpH, group. wind dotsPREPARATION: or pins (for marking maps) theValley.direction, other schoolsThe temperature, letter about should the and berainfall anya request pHother and usefulto other exchange information. weather information data in Havetheir with each group prepare letters to send to other classes in the colorabicarbonatecommon small chart amount items included of suchsoda of the withasby test vinegar,simply the solution. pH adding sodaindicator Compare water, a drop (pH shampoo, ofthetest the colorkits pH are detergent, formedindicator availableBriefly to toora explain pH. Test the acidity and alkalinity of several plateau,versa.local area. Be rivertown sure Perhaps to establish versusrural schools anonriver mixurban could townbut versus select rural,noteurban themountains schools differences. and versus vice from any biological or science supply company). 1 3 A-42 A-43 throughoutdatacorresponding from otherthe year.schools. schools Place as it newsprint beside the map to recordOn the Tennessee Valley map, place pins at the location of all is received. Continue this activity networkrainreadingsreceive issue write:a record, monthlyand influencing and newsletter other legislation. information with a mapTo about find of publicizingtheout moreU.S. withabout the a acid pHthe tapeof slidepetroleum on in the a safeopposite jelly place on sideone at leastandside label7of feet a cleanwith above a microscope pen the or ground. pencil. slide. PlacePlace APlace particulatesomethe collector can also be made by smearing a layer New950National Third York, Audubon Avenue NY 10022 Society scriptionscompareonmicroscopeslides the inside slide.of your where every and Youdata. theirweek,others might To slides do for outside. wantthis, several were estimate to Look placedcalculateweeks. closelythe and Students percentage the what at percent the wasshould slide ofobserved the coverwrite under slides de- to a timecoveredparticlesamounts and with20 are percentof particles. particulates?from anothertime,human For example, activity? Where What youare is causing mightthey coming have the variation1 percentfrom? in Which onethe School Name Date ACID RAIN DATA CHART Discuss1) the following questions: In Isyour there region? evidence of acid rain in your local community? Reading FOLLOW-THROUGH: 3)2) DoesWhat itdid vary you with learn location? about particulateWhy or why matter? not? SocietyBodegaNationalsend sthe Citizen's ResearchHeadquarters resulis Acid of Lab their Rain inat acidNYCthe Monitoring University rainand monitoringmail Network. aof postcard California. dataMembers of to Memberstheirfindings the phone AudubonYou alsoor may to wish to become a part of the National Audubon 1 1 a lei TENNESSEE VALLEY MAP K E N T U C K V A 1 I I f I I I I ffi 1.4;1.5-rot:i t* tvi , t III li f 1 . oRa., ."...... ,,. AM 011 11411111/ manHIL. M: Qrk ,,,, 0 _le DAM 17,,,, II 1i 11 8 ,,7, filt.tiOWE QG "III N 1111E. .111111111 0111 °E-A.Yri,-9M Ay Fon AKA DAM rioFirim 0A AN 1111 CH ICKAM mit/1111.1 DAM .,, HOPPE ON11 (-3 MO< LANOttig c kr NICAPAcK DA i''"Dm7; DA CRATIATE A1-04 MT II 1.1. --f-ri-- gam BLVEir;Dr 7:6E41/4)12;14'AM 3. C A R . 4153. I ALABANU'Ar 11111% if 11 I on, iGui'asivILLzi( DAM" 11114 Q.EORG I A 112 A-44 1 3 SulfurSeeOBJECTIVES: AIR RESOURCES Dioxide matrix for background DangersStudents will observe the effects of sulphur dioxide on information. plant life. the5 percenttheeggs), beakertape. plant move sulfuric inand the the the closedacid class potted to bag theaway plant smallat leastuntil inside beaker the10 minutes.thereaction and plastic seal Cutis thebag.completed. the bag Addbag shut open2 ml If sulfur dioxide gas leaks from the bag (smel,s like rotten Leave andwith of tapelargeMATERIALS: clear plastic bag toallow ofthe their theclassroom. gasobservations. to disperse. Be sure Ask toAfter washthem the yourto plant note hands. has color, aired leaves, out, take andAllow the class to observe the plant for 2 days and keep a log generalit back safetysulfuricsodiumsmallgreen beaker plantgoggles acidnitrite (5%)in (2g) a pot withbelowhealth. the students certainProvide levels. awhy second, sulfur similar dioxide plant emissions to use forare comparison. regulated to Discuss Explain that the demonstration used a high stay PREPARATION: Sulfur dioxide, besides having a noxious smell, can interfere with tiononstrationsevere.inphotosynthesis. ofthe sulfur bag We only!dioxidewill suggest be In gasthishigh, that demonstration,in effectsthea closed teacher to bag. the there Becauseplar will be a shoulc.; do this activity as a dem- t will be immediate and the amount of gas high concentra- PROCEDURE: Take the class outside for this demonstration. Wearing safety 1 goggles, place 2 gm of sodium nitrate in the small beaker and place A-46 15 concentration of sulfur dioxide, but under natural conditions, the A-47 thinkWhattheredeteriorationmonths. TVAanycan naturalbemaintainsAsk done of you the sources? tostudents: plantareduce careful would How Wheresulfur watch is take sulfurdioxide does on more the dioxidesulfur emmissions? amount time dioxide related such of comesulfur as toWhy acidweeks from? dioxidedo rain? you orAre FOLLOW-THROUGH:produced in the Tennessee Valley? scrubbers.theplants.power sulfur In plant theemission You Tennessee equipped might problem arrange Valley,with by scrubbers. usingtomost have coal-firedlow your sulfurYou class might powercoal tour andconduct plants a particulate coal-fired combat Mosta class sulphur dioxide emissions come from coal burning power communityemmissionsgers,mapproject acid of toyourrain, officialsmake in orcommunityyour other the andcommunity community air the quality and health determineare problems.more department coming aware where Havefrom. of to sulfurstudents determinethe sulfur dioxide obtain dioxidewhat dan- a Talk with local Controlcommunity.kind of Program.air quality You For alsocontrol the might address, measures contact see theare the activity being EPA "THEimplementedabout NOSE its Air KNOWS."To Qualityin findyour out more about acidic rain and to obtain a catalog of acid rain educational materials, write: St.The Paul, 1630Acid MinnesotaRainBlackhawk Foundation, Hills55122 Inc. 117 ThevariousOBJECTIVE:mation. locations. Nose See AIR RESOURCESKnows matrix for backgroundStudent infor- will use their sense of scroll to detect air pollution in notebook,Also,namethe same indicatethe smell,time. or on the Ask thr.-;nnewsprint, svrength students indicate offor tothe thewhether record smells. discussion whatthe Record smell they later. isthissmell. nice information or otherwise. in a If they can't armyMATERIALS: surplus gas mask or home-made gas mask thePerformthe classgym cafeteria this room activity in several locations including: a-a newcountrycity streetbuilding road 2activatedcotton orpencilsnotebook 3 liter orcharcoalplastic orfelt newsprint crayons bottle odorsCould seemyou recognize to smell anygood types or bad? of air pollution? Which ones? DidDiscuss athe new whatautomobile occurred. Which areas have the most odors? PREPARATION: Prepare the home-made gas mask, as in the diagram. The Plastic Bottle (remove the bottom) Cover Mouth sensebecomehave of become smell sensitive is "used important again to them." forto commonplacesurvival By breathing for many odorsfiltered animals. around air, your you. noseRepeated will stimuli, odors, are often not smelled because you and Nose PROCEDURE: Have students breathe through a gcs mock for approximately Several gas masks may be pur- Air 4* chased,3 minutes or andmade, then, so sniffthat severalthe air. students are able to do the test at 1 i 3 A-48 Cotton Activated Charcoal 1 =3 students conduct research on various air pollutants such as: To find out if harmful subtances have an odor, have the A-49 For general information about air quality, write: carbonaldehydes dioxidechlorofluorocarbonscarbonbenzene monoxide WashingtonOfficeU.S. EPA of Public D.C. Affairs 20460 (A-107) *fluorideshydrogenhydrocarbonsmethanelead sulfide sulfur dioxidesmogradonPANnit ogen (peroxyacyl dioxide or peroxyacetyl nitrate) are.chemicals?itFind smell Thenout like? if anygo Also, backof these find to out thesubstances whatplaces the you havelikely smelled an sources odor in and, ofthis these if activity. so, whatpollutants Might does In general, can we rely on our noses to smell harmful FOLLOW-THROUGH:ourWheresome health? of were the Whatthings they is comingyou being smelled done from? tohave Howreduce been might these some these kinds of thesechemicals of air chemicals? pollution? affect Thetrendtheir Tennessee Airstation Pollution near Valley youCorilrol andis in Program. ifEPA your Region class Ask could 4. them Their arrange if addressthere a is visit is:an toair the quality Writesite. to the EPA and ask them to send you information about Atlanta,345EPA Court!andRegion Georgia 4 Street 30308 NE 12o 121 StoringtheOBJECTIVE:mation human body. See HazardousAIR RESOURCES matrix for background Materials infor-Students will simulate how hazardous substances are stored in tionofwherestored,hazardous dose of the youduring you substanceparticulatescome would a class in get contact wouldsimulation fromor gases bewithone necessary enterhazardousexposure:activity. the Make tobody, and materials:cause sure (3)and cancerwhat theywhere (2) concentra-find whator they death.out kind are (1) newsprintMATERIALS. Distributestored.posters Some of the each "organs"examples of the around organs might theinclude where room thehazardous and bones, connect fat,substances these and the togetherTo liver. are conduct the simulation activity, have the students make feltresearchstringposter crayons board materialmentioned on 7 hazardous in Air Factsheet materials 9 eachthroughwithpick "bloodhazardous up the from vessels"blood one substance vessels. exposure. (string). on(See Studentsthem illustration.) and willthe actamount Then as bloodmake a person anacards wouldtravel with PREPARATION. Read Factsheet 9, "Hazardous Pollutants." Have half of the substancesousseveralcards substances in exposures the at theirorgan have point towhere each built of entryit hazardous upis stored.in into each the Letsubstance.organ. body the and, simulation Makethen, deposit surerun throughhazard- theDuring the simulation, the "blood-will pick up the hazardous andclassthehazardous where class.research these materials substances materials mentioned thatare storedare in Factsheet hazardous in the 9body. andto the discuss human them body with List the seven organ.encedescribe to Aredescribe where some s,vI)y someone substances hazardous could excreted substances become from exposed. are fhe stored body Askin through a theNow, audi- the discuss the source of each hazardous material and particular researchPROCEDURE: one of the seven hazardous materials mentionedDivide in the class into seven groups and have each group surewithaction exposureto of hazardous the kidneys to these particulates or substances?lungs? or What gases? areHow the can health we reduce risks associated our expo- Factsheet 9. Each group will use the information gathered on how 122 A-50 123 FOLLOW-THROUGH: A-51 themEnvironmentalthe local to describe health Protectiondepartment, what illnesses Agency U.S. are Center to associated visit foryour Disease class. with hazardous YouControl, couldAfter sub-ask you have completed this activity, invite someone from or U.S. WHERE ARE THE HAZARDOUS WASTES STORED? ningSubstancesseveralexposurestances and acts or Communityto whatControlthese relating the substances. Act, Righttogovernment toxicthe toClean chemicalKnow Air is Act. Act,doing control and to the controlincluding Emergency everyone's the ToxicPlan- For instance, the EPA administers

S 124 S CarbonOBJECTIVES: Monoxide Carbon monoxide is dangerous because hemoglobin has a people. See AIR RESOURCES matrix for background information.Students will simulate carbon monoxide buildup in animals or permanentlyitselfapresent,higher hemoglobin to affinity thethe hemoglobin. hemoglobinunable molecule(liking) to for exchange pickswill CO carry thanup CO,02 the for for COthe02. CO2. CObefore Ifwill enough it carries hemoglobin 02. Once This makes that hemoglobin molecule If both 02 and CO are permanently affix feltnewsprintMATERIALSposter crayons board arePROCEDURE: tied up with CO, a person will suffocate and die. 3"string gluefeltx 5" board cards, orbooks basketballs, adhesive of the cloth samebuilding size blocks, or exhaleddioxideorganshuman body.andby through hemoglobin. removes Oxygen the mouth.this enters Hemoglobin by carryingCarbonthe lungs italsomonoxide backand picks is to transported the entersup lungs the were Thisto mouth other itactivity is will simulate the transport of 02, 002, and CO in the waste carbon velcroPREPARATION: simulationand,Makeexhaled. like aoxygen, similar poster, to also orthe model, onetravels in "STORING of throughout the lungs HAZARDOUS theand body, other but MATERIALS."organs it is never where Students will "be" hemoglobin molecules. Create the scription and illustration of the simulation. TheSee thehuman activity blood "STORING stream transports HAZARDOUS oxygen MATERIALS" from the air for to a thede- theasoutcanoxygen 02, hook ofbe feltCO2, deposited.can side and hemoglobin,be of use pickedthe coloredYouvelcro, up might and whileby ping CO thewant thepong molecules."hemoglobin" 02,to ballsmake 002, withTheand posters andvelcroCO will on use the the back loop hemoglobin will use carbon dioxideof each organ dioxide,globin.removedtransportslungs, where The but through carbon nothemoglobin it is at transportedthe the dioxide nose same molecule and from time.to mouth.all the Itother carries can body The partsonly both carrierto carry of the theoxygen lungs,onein body. blood substance and whereBlood is carbonhemo- it also at is Then,side.organs.hemoglobinhemoglobin.) (In place this Students acase, (students)reserve To students start,can of willby-passCO2 put epresentbegin allmolecules the antaking oxygenorganthe theinblood eachand 02 molecules which fromstop of the the transports organs. lungsin the to lungs.The theother where they like. a time. A-52 When they pick up a CO2 molecule, it goes directly back to the lungs 12 7 A-53 resentedcarbonwhere it dioxide, is by tossed cards.) and out carbon and exchanged monoxide formolecules an 02 molecule. could also (Oxygen, be rep- EPA'sYou might Environmental also write: Monitoring System Laboratory onlytothe other body one organs, typeand ofcarbon molecule and dioxideback. at Remember,a from time. the In thenose thelungs, and hemoglobin theymouth must to thecandrop lungs, carry Begintheir the simulation by showing normal transport of oxygen to (919)Triangle 541-2912. Park, North Carolina 27711 organcarbonInsteadthe lungto dioxide exchange ofexchange exhanging when the thethey delivered delivereda pick CO2 up 02for oxygen. CO2 for 02 002. atfor thePlace 02Also, inmouth, theahave student atmosphere. someonetoss in in each a inNowCO add the carbon monoxide molecules to the system. hemoglobinrapidlydioxide.cule,molecule. it can'toccur. When When areput Death the ittied a down; carbonhemoglobin inup this with therefore, dioxide simuation CO. picks builds it can'toccursup upa carrycarbon in when the oxygen organs, monoxideabout and half death carbon ofmole- thewill dangerousdosehave ofobserved. CO? to people. Where could you become exposed to a lethalWhen the simulation is over, ask the class to explain what they Ask them to explain why carbon monoxide is FOLLOW-THROUGH: The home is filled with potential sources of carbon monoxide. andmembersincludecanFor present instance,cause unvented ofit headaches, tothe a themalfunctioning class naturalclass. conduct nausea, gas wood researchranges and stove, evenand about furnace, tobacco death. indoor orOther smoke. air water pollutants sources heaterHave For more information about indoor air KNOWS'pollution, forwrite the to address.) the EPA Region 4 Office. (See activity THE NOSE 123 129 SmokeOBJECTIVES: Detectors PROCEDURE: community. See AIR RESOURCES matrix for background information.Students will take Ringlemann measurements of smoke in their standfactory,be visible between powerhouse, behind 30 and the school 300 smokeno meters boiler, fromorbuildings. other the source.smoke. ObserversOpen sky shouldSelect a suitable site for observing a smoke plume from a communityPower's3"MATERIALS: X 5" index MicroRinglemann field cards study area handout for each student theFacemann smoke the between throughsmoke the andthe thumb slothold in the andthe card card. forefinger at Bearms sure withlength that the theso grids that light youtoward falling can onyou. Holdsee the lower right-hand corner of the Power's MicroRingle- PREPARATION: All combustion processes involving the burning of materials theseconds,Ringlemann card is for the 15number same minutes. ason thata chart. falling Repeat on the the smoke. observations Record every the 30Record data in a table you have prepared, similar to this one: carriedevenactualcarboncomposed with practice, alongdioxide an of excesswith carbon, itand isthe usually waterof gaseous hydrogen,air. impossibleThus,vapor, products particles ifand combustion to oxygenproducing burn of unburned any will is blackfuel complete.produce completely, carbon or various only are In GridMicroRingelmannPowers Numbers ofObservations Each GridNumber #(GridProduct: Observations) Number x shades of gray discharge from the smokestack. In 1898, Maximillian Ringlemann devised a series of charts to 2 1 13 5 26 5 NOSEobservations.measureindicate KNOWS" percentage smoke This and density.density activit, also of smoke ACID Ain may numberthe RAINdensity. belocal combined WATCHERS."from environment In 1 this to with 4activity, may the by be activitystudentsmaking assigned "THE field will to TOTAL 43 3514 3 84212 A-55 smoke observed, as shown: Now, return to the classroom and calculate the density of the schoolsoutput from in return this source for data varies. from Also,their thesecommunities. data could With be thissent informa- toThese other data can be charted from day to day to see if smoke product by the total number of observations. First, determine the average grid number by dividing the total Average Grid Number = 85/35 = 2.4 tion,plantspollution you fall?could in Under the compare air? which Under air category quality which issues do category home in different wood do oil fireplaces communities.and coal fall? powerExamine Do the following chart. What are the biggest sources of multiplicationaveragedensity(which equalsof density 20 percent(or one ofsimilar theunit). (see smoke methods), One chart observedgrid below). asnumber demonstrated: Usingcan has be this calculatedan equivalence,average by smoke Next,cross the determine the average density of grid number one donelike?you and If to not, controlthe what power areatmospheric companythe limits andhavepollution? who the sets right those to burn limits? as Whatmuch is as being you Let X = the unknown density of the smoke observed. Grid20% #1density = Grid #2.4 X SOURCES OF AIR POLLUTION 48%Grid #1#2.4density (20% = X density) (note how = Xunits cancel) Fuel Combustion in Stationary Sources 21% Transportation Therefore, Grid Number 2.4 = 48% I NumberGriddensity. DensityAverage Solid Waste Disposal 5% 42% 432 1 C0%60%40%20% ProcessesIndustrial 14% 132 Source: National Air Pollution Control Administration, HEW. 133 resultingextinctionFOLLOW-THROUGH: dust of dinosaurs cloud that due killed to thea meteor plants impact that these with animals the earth used and(1) for a Ask several students to research the current theory on the themosphere?food. earth's What atmosphere. areAsk the students implications However, to report for humanto dust the and entire activities, smoke class. particularlyin the upper CO2(2) at- CO2 is one of many gases present in low concentrations in emissionwavegreenhouseofconcentration CO2 radiation fromare believedeffectcombustion of from CO2 occurs theto in create sun,ofthe when carbon-based atmosphere. which a CO2 so-called absorbs is transparent fuels, Increased"greenhouse outgoing are toincreasing concentrations incoming long effect." wave the shortThe ra- thisonaboutsurfacediation sea problem? the and level,and "greenhouse re-emits loweratmosphere. agriculture, this energy. effect" and forests. HaveThisand leads thethe What impactstudents to cana warming of be conduct climate done of theto researchchanges combat earth's

134 A-56 1,15 A-57 Front side of Power's Ringelmann Back side of Power's Ringelmann CUT OUT /THIS /// SLOT ////////// Mines.standard For Ringelmonn best results, Smoke use this Chart card accordingas publislied to the by following the United instructions. States BureauPower's of MicroRingelmann is an accurate photographic reduction of the ////////////// tlit.kTiii.P1,111111,!ii:.94;4111.111;,., iggplip 1);Iii!ii, [0; No. 4 21. shiningBeprovided.Hold sure chart on that smoke at light arm's being shining length examined. on and chart viewFor is bestthe smoke sameresults, through light sun thatshould slot is POWER'S MICRORINGELMANN No 3 3 Matchbe behind smoke observer. as closely as possible with corresponding grid Company.IssuedThese bygrids the Inc. areUnited (Publisher a direct States facsimileof Bureau Power) of reduction 330Mines. W 42ndCopyright of the St Newstandard 1954 York by McGraw-HillRingelmann36, N Y Publishing Chart as Price. 35c each, discount on quantities 65.4 Togrid)on RepeatEnterchart.compute on recorddensity observations smoke sheet; of smoke density, also at regular(designated enter use the timeintervals formula ofby each numbers of Equivalent 1/4 observation. or under1/2 minuteunits each For a copy of POWER'S MICRORINGELMANN order your own from address above 7. andsmokeNoteof diameterNo. density and 1 smoke record of stack, x distance0.20 and number speedto stack, of andobservations direction direction of =stack,of percentage wind shape R,3 4111 tr4 Air Resources1 Glossary earth'smentsandAcid nitrogen Rain ofsurface the dioxide atmosphere as rain. from auto to formemissions an acid mixeswith which returnsother ele- to Sulfur dioxide from industrial and power facilities aposednoted catalyst hydrocarbonsto ultraviolet to destry lightozone such releases inas the refrigerants upperchlorine, atmosphere. which which, then acts when ex- as acids.thatAldehydes are used in the manufacture of resins, dyes, and Highly reactive organic chemical compounds some 11.10. andClean enforced Air Act byAn the environmental EPA which sets law airenacted quality by standards. Congress 3. usedAsbestos for electrical insulation, fire proofing, and brake linings. Fibrous form of impure magnesium silicate that is 12. latesElectrostaticofConvection heating, from gases These Current Precipitator by currents neutralizing The movement A tend device the to dispersecharge thatof air separates upward air pollutants. particu- on these particles. as a result 5.4. airBermudamanufactureBenzene masses, AHightraveling clear, DDT, A pocket colorless, detergents,in different of still flammable directions,insecticides,air formed liquid meet. when and that twomotor is differentused fuels. to 13. EPAenvironmentalEmergency that gives Planning citizenslaw enacted and access Community by to Congress information Right and toabout Knowenforced the Act Anby trans- 6. position.formedCarbon duringDioxide respiration, (CO22 combustion, and organic decom- It is used commercially in carbonated beverages, A colorless, ordorless gas that is 14. hydrogenFluoridescommunity.portation and fluoride use of(HF), hazardous which can materials cause in plants to develop Very reactive, pungent, colorless gases such or through their as 7. hicles.offCarbonfire duringextinguishers, Monoxide incomplete and(CO) aerosols.combustion, A colorless, primarilyodorless, fromtoxic motor gas given ve- 15. whenyellow outgoing leaf tips andradiation r.c._,enhousemargins is absorbed (chlorosis). Effect by The water trapping of heat in the atmosphere vapor, carbon 8. vehiclesCatalytic that Converters filters lead A outdevice of exhaust attached gases. to cars and other 16. Hemoglobinindioxide, atmopheric and Thephotochemical temperatures. oxygen carrying smog protein(ozone). in This red blood cells. causes a rise Chlorofluorocarbons (CFCs) Certain chlorine and haloge- A-58 17. carbon.Hydrocarbons Compounds that contain hydrogen and 1 A-59 18. Hydrogen"rotten Sulfide egg" (H odor. It is produced duringA colorless combustion gas withand a very offensive 26. Ozonein theHole upper portion of the earth's atmosphere which filters An opening in, or depletion of, the ozone layer phyxiation.blackensnatural decomposition paints. (sewer gases). It tarnishes metals and In high concentrations, it can cause as- 27. PANareout A groupcancerthe main of causing chemicalschemical ultraviolet involved known radiation inas the peroxyacyl process. from the nitrates sun. CFCs 19. Indoortobaccoasbestos,indoorbuildings Air Pollution air smoke. andpollutants carbon homes monoixide, include which causeformaldehyde, radon, health and problems. nitrogen components Leadingdioxide, of Particulates and gases found in many 28. Particulatessmoke,(photochemical dusts, Solid and particles oxidants) aerosols. or found liquid dropletsin photochemical including fumes,smog. 20. Lead.smelterscauselead is lead andinhaled, thepoisoning. burning it can beof ccalcarried and into leaded the gasoline.bloodstream When and An element emitted into the atmosphere by lead 29. Photochemicalexhausthydrocarbons,livingphere, things. near is the Smog theIt majorresults and earth's (Ozone) othersource when surface, chemicals Ozoneinsunlight urban which in actsareas. inthe the canon lower air.nitrogen damage Automobileatmos- oxides, or kill 21. Legionnaire'snamedPhiladelphiaconditionngby an indoor forDisease this atvents. air event.a A"Legionnaire pollutant, pneumonia-like"The first believed conventionepisode condition toof and bethis bacteriathe happenedcaused illness in was air in 30. Pollenpronenormalthe Alerts Center persons. levels for Diseaseand may Control cause whenhealth pollen problems counts in exceedallergy Alerts issued by the Nation Weather Service or 22. Methanethe major (CH,)_- constituent An odorless, of natural colorless, gas. flammable gas that is 32.31. ScrubbersRadonformed A by filtering the disintegration device that canof radium. be placed in a smoke- A colorless, naturally occurring, radioactive gas 24.23. Nitrogenthe earth's dioxidesAn element atmosphere. (NO2) which A reddishIt constitutesoccurs brown as a colorless,nearly gas given four-fifths ordorless off by in-of gas. 33. Sulfurstacks combustionDioxide to remove (S02) from A sulfur colorless, coal-fired dioxides pungent power and nitrogen plantsgas given primarily. oxide-S. off during 25. Ozoneandcomplete (03) auto A emissions. combustion,pale blue gas primarily with a sweetish from larger odor industrial occurring plants 34 Toxic use,CongressSubstances and disposal and Act enforced Anof toxic environmental by substances.the EPA, which law, regulatesenacted theby sale, ultravioletin the upper rays atmosphere of the sun. that protectsthe earth from harmful 14u 141 35. Trace NaturallyAtmospheric occuring Gases elements (argon whichneon, comprisehelium, xenon) less than one 36. Ultravioletdosessunpercent (and Radiationof of ultravioletother the earth'ssources) (UV) radiation Aatmosphere. typethat causeisof harmfullight sunburn ray in emitted large and doses. fromare linked the Lame to 37. Weatherstantlyskinmoisture, cancer.Cycle in the Describeswind atmosphere velocity, a cycle and such pressure.of as changes changes occuringcon- in temperature,

4 A-60 0 ' r/ if 4 Z/P-4"' AfAr 1 Whi I .' :I I, 7)'/, r/t/ I 111011P-- - ,411,1%.° P. 1)4 pi, (( iiitrt 1%. ".'4-7 0 )winiii 0 % ' . v- 1,24 4:: 1 ti 47111.7a 'Ff'1.:11.. 1:4 / V. 0; 0 p " I o 4.1. 0 [PI 14-± P4A.41';'41:11 eL .4' 4;1 Ftrtv r . Tr,- ;lair LP±1 lovelyriver"It is anow lakestale become of which a wandering peoplea chain can andof broad enjoy, inconsistent and and on whichtoof peoplecreate they can aand new depend how Valley.' they ... havea story worked David E. Lilienthal

1 4 I 14 Cultural ResourcesMaterial Concept Map Archaeology Landownership & I.CULTURAL RESOURCES Changing Roles Women Remains Prehistoric Use Conflicts Centuries17th P, 18th Today Civil WarReconstruction Pre-Civil War 19th Century andDiversity-Geographic Economic In 1920-30sIndustry Lower Basin Upper Basin Log Buildings Architecture Preservation Slavery Education Jim Crow Laws Types Value Types Construction ReuseAdaptive Historic Economic 1 4 C-2 14. Cultural Resources Factsheets 2. OverviewFromArchaeology: Material TheRemains Study Of Human Behavior 43 PrehistoricIndian-White Land Relations Ownership And Use 6.5. CulturalTennessee Diversity Valley In Women The 1930s 987. ThePreservationLog Black Buildings Experience And Reuse Of Historic Structures L' 0 r C-4 151 What comes to mind when you think of a natural resource? Efforts to preserve the homes of national heroes like George ofMountains,quarry?Perhaps LandI. Between Others a thepineOverview cool might forest,the waters Lakes, think a brookof or ofReelfoot even places trout, the Lake, like aTennessee coal the the field, mist-cappedwilderness River. or a limestone peninsula Smoky PreservationdrewWashington'smovement.19th Jackson's century. ActMount"The HermitageBut ithistorical Vernon, was not(just Thomas untiland east culturalthe of Jefferson'spassageNashville, foundations of TN)Monticello, the date National of backthe and Nation," Historicto An- the in 1966 that preservation became a national Tellicobanjo?locomotive,Perhaps Blockhouse, Have a frontier or you maybe logever the cabin, a Cherokee visitedplow, a horse-drawna places hunting Indian like Reservation,knife, thecarriage, atown Civil aofthe War steam-driven Rugby, Hermitage, rifle, or aNow think of a cultural resource. What comes to mind? the CongresslegacyofAmericanlife this and irreplaceable willwrote,development people." be "shouldmandated Congress heritage in be order preservedand wentis to enrichedin give theon as topublica asaysense forliving that, interestfuture ofpart "Theorientation ofgenerations so communitypreservation that its to vitalthe of thousandsinRussell past.Memphis, Cave of Tennessee?National people Monument,interested These Shilohinplaces seeing Military are and enjoyed Park, learning or each Beale about year the Street by Americans."Nationalpreserved Register Thus,through America'sof Historiclegislative Placescultural action. (National roots were Register). to be supported This is a list and keptThe basic administrative tool for carrying out the Act is the sculpture,singleancient.previous person Foraculture. restored orexample, a group section the of Nation'speople. of an oldItfirst may town, nuclear be or a uniquethereactor remnants A cultural resource comes from human efforts, either by a However, cultural resources are not necessarily in Oak Ridge, painting or of a TheTennessee,Tennesseeonby National thea local, United Register regional, Stateonce States theCapitol lists orDepartmentheart nationalplaces in and Nashville andsoul scale. of things theof and the Interior whichBealeNation's inhave Street Washington, rhythm historic in Memphis, and value bluesD.C. It includes sites such as the history,senseTennessee, of we our are ispast. a able cultural By to researching understand resource. andCultural our interpreting present resources culture. our communicate aArchaeologists, historic architects, and historians are respon- rich and varied music.questionsuseful information concerning about the thesite's management appearance ofand the state site. of repair, itsIn addition to listing the site, the National Register also contains It answers Whichofsignificancesible protection for artifacts the ofmanagement andcultural should preservation? resources.be displayed of cultural For How for instance,resources. the should public what they Theyin museums?sites be are evaluate the preserved? worthy Can importanthistoricalNational orto Register, architecturalpreserve. a wide importance, variety of individuals,and describes institutions, why the andsite cor-isAlthough the Department of the Interior is responsible for the justpotentialhistoric a few buildings ofof thea cultural many be restored resource.questions and theyadapted face to when other uses? These are evaluating the C-6 porations are encouraged to nominate sites. The Federal govern- 153 locatement, undersites eligible terms offor the inclusion Act, is onrequired the National to survey Register. public lands and C-7 socialnationalitself. Culturalpatterns heritage resources characteristic through attemptplaces of our andto past.capture things symbolizingthe rich diversity the unique of ourAttempts to preserve our heritage are as old as the Nation

1 eri 41 Fi5 2. Archaeology: The Study Of Human differentinans.already teepees, Unlike living areas theand here. television ofshoot the Europeans countrybows image, and varied calledmost arrows. Indians considerablythese In fact, peopledid notIndian rideAmericanin their tribeshorses, dress, fromIndi-WhenBehavior Europeans came to America, From they were metMaterial by people Remains live seeds,woodenologiststheypeoples huntedbits objects piecetells of bone, orus allmay farmed,something this and have information flint. and decayed. aboutEach what ofhow togetherthey theThey they wore.objects also intolived, Little siftoneleft what the bybig thesetheylittle,dirt picture. for ate, archae-early tiny how language,IndiansquickAmericaHemisphere to putin byand general, SpanishThese butcustoms. then horses tendedexplorers. became to togood beIndians extinct use.found Teepees,living there,mostly on werethe onoften Greatthe reintroduced associated Great Plains Plains. were with to Horses, which evolved in the Western coveredareevidence believed much that of tohumans the have northern huntedfirst came part large, ofto Norththe now continent. America extinct, Thesewhen hugeinhabitants glaciersFor example, archaeologists have been able to piece together mammals such as reallyokees,apartment-likeSouthwesternhistory. not used Forextensively thatched mostIndians, buildings, of usedthehutssuch while 12,000 andasuntil southeasternthe log relatively years Pueblos, cabins. Indians late Bows usedIndians, in are multistory,Americanand believed like arrows the Indianstone, Cher- towere have ourselves,Ourbeforcedmam found adaptation moths to adaptwhen continuestoday. and theto cave achanging animals different bears. What they conditions,Affertheenvironment. hadarchaeologists icepreviously includingretreated, Newsources canhunted the these tell ones ofusdisappeared. food aboutwe causehadto how people were fromhuntinginhabited is doneand this warfare. bycontinent, excavating, spears or were digging the inprimary the ground, weapons to uncoverused forDiscovering how Indians lived and where they originally came whywepeople are adapted changing to changes today. in the past may help us understand how and coveredpassed,painteddonedevidence. their thepicturesby Early abandoneddirt,homes. peoples,water, on cave orhouses like leaves.walls, people and and Some the today,buried lost of objectsthese sometimes their remains dead.were justeventually As decom- aban-years They dropped objects, dumped garbage, theyArchaeologyposed carefully into the is remove soil.the studyOnly the theof layers these harder of artifacts, earth objects that relics, usually cover and remainedthe other remains remains. intact. with Archaeologists look for these old sites. When they find one, shovelslook for and areas trowels,centimeter of discoloration by that centimeter. may show As where they dig,such they things also as C-8 1 e 3. Prehistoric Laid Ownership landoldownstanding country. landin this orof way.rent"privateIndians, it from property."however, someone did Europeans else, not believeas had believed beenthat anyone the that custom they could couldin own theAndWhen Columbus Use first came to America, Indians had no under- tribalagreedoutside hunting theto share area. grounds their huntingby attacking grounds bands either of outhunters of simple from courtesy tribesWhen the Europeans first came to America, Indians often to arounddependent1000 B.C. from andon place hunting the todevelopment place and gathering following of horticulture, wildthe harvestplants theyfor times their often of food. nutsmoved Prior andBefore the Europeans came, American Indians were heavily warsearlysettlersplantingdifferentor because between cropsnotion they began the on fearedof Indiansthe ownership,driving land. their and away Thinkingguns. the soon the earlyThe Indians theybegan Europeans, settlers then who clearing, wereowned cameto having fought thefencing, hunt. an land, over entirely Many andthethis necklaces,customberries andof onlyand the beganowningmovements to personal own of their wild objects, own animals. family such dwellings. as spear They points began andIn somewhat later times, Indians also departed from the theissue, Valley. which resulted in the eventual decline of Indian populations in communities.growingclansditoriums)one, for or corn, publiccongregations. and Theybeans, meetings structures also and had squashand likecommunal ceremonies churches and settling buildings, (muchthat into belonged like moreowned today's permanent byto every-specificcivic au- collectivelybyareas, the communityand rivers, own all aswere Federala whole, not owned property.just as by the anyone. Indians residents They within of werethe a Unitedtribe held shared inStates trustHowever, the sources of food, like the cornfields, wooded thattheseveralhuntof crops a goodkill. on and Notribaldifferent hunter'sfamily manwild hunting gamecould tribes grounds.caughttell wouldwould another by hunthaveWhen its of hunters, inreceivedthe food an same area, and although, a tribe game higherusually that wereit percentage is hewithout believed couldplentiful, anynot conflict. But when game was scarce, tribes often protected their r C-10 1 5 9 4.variedcontainednative Indian-White socialAmericans, hundreds environment, not and in sometimes isolated 18th century teepees, thousands Indian Relationsbut of life in people. largerepresented townsEnjoying thatthe Whena Europeans arrived in east Tennessee, they encountered men,ancans agricultural andIndians the learnedEuropeans. cropcorn, to use Froma mainstaynew, Indians, fearsome of whitethe weapons. Indian settlers diet. This learned From exchange aboutwhiteA complex relationship developed between native Ameri- inconclusion saw,America. and of Creek 12,000 Indians years wereof non-European supported mainly cultural by development fields of corn,Stable communities of Cherokee, Shawnee, Catawba, Chicka- of tionshipBlockhousegoods and with knowledge along the landthe Little wasthat commonplaceTennesseeplaced them River. within, in places rather like thethan Tellico above,However, all was not cairn. Indians lived in a spiritual rela- supply.tributuries.ofbeans, the Tennessee squash, Hunting, and River, fishing,other or thecrops gathering, Tanasee, grown andalongas the trading theIndians fertile added called river to it, thebottoms and food its trudeefficiently,nature. upon Whites, unableIndian on land.theto take other Over full hand, theadvantage course believed of of thatthe nature's nextIndians century, bounty. used landseveral in-As their numbers grew, American pioneers continued to in- tiesriors,medicineAmerican provided all had men,cultures. pleasure. their artisans, roles Dances, in laborers, the stickbail, social skilled system. and hunters, other community and fierce activi- war-Religious ceremonies and tribal discussions shaped native Religious, ceremonial, and civic leaders, directeddissensionlanddisplacedestablished transactions the withinremoval Cherokee Federal followed,the of tribe. reservationthe Indians Cherokees reducing marched in the Oklahoma.from Cherokee east the Tennessee"Trail In landsMarch of andTears" 1839,to afueling newly thesefrom In 1838, Major General Winfield Scott thethecontinued Valley's European had natural it pioneers. not environment.been abruptlyAt the turn changed of the and 18th rapidly century, undermined American byNative Americans had adapted to and established a balance with This way of life would have fiercelyTennesseesuperiorNorth resistantCarolina. strength, to Oklahoma, CherokeeslessTorn the betweenCherokee leaving leaving 4,000thanNation 2,000hidden dead orhad resisting andbeen a split small inwhite thein grouptwo. forceshills of of throughoutgrants,pioneerspendencelished settlers their came its androots.history. journeyedby self-relianceforce These into acrosspioneers the that region.the brought hasCumberland Armed characterized with with them Gap Federal a and hardy the estab- regionland inde- ;) C-12 joined strikes at Eliza bethton, Tennessee, and Marion, North Caro- 5.Valley.however,Loweezy,such cartoonTennessee reveals wife figures of amoonshining more as Daisy complex Mae mountaineer picture Yokum Valleyof of women Dogpatch,Snuffy in Smith. the USA, Tennessee Womenor AuntWomen in th 9 Tennessee ValleyIn thehave early often 19thbeen portrayedcentury, bytheir labor on the pioneer History, workplace,difficultlina. to tryingchange to throughchange, direct through political education, action. what hadThe been reform-minded women then carried their ideas to the tionaltainlymanagers.religioushomesteadfrom madeboundaries and a vital political by contribution childrearingworking gatherings. as to school thetoSome housekeeping family. teachers women Women evenor boarding weretocrossed farmingcer- active house conven- in quiredratifyactivities1920, the to Tennessee makewomen'sthat led Women's to voting thegave suffrageSuffrage rights the Nation amendment themovement. law its three-quartersof the to As land.the the Constitution 36th majority state toin re-Middle and upper middle class women became engaged in theNewleft Civil Valley responsibilities, War. homesteads The war creatednot without only bywar, created their were traditionaleconomic placed patriarclonhardship women is but whoor alsosons. nowThis region served as one of the main areas of combat during theremainend plight of World inof thisValley War region, II,women. the backward fortunes Just asof attitudes thepockets Valley toward of have economic improved.women poverty remain, So hasSince the Depression in the 1930s, and especially since the sibilitiesofhad Civil to assumeWar continued casualties roles for traditionally yearsmeant after that, carried the for endmany out of women,by the men. conflict. theseA bloody respon- trailThe Civil War also uncovered investment opportunities for belleconventionalwithinaffectingMorris and society. Kreps,boththe Carter images Yet,male the we Secretary Sisters,behavior ofnow the have Dollypastsuccess oftoward portraitsCommerce Parton, women of andstories progress during Lorettaand like women'sthe to Lynn.Mother placeCarter Juanita besidestatus May-admini- northernerslachianregionindustriesnatural inMountainsresources. general, atwho the could turn alongandThe ofprofit women development thethe fromcenturyeastern in theparticular, edgehad Valley'sof the a of significant lumber, theespecially untapped Valley. coal, impact in wealth andthe on Appa-textile ofthe theirstration,havemonopolizedexamples gray been and cotton offormertaken theby farm men. entrancethroughout Kentucky dresses Less of glamorousfor Governor thewomen the workplace tailored into Marthabut a clothesequally aspolitical Laynewomen ofimportant worldthe Collins have office. formerly traded stepsare In ernfactories,the laborersdemands exchanging grew of industriatation. restless farm over life low forMany paythe womenfactoryand poor timeclock."took" working work conditions, As in south-textileHere the traditional family of a rural society was changed by addedadapting to tothe these richly changes, colorful brightexperience new shades of Valley of meaningwomen. have been women added their own voices to the sounds of protest. In 1929, they C-14 1 a 1930s 6.square-mileriver,Mississippi,other Cultural thestates, basin basin and including has coveringKentucky. never Virginia, nearly been AlthoughDiversity oneNorthall of broadtied TennesseeCarolina, together valley, Georgia, andbyeither the partsIn geographi-flow Alabama, of of sixThe theThe Tennessee River Valley is a crescent-shaped, 40,000 steads,ladyDownstream coal). crossroad From communities, Chattanooga: and The coal Lower towns. Basin In the 1930s this area was dotted with isolated home- betweencallynomic or socially.conditions.geographyand society, and between environmental and eco- Instead, there exists a complex relationship resembledtheern AlabamaValley. the have plantation traditionally South. been the The rolling, limestone hills of southern Tennessee and north- Before the Civil War, this portion of the Valley most During Reconstruction, the old cotton-producing region of threeUpstreamis the smaller terrain From regions. of Chattanooga: narrow The valleys largest The separatedand Upper most Basin heavilyby rugged populated hills. These section hillsThe upper basin, north of Chattanooga, can be broken into theyfarmersplantationsbasehad did become that notand wereown,was sharecroppers. bleak losingpossessedchopped wtth its poverty.fertilityinto little By small theor and Debt-riddenno turnparcels capital,productivity. of the of and farmerslandcentury, worked tilled tilled the withby regionlandtenant a soil that In the 1930s the easternforhaveValley'sripple manufacturing. made tipsouthwestward twoof Alabama.the largest Tennessee cities, The from area KnoxvilleRiver northeastern contains and andValley many Chattanooga. Tennessee region farms the as major towellThese the aslocation north- citiesthe fertility.economicproducing At andthe region, turnenvironmental of isthe the century, Highland situationworsened. the HighlandRima belt Rim's of land western with varying edgeAlong the lower basin's western edge, north of the cotton- slopeslogged,Ridge region.bare. and byAs Around thea result, 1930s, 1900, the these Blue Appalachian practicesRidge region hadforests turned stripped were to recreationmanyextensively of the toOn the eastern flank are the Appalachian Mountains or Blue wascropshadhowever, the left andsite these overcutting livestockof extensive forests dominated had bare oak caused and and thisthe hickorya sharp land lumbering.inbadlydecline the 1930s.eroded. in this By industryVarieties and of the 1920s, Smokycouragedstabilizenational Mountains its recreationalforests, economy. National and Proponents ofuse thePark. of already the in 1.3-million Asheville, popular, acresNorthnewly Carolina,ofcreated state Greatand en- On the western flank of the ridge and valley section lies the turalthirdFederaland region,land sandy governmentin soils thethe Interior entirecontained purchased basin.Coastal some Plain. ofplots the ofmost land eroded within timber this area and in agricul- orderWest of the Tennessee River, adjoining the Highland Rim, is a During the Great Depression, the This hilly area of poor clay soilthird but region, did havethe Cumberland some below-ground Plateau. This natural area resources did not have (particu- fertile C-16 theto reclaim government's it. Natchez efforts. Trace State Park and Forest is one example of 5 C-17 processingtextilecorn,basin, and factories,a relatively grains. plants, as Duping sprang fertilewell as areathe up whiskey, throughoutearly characterized 1900s, condensed the shoe, Nashville by milk, areasstove, and basin. ofpencil, pasture,chemical andThe northern edge of the Highland Rim borders the Nashville time,contemporaryphers geographically have portrayed America. a thepart Tennessee of the United River States Valley but as anot land a partfrozen of Sincein the late 19th century, northern writers and photogra- It was a pioneer environment that illus- . tratedValley'sconditions.image what expressed the A restcloser of only lookthe countrypart would of have thehad region's beenrevealed like social athe century Tennessee and ago.economic This River rich diversity.

4111 410 410 7. The Black ExperienceBetween the 1790s and the 1850s, white settlers brought en- Despite racial conflicts. blacks within the Valley saw some theAmericanslaved region blacks frontier.led acrossto a Thevariety the terrain, Cumberland of experiences economy, Plateau andfor blacks. racialin what attitudes was then within theIn northern Alabama, select slaves were chosen to work as suchsomesignspublished.Huntsville, as ofblack Alabamaprogress. youngsters. The were AgriculturalNear° Separate founded DuringWorld publicinand inthethe Knoxville,Mechanical 1870sschoolsValley. and didthe State 1880s, becomeBlade Normal blackin availableChattanooga, School for in Black newspapers were colleges thethosedomesticalonemansion. rest farmers or,of servants theif they South, who could in held theslaves afford "biglimited workedhouse,' the acreage, expense, asa slave laborers eitherowned name in worked a Valleyfor few their slaves. thecities owner's fields andAs for In east Tennessee, yeomen farmers, a term to describe couldnewspapersemergingand the not Gazette be within found provided in the Huntsvillein Valleythe information white between were press. all about examplesthe 1870s black of andcommunities black 1900s. newspapers These that beingrestrictedtowns. and Whether by part laws property. servant,and customs field that hand, defined or laborer, him as abeing slave's part life human wasA few blacks within the Valley enjoyed a measure of freedom. ever,a"Jim legal Crow"the foundation laws laws usually in for the meanta lateracially 19thseparate "separate century. and unequal.butThese equal" laws establishedPost-Civil War hopes for equality soon faded with the rise of society. How- Releasedwhiteraisehadrepresented opportunities families. males, from onlybondage including a to small earn by the their fractiona rightliving, white to of to vote. masters,the own total property, blackthese population."free to marry, Negroes" and They to Yet, they too, were denied rights available to adult tothevote Educationact 20th led if conditions tocentury. black of Topeka, migrationIt were was againto Kansas change.out necessary of (1954),the In areathe for casethe throughout the United of Federal Brown States the governmentvs. first BoardSupreme half ofofPoorly funded black schools and restrictions upon the black giousCommonoped a experience, sense bonds of community were and created hardship. life distinctlyby family separate relationships, from white friends, society. reli-In the years before the Civil War, slaves and freedmen devel- From this pre-Civil War environ- schoolsrevolutioncitizens.undueCourt andruled hardships racial that that dramatically segregrationso-called upon blacks. "separate wereimproved The forcing courtbut opportunities equal"blacksto found schools that be second poorlyfor hadblacks. fundedclassforced This Brcwn decision soon set in motion a civil rights thement, Emancipation the roots of AmericanProclamation, black became culture adeveloped. reality. Learning to readIn 1865 President Abraham Lincoln's promise of freedom, all increasedlowedthat have blacks desegregated minority to vote opportunities in public Federal, schools in state,the andjob and market,other local public Although elections, facilities, blacks and al-The tension-filled days of the 1950s and 1960s led to laws and write, to own property, to make choices,sibilities and to vote were for the 1 first time. C-18 still have to cope with the critical problems of unemployment in the 1 1i;) ofValley, American they have citizenship. made giant strides toward realizing the full benefits C-19

7I) provideTrees,8. including Logopen land oak, for Buildings farming.poplar, pine, Farmers and walnut,were faced had with to be a cleared toEarly settlers found dense forests in the Tennessee majortask Volley. lessnotchbekept found complexthem were in from thethe but most fallingregion. did complicated. not down. The provide full-dovetail Several asThe strong differentV,flat, notch a or structure. typesandsquare the of notches notcheshalf-dovetail The saddle were can wallstrees,andof materialremoving burned; were and themadeInstead these others need of giant of solidwereto building discard trees. wood.laid Toaside them,frame dispose to ledstructures slowly toof theirthem, rot. widefor Thesome houses use were as and abundance of stackedbuilding barns, mined,Constructingnotch was the thelogs a leastLog were Room skillfully cut and made notched. notch. After the structure was built, When the size of the building was deter- builtespecially by hand in withnewly only settled the broadaxe areas. and adze. A broadaxe is a Sawmills were not always nearby to provide sawed Therefore, log structures were An adze is an axe-like lumber, large thedesired,materials filling.door theand such spaces windows aswood between wereand rocks. cut. the fogsWet claywaswere chinked often used or filled to complete with If a weather-tight building was dressingtoolaxe with orana broad finishingarched blade bladewood. used at a to right shape angle the to log. the handle. It is used The for Thesettlersdogtrot,House single Plans joinedand crib saddlebag. units,is a one-room added Variations second log house floors,of thesewith ora plansfireplacecombined occurred on structures. one whengable There were three basic house planssingle crib, single-roomfinishedwealthyquickly andasowner logany with cabininframe littlea settled oforcare anmasonry community,forearly finished settlerhouse. details.however, was often The was log often as Log houses varied according to the wealth of the owner. put together house of a well enda wideand usuallyspace in a between.porch across A continuous the front androof rear. The dogtrot house plan consisted of two-single log cribs with connected these two log broadaxeHewingConstruction the was Logs of used a Log to Building roughly shape the log. A After a tree was felled and branches removed, a foot adze was then thehouseprovided(calledunits two forming from agable dogtrot)protection the enda hot covered waswalls. summer from considered rain,outdoor sun. and Fireplace porchtosnow, be an betweenand chimneyswere important also them.helped work This locatedshade space. porch theon It withusedinNotehingthe thisplace to finishtool. As logsthe I ogs hewn were log.stacked, A fine the smooth notches finish could be Logs were notched in the corners to hold them interlocked the walls and achieved bothchimney.fireplace the frontLikechimney otherand rear.between house types, them. there The was rooms generally shared a theporch common acrossThe third plan, the saddlebag, had two log cribs with a single ( is C-20 C-21 structure.fromSiding the or weather,Weatherboards siding or weatherboards were often nailed to the If not protected, logs would eventually rot away and the To protect the logs and clay chinking splitclayByRiven woodchinking using Shingles shingles, a woodenwould or Shakesor wash malletshakes, out. and were a froe made (a fromcleaving short tool), sections shingles of logs. were To cover the roofs of log buildings, hand- occasionally.roofscentury,sawedsplit or became woodriven metal fromshingles common, roofs the replaced replacedlog. although woodhand-split hand-split shingle shakes. shingles roofs. By were the turn still ofused the In the second half of the 19th century, Later, asphalt

11 l'l 1 "/ 9. Preservation And Reuse traditiontowns,bethat found reflects and ofin thedowntown inthe isolated region. life and areas rural culture areas.of cities. of the They in people. residential are part Historic ofneighborhoods the buildings history andcan ofThereOf is aHistoric wealth of architecture inStructures the Tennessee Valley region flectedtheomyexamples Colonial of the region.Beaux of Revival Art ArtsInDeco, the house and early Art Classic emerged.Moderne, 20th century,Revival andCommercial styles. theInternational bungalow There buildings alsostyles.style were and re- TheThe architectural styles continued to change with the econ- forthiscentury settlement. period and was continued The log mosthouses through characteristic and otherthe 1830s log type farm as ofnew buildings. architecture lands Aswere agriculture during openedThe earliest settlements of this region occurred in the late 18th ofwhetherbyarchitecture the intended region. business, ofuse, this residential,economic period varied orconditions, farm, considerably all reflect and thelocation. and history was influencedand culture Buildings, architecturebrickwereandplace commerce established.buildings During was thiswhich developed, uniqueThese same were settlersto period, the modifiedsmall region, built a communitiesplantation one- over and and timereflected systemtwo-story as and expansion the developed.trade wealth centers took and This commercial werewhichsomeyears. built communitieslend Others structurally a historic have there charactersound been are andrescued, continuous to have the area.restored,been blocks Manywell andmaintainedof surviving original now serve buildingsover a the newExamples of all Valley architectural styles survive to this day. In buildings barnsRevivalgreatneeds plantation andof style. the slave plantation There homes,quarters. are system. usuallyalso a few Thedesigned surviving most notedin theexamples examplesmonumental of thewere Greekgreat the thatmanydamagedusefulings. have have purpose.Strip-commercial very through been little Unfortunately, needlessly inappropriatearchitectural areas bulldozed. aremany quality remodeling a prime historic New, have example cheaply replacedbuildings and alteration,of built this.these have build-been and buildings theelaboratelycenters.large, economy brick, This ornamentedcommercialrecovered, was a period andnewwith of warehouse citiescast-iron Victorian emerged storefronts, architecture.structures and grew. werearched Buildings built Blocks windows, in tradewere ofThe Civil War destroyed much of the "stylized" architecture. As conditionbeenbuildings, realized. butand the toMost historicaldestroy of these them value old would of buildings these be buildings a considerableare in hassound not structuralwastegenerally ofThis region has a particularly rich and abundant resource in its mentationstyleelaboratemetaloverhanging were roof detail onalsocornices. roofsfarm toassociated behouses.supported foundGreat withincity byrural themansions large areasVictorian wood in exhibited the brackets,style. "gingerbread" Elements the and color pressed of orna- andthis thanoriginalresources.construction);ings demolition would, construction; It would in manyand of be the (2)(3) acases, money,wasteoldtime, and begivenof when (1)moreconstruction laborthat you costly remodeling considerand (cost materials of anthat of takesdemolitionentirely similar used less inbuild- new the timeplus C-22 structure. building for new uses while preserving and restoring its original archi- "Adaptive reuse- is the refurbishing or remodeling of an older C-23 favorableheritage.tecturalFederalrecent character.years, Thetax income credits. movement giving tax The newlaws Secretoryhas life have andbecome encouraged use of the topopular many Interior's this olderin conceptthis Standards buildings. country through for inThe This allows us to preserve our architectural TennesseetheseThesehaveRehabilitation buildings projectsa visual Valley. impacthelpshave has servedbecomeemphasize on our as environment.more a theguideline numerous rich cultural Preservingfor andrestoration resources are and starting restoringprojects. of the to Matrix ,P;<,so nC--) co Cultural Resources Activity c),-. (1,-- CULTURALIN, C) co 0 co cc, 0 0 Q- cc, Q.- ic?" O Mining For Gold 7,8,91,3,41,2,3,4,5,6, 2 1,87 Dug-OutGames of the World 71,2,3,4,5,6, 2,9 1,2,8 1 WastingLog Cabin Waste Day 5,9 1,28,9 8,9 5,9 3 2,3,6 7,8,9 Woman'sSeparateNever Done Work And Is 1,75,6 UnequalRecycling Buildings 1,4,6 1,2,9 8 1 7 sT h i s DoesDwellirinModelingCompute Not An Indian 1,2,3,8,91,6 2 1,31,9 3 2 ALL t C-24 r. rr A. OBJECTIVES:Mining For Gold out topics that most interest them. Send copies of the factsheets to Ask students to read through the Cultural Factsheets and pick formation.diverseparents group. to demonstrate See CULTURAL the valueRESOURCES of resources matrix forthat background exist in this in- Students will participate in an activity with older citizens or arrive.expect.the visitors Give and guest brief speakers them onor visitorswhat you adequate want and briefing what before they canthey Topics may inc.' de: home remedies, games, folklore, old small-sizeMATERIALS index cards someradioPROCEDURE: shows, research changes materials they on have hand seen, for visitors'Indian stories, day. and so on. Have gamediceMining markers for Gold (game made boards of paper) themthatAfter students most five andminutes, can to speak zero ask into the onthe groupsthat visitors topic. to one-on-one choose Ask each one or group topic in small tothat develop groups. interests When the visitors arrive, introduce each one. Form groups so shaftsearchingPREPARATION. or as for easy gold, as may bending be as over difficult and as picking digging up an a expensive nugget from mine a Today, information is as valuable as gold. Finding it, like necessary.Makefrontat least of at anten least index trivia five cardquestions sets and to usethe about answerat other its topic. ontables. the Write back Some each of researchthe question same may oncards. the be visitedschoolmountain by systems,students. stream. askIn an students urban setting, if they tryhave retirement older relatives villages. that In rural might Find senior citizens willing to come to your class or willing to be spacetheDistribute spacesstudents they the leftmust and prepared blank visitorstry onto answerquestionsthe into game five a groups, questionboard,and write Whenone from the for a topics thateachteam topic. gamelandsinto someWhen onboard. that of a After the groups have finished developing questions, divide (iourfewsupervisor.participate. to extend to quests. Discuss with your class interview techniques and types ofObtain the proper permission from your principal or written.)theytheteamnents bottom must has to gotten answer win.of the (Groups four mine.one different question When may topicsnot they from answer reachcorrect, a topic questionsthe theychcsen bottom can by thatme of their theie they toward mine,oppo- have L i:. C-26 how they felt about visiting the class. Did they enjoy the activity? After the groups have finished, ask the visitors to comment on C-27 theypeople? enjoywant toWhatthis do activity? itone again? thing Did is they most enjoy memorable doing the about activity this activity?with older Do After the visitors have left, discuss the visit with students. Did TheyFOLLOW-THROUGH:"TO can ZONE serve OR asNOT either TO ZONE,' participants or "WOMEN'S or resource WORK persons. IS NEVER DONE." Invite senior citizens to participate in the activities "DUG-OUT,'

r- 4 Af-'L ) MINING FOR GOLD 1 2 3 4 5 6 7 8 9 10 1 2 3 43 65 2 3 4 1c ... 6 RollFree 8 9 . 10 2 # TOPIC 78 3.2. 3 4 5 RollFree _ 6 7 8 9 10 1 . 5.4. Free Roll spacesSome topics at the may left befor combinedwhich questions into one were topic. made. Write the topics in the a.7. Free Roll Tcrepresents;theymoveas 3ms your shouldmaythe team required startof answermarker.course anywhere number a aWhen roll question ofin of aItthe spaces.fouris mine.a from team'sor of WhenUse thea seventurn, topica theysmall they means which land square role theyon thatthe aof get dicenumber, numberpaper a freeand 9.8. topicsonroil. their correct, marker they and should roll again. head Whenfor the a bottom teamIf hastheyof the fourc mine. When f the question correct, then they get to write the topic different I 11,-1 t., thetopic marker chosen reaches by their bottom, opponents they must answer a question from a If they get it right, then they win. C-28 j_I GamesOBJECTIVES: Of The World See CULTURAL RE- obstaclesbe long (at as least trees, a shrubs, football streams, field in logs,length) etc. and covered with such Lay out an outdoor course with students. The course should SOURCESMATERIALS: matrix for background information. Students will play "Indian Kickball." shouldadvance stay theirclose ball together by kicking over itthe forwardno course. They hands. function Team as members a co- Teams form at the starting line. At the signal, all teams kick ball (or home-made ball at least three inches in diameter; wrap a hard core with string, strips of cloth, or rubber strips.) FOLLOW-THROUGH:getsoperative its ball group; and all no of one its players player shouldover the "hog" finish the line ball. first Thewins. team that thePREPARATION: past. ThousandsThis version of games of "Indian have Kickball" developed comes in different from the cultures Indians in of andbook from of games the past. and Invitedistribute parents it to otheror other classes schools in your to participate. school. OrganizeResearch a other school Indian afternoon games of andgames play from them. other Develop cultures a theMexico.Indian Indians ItKickball could here easily andand laterother have by gamesbeen pioneer played of thechildren. in world. the Tennessee Valley by Ask a group of interested students to prepare a report about sourcesfind other for examples bibliography.) of games for your class. (See Additional Re- Investigate Game$ of the World by Frederic V. Grunfeld, to TeamswhichPROCEDURE: should may make be painted their own or markedballs. to show which team it belongs. Form several teams of 3 to 6 students. Each team needs a ball C-30 Indian Stickball,another or Lacrosse,popular Indian was game. Dug-OutOBJECTIVES: Each group should research its c...ilture. Each group should CULTURALperiods and RESOURCES prepare an exhibitmatrix for based background on a culture information. studied. See Students will research cultures of the Valley from various time eredselectrepresentmodel later items made by money).that another ofare paper important Burygroup. orthe Theseother artifactsin its materialitemsculture in themay as (forcardboard artifactsbe example:the real to box be thing discov-paperfilled or with a to shoeMATERIALS: boxes (or other cardboard boxes) sandanalyzemaintain in some the secrecy ordermaterials. sowhich they helps will have to tell to a use story. "maximum brain power" to Allow the groups to exchange boxes. Ask the groups to feltsmallclean, crayons spoons dry sand or tongue to fill thedepressors boxes thesketched.newsprint small spoons. asThe it appears.groups Each should itemBoth should sidebe thorough. views be andrecorded Any above bit and ofviews evidence drawn should onmay be The groups should begin to remove sand from the boxes with whatPREPARATION:In this "archaeologists" activity, students and will "anthropologists" simulate these rolesare and to learn what more they do.about Read through Cultural Factsheet 2. Discuss with the class theexcavated.be important. significance The groups of each should artifact, determine and piece the period together of the a storyfind and to Ask the groups to continue until all materials have been anotherPROCEDURE: culture. ontation.explain what Ask the they the"dig." had original Ask intended. each group group that to developed present its the find "dig" and to its comment interpre- Which items helped most in identifying the culture? Why? culturesDivide the listed class below into fivefrom groups. a hat: Have the groups draw one of the IndianPioneer Culture Culture in the in theValley Valley (about (about 1700) 1800) wasWhatculture guess-work? does or people?it mean Did Howto you say muchenjoy that of thissomething the activity? work was is "characteristic" factual and how of much a FuturePresentPre-Electrification Culture Culture in the Culture Valley in (2000) the Valley (about 1900) C-32 C-33 FOLLOW-THROUGH: whichSolicitand speakolder information studentsto the class about may on participate "digs"local culture in the at U.S.,and a low on and cost.their in roleother as countries a scientist. in Ask an anthropology instructor from a local university to come the bottom, newer items go near the top. tellcardboard a story. Older inbox some filleditems order with go whichnear Artifactssand helps are to buried in the 1' 4 OBJECTIVES:Wasting Waste Now, list the following words and discuss their meanings with that"throw would away" be consideredsociety. (2) Studentswaste by will a societymake a thatsecond recycles list of materialswaste. (1) Students will list materials that are considered waste in our the class. Develop some examples to clarify each one: REUSABLERECYCLABLE WASTE WASTE SeeMATERIALS: CULTURAL RESOURCES matrix for background information. After discussing theWORTHLESSBURNABLEHAZARDOUSBIODEGRADABLE topics above, WASTE OR NOXIOUS divideWASTE (To generatethe WASTE class power) into six PROCEDURE:pencilpaper groups.From theseEach lists,group each will groupdevelop should one listof thethose topics. items that fall within its Each group should review the original lists labeled "WASTE.' detailednewsprint.things that list. ourTitle society the top throwsof each awaysheet every"WASTE.' day Includeand write old themwashing on Begin the activity by having the students brainstormUse as a muchlist of newsprint as necessary fo make a long topicitemsnewsprint. on thatnewsprint. can be Each reused? group Are should there write many its topictotally at useless the top ofitems? the Alloweach group to present its list to the class. Are there many springs,machines, etc. rusty wire, tin roofing sheets, barrels, cans, bottles, bed Now, read the following: Shouldattitudesa site hazardous of disposaland cultural materials for mostvalues be of storeddoes the items this with show? onother the trash?Does original wealth list. cause Remind the class that their own community dump is used as What weIfareculture"Many we woulddiscarded traveled thingsby easilyexamining canasto see awaste bedeveloping that thelearned by somethings that aboutnation, things culture.that a we formulchkeeprecyclespeople return, theirpile, to many andwaste canswaste somore in more?on)? separatea itemsbox, Is (Considerit newspapers betterthen for we recyclingto stopdo.)a richbundled Dowasting country (likeany for students'biodegradableour return,like waste? Sweden householdsbottles How thatkeptincan a now consider waste can be quite useful." C-34 we do this? .) C-35 FOLLOW-THROUGH: Visit a city dump before doing this activity to make it more real forFNERGY students. ALTERNATIVES." Begin a class recycling program. See the activity "TRASH

13 (!9 STUDENT WORKSHEET OLD WASHING WASTE WASTE_CYCLAB LE 8 REUSABLEWASTE- CANSP)sTyBARRELSBOTTLES WIREMACHINES BIODEGRAD,ABLE \,,,,7ASTE HRZARDOU5 ORNOXIOUS WASTE (To BURNABLE. WASTE GENERATE POWER) WORTHLESS WASTE 3 C-36 LogOBJECTIVES.matrixdesigns for andCabin background discuss how information. each Day is useful. See CULTURAL RESOURCES Students will create and display models of historic log cabin toyphoto logs oralbum other in building the class materials with information such as popsicle about eachsticks cabin. or twigs. PrepareNow, allow photographs each group ofto eachconstruct cabin a modeland keep cabin these from in the a MATERIALS:toy building logs or other building materials explainFOLLOW-THROUGH: theirreasons for designing it as they did. Ask students to describe their log cabin to the class and PREPARATION:paintposter and boards felt crayons friendscabin, and/or check relatives and see whoif they have can lived visit orthe who class currently or if the occupy class can a log visit Visit some log cabins in the area. If students in the class have pictures,cabins were diagrams, designed and in stories the Valley. about Students log cabins should as they gather can. asAlso many ask Read through Cultural Factsheet 8 to get an idea of how log today?theythe cabin. build What Ask log are studentscabins the drawbacks instead why we ofdon't ofconstructing living live in in log a logcabins houses cabin? now. like Why we diddo Have a craftsman come to class and demonstrate the various themPROCEDURE:design to questionand construction their relatives of homes and they friends might about have livedthe log in. cabin elaboratetypes of notches notches mentioned are used in thedifferent factsheets. situations. Discuss why simple or oftheirposterboard the own. cabin Students anddrawing the should uses of a traditionaloflist different on the posterlog rooms. cabin the designreasons or for a thedesign shape of Ask students, working individually or in pairs, to prepare a C-38 ::1qtet: , r ; .=713 / F/A 'fie WriFiliernWell) .4 ff : 4, sUrit, Wi1 ;4440--..1" INN 'iv's;" .43 r Paw.vit911111;`/,':711o,. f.J, s. ; :). OBJECTIVES:Woman's Work Is Never Done activity is done. Books, trips to visit local artisans, and visits or interviews Students will research different tasks women in the Valley tion.with older citizens in the community can provide additional informa- till CULTURALperformed in RESOURCES the past that matrix were fortraditionally background "Women's information. Work.- See . MATERIALS: i /01(1'1 :?' i l' 1 1 ( N. 1( 1\ trisilirel;";.., ; canvarious generate materials further from ideas) home (a visit to a local craft show or museum c { 1 ij 1 fiil li,,i iit Itife /N6- 7-Da/ER

OO /[ /NCa Whi Few Rr/sicroR FReS511,12/zo k/ArER REACTOR n ,1 ) 6.rounded Energy by an aura of air and Flow moisture that seemsIn toNature glow gentlyFrom in space, the earth appears as a blue-green ball sur- to isproduce described simple by the sugars. following This formulas:process is called photosynthesis and universe.surfaceathe few sun. miles of From the thick. soil,this distance,contains,This narrow theas faratmosphereenvelope, as we know, is visible every asliving a thin thing film in only the It is called the biosphere and is powered by the sun's extending from the upper 6002 + 6H20 + Energy = 041-i1206 + 602 Or icswork.energy. states It is governedthat energy by can certain be neither laws. The created First norLaw destroyed. of EnergyEnergy is a broad term, but is usually defined as the ability to do Thermodynam- Carbon DioxidePlants + use Water these + Sunlight simple sugars= Sugar as (or food" Glucose) or energy to carry out + Oxygen, in the presence of chlorophyll tomay, changingenergybiosphere,another. however, and Light from itthese underbegins isform one into certain to immediatelyform still form, others.of circum thatenergy, drives tostances, beand changedthe when changeprocesses sunlight into from other of enters one the forms natural the of It is this cascading flow of energy, form moleculesareotherin consumed.the plant plant. suchprocesses Someas carbohydrates, such simple as sugarsrespiration fats, are and and proteins growth. and Not are all sugarsstored converted into complex waterworld.and cycle.rises into Open the water,atmosphere. heated As by it thecools, sun, it formsevaporates water dropletsinto a gasPerhaps the simplest natural cycle involving sunlight is the that forbasicdecomposers use materialscarbon, by other usereverse plants. the plantInthe hydrogen,fact, photosynthesis material the dark, andas rich food. oxygenavailable formulasubstance and we make generally Whenagain the leaves fall or the entire plant dies, organisms known as 'n this process, the severalfallstateenergy as rain intypes may thisback process ofbe to energy. itsdischarged source. from potential This as lightning.is a energyvery simple Water in the cycle, changes clouds yet to it involvesthe For instance, light, heat, and electrical the energy kinetic decomposition.knowinorganic as soil substancesis mostly plant are and used animal by the remains producers in various to manufacture stages Inof theory, the above process forms a complete natural cycle: airsubstances,energy During of fallingphotosynthesis, such water as water, as it chorophyll rains.from the soil in plant and carbonleaves dioxide from Plantsthe are energy producers. Plants absorb abiotic (nonliving) absorbs the light madefoodeateninsectmore and available complex.larva, byplant a larger whichmaterial to For the predator,may instance,plants which be eaten again.is such newdisassembled by Inplantas anature, songbird,a hawk.leaves byhowever, Thisdecomposers maywhich is maythiscalled cyclein toturna foodbe is be be eaten by an energy of the sun and combines it with water and carbon dioxide E-16 C) " chain. There are many food chains in nature. For instance, a plant E-17 system is connected much like the strands are connected in a spider justbymight two plants illustrationsbe eatenand then by ofpaSseda howrabbit the fromwhich sun's organism is energy then eaten to can organism. beby madea fox. availableTheseIn theare natural world, the different elements of the energy cycle web.aweakened. quality environment. Understanding the flow of energy is necessary to ensure If a strand in a spider web is removed, the whole web is tendparticularEcologying)between to and affect thedefines bioticpart eachcomponents. of (living) the theother biosph3re. manner corn in Thissuch )onents in community a which way is that knownenergy including balance asis distributedan abioticis ecosystem. achieved (nonliv- in a ofbackon Thermodynamics. forever, again. However,passing This energythis lawis not fromtells possible us component that as "when stated toenergy in component the Secondis convertedIt andwouldLaw seem that these natural cycles, once started, could go foodfrompoundsSeccr.d chainsone offormLaw aregrassbeef ofto sometimes toThermodynamics another,to make make one one someshown pound pound of ashelps theof offood student. beef,usable explain pyramids. and Indeed,energy whywhy itit takesisfortakes lost.' this so reasonThe many decreasing in numbers us? People, like rabbits and foxes, are a part of the cycle. TheWhat entire does this complex energy flow as outlined here, mean to el 0 2 F-; pointfrom7. theofEnergy converting point of extraction, that source or Andremovalinto a usable of the Environmentform energy of energy. source, toEnergy the production has a direct impact on our environment tionsorginalmental can effects."pristine be achieved, Sometimes, condition.- but oftenitOther is not trade-offs times, possible better are to return thanrequired. original an areaThe condi- to production the and the use of energy do have certain environ- goodstrongwherelooked standard economic uponall factors asof system living.a seamlessweboneare Interactionprovideof equal Tennessee importance. of withthese no Valleythree beginning factorsresidents and might noPlenty end,be of available energy, a high-quality environment, and a However, such an with a tofor longthe careful need run, evaluation societyto continually determines before watch beginning thefor environmentallevel any of new impact development changes. it will accept PreviousIn and the to environmental disasters have alerted us to the need Valley'sinteraction natural must resourcebe carefully base. balanced Wise environmental or the quality of practices life suffers. con-Abundant energy resources are an important part of the port.qualitytions,needs.maintain improvements is ademanded, balance among arethere not mustenvironmental, likely be to both be made.public energy, and and financial economic sup- If people are willing to accept poor environmental condi- If environmental tributeValley.money to suchinto our The aseconomy in region. the Copper and attract Basin ofother southeastern people whoTennessee, bring more Significantbefore environmental damage was done to parts of the signedcosts tothe keep consumer, an acceptable but it is necessarybalance. Environmental to safeguard human protectionEnvironmental health monitoring is a continuous process that is de- theenergydamageModern(Copper public production technology wasdone.produced made It has processes. in awarehas also this now helped regionof theallowed uspotentialwas become usused to ecological reverse inmore electrical efficient some damage. wiring.) ofin ourthe and maintain balance in ecological systems. requireguardingrequiresour society better financial public by management eliminating health investment. and waste.ofenvironmental ourEnvironmental resourcesA clean quality. in addition to safe-One major goal of technology is to increase the efficiency environment, however,protection laws now of r-1,_, E-18 8. Energy Source Every change, whether chemical or physical, involves energy, system. Because the burning of gasoline for cars is so inefficient, actionscrustor the byability involve a new to do energy. blade work. ofThe grass, flight ofthe a bird,burning the breaking of woodall of the of theseEnergy occurs in two basic formspotential and kinetic. These earth's cars.(MPG).resultedinresearch the mid-1970s Larger, in and the new development heavy spurred technologies cars a tremendous were of cars have replaced that been jump get withdeveloped. inhigher gasoline small, miles lightThe prices per compactoil gallon whichcrisis formswateroris releasedeitherit canis held energy thebe in by convertedenergy a turningreservoirstored a mass a andfrom turbinebehind readypossesses one aor formdam towater be toisbecause released.inwheel.another. a position ofA lumpPotentialits For torelative example,doof coalwork energy position, provides when the whileproducemany the ofother ecchour two-thirds energy year through problems. is lost. conversion It would About be processesone-third difficult to oftotallyis theusable energyeliminateThe energy, inefficiency we of many conversion processes accounts for the(light)othercookno coal work food,energy energy.is inburned, itsand formsnatural produce the such state,potential aselectricity. butmechanical, energywhen When it isis electrical, convertedburned, the water it heat, canor is changed heat releasedand radiant to or homes, searched.changingloss; however, to more ways efficient to capture systems and and reuse products, lost heat, are as being wellIn re- as summary, there are two laws called the First and Second veryusable little energy energy is lost is lost in the during form conversion, of heat into thewe atmosphere.say that process WhenWhen the conversion process takes place, a portion of the is universe(thecreatedLaws conversion of orThermodynamics.remains destroyed process),the same. but only TheandThe changed second thefirst total law law fromamountstates states one energy thatof form energy when tocannot another energy in the be (70efficient.otherincandescentis percent)inefficient. 95 When units is Fora usablebulb,are great every lost only dealfor as 100 5 heat.heat. ofunits unitsenergy For (5 of percent)every heatis lost, from100 thatof unitsthea conversiongas light of furnace, lightis usable. processfrom 70 unitsanThe lostis converted (efficiency from versus one inefficiency).form to another, some of the usable energy is gasolinetionsion engineprocess is carriedis isonly burning 25away to gasoline30 as percent unused to powerefficient. heat by cars. theMost Theradiator of internalthe energyand combus- exhaust Anotherin the example of an efficient versus an inefficient conver- E-20 o 9.existinglems.Project theConservation energy atsolution Harvard resourcesconservation. must Business begin withSchool making concludes Abetter report that: or wiseron the use EnergyWhatever of its direction this country takes to solve its energy prob- aroundmuchrecord electricity ofus. household People is required in powerother for parts consumption various of the electrical world and have tasks.to understand always heated howConservation sometimes means adjusting to conditions total consumption, saving money, and helping stretch scarce energyEnergyit"The does, United conservationwith Statesvirtually could nodirectly penaltyuse 30helps toin 40the the percent way consumer Americans less byenergy lowering live.- than tomaticallybelowattheir a78 higher homesdegrees in winteron setting. theto Fahrenheit, 65 andheating degrees Setting wearing portion orthermostatsFahrenheit aabove, light of utility jacket in andsummerat bills. 68 or would degreessweaterRaising can be save uncomfortabletheFahrenheit,can thermostat onsave cooling dra- or costsgeneratingresources. of operating It facilities, indirectly exisiting balancing helps facilities. by reducing supply and the needdemand, for expensive and loweringUsually new energy conservation is simple. Home insulation is a helpscosts.annual toUsing keep electric a theceiling bill.air moving.fan Next or floorto combined fan, in addition heating to andthe airair conditioner, conditioning,The water heater can account for as much as 20 percent of an fitting.wereWhenenergygood largeexample. houses was with inexpensive were Thesingle-glass built,majority andlittle panes.ofbeforeor homes no insulation Doorsair-conditioning in the and Valleywas windows installed. werewas wereintroduced. built Windows loosewhen All these factors have resulted in tremendous amounts of ratheroperatinguseit is thecan than greatest save the tub dishwasher energy baths energy can and user onlygreatly money. in asa home.needed,lower Running hotTherefore, and water only taking use. fullcutting short wash hot showers loads, water spaceenergy heating consumption,being wasted and cooling. within Valley approximately Energy-saving homes. 60 steps percent can of reduce that used energyResidential for energy makes up 20 percent of the country's savingstrial,energymercial the produced.andover investment industriala period Whether inof buildings, energytime. it be conservation whichresidential, use a commercial, sizablewould bring portion orfinancial indus- Theof the same conservation measures should be applied to com- weather-strippingwindowsfloors,inuse attics in and existing and where around doors, thehomes around heating greatestcaulking by outside 35 andheat aroundto 50 doors air-conditioningloss percent. windowtakes can alsoplace,Insulation and conserve ductwork.doorin outside can frames, energy.be walls Storminstalled and Inand forbuses.residents one-fourth Besides are of conserving thisescaping country's bytraffic joining energy jams vanpools andconsumption. creating or carpools, worn In the nerves, or Valley, byTransportation riding they is a prime conservation target since it accounts consumersaddition, learning in reducing to utilityread bills an electricby enabling meter them can to maintain be helpful a daily to E-22 save on car wear, gasoline, and insurance costs. 0 Conservation is the conscientious practice of using good tech- E-23 vationandtheeconomicnology environmental practicingitself to becomesextendbenefit. what ourBy impacts.an we decreasingdwindling energy have Conservation learned.source. resources. the demand Properly is a for matter practiced,energy, of educationit reducesconser- Over time, it has an

0 10.takenthatlifetime.gas. Energy millionscanThese But be are thetrapped of commonlyforests,years by to the homeowners form. Alternatives used,streams, They nonrenewable and cannot and even businesses. thebe resources replacedair contain that in energyWhen ourhave we think of energy, we usually think of oil, coal, or natural Even the thoseandenergy whoseas manycan homes provide as 5,000 were a savingsare constructed in use for throughout all to electricity utilize the solar consumers, Valley. energy. TheWood modernnot just heaters are another popular alternative energy device, tivegarbageis energyenormous. we source. create In fact, isThe a everypossible amount year, energyof solarthe solarsource. energy energy reaching contained the earth Solarin the energy is probably the most widely popularized alterna- andInwinterient,versions addition, provideand heating muchof foreststhe a bills ready safer.old by coverwood source50Homeowners percent, moreheaters of thanfuel. or are are more,half more finding the through efficient,land that areause they more ofof can thethe conven-heaters. cutValley, their energyfoodsolarfuelimplemented and costs in energy thefibers goingoil whichweis becoming up,burn.grow use while Inin the thethe nonrenewable ansun's Tennessee United increasingly energy States Valley, to energy produceis attractive greater projects supplies electricity. than havealternative. dwindle,all been the With synthesisremarkablyplant material may uniformalso in be any aenergy promisingform rangingcontent supplemental offrom about algae fuel.half to that wood, of Thecoal. has stored Aa chemical energy created in vegetation by photo- Biomass, or theseCurrently,materialtovoltaicSeveral systems residentiallikeconversion the silicon practical.cost isand isunits. tooused commercial high to convertand the facilities theefficiency sun's are rays toousing lowto solarelectricity. to make pho- In these systems, a wafer-like cell of a varietyuseabledesignedinvestigated.cally ofgrown land energy to for andconvert harvesting forms.water 3 crops,percent and which burningof the might solar as be fuel energy easily material, and falling economi- are on being it to It is estimatea that if an "energy farm' could be If so, a farm the size of Texas (about 6.5 standardstionswater. have In fact, for been highly thousands funded efficient, by of the residentialenergy-saving Tennessee solar Valleyhomes water Authority. and heating solar installa- DesignhomesSolar energy can also be a good way to heat buildings and solutionassociatedthepercentis Unitedbeing ofcould donethe States with helptotal to large-scale bring supplyU.S.in the existing land ournear area)future energy future.and could energynew farming, techniquesfuel needs. all the but In for energy theeven biomass Valley, aneeds partial workuse of to There are some problems demandpeakmanagementplace.have been demandBythe by developedabout end activitiesby of 300 about1982, andmegawatts. hadTVA's800 a Valley-wide reduced megawatts energy The conservation, theassociated certification andpower the system's energysummer solar, program andsavings winter peak isload in steamingprocesscommercial fuel boiler; oil,of burning gas, gasificationapplication. and wastes charcoal. Theyfor inuse aninclude inoxygen-free firing direct a boiler; combustion chamber and pyrolysis, and for userecover- in a a exceed 1.5 billion kilowatt-hours annually. As a matter of fact, solar E24 created by homes and business. Studies are underway to determineLandfills across the Valley are bulging with the solid wastes Tennessee,how we can the moke city usehas ofbuilt our a growingplant to burnvolumes 150 tonsof refuse. of refuse In Gallatin,per day. E-25 thatothereration.incinerator,This usesharing by-products Suchboth industrialof steam systemsheat as or fuel.and steamplant, can Hospitals,electricity use fromor electriccoal, a single universities,in woodchips, their power source, operation plant, and such municipal similar is areas called a candidates solidinstitutions waste, cogen- waste or sourceforhas cogeneration been to pump used water projects.for heating and drive homes motors and forcooking about meals. as long In asthe wood Valley,In some parts of tho country, wind has been used as an energy energythehowever, lack potential of wind wind has data. and received dataSteps are veryare being beinglittle compiled.attention, taken to largelyassess because the wind'sIt must of be remembered that many of the alternative energy largetionsourcespossibleused or scale, data. sparinglyare damage stilltheywouldFor in some, untilthe to design theythe bethere economicallyenvironment. have stage;are onlybeen some limited thoroughly impractical. have applications little testedback-up Others and,because informa-must on be a of andforsources renewable the identificationmust besources considered of of new energy, fortechnologies. our as future.will the The study search of new will resources continueDespite their drawbacks and shortcomings, alternative energy id .-1 .7 1 I i1 " 4 ; same sort11. of high-octane Synfuels gasoline ordieselfuel used now? A blendedWhat sort of fuel will cars be using in the year 2000? Will it be the morein synfuels. environmentally Research and and development economically efforts acceptable aimed at conversion achieving be"squeezed"brew plugged of gasohol, infrom occasionally orrocks? even straightVehicles for a alcohol? recharge. might be Why electric not one and of just thoseWhatever need fuels to that future fuel is, officials in government and indus- electricity,plantprocesses for converting ishave under been constructioncoal underway to gas fuel, in for California. which many will years. be burned A demonstration to produceSynfuels share certain problems with shale oil and coal. Like improvedpossibilitiessystemtimetry have when can begun conservation petroleumthat no tolongerwill realize help will depend practices,extend thatbe in the ontheshort United and petroleumlife supply of(2) availableStates development and to maykeep ourresources be transportationit going.ofnearing crude are: Two the(1)oil samesynfuelwithshalecostly. conventional environmentaloil, plants Since they are cannotsynfuels energyhigh, and be andare safetyatproduced madetoday'sthe problems.conversion from prices.cheaply coal, However, Constructionprocess theyenough have complex synfuelsto many compete costs of and arefor the WhysubstitutesFirst, don't we we(synthetic haven't know morehad fuels to aboutor worry "synfuels"). synfuel about production shortages, and and availability? second,This countrywe currently produces only a small amount of synfuels. thedescribescleaner conversion to makingburn process. than "oil coal out becauseof a kind muchof stone" of the the sulfur first knownis removed patentSynthetic in oil and gas are not new. An English document of 1694 Coalsive,haven't isdirty, one.really and Unfortunately, investigated can be potentially the chunks possibilities. damaging of coal Also,cannot to thesynfuels run environment. automobiles. are expen-What are some of this country's possible sources for synfuels? andforpoweredDuring shale used oil. Worldit theirfor Europeans lamp Warplanes oil II, andand whenlearned fueltanks German forto with convertheating liquidoil supplies coalduring fuels into madethe were flammable last fromcut century. off, coal. gas they ofatoms,coal,naturalHowever, the petroleum, other butgas, coal coal two.that can contains can and be be made gasare used more into for composedcarbon liquid the purpose. andand gas ofless hydrogen fuels,All hydrogen three similar fossiland than to carbon fuelsoil either and It can be converted into synthetic oil or synthetic fuelworld.readilya limited fortransportation. One available. basis began for operatingToday,more In Baltimore,than there in a the century are 1950sMaryland, two before syntheticto supply the natural city Southoil was plantsgas Africalighted became inSynthetic withthe by gas has been around even longer and was used on carbon,natural gas producing by adding a synfuel. hydrogen to its carbon atoms or by removingThe abundance of the coal deposits in the United States, com- electricityfolloweda coal-gasbirthspan ofof another.suitaor plantgeneration, natural until as the earlygas. we1940s, Perhaps, aswill 1817. see when the in onlydeathmany a of fewof one them more synfuel converted years, era or and the to the In fact other American cities pared to reserves of oil and natural gas, is one reason for our interest (*.I p.4 !: E-26 Z11

OBJECTIVES:Meter Matters I Seetion. ENERGY(2) Students RESOURCES will discuss matrix ways for to backgroundreduce home information. electrical usage. (1) Students will record measurements of electric consump- READING = 13488 cardboardMATERIALS:felt crayons MeterYourofon your Electricthe is Located outsidehouse homePREPARATION:publication electric onmeter how to read your electric meter PROCEDURE: Have students read their home meters for a week and record model and let students practice reading the model meter. PrepareExplain howa handout to read with an meter electric dials meter. and allowMake students a cardboard to fill thetheirinformation).use current data. more Examine electricelectricity ratethe than data for others.your together area Calculate and (check discuss the an costelectric why pc some rbill week forhomes usingthis in locatedamplethe correct on at thetheir numerical board. homes. Ask students where these meters are typically Familiarize the class with electric meters by drawing an ex- value. theenergycanusage. datareduce saving collected Calculate energy ideas earlieruse the for incosta theirweek.and savings. seehomes. Compare if there Ask these isfor any volunteers meter reduction readings to intry power these with Brainstorm with students and generate a list of ways students numbers,dialsthousands(a)For Metersreading from read rightor mayelectric tens theto have leftofsmaller meters, thousands either number. remember four of orkillowatt-hours. five two dials, rules: measuring Read the (b) When one hand is between two (electricitystoves.totallypower, electric Calculatewhich plus housereduce cost the ofwith total thewood homes costsamount and of thatso energyof on), useelectricity gas for heatthese used. or types wood-burning Compare of homes a Some homes use other forms of energy, in addition to electric I E-30 FOLLOW-THROUGH: E-31 energy.compceAverage"TRASH differentthe ENERGY energy homes. AL;:;.:RNATIVE scurces Explain together whyACTIVITY' bysome converting forhomes BTU conversions.)useto BTUs. more (Seetotal Now Carry out a sii niiar activity for natural gas or wood use. companydiscuss power conservation and job opportunities with the power Invite a representative from your local power company to '1 - I. II (4,20( KiloWArrilOLIKS2110v 3w Jul% U3 41hP. 1',\ TIM 64 2.37 5.01. II 1.215 Your Electric Meter

(-1 rt r r.n. -ti Practice reading an electric meter STUDENT WORKSHEET Take meter readings at home READING = 13488 READING DATE READING = READING = DATE READING = 66190 READING = DATE READING = READING = DATE READING = 24713 READING = DATE = READING = DATE 1 "1 METER MATTERS - STUDENT DATA SHEET E-33 Regular Energy UseWeek 1 S M T W TH F SA Conservative EnergyWeek Use 1 S W TH F SA DailyReadingkWh Temp. Used ReadingDailykWh Usedaily Tem. MT Week'sTOTALRUNNINGHigh/Low Average kWh / / /// // Week's AverageHighTOTALRUNNING /Lowe =kWh / .",/,/ ,// FutureOBJECTIVES: Homes (1) Students will research current solar energy technology researchefficient.practices further. used in Have home the building students today gather to makepictures, a house if possible, energy of Then assign a topic from the list to each member to StudentsandENERGY energy will RESOURCES conservation draw a model matrix practices or blueprint for background in energy of their information.efficient desired homes.home. See (2) themenergygathered include saving in their anydevices. data,research drawings to design of devices, an energy or efficient pictures home. that help Have When the group meets again, ask them to use the information solarfeltnewsprintMATERIALS: crayons energy or posterboardsreferences andhomeexplain explain or the draw house. why a blueprint. they You designed may Then wish allow the to homehaveeach them groupthe way buildto presentthey a model did. its houseof the thewheredevelopPREPARATION- "Solar these a listHomes can of resourcebe Design found. materials Portfolio"Write TVA's tothrough be technical used interlibrary for library this actitivity andloan. request Solar and Discuss this activity with students. Work with students to building.U.S.andcooperativehome home is blueprints 6 to builders. extension10 times may Note: alsotheservices, Theamount be obtainedsolar architects, of energy energy from localstriking libraries, needed lumber a building universities,to companies, heat in that the PROCEDURE. Divide the class into groups of four or five students each. Ask tors, solar (photovoltaic) collectors, sunspaces, and thermal curtains Thermal windows, solar wall heater panels, hot water collec- the groups to list every possible use of solar energy and conservation E-34 are a few of the many ways solar energy can be trapped and r ,) used, WINDOW TREATMENTS TO CONSERVE ENERGY E-35

" S :', ' 0 CONVERT AN EXISTING HOME TO SOLAR throughhavefamilysouth-facingenergy, beenof ductswithfour, installed wall afit from big,on space. the south-facingthe between roof. panels Two Upstairs, solarthe into roofwindows. hotsecond fan-assisted and water a floor Fans generouspanels, wallrooms. blow heaterenough amountthe The hotpanels forfront airof a If the porch side of this house faces south, it is a natural for solar costs.buildingsFOLLOW-THROUGH: Have use students a variety make of conservation a list of conservation practices practices to reduce used utility in Conduct a scavenger hunt in your community. "Energy wise" wintersummer,porchfacing hasnights,walls.have the been windows TheSunporchthermal converted closed-in Curtains that can into andcan be aare shadedinsulated beSunspace, drawn opened with overeast with fortrellises alland ventilation.glass the west windowsor on shades.walls the south- ofin theOn In the theirandThen"energy pencils.either communities. divide wise"a thepolaroidEach buildings.class group To camera intoprove should Useteams thatwith this use andthey 1list orthe provide to found2 listdeveloppacks to each, eachfind of your filmthese haveteam scavengeror buildingssketchthemwith the either pad hunt. listin house. COLLECTORS I-4 QT WATER takeisexactprove "energythe a photo winner.locationthey wise." haveor ofdraw Thethebeen abuildingfirst picturethere, group andhave of to the areturn themstatement energy withsubmit eithersaving of awhy map photos practice.this showing building or drawings To is the HEATERS WALL E-36 SUN PORCH 2:;- Fuel Eaters tion.depleteOBJECTIVES: See the ENERGY world energy RESOURCES supplies matrix at the for present background rate ofinformation. consump- Students will calculate the amount of time necessary to energyMarknumber this that of 2025 blocks will A.D.be that left Tell inwe studentsthe consume year the2025. in uncolored a 25. year blocks period represent (as above). the Then switch to another color and, again, color exactly the handoutMATERIALS: "Energy Content of World Resources" (included in activity) graphcoloredPROCEDURE: paper pencils exajoulesstudents.Each box (EJ) is equalis equal to 250to 1018 exajoules. joules (10 raised to the power of 18 ). Explain the handout "Energy ContentThe International of World Resources" System tounit of energy is joule. Each worldtothat 2000. consumption the people How many of (see the blocks figure).world arewill Explain there?consume that it in is the this 25-year amount periodof energy 1975 Ask students to count the blocks that represent cumulative resource).nium,ofpiece world tar of sands, energy graphThen oil paper haveresources. shale, themand oil, draw coal,Usingcount anda aoutline colored natural thisaround number pencil,gas them, (all colorb'ocksof This blocks in is forthe the everyon boxes total a Now, ask students to count the "total" number blocksura- 2000equal AD. to cumulative world consumption from 1975-2000. Mark this 2,7o E-38 0(d 3 1 the energy is used up. What year did this happens? How many years Repeat this process using different colored pencils until all of E-39 FOLLOW-THROUGH: Nonrenewableresourceswere required are tonotEnergy consume represented Sourcs all of for in the 1984",the energy handout? and resources? the relative What amounts kind of Referto the diagram "World Consumption of Renewable and surfaceHowequalcontent many area.cumulative of world Letpieces this resources. world oftotal cake areaconsumption are Divide represent there? the Dividecakefor the the total into the past amountbites class 25-year or into ofpieces energy groups:period. that Bake a rectangular cake. Ask students to determine its lifespanrates?(usethe energyhandout of Howall of energy ourresources might will nonrenewable be resources) an used increaselisted up in ifthe thesources?these in fastest? percenthandout. energy useWhich Whichsources of resourceswill of are thelast usedresources the affect longestat 1984 the in tions.anotherpieces,parents, Let parents andcakechildren, so hidden takeon. children's What theready first generation children,for pieces these of andchildren cake,will so not on, children that have for areseveral cake? the left second out.) genera- (Have Have interested students find the energy content of the Nuclear 2% ydropower 5% thisfactGraphpresentUnited decrease anStates rate exponentially of resources. use?the expected If energy increasing How lifetime use long increasedenergy-use willof various these each resourcesenergycurve. year, resources? how last wouldat the ssand (mostly crop wood, residues) 13% NonrenewableWorld Consumption Energy of Sources Renewable for 1984 and TakenWadsworthSources: From: U.S. Miller, Publishing Department Jr., G. Company, r., Environmentalof Energy Belmont, and Science:World CA, 1986, Watch An p.194.Introduction, Institute fi 0 = 250 Exajoules ENERGY CONTENT OF WORLD RESOURCES STUDENT HANDOUT I AN Cumulative World Consumption, 1975-2000 12,960 EJ -4 TarUranium1111111111111111111111111111111111111 Sands 639 4611 EJ EJ Oil Shale 5287 EJ MI 1 Lj 1 Oil 12,296 EJ I 1 TIMM! Natural Gas 16,846 EJ Coal 223,780 EJ these"probable" categories'This resources figure total 1.7 isof very uranium.million low metric because tons it orincludes 249 EJ. only the "reserves" and In proportion, U.S. resources in (TakenSource: from:U.S. GeologicFowler, J. Survey. M. Energy Professional and the Environment.Paper 820, 1973. (New York: E-40 McGraw-Hill) 1975. (-) e o OBJECTIVES:Trash Energy Alternative (1) Students will measure the amount of waste paper the class inheat. pounds Convert by 5000. the weight For example: of paper 32 to BTUs by multiplying the weight Use the estimate: 1 pound of paper is equal to 5000 BTUs of lbs. x 5000 = 160,000 BTUs thatthrowstion.electricity. could away be Seein generateda ENERGYweek. (2) ifStudentsRESOURCES the waste will determinepaper matrix was for the background burned BTU's toof energymakeinforma- schoolthe(per school. week). year Then to determine multiply thathow number many BTUs by the are number being ofwasted weeks at in your the Multiply the class figure per week by the number of classes in classroomboxMATERIALS: or drawer paper trash school in one school year. PAPER IS INCREASING IN MUNICIPAL WASTES PREPARATION:bathroom scale or triple-beam balance scale ,e,ApA ifomook- currentlyburned to is produce being wasted. heat. These This demonstration things are a source will show of energyone way that to Many of the things that we throw away every day can be ifr40-1&.§1T '='°d1. .4"--146`..P."--4714 -* t/abb,1kfil4I -25-, 't te\ i convertPROCEDURE: trash into fuel. ,.. SIW4- -ow-- ,, week,paper,paper. weighWeighdo not thethe crumple amountbox and it, ofbutrecord paper place on your ait datain class the table. box. has When Atthrown the you end away. discard of the Be Set aside a box or drawer in the classroom and begin to save 20 MILLIONS OF TONS CONSUMED '/0 60 BO sure to substract the weight of the box. E-42 above,(One BTU determine is equal howto about many one kilowatt-hours match striking.) of energyFrom the are information stored in One standard kilowatt-hour is equal to 3412 BTUs of energy. E-43 TEXTI ijszRUSBE. ,?LASTIG the paper that is wasted by your school in a year. \ I Examine the graph "Paper is Increasing in Municipal Wastes" ! I inandon 1986the the kilowatts. United previous and 1996? States,Find page. outConvert What how Can percentagemuchthe you annual predictelectricity figuresof the this in amount BTUselectricityon the is graph ofused couldpaper intoeach be wasteBTUs yearpro- GLASS 1 I 4+o-so%PAPER nnn r ( MFTA LS vit aftercouldduced recycling, beby recycled.burning convert waste To thedetermine paper? percent tohow a decimal, much paper multiply would it times be theleft Use the second illustration to determine how much paper MISELLANEOU S (0 0/0 FOOD AND wanttheFOLLOW-THROUGH:BTUs amount to recycle?from which paper couldand subtract be used the for amount electricity. from Whythe total. then This might reduces we L wA s-rE s33-43% JUG solidproblemsgeneration waste assiciatedenergy be possible facilities with in incineration yourwhich town? generate plants? What electricity. are the environmental Would co- Write to Gallatin or Nashville, Tennessee, concerning their electricavailablepaper in plants the to generatefuture. like the How oneelectricity? will in Gallatinthis affect or theNashville? amount of waste paper Electronic or paperless offices will use a large percent of Will this affect waste to energy 6 '0 1=7 1=71=1 RECYCLE TRASH ENERGY ALTERNATIVES E-44 SolarOBJECTIVES: Energy Alternative back-to-back, as shown in the drawing. Lay the compass inside the productiondiscuss large in the scale United applications States. See ENERGYof this device RESOURCES in electric matrix power for Students will observe a solar cell producing electricity and wrappedcompassfolded-upas possible. tightlyside. and ThisThen, incardboard the will windcenter make about stand. soreading that 100 Makeit turnsthe covers compass ofsure magnetas littlethat easier. ofwirecoiled the around compass wire the is backgroundMATERIALS: information. ofunwinding. the enamel Trim from these the ends wire totips about and install12" in thelength. alligator Then clamps. scrape 1/2" When finished, twist the ends of the coil to keep them from compassgalvanometerblocksilicon ofsolar wood cell or voltage meter tapetwosmallcardboardsolder small spool alligator of magnet clamps wire (#28 wire or finer) Galvanometer PREPARATION:glass,flashlight plastic, or table or cellophane lamp conveniently.cell to the block Set ofthe wood solar tocell secure aside. it so students can handle it AttachNext, two build 12-inch a simple wiresto but verythe solar sensitive cell with device, solder. a galvanome- Tape the PROCEDURE: oneter, tois showeasy. thatCut theand cell fold can two actually pieces ofproduce cardboard electricity. and Making glue them E-46 ment for several small groups. Older students can make the galvanometer. Provide equip- shown. Arrange the compass so that the coil lines up with the needle. Connect the silicon solar cell and the galvanometer as E-47 Light source Galvanometer

' When you expose the solar cell to light from the sun, a In California, commercial power plants are using solar water strongermagneticandTheflashlight, electricproduces the fieldor currentelectrica tabletries a weak to lamp,producedcurrent, pull magnetic the the compassby more the field solar it needleneedlewillin cellthe pull flowswill E-W inthe that move. compass direction.through direction. Here'swhy. theneedle Thecoil This Alto,contactthismuchcollectors new California like the technology any toElectric generate other94303 Power power (Solaror electricity(415) Researchplant. Power 855-2000. Have andTower). Institute, students provide P.O. fndthis Box out to 10412,consumersmore about Palo For more information whatglass,in the happens E-Wplastic, direction. or to colored the compass cellophane. and Now record ask their the studentsobservations. to observe Use Vary the light reaching the silicon solar cell by 'clocking it with effectlensesyou candoes and substitute mirrorsthis have to flood onconcentrate thelights voltage for the produced? sun.light on the On solar a cloudy cell. What day, Most commercial solar cells come with information on the multiply(aboutwouldvoltagescost of be1000the to and needed determinesolar watts). wattages. cell, to theprovidethe Ask efficiencycost students energyof the rating, cells tofor calculate anneededand average the how toexpected produce sizemany house peakcells this Using the cost per solar cell, have students howeverexpensiveelectricity?in"ballpark" the Valley? your solar(Most estimate.) estimate cells, commercial regulators,usingWhy aren'tthe solar smaller converters,solar cell projectssolarcells utilizedcells and require shouldstorage on largera give larger devices, youmore scale a FOLLOW-THROUGH:mighton efficiency, reduce the new cost technology, of using solar energy cells. trends, Solar cells and areother used to power Ask students to find out more about solar cellsconcentrate factors that solarownersintionsatellites. the to cells U.S.power are Developing onare using devices a usinglarge them likesolarscale countries to radios, power cellsbe economically televisions,toare outdoor power using electric solarlights. and sound? telephones.cells Whenfences in communica- and Farmers home- might using E-48 HOW MUCH OF THE SUN'S ENERGY REACHES THE EARTH? SOLAR HOME HEATING FEASIBILITY E-49

Maximum Feasibility may be entirely heated Regions of the different degrees of feasibility of heating houses by solar energy. heatingMinimum can Feasibility be provided only a small part of space canEngineering be obtained Feasibility only a portion of(Information heat Source: Energy Sources, The Wealth of the World, Ayres and Scarlott (New York: McGraw-Hill, 1952) OBJECTIVES:discussFuel the role Cellof fuel in our energyAlternative future. See ENERGY RESOURCES (1) Students will construct a model fuel cell. (2) Students will cells.termine what materials are necessary to make real commercial fuel Ask students to research zinc and hydrogen fuel cells to de- MATERIALS:matrix for background information. separatePROCEDURE: container, prepare a mixture of one part flour and four parts First, pour all of the graphite into a mixing container. In a thinpowderedlargerubbernonmetalic sheet gauze band of graphitemetalmesh orpad string or(zinctube paper(one (plasticor galvanizedtube towel hairof powdered roller) steel 9 graphitecm x 5 cm) fromContinuewater. the Add gauze until this there pad.to the is (If graphite,a you consistency do not a little have of at thick gauze,a time, paste, try stirring alike paper peanut continuously. towel; butter. fold Cut two strips as wide as the hair roller and about 18 cm long saucerwatersaltflour lubricant recommended) andapplyit into begin thefour graphite tolayers roll the and paste strip cut around toit tothe size.) first the 8roller.Lay cm. one CoverWrap gauze the the entirestrip entire down strip width. ontoand To assemble the air electrode, lay the hair roller on the paste galvanometerPREPARATION: (see the activity "SOLAR ENERGY ALTERNATIVE") steel)the unitroller. into aside Puta tube torubber dry small (at bands leastenough or 24 string hours).to fit aroundinside the the air gauze electrode wrap and(but setdo For the zinc electrode, roll the length of the zinc (or galvanized waterfuelinare this either(one asactivity theelectrode), dangerous electrolyte.is considered airor asdifficult theto be oxidant to a getform in (the ofsmall fuel other quantities.cell. electrode), It uses The zinc and device as saltthe Making a real fuel cell is difficult because the right materials zincthespoonselectrolytenot air electrock, insert electrode of ithot byyet). into waterdissolving has Wrapthe hadandtube the a pour acore. secondchance tablespoon into It should gauzeato saucer. dry of be stripout, salt a snug insertaroundin two fit. the orthePrepare threewrapped zinc. table- theAfter 0 1 0 E-50 E.51 FOLLOW-THROUGH; Zinc Electrode electricity?adantagesmightremote fuel TVA cells of broadcasting, using be used fuel in cells the or future?forhome powering video What recorders,wouldvehicles be orsome etc.)? providing of How the How are fuel cells currently being used (space vehicles, galvanometer (see the activity "SOLAR PlasticENERGY Hair ALTERNATIVE" Roller for To test the battery, clip one of the alligator clips from the Graphite Soaked Gauze Galvanometer waterensureintothedirections other the soaks such graphite. toon the intocontact.how graphite the toCut make gauze,Stand away on one) the thesomeelectrochemical to airfuel the electrode;of cell topthe inof gauze, thethe thisaction saucer.zinc clampif necessary,electrode. should As must the start. biteClipsalt to electricObservemade?effect current?does what Compare this happened Substitutehave a D-cell on to the thea battery drygalvanometer? compass. cell to battery your Is thefuel Howfor fuel cell.the are cell fuel D-cell generating cell. batteries What Electrolyte (salt water) 3 ' -) ). t I InsulationOBJECTIVES: PREPARATION: tion.insulator. See ENERGY RESOURCES matrix for background informa- Students will experiment with materials to determine the best ofbelow. each Make box. Plugseveral in thefor lampsgroups to to make use. Placesure the the bulbs lamp work.in the center Prepare boxes by cutting windows in all four sides as shown MATERIALS:100-watt light bulb in a ceramic socket PROCEDURE: Have students to work in groups. Provide each group with a variouscardboardthermometers materials:wood, boxnewspaper, aluminum cloth, foil, otherglass, plastic, wouldboxRecord and like lamp. your to test predictionsThen and have predict toeach refer the group insulatingto later. decide ability which of materials that material. they clockmasking tape Leave top solid materialInsulating Thermometer Cut Cut wincZws in 0114 sides windo:/4"111 Cut a hole for the lamp cord 3 .e. MMAA ,r 1° Box Open at Bottom E-52 Thermometer r) tape thermometers to the outside of the insulating material, and turn Insert insulating materials over the holes and tape as shown, E-53 sulatorsthematerial lamp ofon (Seeheat for 5studentthan minutes. others? data Record chartWhich theexample of rise the inmaterials at temperature the right). was forthe eachbest Discuss the results with the class. Are some materials better in- Material: STUDENT DATA CHART Before Temperature °C After ofairinsulator? thespace material? betweenWhy is full the insulation layers. How now does required it affect in new the houses?insulating ability Try making "double layers" of insulation materials with a dead WoodFiberglassAluminum foil FOLLOW-THROUGH:rials are us Hove the students investigate what types of insulating mate- in their homes. What materials were used most com- MetalGlass homesthemonly? materials tightly Why? commonlywith Does insulation. the used data Why? in you homes (See gathered areAir theFactsheet, in best the activityinsulators? "Indoor show Air.") that Recently, environmentalists have questiond sealing up ClotNewspaper OBJECTIVES:Draft-O-Meter in a given area. See ENERGY RESOURCES matrix for background Students will conduct investigations to determine energy loss Nit \\X\i\-,,,k\VI \11.11.1\ \\,\\ - - \' MATERIALS:information. Tape to hold plastic wrap to pencil thermometersplastictapepencilsreference food wrapmaterials on home energy conservation Plastic food wrap ///, PREPARATION: Make several draft-o-meters for the class to use by cutting 12 eachcmconditioning)ment.plastic by pencil 25 Drafts wrapcm and strips causegently in let summer. theof either andplastic rest note ahang lossfood how freely. of wrap. heatsensitive To Tapein testwinter theone the wrapor edgedevices, a loss is of to ofa blowair strip"cool" move- the to (air PROCEDURE: Demonstrate how to use the Draff-O-Meter./ //- Any movement amovementdescribingwill "medium""large" indicate draft. thewould draft,a draft. Divide"strength" beand You a students if"small" the might of sheetthe draft, wantinto drafts. extends groups ifto the devise sheetout of three.likeyour quivers, a ownOneflag it methodwill would record befor For example, only a slight 01.,) 7 n E-54 3 E-55 0-Meter.theclassroom data, Haveone and will students schoolread the predictbuilding. thermometer, where Have therethem and mightwriteone will thisbe use draftsdown the andin Draft- your then table.determinetochart).have prevent studentsDiscuss Where it?recommendations. Havetheweretest groups for studentsthe drafts. strongest results havebrainstorm as drafts?them a class. recordor Why? use their refemceWhat results could materials (see be done data to Fill this information in on the data Location Draft Strength STUDENT DATA TABLE Large serveHow could energy you here? con- Classroom Window Small X Medium sealUse airrope leaks. caulk to Classroom Door X whenatrollKeep bottom up doorclosed. towel ofclosed, anddoor lay FOLLOW-THROUGH:energy?business. What could the owner do to decrease drafts and conserve Conduct this investigation in their own home or a local CanOBJECTIVES: A Can Or Recycle When you are finished doing this, pass out the handout, "Soup calculateamount of how energy much needed energy to is produce saved by a can.recycling a can. (1) Students will perform calculations to determine the (2) Students will See andenergylookCan soContainerover didon the untileach handout youEnergy step have require carefully.Cycle" defined such provided Ask theas gasoline, typethem with of to energythe tellelectricity activity. you for what each (from Have kinds step them ofin coal), MATERIALS:ENERGY RESOURCES matrix for background information. thedisposeused. process. First of ithave in a themlandfill. total Next all havethe BTUs them requiredtotal how to many make BTUs one canit would and Then, ask the students to total the BTUs foreach type of energy handoutPREPARATION: - Soup Can Container Energy Cycle (included) landfilltakerecyclingcling if thethe one cancan thecan. were tocan? determineWhat recycled. kind how of Subtract energy many this BTUsin BTUs amount would would from be saved bethe saved total recy- to by activity for BTU definition.) Explain what a BTU is. (See "TRASH ENERGY ALTERNATIVE dividerdof energygasoline by into 124,240 by their not equivalents.tohaving equal to0.016 mine For gallons example,the tin of gasolineore, if you it would saved savings equal 200 per BTUs can.200 Using the chart included, "BTU Equivalents," convert the BTUs thetinPROCEDURE: soup can throughcan on the disposal blackboard. at a landfill. Begin Whenwith mining they arethe finished,tin and follow ask Ask the students to help you draw the energy cycle of a single tinyear.canIf cans the or cansCalculate they50 seconds were use recycledinthe theirof energy walking. homes and savings not Have in littered one theif theweek, studentsyou cans would one were estimate month, save recycled. 10 andhow BTUs onemany per studentstotationthem couldadd ifor theyany be openinghow recycled?leftsteps they out the which wouldany can "energy to?mightchange Don't cchave the nsuming"forget drawina been the stepsleftlabel! to out.show suchUse Then how theas transpor- handoutaskthe canthe steparerecycle made process theirof steel to tin recycle coveredcans. Today,them. with tintin andcans it arewould not take recycled a complex because multi- they During the World Wars, U.S. citizens were encouraged to rs. E-56 0 3 E-57 BTU EQUIVALENTS 7.5 kWh of electricity. If the average cost of one kWh was 5.6 cents, Recycling one pound of aluminum cans (26 or 27 cans) saves 1 KWhton coal electricity 26,200,000 BTUs 3,400 BTUs Culturalhow much activity money "WASTING could be WASTE"). saved by recycling these cans? You might want to start your own class recycling center (see 1bbl1 barrel crude (bbl) oil fuel oil 5,825,400 BRUs5,800,000BTUs 1lbbl cubic gasoline foot (cu. ft.) natural gas 124,240 BTUs 1,032 BTUs 5 seconds1 cord wood walking 20,960,000 BTUs 1 BTUs BTUscan.FOLLOW-THROUGH: In to 1983, mine andthe transportproduction the of ore, one to aluminumproduce the can aluminum required from 6,365 the Have the students repeat the activity using a single aluminum videdContainerUse92ore, percent andthis in this fabricateinformation Energy lessactivity. energy the Cycle Answer metaland than to the makeintothe mining other samea can.a handout information andquestions Recycling producing similar asked aluminumon toaluminumthe in the theSoup onerequires activity. Canpro-ore. u ck a TRANSPORTATION 20 BTUs 300OFMINING BTUs TIN 1111> METAL PROCESSlNGMANUFACTURER 2.00 BTUs STORAGE AT FOOD PROCESSOR 5 BTUs PAPER LABELSovQ2 6T U 5 TRANSPORTATION Z BTUs CANNING 0-100 BTUs REPROCESSING 100 BTUs Sou =.ner3y Can Container: Cycle STORAGEON SHELF 5 BTUs CLEAN UP LITTER CANELECTRICAL OPENER 1 ETU TRANSPORTATION5 BTUs to BTUs A PRA DISPOSAL DISTRIBUTI FOOD ON 20LANDFILL BTUs E-5820 BTUsNETWORK t:i OBJECTIVES:Energy Flow Model Hint: More holes near the top will speed a team up, but too to RESOURCESdemonstraterepresent energy. thematrix Second (2) for Students background Law of will Thermodynamics. information.use the energy flow See model ENERGY to (1) Students will prepare a model of energy flow using water many holes will cause the water to dribble out as waste. 2-literMATERIALS: size plastic bottles (remove tops) glueicescissorslargepegboard pick or tapecontainer(to punch (or cardboard) (or holes) hose) PROCEDURE:felt crayons waterthe piecemodel flows of shown intopegboard. the in thecontainer Punch diagram holesbelow. by gluingin the orsides taping of the plastic containers bottles soto Form teams of two or three students each. Students will make topwins. containerenergy only waste" andfull continuein the sink. pouring The first until team the tobottom fill ifs containerbottom Anycontainer water Thethat objectdoes not of theflow game into ais lower for the container team to pouris lost water as into the team and compare times; the team taking the least time wins.)(If there is only one sink, do this activity outside or time each E-60 ENERGY FLOW MODEL waterAll of like the the energy sun? comingWhy is lessin is energy eventually available wasted at eachin the lower sink. level?Draw a Discuss the results of the activity. How is the bucket full of E-61 UseFOLLOW-THROUGH: the model to show energy loss in power generation. Let forhavereceiveenergydiagram every students flow energy orhole havethrough thatpunch in students thiscan the one model?successfully environment. "energy draw To a t(!x" diagrammake pass Why hole thiswater arethatfrom activity four emptiesto this the levels model morenext into all level. realistic, tothatthe show sinkcan throughoutleveltothefirst heat; can level the be the third representelectricity system. level canthe to light sunrepresent forming(or heat steam plants; or other to theelectricity; work). second Energy andcan thebe is coallastlost HYDROPOWER GENERATION TRANS11SStON \is Al LS NES Ak4VALIO , PENSTOCK 111I1 IiMill.111P41TRANSFOR/111.1kSTEAUP AIL NPM SUBSTATION T PAW S FOASTEP oos4N AP .1 11 .FiatE.4STIPTRAINS POWN FOIS,ASE Forkm----E;s. VAC tr:t11111 er-N *LT-77- ""1,21/PA4 //;v.arm* aj a ) Energy1. Resources Glossary 10. aassmossoomitmexasmar 2. AbioticandBiomass air All which physical influence and non-living living things. factors such as soil, water, Dry weight of living matter present in a species changeEnergyinFood plants chain/pyramidThein temperature.through ability to a doseries-Transfer work of or animals of the food capability energywith a repeated fromto produce the sourceeating a 3. Boilingof ispopulation.the water habitat. Water maintained ItReactor- is expressed at A suchnuclear in a terms pressure reactor of a in givento which allow area the it to orcoolant boil volume and 12. andreactors.Fuel being Rods eaten. A long, rod-shaped fuel assembly used in nuclear 4. formaBTU unit steam. of energy equal to the heat needed to raise oneBritish pound thermal unit, one BTU is equal to 1054.5 joules. It is 13. Gaseousmodified diffusion for use as fuel in nuclear reactors. A process by which uranium ore is 5. Cogenerationphere.of water from 60° Providing to 61° F a at contribution a constant pressureof power ofto 1 another atmos- 15.14. Jouleearth.Geothermal The International Energy produced System fromunit to the measure natural energy.heat of the 6 generationpowerConsumers supply unit. system. Generating in parallel with another Usually an animal that eats producers for its 16.17. Kilowatt-Kilowatt hour A unit of energy or work equal to 1000 watt- 1000 watts or 3412 BTUs. 7. food.suchConversion as burning Changing fuel to from produce one source heat, orof energythe force to ofanother, falling 18. motion.Kinetichours. energy The energy a body possesses because of its 8. waferdeadDecomposers to organic turn wheels. materials Organisms into (bacteria, inorganic fungi) materials. which convert 20.19. orNuclear Potentialtritium energy atoms. Energy created from the splitting of uranium An undeveloped source with the ability or 9. Exajoule 1018 joules (i.e., 10 raised to the power of 18). E-62 capacity for energy. 21. Pressurizedis circulated Water under Reactor enough A pressure nuclear reactorto prevent in which it from water boiling E-63 25. jouleWatt per- A unitsecond. of power in International System equal to one 22. waterwhilefoodProducer servingis from then sunlight, usedas a coolantto water,produce for and the steam simple uranium for organic the fuel. power Thesubstances. plant.heated Green plants which are able to manufacture 26. Watt-hoursumed at Athe unit rate of of electrical 1 watt per energy hour or converted 3600 joules. or con- 23. tosimpler gen-freePyrolysismake units gasoline chamber by the or use the to ofproduceburning heat, as of fuel inorganic the oil, pyrolysis gas, wastes and of in charcoal.heavy an oxy- oil The breaking apart of complex molecules into 25.24. RadiantRadiation energy -The Energy emission transferred of waves fromas light radioactivity or hest. in nuclear 26. cannotcapabilityRenewable/Nonrenewablereactions. regenerate to start overthemselves again Living resourceswhich have the Nonliving resources which 27.28 Solarelectricity.Rotor incident The amount of the sun's rays that hit the earth. The rotating part of an generator used to produce 23.29 SynfuelsproduceStator coils electricity. Fuels such as synthetic natural gasThe and stationary fuel oil part of a generator used to 24. Watershedcrudeproduced oil. fromThe region coal or draining sources into other a river than or system natural of gas rivers. or r t U ti IS\

jimmIrt--2_

, \

'41'lk :-\r\: ! i e; 72\7:\igi \ 1k k r\,..c ,-.=.,- --- -o. \` i k0 71164wit ..,..,

t_ilk 1"`1` 4, ""1""`, 11... I t-"*"'","\', ..,s-- f ... 4 5:; 1L ...z. i \ \\t. ..7...vor ,..... ,1A AIM

....,....,,,,. ,A 040,40 lgOL SU ,,,,ia-

4Bee.".:=11Mr2g.jk. AN 1 ages"A diversified of trees forest -- both in types and Is a healthy one. Continued forestValley'sand healththoughtful forest." depends planning on careful to maintain management the Benchmark Report 339 Forest ResourcesA Nuisance Concept TechnicalRequires Map Silviculture BenefitsEconomic PerspectiveLandowner'sFrom The Assistance PerspectiveForester'sFrom The IncomeExtra PracticesHarvestingRequires Good RESOURCESFOREST RegulationForest TotalPictureResource Benefits C Development) Future Needs Wood Wildlife Plant Succession Dangers GoodPracticesHarvesting SupportLandownersFrom Small Research Water Recreation LLife CycleA Tree Of Sound Management] r`, F-2 0 s. 3.2. ForestAThe 1.Forest OverviewDevelopment Is Many Things OfResources A Forest Factsheets 654 BenefitsHow Landowners From The See Forest Their Forestshe Life Cycle Of A Tree 98.7 HowThe Protection FutureForesters Of ForestOurSee ForestThe Lands Forest Land or Throughopportunities,of canproducts be1. management protected, such to Overviewsatisfy as restored,timber, ofboth forest theclean and needslands, water,renewed. ofmany landowners wildlife, of our and basic and recreational resourcesthe public.Forestry is the business of managing forested lands for a variety totypes specificindividualingproduce toof a tree forest.wildlife. woodforesters species Silvicultural for orspecific in landowners, the forest.practicesmarkets treesDepending and/orinclude can beto ways createuponselected of the controllinghabitats and goals favored for of the cleanandcomes. erosion, water. With protectionforests will from continue heavy to recreational provide soil or stabilization vehicular Foresttraffic and lands are the basins from which much of ourwater supply thisthewoodharvesting methodactivity. is harvested. used will fordetermine All removing resources its these ability of the trees toforest store and are thewater. deeply care Damage taken affected duringThe to by most the critical event in forest management occurs when the For example, the condition of the forest floor after smallhawkssongbirdsOpossum, mammals. and thriveowls, mink, liveat raccoon, the wrthin forest's our woodcock, forestsedge while feeding and certain uponrabbit. predators, snakes, frogs, suchForests and as are homes for many animals such as the squirrel, skunk, Insect-eating forestused.mayWildlifeon forest soil be habitat,byaltered lands erosion asthesignificantly andwell beauty compactionas water of depending forest quality can land, affect inon and our the the itsstreams harvesting growinguse for and recreation of method treesrivers. canresponsible recreation conduct mix with and forestry observance practices. of certain rules and regulationsThe forest serves needs for recreation, too, but only through arisemultipleresourcesprovide between use. an for excellent Thismaximum resource is not environment benefituseeasy priorities. to to carry everyone, for suchout.For example,Many outdoor using complications a activities forestedconcept as Manycalledareas canfamily forest lands are managed to utilize all the available ture,theinmarketing important thebuilding United of materials,material forestStates products these alone.and energy. trees Income provide provide The from hundreds harvesting, for forest paper of lands processing,thousands products, is significant; furni-of Timberand jobs production is a major use of our forest lands because of thoseAlso,towhich camping.surface some mayareas water result ofHowever, most the runoffin best desirablepoor whichcampingtrees tree forgrowth.mayfor commercial activityoutdoor cause Soil canserious compactionplay use cause and mayerosion scenic soil canbe compactionlocatedproblems. also beauty. lead in managedandbeenhowever,mismanaged productive managed. itforest depends forest.toThe is society usually major a Forestersgreat throughgoal more deal of use productiveforestryupon proper "silviculturar how ismanagement to wellthan make timber practicesan the unmanaged foreststandspractices. to increaseuseful have orA ment.Harvestingmanagement this valuable plan which timber will could most ruin likely the area succeed for public in meeting enjoy-Professional forest managers try to develop a strategy or forest productivity. Silviculture is the science of producing and tend- Eit F-6 (I)0 /7 r- ) everyone's needs. For instance, if an area contains marketable F-7 timber,management.usesleastoften affectofyettry an tois selectivelyrecreationalareavaluable for more for cut usersrecreation thanthe andtimber one wildlife andpurpose at timeswildlife, in the isof called area.forestthe year Balancing multiple-usemanagers which willthe

rTh 4111111 /.1 2. A Forest Is Many ThingsThe forest is a living community of plants which provides a channels. When this happens, the aquatic habitat suffers. Insect life plantssun,changing.place such orand "habitat- as Itanimals isweather, affected where living by there.plants the natural and animals forces canof the live. earth and the as well as to the interaction between the It is always waterinstance,abilitybeds,is smothered is ofraised.where the can stream by fishInbecome siltcases reproduce, oris injured lowered, nearlyof extreme bybarren are and fast-flowing destroyed.change, the of fish.summer good water. The temperature trout Gravelfood-producing waters, spawning of for the yearsgrownducegrowing 3 beforeand tons season, harvested ofyoung useful an trees acrein wood.a single wellmature However,stocked year to alike harvestablewith aa cropcrop vigorous of of corn. woodsize. trees It Tomorrow's takescannot mayThe many pro-forest be is a vast source of energy. For example, in a single oferosion.deterioration humus Unless and of litter, the soilheavyground and rains is site. protected can Exposed pick by up soilheavy considerable is verysod orsusceptible a amounts deepThe layer to ofremoval of forest vegetation may also result in some woodlike supplywood, iswater, in the and trees wildlife growing influence in the foreststhe Nation's today. economy.The forestOur is a great provider of many of our needs. Resources severelysoil.move The through resulteroded is thelands.an accumulationsoil In more contrast, slowly of if muddy andthe soilremain water is protected, freein the of streamssediment. water Asandcan you can see, a forest is many things. Forests serve many of forestsmanagedbodies.ure and also Forrelaxation afford can these significantly us reasons, thatopportunities nurture great affect the forvalue thehealthrecreation, isanimals placed of our amusement, onwhichminds, our occupyforest spirits, pleas- Wildlifelands. andthe also depends on the forests for habitat. How forests are andreachingerosionour needssoil. control. effects for timber, Howon other these wildlife resources forests habitat, are like recreation, managed water, aquatic can clean also life, water, have wildlife, andfar- ofarea. producethe species changes of plants in habitat and animals that almost that can certainly live there. will change Forestssome also Ininfluence fact, any wafer change quality. in In the heavily composition forested areas,of the forest will tationtheimproperfluctuateflows streams slows are onlylogging,normal, aredown anormally little. the channelswild waterBut fires, in when a that tendstableor uncontrolledwatershedsruns to conditionbe off stable into are grazing, channels. sinceand seriously water the the forestWhen temperatures streamsdisturbed vege-water can by be subjected to much higher waterflow and disturbance of their F-8 3.getsmakingonof water. top. thicker,The theAs In lake thesebodies aquatic or plantsDevelopmentpond of plants water, more die, which algae shallow.they grow andsink In with other totime, the their floatingas bottom, rootsthe sediment plantsin eventually the Of bottomcollect layerForests A can Forestbe traced back to stretches of bare rock or bodies ductivityeventuallyyoung forest of becomethe of soil, yellow thean pine oak-hickorynearness or other of aforest.species. seed source, In time, and this the area presence Thewould rate at which succession occurs depends upon the pro- forestsyearsandlargerprocess their the either woody leaves lakeof replaceaging or plants abovepond called or to thengrowthe grow. eutrophication. water fillsaround in begin with these leaves to bodies take and over. of sedimentwater. Over In many bare in a Eventually, bottomland hardwood This provides the soil for seedlingsareas.speciesof hickoriesbirds andinto to rodentsmaturetheto become pine trees,that forests. willabundant totaling carrythe Succession 100 enoughheavier or more can seeds toyearsbe crowd very of for theslow thethe deciduous oaks inpine some and out, It may require two or more complete cycles of pine, from largercontinues,intobrokenrock a areas, thinplants away layer the lichens grow, by depthof weathering soil andare ofwhich forest thethe first soilallows causedareas plantsincreases. mosses develop. byto thesetake toMore The takehold. lichens moistureprocess root. Fragments overAsthis in is which timeretained, process of rockturn soil fire,mainedassuming animals, unchanged there or disease. is no by interference human activity. by people These or suchare the natural virgin agents forests.Beyond as population centers there are forests which have re- thousandsplants,is created is called andof years eventually plant before succession. covered, a forest develops. in stages, by various speciesWherever of the climate is suitable for forests, the area will be- It sometimes takes hundreds of ever,harvestedAlmostdoneBy studying tomany all forests ourwhich theseremaining original and makes areas, can forests virgin itmore we difficult can haveareaswisely better to been find aremanage understand beingundisturbedpermanently them protected whatto areas. ourremoved we frombenefit. How-have all or time,windValley,ofcome nativemayforests forested, you destroy plants grow would overback.native on probably atime, For typicalplants instance,through find andabandoned tall reversenatural ifweeds you followed plantthisfarmgrowing process succession,in the thein successionthe Tennesseebut, fields given Fire the or themcutting the and nature other of man-made our climax alterationsor mature forest.so that we can learn from withtograsssummer mon,grow. some beneath eastern afterAt pioneer the cultivation the endred treeweeds cedar,of species5 years,stops. and and blackberryappearing, others,Thethe fieldnext depending would seedlingsyearsuch there asbe sassafras, wherea may mighttangle have in be of thepersim- begunabriars littleValley this farm was located. In 10 years, the old field would probably be a if tJ F-10 (:)fl 7: ' 4. The Life Cycle Of A TheTree life cycle of a tree begins when a seed falls to the ground zone in the stem. It consists of a single layer of cells which develops aboveseed.isfrom roots,abundant, anothertree. Soon the for ground. thebetter changes seed In or theThis sprouts. forbegin spring, worse,tree to Growth is whentake thenand place theis haspermanently fast soil toin as thisgetsdepend the dormant warm seedling anchored on and the or emerges moisture inactivenutrients by its tovertical rootsorintostorage phloem, rows tubesto thetissues of on woodthroughstem the in cells,andoutside the which leavesstem or ofxylem, sugar andthe through tree. root oncompounds the system.In specialized theinside soft Water flowand inner woody-typerowsfrom flows bark, ofthe from barkcells leaves cells. cells,theform beenseedlingavailable and generallyin is thewell soil adapted begins and the itsto climatic thelife inexisting a conditionsplace growing where found itsconditions. ancestors in that area.Trees have A are able to grow and enlarge using the sugars formed in Eachmaximumit is year,the forester's as growth the tree jobin grows the to makediameter it expands, sure of the theleaving conditions tree. distinct Ideal are growinggrowth favorableThe rings. condi- primary for product from most trees is the woody stem. In fact, watera processbinesadioxide chain to with build availablecalledof oxygenreactions, organic photosynthesis. in and the compounds.regulated hydrogen air unite This by within In enzymes,processa it,waterchlorophyll small moleculeuses carbonamounts sunlight,in the todioxide leafofform air,carbon cells. sugar. andcom- In tionsusuallyless produce favorable found thick onconditions. separategrowth rings, trees while (although narrow both rings, flowers usually can indicate occurTrees on reproduce through male and female flowers that are depends.AminoThis sugar, acids dextrose, are the combinesbuilding blocks with nitrogen of proteins to form on aminowhich allacids.Most life sugars produced in plants are used in respiration and thesefemaletheof same a seeds new flower, tree). tree for manywhichbegins. years. then developsWhen these into seeds the seed.take root, Trees the producelife cycle Pollen of the male flower fertilizes the ovule of a sugarsareonconverteddigestion. daily stored. are cell toRespiration converted functionsrelease energy. likeintois an photosynthesis. simple inside-cell This energy sugars process is usingSugars used in enzymes.by whichthat the arecells sugars notAt to night, usedcarry are Digestion is a process in which these stored complex thedifficultypeople,of cambium the struggletreewith respiration,makesproduces with it problemsmore fewer the susceptibleannual wood of advanced shootscells. to The area variety age.notweakened as Old of vigorous, diseasestrees conditionTrees have and and grow old like all other living organisms. Old trees, like old treeswhenpiration. toplants grow. are not making sugars, the sugars stored are used for res-Plant growth occurs in three distinctAll of theseregions processes of the plantthe are important because they allow treesinsectposer die. pests. plants For and this animals reason, aid it inis oftenthis process. very difficult Eventually to determine the deadWhen why tree trees die, they fall and begin to decompose. Decom- shoot tips, the roots, and the cambium. The cambium is the growing (1"" F-12 treewill become seedlings organic to grow matter into newin the trees. soil which will be used by sprouting tjce r' 5. Benefits From The ForestThe forest provides many benefits tc society. With only crude hardwood forests, when the foliage of young trees is eaten, it pre- further,supportforestshaping,lumber, for itshafts splitting,can suchshingles, be inthings usedmines. or railroad cutting, asin With housingfuel ties,wood awood, little veneers, construction, can processing,posts, be usedand and charcoal. furniture,as mineit isit usedcomes props boats, as fromused sawed and the to If processed Wildlifeventsas the their is trees. a growth. natural Managing part of forthe wildlife forest andincludes belongs many there of thejust same asWildlife much rules and recreation are linked closely with the forests. varietyworthindustrialconvertedpencils. of otherinvestmentsIt facilities. isinto also products.wood the The andchipsbasic forest jobs andraw industry for materialbe a largeburned provides portionin topaper providemany of pulp,our billions thecountry's rayon, energy of dollars and work for a Whole stands of trees can even be bordersharvestprotectandas for a sourcegrowing thetheor edges treesforest of trees. food wisely,on from forwhich When wildpreserveuncontrolled wildlife treesanimals. aresome depend. Toprotected, fires trees,manage Without and and theyforintensive develop wildlife wildlife, provide woodlandthe grazing,we homes forest must force.water.our watersheds, What is a watershed?forests supply We individuals all live in a andwatershed. communities All Theresurface with are other important functions of the forest. By protecting andis incomplete. attractive placeWildlife for makes people the to forestuse and a more enjoy. productive, useful, drainsexample,Smallandareas, subsurface basins,into where a a small large or the smallwater creekriver. water watersheds, that Itdrains issupply verydoes into important originates,not adrain largerevaporate into that stream are larger the protected,flows smaller which watersheds. into eventuallywatershed particularlya basin. For fromheadwaterforforestsour soilclean, water erosion.are safesources areasusually water. Of is course,furtherthe the Good protective best downstream.there management way are blanketto otherprotect But ofwhichthings the in the forestwater wewhich upstreammust coversupply. can depend pollute in areas, these on contributeshrubs.is to produce significantly forage for animals to the Nation'sin the form meat, of grasses, wool, andweeds, Anotherleather and function of some forestsBy insupporting many areas large of the numbers country of livestock, forest ranges industries. However, not all forests are suitable for grazing. " In c F-14 0 Forest 6.smallforestwhileent ways. How forestedothersas an Some economicenjoy areas may providing Landownersdo feel assetnot it thinkis fora nuisancehome timberof their for production.property towildlife their as agriculturalor Manyhavingappreciate Seeowners possibili- needs,Individual the of landownersTheir may view forest acreage in totally differ- ties.ownershasfuelwood. One been areexample a Because feelinggreat demandof the ofa pressuremarketthe forhigh fuelwood for costfrom small, offamily, energyfrom nonuniform friends,our in forests. recent and woodlots Forestevenyears,Small strang- land-there is woodlots can provide a variety of economic opportuni- woodedtiesbitposts.have for of goodregularno areaAn particular offerfortune. probably income. of aYet, valuefew wouldTo a hundred smallthem, except strike forest, the dollarspossiblymost trees even owners forin onefor their all fuel of theas woodlandsonly anwoodtimber 50unexpected orand in 60 mighta fenceacres,small treesaers managementhasteningof who fuel would wish wood its beto progressincut plana thetremendous trees were form fromtoward developedof theirdead, boonbeing properties dying, forfora more improvingthe deformed, for woodlot,productive fuel consumption.the theand stand area. removal other and Ifcull forestandcan begood properties. managed management toFortunately, yield is a within good more financialthe reachand morereturn of most private at regularowners landowners ofThe small key to forest profits is, of course, good forest management intervals. comeomy.owners, Manyfrom they smallof areour (less offorest even than products, greater 500 acres) certainlyimportance woodlands. in the to theTennessee Nation's Valley, Importantecon- as these small forest holdings are to individual land- fessional.areand beginning the importance to recognize of planning the potential management value ofstrategies their with Everya pro- forest property has oddities that are key factors in deter- woodlands, thanoverismining harvestedparticularly sothe the often rule. specific all truethatUnlike within uniformof requirements smallother short, forest woodlands,crops, one or conditionsfor trees two good most yearare forest arenotofcycles. which theplanted, management. exceptionUsually, have grown been the rather This andland-cut beheadederschangesowner remedied need must in gradually, competent.the startfor right many with overdirection, technicalyears.what a period heto avoidor helpof sheyears. makingin has getting Most and mistakes individual makeforestry thethat landown- cannot activities desired r ) F-16 0 closelyture,permanentlyence7. theknownHow related science usefulas toforestry. ofother to producing Forestersall natural ofThe us. purpose This andsciences: is tending accomplished of forestry plant a forest. physiology, isSee tothrough make silvicul-forestsagron- TheForesters are Forest trained professionals practicing the applied sci- Silvicutture is 80,canharvests.concern. 100, be evenharvested Furthermore,Procedures 200 yearseach must year towe mature, cannotorbe every developed but wait fewyears. a singlea centuryto assure Thiscrop or requires is thatmore not some the betweenforesight onlyForesters trees look to the future. A single tree crop may require 50, forreversed,howforestersomy, the and studymeteorology, by canor of what avoided. communitiesdetermine, means and geology. succession through and their Since collected cannatural the be forest speededgrowthecological is seen(succession), up, information, prevented,as an area vestedway,nobasicand greater planning. arule indefinitely.sustained ofthan thumb It alsothe yield amountis requires to (measurable cut thatan regulating amount grew duringquantity) offorest timber the harvest. of present each trees Theyear canyear. forester's which be In har-this is wishesareacontinue. occurs are met A but forester's and this the does benefits goal not is mean fromto manage the that forest it ashould forest outweigh beso landowners'allowedthe invest-A toforester knows how the course of natural succession in an withcaretakerson us. more than of our making forests, plans. is able to work with nature and get it toForesters work realize that a sustained yield from our forests depends It depends on how well each of us, as ence.managingment. How a far wooded a forester area can must deviate be learned from naturalfrom years succession of experi-The in forester tries, at all times, to be aware of the total resource verysmallimprovementpicture.many important drainage Goodcritical andforest channelsinneeds. controllingprotection. management Wherever during Also,floods logging possible, includesthe and protection and supplying plansconsiderationother offorforest cleanforest wildlife activities watersoilsis habitat given and is to for managed.potentiallandowner,productsrecreational dictatesfor regarduses. a greater that a woodlandthe volume forester, ofarea unlessuseful as a otherwisecommodities, production instructed site if properlywith by thethe However, the tremendous demand for wood F-18 There8. isProtection always the danger of fire, insects, of and Forestdisease. All living communities are subject to change without notice. In forests, Lands damage it does to the forest. However, timber harvesting can beTimber the harvesting is often criticized because of the apparent orderbeentireovergrazing controlled toliving keep community.and throughthe poor forest cutting sound Theseproductive. practices management potentially can disastrous also plans adversely and events practices affect need the to in recreation,mostharvesting valuable timber, the method timber aesthetics, crop? a landowner orSince watershed the has landowner toprotection. manage is the (See for person wildlife, Table.)Who who is responsible for the proper application or method for growingold"virgin," trees, forest,or but untouched. the one forest in which condition. produced the trees Immense very are little. used wealth A astheyproductive was reach stored forest maturity. Whenin isthe a the settlers first came to this country, the forests were in other controlwillmaybidderHow? be haveaffectedharvesting. The without on answer the by considering forestToothe is simple. harvesting,often, community. landownerstheLandowners impacts he/she The owner sell themustis directly timbermethod has use the theirto responsible. ofresponsibility,the harvestingauthority highest to storehousebecomingforestNowby regenerationthat resources our ofa resource-producing timbercountry have and as increased, is firstgrowth. settled seen byand the factorythe forestdemands pioneers. insteadlands forForests of wood ofthis an arecountry andimmense restored are contract,throughauthority,rewardsroads theare the andfor useto ownercutting opportunitybe of located, a comprehensivemayunmarketable specify finesto ensure for what trees, damages "Timber a goodtrees and levelsSaleharvestingtoare nonharvested to Contract." of be utilization cut, operation where In trees, the(how andtion requiresforestersprofessional planningwho caretakers. must and work management Thesetogether. caretakers Of by course, both are non-professional each the landowners of usIn order to grow properly, the forest must be protected. Protec- has a toowner'smaymuch good increase logging incomeharvesting debristhe from costs procedures isthe left ofsale. ontimber theHowever, will site).harvesting, reward Unfortunately, in the the whichlong landowner run, these this byattentioncontrols allow- will reduce the havematerialsresponsibility significantly and topleasure do increased his/her we receivepart our in standard protectingfrom the offorest our living. forest lands lands. of this The Resourcesraw of the forest, such as wood and wildlife, are renew- country conditions,ing the residual thus assuring stand (what an income is left) from to futurerenew sales. itself under better ableshedspublicneededare or managed. non-renewable, ofuse. forour irrigation,are country. Also,dependent the dependingpower, quantity on industry, our wholly and activities qualitynavigation, on how in the these recreation,forested resources of water, so critically water- and fTh .(Jj F-20 ACHIEVING MANAGEMENT OBJECTIVES WITH HARVEST PRACTICES WildlifeMANAGEMENT OBJECTIVES HARVESTINGSpeciesHabitat'Production diversity (tree) ROLE of browse preference (sprouts) from stumps RecreationAesthetics CampsiteHazardousFirewood'SpeciesUnderstory (tree) production preparation(brush)tree removal removal removal understory Timber production 'ConcentrationRoadSpecies and trailand of construction qualitygrowth (tree) on crop manipulation treesremoval Watershed protection 'HarvestControlFire protectionof of crop water trees run-offvia roads constructed forharvesting 9.States.comprisepeople.managed The TheOne approximately determine forest of our Future supplies country's a country's 33 timber, greatestpercent water,wealth resourcesofOf the livestock and acreage Our isthe its forage, welfareforests,in the wildlife,Forest United whichofA itscountry's natural Land resources and how these resources are thetimbersituationreap incentivemost industriesfinancial inefficient the exists Tennessee rewards.offer forestry forthe a good landowners,program, Valley market has asfor both improved soonmaterials large as possible, tremendously.and services.small, in toorder beginThus, The to and,economyButtakenservices fo when some, for of granted oneand the a spiritualanalyzes considersforest and in theirstrength. theevery-day all importancerelationship the So essential livingcommon toof that ourthe commodities aretheir existenceforests the presence products to theoverlooked. produced Nation's is and often better,researchresources but must alsois based identifyeconomically upon procedures sound feasible. scientific and We practices have knowledge. the which forest are land Thenot in onlyregenerationthe and development of the forest and wildlife However, Timberthefrom lives raw is ofmaterials the people backbone takenbecomes fromof a obvious. largeforest group lands, ofthe industries. role our forests However, playGrowing ina timber is the most obvious function of the forest. ourourforests,supplyUnited needs otherStates indefinitely.we less canto meetfortunate have our a lasting owncountries. requirements supply With of timberintelligent for and timber managementforests and to to serve help of qualitytimberTherefore,inmajority the hands andof of the ourthese other of timber forestmany smallforest acreage,individualsand landowners resources all other especially who forforesthold own the thein areas resourcesfuture.the key Tennessee less to The the than depend availabilityquantity 500 Valley, acres. upon and isof wantthesebecome to landowners manage scarce, their because industry forests professionals mustin a sensible turn increasingly manner.can help onlyto renewable those whoAs re- our non-renewable resources such as metals and petroleum uctssources,important research such that isas Americaidentifying trees, for can itsmany noraw longer newmaterials. uses afford for Fortunately, losses wood. from forest uncontrolled prod-The forest is very important to this country's interests. It is so fires,Because destructive of significant logging methods,progress inand the lax field reforestation of forestry, practices. the timber F-22 r'N j

OBJECTIVES:aBoard forest industries Foroperation. Boards Students will develop a class bulletin board about a field trip to See FOREST RESOURCES matrix for distributionPROCEDURE: warehouse in your area. Perhaps pay a visit to theVisH. local a forest, saw mill, lumber wholesaler, paper mill, or paper MATERIALS:background information. gatherednewspaperprintedresearch throughbrochures, onprintshop. the telephone topic andUse to develophandoutsthis interviews, information the gathered bulletinclass and speakers, board. onother field informationAny andtrips pictures, class will be tackstapeclasscolored bulletin paper board CYCLEofhelpful. the topic OF TREEto develop. USE orArrange a similar forthe topic. topic Divide for the topicboard into to be"catego-Divide "THE the class so that each group will have specific sections feltborderletteringscissors crayons tape muchtation,plantingries" and informationretail assign sale, a use, assection possible and todisposal. each about group. Each its topic. Thesegroup shouldcan include collect tree as , forest ma nagement,tree harvest, tree processing, transpor- Investigate costs, posterboardsPREPARATION: havesketchlocation, photos their time, information or energy examples consumption, and ready. layouts on and a posterboard,so on. The groups in pencil, shouldThen and assign one group to be the central committee whose re- thisanyinformation,are activity felledtype ofcanand fieldand comeshipped, tripin-class fromcan or bespeakers. telephonea lumbersummarized Thisretailer. interviews, activity by Additional making willletters demonstrate a informationbulletin requestingTake board that thefor class to visit a lumber mill, a forest stand where trees ficationsponsibilitycoordinatepreliminary of theis collectiontosketch sketch provide should asof the materialsneed basic be madearises. layout like on scissors, for a posterthe bulletin tape, board. andboard. Allow tacks. Thei; modi- This committee can also theandof periences.helpthe informationquotes tripstudents afterwards. to These add learnto theto types andthe entireHave class enjoyof visual schoolstudents bulletinfield displays tripsif they board.collect more are can Thebyinformation, placed also summarizing bulletin be on used aboard pictures,centrally to their extend can ex- andof butcher people. paper. Arrows Use can colored be drawn markers to show to draw the structures, order of the vehicles, cycle.Begin to build the board. Cover the board with a basic color located bulletin board. f) "Th F-26 When completed, allow one person to summarize the informa- FOLLOW-THROUGH:abouttion at thethe treeboard. products Then, useddiscuss to createthe importance the bulletin of trees.board. Also talk isfollowcollecteda studentmade the from paper-recyclingcanwhole the be process paperconverted they through center. recycled.into recycleduntilThen theyDirections investigate paper.learn howare Have how included actual theDo paperclass with a similar activity centered around paper production. Start the paper andmaketothis boardinclude activitysave the to lettersbestintell on the the howrecycled display. andstory to allmake or paper!Youcorrespondence. to record yourmight Take own progress.have photographs homemade a contestThen, make torecycled along see a whothebulletin paper waycan Materials: Who Can Make The Best Recycled Paper? Set Up Your Contest WirescreenX(aboutpieces 32.5 cm25 cmeach) To remove excessCoverover the liquid,with mixture a rollpiece whilethe of rolling felt.it is on pin the screen. toNowclass.upon make that contest paper,you know rules decide howfor the suspensionStarchOldBlenderRolling newspapers pin ToTurn remove the screen excessanotherscreen over liquid, off pieceon carefully. theroll of feltthe felt and rolling Coverbefore peel pinthe rolling the paper it. with Decide Upon Official Contest Rules (Optional)32.5(aboutFelt pieces cm 23 each) cm X offover the the wet mixture paper while and it let is onit dry the overnight. screen. Peel work?lowed,typesperCan only? you of such papersuse Are as newspa- other home- al- Procedures:1)To make a starch suspen-cornsion: starchCombine with one two cup cups of of otherstandardCanpension? you mixtures usestarch Are only al- sus- there the 2) To Make Paper: using.water.Cut orMix tear thoroughly a newspaper before 'Quickly poursoup.the themixture mixture looks like thick thickness?orWhatlowed? maximum is the minimum paper Pour off thesoak andpageexcess them place into water in small thewater. pieces pieces in and a For a smoother-texturedevenly.screen,onto a piece spreading of wire it Howadded?May colorsmany piecesbe of Add three tablespoonsblendstarchblender. atsuspension high of speed and until thentopaper, piecedrain cover allow ofon felt. theit the with screen, mixture a Newspaper to absorb moisture madedent?paper by should each stu- be F-28 (1"! t)f` Thesion.OBJECTIVES: See FORESTForest RESOURCES Blanket matrix for background information.Students will demonstrate how forest cover helps reduce ero- longMATERIALS: narrow box (wood or cardboard) ForestTopsoil Litter humussoilplastic bag(the (toupperleaf line materials) layer the box)of soil in a forest including Subsoil waterPREPARATION:bucket or water hose PROCEDURE: forprocessreducing barges drinking theand productivity fill water.reservoirs Sediments of behind our farmland hydroelectric can clog and transportation darns. increasing Erosion channels costsSoil gullies erosion to is a serious problem which affects our economy by humusseconddiagram. frombox Line inthe the forest samebox onwith fashion. top plastic of the In and soilthe fillsecondlayer. it with Then, box, fine pourplace soil. water Preparea layerHave from of astudents set up the box outside as shown in the following gulliesaofand buildingthe sediment-filled environment. that under form afterconstruction Examplesstreams a rain. also orof soila take freshly erosion away plowed fromare easy thefield scenicto and locate. note beauty Visit the therecordanda bucketimportant two observe differences boxes. or inhose thepreventing Why on colorin thedideach andtwothese soil box, boxes.sediment. erosion? differences Collect Discuss theStudents occur?run-off the differences shouldWhywater is from notethe noted foresteach and in F-30 I-1 ) I t) Original Mixture F-31 FOLLOW THROUGH: Have the class investigate the community to find examples of Direction of Flow soilinvestigation.enforcinggovernerosion. erosion erosion. them? and Are examples Then, environmental look of at methods the resultslaws beingbeing of your usedcomplied community to control with? erosion soil Also have the class research environmental laws which What are the laws and who is responsible for Container propped up on the end For example: Perform the activityincreaseuse again, a different but or changedecrease soil type some the slopeof the variables. How does each of these variables affect the amount of soil erosion? useplant contourother grass "blanket" and or someparallel materials other plowing crop such methods as straw farmers or mulch use Where'sOBJECTIVES: The Topsoil? Students will determine the amount of topsoil that erodes and follow-upsamples. activity, conduct it at the same time you collect the backgroundis deposited in information. a local stream. See FOREST RESOURCES matrix for paper.soilliterslost. mass.Divide of Determine water Tothe begin,so class that the intohave eachaverage groups. each group weight group Form may ofasweighhave the many a several chance groups pieces toas determine youBack in the classroom, determine the mass or weight of the soil filter paper by combin- of filter have MATERIALS:coffeebeakersbalance fitters (0.1 (other g) fitter papers) aofing funnel onentirefilter the he totalspapers 1fitterin -liter a beakerofpaper. sampleused. all the It andRecord mayfilterthrough put bepaper onethis necessarythe filtervalueweights funnel paper in toanda collectdata divide table. the by stream the number iesidue stir the sample to assist the in the funnel. Pour the Then place PREPARATION:aluminumaccess to anpie oven pan (other pan) examineflow into thethe contents.funnel. Place Note theyour filtered observations. material in a pie pan and Sample productionduction,farmers1930s. inhave Topsoil thebecause Valleysometimes erosion valuable region. has resulted In topsoilalways addition, in canbeen an techniquesbeactual a lostsevere overallusing problemAsk the students to read about the Great Dust Bowl to increase pro- certain prac-decrease in for some of the Filter tices,PROCEDURE: such as plowing. Funnel siltastream in map the ofwater.Make where sureCollect you you acollected collectliter of waterat each least from 1 several Select a stream or ditch in which there is evidence of, sample. If you plan to do theliter per group. Also, make points along the ud and container"Note: Add to tri r1 0 1-32 J t) collect filtrate. Dry the contents of the pie pan in an oven for several hours or F-33 A long pole with a weight can be used to determine the suspendedofdata perinthe the in liter.dry a sun table. sample Then,in for the severalSubtract discuss:stream to determine days. perthe Where litermass Weigh ofthedid water.of themass the soildry Thefilter of samplescome the:esults paper material from? willfromand beOnce record thethat in grams massthe was these soil theacrossmeasuredepth. bottom. Holdand the measure thelength pole of theout wet string.over string. the Make To water, estimate all measurementsallow the the width weight throw in tometers. asink string to Immediately raise it straight out of the water and FOLLOW-THROUGH:practicesis gone, how farmers can ituse be toreplaced? conserve What soil? are some of the conservation Width tothe Howmeasure river much in a the24-hoursediment speed, period is the being anddepth, transported combine and the this in width thewith stream? yourof the erosion stream.You willCalculate data. needTo the volume of water in liters that flows past a point in Whentotie anddetermine polethe otherallowbethe exactly float enditthe to tospeed,comes float1 ameter. long downstream tie evencane Toss a fishing pole. withthe float atLetfloatthe the theinto pole,on normal length thea light begin water ofrate piece string atiming of bit ofthe fromupstrearn string withstream. float anda Multiplyandrate then to this multiplyvolume figure byin by cubic80 the percent speed, meters toin per accountmeters day. per forTo second.bottomdetermine irregularities. Convert howTo muchthis determine the volume, multiply the depth times the width, surestopwatch. to hold Stop the pole the stopwatchtip in the same when place. the string Use becomesthe formula: tight. Be Speed = distance time sedimentonlypergramscubic year, be meter.of isa soil convertroughbeing lossThen transported,estimate peryour multiply day. information Becauseunless by convert volume the soilto sedimentgramstons lossin cubic peris per usually year. volumemeters liter Thismeasuredinto remainedper gramsfigure day in towouldper con-tons get to calculate speea. Repeat several times and average the results. Stop stant. depth X DETERMINING SOIL LOSSwidth FROM EROSION X 80% volume volumein metersin cubic X in metersin secondsspeed metersvolume per in second cubic in cubicmeters cubicvolumeper meterssecond in X 1seconds minute 60 X minutes1 hour 60 X 1 dayhours 24 = percubicvolume day meters in litergrams per X 1 cubic meter0,001 liters = cubicgrams meter per volumepercubic day inmeters X cubicgrams meter per lossgrams per soil day grams X 28 grams X 16 ounces 1 ounce 1 pound X 2000 pounds 1 ton soiltons loss of tonsloss of persoil day X 365 days year tons lossof soil per year per day F-34 OBJECTIVES:Benefits From The ForestStudents will list forest products. See FOREST RESOURCES matrix suchlist.included On as a construction,by second the first piece group. transportation, of newsprint,Have all of recreation,classifythe groups, the food, initems turn, etc. into add groups to the forMATERIALS: background information. smallgroup. teams Ask meet them again. to list Assign on newsprint each team all itemsone major that fallclassification withinWhen their all the items are listed in a classification group, have the feltcoloredChristmaslarge crayons tree-shaped paper tree stand branch benefit.humans;fromrecreationcategory. their As on .Providepaper.benefits a the class, reverse On =one discuss green).the color side,front how Allowof pasteof paper tothe the best aleaf, forgroupsphotograph balance each put tothe team cut colorforest that out (for andleafshows benefitexample: sharesshape the to gluetapepipe cleaners anotherplacebefore the attaching class tree to in help. the stand leavesYou might and to the decorate.also tree invite using members pipe cleaners. of the Youcommu- Then, might wish to do this as a tree trimming party and invite tographsPREPARATION: from magazines and newspapers that demonstrate howRead through Forest Factsheet 5. Ask students to collect pho- and any inlocaltreenity brieflytothe to isbusinessman tree help.all about. thetrimming Serve class You associatedrefreshments aboutactivity could their andinvite withcareers. ask and athe forester,these explain lumber Senior resource toa businesscitizens forestthe visitorspeople ranger,might to participate towhat also speakand theenjoy a wePROCEDURE:other use usesthe forest. of forest These and forestmay includeproducts. products, energy FOLLOWyourparticipating class THROUGH: tree in tothis the activity rest of with the students.school or community.When completed, display benefits.aboutthe benefits five Have minutes, from the the second have forest. thegroup After first add the group toteams the list newsprint haveon newsprint been any working items allWorking notfor in teams of four to six, have students develop a list of of its product.themplywood, to determine Wood furniture, products if theflooring, items include kitchen consist pulp cabinets, of andor were paper, pallets made particle and using skids, aboard,Have wood boxes the students inventory the entire classroom. Then ask t.) F-36 0 : E F-37 fabricatedandcals, caskets,containers, travel hardboard trailers, and barrels,insulation. pianoproducts, mirrorand toiletorgan and seats, parts,picture gumgames frames, and and wood tool toys, handles,chemi- coffins

forest are then hung from the branchesExamples of the benefits of thewhich can be displayedin a prominent place. TreeOBJECTIVES:in one tree. HotelSee FOREST RESOURCES matrix for background informa-Students will observe the diversity of wildlife habitat that occurs sectionPROCEDURE: of the tree (see illustration). Have each group brainstorm Divideand the class into five groups and assign each group a MATERIALS:tion. theirpresentbranches,list parton newsprint itsof list.the earthworms tree. the For living example:in thethings soil, thatlichen and members so on on. the Allow bark, believe eachbirds will groupon occupy the to onefeltnewsprinthandbinoculars mature crayons lens tree shape,collectBinocularsliving dataandthings color,about will that be andoccurits necessary portion how in that many of tosection the see occur selected the and in upper sketchthe tree. sections branches. each.Make Noteofa Remindlistthe the Takeof tree. thesize, thethe groups outside and ask each group to observe and identificationpencilsartist's sketch guidespads (optional) indicatetionclass guides to recordthe tothings identify all their actually what observations. observedyou see. Youand tomay compare want to this use list identifica- toBack what in class, ask the groups to modify the newsprint list to visitPREPARATION with the class. Divide this tree sketch into five parts: Sketch a tree outline on newsprint similarto the tree that you will whereshelter?followingtheyDoes had does thatCould predicted.in answeringitliving live? the thingtreeAsk Why these serveeachstay did ongroupquestions:theseother or near tousesliving present the Didto things thetree the its living fortreeoccur?list itsand thingserve whole Considerdiscuss observed? as life? food each Ifthe ornot, 5432 The1 trunkloweruppertrunk up above two-thirdsone-third t D the the first offirstof the thebranch branch Thebranches.branches ground under the tree occur?living thing Why? observed, Why is this In activity which calledsection TREE of the HOTEL? tree did most things F-38 F-39 FOLLOW-THROUGH: Ask students to redraw the tree on newsprint and use photos or TREE HOTEL school.completedmosttogetherdrawings attractive toshowing newsprint decide display. the which in "tenants" a prominentConsiderpictures of the should placecolor tree onhotel.beand aincluded bulletinbalance. Have students toboard createPlace in workyour the themto habitats.the toclass comment You about could onforest and show management use the the speaker poster practices yourduring display theirto promote talk.poster wildlife Youand mightask also ask a local forester or wildlife biologist to speak OBJECTIVES:Forest Views thea conservation development specialist of the list. may Be be sure willing to add to come or take to awayclass fromand help the listin backgroundaboutprepare their a treesposter information. to ofthe one class. kind See of FORESTRY tree, and (3) RESOURCES present information matrixStudents for will (1) collect data about locally occurring trees, (2) fromaboutas information the something list as becomestheir increases tree. available.Each as wepair gather shouldThis shows more read informationthatabout our their knowledge abouttreeAsk and studentsit. to work in pairs. Each pair should choose one tree glueMATERIALS:newsprint or posterboard ableandtionalso aboutteach askto identify other thetheir classpeople, tree.and enough knowEach through somegroup about letters interestingwill its present treeor interviews, that factsinformation the wholeabout for more classtheto the informa-tree. will class be feltleavesothersimple crayons reference fromkey to trees local materials selected trees aboutfor study local trees The2. 1.pairs of students should: CollectMake a severaldrawing leaves on newsprint from their of the tree outline and paste form ofthem their to tree. the PREPARATION: Have students find out the names of trees that they see every 3. andwhatWritenewsprint. so it any canon) interesting beon usedthe newsprint for, facts how abouttall or iton grows, the another tree how (wherepage big aroundof it newsprint. can itgrow, gets, helpaboutsomeday. students Many usesa tree of people and certain appreciate share are trees. this interested forest In information this resources. activity, in naming with students the it whole will find class. information This will and in knowing theircan posters have each and givepair pointan oral out report their totree the to class. the class. WhenIf possible, the students you may finish wish their to postersarrange have a nature each walk pair wherepresent you canPROCEDURE: be developed by brainstorming with the class and addedThe to asfirst step is to generate a list of trees from your area. This list students begin to read and ask others about trees. A local forester or v.0 n F-40 ',y F-41 Round Pyramidal Vase-shaped Columnar CertainFOLLOW-THROUGH: tree barks may be used to make natural dyes; otherTrees trees have some common uses but also some unusual uses. theseyoung.onsomecontain trees. and of otherchemicals Also,the bestunusual ask playground olderthat uses canrelatives of be trees equipment.used how by as theychecking medicines. used Have thetrees students library Trees when for also theyresearch books makewere ReadingOBJECTIVES: Rings Students will (1) .4ustrate the life-cycle of a tree in a forest and tree.Place Draw all a the large-size different ring ring pattern patterns on newsprint in front ofto theillustrate class the and Eachstory. allow group should then create an imaginative history of one RESOURCJS(2)MATERIALS: explain how matrix various for factors background affect information.the tree's life-cycle. See FOREST studentsFOLLOW to THROUGH: guess the history of each one. Provide hints if needed.Have a committee research the French artist, Henri Matisse. If simplefeltposterboardduplications crayons key to ofor local preparednewsprint trees handouts included with this activity treeoftion.possible, pasteconstruction shapesGive shapes find each they some paper,studentonto see. Matisse the scissors, a white large tree paperto sheetprintsand glue. toof show servewhite They their aspaper, can models interpretations then several andcut outinspira- pieces andof the theyaboutPREPARATION: are tree formed. rings. AskDiscuss them the to relationshipfind out what between tree rings a tree'sare and "good'Allow how students to read the factsheets and other resources years,PROCEDURE:narrow. when List the some rings arecauses wide, of and "bade its "bade and "good' years, years. when the rings are If 4b eventsdecideeachpresent group whichmight their a treenot copyideas ringbe ofrepresentedand pattern the come handout corresponds to ain consensus. ring included. pattern. to which Have Have event. each the NOTE: groupsgroupDivide All the class into groups of two to four students each. Give ,47eliogrA4 4,46, % (7.1 0 F-42 Seedling F-43 PATTERNS RELATED TO TIME Early Growth Fallen Tree Overcrowding Mature Tree Forest Fire Thinned Forest 14, and can be used to tell about the past. See if you can This tree trunk ring pattern shows the yearly growth of the tree match the 0o',cm Replacing Seed eventspattern. shown in the small drawings with the changes in the ring 4PPIM-7,1_ gi9 OBJECTIVE:Nothing Succeeds LikeStudents willSuccession describe and illustrate the stages ofI succession. SeeMATERIALS: FOREST RESOURCES matrix for background information. 5 cm soil scissors2aquaticsoil2-liter cups plastic bird plant seed bottles (tops removed) 7 cm water Time PREPARATION: Succession is a term that describes the gradual, natural proc- Once ortwice each week, have students add three orfour bird - -- cases,ess"occupants" of oneso slow habitat havethat replacing it leftremains behind. another unnoticed This by process building by a casual ison natural what observer. the and, previous inIn manythis As(Note:seeds the Whileto water the therebottle evaporates is and water make downin the a drawing jar,to the the soil, seedsof the the willbottle aquatic sprout and plant andits contents. then will rot.die succeededactivity, students by a forest will be habitat. able to see how a swampy area can be inoutbut the thetoo third birdmuch, weekseeds add to will arepresent littlenow find"rain" "trees."a suitableoccasionally. environment.) Add sunflower If the soil Haveseeds dries students work in groups of four or five to make a poster of to placeandPROCEDURE:cut offallow bottle the to top. instand aAdd window overnight. 5 cm orof beneathsoil Add and an aquatic7a cmgrow water lampplant to tofor each the three bottlejar. to EachStir fourand student should bring a plastic bottle to school. Use scissors aboutwhat they succession. saw happen Have toeach their group "pond" present and listits findings.what they learned weeks. Do not replace water that evaporates. djJ F-44 willFOLLOW-THROUGH: not be disturbed. Place a camera on a stand in a positionPlace to a demonstration bottle in a place where it has light but thusprojectphotograph creating is finished, a the "fast succession motion'load the movie slides bottle of into at succession. one-day a projector intervals. and show When rapidly (adapted from "PROJECT WILD') the NothingOBJECTIVES: Succeeds Like Succession arrange a system of signals; for instance: two blasts means.... return to II FOREST RESOURCES matrix for background information. Students will observe succession in a natural setting. See thecalbase, quadranglearea, etc. highlighting map of several the area landmarks. and have Try students to determine make ahowChoose map lona of a site where succession is starting. Study a topographi- fieldmetercameraMATERIALS: notebooks sticks evidencecattle.forheightago recent people ofWhat young candamage had is be thetrees affected found nextby and browsing tostep thebushes, support areain theanimals and directly.this succession locate idea? and Record these fire. of Look onthethis the number area?for map. signs WhatLook and of areapencils topographicalor(check library withquadrangle for themaps) local maps geological survey office canphotographsered be at foundthe site you in inthe took addition area. at the Collect to site. a sketched Notestories the from mapstages local of ofthe residentssuccession area and toMake thatanyfind a group journal which will include all information gath- sion.PREPARATION: Examples are: an abandoned farm field or a recently cut forest.Find a suitable site for a field trip which clearly shows succes- onephotosout whatarea of happenedto group share members with in theother areaand members residentsand why. of the youYou class. have might Haveinterviewed. want each to include Backgroup in class, have the students place all their group journals in sionforAlso,"NOTHING comparison. orlocate ecological nearby SUCCEEDS Discuss examplessuccession withLIKE studentsof SUCCESSION aand mature climax the or meaning climax forest.I" before forest ofDo doing plant the and this succes-activity a activity.farm theyFOLLOW-THROUGH:make learned a presentation about succession to the class from on this its findings.activity? Ask them what have membersPROCEDURE: of a group to watch out for each other. Take a whistle Duringand the field trip, assign students to groups (for safety). Ask cessionenergyfarms. Whypreventing be bad do peoplefor succession a hydroelectric have toin spendthese power natural a great plant? areas? deal of How money canVisit suc- andseveral other sites like lakes, bogs, swamps, reservoirs, and Li F-46 ZONES IN A POND F-47 plantFloating zone leaf plantSubmersed zone ,1119111tvisteniii;u:,;Wai plantEmergent zone Open water

4? 1 I Forest Resources1. GlossaryAgronomy The principles and procedures of soil manage- sunlight are essential to the series of complex chemical reac- 2. Climaxments.ment for forest field The crops final and stage special-purpose in plant succession. plant improve- 12. tionsplantasPioneer ainvolved. newly replaces species exposed it. Plants soil surface,capable andof invading living there bare sites, such until another 4.3 Compositionup a forest. All the different types of tree species that make 13. positionPlant communities in the environment A group and of plantsinteracting occupying with each a certain other. 5. DormantCull To remove seed A undesirable temporarily trees. inactive seed. 14.15. beenResidual made. stand A group of trees left standing after a cut has 6.7. suchHumus-Hardwood trees. Layers A deciduous of soil and tree organic that loses material its leaves.in a forest Wood floor, from the 16. StandSilviculture A group The of science trees in of a producing forest. and tending a forest. 8. Litterdecayingneedles, leaves, etc. needles, etc. (litter). Top layer in forest floor made up of leaves, pine 17.18. Successionforest.Understoryment of one - The plant orderly, or animal gradual by ancther. and continuous replace- Layer formed by the crowns of the plants in a 10. 9. andMeteorology its phenomena The science (weather). concerned with the atmosphere 20.19. VirginWatershed- forests The region draining into a river or system of rivers. Ar, original forest undisturbed by people. 11. usesMultiple-usecarbonPhotosynthesis such dioxide as wildlife,concept and The recreation,water Managingprocess into by simpleand onewhich forestry. areasugar. green for Chlorophyll plantsa variety convert ofand

them,our drinkingboatWe on live waterthem, beside fromfish our inthem. lakes.them, Weand swim get in Maintaining choiceshavethese comeappealing and to thoughtful expect, havens requires actions.'Valley residentscareful Benchmark Report 412 413 e Recreation Resources Concept Map Community Activities 1TypesRecreation Of Areas Forests Reservoirs I RESOURCESRECREATION Parks Public-Private Trails Natural Areas Streams LeisureUse of Economics Pollution Hunting GoodsSportingTime Jobs HandicappedAged Users Limited Funds Problems Vandalism Safety SwimmingBoating Tourism Construction Management Increased Demand Carrying Capacity EnterprisesWhiteN Water Conflicting User Needs it iJ 6 Recreation1. Resources Factsheets 2. RecreationOverview In The Great Outdoors 3.4. ReservoirNatural Areas Recreation 6.5. TrailsValley Streams 8.7. SpecialCommunity Population Recreation Recreation 10. 9. WaterRecreation Safety For Profit 1. Overview Residents of the Tennessee Valley are k- lessed with an agree- With this new awareness, however, come problems like over- ablesourcesofmilesplant forest,climate, life.of shoreline, for giving recreation.natural the 1,800 Valleyscenic Today,miles abeauty, oftruly we scenic appreciateoutstanding and streams, abundant the andcombination benefits 21 animal million of andoftheseacres re- In addition, there are over 600,000 acres of lakes, 11,000 abundantlarlyconcernoveruse and thein the crowdinguseabout supply. Valley and the conservation Theofregion quantity our fact existing where is, of the ofoutdoor such recreationland.region's resourcesUntil recreational supply recently,resources ofare land therearea, in and seemingly and wasconflictsparticu- water little leastandculturalresources generate$260 environment, billionmore an thanis annual spent ever.contribute on economic Theyleisure toprovide activitiesour growth. physical a linkin the with and United ourmental naturalStates. health, and It is estimated that at shortagedemand,year.resourcesmodate Unless ofor allavailable resourcesuse athose method the who existingfor in is recreation wishthe devised futuresupply to "re-create" to andis moreeither becoming we efficiently, willexpand in anbe more outdoorunable the there limitedsupply, tosetting. will accom- each beshift a family,Variationsresultedmeans and of in flexibleachieving changingwork patterns,work self-improvement patterns schedules the ofphenomenon outdoorare affecting and and expression. of indoorour the recreational two recreation. careerFor many Valley residents, leisure has become an important This has tionlandin liesitself, for in thepresentsrecreation. hands problemsof numerous concerning agencies the and use individuals, and preservation ThisThe fact, responsibiiityfora of continued supply of resources forrecrea- Decisions to use our resources for mining, oil preventionsootherleisureneeds. as aspectsto andBusiness prevent ofits ofillness relation life.illness. now Therethrough recognizesto learning, is aexercise, growing jobthe productivity, importancenutrition,interest in and managing ofhealth, otherrecreation andindividual one's many and life This "wellness movement" emphasizes the resource.offswithoutexploration, must having be hunting,made, an associated often fishing, to the impact rafting, benefit on or orsome forestry at the other expense are resource. seldom of another Trade- made changingefforts.on "high-tech" from one manufacturing, based on heavy communications, industry to an and economy services. basedAnother Most factor affecting recreation is the economy. It is vandalism,sourcesciatedmanagement andwith littering, isrecreation consideredpractices. fire, overuse,use. However, a secondaryThese and there most pollution. benefitare often negative Many occurto most times, impactsin resourcethe Generally,areas form asso- of recreation is viewed as a positive use of our re- naturalTherefore,FatigueAmericans"feeling" environment.at theof weno physical endturnlonger ofto theleisurefitnessengage working activitieswhich in heavy day comes isfor physicalmore mental from mental the activityrelaxation interaction than on physical. andthe with job.that the thesevironment,understandingbeingpreviously problems.opened untouchedwe areforof the publiclearning delicate by recreation.those how balance problemsto use Fortunately, betweenour suffer resources peopletremendously through and and minimize a the better after en- Z, 4 R-6 2. Recreation In The Great Outdoors youpicnicking,visited are theone ormountains of hiking, the lucky or andjust ones. forforests. Therea drive are to millionsenjoy the of scenery. people living If youIf in youdid, the live in the Tennessee Valley, chances are good you have Perhaps you went camping, ofpleasantness.maintainingarea the may vegetation withstand a But constant ifwould 200 100 peoplelevel die, people theof were greenery, noise per to use daylevel thisquietness, for would area many each increase, andyears day, general whilesome and worldmanageconservation.natural"multiple-use who resources, themdo not Thus, fof concept."have a varietyitsuch issimilar important as of forests,uses.areas that Resourceto wefor enjoy. takethe benefitThemanagerscare wise of ourof useallcall forests is ofthis called our andthe whattherein the wewould future.can be to ado general ensure decline that our in forests quality. will We be need availgble to ask for ourselves visitorsThere are 155 National Forests totaling 188 million acres. In the forestedevenMany developed privateland for landowners hunting, picnicking, hiking, and camping, companiesand studying and swimming permit nature. us facilities Someto enjoyOne have for their ofus the greatest uses of our forested areas is recreation. tahalaForestChattahoocheeValleyNational region,inand Kentucky, Forest Pisgah these National in HollyTennessee,National include: SpringsForest BankheadForests and inNational Georgia,Jefferson in NationalNorth Forest DanielNational Carolina, inForest Mississippi, Boone Forest in Cherokee Alabama, National in Virginia. Nan- to theyuseenjoy, thesesupply but areas. it us is withalways wood a goodto build idea our to homes. obtain Therepermission are also before importantWe we ask a great deal of our forests. In addition to recreation, TheParkwaysMountainsU.S.lands National Department are under Forestsare National under custody of belong Agriculture. Park the of custodyto andthe the U.S.the Onpeople of NatcheztheForest the ofother Nationalthe Service, Trace hand,United Parkanandthe States. agency Great BlueService, These SmokyRidge of the an causedeconomicforest,"waste"carbon by we dioxideuses.product.water should andForests to Consideringmaintain wind.make are In food anthethem importantallprocessand properly.of release these of factor photosynthesis, important oxygen in reducing intofunctions thetrees erosion air ofuse as the a agency of the U.S. Department of the Interior. thisforingis recreational thecapacity a constanthighest is levellikepurposes. environmental definingof recreational A howforest's quality many use recreational itat peoplecan a reasonable withstand one carrying pie while cost. will capacity serveitmaintain- DefiningEvery year, more people seem to visit the mountains and forests depends on the size of the servings. For example, your favorite picnic R-8 city3. recreation Natural centers, playing miniatureAreas golf, working out at Somea health people spend their recreation time in swimming pools at Park Service, the U.S. Forest Service, various state cgencies, privateIn addition to the activities supported by NA, the U.S. National 11.411=111111 featuresStates.civilization.solitudeclub, going However,asof thewaterfalls,toFew a forestmovie, areas many caves,and ofor areastruevisiting prefer springs, wilderness do theto contain "rough cityand library. standsexist itsuch in ofOthers interestingthe virgin eastern like forest. the natural United Manyquiet by getting away from degree300instances,initiatedconservation identiled of efforts theseprotection. naturalorganizations, groupsto identify areas work within andtogetherbusinesses, protectthe Valleyfor this naturaland currently purpose. corporations areas. receivingThere haveare some over all In many withnificance.preserve,local, as littlestate, and directNatural Federal, protect management areas andthese areprivate natural lands as programspossible. areasprotected for are scenic in designed their or naturalscientific to identify, state sig- requiresandareas. insect Water thoughtful damage pollution, planning, are vandalism, only monitoring,a few illegal of those hunting,cooperation, problems. off-road and Protection vehiclesSeveral educa- problems are involved in the management of natural andnaturalplantnatural wildlife areas.life. areas Primitiveobservation and allowscamping, are visitorsother horseback benefits. to enjoy riding, them nature without photography, disturbingHiking is one of the most important recreational benefits of Careful trail construction is compatible with most tion. industry,animalnaturaltional opportunities. life.world transportation, As and population offer They opportunities agriculture,increases, are places for more forest researchto learnland products, is firsthandof needed various energy, toabout plant supportAside and andthe from their scenic value, natural areas provide educa- hasspecieshabitatsanimalhousing. assisted species thatsuch When haveother as arenatural bogs, becomeagencies also caves,habitats lost. specifically in glades,setting are lost asidemarshes, adapted to development, land tosinkholes, liveprotect in plantthem. sensitiveand and theNA Natural areas protect fragile or rare species habitats. 4 ' t A . R-10 4.whichandsystemlarge Reservoir areits inland major wascollected bodiescreated tributaries. and of by storedwater. constructingThe damsinIn naturalthe Recreationwere Tennessee dams or built artificial on to the provideValley, lakes. Tennessee theflood Lakes reservoir control,Reservoirs Riverare differ from lakes. Reservoirs are bodies of water residentstheiruses parks such began and as otherdayforming use, recreational lake camping, user associations. facilities.boat launching, and parking;Management resi- policies include: designating areas for specific In addition, local lake adequatea navigationceive approximately water channel, supply. electric70 million power visitors production, annually. recreation, There are overandValley an110 lakes, which provide opportunities for recreation, re- increasedrelatedovernightdent managers to overuse,securitycamping. on siteand user These atsupervision. conflicts,major steps areas; and were andvandalism, taken implementation to reduceand to provide ofproblems fees for camping,tionareas,managementstate areas and 55 swimming, grouponlocal NA areas, parks,camps reservoirs. fishing, 2 400andnational clubs, publichiking,At reservoirs, wildlife and accesshunting, over refuges, the areas,300and public commercialpicnicking 13928 enjoy state recreational inboating, wildliferecrea- scenic andimpacts.ing,nesses significant and Jobsthat recreational provide have economic been food, equipment. growthcreated beverages, has throughBoat beensupplies, and commercialfelt camper sportingarn.)ng manufacturers localrecreationgoods,Recreational busi- lodg- use of lakes has also had a variety of economic surroundings.beenareas, built boat along ramps,To accommodate the restrooms, reservoir shorelines. accessthese needs, roads, campgrounds,and parking areas picnicIncreased have leisure time such as the shorterworkweek and longer tionalproperty.demandopportunities.have benefitedareas. forTourism second financially attracts homes fromvisitors and the outsideprimary availability the residences Valley of quality to theseon recreational reservoir recrea- Construction companies also benefited from the sanitary,demandsandvacationspublic improved access and onand reservoirdegraded. transportationholidays, facilities, use. Bylabor-savingreservoirs Due1978, and to roads itthis werebecame technology, rapid have becoming growthevident placed higherovercrowded, and thateven the asalaries, greaterrecrea- lack ofun- tion,powerlake and levels production,water are supply. fluctuated mosquito Weather to meet and/or conditions needs aquatic forflood and plant rainfallcontrol, control, ultimately navigation, Sincerecrea- most reservoir systems have multipurpose objectives, mentrangeagementIdeastion management agencies wereof qualityplans gathered also wererecreation policy began from cooperatively was toeveryone experiences. develop needed concerned, developed newfor the Statemanagement NA and toandreservoir provide localspecific policies govern-system. a man-wide for demandsprocess.voirdeterminehigh system lake For andlake and levels example, tolevels. m-.1 increase for lagina There boating.lake flood it levelsare fog control; manyTherethe must benefit demands are however,be loweredofconflic' all made users sportsmen amongto on meetis athe complex lake powerreser- need and /1 .'r Lir R-12 stream users since one group prefers full lake levels and the second R-13 tively.ofbalancekayaking,needs flood increased control,by and operating boating. navigation, streamflows the TVA reservoir and reservoir below electric system the managers damspower for the for production, primaryseekfishing, to objectivesachievecanoeing, respec- a supportaregreatproper available. importance fisheries, municipal wildlifeto waste assure habitats,water that treatment quality and water-related recreational are essential recreation. opportunities for the lakesGood to water quality and proper land management are of Wise forest management, control of erosion, and 0 111111,1111111111, 5.thetravelgoods days1700s fromValiey offrom andtheone one Indians 1800s,village city andtorivers anotheranother. theStreams were fur traders,and Mostmajor to largetransport highwaysrivers cities were furs infor an theto transporting easy market. Tennessee wayRivers Into and streams have always been important in America. In Thishasprotectedharmfulrivers act been byattempts development providingthroughdesignated to this preserve immediate acta projects. National and the the protectionNation's BigRecreation South free-flowing fromFork River. dammingRiver, Tennessee, streams in Tennessee, and andother Vir- The Obed River, in Tennessee, is producewheat,tantValleyimportant trade were and electricity. routes. forfirstother reasons established grains, Today, other and however, along than they riverswork. were rivers because eventually and smaller they harnessed werestreams impor- are to Rivers also provided the energy to grind corn, grams.ownwildginia, andlegislation and scenic North rivers.andCarolina develop The have act statewide alsoapproximately encourages wild 129and states milesscenic to of enact rivernational, pro-their Todayingrivers recreational canoeing, and streams rafting, activities to relax, and in tokayaking this explore country are scenic amongand areas, are the expected and fastest to have Ingrow-to the con- fun. 1930s, 1940s, and 1950s, some people began canoeing provideFederal,tonational float and public riverstate, fish, status, accesscity, if public and many facilities county access can togovernments fulfillto the these therivers riversneeds of are the is of working provided.Valley. people together who TVAAlthough want and to many miles of streams in the Valley are not worthy of orcompaniestinue River$4.5inner to million inincreasetubes. Tennessee in isthe The spent inValley Tennesseepopularity. alone. by thatcanoeists provide DepartmentThere and guidedare rafters approximately of raft Tourismto outfitterstrips, rentalestimates 40on differentthecanoes, Ocoee that Streamsofspottedestimated the majorin bass, the 1,230 Tennesseesport white miles fish. bass, of trout Valley sauger, streams arestreams crappie,famous in Tennessee. are forand also fishing. catfish popular Small There are mouth places just are Boatingabass, an fewfor isn't the only thing for which streams are popular. tionalswimmingrivers. attention In and1968, for to the wildlifethe National preservation observation. Wild and of America'sScenic Rivers most Act outstanding was passed.This growing interest in river recreation has helped bring na- R-14 thesee6.Europeans time Valley Trails of the were followed Civil linked War, these theseby a trails sophisticated trails during had become their network westward roads and expansion. railways.Prior to By European settlement, the Indian villages of the Tennes- of trails. The thedevelopedlarge populated areas land, offloor undeveloped butof the many Valley, shorter land, there state trails are parks, are fewer available. and large natural areas areas. of un-Most On trails have been developed in response to specific public forService,mentreation. fire agencies, control, and At thethe resource suchTennesseesame as time, themanagement, Valley theU.S. Civilian ForestAuthority, rescueConservation Service, found operations, thethey NationalCorps needed and (CCC),In trailsPark rec-the earlya twentieth century, newly formed land-manage- whiledemands;aredemandprehensive resourcesgrowing however, is plansincreasing as (land more for there at trail interest id (expected aremoney)systems. many groups are Forreasonsto decreasing; seek quadrupleinstance, to to make develop in (2)by the use theuser Valley: more of year conflicts the com-(1) 2000)same The wheninggovernment trails. jobs were program not readily designed available, to givewas alsopeople involved work duringin develop- aFollowing time World War II, improved economic conditions, edu- thetrailsresource;inresidents, easterntrail with development; (3)more minorities,part attention of the and Valley; being the(5) increasedhandicapped,given (4) some to long participation groups, hikinghave not suchtrails beenand locatedas improper includedurban in there is an unbalanced geographic distribution of cationalelderlydemand.needhad additional foropportunities, persons trails leisureand looking related and time fornew and outdoorsafe technology money. places facilities From to created stroll, beganthis pointfamiliesa society to forward,exceed enjoying which thethe Trails were developed to benefit many types of users: networksusagepopulations, of existingand population such trails as threaten urban centers; residents, security (2) in areas and children, proper to best the maintenance. serve aged, special Studiesand the indicate that trails should be: (1) near transportation ridersbicycle looking outings, for hikers a remote, seeking scenic to getsetting. away from it all, or horsebackThe greatest barrier to developing trails has always been handicapped;interpretiveprogramming centers,and support (3) inetc.). facilities areas where which recreational already exist and (museums, educational Trailszoos, have been developed, as needed, fora variety of recrea- Park.boundarytohowever,acquiring the To availability thethe ofsuitable thewest,Valley Valley ofthe regionland. large Cumberland includes Comparedis areas relatively the of PlateauGreat undeveloped richto other inSmoky andtrails. areas Highland MountainsThis land. of is theprimarilyTheRim Nationalcountry,containeastern due trailtionaldistanceplaced systems activities, on hikers systematicattempt but and onlyto back accommodatetrail recently development.packers, has thestrollers, increased needs Comprehensive specialof emphasis short- populations and plans been long- for R-16 3 vehicle(handicappednational users. organizations andCoordinating elderly), work bicyclists, these together efforts horseback in requirestrail planning riders, that regionalefforts.and off-road and R-17 pateusersdesign, in are the construction, going process lo continue of anddeveloping maintainance to enjoy and quality maintaining of trail trails, systems. theythe trail must After systems. partici-Currently all, if there is a growing trend to involve volunteers in the

0).1 (), 7. Special PopulationSpecial populations of both urban and rural areas have been Recreation More and more recreational facilities are beginning to cater to services.4,000capped.neglected15 percent Americans Nearly The over United10are the percent reachminorities, years States the of when Tennesseeage Census and of plans 1665. Bureaupercent Of Valleywere over maderesidentsreports are5,400 considered for visitorsthat arerecreational each elderly, to handi-TVA day special-needsfishing,population'sfreesummer, of charge. canoeing, university populations.need Activities swimming,studentsand include:are arespecially sailing, hired nature toadapted sports, conductarts and games,to recreation meet crafts, eachand cane outdoor special pole For instance, on IVA reservoirs each activities enceoverrecreationleisurecapped, 600 on Handicapped weretime. areas together, between Many surveyed, ofhave Individuals 56-65these in more 1985-86, yearsindividuals thanestimates of aboutage. 170 are The 400 millionthat confined White were the hours Nation's65House to or urban of older potential areasand Confer- handi- nitieslocal,biology forstate, programs. special and Federalpopulations Similar organizations, activities is growing. are and also the conducted number of byopportu- otherIn terms of the economy, there is an untapped market for availableopportunitiesAlthoughwhere there servicesto most isfor no a special arefullspace rangeoffered populationfor of anin recreational indooroutdoor users. facilities recreational activities to a varyingare experience. not extent,readily wheelchairthisrealizingrecreationalare population. installing this users productsneed, TTY Special as areand well for developing picnicTDD as use able-bodied telephone tablesby the products and disabled. systems individuals.grills and are Manyforfacilities now Many companies,available for facilities use forby the hearing and willcompanions,architecturalpoor not participationparticipate barriers,or lack because by of specialpoor money. lighting,of population poor Nevertheless, health,fear ofgroups. crime, fear the of Manyweather, needsgetting ofLack hurt,lack these ofof land for outdoor recreation is not the only reason for individuals economy.aspeech variety impaired, of Peopleamplification and are several retiring systems. theaters at an earlierand auditoriums age and are installingThe increasing number of retirees is also expected to affect the receiving a TheseBarriers"special' acts Act individualsrequire of 1968 that andshould organizations Section be met. 504 using of the Federal Rehabilitation funds make Act Mostof their 1973. recreational facilities were built before the Architectural recreationalincreasedretirement healthincome. goods awareness, and services will by result the retirement in increased community. purchasesAll special of population individuals have human needs. This additional money, in combination with If they fundsbeaches,pateremodeledprograms become more shelters, accessiblefully with available, in structures activities paved to many and trails,allowingand usable facilities programs. campsites, handicapped by are handicapped In being andfact, restrooms manypersons developed persons. fishing to have partici- and piers. al- As TVAtogetherthem.haveare to land,a beAll full tophysicallylevels lakes,range develop ofofstreams, governmentsocial and the emotionally outdoor andand recreational recreational throughout resources healthy, opportunities centersfor the availablestatethey Valley special are available working parks, popu- to must continue to ready been developed or remodeled here in the Tennessee Valley. R-18 lations. The outdoors provides a setting no classroom can match. It r7, andenables provides the individual opportunities to participate not available in "total" to them learning elsewhere. experiences R-19

t.11 (1 :I 8. awarenessthroughthepreservingCommunity ever-changing shorter open will workweeks, mean space leisure an and even needsrising land greater incomes,resources of Americans.Recreation role and and for an havelocal increase tried in to Communityhealth meet recreational services have played a major role in More free time recreational thearraycies handicapped of set participants, aside and from sociallyprotect preschoolers disadvantaged.open space, to senior develop citizens, and as manageIn order to meet cc mmunity recreational needs, local agen- well as andorganizedagencies apple as programspie. we The move use is into as of themuchand 21st and a century.part water of Americaresources as for motherhood recreationThe development of community recreational facilities and landscapedhoodthefacilities,becoming body. and and cityThese moregardens. parks,provide agencies important community structured The are rolein responsiblemaintainingcenters, activitiesof local nature recreational to openfor improve preserves,providing spaces the agencies neighbor-aszoos,mind the and pres- is relaxTheactivitiesparticipated American by engagingpredates inIndians games thein social beginning provided of skill.activities. Evenorganizedof New the York's early recreation Central pioneers as Park foundtheir in youth1856. time to Itsness.sures economic Anfor estimatedother importance development $260 billion is increase.apparent was spent in onthe leisure investments activities madeRecreation by not only meets social needs, it also creates busi- in 1982. generalaldermenAugustevidenced 15,1785,complaint from by thea which citizenthat following there was who isprinted excerptsignednot in thisas his froma great namecomplaint the city, Veritas...."It New not to inYorkthe its mayor environs, Packet,is Citizensa veryand have often expressed their concern for public parks as fromofnew recreation-relatedimproved industries; property in the values;products. increase and in in a thecommunity's jobs created tax by base retail resultingCommunity sales recreation has always been an important part of anybegun.developedment."convenience, one proper AlthoughThe in movement spot, Newthe it exercise tookwhereYork, flourishedmore theits that numerous startthan is fromnecessary70of anyears the urban late before for park19th health a movementcenturymajor and park amuse- hadwas inhabitants can enjoy, with into the technologiesAmerican life and and recreational will continue products to fulfill areAmerica's developed. needs as new earlyneedsrecreational 20th remain century lands, at producing the the local majority urbanlevel. of parksManagers both recreationin most of communitylarge opportunities cities. recrea-Even and though all levels of government are involved in managing tional programs have the challenge of meeting the needs of a vast R-20 111111F tation,9.acontributingover vast andtheRecreation number lasthigher totwo thisand incomesdecades. growth. variety for Increased Privateof many recreation-related businessescitizens leisure For aretime, haveamong servicesimprovedProfit responded the and factorstranspor-Interest with and participation in recreation has grown dramatically facili- bytohowever,ing thethe areas, area.private desire picnicFacilities sector additional areas, supplyestablished and services these nature around needs. and centers. facilitiesto the outer Many enhanceedges park of theirvisitors,the park visit tionalties.sector.fewmarinas, equipmentexamples Their excursions, role of(boats canequipment bait alsoand shops, becampers), andillustrated ski servicesresorts, and in campgroundsconcessionother provided ways. Motels,bystands, Employment theare privatejustrecrea-restaurants, a amusement and theme parks, gift shops, TVAofKentuckysector water tries and and Lake.to governmentmaintain has This 2,400 vast good miles reservoir agencies water of shoreline. quality,contains exists preserve Inover on managing the160,000 theTVA scenic thissurface reservoir resource, charac-Another acres of example of the relationship between the private reation-relatedfiguresspendingpercent,in trades show in andin 1929, the theservices industriesValley totremendous 41.4 amountedincreased percent in the economic region. of toin total athe total Tennesseeemployment impact $5.5 billion of tourismValley inin 1980.1982. from and TouristThese 14.3rec- navigation.terbeenincludingof of the the established lake shoreline, Theseboat and docks, complementefforts around protect resorts, enhance the wildlife reservoir.the campgrounds, the 80and commercialoverall fish habitats, recreational and recreationmotels, and improvepotential that areas, have andofdepend this Pigeon relationship upon Forge, scenic include Tennessee, and natural the recreational resourcesand the Great attractionsof the Smoky region. in MountainsGatlinburg ExamplesMany of the commercial recreation enterprises in the Valley sector.relationshipoutfittersopedNational along Each Park.provide theexists has Some Valley trips a betweenrole 300down system in commercial providing Valley government of reservoirs. streams recreation. enterprises agencies and Dozens rivers. Government have and of A been commercial cooperativethe private devel-agen- ciesresourcesthisNationallend generally park, themselves Park the while manage Nationalis anprovidingto operationexample. resources Park opportunities Service forIn keepingprofit.and (NPS) provide The withfor managesGreat the theservices public primarySmoky it tothat Mountainsprotectpurpose do not the of to enjoy the park's scenic beauty, such as roads, trails, overlooks, primitive camp- Z.1.- A R-22 involvedresources10. in for waterare swimming, within Waterrecreation a shortboating, and distance the rafting, Safetyresources ofsailing, anyone are and growing wishing fishing. in Thesetopopu-The get Tennessee Valley is blessed with an abundance of water NOTEneedless water deaths. Drowning is the nation's second leading"Each year between 6,000 and 7,000 Americans succumb to minglaritylemsbecomesranked everywas related third the year.more most andto A waterimportant boatingrecentpopular recreation. nationwideranked outdoorto understand fifth. activity survey With the inthis has thepotential growing shown country. safetypopularity,that Fishing swim- prob- it of accordingalcoholicarecauseall ages. male of Most accidental andbeveragesto National victimsover 50% deathare Safetyor young;ofusing up all Council to drowning 53%drugs age are 441983 before lessand victims Survey. thanthe entering thirdhad25 years beenleading the old. drinkingwater," 80%cause someValleyremember basicbecause water but either are safety often they rules. didoverlooked not know by how people to swim who or think they accidentsignoredEach year an average of 55 persons drown in the Tennessee These rules are not very hard to Swimming Safety These rules are based on common sense and are intended to willsafely.it never happen to them.is each Unfortunately, individual's responsibility accidents do tohappen learn toand fish, swim, and boat safety.be the foundation for developing1. a total awareness of swimming SWIM IN APPROVED AREAS ONLY. victimdrowningsto taking had part nothat inintention occurredany water-related of gettngin the Unitedwet. activity. Swimming States In 1984,70 happened lessons percent are when offered ofLearning the how to swim is the most important skill to master prior 3.2. LOOKDON'T BEFORE SWIM ALONE. YOU DIVE. Inprogramsments.at theaddition YMCAs, The and to local learning isYWCAs, aRed good Crosshow public source to keeps swim, to check a persons list ofwhen scheduled planning trying to learn-to-swimto find participate a class. Thools, and local recreation depart- 4.5. DON'TDON'T HORSEPLAY. SWIM IF YOU DON'T FEEL WELL. theseswimming,in happywater-related simple experiences. boating, rules, activities all and water fishing.should recreational also know activities the basic should safety be safe rules and for By remembering and practicing 6.7. FLOTATIONDON'T USE USE INFLATABLE DEVICESDRUGS OR (PFD). TOYS ALCOHOL OR AIR WHILE MATTRESSES SWIMMING. AS PERSONAL eI I, is R-24 L> 'ti C'S R-25 8.9. STAYLEARN OUT THE OF BASICS THE WATER OF SELF DURING RESCUE. ELECTRICAL STORMS. Boating Safety10. KNOW HOW TO ADMINISTER ARTIFICIAL RESPIRATION. thea newing, legal orworld picnickingrequirements of sailing, in secluded andmotorboating, the places.responsibility skinThe diving,sensible involved canoeing, boater in operating is awarecamp-Boating a of offers a chance to get away from every-day cares to boat safely. 1. CUPANT.HAVE A PERSONAL FLOTATION DEVICE (PFD) FOR EVERY OC- 3.2. USEDON'T A TIEANCHOR STRAP IN ON STREAMS FISHING WADERS.BELOW DAMS. 4.5. BEWAREMOVINGNEVER OF ANCHOR WATER. SWIMMERS. FROM THE REAR OF THE BOAT (STERN) IN 7.6. WEARLOWBE ALERT DAMS. ANKLE FOR TOP RISING BOOTS WATER IN A WHENBOAT. WADING OR FISHING BE- 9.8. DON'TKNOW THERIDE WATER ON THE TEMPERATURE. BOW OR SEAT BACKS WHEN IN A BOAT. ,

OBJECTIVES:Re-Creation Lands PROCEDURE: SOURCESness by participating matrix for background in guided information.imagery. Students will consider the implications of recreation and well- See RECREATION RE- IProvide won't put students in all the with detailsso the following you must instructions: try to see and feel, as clearlyYou are to tryto imagine the things you will hear me describing. GRANDMATERIALS: CANYON SUITE might be played to set the mood. eyesDon'tas you closed.worry can, aboutthe Just things whobe comfortable, Iis describe. sitting next and to you.do your All of best you to will imagine have yourNow, the we are ready to begin. Make yourself comfortable. techniqueNotePREPARATION: to calledthe Teacher: visualization or guided imagery. Brain researchers This activity makes use of an instructional thingssidehear... Ithere will describe. is a babbling Okay, brook...on close your the eyes, other and side, imagine a stand what of youever-It is a late summer's night. There is a coolness in the air. To one conjureaofand seriesconcepts.processing learning images of images Astheorists that ain teacher theirfacilitate for tell yourminds. ususing long-term thestudents; Leave this technique technique, timememory with betweenprovides their youand eyes read comprehensiontheaccess closed phrasingor describe to waysthey of closer...Suddenlyaway...Afterdarkhow,green skyyou trees, iscan brokena feelforest.long it theflasheswait by You changes brighta rollinghearand flashes lightsthe inrumble thenight up weather...In ofthe issounds lightning...The heard...Thewhole of night summer...the sky...You lightningdistance light Some- is getslook thefar yourbothquently;eachSome words teachers teaching teachers however, for students and day.use students.it guidedis to a visualizepowerful imagery the and techniques images helpful you instructional as are a regularsuggesting. tool part for of It is not necessary to use the technique fre- thunderforof a thunder.shelter and fromflashes There the areof rain...you lightning. longer findtimes You a ofsafenotice quiet place... scents between in the the air, rumbles thingsThe soundsof of gentle rain begin to blend with the distant sounds hearhugeyourains...andpouring can a and new smell distantdown sound...You then and stillness...thewithrumbles, feel...lt a areloud is and quietnot richstorm surenow for sound...It hasitawhat isfew passed.quiet itmoments, is...Suddenly rains...and again. nowYou rains...and the youbegin rain hear to is R-28 14 -G Y eyes..." WaitNow a itfew is timeseconds; to find and out thenwhat tellthe thestudents students... saw and "Open 'felt yourduring theeagerany guided reason to imagery.describe for them There what to feel theyis no pressured experienced.need to hearto share. from Mostevery often, student, theyAfter nor are students have shared their descriptions, focus on the feelingsmakestotionalexperience? experience lands theyus feel haveto Ask better?wellnessthe expressed.students outdoors at this to so Doesdefinepoint. that anyoneevenIs "wellness." there pretending afeel built-in "better'Relate needto be ourafter inoutdoors recrea- people this FOLLOW-THROUGH:paying particular attention to how they felt before, during, andAsk afterstudents to describe any of their recreational experiences, ofthe ample,the experience. American there is Discuss way a recurring of life.how nationalsummervacations traffic jam haveall over become France a Researchduringpart vacations or "holidays" in other countries. For ex- experiencesaone person particular to comeand holiday; also speak whatthe toboom is the it? inclassInterview travel about agent a travel possible careers. agent recreational or ask such (adapted from PROJECT WILD) nationalPredictingOBJECTIVES: forests. (2) Students will Future predict future use of nationalRecreation forests.(1) Students will graph Usedata of estimated visitor-days at U. S. examplesPROCEDURE: in the diagram. For younger students, prepare handoutsHave each student prepare a line graph with an axis like the SeeMATERIALS: RECREATION RESOURCES matrix for background information. withneed the to axes round already the number drawn ofin visitor-daysand labelled. off Students to the nearest will probably million.Have students extend their lines through the year 2000. How rulershandoutgraph paper of data table daystheseandWritemany Forest exceed towithvisitor-days the your ServicesInformation 300 predictions. million?can in be OfficeWashington expectedFill In inwhatof the the yearindata U.S.for the mightcurrenttable Departmentnational thewith data numberforests your andof values.Agriculture thisofcompare visitor- year? PREPARATION:ingCollecting graphs andto show analyzing trends data are waysto predict to anticipate future needs and plan and for prepar-Change these is a constant factor in every component of our society. Number of Visitor-Days Per Year to U.S. National Forests predictPointfuture out changes. these the missingvalues accurately values and as tell possible. the students Visitor-days that their are goal goodDistribute is in- to the data table and explain the columns of numbers. Number of300 million visitorsdicatorssomeone stay. of foreststays A visitor-day onlyuse by3 hours, visitors, equals this onebecause counts person as they one-fourthstaying account 12 of hours.for a visitor-day.)how (So, long if Visitor-Days 100 million 4 M1 1965 Time 2000 R-30 .411111 R-31 visitor-dcysThenational steepness forests? peryear. (slope) What What of are does the the line this implications reflectsmean in theterms of thisgrowth of for recreation recreation in number in inthe of the Number of Visitor-Days Data Table of apparentlyU.S.?our national What continual are forests? the implications increase How might in forrecreational the management forests use?be affectedand maintenance by this Year to NumberU.S. National of Visitor-Days Forests Per Year ForestFOLLOW-THROUGH: for data on one of the Tennessee Valley region's nationalContact the Information Service Office for Cherokee National 19751965 199,200,800160,336,100 thebelowgiven.someforests, data. datawithDraw or contact anon a appropriate linerecreational thegraph supervisor's with range use. axes forPrepare office labeldnumber of alike otherofdata visitor-daysthose nationaltable in likethe forestsbased diagramthe one onfor 19881987 242,315,700238,458,300 Visitor-DaysNumber of 2000Now Over 300,000,000 andCompare discuss the how predcitions this recreational and slope use with of thethose forest for nationalaffects the forests local Time tion.onregion. Contacttheir perceptions these persons on careers and ask in forthe interviews, recreation infield. or out of class,Make a list of persons in your community with careers in recrea- ,1 r ) L.. r 1111111 4 OBJECTIVES:reationPicnics lands and consider Are possible Fun? options. See RECREATIONStudents RE- will simulate current trends in Tennessee Valley rec- havepicnic.property. them Choose Have enter three these the more public three students beach enter to andtheir be begin members property their of andpicnic. the begin public SelectAsk their andthe three students to be the landowners of the private SOURCESMATERIALS: matrix for background information. studentsbeachclass to and observe are begin picnicking. the their two picnic. groups(The Continueprivate for a fewowners at minutes. 2-minute may invite intervals students untilAfter all to2 minutes, select three more students to enter the public 2smallblue signspieces rug snack (PUBLIC toof representstring (have BEACH for each fence waterand student PRIVATE (each(or a bring blanket)about PROPERTY) one 20 fromfeet long)home) finishedshareAs the their their crowd property snacks. became if they bigger, want to.)how Continue did students until feel?all students What did haveDiscussion. they Ask students what they observed at the beginning. PROCEDURE:by pushing desks and tables to the sides. (This activity may alsoSet the scene for the activity. Clear an area in the classroom be tionscrowdedthink toof thispeople beach? problem. on private Have land? the class How come did landowners to a consensus feel aboutaboutSome thethe recreation areas are becoming crowded. Discuss op- otherthedone lake outside.)is private and place Roll property. outthe the signs See rug sothefor that theclassroom lake.one isRope a below: public two areasbeach off and the beside threeFOLLOW-THROUGH: best options for solving this problem. Choose a solution or option generated above and implement BE PuguNCH PROP) PRIVATE RTY init in "recreation your local carryingcommunity. capacity" Be sure first. to determine the factors involved 1... io , t ' .1 ...... ,,, in, n, r 0 ,' f L, r "/ :, :': ,. ; ' I .: : ; : ...,' , 1,',. ';',.; ...,. ''''''''': 71:, ::''':!'%': R-32 TheOBJECTIVES: Big Picture Provide the following information to the class groups: information.nessee Valley. See RECREATION RESOURCES matrix for Students will construct a graph to display land use in the Ten- background FARM PASTUREFORESTCROPLAND & 6.07.4 m acres 6074 squares (Y)(LG) MATERIALS:posterscissorcolored boards paper LAKESFOREST NON-FARM 15.0 m acres0.6 m acres 150 squares (G) 6 squares (B) feltPREPARATION:ruler crayons PHASE 1 Graph the above information by placing the squares on a pasture.7.4million million acres,The in actualtotal and of therecrops. forested are The also land remaining 600.000 in the Valley acresfarmland ofregion lakes is in is (0.6forest about Inm). 1978.and This farms accounted for 13.4 million acres in the Valley with 21 sidespencilposter and andboard also then in name rowscolor the andin theentire columns. outline graph. toTrace form around a bar graph. the rows Label with the a PROCEDURE:information is summarized in the table. TENNESSEECROPLAND VALLEY LAND USE (74 squares) socut(LG),either that squares 1 green1 square inch from (G),on equals thea or side coloredblue 100,000 or (B)1 cmpaper papa. acres on accordinga side.(0.1m). Use to yellow the following (Y). lightForm green groups of 4 or 5 students per group. Each group should The squares may be table FORESTPASTURE & `-1 r R-34 R-35 PHASE 2 Now have each group use the squares to make a representa- FOLLOW-THROUGH: Obtain a quadrangle map of your local area and also a county tivegroupdiagram diagram start will of with representthe a Valley. new posterboard.an Let area one that square isPlace 1/1000 now the equal ofsquares the 100 region. onacres. the RememberboardThis that 1 square is equal to 100 acres. Have each area?yourland local Howownership area. far do How map.you much have Use landthisto travel information is available to get to to for it?determine recreation land in youruse in Theforestsmallerarea?and squares (green)begin If thanit is toof and500 100 arrangepaper acres,lakes acres. may (blue). themthen For be a toexample: cut Whattypical form into is farmsfarm partsthe cutting averageshould to(yellow make a square include farm and areas sizelightin 5 halfthat in green), yourwouldare squares. towns.tion,geousdiscussproduce lumber conditions the50-acre arrangementbusiness, squares.for people, etc. of HowAlso squaresbeing bigconsider sureare to your toproduce roads, consider lakes? rivers, the Havefarming, most streams, the advanta- recrea- group and squares,PHASE 3 take a second posterboard and draw the land-use layoutWhen your group is satisfied with the reasons for placing the tionaltownclass.rivers,represented haveland Compareroads, intoaccess by and oneyour maps a tobig town.group's recreational lumpand Each reasonssquares-patterns.or scattergroup land? for shouldit throughland Did presentuse.youDraw the dumpDo in area? its creeks,people mapsthe What recrea- dams, into thearethe yourDoesWhatadvantagesthe advantages area? yourwould group's How happenof having ofwould mapdumping to farmsour youreflect public change it dispersed intothe lands wayone local thatbigif through theyland reserve?land wereuse isthe actuallyif not youpublicWhat managed? could? are usedlands? the in Punching-In Outdoors OBJECTIVES:information.recreation field. See RECREATION RESOURCES matrix for Students will list future careers and job opportunities in the background MATERIALS:gluetapeposterboard or newsprint feltPREPARATION: crayons Read through the factsheets for this activity. Collect informa- andtionsources fromemployment them showing concerning in businesses recreation. recreation and workers. investments, Ask students to collect pictures from magazines and other tourist spending, mightanyPROCEDURE: businesses include: motels, associated restaurants, with recreation curio shops, and bait shops.Brainstorm with students and list recreational businesses and in the Valley. Examples R-36 '' f.'8' ; Place the list of recreational business in the front of the room. jobsasRead orpublic, careers through private, associated the list or andboth. with have these the studentsbusinesses. generate Classify a second these jobsDivide list of the class into several groups of 5 or 6 students. Each outmembermightgrouppaste pictures be member this ofmost the fromonto interesting.group should magazinesthe posterboard.can determine eitherAllow that makeeach exemplify Have which groupa drawingone job the tomemberfrom or makejob oncareer they newsprint a poster. choosementioned each orEach groupand cut Discusstrendspresent in itsthe recreationalposter effect and this tell will spending the have job onin andwhichthe jobemployment each market. member in is the interested. Valley.After each group has completed its presentation, review the mayFOLLOW-THROUGH: want to participate in the activity above. Invite speakers to discuss careers in recreation. The speakers SpecialOBJECTIVES: Population Recreation photos of plants and animals along a trail and take hikers out on the backgroundphysicalof people disability in information.the orpopulation age. See RECREATIONby simulating RESOURCEShandicaps caused matrixStudents byfor will develop a sensitivity to the needs of special groups aretrail.percent seeing Have thetoin the bestudent physicallywild onnaturalist the handicappedtrail. treat the photographs in various as ways. things MeetChoose they to 10 percent of the class to be elderly, and choose 16 blindfoldsMATERIALS: or painted out glasses members.asdiscuss guides the andSpend types rangers. ofabout problems Pair10 minutes up they the will inspecial theportray recreational group in the simulation. simulation.Now visit the "recreational area." Allow some students to act with regular class wheelchairpictures20-footbluecane rug rope of and native crutches plants (dandelions, wildflowers consideredobstaclesit is like to werebe to handicappedmake encountered? recreational in a Make recreationalareas a morelist of accessible area.items What that andcould typesAfter more the beof activity, discuss the feelings of the students and what obstaclesmuralpictures of trees,ofoutdoor (large a potatolimals etc.) rocks, ocene (dogs,chip tree bags, cats, branches, etc.)bird, salamanders, aluminum cans, snakes, empty etc.) enjoyableFOLLOW-THROUGH: to special population groups. PROCEDURE: Work with students to develop the classroom into a recrea- tripwouldrecreationalmembers to a nearbybe likeof area.the recreationalto populationbe Discuss in this specialwitharea.with thedisabilities. Decide group. class howtheir Develop Do usefulfeelings this asimulation thisrating about sii Makescale what in the ato it check list of obstacles to look for and then take a field is to toofofftional allowan a picnic outdoorarea more simulatingarea; spacescene. hang to If the setweatherpictures outdoors. up the permits,of recreational plants Use aprepare and blue area.animals, rug this forPlace set-up aand pond; obstacles a rope outside mural theirthefogpossible.evaluate specialscale area. with Construct groups.accessibility them, Write aand table and askletters and enjoyabilitythem tolist other toas evaluate many schools of public sites a inrecreational and recreationalthe tregion, siteshare areas in it scores as onset-up. the paths Have between one student sites. beEncourage a trail naturabst. students That student can place to participate in the R-38 ValleyOBJECTIVES: Vacation In a later class period, allow the groups to set priorities on the REATION RESOURCES matrix for background information.Students will plan a vacation in the Tennessee Valley. See REC- following:Valleyinformation and Willselect they they a have site communicate or collected sites they aboutwith would home, recreational like toand visit. how areas often? in HowNext the comes the planning stage. Students should consider the roadfeltMATERIALS: cra, maps ons of (severalautomobile the Valley colors) areaassociations) (from service stations or computed.offood?andmuch this where areWhat should lodging Forthey transportation beexample, will writtenor eat? camping if Dointo thewill campers atriptees?be budget used?will What beneed and What400 types to estimates miles routeprepare of andfood will a foryoube willmenu eachtaken? are they tousing item buy All largePREPARATION:newsprint Valley map theregallon,a carpercent thatand then gettoback. the the25 budget milesbudget to should tothe make gallon include sure and there $17.60gasoline is forenough averages gasoline. money $1.10 Add to per10 get increasesSuch as planning their knowledge ahead, and budgeting, interest in and local setting and Valley goals. recreation.Planning a vacation is a fun way for students to practice life skills Also, it sheethighlighted to present on the to theroad class. map to show the planned route. AllowEach groupeach groupshould to write share all ofits thisvacation information plans. onto a newsprint In addition, the route should be willPROCEDURE: provide a road map for its ise. The group should first discuss whatDivide the class into groups of 3 to 4 students each. Each group cation"FOLLOW-THROUGH: in another part of the USA or in a different country. AfterHave students use the same procedure to plan a "dream va- mightcollectexhibitionfun,they education,would also information orwish likea class, to tolearn call bydo allwriting the ora of newaccomplishtoll these, lettersfree skill, ornumber toothers).paint Stateon their1-800-421-6683a Touristpicture,Students vacation. Centers. take should (Examples: forphotos Studentsinforma-begin for to judgethesestudentscations.' tothe the havebest Include entire vacation.researched class. planning, Let anda location, panel planned judge activities, theirthe three vacations, and best other "dream presentcriteria va- to tion about Tennessee State Parks. R-40 classhow tours on what are arranged. they learned. Have Comparestudents make the differences presentations in traveltoAlso, the have students interview a local travel agent to find out R-41 agencies. GOALS SET Period1st Class INFORMATION COLLECT 2ndPeriod Class ESTABLISH PRIORITIES & SELECT PLAN transportationroutesbudget IMPLEMENT foodcommunicationaccommodations EVALUATE 470 4'71 WaterOBJECTIVES: Safety Spotters 111111111011111116.. TOPICS GROUPS backgrounding safety, and information. fishing safety. See RECREATION RESOURCES matrixStudents for will make posters dealing with swimming safety, boat- fishingboatingswimming safely safely safely 3 and5 and1 dnd4 6 2 MATERIALS:handouts of Factsheet 10 on "Water Safety" thenits maketopic. Makea poster the or list collage as complete composed as possible. of photographs Each group and draw- shouldAsk each group to prepare a newsprint list of safety points for feltphotographsgluetapenewsprint/posterboards crayons from magazines of people, boats, and things aroundwithoutings that thea includeslife room. jacket.) Have some all safety groups points. circulate (Example: from poster A boy to posterWhen and the groups have finished, have them place their posters in a boat PREPARATION: Water safety knowledge is very critical for anyone who enjoys itemstheidentify missing to what see items,isif themissing groups come from togetherweri; each correct. poster. as a large When group all groups and notehave these listed swimming,safetyhuntingsuch water and or sportsmakehiking.boating, aas Havelist andswimming, of fishing. thesafety students fishing,points readmentionedskiing, Factsheet and boating,in the 10 reading onand water even for frontFOLLOWpoint of isthe important. THROUGH: room. Go through each point; ask the class why eachPlace the newsprint list of safety points for each group at the PROCEDURE: Divide the class into six groups and assign topics as follows: waterHave safety.a show Use of practical votes to chooseart from the different winner. classes, Be sure centeringto decide,Develop onas safety posters and show these around the school. 472 R-42 473 R-43 category;as a class, for the example: criteria for judging and the number of points for eachoriginality 30 points maximum impactqualityneatnessmessageetc 304010 points10 points points maximum points

474 475 Recreation1. Resources Glossary 2. AccessibilityassureConservationbuilding. continued - Ease of availability approaching for future or entering generations. an area or ti - Wise use of natural resources in a way to 3.4. NaturalusesMuItblelittle such direct areasuse as conceQt. managementwildlife, - Lands recreation, protected- Managing as possible. inand theirone forestry. areanatural for state a variety with asof 6.5. tionalthePrivateRecreational government. use sector an area - Peoplecarrving can withstand, and Qapacity businesses while - Highest providing not associated level a constantof recrea- with 7. ties.ZiaciaLizozutationslevelphysically of quality or at mentally a reasonable - Persons handicapped, cost.of a group or fromthat areethnic elderly, minori- 8 Visitor-dayillness.Wellnessday is equal movement - A tomeasurement one person- Managing stayingof public your for land life12 sohour!.use. as One to prevent visitor 47G P-44 477 tY.Jerre. erillOP"...- P /4 100 0, if!". .0._ ...... ,..- ,,,, "if rt.- Asp 71-40, -":./T. A '1;0. '; -retri.rr ", A r%-°.. '- , Afi..-Iwfir ,....1,...,1.9 tea-+...... --.17:;,77,01..-114e4 01.,"...... ,..rt.1.:. r_,.....'":...... " ';' -". ..%,... Ordr ,,- 4 ..0.2". 0'44 "-- 4:4.14 11:- ;; "Ni ri , : 4"- " , 1E7 4.21....:: ...911",...... ;. di . ."... /;: o," / , 'A ,r,: ."7412.6g2;.4.. Ur.,,r-t.'-r.-- 4....---- ..., . ..r.....' .-,_-,,...... ,. ..z.e.'"- :.*.../.. 7: '7:let; - .-- ":;::r7 . ='- 4 k,' ' ,"" - r- , tr :....,:,.,.;-.14, ,, , ;fif -4 va .. ob: , Hsi IfigrAt , A./ r - or, , .0". 4 I I I Veit/ - 111111111KIW )4;', - - T . 'f; ff.*.I # 3 ,/ " I tiMPNA, I 11111 1 .4 , .% "tfl: %al.% ` 1,, . e .1,` 40 y;r-4.1.40;. le, ' - ,;yr:4. f 44._ f:. .1 . 0 ;1 :. g poi : 64 . I c ' I/1; LZI'il 41 NIA

c?It 1111111-

400 r ' ' 7.1::11.`7i:'; .7.; '1 '- -is' ' "Always utterly eiientf6C.Water can veryslownessworld,andno longer wastedIntellegent wateris being be since taken with adknoiivlectgedhandling mankind foi granted. took to Pollutedover require the rdble if our / waterrace is does.sO:at to survive his own peril: t Peter Briggs10 whoever mistreats r- COPY AVAILABLE c- 4'80: :,--- - tlt t Water Resources Concept Map RESOURCESWATER Storage Source: QuantityAvailable) Water Cycle Rural (Demand) Urban Uses Problems Uses Problems SurfaceReservoirsWater: TVA 482 AquifersGround Water TNRainfall Valley In 483 Water3.2. 1.PollutionGroundwater Overview Resources The Hidden Resource Natural And Manmade Factsheets 4. 6.5.Water WaterPrecipitation Quantity Quality The- - How How Start Much Clean Of IsThe Is Enough? Clean? Cycle 9.8.7. SurfaceRuralUrban Water Water Waters The Visible Resource

4R 4 WA-4 4" Although1. the proportion Overview varies from one plant or animal to another,Water is the one compound essential to all life on earth. andis absolutely amphibians, necessary during for all manyor part animals, of their suchlives. as fish, some insects, ofit is Valley,somethe a basic human other may component bodyplant,be 90 is suchpercent water. of everyas waterAan treeliving aquatic or might cell. more. plant Approximatelybe 40 percent 70water found in the Tennessee percent and thosehuman in arid lifestyles, or desert too. areas People of the at world;the seashore many of livethese differently differencesOf course, the availability of water has a great deal to do with For example, desert inhabitants move from place to from bodyodorless,most complexof essential and tasteless. natural minerals resources. Without and some other In its natural elements.pure state,impurities, Healthful water it iscan robChemically. water is a simple compound; yet it is one of the colorless, drinking the engineeringwaterplaceareand obvious inseldomtransportation search .developments develop of water; of nomadicwater but were people to meetways.systems who the Among live needsfor inthe areasthe ofcapture, earliestgrowing with plentystorage, human commu- of waterair,well-being.chlorine,calcium, themust rock, phosphorus,sodium, contain The and fresh theandsmall watersoil otherstrontium, quantities it we comesminerals drink potassium, inof picks contactessentialdissolved up iron,thesewith to elements amagnesium,as elementsperson's it makes such physicalfrom Gs its waysulfur, the asneeds.nities. much Average as 120 inches,rainfall isin arounda few spots 52 inches in per year. This variesThe from Tennessee Valley region provides ample water for most the mountains, to 40 inches, towardfactors the in ocean.the development of human civilization. The major citiesThrough the centuries, water has been one of the determining large river, of or munitiesmanyso, just streams. awere few established.milesAlong away.these streams,The the Valley's Today, nine mainstream dams convert the Tennessee River Valley region is fortunate to have earliest human com- wheretheon world the a safeshores are harboralmost of an for invariablyinland large sea ships located or hugeis found. on the banks of a Although the amount of water available varies from one place lake, or on a seaside location waterwayfrombama,bigee Knoxville, Waterway in some the GulfTennessee, 650 has ofmiles Mexico. now long. to linked Paducah, TheCompletion theTennessee, region Kentucky, of thedirectly Ohio, Tennessee-Tom- into to anda Mobile,navigable Mississippi Ala- interestingto thehaveperiodsanother, loss special andofways. plant water. guard adaptations Plantsand Other againstanimal like animals, the inevaporation.species theircactus such breathing adaptare as ableAnimals theto thepassages tokangaroo store water such water asavailable rat, the for are that prevent camel ablelong in isiana.industrialRivers provide and agricultural a transportation heart of routethe continent, joining the New Valley Orleans, with Lou-Despite fifty years of water system develop anent in the Valley, the to sendssurvive and with roots little that or nothey water; eat in they their get desert what homes. they need Abundant from 45,16 water the WA-6 there are still bright, clear, mountain streams, placid rivers, and creeks 4 c)" withacross many the region.characteristics In addition, of natural large reservoirs lakes. create an environment WA-7 resourcefoundValley.management in Beneath all is theof concern streams inthe the ground, region. to and TVA there reservoirs and is to 100 others of times the responsible region.as much water for However,water as is we see only a small fraction of the total water in the This unseen Whenthewhen water certain the canpollution additional become is caused elementspolluted by and arehazardous presentless desirable inor tootoxic great in materials, some quantities, Healthfulways. the water is a complex mix of many elements. However, surfacecreatesinmakeproblem many una9sirablewater,the cases, canwater in become mostthanunusable. conditions takingplaces, a major Cleaning steps inand the health tocertainly water preventup pollutionhazard. environment, is pollution. true is ofmore groundwater This it expensive,can is truealso of Pollution not only watersourcethepossibleresources. water everywhere planning, resources to For end this development, upand reason, oflike not the Coleridge's a regionit drop is andespecially to be management.drink.' Ancientmaintained important Mariner, usingOtherwise, that withthe water quality "water, itre- is of 4P8 4F:9 2. Groundwater With all the rivers, creeks, ponds, and reservoirs found in - The Hidden Resource the amount of water in that zone remains constant. These underground 41111111111, INN Tennesseemoreis far morewater Valley, water underground it'sthan hard we to see.than imagine In in fact, all thatthe there riversbene-'' is an estimated and reservoirs of the e surface there 100 times areas1. make up aquifers. In the Valley there are itauncarmicateziadimenta are found in western Tennes- six groups of aquifers. Kentucky. theregion.Memphis,Tennessee Valley. depend entirely on groundwater, eitherGroundwater supplies one-third of the public water sources Some communities, including the city of from in Thesesee,travelmovingdepth Mississippi, sand, 50of water, almostmiles. gravel, Groundwater and3,000feet silt, small and andparts clay in containthis sedimentsof areaAlabama large may have quantities takeand an 100 average yearsof slow- to wellsusesprings.water or of supplies.largegroundwater Because springs. Many these resources, Some individual and have other there families a demands combination are getareas, sometimestheirwater of surface from and shortages could occur in like Memphis, Tennes- lead to heavy wells and well 2. Tennessee,areoccurs locatedThelefunia in inandaquifers the most js,012cLlcltcicajteLs.li Highland madeof northern Rimup fractures, ofAlabama, central faults, nKentucky,Groundwater if i and here nt overburden bedding central thesee,sion.developmentCumberland future and northeast unless becausePlateau Mississippi,new sourcestherewill always justwhere are isn't face waterfound. enough limitations Some water places foron major growth on expan- andthe 3. denplanesThe are horizontal of characteristic carbonate carbonate rocks. of the aquifers central withoutbasin of significant middle Tennes- overbur- Thesesourcea upland spring springs or group provide of springs water atthat varying make rates, up Actually, every stream in the Valley begins with a groundwater its headwaters. from a mere 4. Thesee.in openingsThefolded rock and hereof faultedvertical is almost jointscarbonate entirely and horizontal limestone.aquifers withbedding significant planes. Water is found Astrickle,roundlarger the inwater streams,base some flows flow instances, and ofdownhill, rivers streams tojoin hundredssmall riversin the streams to region formof gallons even dependscome larger a minute, on rivers. together to form the output of Thein year-others. seeoverburdenlayersbedrock,reaching into ofnorthern fromrock, suchprovide southwestern provide as Georgia aquiferscavities, space and in Virginiafractures, forValleyAlabama. groundwater through and and Ridge crackseastern to Provinces accumulate betweenTennes- Openings in the downwardgroundwater until sources. it reaches ozone of saturation. At this When rainwater soaks into the ground, it continues to move point,conditions, the water the 5. Thedenand fractured aremove. characteristic noncarbonate of the aquifers high mountains with significant of southwestern overbur- is still moving, but so slowly that, under most natural 430 WA-8 491 rock.ernVirginia, Georgia. eastern Here Tennessee, water collects western along North faults Carolina, and and cracks north- in 6. bama.westernburdenThe fracturedGroundwater are Virginia, found noncorbonate east-centralin herethe Cumberland is restricted Tennessee,aquifers toPlateau without fractures and areasignificant northern and of jointssouth- Ala-over- in whilerecharge others areas,may cover may hundreds, be no more or eventhan thousandsa few hundred of square yards miles. acrossAnbedrock. aquifer may be large or small. Some, including their whichuprocktheA recharge manyaquifer. itoutcroppings. passes. kinds Thesearea The of is materialmay wheredeeperAs thebe rainwater sinkholes,waterfromthe groundwater the moves surfacesoaks caves, into into disappearingor movesthe fromthe ground, earth intothe soil the to streams,it resupplycan throughearth, pick or continuestepsthe more to ensure mineralsto support that it ishuman,the likely underground to plant, contain. and sources animal wepopulations. depend uponBecause will water quality is so essential to life, it is necessaryto take 422 o AIM 3.buildings,evenpicksparking Pollutionupbacteria. dust, on lots, trees smoke andWhen and sidewalks particles, bushes,rain falls ingasesand onthe driveways, thegrass, in theroofs onatmosphere, ofstreets it housespicks and up pollen, andhighways, otherIn other andnature, sub- water is never entirely pure. Rain falling from a cloud Natural And Manmade wasteAlso,comesmokeused, asheswhich backcanand gasescontaminate to orbecomes earthother of various residuesand waste. waterfind kinds. theirfromWhen supplies. These theway fuels burning into gases are the burned, processand water smoke theysomewhere. that eventually producebecome withstances.sinksareearth, the filtered into itwaterAs collects theit out,runs wherever ground, butother along others materialsthe theit goes. more remainsurface frommineralsGenerally, in of solutionrocks the andground and the andother soil.deeper or are materialssoaksSome carried the intomaterials water it the con- along builtreducepollution, to makethe pollutionand the to water clean caused we up drink industrial by human safe, wastes. to activity, cut down Laws Plants on and wastewater have regulations beenMany millions of dollars have been spent on facilities that ittains. looks,Bear Creek tastes, area and ofsmells. northern Sulfur Alabama, compounds c'ving are water a problem a bad inodorDifferences the at in mineral contents of water account for the way wastewaterregionhave been and before estai-lishedspentin the ii toNation.:s cleanreturned to Progress forceup topolluted citiesa stream has and stretches been orindustries lake. made of Still waterways toin more cleanmany millions upareas. in their this Largetrecrimentofandcertain iron Bear areas andtimes Creek, plant, manganese. of phosphatethe causesthe year. water color This At naturally rockboth problemspollution, (saltNormandy, contains deposits inif nothousehold troublesomeinremoved middleoccurring water byTennessee, thenearamountssupplies. water the agingoftenindustrialsources are system of sourcestreatment water begins pollution.of facilities, water to fail, pollution.Municipal whenseptic it tanks, Generally,is wastewater pushed landfills, beyondthis treatment andoccurs incineratorsits capacity,when plants,Even an the facilities designed to deal with wastes can become slides,occurrences,badlysurfacepopulations enoughcan of the cause such earth),ofto wildaffectsevere as and animalsearthquakes, long pollution minerals stretches can of suchalso volcaniclakes of contributeas streams.and coal, eruptions, streams. can toOther pollute high Alsoand naturallevels waterland-large of Thesewhenstoring,materialor through it accidentsis calledor are hauling human another upon can oferror.occur,to the sourcehandle material. at anywastesof sometimes point, for duringwhich severe itthe was manufacturing, water not designed, pollution. Accidental spills of toxic or hazardous andbacteriapeople truly inhazardous do a causesstream, conditions someunder pollution.certain can arise. conditions. Just about everythingAdd that to the natural sources of pollution the activities of people There is no way to avoid this andalso constructionfertilizers cause problemsused activities. in agriculture, when The the operation surfacewater released of mining, dams andfromforestry reservoirs dams practices, is Otherlow can in sources of people-made pollution include pesticides entirely. There always seems to be something left over that cannot be 4 WA-10 downstream.oxygen content. This causes problems for fish and other aquatic life 495 4. Water Quantity arecubic317world's approximately- million miles total of arewater these locked supply2 aremillion up contained isin cubic estimatedthe polar miles in the iceto of be oceans.caps.aquifers, 330 Underground, million Another with aboutcubic 9 million Water'smiles;half there of distribution Howover the earth Muchis tremendously varied.Is TheEnough? otherdrinkinggallonsmanufacturing.ing, purposes. flushing perand personcooking. toilets, Average each Thewashing water restday. is cars,Ofuse used this, inwatering forthe only bathing, Valley 2 lawns gallons islaundry, estimatedand are gardens, dishwash- used at for85 and thisinmiles availablethe ofatmosphere, water for inhuman lakes and use.and 300 ponw,As cubic for 16,000themiles rest, in in thethere soil, rivers 3,100are of30,000 floatingthe world. cubicAll about of this water is in constant motion. It evaporates from wouldin riversthe be region, aboutand lakes and a foot Tennesseewere deep spread Add would evenly to this be over the covered thegroundwater State to the of Tennessee,depth availableThere of 100 is it plenty of water inine Tennessee Valley, If all the water theandthroughstreams,get ocean, falls hundreds transpiration. tolakes, again.earth and ofas Some inchesrain,oceans It movesspots snow, ofor onrain is aboutor releasedearth, ice, a year.in and suchweather by headsOther asthetrees, systems, downstream paces, Hawaiianand other condensessuch Islands, plants,toward as the drawndealfeet.orareas whereUnfortunately,from from and place thereunderground scarce tois place,a thein limited others. amount sources making supply of faster water of water, than inreadily the itgrowth isValley availablebeing must vcries replenished, be in a plannedsome great In those places where water is being veryplantsMohave little like Desert water. the cactus, in Other California, and plants animals get and hardly animals,like theany kangaroo amongrain at all. them rat, survive fish Plantand on a and animal life have adapted to most conditions. Desert docarefully not demand and economic large quantities development of water. must center on activities that teristicsfishing,submersion.broadpatterns range humanof theof Humans of waterwater communities aquatic distribution.supply. adapt vegetation, also, have fashioning thrived cannot by lifestylesliveadapting without toto appropriatethetotal charac- water From nomad-herding to deep-sea foraquifers,States their every growthrunning year. needs.off into streams,About one-third or being of used the immediatelywater flowing by Someinplants the 16 billion tons of water falls, mostly as rain, on the United This water soaks into the earth, replenishing percentNation's streamsof the water is withdrawn used in forthis a countryvariety of goes human into uses. agriculture Around 95or 4 °6 WA-12 4 9 '7 5.evaporation.Onlyatmosphere Precipitation 14 percent Each through comesfromyear someevaporation, 122,Crs,rivers, lakes,86 cubic percent and miles ponds. of of it waterfrom This theenters watervapor oceans.The the water cycle is driven by th.t, sun's energy and begins with The Start Of The Cycle throughformthan itof is precipitation. April. in the During Tennessee Almostthese Valley.months, half the In vegetation annualthe Valley, rainfalls is rain fairly fromis dormant,the December dominant Inand areas like the Rocky Mountains, snow is far more important fellcondenseis carried all at once, byand the thefall earth's earthback wouldto winds earth be untilinto covered theconditions ocean. with 3 feet are ofright water. for EachAn average of 32 inches of rain falls worldwide every year. If it it to thealsoForminimum. flooddemand these provides season However,reasons, for most waterin the the runoffof region.on thewinter theinto rainfall The partandcreeks, period earlyneededof therivers, spring from region's to and bringJanuary months lakes plantthe isthrough areTVA atlife consideredits reservoiris highest. Mayat a arangesday year, there fromon are the almost 45,000 south nothing, slopethunderstorms of in thethe HimalayaSahara around Desert, Mountainsthe world. to 200 Annualin to India. 600 rainfallinchesThe Tennessee Valley has an average of 52 inches of rain a Assystemplanting a rule, up andtothere the bringing isdesired ample crops summer rain to from maturity. levels. November These throughmonths averageAugustValley forwell rainfall follows a pattern that is favorable to agriculture. essentiallywesterngeneraleast,year. toThis 120 area half variesinsignificant. inches of the from or Valley. regionmore, 40 inches, at Asthan spots a rule,in justsomethe slightly a east, few mountainous miles butmore theaway rain difference areas infalls the ininsame thethe is intorainfallover their four drops fields inches to and around each. harvest three their inchesjust major crops. in time forthe farmers to get In September and October, the average consideredofislight designatedan when inch anless heavy. hour.as than moderate Anything Aone-tenth localized when over of summer anit three-tenths falls inch at fallsthunderstorm one-tenth during of an inchanto three-tenthssometimeshour. anThe hour A raterain is at which rain falls is important. Rains are considered iftownsbanksstormsproduces there andand canhas more citiesdamage producebeen thanin theenough homes fiveflash Valley inches floods, orrain are businesses priorsubjectof causingrain to duringto a flashin heavycreeks low-lying an flooding, hour'sthunderstorm to overflow areas. time.particularly Many Such their to saturate the ground. WA-14 C)9 - 6.foundismean?terms great Water thatwe Purein useathe laboratory water, waterfromin describing two but parts Quamost not water hydrogenfor streams plants of good lay inand their quality. animals.one natural part But Scientistsoxygen state what contains do (H20), have they"Clean water," "pure water," "clear water" are some of the How Clean Is Clean? theirwateroxygen nourishment is from consumed the water. from in the Finally,the process water. when Aquaticof decay.the plants plants die, use oxygen nutrients from suchIn the addition to dissolved oxygen, many aquatic plants draw all theof proportionsother the minerals hand, ofdrinking itdissolved needs. absolutely minerals pure necessary water tendsfor human to rob health. the bodyWater On picks up a broad range of element as it moves through theselakedecayonas nitrogennearby elements affects processes. farms, and eutrophication.are phosphorus foundfrom The sewagetotalin water, amount to Eutrophication treatmentmanufacture but mostof nutrients comeplant food. is discharges,from founda Smallprocess fertilizers in quantitiesa stream andin usedwhich from orof desirablethroughoxygenVonifs cycle on its and rocksof elementsway evaporation, other andback gasessoil, tofor stream, humanminerals condensation, from lake, thehealth are air.or dissolved sea.are precipitation, iron,Water intocopper, picks it. and up strontium, dissolved percola- As water passes over and Among the Highlygenminerallife decreases. than eutrophic and humans organic Thiswaters consider nutrientoften often reduces desirable, amountsproduce animal more likeincrease algal lifeof certain but blooms.and favors dissolved forms plant of plant oxy- life. harmful.chlorine.phosphorus, Too calcium,much of any magnesium, of these elements, potassium, of course,sulfur, sodium,can become Dissolvedand oxygen is a major element for the health of aquatic watertendedus.drink Goodthan hasuse. thatto waterFor have whichinstance, might small we amountsbe somedrink. dirty industrialOn water,of theessential othertoo. processes Farmers, mineralshand, theneed tofor waterbe example,cleaner goodIn we summary, for water is good when it is compatible with its in- whenoxygen.lakes,life.more Fish, there and oxygen Fishfish theis foodat must oceans leastin organisms, the have five waterof totheoxygen six andthanworld parts the toothers. cannot per breathe;many million Trout,plantssurvive however,of oxygenforthat without instance, live somein in dissolvedthe streams, water.doneed best wateroften wash quality down should their match animal use pens for withmaximum waste waters.benefit. In conclusion, Thethemay colderthewater, day, account when for photosynthesis the the fact more that dissolved troutis taking prefer oxygen place, colder if water is streamsable plants to store. and contribute lakes.ThisOxygen also plays a vital role in the life of aquatic plants. During oxygen to the water in which they live. At night, these same plants use 5'0 WA-16 591 7. Rural Water Agriculture accounts for approximately 46 percent of the total can wash away the soil, robbing the land of fertility. It can wash whereduringgrowingwaterects, usedmodernthe watercrops year. in inthe farming theruralUnlike United Tennessee areas theis States.totally southwestern of theValley dependent Valley comes partis pumpedonfrom of vast therainfall irrigation Unitedfrom that wells Statesoccurs proj- and Most of the water needed for fertilizersthosecarry animalusing and pesticidesthe wastes water into intofor nearbyrecreation nearby waters, streams, or household creating causing health supply. pollution. hazards It canOne for of the most difficult water quality problems facing the dayastonishing.springs in this and country. suppliesAgriculture It takesmost uses household,8 tomore 10 gallons than livestock, 150 a daybillion toand caregallons poultry fora of cowneeds. waterThe and amounta of water required for ordinary farm products is Valleypartslevelsmuchpeople Authority of ofare of thewhich thetrying Valley. region (NA)centers to Theredeal and and around with other arethe severe alsoNation agriculturalagencies recreational farmland is in at ruralpractices. the erosionstreams waterstate The and management,in all theTennessee acrossFederal western the waterofcornegg 15water to requires harvested,gallons put are a pound aneededapproximately day 10 forto of 20 forabeef horse.tons each on 120 of theIt tonwater gallonsrequires dinner of areharvested of approximatelyrequired.table. water. Producing field For In general,everycrops. 15 toa bushel single20 10 tons tons of of tanksAdditionally,aregion resultlake that pollution.where of nodrainage in hazardouslonger many Add torural operatefrom this levels areas poultrysuch properly, of thereactivities bacterial and are contributinglivestock thousandsas contamination strip miningconcentrations. toof streamaging for occur coal septic and asand bathing,thingsthey think in laundry,both of wate rural ar anywhereandvariety urban of else. othersettings. Water cleaning It is usedused chores, forfor manydrinking, and toof meetthe cooking,People same the tend to think of water in a rural setting in the same way otherbeadisturb magnitude found. materials, the earth, that forestry willand require rural practices, water special andquality understanding other problems human ifbegin activities,;olutions to take thatare on to difference?anneeds individual of plants well and or animals.spring or A small safe utility,and reliable is essential. supply, So, whether whatThe is from mainthe difference comes with managing water in a farm theofmeansownsetting. us farm, watersupplies. do pumping not unless have watercultivation to That worry for means livestock atpractices all preparing about needs have how forthein been tothe deal barn rainproperly with that orfeedlot. rain.falls. handled, ButIt Most also on it In an agricultural environment, each farm must handle its 8. Urban Water Urban water supplies are consolidated and have to be man- All this requires facilities for managing huge amounts of water treatedoraged Finally,factories through to it make isis pumpedpumpedelaborate it safe from to forutility customers. streams, human facilities. usereservoirs, Once Waterand used, is for stored muchhomes, in of huge it lakes, or wells. It is then businesses,is pumped tanks. instance,Valley,efficienteach day. but than hundreds it also the canscattered of resultthousands insystems special of gallons thatwater serve of resource treated rural problems.water areas are of losttheFor Such concentrated management can be far more in the distribution system. usedischargedto a morewastewater than into 150 atreatment nearbybillion gallons lakeplant or whereof stream. water it isa processed Most urban water is used by industries. For example, industries day. Some industrial proc- and eventually Thiseverymore is day a troublesome problem because which of as leaking willthe nevermunicipal water go away. pipes systems In fact, grow it can only becomeAnother problem is sewage treatment facilities that cities older. pumpalizedweessesutilities drink. andrequirewater. servingLeather treat For water their nearby finishing,this treatment own reason, residential water for manyinstance,even and areas. large Most industries industries, beyondwastewater that given and to the do waternot use therequires distilled or deminer- independentlyhowever, rely thereCitieseventuallycreaseresidential are all acrossthesome outgrow. capacityand small the industrial ManyValley communitiesof their older areexpansion sewage threatened systems which treatment if somethinghaveare by in stateno need wastewater isbans of not expansion. ondone future treat- to in- plants, Unfortunately, onstance,coolingtoindustrial local generate utilities. textilepurposes processes. electric manufacturers or power. Aboutin the 60actualLarge use percent large amountsmanufacturing of quantities this of industrial waterare process. Huge quantities of water are required in most of water for wash- water is usedalso used for For in- cies.reservoirsment facilities with pollutionwhatsoever. unless Such steps conditions are taken threatento correct streams the deficien- and moreoneaverageManufacturinging raw ton water materials ofSunday steel than one requires newspaper aand automobilecity finished of 65,000 50,000 requires products, takes people. 280100,000 and in gallons of water. gallons. A large papermill can use gallons of water. ProducingIn fact, one paper mill in dying and bleaching. Each westernfacilities.areRiver. required North Large Carolina to operateapartment occasionolly such buildings usesthe and individual entire In addition to manufacturing facilities, large amounts facilities as laundromats and car wash flow ofhomes the Pigeon in residen- of water tialamounts neighborhoods, of water. throughout a city and its 504 outskirts, all require large WA-20 9. Surface Waters - TheThe most Visible visible feature of the surface waters in Tennessee in the TVA water management system. This system consists of 40 major Resource theduringValleychannel South."nine isthe theprojects frompast These system Knoxville,50 ofreservoirs years. ofthe reservoirs Tennessee Tennessee,They serve are which different oftenRiver to have Paducah, called which purposes. been create developedKentucky, First, a navigable there 650by aremiles "The Great Lakes of TVA filledbegingenerallyrangedams. early suitableaRainfall slow in reach the drop for duringspring summer recreation. in pool theto theirpool summerlevel As summerlevels asa rule, hydroelectricgenerally by levels.late June keeps Tributary power or waterearly isreservoirs July.generatedlevels They in a the mainstream reservoirs are solelyontributariesaway. tributary forSecond, hydroelectricof streams the thereTennessee as are wellpower the River.as giantproduction.on Andthe storage main third, stream,there are which the reservoirs, were reservoirs on the major built aroundduringdepths theJanuary in summer the mainstream.1 in preparationand water The is for providedreservoirs storing winter to reach maintain and their spring navigationlowest rains.Reservoirs, unlike lakes, can be managed by storing and re- level thefishing,floodprojects. reservoirs control tourist They arefor development, were theoperated Valley, built toto and provideandprovide hydropower a quality such navigation benefitswater (electricity). supply.on as the recreation, In addition,Most of the major dams in the TVA system are multipurpose main river, lakefrontpartsproblemsleasingdisease-causing of water. thedevelopment, which reservoirs, Reservoir include: mosquitoes protecting managers, maintainingmanaging and Valleyother however, aquatic dissolved insects. fisheries, faceweeds, oxygen a and wide monitoring controllingin variety deeper of thestorageMississippi greatest reservoirs Riversflood storageasin themuch NA as,capacity, system or more are but than, Norris, it benefitsthe Douglas, Valley. the The Ohio major andKentucky Reservoir, because it is about 180 miles long, provides Fontana, and flood Cherokee.Broad,one reservoir Little Tennessee, on them These Hiwassee, include Elk, theand Clinch, Duck Rivers. Most of the main tributaries of the Tennessee River have at least Holston, French Only the ValleyBuffaloperiod is is aboutof without the 41year billion a tomajor another. gallons dam. aWinter Theday. total and water spring flow are throughperiods Thethe amount of water in streams and reservoirs varies from one when rainfall is heaviest and these seasons supply most of the water stored 506 WA-22

WaterOBJECTIVES:information.in living materials. With-in See WATER RESOURCES matrix for backgroundStudents will determine the approximate percentage of water MATERIALS:plant materials (lettuce, cabbage, spinach, grass) 0.1plasticovenblenderaluminum g balance (or bread dry pie in bags panssun) squarewaterPREPARATION: meter frame (optional) percent water. Your muscles are about 20 percent water. YourYouRead body may Water feel Factsheet fairly solid, 1. but about 65 percent of you is 80 to 90 theycalculations collect theso studentsexperimental will know data. how to use the data sheetPractice when filling in the data sheetwith made-up data and do the inture averageusesat constant. least water personfive toTo 8-ouncedigest keep consumes food,your glasses bodyeliminate up to running of16,000 water wastes, smoothly, gallons a day.and ofkeep you water needyour in ato take This means the tempera- lifetime. aboutcollectPROCEDURE: halfliving a leafplastic materials bread likebag lettuce full. Have or grass each so group that eachweigh group itsDivide plant has the class into groups of 4 or 5 students. Ask students to 51() WA-26 material. Describe what type of plant the leaves are from and where 511 they were collected. Record information on a data sheet. Weigh WA-27 day.inoptional).blender,aluminum a warm addPour oven.pan a theand littleWeigh mixture record water, the into thepan and themass. and blendaluminum dry plantinto pan amixture paste and sun the(this dryfollowing step or dry Recordis weight on student data sheets and complete the Put the plant material in a containcalculations.FOLLOW-THROUGH: a higher What percentage percent of of the water plant than was another? water? Did Why? one plant oftreeusually entcrops growth. reasons. measured or compare Farmers Biomass in dry production use weight. is biomassthe standing Foresters methods, information crop use such present this to as biomassto predict fertilizer at any production given measureapplica- time, Many scientists calculate the "biomass" of an area for differ- severalanmalsalcoholtioninformation rates. produced1-square-meterin Somean ecosystem. when scientists from studying corn) areas You are as andstudyingcanthe an energycollectingcalculateinterrelations the source. use biomassall ofof between "biomass"Ecologiststhe byabove-ground marking plants (such use theoff asand 'plant materialimportant?mightducedactivity affecithe toin thiscalculatemost production area plant (no the material roots). dryof plant biomass Usepersquare materials? the of method each meter? Why area. described Why? is Whichthis What informationin areathis factors pro- 512 5!:3 NAME STUDENT DATA SHEET Determine % Water In Plant: 1). Describe the plant material collected by your group: pan1). & Subtract dried 9. pan g. = weight g. 2.material t)ivide only onlymaterialof dry dryweight material of 9. 4- weightof plant 9 = thatfraction is not 2). Collectweightmaterial data of plant before aluminum pan weight of the DATA of pantotal and weight the 3.only Multiply beforematerial drying water drying g. dried material g notthatfraction wateris X 100% = notthatpercent wateris 4).3). UsepenedMake steps a 1when drawing the onmaterial the back dried of thisin the sheet sun showingor the oven. what hap- 4 to determine '3k water in the living plant material. 4. Subtract100% - % = 514 thatnotpercent is water watermateriallivingpercent in plant the OBJECTIVES:and Aquifersartesian wells are formed. AndSee WATER ArtesianRESOURCES matrixStudents for willWells construct a model to demonstrate how aquifers parellel pieces of plexiglass MATERIALS:background information. fineplasticinetwo piecesand coarse (orgroup of clayplexiglass aquarium(or orin glals playdough)several per panes) sand colors 30 cm sodaPREPARATION:blue straw felt crayon plasticine whichformed resists when thewater flow movement of water). is stopped by an aquitard (materialAquifers are underground storage areas for water. They are systemarrowstheirPlace own a onfromstraw pattern the the as plexiglass rechargethe of aquitardwell. Imaginativetoarea indicate and to aquifer.the thestudentswell. flow Have Using ofmay students watersmall decide labels,through draw to create label blueUsing the sand and playdough, make the model as shown below. useavailable.PROCEDURE: plasticine Place on the.two the bottom plexiglass and sheetson two parallelsides to to hold each the other sheetsForm and several groups depending upon the amount of materials andwaterwitheach why.water layerrising How neatly.by in filling thedoes straw.If anmadethis aquifer occurAsk tightly, the naturally?at students the systemsrecharge to explain can area be whatand made notinghappened to work the beparallel able andto do about this without1 cm apart. help See if they the havediagram. the diagramOlder students to follow. may 5 ! 6 WA-30 5 7 WA-31 FOLLOW-THROUGH: Consult local geologist (state or university) to determine the PKGF1TATI ON yourstratalocal area? of area your Why?like local the area. model Construct in this activity. a model Are of artesian the water wells table possible in your in ARTESIAN WELL Irt.:7/411'04=111461 t."4.). 0.00 it 1 colored play dough fine sand 1,1 itl'if la. °V.11 ei.,1.1 '0. 0 0 ').e ; . fine sand 11116"011100Wa f:`11'.10;!/1.,":";%,`i,i::1;f).111!.61.2°cj6(-).94.35-'"-j01(10(0)''Mr9,11=',Pi ' 6.-*:°P,:.°08:`). 6 0 . .,,, . '°:, 0 ::C1((315DO( colored play dough coarse sand Iralief) o; 0 D.. .213. cc) 9 . 00 4).V^0/.._-,..0.47..nc, ; 51 ..0 0,00.,;;;)...... 6,,b 0. vo- ,..- do o'0 ob .,_.1 ,z0c; 0 a c) ri. . 0 l'' 00. o.. CI 0 'CD 05 0 - Co'c)C) r - 518 51,9 - * - structureAquifersOBJECTIVES:information. of the Valley. See WATERUnderfoot RESOURCES matrix for backgroundStudents will construct a map to show the varied geological mapresearchPROCEDURE: provided each forof the student aquifertypes use. in the Tennessee Valley. CopyDivide the the class into 5 groups, of 5 or more, and have them feltposterboardMATERIALS: crayons aquifertypetypeposterboard.cities occurs to the into Have the map.that space map.each Have around Havegroup students them addthe map.writetheadd region alettersYou brief might whereexplanation to the also their water add aquifer of depart-major Havetheir one group develop a map of the Tennessee region on highlightersPREPARATION: (various colors) FOLLOW-THROUGH:surfacesystem.ments of water?Do these they Usecities get your their and map communities'ask tofor explain information waterwhy. about from groundwatertheir city water or ingmeanings vocabulary. cc these Allow words. students to research, if necessary, to findVocabularyHave the students List: read Water Factsheet 2 and discuss the follow- thea reliefeach data mapaquifer from of this thetype activity TVA separately region on your asand amap. puttingsemester You them might project. together consider Then, in makingainclude puzzle.Find out how to make three-dimensional plaster models. Make fracturedcarbonate non-carbonateregolithunconsolidated aquifers aquiferssand formations Thismodel.drawing way you in thecould bedrock show what's types goingon the on 4-sides underneath of the the 3-dimensional ground by geologicalundergroundRemember vocabulary, this geology activity soinis thedesignedkeep Valley, it fun! to notspur necessarily interest in theto introducevariety'hydrologic of 9 1 520 WA-32 5 WA-33 82.° 36° 11110114'. RID N C G A SCALE E MAJOR AQUIFER TYPES ALAI COMBINED AQUIFERS 2.o lo 0 6omiles CarbonateUnconsolidated Formations Sand Formations 4111* NoncarbonateCarbonate Formations Formations with withRegolith* Regolith' RIV Fractured Noncarbonate Formations 9 ('Regolith loose rock materialresting in bedrock which is capable of storing water) 59 r-) Modeling The Mississippi SeeOBJECTIVES:Embayment WATER RESOURCES matrix for background information. Students will construct a model of the Mississippi Embayment. pencilsblocksMATERIALS: of wood,plaster a cardboard mold (about box, 6" Xor 12" X 8") finewhitecoloredpaint aquarium glue brushes (acrylicfelt crayons sand or tempra) or spray paint flourhandoutwhitesugarcorn meal index of the cards Mississippi Embayment PREPARATION:(included in the activity) PROCEDURE: Allow students to work in groups. Each group will draw the cut- area.studentshandout ofto thestudy Mississippi the "cut-away" Embayment view of theand Mississippi explain its Embaymentdetails.Have Ask the students read Water Factsheet 2. Then, pass out the awaydifferentgluedeterminecrayons. view to one ontotexture.Use zones. zone thethe diagramLetBeandtop sure it andadd dry. to ofonesand Now, makethe side orMississippi move the otherof thelines to material block the porportional.Embayment next with to zone givepencils Then,provided theand or layer use applyfelt to aa 524 WA-34 different material like corn meal. Each zone should have its own color and texture. You can add additional color by painting the layers after WA-35 cutMississippithehavemodel. gluethem your dries. Usingto River, learnedsize, Be your too. andsure about Makemodel glueto drawaquifers? labels andthem or informationof topaint eachWhat the in zoneappropriate kinds the from usingcounty of theaquifer the factsheet,lineszone index is and presenton cards, thethe what in theFOLLOW Mississippi THROUGH: Embayment? stone,activitytionsIndicate occurring etc. to thecreate region below a three-dimensional of aquifersyour local and area. other modelUse strata, the of like techniqueyour limestone, local inarea. Consultsand-this geological experts at a local university on the forma-

5 26 577 410 n /7 I NI 9/ / // /7/ ///, Pillib/e//c)/11,117,,,11,,/ / ,411(///l///li. /7/./6/"/ L '// ) 4:://:// 4Cri /11// Loess4 e P,()( 1,f7/21/0 ,Q71/3-/7///// /////*/17/ ////// llr

5 8 MISSISSIPPI EMBAYMENT WA-36 5 Modeling The Injection Well drops of acid through the straw into the middle zone. Observe the SeeOBJECTIVES: WATER RESOURCES matrix for background information.Students wilj.observe the contamination of an aquifer model. whatcanmovement you be observeperformed of the in contaminant wordstogether.) and sketches. through the aquifer model. Record(See the activity "MODELING A TOXIC LAGOON." The activities MATERIALS:phenolpthalein10 boxes of unflavored indicator gelatin solution LOW CONTAMINANTS 5plasticdilute clear hydrochloric strawscontainers and/or acid glass or tubesvinegar .1 .1. , . . NEW. WATER `FAL' . heatPREPARATION: source -AQUIFER. PA ,9* Li.:"3:. .WATT TABLE 10 . . directions. Add 10 to 15 drops of phenolpthalein indicator soluationPrepare 7 boxes of the gelatin solution according to package . ** " __L 1 I '....;t- . studentsto aboutandeachthe mixtureadd container. 1to inch5 prepare to and10 deep dropsAllow stir. their to Pour ofeach.it own tophenolpthalein set.a gelatin layerChill Prepare until3 models. inches completelythesolution. otherdeep Add 3in set.boxesthe a secondbottomAllow of gelatin older layerof AqUICLUDE . plasticdrill. Slowlystraw to press each and of 5turn groups. the straw Ask studentsto drill a holeto use through the straw theDivide gelatinas a the class into 5 groups. Provide an aquifer model and a How can injected waste enter the water table and contami- WATER TABLE AQUIFER cloggedlayers. straw. Insert a new straw or glass tube and inject several Stop in the middle of the second layer and remove the 3II WA-38 nate our fresh water? 531 FOLLOW THROUGH: WA-39 latenecessarywells. this What practice? to kindprotect of wastesgroundwater? are injected? What environmental What precautions laws regu- are Have the class research underground injection or disposal

532 5 3 SeeModelingOBJECTIVES: WATER RESOURCES matrix A for backgroundToxic information. LagoonStudents will observe the contamination of an aciuter model. outPROCEDURE: a tablespoon-size depression in the surface of the model. AddProvide a aquifer models for each group. Have students scoop MATERIALS:10 boxes of unflavored gelatin ter?astablespoonradioactiveyoureaches it movesCan have you the ofthrough observed. substance. acidzone"clean-up" to thebetween the aquiferAssume depression. How groundwater? the model.could twothe Observeaacidlayers? What toxic How lagoon Make the could zone a affect drawing you of coloration groundwa- prevent of what represents a hazardous or happens when the acid tablespoonsdilutephenolpthaleinheat5 clear hydrochloric source containers indicator acid orsolution vinegar groundwaterFOLLOW-THROUGH: contamination from toxic lagoons? PREPARATION: Prepare 7 boxes of the gelatin solution according to package tionsDo any do of they the industriestake to prevent dispose groundwater of wastes in contamination?a lagoon? What precau-(1) Have the students survey local industries in the community. aboutandeachtodirections. the add container. mixture1 inch5 toAdd 10 deep and 10dropsAllow to stir.to 15 ofeach.it Pour todropsphenolpthalein set. Chilla layerPrepareof phenolpthaleinuntil 3 inches completelythesolution. other deep Add indicator3 set.boxesin a the second Allow bottomofsoluation gelatin olderlayer of contamination.soilarrangeporarily conservationist storingfor your it class in a how lagoonto visit it was oneand constricted ofthen these applying lagoons. to prevent it to land. groundwater You (2)might Many livestock operations manage animal waste by tem- Ask the farmer or students to prepare their own gelatin models. water.monitorproblems Arrange leachate similar to visitto contamination toxic your lagoons landfill. whenof What groundwater? leachate methods seeps do they into useground-(3) to Decomposing garbage in landfills can pose environmental WA-40 535 TOXIC LAGOON WA-41 S ouContaminants rc nsaturated ! oc -pc : a: pc rcolation ' ' ' '' . "A.e0eire...... flouriei .4.-.'72L7jr.40.. fo 42 71rtritbildiii : 1947.?!. .. .: .r1:..±.8: 3'1: 4 "0ieiiY14/4//64 2 7:r . . : . : . : ...... w... ftw, ... .:Corrtamination.- Zone of ...... 4...... 0 ...... 11...... I1* .MIO ...... a mom. ... Im. -... .. ,,...... d... _ _ _ 11 ,00w01e01,27et1kill ...... faigithelett- .MM. - "Aqui .. clu de. .._ _ _ M.I ...... y .... 1. ____.. _ 0...... ,..M ... J3 r) WaterOBJECTIVES:graph of this information. Worldwide See WATER RESOURCES matrix forStudents back- will learn how to take a data table and develop a pie Oceans WORLDWIDE WATER DISTRIBUTION 317,000,000 groundMATERIALS: information. UndergroundPolarin ice aquifers caps 2,000,0009,000,000 rulerglobefeltnewsprint crayons or posterboard InLakes soil and ponds 30,00016,000 scissorsmagazinescompassprotractor wifh worldwide travel advertisements In Inthe rivers atmosphere 3,100 300 PREPARATION:glue TOTAL 330,000,000 waterfalls,torepresent collect photographs theclouds, percentage lakes, from polar of books water ice andcaps, worldwide. magazines etc. Encourage of oceans, students rivers,Read Water Factsheet 4. Help students draw a pie graph to leftcircles.onChart thecircle. on right(See the side.illustration.)left side Have of the theMake posterboard students sure to usedraw and a in acompass illustrationthe center to pointofdraw the on worldboth the PROCEDURE Divide the class into groups of 4 or 5 students. Each group will totalminemal at form) thesethe bottom of fractions, the pieof the orhave chart chart. them each The divide entrydecimal each would fractionsentry represent. in the should chart ToTo totalbydeter- begin, the have the students determine what fraction (in deci- draw a pie graph using data from the Worldwide Water Distribution t) 1 t.J WA-42 1.0. You may need to round off your numbers. tai WA-43 Forurements. example, To 0.5convert x 360° to =degrees 180°. multiply the decimal fractions byNext,Have 360. havethem theconvert students these use decimal a ruler fractionsto draw one into radius degree from meas- the titlecorded.next of entry. the Be entry. sure to label each piece of the pie with the percentThe and right circle will represent the earth. Using the globe as a Repeat this procedure until all entries have been re- connectprotractor,center.radiuscenter and pointUsing the linemark center to the theup the degree thepointcircle's this center with pointmeasurement edge. thisof onthe point.Then, the protractors circle.This line from lineup Now the basetheis yourfirst useprotractor with entry radiusyour the andruler circle'sforon thethe to tains,cludedposter.model, polar inLabeldraw thisice intheactivity.caps, outlines poster etc. "WATERofThen the continents.label WORLDWIDE.- and paste Color them in See oceans, around example moun- the in- WATER WORLDWIDE EXAMPLE Ocean Polar Ice Lakes, Ponds,Underground Soil, Atmosphere,and in Aqui ers RiversCopy/ 5.: 0 41, S withaddition(1)FOLLOW Precipitation many to THROUGH: variationsareas falls having in in amount, very wet differentand there dry are seasons.amounts variations around in time the of earth. rainfall, In All over the world, waterlikecontinuesoneconomies their suppliesclimate countries' to and experienceand cultures.drought. precipitation water famine situation.Have patterns studentsand For crop example,have select failures a strong countries Ethiopia,due influenceto its and indessert- Africa,report on styles?thatthrough(2) Drought period. April, Howconditions 1988, has resulted this in thedrought in Tennessee56 inches affected less Valley ourrainfall economy from than June, normal and 1984, life- fc,r

9 WeatherWATEROBJECTIVES: RESOURCES Watchers matrix for background information. Students will measure and keep records of local rainfall. See forshouldTennesseesame their time be area askedeach Valley and day. tosend areacollect Then it to have rainfallyourobtain studentsclass and"weather each temperature write week, pals." to other for "Weather data a classes set each period pals"in day the of TennesseeMATERAILS: Valley map whichtime.data.Whenback. On cities You informationmaps have could of Tennesseebeen keep is received, sent this letters activityand put the and it on-going U.S.,on red a placedata tacks during chart white for those withthe tacks school your that to showclasseswrite year. thermometerfeltU.S.rainnewsprint crayons map gauge or posterboard WEATHER DATA Date theyPREPARATION: want to use. The purpose of this activity is to generate interestHave in students research weather stations to decide what type PlaceKnoxville,Bearden HighTN Temp.82° 4/25/89 Rainfall0.0 aboutinformation.demonstraterainfall other and portionsits to regularity students of the in that the Tennessee lettersValley. are This aValley activitypowerful and may tool the create for U.S. gathering interest and Why? How is the weather different in different parts of the Valley? aPROCEDURE: simple rain guage and a thermometer. Develop a schedule ofHave who students set up a weather station which includes at least weathercollects station. watchers.these data. Their Write Have address tothem them is visit NDAA, and the class findNational out or arrange who Weather in ayour visit ServiceThe areato theirNational Weather Service maintatins a volunteer force of will collect and record rainfall, temperature, and other data, at the r WA-46 20910Public orAffairs, (301) 427-7622.8060 13th Street, Room 618, Silver Springs, Maryland WA-47 K U Y W. V A CIENT T C K BOW CIREE ti 6 PAICVLES 8010 "ill/ RID4E/LI I /// / E '1---%,11111111111 0/ N///7,,, ' E S S E OXVILLE Pi (\: MEMPHIS JACKSON p COLUMBIA& IllilIIII T U L.L /Ii Ni ASHEVILLE )(I ______------1 // / CPATTAN0040t/i/jib III .LEA DALT"liellaii, i : . g/i/ S. //, 51 MU CLPSiH/O/A/1/_S , li i iii l'. i film ri //II C A R M I S S. .TUPELO i A / "/A B //////// // M A I \ A I ! to BIRA:c:AIMI7III/ \ \ QEORG 1 ATLANTAalb 546 MAJOR CITIES IN TENNESSEE VALLEY 547 5M ALL HOLE Wind Speed Indicator R N (11-4 RANGE PIN Materials needed: clear plastic straw smallbalsa beads wood 3crushedof inches orstyrofoam corrugated bycup 12 fromor inches packing cardboard, materials SODA STRAWTRANSPARENT CORRUGATED CARD12,0ARO 70 2modeling pearl-endrulerspipeposterboard cleaners clay sewing (for pins cleaning) (0 N. 50(0 Directions: ers,Clean and and close-off dry straw, one using end thewith pipe modeling clean- '10 M i--1P inaclay. notchthe Make stryofoam in the a pinhole bottom, ball. in asthe shown, top of theand straw, drop It needs to fit loosely 2030 instrumentsewingandposterboardbut notattach pins.fall atoutthis scale, arms-length theto the asnotch. shown, balsa Thenwith woodto the theattach usingnotchstraw a To take readings, hold the 1/4 thewillfacing movewind the thespeed. wind. ball Airto amoving height proportionalinto the notch to Check with the local WIND -SPEED INDICATOR IN. PIN weatherstationaccuracy.use this to adjust for actual the scale wind on speeds the straw and for torFOLLOW-THROUGH: and a "hair' hygrometer. (Adapted from Experiments Make your own weather instruments like a wind speed indica- in Meteor- ology by Leslie W. Trowbridge.) 5S WA-48 5C) Simple Hair Hygrometer WA-49 Directions: Rinse out milk carton and make an Materials needed: 2cardboard inch2 small by buttons1/2 milkposterboard inch carton piece of cardboard or tabtabsoninch"H"-shaped the withwide,inward top thein and andone cut,darning side, endglue about asand one needle2shown. cut inchesbutton out Bend passingopenings longon each andthe 1 epoxy1 large glue darning needle opsicle stick Whengluethrough the dry, mirrorthe glue holes to one the to end middleform of an theof axle.the hair needle. Then,to the smallgraphmasking1 blond mirror paper tape humanlong) hair (10 inches, or more, thegraphonholecenter hair the in through paperoutside. ofthe the other to mirrorthe Makethe endhole, Popsicle and a of scaleand thelet tape dry. carton,bystick gluing itPunch downand draw thela- a Glueend20,bellinging as of abar shown. the 2the inchhorizontally, grid carton Insertby in an1/2 thisinvertedand inch, on scale tapethe cardboard fashionintotop into ofa slit the place.from sight-at scale. the 0- viewtheTobarReadings adjust, number on and the untaperecording mirrorare10 comestaken the using thehair by intonumber andtheusing the sightingpullon the centerin view.sightingit untilbar. of To determineAfterwithandcalibrate, check your4 or 5 readingshumidity callactualreadings the readings. localusing andyou shouldactualweatheryour Make Simple behumidity. stationaable chart Hair to SIMPLE VENTILATIONHAIR SLOTS HYGROMETER_ Hydrometer. TheOBJECTIVES: Super Cycle PROCEDURE: SOURCES matrix for background information. Students will demonstrate the water cycle. See WATER RE- Affectsurfacement the of Earthwaterwater, andusing green Its colored Inhabitants," for groundwater, arrows. ask Use students andred foryellow precipitation,to show for water the move- blue thatOn fortheis included handout, "How the Hydrologic Processes HandoutcoloredMATERIALS: pencils of water or cyclefelt crayons for each (red, student blue, green,(included) yellow) Whereplantscomeevaporating from affectdoes to orwater the power transpiring cycle? pick this up Howcycle? backimpurities? do into How animals the areHow? atmosphere. cloudsaffect What theformed? human water activitiesHow cycle?Discuss do the "super" or hydrologic cycle. Where does the energy watersoilplantsbottleglass affectBe sure the towater include cycle? soil, water, air,and plants. Build aminiture water cycle in a closed jar orterrarium as shown. PREPARATION: transpiration.strationthe meanings bytaking Fill of bothtwoevaporation similarjars; half full ofand waterlabel transpiration. oneand evaporationmark the Perform level and of a the waterdemon- otherRead on Water Factsheet 5. Help students with vocabulary. Stress thetions.waterterrariumcontaining side level;of each containing soildo jar. notand Place add onlya plant. water. the soil. jar place Every Students marked the day jartranspiration shouldmark marked the record jars evaporation in to theira indicateterrarium observa- inthe a Water in Glass WA-50 Terrarium 55 :3 FOLLOW-THROUGH: WA-51 world'sstancesconcentrate.washed oceansbeinginto lakes,The dissolved contain term seas, used 34.7in and the to percent oceans,oceandescribe isdissolved wheresalinity.this condition these salts salts (34.7of solid begin g/100gSalt sub- tois continually dissolved on land surfaces by rain and is then For example, the thesampeisage)measuring salt149,996 = ofconcentration 1.80655 water). mg/I. the concentration x chlorinity in the Dead (percentage). of Sea.the chloride The Ask chlorine ion. students Salinity concentration to (percent-calculate Salinity is measured in parts per thousand by Then,searchmeasurehuman discuss activitywhat the happens salinitythe makes implications (chloride itwhen so. Use the of concentration) this asalt Hach in level Valley or in LaMotte streamsfresh of fresh water water and water. increases.reservoirs. test kitRunning to water is rarely saline, but occasionally run-off from Re- 554 555 AFFECT THE EARTH AND ITS INHABITANTS HOW HYDROLOGIC PROCESSES ,, ,F,T.,":;;. s.- ;., 1,s1 ;141::.4*. .. ' (ENERGY)SUN'S RAYS ;''' , ..41.,..///,.1.:::;.::1 ". 1?;,.!.:.;::....-. ....- . .. .:.; 5.; . , -.::..,.. '..,,,V-....-..1.'',,..1*),,,... .:\\ \i , ,11;",:r: ,;-..;:iiti;,.:1',..:f..1. ADVANCMG I /.,/ .171411101,95.111s 51effilitlimipcatiletoi% !pat lk01.0 ii.li u tis... 1. ,'Lvf.,,:-:q...f::::" 1 li ill-. .---- CLOUD FORMATION (CONDEIYS AT(OP) -- / rut A,,fjcg I// "1., // ,/,x,11, 117, 7".Aelli., ; ; , i ,,,,, ,47/1fill/A7 i , ,, , it 111 , , 10 / WATER VAPOR 1/4, P R E RAIN, SLEET, HAIL/SP/OW// C / / / / PRECIP/TArrayd Auras, FURNACES,LET PL ANES, TRACTORS, V A P STREAMSRIVERS LAKES 0 R1 A T/ MARSHESSWAMPSPolyps (RESP/RATION)Ary tiv A L.5 SOIL/Y (TRANSP/ RAT/ (RESP/ON) RATION) F PL ANTS AND 0 M OCEAN cC PITATioop.,-641. a n /1W34,4.4. / - / ,/EFIRES (COMBUST/OM 'dhdaF\-;:...ir ti-C0^ %AO $47. oir,AINPArr;/ 711400 %; .` os"'" WI; 44,- 40/24-,404-4:4717.111/4:" ift7.4*-t, 4,L*-Virfri) 2A . . . 54.4 ' i...... "1- ' er..i/t - ,.1M

f: tjr.t)r" Cs Witcallif esourreis ami

;4.7 A,. ..:fit- 567 566 BEST MILE / AM, 01 'A., ofpersonalIn"Some buttermsscience, few have ofpleasure, have meat, education, attempted so others farcash...in clearly agriculture, toIn Justifyterms the realized Interest ofwildlife art... that andall those that wildlifefactors isIn an a broadasset.' social value, Aldo Leopold 563 56U Wildlife Resources Concepts Map WILDLIFE Urban CavityNesting Upland RESOURCES Raptors Wetlands Waterfowl PreserveHabitats Regulate Management ReestablishPopulationsNesting OverpopulationPrevent FishingHunting And Income IForest/Agriculture ControlHarvest ManagementSupporting TVA Program Maintenance State/LocalAssistanceAgencies To Land Information Needs Of EndangeredRestoration Of PopulationMonitoring 1;1 NestersCavity WI-2 Species t" 1.1 Wildlife3.2. 1.UrbanCavity Overview WildlifeNesting Resources Wildlife Factsheets 4. 6.5.Wildlife RaptorsUpland Management Wildlife(Birds Of Prey) 9.8.7. WetlandsEndangeredWaterfowl Wildlife Species 10. Wildlife Habitat 573 F.) P./ Lry WI-4 1. Overview According to o 1980 national survey by the U.S. Fish and Wildlife improving wildlife habitat as easily as we can disturb or destroy it. In eachers,TheseparticipatedService, and year wildlife almostwildlife to in theusers, somehalf photographers, Nation's ofincluding formall adult economy. of hunters,outdoor Americans, contribute trappers,recreation nearly over fishermen, 100S40involving million billion birdwatch- wildlife. people,dollars fact,programs.developedbecause many they species environment are able of wild to orlive animals because in close are of contact gooddoing wildlifewith well people today management and either their food.animalssettlers In fact, in which this it wasregion led the us relied extensiveto study heavily how hunting on wildlifewild gameand could trapping as a be major managed of certainsourceWildlife toof populations have always been important to us. Early Throughtimecanrelated and be money ecologicallyactivities,maintained hunting from soundand Of photography participatingimproved management to toin produce afeeding practices,variety wildlife backyardof other these for wildlife- Residentswildlife.lands future in the Valley, as well as tourists, spend a great deal of sportsmenassureprovide that much arethese now of animal the associated money populations used with wildlifetowere pay not forconservation. driven wildlife to management extinction. HuntersHunting is still a valued tradition in the country and many availablegenerations.populations scientific are maintainedmethods and at informationlevels beneficial to ensure to the that animalsThe wildlife wildlife and manager's primary responsibility is to apply the best managementprograms,mals to keep and of their regulatedwildlife populations populations. hunting in balance is an important with the available aspect of habitat. Huntersthe provide a valuable service by harvesting certain ani- the public. theSomethatavailablenatural habitat thespecies, predators,habitat thatto control suchsupports will assupportlike deer deer, cougarsthem. population the can Thisremaining quicklyand is growth.timberparticularly overpopulate animals wolves, Hunting throughtrue areand sincealso nothedestroy assures such longercritical thewinterregulated winter months provide hunting when a foodand healthier istrapping in short stock in supply. this to repopulate country Those posesanimals the nohabitat. that threat surviveConservation to the historians and wildlife professionals agree that continued existence of any wildlife species. We can assist nature in Jr WI-6 areoccasionallynals,include2. often sparrows, Urbandoves, filled white-tailed owls,pigeons,with ahawks, variety deer.rabbits, Wildlifewoodpeckers, Smallof squirrels, turtles, ponds frogs, opossums, androbins, lakesand blue salamanders. inraccoons, urbanjays, cardi-areas Animalsand are actually very common in cities and towns. They familyaroundnesting pets animals,the can country. be and particularly Manytheir young, trees, threatening duringshrubs, the and spring to plants ground- and can early or be shrub-summer. plantedAttracting wildlife into urban areas is becoming very popular asinOccasionallyNonpoisonous urban their naturalareas. even Manyenvironmentsgreen, poisonous of garter.these snakes, haveanimals and beenrat like have snakes copperheads,destroyed. adapted can alsoto canurban be be found. areas seen treesaroundnuthatches,attractcedar in thewaxwings,your mockingbirds, house yard purple tomaylevening finches,attract cardinals,attract grosbeaks, wildlife. sparrows, catbirds, goldfinches, and and brown purple juncos. thrashers,chickadees, finches. The U.S. Sunflowers robins, Depart-titmice, For instance, planting cherry forest.chosenincreasedplanning Good for demands urbanto wildlife provide development managementon for all these our natural wasdisplaced programs once resources. productive animals. should Much be farmlandpart of theof urban land Theand expanding human population within the Valley is placing If development bement helpful. of Agriculture They include: sells many pamphlets at a modest cost, that may'Invite Birds To Your Home (SCS 1093) to wildlife.provideresultsplant trees, in food, removal shrubs, cover, of mostgrasses, and or reproductive all and natural herbs, vegetation, areas as soon for itas birdsis possible,very and important other to These' Making publications LandMore Produce Wildlife and possibly Useful Through Wildlife others Soil andare(FB-2035) forWater sale Conservation by: Super- (AIB-75) willinsectsduringanimals be theinenough will the first come grassy few flowers and years, areas go and as andbirds the fruits forage environmentwill to feed amongattract on earthwormsthe changes.small shrubs. mammals For Later, and example, As otherthere and the newly established plant community develops, different tionton,intendent methodsD.C. 20402. of Documents, from the Soil U.S. Conservation Government Service Printing (SCS). Office, Inquire Washing- atYou the can get further information on plants, soils, and conserva- andinsects.prey. insects SoonThen will reptilesa newmove wildlife and In along amphibians community with hawks, which will owls,befeed established. onand small other mammals birds ofIt is important however, to remember that wildlife populations alsomercialconservationassistanceoffice help. of nurserymen,your to localpracticesconservation soil landscape and that water districts,increase architects,conservation SCS wildlife. helps and County district. people bird societiesagents, As apply part manycom- ofcan its can be severely harmed by free-roaming dogs and cats. These WI-8 ( 3. Cavity-Nesting WildlifeOver 85 species of North American birds nest in cavities of dead Foresters and recreation managers are now more aware of the treescreechwrens,or dying cavities chickadees, trees.owls, for andCavity-nesting shelter American titmice, and rearing nuthatches,kestrels.birds intheir the Many young. Valley bluebirds, mammals Graysquirrels,include woodpeckers, alsowood require flying ducks, ofeconomic perpendentinsect year, pests. benefitsbirdswhile These theare costfrominsectivorous benefits is cavity minimal. easily nesting andThe translate play species. a major into Manymillions role incavity-de- ofthe dollars control continued effortsto help cavity eitherareas,squirrels, "snags" parks, opossums, and or "den" forests, and trees. raccoons using Snags tree can differcavities all befrom andseen den leaf frequently trees nests. in that Treesin urban they that provide nest cavities are commonly referred to as rolenesters in the through future people-madeas natural habitat structures is lost. will likely play an important orare tantandordead usually den forestto trees. woodtree old, management Onlyducksdead within tree..,, were the oftenwhileevolved last destroyed,"den' decade as treesan importanthas cancausing the be concept any aspecttheir age populations ofof snag ,anagement. For example, streamside habitats impor- wildlife living haveto tosionally,removeddecline. provide concentrated treesManagement during snags are timberor intentionally ondens assuringeffortsto management for cavity killed reverse that nesters. by snagand chemicalthese farming or population den injection activities.trees declines areor girdling Occa-not tancelandals regardingto use other practices Federal, the needshas state, on of them. andcavity privateOne nesters of organizationsthe andmost the significant impact and individu-The ofcoopera- certain Tennessee Valley Authority OVA) provides technical assis- species.Theseplacedovertive projects 2,500 structuresin For areas wood undertakenexample, where canduck bepurple andnaturally wasvery some martinsduring important occurring 5,000 the now latetobluebird depend thenest 1970s. survival sites nestalmost This were boxes of resulted entirelyan lacking. animal onin being people-provided nesting structures. WI-10 579 4.habitatValley Wildlife suffered destruction sizeable and unregulated population Management declines. hunting and trapping. Today,During the early to mid-1900s, wildlife across the Tennessee This was caused by fromputerprehensive regulatedprograms wildlife aredeer beingmanagement harvests. used, High-altitude,currently, plans. to analyze color-infrared and report photo- data For instance, microcom- sultedenhanced,most of in thosesome using specieswildlife modern populationsof wildlife beingmanagement have present now beentechniques.in greater restored numbersThe and combined efforts of wildlife organizations have also re- wildlife,monitorgraphs, whattakenwildlife is from happening managers aircraffs to must wildlifeand understandsatellites, as a result are the of also landdelicate being use projects.balance Toused adequately to plan and manage the environment to favor thanmanagementarepublicregion ever being lands are before. improvednow serve practices. devotedAlmost as valuableand 3 to millionprotected wildlife areas acres management. where through of land wildlife research across andThese theirthe and and Valley habitats other better wildlifetheirstudythebetweenconditions. environments populations. ecology.animals and1 nishelps This their study helps biologistsenvironment. of the managers interrelationship understand To createdo this, the favorable ofwildlife basicorganisms biologistsneeds habitat and of inglandownersand andto improve protecting are receivinghabitat wild on animalsassistance private onlands in their developing across lands. the plans Valley. for manag-PrivateCooperative efforts have also been mode to manage wildlife This assistance enemiesThese, of and course, weather, include and food, areas water, where cover they canfor protectionreproduceWild fromand animals have the same basic survival needs as humans. seed,includesarticles, shrubs, the pamphlets, distribution and tree and ofseedlings, beneficialbrochures. andwildlife information plant materials, in the suchform asof occupyingthelandscapedifferentrear habitat their kinds young similarcanis lost, negativelyand in habitats.the safety.sizes nomeless affectof TheseIf plants.no habitat theanimals needs qualityPeople-made is aremuttfc of und, wildlifecompete this changes couldhabitat. with possibly others toOnce the provided naturally by to beenandducks,reestablish ospreys. environmentally bald populationseagles, This program peregrine changed of river focuses falcons, oroffers, disturbed, on giantgoldenareas Canadasuch of eagles, the as Valley surfacegeese, great that woodegrets,orTVA's havestrip wildlife program has worked to restore wildlife by helping species.causesuchinof morefood permanent predatory For for mice example,field and, lossmice, birds generally,of large shrews, asthe hawksanimalsgrain andan fields and increaseor,other perhowls.prov small Jos, ,de inRemoval the mammals, anthe abundantlocal of population these This source results grain of extinction of the mappingmines and techniques land under which powerlines. assist them in the development ofTVA corn- and other wildlife managers now use computer tools and fields,predatorysmall however, animals birds. would and belikely followed result in by loss a decrease of the field in mice, the populationshrews, and of r-- i %J.!, 0 WI-12 managementmore concerned activities about onthe wildlife. effects of resource developmentSince and the early to mid-1900s, wildlife managers have grown Improper management tech- WI-13 importanthand,onchangeniques wildlife certain and to in aswildlife landenhancing doesagricultural use habitat industrialization practices wildlife andthat forestrycanpopulations. can haveand result practices urbanization. the in samethe can destruction negative be On especially the effectotherof or

592 5P,3 5.speciessourceare notUpland like seasonallysince a lake most or orstreamof regularlytheir iswater notWildlife covered always requirements necessary with water. are for met An openthroughUpland the wildlife are animals that inhabit higher, drier sites that certain upland water terholestwigsimprovehogging, of woodyare habitat bulldozing, constructed plants) conditions usedor on cuffing assitesfor food some towhere createby species. animals. surface browse Also,water (leaf, ponds is shoots,limited or wa- toand thrushes,tailedtontailbirds,plants deer, mourningrabbits.they and gray eat. nuthatches. Common doves,squirrels,Open landmeadowlarks, forest ruffled species species grouse, include sparrows, include woodpeckers, bobwhite wild buntings, turkeys, hawks, quail, and white- blue-owls, cot- andimportantburning, various fooddisking, grasses. sources and other such agricultural as berry- and practices. seed-producing Food production plantsOpen is land habitat management techniques include planting These areas are maintained by controlled wasmentdestroy realized programs habitat. that Inwere habitat 1949, started losscombined was to improve the state, primary local,habitat reason and conditions Federal Wildlifegovern- after it has always been affected by changes that alter or for the decline openmals.areasrowoften crops landfurtheralsoOccasionally, such areasprovide enhanced as bycorn, habitat providingnesting sorghum, by forplanting areasground-nesting people-made oats, canwildlife rye, be alfalfa, foodimproved nest birds orplots and inor foresttraditional and boxes. soybeans. These small mam- andof statesstored.nessmost wildlife has uplandnow For useincreased example,number wildlifelaws overand white-tailedand populations. regulationsfour many million, wildlife deer Since wereprobably in populationsthe theseenacted, seven higher programs Tennessee public than ever,aware-began Valley have been re- and ment,culturalcreating precautions landharmful management environmental need to bego takenhand-in-hand impacts. to avoid Because witherosion wildlifeforests when manage-and cuttingTo agri- manage thisvaluable resource, care must be taken to avoid wildofthree turkeythese million lands populations acres are forested of wildlifehave andmade management are impressive managed area forcomebacks. (WMA)upland lands.TVA helps the seven Valley states manage approximately wildlife, prin- Most roadsprovidingley supportto harvest a an mix timbereconomically of plants and disking and and additional ecologicallyagricultural water fields.valuable sources, resource. uplandUpland By wildlife habitat management activities across the Val- c ipallycover.serveenhancingareas white-tailed as generallyForest sources succession. openings involvesofdeer food, and areThis safe creating wild generally includesareas favorablefor planting a variety of plants to turkeys. The management of these maintainedreproduction, by periodic and protectivebush- habitat conditions by enhanced.habitats can be successfully improved and wildlife populations 584 WI-14 5c 5 Raptors,6. Raptors or birds of prey, include (Birdsvultures, owls, kites, of hawks, Prey) eagles, all migratory game and insectivorous birds: exceptharriers,inkilled.larger excess for SomefnVthan the of vultures, males. 100are powerfulmiles Most strong per capturefliers hour toes and toand theircapture capable talons. prey prey. Females ofalive diving and arethrough eat generally it freshly the air .s, and ospreys. These birds have hooked beaks and, and prohibited people from hunting them. Hawks and owls are of".to the be Government within the custody of the United and protection States..." owl,turkeyhere red-tailed vulture,year-round blackhawk, and vulture, and nest American in barred the area. owl,kestrel. Other screech These raptors, owl, animals greatlike the hornedresideCommon osprey species of raptors in the Tennessee Valley include the thecauserecognized environmental of the asmillions being quality of of rodents treat has improved,economic and insects restoration value they toeat agriculture effortsannually. are.now Manybe- raptors once nested in The Tennessee Valley, and since wayrough-leggedrarelyBaldand broad-wingedtoeagles nest breed here. and hawkin Stilltheperegrine hawk, canothersnorthern be nest falconslike seen states thein migratingthe northernare andValley also Canada. harrier,consideredthrough but winter golden the furtherresidents, area eagle cn south. ,their andbut falcons,tablishedreturning and some nesting golden of these populations eagles. birds Experience to oftheir osprey, former with bald ospreyranges. eagles, nesting peregrine sitesVarious led wildlife programs since the mid-1970s have rees- derstandingstheraptors belief symbols that regarding these of courage, birds their often role power, inpreyed the and ecosystem, upon freedom. livestock, However,combined made misun- Inwith them the past, their predatory habits and majestic flight made to eagleosprey,hopeinvolvesthe development theynest bald gradually sincewill and return 1950 golden of releasing the wasto "hacking"eagles,that located young site. and nearprocess, birds peregrine Cross of preyin Creek 1979.falcons. to the National This wildThe process withfirst Wildlife baldthe It has been successful with the trees.causevictims of of timber senseless harvesting shootings. practices Their that populations removed also declinedEagles be- and ospreys, being mostly fish eaters, suffered repro- important nesting TheeagleRefuge, Lakes in inthe inTennessee, SoutheastApril, 1984. wasin 1983, reported and the nesting first successful at NA's Land hacked Between baldRestoration and monitoring of raptor populations also have certainductive1940s landfailure and use1950s. due practices to Many pesticides otherincreased. raptors that polluted suffered waterways population during declinesIn 1913,the as Congress enacted the Migratory Bird Act. It declared lemsspeciesconsiderable to future may valueprovidegenerations. as indicationsecological safeguards,of potential sinceenvironmental these sensitive prob- r3 C u WI-16 5P,7 United7. StatesEndangered the power to protect plants and animalsSpeciesThe passage of the Endangered Species Act 1973 from extinc- gave the foras possibleendangered listing. or threatened and another 234 were being studied jeopardyandtion.ambleprotecting conserveUnder andto the theand the allact, act, conserving formsSecretary the that Secretary of endangeredanimals ofmarine Commerce of theand life. Interior plants andCongress has threatened has considered similar powers states, tospecies in the pre- authority for to be inprotect of qualityminingcutting operations, ofof wooded the remaining areas,and draining waterdevelopment habitat of wetlands is also beingfor projects, agricultural affected housing, uses. byIn such coal Thethe Valley, habitats are affected by projects including animals and plants: people."recreational,"...are of aesthetic, and scientific ecological, value educational, to the Nation historical, and its threatened.thesoilenvironmentalhuman problemserosion, population and will pollutants chemicalslikely and intensify, futureas found acid needsforfuel, resulting rain,in fertilizers acid in run-off more food,and species pesticides. fromand fibercoal becomir increase,mines, As the g forby notsurvival. controlling land and water development. The major threat to most species is the destruction of habitatsIt provides water, food, reproductive sites, shelter, and Habitat is necessary Valley'sstore, and wildlife. enhance For example,habitats and cooperative increase work the productivityhas resulted ofVarious in thethe organizations are working together to preserve, re- 20,000 aenough rate of spaceonly one for ever population 1,000 years. growth. By Before the arrival of humans, specieswere becoming exticct 1950, one species was being at regionallyisCanadaestablishment continuing geese, rare to ofraptors a reestablisha subspecies resident such populationas nesting once ospreys thought populations ofand approximately baldto be eagles,and extinct.of endangered Also, wetland work or giant Asthelostbirds of Europeansevery December and 10 mammals years; first cameand native by to this to the country, United at States least 40have 1988, 403 species1980, of birds, mammals, fishes, reptiles the rate was one every year. Since known speciesbecome of extinct. themammalssuch loss of necessary as the riverhabitat. otter. The knowledge needed to helpThe many greatest danger to wildlife has been, and continues to be, time,have(clams(turtles been and listed snakes),oysters), as endangered amphibiansarthropods species (frogs(crayfish and in theand salamanders), United 72 species in the Tennessee Valley region were Federally insects), and plants States. At that mollusks listed managementtainbeendangered restored and improve tospecies practices.healthy habitat already population through exists. levels careful Many as other planningefforts species continue and can thoughtful to and main- will 5 `; 8 WI-18 589 1988 U.S. ENDANGERED SPECIES ENDANGERED SPECIES STATISTICS FOR 201 COUNTY TENNESSEE VALLEY REGION 1988 CATEGORYMammals ENDANGERED 50 THREATENED 7 Endangered Threatened ForProposedFormally Listing ForSpeciesCandidate Listing ReptilesBirds 7615 1810 InvertebratesVertebrates 2817 9 2 30 83 51 AmphibiansFishes 47 5 30 0 TotalPlants 5712 154 1 4 100234 ClamsSnails 31 3 05 SOURCE: TVA Natural Heritage Program CrustaceansInsects 10 8 7 1 ArachnidsPlants 155 3 46 0 TOTAL 403 124 5 90 Source: U.S. Department of the Interior andplovers;shorebirds,8. mammals, Wetlands wading such suchbirds, as snipe,as such muskrats, woodcock,as great beavers, blueWildlife sandpipers, and and green-backed river yellowlegs, otters.Wetland herons;These and wildlife include waterfowl; ospreys; bald eagles; asbeening the on identified baldrestoring eagle. as reproductive threatened,Working with endangered,populations other Federal ofor animals regionallyand state which rare,agencies,Currently, havesuch most wetland wildlife restoration efforts are center- animalsthelives. quantity depend and upon quality water of habitat. to support Since them the earlyduring 1970s, much the ofThe theirquality number of animals present in an area is directly related to TVAtheyears,golden"hacked- hasGreat adult playedeagles, Smoky at river various a and roleottersMountains, peregrine sitesin have the across restoration beenand falcons. thein released the Valley Powellof These ospreys, sincein westernRiver raptors 1979. bald Valley. Kentucky,In have eagles,the In past been fact, infew Valley.asactsmanagement,of our much and wetlands executiveas 18,000 conservation, has orders.improved acres However,of and aswetlands a the result passageprivate beingof increased development lostof Federal each efforts year legislative results through in the in asbegunthe permanent otters to reproducereleased residents in naturally western there. andKentucky appearto in 1982 be successfully and 1983 have restored nowWetlands are among nature's most productive ecosystems winteracresnow appear ofpopulation wetlands to be makingof in over the one-halfValleya recovery. currently million An estimated waterfowl, help to support0.7 several to 1.0 aAfter migrat-millionstable decades of decline, many species of wetland wildlife waterfloodContinuedand control, supplies.protectedserve a habitatsediment variety Fortunately, now protection,and of control, important wildlife wetlands and development,is and returningreplenishment habitats valuable to are levelspopulation functions, beingof underground of abundance.preserved includingmonitor- thebirds,ing andValley and wintering manyto create mammal bald new eagles, habitats species. thousands and to improve of shorebirds existing and habitats. wadingManagement practices are also being implemented across theing, futureand species of wetlands restoration wildlife. programs will still be needed to ensure trolWetlandssourcesprovidesseasons. structures, habitat and a varietysuch protective improvement as oflevees, naturally cover. to usually raise occurring and involves lower plant waterbuilding and levels wateranimal with con- thefood This practice, in combination with planted grain crops, 5 9 WI-20 5r. 3 ficientbills,Jai9.near Id short swans livingwaterWaterfowl legs which andspace, and depend share tails, food, andcertain upon cover, rather similaritiesa water-based longwater necks. likeof a webbed Theyhabitatgiven all quality,feet,to live provide widewithinWaterfowl and flat suf-or includes all species of ducks, geese, mergansers, food.assimilar planting, locations disking, includes and watercontrolled level burningfluctuation to produceand such waterfowl practicesTechniques are being used to monitor waterfowl so that more waterfreedomof wetlands areas. from suchhuman as disturbance. swamps, marshes, These habitatsponds, mudflats, include a and varietyHabitat open requirements of waterfowl species vary considerably. Also,determinecanbeingequipment be identification learnedrecovered how for often countingabout bands in the an their birdseffortfrommigrating habits flyharvested to intoanalyze waterfowl and nuclear needs.American possible andplant-cooling The other black reasons use birds ducks of towers. forradarhelps are their to preferdivingFor example, ducks,timbered dabblinglike waterways; the canvasback, ducks, and like geese the need mallard, need deeper pasturerequire water; shallowfor wood grazing. Thewater;ducks Tennessee Valley Authority reservoir system contains over areaagedpopulation for waterfowlother decline. compatible use. This outdoor generally recreational does not prohibit activities; the usehowever, Refugesof the and some management areas are traditionally man- 600,000waterfowlmigratorymuchpopulation ofacres the Mississippitend of ofwinter over waterto concentrate one-halfin which Flywaythe Valley. annually million andin western Becauseavailable duckshelps Tennessee to andofhabitat, support the geese influence most aand thatmigratory northernof spendofthese the particularlyareaswaterfowlchangesenvironmental remain arewintering important incontinuing the impacts United areas. wintering to mustStates In erode fact, begrounds today. only theconsidered. qualityone-seventhFor for this migratory and reason, quantity of waterfowl thesereservoirs of original many andare Unwise land-use ducksCanadainprincipalAlabama. the earlyare residentgeese considered Giantto mid-1900s. now waterfowl. Canada number abundant. Today, geeseBoth over these through 20,000and species wood restorationin the duckswere Valley near areefforts, and extinction now wood giant the mentofareasaquatic land andspecifically and habitats management water toforthroughout the waterfowl. U.S. of waterfowl,Fish the TVA and year, has Wildlife Management providedit Service over for of86,000 the these develop-Because acres and of their migratory habitats and dependence upon is necessary to establish 504 WI-22 595 thespeciesto orsurvive quality type of10. of and wildlifeand environment reproduce. quantity hasWildlife specific of More inavailable which habitat simply, an habitat. requirements organismhabitat HabitatThe is definednormallyplants and andisas limitedlives. the surface areaHabitat Each by includes food, cover, and water that an animal needs bancesaddhomesteads, to the or naturaldiversity transmission occurrences. of habitats line rights-of-way,in These the Valley. changes and can timber be asharvest drastic sitesHabitats as are often changed as a result of people-made distur- suchwaterothers as which temperature, depend compose upon rainfall, habitatsseveral sunlight, habitatare influenced and types. the Foractivities by complexexample, of humans. factors theSome red- wildlife species depend on a single type of habitat while time,ofa southern occupyingasthe awhether environment decaying Appalachian similar through oak and habitats, tree natural hillsideforce in the oranimalsplant surface forest.die. succession As toThey mictingthe adapt, environmentchange operation orcompete with the human characteristics orrecoverswith as othersassis-subtle over trees,measureshabitatopen,populationcockaded particularly are woodpecker,and old-age taken, distribution on poorprivatepine an forestrywoodlands. because endangeredlands. practices Bobwhite it dependsUnless species, could quail, certain on eliminate onehas on protective theparticulara limited othersuch certainallowsmentsupporttance, was new wildlifespecies. or disturbed.favorplants managers species begin This to totnat grow.aspect manipulate were This of not changenewly habitatpresent created and to before meet plant habitat thethesuccession will needsenviron- often of theforestThesehand,plants more cover.requireinclude are species present. Quail threegrassy oftend major Thecover,wildlife to greaterthe vegetativeuse grain will "edge` becrops varietypresent. types areas or similar withinof where plantThis source their conceptlifedifferent inhome of a food,given oftypes range. edge and area, of riculturalForate andexample, predict practices, logging the livestockimpacts operations, ofgrazing, certain highway and land some construction,uses water on wildlife uses certain often habitat.Wildlife ag-de- biologists and concerned land managers n lust evalu- veryeffect,ranging important. or thefrom mixing spruce-fir of habitat forest typesand grassy to create areas edges, in the can east also Theto hard- be Tennessee Valley region has a diversity of habitat types, timberingbyincrease populationsforesters, together harvest, habitat. biologists, to ofaThe develop forester,many loss farmers, species.of with managementhabitat assistance andHowever, is theother major fromplans. resource habitat areason wildlife When can managers for biologist,be planning the improved decline work- can a woodandthesehundredsplains bottomlandsthese habitats.of the ofareas speciesMississippi Approximately are and ofcomposed cypress mammals, River. 60More wetlandsof percent reptiles,numerous than ofof300 and the tree species amphibians westernregion species. ofis coastalbirdsforested, Agricul-occupy and foodthatpond.animalsleave and animals aThe denningnumberneed vegetation prefer more ofsites tomaturewater, eat forcan or songbirds,H. livethen use can and for bebe other deadmanagedprovided squirrels, survivaltrees by to standing,and constructing providepurposes. raccoons. theto provide aplants small If tural lands, pasture, abandoned fields, orchards, road edges, old 5 WI-24 7 WI-25 pondtices,practices dredging,and forest to improve controlled management habitat Wildlife mangers must also burning to create for wildlife. Traditionaltechniquesbe like concerned road with the or maintain open land farming construction,prac- impact of conditionsmustpossible.forbe wildUe, beplanned controlled.to andavoid and other uncontrollable conductedBurning practices Soil erosion, particularly must be done underto have as littlethat effectdisturb vegetation nearwildfires. streams, rivers, and favorable weather on the area asand soils, must ponds, uteforclimate agreatly diversity for to maintainingtheof important quality of The Valley region has many different plantswildlife. that Theseprovide plants and a range of topography and animals contrib- nobitatso good whilemanagerscontaminatedendangered developing and decisionmakersas with and a result people's of wisely using the Valley's human life. Manytheir animalswastes habitats and being pollution. are attempting to preserve natural resources. lost, changed,Responsible or land have become habitat 593 Wildlife Resources Activity Matrix ii-D - Q co q- <4, ToWILDLIFE ZoneRESOURCES Or Not (z, 0 (4`;' e( (4, e,<,- 0 q- \0 1,2,6,7, 1,2,3,8,9 ( (5- 9 1,2,3,4,5, 8,9 ...... , To Zone 3 8,9 1 6,7,8,9,101,2,3,4,5 8,9 Let'sAParking Little Build Becomes LotAnother 5 8,91,2,51,2,6,7, 1,81,2,3,9 3 2,3,4,5,6,6,7,8,9,107,8,9,10 4 SnagGameA Lot Tree Game Corner 1,21,2,5 3 1,3 1,3,101,4 Here TomorrowToday, 5 5 1,2 32 3 1,7,101,2,3,4,7,10 9 I HideBird1000mm WatchingOut Hike 6 6 2,92 3 ALL1,7,10 9 MindBirdPop FeedersBottle Mapping ANY ANY ANY ANY ANY ANY ANY,21,2,3,4,10 ANY coo WI-26 601 ToOBJECTIVES: Zone Or Not To Zone Commissioners.and would have toThe be subdivision rezoned as would residential be on by a centrala vote ofwater the systemCounty SOURCESimportance matrix and complexitiesfor background of land information. use planning. See WILDLIFEThrough RE- this modified role play, students will understand the PROCEDURE:but each home would have its own septic system. copiesMATERIALS:props of for Role the Descriptions Role Play (Optional) thediscuss activity. it together briefly. Present the suggested time line and explainHand out the preceding background material to students and classroomPREPARATION: set up as a hearing room SuggestedDAY 1: timeline for this activity: Read backgroundHomeworkPrepare information and presentations. select roles. anissue imaginary where housing conflict developmentsthat corresponds are to concerned. a real life dilemmas:The followingFratervilleLand is use isdecisions a farming affecting community wildlife on the have west become slope of athe familiar Cross DAY 2: HomeworkWriteConduct hearing. news items and letters to the editor. undeveloped200-homecounty.GeneralMountains. This Autos Farmton,subdivision willland is provide onbuilding athe town has300south a of beennew 15,000,edge jobs,automobile proposed of isFraterville.but the housing trade for plant anThiscenter is in80-acre very forestedthe of limited. adjacentthe plot area.area ofA DAY 3: Vote. Continueletters hearing, to the editor. including reading of news items and areainexcellentis Manythisbordered is area, usednon-game duck includingby hunting. migratingBuck species, someCreek Forty-five waterfowl such rare on asthespecies.species red andwest. fox deerof In and birds the that flying spring have feed squirrels, been andin the fall,sighted area.inhabit the Buck Creek provides tationsdentsnewspapera personal should and questions.reporters,data be encouraged card outsideIntroducewill take to experts,improvise roles all players as or activein concerned anddeveloping theirobservers roles.citizens. their such presen- as On the first day, provide all students with roles. Those without Stu- this land. This 80-acre plot is currently zoned for agriculture and forests 02 WI-28 WI-29 speak.participantsis to run the meeting.must be recognized by the chairperson beforeOn they the day of the hearing, the chairperson of the commission It is up to him or her to maintain order. All inFOLLOW-THROUGH: their local area, gather data, and develop their own simulation.Have students identify a wildlife, forestry, or environmental issue letterscitizensand have to will thebeen be editor. askedquestioned, to read reporters, their statements, researchers articles, and concernedreports,After or all those presenting prepared testimony have spoken After the questions and statements are pre- bothexpert sides witnesses. of the issue. Try to achieve a balance by getting experts fromDevelop a topographical map for this activity. Bring in real tions:sions.sented, the commissioners vote and give the reasons for their deci-After the vote, discuss the results. Consider the following ques- (adapted from PROJECT WILD) Who makes decisions?Who isWhat not? Who didDo isweall involved? pointslearn aboutof Who view land is get represented? useequal decision representation? making? What factorsto OtherHowwhatmost were mightpartsstrongly the ofhappen decisions theinfluence world? in ourmade land community? inuse this and activity planning? Other similar areas? ordifferent Why is land-usepeople,decisions?Do we planninghave wildlife, a responsibility important?and the environment? as How citizens does to it helpaffect make land use

S 6 1 ) 4 6!,5 PERSONALMinister DATA CARD You have been pastor of the FarmtonRev. Michael Community Martin Church (County for Commissioner) PresidentPERSONAL of DATA Chamber CARD of Commerce Fred or Ethyl Harris You have been president of the chamber of commerce for congregationtobeenfifteen become on years, the involved county andsupport you commissionin controversial bothare respected sides for ofissuesmany the in theissue.years, because community. butYou members you enjoy are You hunting,hesitant of have your thethisFraterville.ayears. businessbusiness new You auto climateownYour consulting plant a profits chain in as your a firmhaveof means community.carry-out to been evaluate to expandsteady stores. The new butyourchamberYou businessnot crebusiness. growing. concerned recently potential You hired about see in Sierrafishing,PERSONAL Club, and bird-watching. DATA CARD Your wife is an active member of the PERSONAL DATA CARD loans.Banker You Edward are currently or Jean presidentMurphy (County of the Small Commissioner) Business AssociationYou are a 35 year old banker. You want to finance new home directorLocalrare Sierra bird of thespecies Club annual President found bird in count theOscar Buck competition. or CreekJan Sparrow area. You You have are a37 list yearsYou of 15 represent old over 100 active Sierra Club members and are PERSONALand support DATA the rezoning CARD issue. PERSONALand will be DATAemployed CARD soon at the new auto plant. southyourLand land Ownerof town. and Sherrie Thismove land orto DanielFlorida.will net Caldwell a You good own cash return if it is rezonedYou are for a 63-year-old retired business person. You want to sell 25 acres of forested land theHunterhas local always Madeline Hunting been orLodge, anMichael important and Hunter the familyacres activity.proposed You for aredevelopment presidentYou are of a 55-year-old hunter, You have two boys, and hunting theDeveloperPERSONAL subdivision. DavidDATA CARDor Debra Davis PERSONALcontainLumber a primeMill DATA Owner duck CARD Wallacehunting area.or Wilma Cramer detailsprefabricatedtheland auto outright. and plant construction housesYouemployees will andmake site ispaying built. clean-up.a good Youvery profit havelittle if attention athe reputation housing to landscaping forneeded buildingYou for are a wealthy developer in the area and want to buy the transportedgood for your throughout business. the state. This new subdivision would be veryYou own a lumber mill. The wood milled is used locally and EIIG WI-30 6 7 WI-31 subdivision.ResidentPERSONAL Tom DATA You or haveMaryCARD livedFloyd on this land for 45 years. Three genera-You are 62 years old and living on the land proposed for the to FarmerPERSONALtell people - Fred DATAthat or your FrancineCARD grandfather Farmer (County was one Commissioner) of the first to settleYou inare the third generation to farm your land. You are proud selldebt,proposedandtions yourhave ofhowever, your land a for large family rightthe Daniel garden housing outhave Caldwellfrom beenout development.under back. raised holds youYou here.the for live title development. Because Youin tothe raiseyour middle oflandcorn a of gambling andand the could hogsarea LastresentanyrightsFraterville. sortwinter to individuals surroundingand, 3-wheelersYour although spreadmoving U.S. came you coversinto Forest are ontothe 1,200involvedServicearea the whoproperty acres land. in do community andnot Youand shareyou resentdestroyed have your affairs, change grazingvalues. some you of PERSONAL DATA CARD isyour PERSONALadjacent crops. toYour DATAyour land property.CARD would not be rezoned, but the development thisbusinessRealtor property. John is doing Youor Jamie well,have but Knoxsome your (County question real estate Commissione regarding company the isnot credibility developingYou of the started your business in Fraterville two years ago. Your a duckowners,Merchant hunter. but Mainard don't You wouldwant or Maxine to like have to Hull sellto drive(County hardware long Commissioner) distances to all the newto find homeYou a new are 46 years old and own a hardware store. You are also developer,PERSONAL but youDATA generally CARD are in favor of development. PERSONALduck hunting DATA area. CARD PERSONAL DATA CARD PERSONAL DATA CARD

G I C.1 Lot OBJECTIVES:information.landLet's development. Build See WILDLIFE Another RESOURCES matrix for backgroundParkingStudents will identify environmental problems associated with wildlifeAfter discussion, in its habitat. tell students that in this activity they will be simulatingReview with students the elements necessary for a habitat. greenMATERIALS: and blue paper animals),herbivoresPROCEDURE: and (animals land developers. that eat plants) The amount carnivores of vegetation (animals may that vary, Divideeat students into four groups: vegetation (trees, grass, etc.), tables5classroom or 6and large chairs desks bed sheets or blankets but try to establish proportions similar to the following: 932 -herbivores-carnivores-land developers PREPARATION:buildings,paved for ora shoppingplowed to center,grow crops, divided many into animals lots and lose excavated their homesWildlife habitat is being lost. Wherever an area of land is being for used"land to developers"simulate the are wildlife to remain habitat on area the sidelinesbefore development. at this time, simplyEstablishThe a large12 -trees area or in bushesthe classroom or outside that can be theirand,inarematerial thedeathfrequently, gone, food canor animals chainforced eliminate their can whichrelocation sources havethe feed food far toof on supplyreachinganotherfood them and fordisappear. area. effects. smallwater. When animals, RemovingEven these animals resulting animals plant that in Removing any link arrivaldenly,development.developersobserving onceof heavy the mightthe undevelopedIn wildlifeconstruction fact,also theymeethabitat might onlandequipment. has their andmakebeen own its established, their wildlifenearby, entrance inhabitants. to maketo simulate rather plans Land sud- the for simplyearth.processcan observe cannot is happening toleratethis phenomenon inhuman large, asactivities nearwell as their maysmall homes disappear. ecosystems Students all over and schools. This the Provide vegetation with: 2.1. tenone green piece strips of blue of paper construction to give topaper herbivores to represent as food; water. and 610 WI-32 611 WI-33 Provide each herbivore with: 3.2. 1. twosomeone desks piece of orthe of chairs vegetationblue toconstruction use portrayedas "shelter", paper by to students. represent water; and vegetation,Havehurtingmay remove developers the herbivores, students), trees gatherthe represented shelterand carnivores. green (represented by and the blue students by strips desks), (withoutfrom food, the and physicallydisplaced water. Provide each carnivore with: 3.2. 1. onespace deskpiece equivalent or of chair blue to toconstruction usethat as used a shelter; by paper three to herbivores; represent water.and affectedcarnivoresdevelopment. the lost. water At the sources? end, count How the did vegetation, development herbivores, affectThe andgamethe ends when the developers have constructed their Look at the blue strips. How has development eatenmoverepresent whenunless a herbivoreshabitat they are and eatentake place all or theirten developers green water strips. at remove their Once feet. them. the They vegetation They cannotAsk are the vegetation to arrange themselves in the space to vegetation?not.anddifferentlydie? discussFrom Herbivores?towhat whatchange causes? seemed the Carnivores? consequences?Could realistic the developersWouldabout Ask theor did activitystudents have any done animalsand to consideranythingwhat left did waterthethemandis arranged carnivoresplace takesources, theirsome (3 minutes), bluetokeeping green move strips stripshave aninto as eye athefrom water on herbivoresarea the the sources tovegetation herbivores establish to (3 establish minutes). for astheir food. possible their shelter Then Then shelters foodhave andask FOLLOW-THROUGH: 1) Try this activity using an aquatic ecosystem. (See illustration) studentsthesourceseatingments kind of(3plants3-5in animalminutes).the more andenvironment. heminutes carnivores orFor she added to is consider andeating interest, role-play herbivores. their have relationshipits characteristics.each "Eaten" student to players other identify Allow ele- must Then, start the game with herbivores fordevelopment.learnedcarefully2) development Visit anfrom at areathe this Ask area. thanin activity, yourthe Inventoryothers? questions: community predict What its resourcesWhythe proposedcriteria consequences are some andshould for then areasdevelopment. be ofusing usedmorethe whatproposed whensuitable Lookwas strips.goplace. to the When When sidelines the an carnivore herbivore and watch. eats eats Makethe a plant,herbivore, sure the the herbivore itwater then stripstakes takes theare the greenleft green in selecting an area for development? (adapted from PROJECT WILD) fromopportunityto actionsenter 3 to the 7as minutesto picture.they create take to Thesea constructthen.)housing land They andtheir developers are shopping development, restricted have area. however beenexplaining(They given mayto a their spaceAfterusethe 5-10 minutes of the game, it is time forthe land developers mayequivalent use the to sheets that used and byblankets three herbivores.to build their The development. land developers They 612 613 AQUATIC FOOD PYRAMID Carnivores Large CarnivoresMedium Carnivores Small Herbivores Producers WI-34 111. 6 1 5 AOBJECTIVES: Little Becomes A Lot(1) Students will describe ways in which pesticides enter the PROCEDURE: Divide students approximately as follows: foodgroundon chain.raptors information. (2) (birds Students of prey). will See explain WILDLIFE the possible RESOURCES effects matrixof pesticides for back- 4 rodents181 insects raptor (hawk) whiteredblue papersmallMATERIALS: brownstrips (1paper cm widebags by(sandwich 5 cm long, size) two thirds ment.RandomlyLabel Thiseach distribute could student be the awith gym food a floorcolored items or (paper the arm classroom. bandstrips) as in indicateda defined environ-above. newsprintred, white, and bluewhite cloth and strips one forthird arm colored) bands thecapturedbrowninsect insect will paperis twice, eaten,use baga itpaperit shouldmay and relbag begin go urn to to tocollect theeating the sidelines table the again. paperonce and and strips watch. collect (food). anotherBegin When the simulation by allowing the insects to feed. Each After the insect is definitionPREPARATION: and an example such as: Develop the concept of the food chain by providing the (Studentsrodent!"rodents can might eat findinsects it more by touching fun to take the on them a specific and saying identity After"I likeam about a a minute, allow the rodents toThe begin rodent feeding. then Thetakes the insect's bag of paper strips. RAPTORS eat RODENTS eat INSECTS eat > PLANTS eatingrodentsbags!"thegrasshopper, raptors insectsThe should startrodent shrew,too. retire feeding. Letthen toeagle, the the hands The simulation sidelines or raptorssoits bagforth.) and continue willor Afterwatch.bags shout another forto Raptors"Let theabout meraptor. minute 5 mayhave minutes. Eatenbegin haveyour WI-36 6 j 7 Put up a sheet of newsprint with the following table: WI-37 croppaper in is order regular to prevent food. In a nature, lot of damage this pesticide by the insects.was sprayed This particular onto the ANIMAL COLORED PIECES NUMBER OF AVERAGEIN ONE INDIVIDUAL AMOUNT consideredstayspesticide in the is oneenvironment dead that if isthere poisonous, for isa longany accumulatestime.pesticidecolored in food paperin chains, their Alland of the insects that were not eaten by rodents may now be RODENTSRAPTORS divided byby 14 = = thatatfood nestingmulti-coloredthis thebags. time; shell season Any however, rodentswould will be also itfor hastoo which be thin accumulated considered andhalf crushor more dead.sounder of much theirfood Thethe of weighthawk the supply pesticidewill of the not was bird die the eggs produced by it and its mate during the in theINSECTS paper sacks he/she collected. Write the number in theHave left the raptor count the number of colored pieces of paper divided by 18 = toxicencedbefore substances in hatching. this simulation. can enter Ask the how food food chain chains and theseem variety to work, of results. andTalk how further with students about what they saw and experi- inpaperraptor).column the leftin of Havetheir columnthe sackstable the and rodentsand when then also the dividecount the simulation right bythe columnthe number stopped.total (since number of coloredWrite there of this rodentsis pieces only number one (4) of eatingsoMention the rodentsamount that sick withof rodentspesticide more arepesticide. the easier raptor to eatscatch will than be healthyeven higher ones, from Askand students for other examples besides those of the insect- (18)Writehaveto rememberobtain to the come insectstotalthe nowupaverage in thewithcount many left the amount the columnpieces average colored ofandof coloredpercolored papersdivide insect. bypaper paperthat theAsk they numberperthey all justindividualsrodent. had collected.of collected. insects Also, to FOLLOW-THROUGH:rodent-raptor example that might be affected by pesticide. Isduringmagnification?"number this similiarthe of simulation.colored to nature? Ask pieces aAbout student About (average)? how how to many recallmany Why insects whatrodents is this hedid did calledoreach theshe rodentraptor"biological observedExamine eat? the data on the table. Which animal has the highest someconsumer. toxic substances.Show how toxic See chemicalfactsheet can9 in enterthe Air the Resources chain. Research Section.Make an example of a food chain with humans as the final (adapted from PROJECT WILD) thathasIs this more"pesticide" comparable colored is pieces?represented to nature? Can by thea student colored explain paper why and the the raptorThe white colored pieces represent pesticide. Inform the students 410 Cy, 410 6n.0 concentrated asBiomagnification it passes up through occurs the when food a toxicchain. substance is C o WI-38 GameOBJECTIVES: Game conditionrole a die card for for their each team team, after ana each reads condition it. The decision card is read makers and will also _-:.=1111111111111111, aStudentsabout wildlife wildlife population.will identify management, atSee least WILDLIFE four specifically, factors RESOURCES whict4 carrying can affectmatrix capacity. the for (1)size back- In of this simulation, students will make hypothetical decisions (2) statisticianstheofmake the percentage finalteam's have decisions herd severalchange of deer.relating jobs. in theirTo They to do herd the this,must condition after they post, each must in cards. plainturn, accurately sight,basedThe naturalists/ the calculateupon size the groundMATERIALS: information. size,statisticians,shouldcondition that also teamcard andcheck andwith if they the thethe roleshoulderror accuracy of must thedetect die rollof an thebythe errortheir otherdie andindecision anotherteams then multiplymaker. naturalists/team's Theyherdby 5 newsprintonestiffpaper paperdie and per topencils group make condition cards ofto beginsinformation.receive with that 100 many deer. angry The letters game fromwill continue citizens for for 30 their turns; mishandling theThe monitor carrying capacity of the habitat is 100 animals; each team PREPARATION: the 65 game cards called "Condition Cards.- Discuss musttimeturns.who adraws dropThe team's game out the herd of conditionusually the becomes game. takes cards lessabout should than 30 minutes.2 keep or more track IMPORTANT: than of the200, number that If at team any of naturalists/statisticians.Selectsection.how the teams Each game teamwith is played willeach be having aftercomposed reading one ofdecision nothrough more maker thanthis preparationfour and players. 2 or 3 a lotarecontroversiala Wildlife of the unfavorable result. Management issue. A team criticism In this will Team. game, canalso Forbe be letters, a example,disqualified factor both affecting huntingfor if and that the againstis team sometimessuccess receivesSincehunting, of mosta wildlife managers have to be sensitive to the public, teamteacherPROCEDURE: are may gathered serve as behind the game their monitor. decision The maker other with members newsprint ofHave the or the decision makers to sit together at a table. The itmore exceeds100 than deer 200.)200 in its letters. herd wins. (The number of letters is not importantAfter unless the 30th turn (representing 30 years), the team closest to chalkboard ready to calculate. The monitor shuffles cards, draws a c WI-40 62' WI-41 Wrap up the activity1. with a class discussion: Is wildlife management necessary? 4.2.3. WhattionAreDidreasons. kindsthistheresize game in ofother order management seem reasonable not realistic?to exceed work ways the best? for carrying controlling Describe capacity yourpopula- of a 5. givenWhat habitat are some besides ways hunting? that habitat can be improved? (adapted from PROJECT WILD) TheytheFOLLOW-THROUGH: job. may Many want of toyour meet students local wardens might hunt to findor be out interested what theirjob in animals. is Inviteand a game warden to talk to the class about experiences on additional(Afterhow they playing respond cards.) the game to public once, pressure. students may experiment with making C 5 (Make 5) timescreasePopulation your yourThisroll." Card herdhas been by the an percentage excellent reproduction equal to five year. In- (Make 5) yourpositiveWeather herd impact Card by the on percentage the survival equal of the to hero. your Increaseroll.' (i.e., longer growing season) has had a dramatic (Make 10) Population"This has Card been an poor reproduction year. Increase (Make 5) "ToxicPollution substances Card in food and water supplies have (Make 10) yourHabitat herd Changeby two times Card your roll." (Make 10) Habitatcreasehad serious herdChange byimpact five Card times on the your survival roll." of the herd. De- animalsincreasedcreated) equalhas the improved tocarrying three timeshabitat capacity your in yourbyroll.' the area number and has of (a natural factor, i.e., trees planted, a pond timesdestroyings. your roll.' critical habitat. Decrease herd by three (students specify what) has occurred, (Make 5) Habitat Change Card (a people-made factor, i.e., a fence put around (Make 10) Hunting"A request Card fora hunting program has been made. Do tatagearea, in your equal salt area. blocks to your Increase or roll.' food yourput out) herd has by improvedthe percent- habi- huntingtenIfyou yesdecrease timeswish letters to your allow receivedroll, your hunting and herd equalregister in by your tothe tenthearea? number timesnumber your equal of roll.anti- to (Make 5) herdimpactWeather by on the Card the percentage survival of equal the herd.to your Decrease roll.' your (i.e., floods, drought) has had a serious negative changeIf numbernorecord in herdof tenpro-hunting size." times the letters number received. rolled There as the is no 626 WI-42 6P7 Snag Tree Corner OBJECTIVES:RESOURCES matrix for background information. Students will create a model of forest habitat. See WILDLIFE MATERIALS:part of a snagmache tree over or fallen chicken log wire) (an artificial and natural log can materials be paper (leaves, paintstapebutcherpaper mache papersticks, and dried other flowers, materials grass, lichens) PREPARATION:insect repellant (optional) garbageactivitylookingleaves, "Nothingfor bagsand signs sticks for Succeedsof collecting nestingto use in wildlife.Like the materials. Successionsnag This tree could corner. II." be combinedLook for a withfallenAfter the tree reading the factsheet for this activity, visit a local habitat Collect grasses, lichens, Take along plastic thatifdirectmakeremove necessary could sunshinea materials"natural"be usedto preventto ascornerdrivefrom the infestationtheaway snagin forest.your any tree. classroom. insects.of Be your sure classroom.Spray toPlace get with permissionthe insect materials repellant to in This activity is a class project to WI-44 629 WI-45 theclassroom.PROCEDURE: paper. Ask students to design, draw, and paint a forest sceneHang on butcher paper from floor to ceiling in one corner of your Set up the snag tree in the corner and add natural habitat.drawmaterials pictures collected on the from mural the of forest. wildlife Prepare you would models expect of vIldlife.to find inAlso,Ask this students to research and prepare oral reports on animals thatFOLLOW-THROUGH:iiWhat live may nearsort be of humansfound home in d your-.F. the local animal area. have? What Is doesit rare the or abundant?animal eat? Can r lust it have "wild" lands to survive? mightanimalspresentations. be theyinterested can Some bring in joiningmay along have local to slideshow wildlife shows, to clubs.the class.photographs, Also, students orInvite live local citizens interested in the out-of-doors to attend the u31 HereOBJECTIVES: Today, Here Tomorrow 11111111111111111111111MIP A list of endangered species is available from: 11116111INIINIF WILDLIFEValley region RESOURCES and develop matrix posters for background to create public information. awareness.Students See will identify endangered species in the Tennessee Washington,U.S.Director, FishDepartment OfficeAnd D.C.Wildlife Of Of 20204Endangered interiorService Species feltposterboardMATERIALS:glue crayons or tape tinctPROCEDURE:research and present the definitions this to the of class. threatened, Have another endangered, committee rare, contact andDivide ex- students into several committees. Have one group scissorsconservationNature magazines Conservancy, such as Audubon,etc. Sierra, Wilderness Society, tions.ened,whichyourNational state rare,Other are conservation Wildlifeclassified(-Ind committees extinct. Federation, endangered, agencyAlso should ask theto writefor ask National thecritically forthe reasons lists U.S. Audubon ofendangered, Dept. for these Society,of Interior, classifica- threat- and the the plants and animals PREPARATION:activities.become extinct,In 1988, eitherthe U.S. directly Department or indirectly of the Interior as a result listed of403 human plantsSince the year 1600, approximately 300 species of wildlife have Tennesseeorganizeand habitats theirValley ofinformation Authorityconcern inforin poster your information area. form to available display before about thespecies class.Then, discuss the following questions: Ask the committees to worlOwidepredictand animals that to the100 in theloss species United of species per States year will as byincrease being the end endangered. from of thisone century.species Some per yearAlthough extinction is a natural process, human activities in the experts 1. What will be the consequencesspecies? of the disappearance of a significanthabitatenvironment as causea result have of ofcausedspecies human aextermination. dramaticactivity is increaseconsidered in its to rate.be the most Loss of 3.2. What arealternatives the trade-offs are available? involved? a^) G 3 2 WI-46 G WI-47 FOLLOW-THROUGH: (1) Ask students to identify a plant or animal they want to learn inhonoringmore your about. local endangered Sponsorcommunity. aspecies. class contest Display where the posters students from create this postersactivity(2) Explore how cultural extinction affects us, like the loss of tra- species.ditionalLorax. languages Ask students and to native develop peoples. their own story about extinction(3) Have of students read and discuss the Dr. Seuss book The

6 3 5 BirdwatchingOBJECTIVES: Students will observe active bird nests and collect field data. SeeMATERIALS: WILDLIFE RESOURCES matrix for background information. watchfieldbirdbinoculars nestingtripnotebook in the area (optional) local community PREPARATION:invitethe hatching a local seasonexpert tofor come different to yourbirds class in your and area. lead Contact the National Audubon Society for information aboutYou may wantthe to class on the fieldficationdata trip. through This book activity fromlong theandshould library tedious emphasize for observations older how students. a naturalist in the You may want to borrow binoculars and provide a field. collects field bird identi- willyouactivity require can to walk identify several to frequently sites trips where to the from birdssite your over are nesting.a relatively It is short Be sure to visit the site you plan for the field trip classroom beacuse this activity best to select a site period of time. prior to the 636 WI-48 6:-47 WI-49 assignPROCEDURE: pairs of students to each nesting site or have them searchHave the the class work in pairs. When you get to the field trip site, ofwatcharea abeennests time more the assigned into nest closelyyour observe without area, to for a the nest.othermake disturbing nest. Students nestsbigger You thewithout teamswill should birds. have disturbingand Iffind tothere allow makea place are thoseonly several onlywhere 2 whopeople a coupletheyfrequent have atcan thetripsarevisitnest young. to carrying the forathe nest site30-minuteWhen duringatto leastobserve you thatperiod. areone period thesure insect Count entire ofthe oftime. theeggsprocess some numberYou have kind. canof hatchinghatched,of beKeep timesthe fairly records andsure watch adult raisingthe ofthe birdsbirds the feel?number Would of thistrips be made. a job that students would like to do as adults?CalculateIn the class, the numberdiscuss ofwhat insects students taken observed. by the birds. How did students 30tripsnumber mins. in of X 2 X daylighthours of insectsnumberseaten/day of FOLLOW-THROUGH:pair of birds consumes in a day. Is it more or less than you expected?This number is an estimate of the total number of insects each hobby.watchinginsects? Seeds? club to Popcorn speak toin theyour park? class Ask about a local bird-watching member of a bird-asIdentify a several bird species and research these. Which prefer OBJECTIVES:1000-mm Hike PROCEDURE: tion.(2)in Students nature. See will WILDLIFEbecome aware RESOURCES of the great matrix diversity for background of habitat informa-found(1) Studentswill observe smaller members of their environment. talloutsidepopsickle grass. to sticks, aThe diverse more a hand site. "natural' lens, This sektch canthe areainclude pad, the and a better.wooded pencil. area,Move stream,orthe classProvide each student with a 1000-mm piece of string several magnifyingMATERIALS: lens wishstringinterests to tie in eitherplace.them, endthenNo person'sof have their students strings strings touse should a thepopsickle stringoverlap. asstick aThey path. to stakewill They begin their mightHave at each student stretch out his/her string in an area that sketchdiversepopsickle1-meter padoutdoor sticks piece orsiteof otherstring small sticks studentsagelivingtheone ground endthem things andmay to and they drawproceed want area see pictures to as duringuseto theythe guides and their other,go. write Ask"hike"to using identify theirstudents on a impressions theirlens insects, to sketchto record carefully etc. pad.down. the observeEncour-various Older identificationpencilPREPARATION: guides (optional) observations.lawn or a parking lot and repeat the 1000-mm hike as before. RecordNow, ask students to move to a maintained site like a mowed commonand insects living that occurthings in they their will area. find Provide so the the students common will names haveStudents of a will observe some small living things like grass, fungi, For in- trees.withhouseflies,stance,"vocabulary- identification the 3student differentwith guides which should mosses..." to to beinsects, discuss able You tomosses, thesesay. may "I wantcreatures grasses,saw to3 grasshoppers,provide wildflowers, later, the class and 25 64 ) WI-50 641 greatest variety of living things? What does diversity mean? WhichAsk several students to present their lists. Which area has the theFOLLOW-THROUGH:items statement in the lists "Nature can be tends used towards as food diversity"by other living mean? things? WhatIn does the Gulf of Mexico, junk cars have been dropped into the watertwoprovide areasto create a thathome youan for "artificialvisited many in iifferent this reef" activity tomarine increase so thatspecies. more the diversityliving things and Considercan how you might be able to increase the diversity of the animals.improvesfind a home. habitats Which to animals increase would the populationsyou want to haveof certain nearby? typesAsk ofa wildlife manager to visit the class and explain how he/she 642 HideOBJECTIVES: Out Students will (1) learn how wildlife has adapted in nature, (2) PROCEDURE: Divide the class into groups of four students each. Each group whyhowgroundchanging certainwildlife information. conditions.speciesis continuing become to adapt extinct to becausechanging they conditions, fail to adapt and (3) to See WILDLIFE RESOURCES matrix for back- toshould onhandout,orrepresent the the cut floor handout. 50 record wildlife. andsquares distribute theAre Spread positionsabout the theanimals 12one squares toof sheet 15the easy mm squares onof toin thethis sizesee? newspapersheet.(wildlife) from Inthe sectionby newspaper onplacing a table1 of dots the MATERIALS:scissorsnewspaper timeruppredatorhis theback says squares shouldto stop. the (wildlife) turnnewspaper.The around,timer one should faceatWhen a timetheallow a newspaper, timewith the onepredatorkeeper hand and says to only begin hunt start, untilSelect exactlyto pickthe one student to be a predator. Place the predator with the pencilswatchhandoutwhite plainwith for a papereach second group hand (included in activity) squaresing10 squares seconds. were as taken you didin 10 in sectionseconds? 1. (DivideWhat percentage total number of theby numberwildlifeIn section 2 of the handout, record the positions of the remain- adaptationsPREPARATION: may include coloration, shape and size, behavior,Wildlife and is highly adapted to live successfully in nature. These taken.)Redistributeplacing sheets the of 50 plain wildlife white squares paper ontoover this one-half changed of the environmeni. newspaper.Now Is bring in the bulldozers and change the environment by thingsspeed.resources? mayIf we no modify longer the "fit environment so that it is different, these livingThe question isWhat value should be placed on our wildlife it easiernewspaper? to see Why? the wildlife against the plain paper or against the C Wk52 C 5 WI-53 theof dotsthe wildlife handoutto show squares positionsindicate were takentheof the location in remaining 10 seconds of the wildlife. plainin this Whatpaper changed percentage and environ- placeHave of the predator hunt for 10 seconds as before. In section 3 handout.again,ment? thisWere Which time more for environment taken20 seconds. from plainwas Record morepaper the nearlyorfrom results depletednewspaper? in section of 4wildlife Why?ofReplace the all 50 wildlife squares and have the predator hunt staysity.squares, thereWhat plain inhappens these paper new to or the conditions?newspaper? wildlife there? Why don't Why we can't find the deer wildlife in cities? Discussion.just As we develop land, we reduce the natural diver- FOLLOW-THROUGH:diversityIs of the habitat?it possible How can to this "develop` be done? land How and much at the will sameit cost? time increase the graphsenvironment.theirand display environment, on the photographs classUnder or bulletin eachthat of have pictureboard.examples specifically explain of species why.adapted Postthat to blend your a particular photo-inTake with a field trip to find natural examples of adaptation. Collect 646 Ca( SECTION 2 HIDE - OUT SECTION 4 %TAKEN G 3 WI-54 643 OBJECTIVES:Pop Bottle Bird FeedersStudents will construct bird feeders to increase the available See WILDLIFE RESOURCES matrix for moneyentis available Foods order at fora Wildlife to smallSuperintendent Bird fee Feeders."entitled of "Relative Documents, Attractiveness U.S. Government of Differ-What types of bird feed attract what types of birds? A report For a copy, send a check or backgroundfoodMATERIALS: for birds information. in their area. Printing101- Office, 00587 Washington,-4 and include D.C. the 20402.title. Request stock number 024- 7three inch 2 diameter -literdessert pop plasticbottles topping) lid with bottle caps (from butter tub or PROCEDURE:1. plasticObtain bases. two clean bottles and soak off their labels. Remove the small8all-weatherbaby inchesmetal nailfood screwof jar wirerubber lid or or wood monofilamentsealant screw fishing line 2. Withmeetsdon a to coping slightlywhere saw, theabove neck cut the vertically "collar" collar; begins. discardthrough Make the one piece abottle's second you mouthcut cut out. that sunflowerrulerrubberhobbycoping knifebandssaw or other bird seed 3. fallingthreadeddiagram).leaveCut the atout. remaining least portionThis aspout 1-inch willsection will stick flange serve of inside the of as neckplastic athe feeding andbottle beneath collar hole. to keep from theThe seed collarthehalf-round bottle; from(see PREPARATION: 5.4. CutRepeat two steps1-inch-diameter 2 and 3 to holesmake oppositea second each spout. other on the sides inexpensive."'Theseeffect on bird the feeders environment. provide The a U.S.window Fish on and the Wildlife world Directorthat's quick hasIncreasing said,and the numbers of beneficial birds can have a positive 6. twoApplyheightof the spouts othersealantas the inbottle. top thearound of holes,The the each topplastic flange of spout each base end (about hole thatoutwards. shouldyou the removedcollar). beThe at collar Insertthe earlier. same andthe C50 WI-56 sealantband until will dry.form a watertight "gasket." Secure with a rubber 651 WI-57 8.7. Usingin the centerathe screw, small of attach nail,the baby make the foodtwo a small lids lid and tohole the in in bottomthe the dessert bottom of the toppingof bottle, the bottle withlid. 10. Fill the9. bottlePunch with two sunflower small parallel seedsfishing holes and line hangin throughthe it bottleup. the cap. holes String and wiretie into or a loop. thatthe babythe baby food food lid on lid the holds bottom. steady. The topping lid forms a perch FOLLOW-THROUGH: Try making the thistle-seed feeder shown in the diagram. ofExperiment perch for withthe birds. other styles. Consider the type of seed and the type (Adapted from the U.S Fish and Wildlife Service) SUNFLOWER SEED FEEDER THISTLE SEED FEEDER ----. G r 2 e 6 z) 0 byMind-MappingOBJECTIVES; taking notes from the fact sheet "Urban Wildlife." Urban See WILDLIFE WildlifeStudents will develop note taking ability and text review skills finally5gram to 10 for use minutes 5 theminutes. diagram reviewing This as is avery the review diagram.important. device Repeat Afor day the later test.the spendnext See day,the another mind and Immediately after finishing the note taking, review the dia- RESOURCESMATERIALS: matrix for background information. mapPROCEDURE: example provided in this activity. feltcopiesnewsprint crayons of Wildlifehandout Factsheet (reverse side)2 writestudentsper it group. on haveto newsprint. read Have finished, the each factsheet divide group them compileand into to develop groupstheir mind-maps of a fivemind-map. or six into students oneWhen and Supply students with a copy of Wildlife Factsheet 2. Ask reviewPREPARATION: notes. This technique is based upon current studies of memory In this activity, students will learn a new way to take and likemind-maps best? Why? from Whichthe other is easier groups. to Whichread and mind-map review? does the class Display newsprints and allow students 5 minutes to look at the tionatelytoand organize inthe see a conceptsemi-pictorial new materials relationships of left-brain/right-brain to way be betweenforlearned easy byrecallideas allowinglearning. andlater. to studentsItrecord is a powerful this to informaimmedi- way whichhandout. would On you this choose? mind-map, Why? choose any two topics opposite each NowIf you give were students given any a onecopy of of these the Urbanto use Wildlifewhile taking mind-map a test, notthese.paragraph.paper. essential. You Then, mightAdd place a try few totopics key draw words, invery boxes simplestatistics, out pictures from or descriptors the for center each, to butfor each thiseach ofis You begin by writing the central topic in the middle of the ThenanimalsUrbanother considerand Environment. that see are howanimals beneficial they When which relate. comparingand would For a list example: add of these thoseproperty two,Nuisance that makevalue. are oraa nuisance.listBenefit of the 654 WI-58 655 WI-59 Otherpeople,FOLLOW-THROUGH: people this is have an effective different way learning to take styles notes and and do remember best with strictlythem. Make mind-maps of other factsheets. Remember, for some makebookssequential aor presentation magazines note taking. forto thearticles class. on left-brain/right-brain thinking and Ask students interested in psychology to research popular

G RATS DA AO ottD6EN-th C AL-114 R SPA R Ro /Ate:STARLINGS E vis -"--- NUISANCE OR PIGEONS0-1-/n1 4 pgrgygg-ry 01 r/oA/ n it PROFfr HABITAT- 4^1467FAIENr ARAGRAP14 4 RROPN 1' PAR ti 2. CRAIN I/ 3LieLL ES EX-PANDitsKi 'POPO Obmo L-ATIO 3 rs F15g MS EC Ts HOMAN - Df:98114/ PT, c-Es RESIDE PE vEL0P AEN1-4<*ie' v4 Akyt.. Tillzias------2RE SNAKES PRog5 AM 1370131Aris r3iRDS /RoBiss Co.: tali G53 4.0 Nyvt.RoCgAri .4f,*#-\ o poLIMTIO SA LA AlANPERS CoVis 130E.TAys G5:) Wildlife1. Resources Glossary 10. Endangered species A species which is in danger of extinc- 2. forClearcuttingCavities nesting, Holes rearing The in deadremoval young, or dyingandof an protective treesentire used stand cover. by or wildlife area of as trees. sites 11. tionExtinct throughout siLesie_s all orA speciesa significant which part is no of longer its range. existing in living 43. TheyCarnivoreConsumer are usually An Anorganism divided organism into that thatthree eats lives groups: meat. off primaryof other consumers organisms. 12. form.tounethically.Exploitation the type Foror number example, of hunting animals or taken trapping is called without "Market regard To take advantage of a resource selfishly and 5. consumersor Denherbivores, trees or (snag secondarydecomposers. trees consumers or carnivores, and Trees which are considered undesir- mirco- 13. mentHunting."Girdling- of hunting This The practicestripping laws and wasor regulations. gnawing made illegal of a section with the of establish-bark around 6. Deercavityable forharvesting dwelling lumber or or nesting other wood wildlife. products which are used by The intentional and regulated hunting of 14. thereproduce.water,Habitat trunk food,of A aspace, tree and or shelter area, shrub or thatto type kill an the of animal environmentplant. needs to that survive includes and 7 deerEcosystemreational by the opportunity. public A natural to manage community populations of organisms and provide interacting rec- 15. Hackingrack placed Raising in theiryoung natural birds environmentof prey in an andenclosed then releasingfeeding 8 anotherwithEcology one and another the environment. and their environment. The study of the relations of living things to one 16. themHerbivorereproduce. with the An hope organism they willthat return feeds toon that plants. site to nest and 9 frequentmeadowcommunitiesEdge effect theseis locatedThe existing areas benefit next because side-by-side to to wildlife a woodland). of ofthe (fordifferent diversity example, Animals kinds of food whenoftend plant and to a 18.17. makeMigratoryInsectivore annual A A word orplant seasonal describing or animal movements thatbirds eats or other toinsects. other animals geographical which shelter WI-62 locations, G 6 i 19. Niche WI-63 20. Producershabitat.certain organism. The role of an organism in its community or A special place in a community occupiedGreen by plantsa that make organic compounds 21. andeagles,P,Jotorsfrom fish. inorganic that Birds consume which substances. are other predatory, animals, such such as as hawks, mice, songbirds,owls, and 22. ronmentalabundantoccursRare sidecie or andischanges. uncommon. have been reduced in number due to envi- A species which is highly valued because it Often rare species were once 24.23. food,SuccessionRefuge shelter, A place and The protectionfor orderly, birds andgradual, from other hunters. and animals continuous which providesreplace- 25. endangeredThreatenedsivement change of one kindwithinspeciesin plant of the plant and foreseeable communityanimal life future byover another; if time. measures the progres- are not A species that is likely to become 26. Watershedtakenridgesriver, to or preventcausing system A defined it.ofwater rivers. region to Theflow draining drainagedownward. intois due a stream,to the slope lake, from C 3 ... , -

2:ST COPY AVAILABLE "TVA stimulates the regional economy businessesbymaking helping the communities,solve best their use problemsof industries,their resources." by and Benchmark Report G66 TVA A World of Resources TVATennesseeAuthorityValley Concept Map Poverty Disease TheDepression Illiteracy Poor Resource Farming Floods Reasons For - A WORLD Management Logging Aid Economic CONA ItsF RESOURCES Charge NationalServe As Model Planning RegionDevelopment Of Results Technology Improve AgricultureImprove [Produce Power RiversHarness CapitaRaise IncomePer QualityAir Environment QualityLand Fertilizer 1 Hydroelectric Solar ControlFlood Navigation Tourism QualityWater ConservationEnergy Reforestation Management Nuclear Jobs Tech Education DevelopmentIndustrial Solar Gas Coal T-2 Health TVAAuthorityValleyTennessee TVA1. - A World of ResourcesOverview 2.3. ACreation Government And Concept Laboratory 5.4. AgricultureRiver Development 6.7. ConservationPower Supply And Solar Energy 9.8. EnvironmentEconomic Development And Natural Resources 6"/1 aL (3 7 0 T-4 TVAAuthorityValleyTennessee legislation1. that Overview created the Tennessee Valley Authority (TVA).On May 18, 1933, President Franklin D. Roosevelt signed into law Al- agriculturaldistributed experiments better fertilizers. on their own land while NA developed and The agency also helped show how a sponsiblefarmingValley.duringthough that In thepractices anlogging period,whole area practices that hadNation the had causedworst wasoncehad conditions nearlyexperiencingerosion been richruined of existed inproductive naturalthe a terrible Valley's in theresources, topsoil. Tennesseedepression forests poorand Irre- theplantingregion reach could tree of replenishseedlings. most people. its forests and reduce erosion by growing PIand for to NA's creation in 1933, the cost of electricity was out of Using low-cost power produced at thehopeof raging the for region Tennesseea better suffered future. River from brought poverty, devastating disease, illiteracy,floods. The and people lack'The of creation of the Tennessee Valley Authority was a bold vationagencyhydroelectricregion'smake as itturned an availablepower additionaldams, to requirements. coal-fired toNA remote waycut the to and rural satisfy priceToday, then areas of aemand TVAelectricitynuclear for promotes the for plants infirst electricity. half time.energy to and meet Later, helped conser- the the Tennesseeexperimentangeneralconservation, experiment social in River government. thatand drainage wouldeconomicdevelopment Its basinturn mission welfarethe and Valleyofwas itsthe of to adjoining theintonaturalplan nation.'a for national "theresourcesterritory NAproper laboratory, was for use,of theto the be electricity,Overbroadest the years, has a navigable been the resultsto aid waterway, theof developing economic and flood-free the development river system,riverfront inexpensive industrialOf the many responsibilities assigned to TVA by Congress, the the region. largelydemonstratinggovernment unproven already new theories technology owned about a thelarge and use complex putting of natural ofinto idleresources. practice chemical someThe plants idea for NA came from many different sources.. The ofsites encouragedproductivityaddedthe have Valley. to contributed the andImproved wood-product Valley's profitability. significantly fertilizerseconomic andImprovement recreationand healthto thefarming economicby of industries. increasingthe practices region's advancement haveagricultural forests also has year-roundlakessiderationbeand used a onhydroelectric tothe weremake waterwayTennessee proposals fertilizers dam for River at river andto Muscle develop to totransportation, controlproduce Shoals, a wholedestructive electricity. Alabama, systemand floods, provideAlso ofwhich damsundercon- create a could large and a economiestechnicalhelp develop advice with projects aand minimum assistance, tailored investment to the meet agency of local NA helps timeneeds. strengthen and money.NA local has worked closely with Valley states and communities to By offering ging,newrestore supply and miningland of hydroelectrit.; that techniques. had been power. Farmers damaged were from invited improper to participate farming,As inlog- the reservoirs were being built, WA began experiments to averageraise Valley in 1933 per to capita 77 percent income today. from 46 percent of the nationalThe cumulative effect of these and other programs has helped 072 T-6 G 7 '3 T-7 faceconservation.has the tried agency to achieve It and has the'worldnot a delicatealways are been balance different easy. between fromToday and the development more challenges complexIn thatandthe decades following passage of the TVA Act, the agency sibledamagedofTVAthan renewable thosehasuse steppedof lands, of the theenergy earth's 1930s improveup efforts resources, limited and wildlife to194Cs. resources.promote protecthabitats, In response energy air and and conservation encourageto water these quality, challenges, respon-and heal use

674 C75 TVAAuthorityValleyTennessee Tennessee2. Creation Valley Authority (TVA) and andon May18, President Concept RooseveltOn May 17, 1933, Congress passed legislation to create the could be developed with a system of dams and lakes toEngineering control studies in the 1920s showed the Tennessee River signedland,awnre theirthe of theNA economy, profoundAct into and law. effect their Many thislives. Valleynew agency residents would were have not on Althoughfully their ideas about the possible functions of TVA came from thetation,andcongressionaldestructive land forestryand as provide well, floods, development. leaders through a largecreate also fertilizer new a saw Suchyear-round supply the research, programs potential of hydroelectric waterway agricultural forwere making forto: power. riverpromote programs,better transpor- Some use con- of andwhatfacilities?practicalmany a to hydroelectricsources, do issue: During with whata thethelarge dam shouldoriginal1920s, government at Muscle the members concept government Shoals, complex ofcame Congress Alabama. do of into withidle being chemical somewereThese debatingdueof facilities itsplants toidle a halfburnedservation of theforests; of nationalthe andregion's create average, eroded jobs inevenfarmlands; business though renewand the industry. over-cut depression andIn over- had 1933, average personal income in the Valley was less than vertedthemelectricity.makehad for beento explosives. thatmake built purpose, fertilizers during After but World thefor the war,farmers Warnitrate the I toandgovernment plants produce the could darn nitrates no couldeasily longer neededproduce be needed con- to weredroppedelectricity.pooragriculture, also agricultural income low yet in thelevelsmany methods. region. everywhere.farms Two-thirds hadOnly lost three Health their of farmsthe productiveand region's educationalin one topsoiljobs hundred were levels through hcdin thanprivatecilities a companies.whiledecade others to reach.Resolution thought theof this government issue was difficultshould andtook sell themSome more to people thought the government should operate the fa- agencypressed"charged in his the withsupport Valley. the ofbroadest the idea duty to create of planning a regional for the development properShortly use, after his inauguration in 1933, President Roosevelt ex- In a letter to Congress, he urged that it be eventuallyChairmanpublic good, knownof the was Senateas theSenator founder Agriculture George of TVA. andW. As NorrisForestry Senator of Nebraska.Committee,Norris and others wasOne man, who was yew determined to use the facilities for the Norris, socialnesseeconservation, and River economic drainage and development welfare basin and of of theits the adjoining nation.' natural territory resources for theof the generalHe Ten- went on to say that development of the Tennessee River wasthediscussedgionaldevelopment Tennessee a controversial needs. the possibilities, Valleyprogram idea, rc ,ion(NA) involving an and that idea serve would emerged a wholeas improve a model tonew develop the approachto thequality aNation. regional ofto lifere- in It andeliminationit"...if enters diversificationenvisioned the from wide in agricultural itsfieldsof entirety,industry." of flood use transcends control,of marginal soilmere lands,erosion, power and development:reforestation, distribution G G T-8 TVAAuthorityValleyTennessee 3. A Governmental When President Roosevelt signed the Tennessee Valley Author- "Laboratory" In President Roosevelt's words, it was to be "a corporation wouldsolveityothersections Act, economic turn demonstratehe andthe Tennesseeother ofand the natural supportersplanningNation Valleyresource as andwell. hoped into technology TVAproblems. a thenational was new to They be agencythatlaboratory an alsocould experiment would hoped andbenefit put helpthatTVA activities,whichbilityclothedment and focus agencieswith initiativeTVA attentionthe was powersuch ofgiven a asonprivate of the the individualgovernment responsibilityForest enterprise." Serviceconservation but to And,possessed orconsider the unlike andCorps all otherdevelopmentwith the of Engineers,theneeds govern- flexi- of resources.into practice some largely unproven theories about the use of naturalWithin a few months of its creation, TVA started construction of theagencies, regionachieve it was itseducational goals. to serve. The agency cooperated with local power distribu-From the beginning, NA formed partnerships with government institutions, and community groups to flooding,forNorris commercial Dam, generate the firstbarge elecrric in a traffic. series power, of multipurpose and provide damsthat reliable navigationwould controlAs the dams were being built, NA began experiments in torswaterprocesses.industryimprove to provide quality, farmingand Today, electricity.itcorrect sought practices. TVA damage haspublic also participationdone stepped to the up landefforts in its by decision-making mining, improve It worked with agriculturalIt helped localcolleges governments to attract to protect air and searchcontouragriculturalFarm."land-grant of ways plow, colleges, experiments to terrace, control the anderosion agency involving grow on introduced cover agricultural their crops own the lands.toland, "Test hold to Demonstration down learn how to Across the Valley, farmers were invited to participate in Working with the soil, wildlifenatural habitats, resources. and encourage responsible use of the earth's limited tionerosionmethods.During farms, TVA'sand Use production to offirstboost the decade, newproduction. multiplied techniques many threefold.On farmers more began than TVA convertedto heal15,000 developed the demonstra- towounds the and new showed the has of Nationdistributedtiongrowing ofhow new betterand a region technologies planting fertilizers could tree replenishfor seedlings. wasover not50 its years. TVA'sforests The onlyand agency reduceresponsibility erosion asImportant a as these and other activities were, the demonstra- by innational government laboratory. itself. The agency was intended to be an experiment T-10 TVAAuthorityValleyTennessee 4 4. Agriculture When the Tennessee Valley Authority (TVA) was created, it During TVA's first decade, agricultural production levels on convertedplanttureShoals,inherited explosives. was Alabama, from tono a thelonger center By Federalthat the needed hadforGreat Governmentagricultural been Depression to built produce during research an ofidle theWorldexplosives nitrate 1930s,and War development.plant however,Ito and inmanufac- Muscle it was this cattlecontrolmore was than erosion. lengthened 15,000 demonstration and the land farms yielded tripled. more The and grazing better season crops.These for early programs were designed to restore soil fertility and Later, during the 1940s, the emphasis of TVA's Forchangedcornerstone more thethan of wartime 50TVA. years Turning facility now, "swords intothis aNational peacetime into plowshares,' Fertilizer center Development of the strength.That agency plant, and the dam that provided its power, became the farmersfood.agriculturalmanagement.increase become cropprograms yields more shifted andcommercially income. toward Inhelping successful the 1960s, farmers by the improving produce agency morehelped farmIn the 1950s, production practices were stressed in order to fertilizers.Center,has created with its greenhouses,and tested new laboratories, and better and ways experimental to make andplants,In use 1933, the Tennessee Valley's need for these fertilizers was greaterduringand the that efficiency,number time, of average farmwhich jobs resultedfarm had size dropped in grew a dramatic substantially,by more increase than half.allowing in Yet,Bythe the mid-1970s, the Valley's farmland had shrunk by a third washingticesurgent. that Most awayrobbed local at the alarming farmers land of rotes.necessarywere using nutrients outdated and agricultural their topsoil Soonprac- was after TVA's creation, agency personnel met with repre- feweraboutprogressmoreaverage farm productive $485 valueworkers,had worth been of farmthanthose made,of productsfarmthe who in farmers productsremainedfact, sold that of per bywere50per farm. 1976, years acre more Although Valley earlier.compared than eightfarmers there times to were soldthe So much fertilizerssentativesneeds. and Togetherof Valley an array agricultural they of new decided farming colleges to promotesystems. to evaluate the useregional of phosphate fertilizerFarmers were suspicious of the new technology at first, but the control,cnational i emphasis andaverage marketing, on offarm S285. management, as well as improved new crops, fertilizers. weed and pestFarming in the 1980s is a big and complex business. It requiresAlthough andreturnmoreprograms.organized handling adventuresomefor free tours, Ascosts,NA the fertilizers, and toresults agreed keepto adopt the camerecords, to farmers intensivetry in, it to onskeptics agreed invite a five-year demonstration theirto were pay farmneighbors transportationconvinced management basis. in forand In countriesbeendramatic,agricultural applied aroundNA-developed gains successfully the in theworld. fertilizersTennessee throughout and theValley farming United have practicesStates been and especially have in many also whole communities volunteered as demonstration sites. co S T-12 681 TVAAuthorityValleyTennessee 5.curses River DevelopmentThe histories of the great rivers show them to be blessings and create fertile lands and are valuable highways for the Knoxville, Tennessee. to Paducah, Kentucky, on the lower OhioThe River. main river dams create a continuous chain of lakes from theparadoxfarms,movement Tennessee homes, was of goods,certainly and Valley factories, but characteristicAuthority they andalso (NA) cause rage of was theout death createdfromTennessee and their destruction.in banks, 1933. River One destroybefore This of tributarytoThese generatorslandsovercome dams of dams, west form theto theKentuckyproduc3 500-foota main"stairway- riverelectricity.and difference theofdams lakes foothills are in and elevationequipped of locks east that Tennessee. betweenwith permits turbines the barges Like low- and the TVA'swayof the mostfor river. the important world's jobs first incomprehensive its early years was development to harness ofthe an powerBy passing the WA Act, the United States Congress paved the entire streamflowhave prevented control on more the Tennessee than ;2 billion River also helps limit floodingSince construction of the system began in 1933, these dams in flood damage. This provideEventually,riverpurpose basin. a variety dams TVA'sIt was onof pioneeringthe benefits.the biggest Tennessee efforts engineering Riverwould and projectcreate its tributaries aever system undertaken. ofthat multi- would usingenabledalong therelatively coinmercial Mississippi low-cost andfreight bargeOhio shippers Rivers shipments downstream. to save on theabout Tennessee $1.3 billionThe River navigation by channel created by the main river dams has byoffloods thereleasing Tennesseeand to water provide River. through a navigationA thirdturbines priority channelat the is to dams. generatealong the electric entire Thepowerlength primary functions of NA's hydro system are to control insteadregion'sabout of3.3 moreelectric million expensive kilowattspower supply. overland of power The routes. capacity, electricity an importantproduced part byGenerating theseof the faqilities at TVA's 29 hydroelectric dams provide earlyloweredcreatemajor spring, tributaries large to meet lakeswhen seasonaland upstream the lower threat demands. dams of of the flooding on main Forthe example,mainriveris greatest, thatriver. incan The the the be winterhigh lakes raisedTo damsperform andare or all these tasks, NA built a series of high dams on generatingpurchasedams is the offacilities. cheapestsuch fuel availableas the coal, because oil, or fturanium does not used require at Aother thevast tourism industry, unknown before the dams, has be- topasses,lowered raisedabsorbgenerate this toto rainfall meet createwaterelectricity. recreational andis space released reduce In the to graduallysummer,storerunoffdemands. heavyinto throughwhen the rain. streams, the turbines Whenland theis inthe better lakes danger able are the dams tionalcomeofandparks, NA opportunitiesahundreds substantiallakes.400 access of commercial forpartareas millions of and the roadside recreationregion'sof Americans. economy,parks, areas Morescores nowdot providing than of thecampgrounds, 100 shorelines recrea- public 6 T-14 6'S 3 payrollhas grown dollars to more to the than people $3.5 ofbillion, the region.providing These jobs plantsand millions use Industrialthe of development along the Tennessee River waterway T-15 bydevelopedmultiplied. the NA program.waterway, More demands, flood-free often lands, conflicting and electric with powerone another, providedThrough are the years, the needs of the Tennessee Valley have becomesofaquaticrecreation,placed the reservoir onweed more thewater control river developed, systemquality, system are fisheriesjustnust controlling today a weighfew enhancement,than of itsandthe ever waters considerations balance. before. to and meet Water Asmosquito thethe operators supply,river Valley and re- preferbecomesquirements reservoir more in theand levels NA more thatAct, difficult. arewhile as balancinghigh as possible conflicting for as interests, longRec.uation as enthusiasts, and those who live along NA lakes, someOndamspossiblereservoirs the towater other inaccommodate the weedsathand, summer. certain lowering that Others timesdownstream infest reservoir alsoask the for inhibits lakes. fishingspecial levels the helpsorreleases breedingwhitewater control of water of trouble- sports.malaria- from Raising and lowering droelectriccommercialenoughsamecarrying time, storagemosquitoes. generation.TVA navigation, engineersspace All forand,of musttheseflood-causing when make needs possible, sure must rains, that enoughbe the enoughconsidered. reservoirs water depth for At have hy-forthe Gc.4 GR5 TVAAuthorityValleyTennessee 6.changes Power in electric power Supply service. When the agency was estab-The Tennessee Valley Authority (TVA) helped bring about electricityelectricity from from coal. hydro While plants, power there from were coal large was supplies not as cheap of low-cost as 1111=11.1.1.1111 townsfarmslishedhalfhydroelectric withininused the1933, the itValley mostlyadvent electricitydams had offor were TVelectric lighting. was A. built During too service and expensive the the and 1930's, price homes for of demand most elctricity in thepeople. for cities was this Few cheapcutand in Electricity became cheaper as coalgrewgrowing available to 16 demand million in and kilowattsfor near power, the by itsValley the total late region. capacity 1960s, 14 to million generate of that electricity inAs coal- TVA continued building plants to keep pace with the theelectricity countryside spread for the rapidly first time.and power lines were stretched deepTo into the farmer, electricity meant more than illumination. It fromotherburningby stripthecosts plants. huge mining, facing amountsBut theand the agency. aroundprice of coal of In the coalbeingthe power coalwas burned. fields, increasingplants, the the land and air was wasthere scarred polluted were thancheapwater,refrigerated,thrashed anyone washedpower grain, dried,had created the milked thought froze,clothes, a cows, larger andpossible. and cooked and demandheated ground food. the for Electricityiron.corn electrical to reed pumped appliances them. the availability of It TVAthatincreasing planned would powermeetand ordered futuresuppliesnuclear needsequipment if the energy. forseven region's Between nuclear power 1966 powerrequirements and plants 1974,Meanwhile, technology was offering a new alternative for onegramcaused time. with a Whenasmassive many the as accelerationwar 28,000 ended workers in in1945, WA's involved WA dam-building was in generating12 major power projects electric-World pro- at War II intensified the need for even more power. The war constructiontoplantscontinued mentsbuild was one. to tocomplicatedmake Thereperiodsgrow them aswas there theysafe. duealways had.couldtoIn themany the However, bedesign risk cases,a changethat and buildingduringit tookconstruction in thetenthese these demandyears very require-nuclear or long morefor powerrivers.ityNation. from1933. Itssupply 9 damsgenerating TVA of onhad the the become wholecapacity main Tennesseeregion the was largest whenthree River timestheelectric and agency greater 12power dams was than producer oncreated the tributary total inin the WAexpectedhappened.power have these been and Today, projects threecanceled. the of werethegrowth seven to insupply. powernuclear demand plants originallyis much slower planned than by In fact, that is exactly what standards1949, WA in beganthe Valley building soon a createdseries of needs large forsteam still plantsmore power. to produceIn the In postwar years, economic growth and improved living additional55intotal the percent, power system. nuclear generation.and Coal nuclear units is WA's This goplants intolargest is, are byoperation. far,sourceproviding the cheapestof power,an increasing sourcesupplying ofshare poweraboutHydroelectric as dams now provide about 14 percent of TVA's GS6 T-16 6S7 TVATennesseeAuthorityValley 7. Conservation and Solar Several of EnergyTVA's former conservation programs encouraged Tennesseeupward.infor ten granted years As Valley. were a and result, shocked.Consumersinterest utility rates Thebills who cost becameand had per material takenton a hardship of inexpensiveforcoal labor rose for pricesmanyfrom electricity S5 consum-spiraled Into 1970,$33 inflation forced a large increase in electric rates in the gas,erationmustthe use andfirst useof uranium.understand solar concentrated energy. Large the Tonatureamounts forms understand of of sunlight.of energy heat its can Mostsuchpotential be formsas produced coal, usefulness, of poweroil, by natural small gen- we ofers. suppliesproviding New standards while electricity. limiting of environmentalThe cost decisions increases involvedprotection grew more in addedmaintaining difficult. to powerThese circumstances created changes in direction and prior- the costs scatteredandformcentratedquantities throughat the orofsource surface these lost.the earth'sTherefore, offuels. of energy. the Solaratmosphere, sun, the It energy, butbegins use by of the on someinsolar thetimean energyextremelyotherof it thetravels hand, energy is not acrossconcentrated is a nothas practical aspace beencon- tionandwithity.because In alternativeahad theseries becomelate the of 1970s, electricityprogramsenergy the the sources.most Tennesseethatsaved economicalfocused Savingwas Valley then mainly electricity availableway Authority on to energy throughmeet for(NA) otherconservation new respondedconserva- uses.needs Watertemperaturemeansbestexactly suited. heating,of theachieving heating low-temperature and highis heating relatively temperatures. and applications simple cooling for In solarcontrast, offor indoor which energy however, solarspaces, to achieve. energy low- are is For that reason, these are the applications NA has saveconductedHome moneyInsulation almost by Program. pinpointing900,000 Betweenresidential ways the to energy 1970smake surveys andtheir 1980s, to help the familiesagencyOne of NA's most successful conservation efforts was the dwellings more suchactiveexplored as and fans and passive. andencouraged pumps Active driveninsolar the systems Valley.by electricity, use mechanical to help collect devices,Solar and energy systems are usually classified in two categories: measures.$400energy-efficient. million to Valley In addition residents to identifying to finance thesetheir needs, home weatherizationNA lent aboutEnergy conservation became an economic necessity for certainwithoutsolaranddistribute perform design structuralthe the assistance uses muchsun's onlyparts likeenergy. natural additionalofof fansthe Active means house, or appliancespumps.systems to such distribute In usually as passivein windows the heat heat home. solarand air and operates Passiveorhomes, walls,water $2energypowermany. million Toneedssurveys helpin loans andthe in commercialfor userspower recommended of bills, large and TVA amounts industrial conservationconducted of buildings electricity more measures. and than reduce their provided 17,000 tageactuallyindoorPassiveprinciples of the becomespaces design changingof passive butpart allows shades of position solarthe the heating windows lowspace of winter the andheating from sun sun cooling thein toand relation highpenetrate system.cooling summer to andThethetake sun. earth.heat basicadvan- the LJ T-18 CAS tems. The agency once offered loans to help people install solarTVA encourages the use of both passive and active solar sys- T-19 workedsolaradditionswaterhomes homes.heaters to byto get offeringexisting andsolar works energy incentiveshomes. through designed NA to alsolocalbuilders promotedinto banks andnew to by facilities financesolar publishing energy passiveand designs renova- in solarnew for In the commercial and industrial area, the agency establishments.tions,electric and bills promoted as a direct the resultuse of of solar participating water heaters in TVA's in energycommercial conser-In 1984, Valley consumers saved more than $75 million on their vation,tivecommitmenttheequivalent TVAmethods. solar, power ofand to2.2 othersystem,match billion related supply andkilowatt-hours playedprograms. and demandan importantofThese electrical by programs the role energymost in the savedcost-effec- aagency's year the for 690 91 TVAAuthorityValleyTennessee 8. Economic DevelopmentOf the many responsibilities assigned to the Tennessee Valley Another program is designed to concentrate on solving the Authorityeconomicattractedelectricity,ity to aid (NA) in industriesawell-being. thenavigableby Congress,economic to waterway, the developmentthe Valley broadest and region flood-free has of theand been region. riverfronthave the responsibil- addedInexpensive sites to have its Improved fertilizers and farming practices symptomstunities.thatconsideredproblems lag behind of ofpoverty. economically theboth poorer, the In re,cenr region lessdisadvantaged years, anddeveloped the NA Nation has andareas teamed into economicsufferof the up fromValleythosewith oppor- aboutseveral About one-fourth of the Valley's 201 counties can be productsprovementhave increased industry. of the agricultural region's forests productivity has encouraged and profitability, a large and wood- NAim- has worked closely with Valley states and communities to throughthanhalt of 15,000 these these newcounties joint industrial efforts. to tackle and their agricultural problems jobs head-on. have beenSo far, createdNA more also works with local governments in helping them to fulsystems,communitiesresources.help projects. develop health ForThese specific toexample, education providecooperative projects thejob programs, agency effortstraining,tailored have hasto andimproved meet resultedworked intensive local waterinwith needs manyfarm individual and withmanage-success- sewer local carded.tiesearnsrefusemanage in organizing moneyThis as their cans approach solidfor recycling and the wastes papercounties to centers managing for products maximumand where participating waste thatarea benefit. would hasresidents many residentsIt otherwise has can benefits. helped sell and besuch coun- con- dis- It sistancementdepend projects. to on communities, continuing Federalusing development assistance strategiesfor success. that A doToday, current not NA's economic developmentfocuses on technical as- andsludgewasteservesis burned,made managementasthe fertilizerenvironmentally energy buried, onrequired or agricultural programleft to safe to accumulate manufacture fordemonstrates lands. disposal, Ordinarily, in large suchthen the pools theproducts. sewage use leftover called of is sewageAnother treatedsludgelagoons. with1VAsucherationsexample helps onlyas energy and isa industries smalla hireprogram conservation, investmentunemployed strengthen which helps oftransportation, workers.themselves NA localtime Byindustriesand and offering andmoney. their employee expand localadvice economies theirintraining, fields op- facilities.findingThesemoneyshow methodssuitable that by givingsludge disposal are or expensiveis selling an sites. effective it Through toand farmers fertilizercreate this instead program,other and problems, thatof NAbuilding cities is hoping such can disposal save asto traininging offering in sophisticated fewer new technical jobs, the fields. need With for traditional"high-tech" manufactur- trainingNA be- also works with regional learning centers to provide job In the last few years, thousands of average,raise Valley in 1933, per capitato 77 percent, income today. fra n 46 percent of the nationalThe cumulative effect of these and other programs has helped enablingValleycomes residentsincreasingly many of have them important. taken to find advantage well-paying of these jobs. training programs, G 92 T-20 q TVAAuthorityValleyTennessee 9. Environment And NaturalIn 1933, President Franklin Resources D. Roosevelt charged the Tennessee TVA tackled coal problems in several ways. First, i+ encouraged agencyseriouslysources-properValley Authority use,has and,of the triedconservation, in Tennessee (TVA)the to achievedecades with Valley"the andthat following broadestdevelopmentdelicate region. passage balancedutyTVA for tookof theplanningbetweenthe the TVA natural challenge Act, fordevel- there-the state.revegetatedlawsreclamationpollutants were Perhaps passed. escapingofto strip-minedlimiteven acid more from runoff areas,itsimportant coal-burning and even to is restore beforeTVA's power thesuccessFederal plants.land toreclamationin In itsreducing 1984, former the Since then, whole mountaintops have been opmentbuta navigation created and conservation others. channel, For and impliedinstance, to control by the Roosevelt. floods agency solved discovered many problems thatThe systemthe of dams TVA built to generate electricity, to provide TVAresource,morementagency continues thanprograms. completed includinga million to exploreNew onetonsthe pollution developmentof ofnew thesulfur andNation's control dioxide better of methods largest cleaner fromways coal airto arecoal-burning protectqualityplant now emissions. removingimprove-the airsys- severaltistsaquaticenoughwater began released TVAplant oxygen exploring dams life. from Theand are its waysagency's wasequippedhigh damstohaving put engineers with onoxygen an tributarysystems adverse backand streams thatenvironmental in effect theinject didwater. on oxygen not fish containToday,scien- andinto tweentems.earn developmentmore money, manyand conservation. farmers plant Tocrops produce in ways more that foodrob the andAgriculture, soil too, offers examples of the natural tension be- thebetweendischarge water as development it itback goes into through the and river. conservation the hydroelectric can be generators achieved. andSimilarly, TVA's use of coal is essential to the production of In this way, one delicate balance todayfarmingValley.problemsof essential they By communities, persistwere working nutrients particularly and with andare individualNA leavegetting widespread has fieldsdemonstrated farmers worse vulnerable during inand some sometimesTVA's the to sections erosion.valueearly with years, of of These using wholethe yet ifWhenuseresidents,power allowed of needscoal toyet isaffects escape burned inthe the use notValley. uncontrolledin of onlya coal power Coal the creates water,plant,mining into environmental thepollutantsbut also air,the provides couldair are and causeproducedproblems. jobsland todamageas Valley well.that, The children.incomeefforts,certain fertilizers thousandswhile protecting and of farmersalternative the landhave cultivation that increased they practices.will their hand productivity Throughdown to theirsuchand theWhenatto carriedforests,the land coalpower isinto rivers, isdestroyed removednearbyplants, wildlife, streams damage andfrom and somethe buildings.by canearth the of berain.the by Beforedone stripexposedThis mining,torunoff the the coal isenvironment. the acidic evenwastes surface arrivesand are veryof thattheandacres 1930s employs forest of whileforests industriesmore helping in than the howValley, to45,000 create to useTVA people a $2computer-ageis nowbillion in the showing forest Valley. technology productsprivate With 20landowners industry millionTVAto meet also has helped reforest almost 2 million acres of land since intoharmful sources to aquatic of drinking life. It water.can even pose a threat to humans if it drains 6q4 T-22 thein Nation's an effective increasing and environmentally demand for paper sensitive and othermanner. wood products 695 efforts to manage natural resources wisely. Each has yielded its ownIn the past half-century, NA has been involved in countless T-23 extensiveDecisionsatuserewards. its planning own One areinformation lands program. basedNA andprogram on Sincebasedetermining opinions that developed1980, focuses gathered WA how has byon theyfrom agencythisbeen cantheis taking the publicscientists, best reservoir a closebeand used. onengi- lookland an andUsingresidentialeachneers, provide NA theseand reservoir. development,economists. factsfor future and public needs. This forests, opinion,information wildlife, NA is agriculture, ableused to to better develop and use recreation. a its plan lands for It identifies plots of land for industrial and

GqG 6q7 TVAActivity - A World of Resources Matrix TVAAuthorityValleyTennessee TVA - A WORLD OF RESOURCESAndThe Valley,Today Yesterda 1,6 O'R 1,2,4 1,2,5 1,2,3,4 9 1,2,3,4,5 1,2,5,6 OldA EnergyDam, Age Youth Trends And 1 1,2,3,4,5 1,2,9,101,4,6 1,2,91,2,3 4,5,101,2,3 3,67,8,92,3,4,6 8,9,101,4,6,7 1,3,51,5,6,7,8 TechnologyIntroducingEnough River New For 8 48,9,101,2,4,6 71,2,4,5,9 9,10 4 1,4,7,8 4,5,83,4,6,7,8 AllHas"New" A FarmMacDonald 7 7,8,91,4,5,6 1,2,8,9 6,7 1,2 7 7,8,9,101,2,3,4,6 8,91,4,6,7, MaintainingInterdependenceRecycling For The 5 6 3,68,9 8 3 97,8 WaterWeb Consumers 1 4 5 4,5 4,7,8 10 5,9 Gq3 T-24 6q9 TVAAuthorityValleyTennessee TheOBJECTIVES: Valley Yesterday and Today PROCEDURE: theRESOURCES Tennessee Valley matrix using for background guided imagery. information. See TVA-A WORLD OF Students will learn about changes that have taken place in thingsing. I describe as clearly as you can. I won't put in all of the detailssoYou youProvide are must to students try try to to imagine see with and the the feel following things the you instructions: will hear me describ- feltMATERIALS:duplicatednewsprint crayons or copy chalkchalkboard of guided imagery passage included in the thingseyesDon't closed.worry I will describe.about Just whobe comfortableOkay, is sitting close next andyour to do you.eyes your All and ofbest imagineyou to will imagine havewhat yourtheyou Now we are ready to begin. Make yourself comfortable. various slidesyesterdayprocedure and pictures andsection depictingtoday the Valley room...youyourselfhear... lifting are slowly outside...it upward...now is becoming begin dark...and to move forward darker...and out of youthe We are taking a trip through time and space. Imagine studentsPREPARATION:dents toto readas much through information the TVA about A World the topice of Resources as possible. and Ask Cultural stu- Before conducting a guided imagery activity, expose your racingdownItisbegin is1980...1970 1930...you tothe under move river...there and ...1960...keep backwardare around standing is anin it...look time. old ongoing thefarmhouse Things all backwardbank around flyof pastthebuilt inyou...everything Tennesseetime. youon stitts...the inIt isa rapid1950...1940. River...look waterblur is cov- ...it is terdaytheLANDS."Resources activity and inBeforetoday thefactsheets Wildlife theto set activity, theforResources thismood show activity slidesfor section students. before and entitled pictures proceeding. "RECREATION of the Valley Also, yes-see Turnascombateredcoop their andby floatinghomes, steadilywater...there look back farms, by,rising onlytowards isandflood thea boatbusinesses thewater,roof centertied can Valley to be wereofthe seen...look the residents porch. damaged river...there With couldup and river,no is onlydestroyed. meansa chickenwhat watch canto youbeside see... the river. It's time for us to come forward in time. Stay in the same place It is 1950...1965...1980 ...now it is present. Look T-26 upstream, there is a dam...Move to the dam...look along the 701 T-27 banks...thereelsepeopledock...lookdock canand fishing...there youchildren is downstream... asee? neat are Okay, home fishinggo two let'sbuilt there frompeople comebeside it...there is in aback the abait canoe... lake.is to shop...therea thepower There classroomlook boat is around, a aretiedwooden ...now manyto what the ampleimportantopen your time pointseyes.- for everyone that students to contribute come upideas. with Then on newsprint. discuss: Allow Ask students to describe what they have seen. Jot down floodwildlifeelectricityrecreationalagricultural control generation differences activities years? What changes have occurred in the Valley in the last 50 people, cultural differences Valley residents could only watch as theirWith homes, no means farms, to combatand steaciiiy rising flood waters, describeFOLLOW THROUGH:the Valley 50 years in the future. Take an imaginary trip into the future. Allow students to businesses were damaged or destroyed. TVATennesseeAuthorityValley AOBJECTIVES:information.inevitable. Dam: See TVA A WORLDYouth OF RESOURCES and matrix for backgroundOld AgeStudents will learn one of nature's basic laws: change is overheadMATERIALS: transparencies, clear and colored feltassortedoverheadposternewsprint crayons boardspens projector for an overhead tapegluePREPARATION: fullmightwhat of muddy theyeventually observed.water forceand thenDiscuss it to letshut it howsettle. down. siltation Ask Why the isat studentscontrol a hydroelectric of to soil describe erosion dam To demonstrate how a dam will fill in with silt, shake a glass jar tionimportantWrite about a class todams a hydroelectricletter in the or Tennesseecall TVA's plant? Technical Valley. Library and request informa- Have students collect information and photographs of dams. 106t3, T-28 nwN! Tr: 705 T-29 eachPROCEDURE: group to develop a graphic representation of the life of a darn Divide the class into groups of three to four students each. Ask separate fold-over transparencies. YouYou might might want also towant draw to considertrees, silt, making and other a collage changes by pasting on thedrawing.sidedarnfrom lake ofandconstruction 3 and Eachtheor morethelake fold-over changes in fold-overthrough cross-section transparency that old transparencies occur age. on First,inposter will fishing, show have board. over recreation,the the the Thenincrease group poster tape pollution,draw in theboard silt theleft in FOLLOW-THROUGH:photographs of various dams on posterboard along the "time' line. transparencies.farming,ineration a 10 forests, yearof electricity period. (See wildlife, illustrationUse water felt crayons quality, below.) totransportation, draw this information and the gen-on the . Each fold overtransparency will show changes themdam?"agedbeing become dam constructed?" being the lake fully and utilized?""What dam. emotions Ask,"How "How do doyou do you feel you have as feel an asas old ayou silted-upmiddle- are Have the students write a creative article. Specifically, have 4. %As/ " draw large-,-60-,". trees on fold-over clear plastic ori ina ed fold it over for 10-year periods 7 7 [TVA AuthorityValleyTennessee OBJECTIVES:inEnergy energy sources over Trends time. See TVA A WORLD OF RESOURCES Students will describe why there have been changing trends MATERIALS:matrix for background information. feltposterboardPREPARATION: crayons (several colors, including yellow) seniorfreegraphslist text some citizens materials, in sourcemuseums and consulting suchalso or personartas borrowinggalleries. experts on the in bookshistorystreet, from andor energy, thefinding library, interviewing old photo-write for Review with students some ways to do resecrch. For instance, PROCEDURE:periods:Divide the class into five groups and assign them the following time 5)4)3)2) 1)PresentFuturePioneerPre-electrification Indian (2030) (1980s) periodperiod (1800s)(1700s) period (1900s) 1-30 7 19 1-31 you use to: Have each group meet and discuss what kind of energy did thehuman students. power, Examples or electricity. might Using include a highlighter, animal power, color water a box power, for each In the left -hand column list the types of energy determined by travellightobtainheatmake youryour tools food homehome following:Typeofperiod energy of when sources that energy through occurs. recent When history finished, that youlooks will similar have ato table the Indian Pioneer Early Have each group list theentertainwashkeep sources orclothes store ofyourself energy food used. Arrange the poweranimalEnergy Period Period 1900s Present Future asgrouplist theyfrom will did.most-used present its energy list and source tell why to theyleast-used ordered energy the energy source. sources Each kerosenepowerhuman Typedents' of ideas: Prepare a chart similar to the following to compileIndian the stu- Pioneer Early etc....electricity Energy Period Period 1900s Present Future sentedothercomplete ideas by thethe about tablechart energy andfor thelet inthemclass. the use future.Emphasize this Summarize data the to comecontinual the up data withchange repre- some in The 'Future" group will probably need more time. If so, sourcesenergymay notuse occur bethrough availablethroughout time. in allthe periods? future? WhatWhy? willWhich replace energy them? sources When the chart is completed, discuss it. Which energy 7 1 0 7 1 YESTERDAY AND TODAY' and "DUG-OUT.' This activity can be combined with activities "THE VALLEY feeFOLLOW-THROUGH:house,point There and adds has then upbeen distributed. how a muchshift Thetoward you power use non-point each company month, energy puts and a capture chargesmeter on andyou your a Electricity in our society is a commodity. It is produced at one collectors,canproduction,limitationsnegative be captured woodeffects such as a stoves,ataswidespread of little solar, this or andkind wood,no wind energy ofcost shift. and mills.after source. wind.Also anResearch discuss initialThese Report purchase formsthe to positivethe class. and its possibilities and of energy of solar

1 T-32 ogy.OBJECTIVES:Introducing See NA A WORLD OF RESOURCES New matrix for background TechnologyStudents will develop a strategy to introduc.e a new technol- infor- Technology:Now"1933, place Existing pieces Solar Technology: ofElectricity." newsprint Fertilizer," on the board the secondside-by-side, titled "1985,one titled New mation.MATERIALS: tioninformation to question on the5, the newsprint methods chart and titled strategies "Fertilizer." used. Discuss the answers to the four questions. Pay careful atten- Place this feltnewsprint crayons 1933 ,0? L:1- TODAY farmersPREPARATION: were generally reluctant to try it. When fertilizer was introduced to the Valley in the 1930s, Examine how NA intro- °MAJOR PRO0LtvlNEW FERTI LIZER TECHNOLOGY: OMATOR PROBLEM'.NEW TECHNOLOGY:SOLAR ENERGY 0 ducedhow fertilizera new technology, to farmersand like solarthen useelectricity, this information could be introduced.to suggest SOLu-nBARRIERS ON: Of3RRRIERS' sounow inPROCEDURE: "Agriculture,"the Tennessee and Valley answer in the the 1930s: following questions about agriculture Have students read TVA A World of Resources fact sheet 4, CD m STRATEGIESETHoas E METHODsSTRATEGIES.. WhatHow didwerewasmethods culture the the bestmajorand and solutionstrategies barrierstraditionproblems to that thesewereaffect or had needs? usedproblems? the to be outcome?to overcome?implement the solution? d 4 T-34 Then, respond to the four questions for newsprint chart on futuresolarbe introducedenergy. energy costs, into pollution,a region. Whatforest are and the wildlife, possible farming, effects population on culture, Summarize the results of how this or any new technology may trends,FOLLOW-THROUGH: jobs, and recreation? What have been the long-term effects of the use of fertilizer Whatuse?in the problemsTennessee may Valley? be created? What new problems were created by its Predict the long-term effects of the solar electric project. ALTERNATIVE ENERGY SOURCES

L-R, wind, solar, biomass, goethermal, wave, garbage 73 T-36 719 TennesseeTVAAuthorityValley EnoughOBJECTIVES: River For All (1) Students will list the multiple uses of Valley rivers and groupsseparate as piece you go of along.newsprint, Have combine the students the lists list preparedbeside each by alluse of who the Each group will briefly present its list to the class. On a SOURCESviewreservoirs. about (2)matrixriver Students and for backgroundreservoir will develop usage. information. a simulation See TVA toA WORLDexpress pointsOF RE- of groupsContinuetionaltheread users users throughhave are.until might presented For all the example,groupsinclude long their list havefisherman, youone ideas mademight item and atswimmers, havetheir formed a time. listedpresentations. one recreation.boats, long canoes,list, After beginRecrea- etc.the to feltnewsprintMATERIALS: crayons lowlistHIGH of pool, POOL,users or and LOWdoesn't determine POOL, matter. and whether DOESN'TFor example: this MATTER. user wouldA chemical Then prefer go through planta high down pool,your Then , tape up 3 or more pieces of newsprint and label them PREPARATION: This activity may be used as an introductory activity for many LOWwaterriverERVOIRFor from POOLrecreation,for its the and processingRESERVOIR, dam "White you may would Water andwant you listcarry Canoers'the should"Dock wateraway Owners' writeunder towaste flow "Chemical LOW underby-products.year POOL round HIGH Plant RESERVOIR. to POOLManager.'So provide under RES- THEactivitiesasotherDICTING a VALLEY summarysections as: FUTURE YESTERDAY of activity "TVA: RECREATION A to World AND pull TODAY, togetherof LAND Resources' USE, and ideas ATO DAM: but ZONE generated may YOUTH OR best NOT AND bein TO suchused OLDZONE, BENEFITS FROM THE FOREST, RECREATION LAND, PRE- addContinue additional until you users. have gone through the users list. You may want to We will now use these users and their positions as roles to PROCEDURE:AGE. thedevelop Wildlife a simulation Resources like section. the activity "TO ZONE OR NOT TO ZONE" in Suggested timeline for this activity: Allownewsprint five asminutes. many uses of the Valley rivers and reservoirs as possible. Divide the class into five or six groups. Each group will list on DAYDAY 1: 2: Conduct simulation and class discussion. List riverHomework: and reservoir Research users personal and develop role. roles. 720 T-38 721. T-39 HIGH POOL LOW POOL DOES '1 'ATTER LAKE HOMEOWNER WHITE.CHEM WATER ICAL PLANT MANAGERCANOE-ER description.research.readingout more newspapers, Studentsabout (The thatrole should descriptionsrolenewsletters nameby interviewing their providedof usercharacter groups, inparents the and activity and write and doing a"TOneighbors brief ZONElibrary role Ask students to select a role listed on the newsprint and find bemeeting. recognized It is up by to thehim chairperson or her to maintain before order. they speak.All participants must AfterOn the all day those of the presenting hearing, theprepared chairperson testimony is to orconduct opinions the shouldmanagers.OR NOT be TO lowered They ZONE" will or canmakeremain be theused high final asthis decisionexamples summer. about forOne the ofwhether students.) these studentsthe lake One to three students need to be selected to be reservoir summermayhave give spoken reservoir statements. and levelhave and been support questioned, it with reasons.other concerned citizens The board should now make a decision about the coming tiontheHIGHreservoirwill hearing.bebegins. POOL the use. chairperson EveryoneRESERVOIR Five students should at should for a LOWERhearingintroduce be selected POOL to the gather r RESERVOIRto role make informationbefore presentations the and simula- fiveabout for at to, 23 QUESTIONS1. TO DISCUSS: andWhat reservoirs are some of things the Valley? we have learned about use of the rivers 3.2. waterWhatplanning?What responsibilitiesuse factors policy? do we as citizens have in helping to make influence water use decision-making and 4.5. Is Howthere could enough we river facilitate for all? this simulation different ly next time? ifwaterFOLLOW-THROUGH: it is alevel public decisions or a private are made.decision. Ask what people are involved, Inviteand a NA reservoir manager to class, or write and ask how forProgram, information Norris, about Tennessee water use 37828, by the for City information of Dickson. about theWrite OcoeeWrite the the "Save Tennessee the Piney Valley River='-Association Authority, Recreation in Dickson Resources County WhatLakeRiver interests inand the its summer arerecreational involved of 1985 andon and both other the sides? Federaluses. Court Order to blockCheck this. newspaper articles about the drawdown of Reelfoot P`', 9 MMII11TennesseeValley TVA "New"OBJECTIVES: MacDonald Has A Farm Have each group present its houses. Summarize how electric- OFity has RESOURCES had on the citizens matrix forof the background Tennessee information. Valley. See TVA- A WORLD Studer , vill recognize the tremendous impact that electric- 50ity hasyears. made house work easier and the quality of life better in the last Have students read TVA A WORLD OF RESOURCES fact sheet MATERIALS: wereperson6, "Power permanently can Supply." do now shutAsk that students off?" once and required to "How make wouldmany a list oflaborers.this farm affect chores you?" that Also, one Ask "What would happen to the farm if the electric power feltPREPARATION:poster crayons board or newsprint FOLLOW-THROUGH:"If electric costs increase, what will happen to food costs?" Youjournalsused may in the in want the 1930s. tolibraryto have Also them learnhave n aboutwritestudents EPCOT future look technologies Center'sthrough libraryhome in appliances.economicsin Orlando, Have students investigate what kinds of appliances were wouldneedfarm's topowerbe bring necessary supply in external is to on make the fertilizer. farm. this Therepossible. Look is around no Where soil anderosion does describe andthe alsoenergy what no Pretend that you are on a farm 100 years in the future. The PROCEDURE:Florida about there home of the past, present, and future exhibit. aofcome paper.crops from? are beingWhat grown?sort of applicances Discuss your and ideas tools in aare small there? group What or write sort features.thinkstudentsinside it might of draw a farmhouse have on one looked newsprint in 1980. in 1930 Be the sureand inside toon include aof second a farmhouse appliances newsprint as and they theother Divide the class into groups of five or six students. Have 726 1-42 6 L '26 M7-1 r IFIIIIIIIC=11111111.1111111r (-1 I 'CV 000Z to TVAAuthorityValleyTennessee SOURCESOBJECTIVES:Recycling matrix for background information. Students will learn about recycling. See TVA - A WORLD OF RE- For Interdependence largefeltlitterrulerMATERIALS: crayons carboard box PREPARATION: Ask students to collect information about recycling. PROCEDURE: Collect the contents of your class wastebasket for one week, Thenamountofexcluding Determinemeasure project of food (suchpaper howhow items. muchasmuch used pans, Use the would by adrawers).entire containerthe be schoolclassused Make from in inuses a onea monththe barin day,classrooma graph day, and in week, a denotingone school as week.month, a unit year.the paperaand piece school in of a paper box.year. Do for notone crumple week and the have paper. the Afterclass onlyput all one this waste Conduct the following experiment. Write only on one side of week of T-47 FOLLOW-THROUGH: PAPER USED IN CLASS fairlyneighborhoodplastics, clean, aluminum bring and some bring and itlitterbimetal into from the cans) classroom.home. in Divide the If schoolyard the the neighborhood class intoor in four the is (1) Collect litter (newspaper,, glass, paper containers, tissue, --1 individualsthechoosingRecyclable,"groups choices. displaying what can Whenand is reduc6 appropriate"Biodegradable." signsthey thefinish, that amount forread groups each "Recyclable,"Allow of shouldcategory.solid the waste groups make Discuss "Reusable," they a to list sort generate. reasonsof the "Non- litter,ways for (Select your own units for paper amounts and time) 0 M T W Th F M -r w Tin F r DAY collectedthe students' to the accompany center. you when you take the recyclables you (2) If there is a recycling collection station in your area, have thrownwritingpaperboth onlysidesaway duringon theon ofthe one thesidethe second rest side paper.of the of of theweek. box.paper,Determine year. The Discuss mark second whether or howmeasure week,have theless class thepaper thelevel can hasclass of save beenthe use forests,it?andIf this Make (6) (2) paper air pollution,paper? quality? were (See (3) Whatrecycled, soilactivity can erosion, the "BOARDhow class (4) would power doFOR withthis BOARDS".)generation, wasterecycling paper? (5) affect: wildlife, Recycle (1) averageenergyFigurecount the how lost daily bottles muchby energy not andtheir recycling use cans families of useda twoperson would inaluminum their in use the household indeveloping cansone year. is inequal countries.one Note: week.to Thethe While you are conducting the paper activity, have students TVAAuthorityValleyTennessee MaintainingOBJECTIVES: The Web into the oil spill and try to clean the feather afterwards. Describe the To simulate the affects of oil spills on waterfowl, dip a feather OFhow RESOURCES this could seriously matrix affectfor background the environment. information. See TVA A WORLD Students will learn how difficult it is to clean up an oil spill and oilythespill?oil-coveredfor usewater? useHow of in mayoil Cancleaningfeather. affect the it be oil the Howtools? recycled?spill air wouldaffect weDiscuss breathe? Howwildlife?you other cleanabout HowWater? alternatives. apouring birddo Forests?you affected it disposeinto How aby sandpit anof does theoil sawdust,usedlargeMATERIALS: one-halfpan string, filled can with cotton, motor water detergent, oil cornmeal, flour, a feather PREPARATION: Students will see a possible consequence of transporting oil forPROCEDURE: energy. Whichusinga large various method pan of materials water.works best.Students such Why? as sawdust, will attempt string, to cotton, clean upcornmeal, etc. Have the students to work in small groups. Pour motor oil into the oil spill the whole web collapses.If one strand Is broken, T-48 9 FOLLOW-THROUGH: analogyeverythingareup spills. they wouldalike? Compare beDifferent? a thecobweb; methods Why? if any Oneyou one usedof thestrand to laws the is ofbroken,ones nature they the states use. cobweb Howthat Contact large oil companies and ask them howis connected they clean or dependent on everything else. An example,bothelementcomes1989 the apart.affect affect howecology If wildlife,didthe this theecosystem. and is Exxon fishing,true, the howaestheticsoil andResearch spill can the which the Alaskan ofoilintroduction occured thespills areaeconomy? and in Alaskaimpacted.ofhow an they unnatural in Marchaffect For TVAAuthorityValleyTennessee WaterOBJECTIVES: Consumers Students will collect data on their water use for one day. See A Universityperson.of water are of Californianeeded to study produce estimated three balancedthat more mealsthan 4,500 a day gallons for one TVAMATERIALS: A WORLD OF RESOURCES matrix for background information. watera total wouldof about easily 30 billion fill a lakegallons 5 miles of fresh long, water 1 mile a day. wide, This and amount 33 feet of To meet daily needs, municipal public water systems process 4-literor1-gallon plastic plastic soda milk bottles jugs figuredeep.use an18 estimatedtimes greater 700 thanbillion the gallons daily amountof water useda day. in This 1900. represents a Directly or indirectly, it has been estimated that Americans cleanPREPARATION: water they want. Water is so often taken for granted, we rarely Most Americans can turn on their faucets and receive all the consumptionincreasetems and inavailable the by future.each supply of us ofwill fresh be a water positive cannot contribution support in this the rate effort of Water experts agree that our current water distribution sys- The elimination of careless and wasteful useswonder 87 wheregallons the of water comesa day. Somefrom or estimates how much go weas use.high as 300 It has been estimated that the average American directly to PROCEDURE:conserve this valuable resource. wateraverage,gallonsarea day; usedat a5 asuch daytorate for 7 daily inbathing,gallonsof areas about activities are laundry, where7 usedto 9as gallons lawn everydrinkingand dishwashing,watering time per and youminute. cooking isflush extensive. and a taketoilet; a shower 2 32gallonsOn gallons theuses suggestionswhichsingle usesday. areWorking include measurable individuallymeasuring and develop orwater in teams, usedideas tostudentsfor brush monitoring. teeth,can decide Somewash Ask students to monitor the water they use in their homes in a Aboutaccountsloaf of150 broad. for gallons the It majoritytakes of water about of arefresh 120 needed gallonswater usedto of grow water in thethe to Unitedproducewheat States.for an one egg. There are also many indirect uses of water. Food production howisWateramounthands, used. much all orusedFill the take wasgallon withplants showersused ajugs standardin at theand theby houselabel closingend measuring them ofand the the keep"cooking day. drainscup track Fillor only,-gallonand the of howdeterminingbathtub then milk much determinecontainer. using water the a T-51 homes.gallon jug. Add Encourage to their estimates students the to lookfollowing for other averages: water uses in their Dishwasher 25 gallons per load ToiletShowerWashingStudents machine can compute their average daily use of water and 5-7207-9 gallonsgallons gallons perper per loadflush minute parerepeatLetaveragescompare students to theirearlier their for daily thinkspecific findingsones? computation.of ways uses with they usingeach canHow other,data conserve do collected or these estimate water. measurements by daily allThen the and havestudents. weekly com-them bank.classroom,FOLLOW-THROUGH: Have school,students or research a public placehow water such isas used the town in their hall, homes library, and or Design a "Community Water Use exhibit for display in your Thiscommunity,hydrants,drawingslures, might plumbing include carandor photographswashes, collect fixtures,drinking objects municipal andglasses, of cooking thatcommunity soap,swimming are utensils. associatedhoses, water pools, Youtoothbrushes, uses might withand water suchwastealso fishing include asuse. water fire structtreatmentarea, a askmodern facilities. students art "Water Encourageto evaluate Use Sculpture." thestudents importance to be ofcreative water. Whatand con- water Before placing their finished sculpture in a prominent display Teachers(Adaptedoccurred,uses are Guide," essential? fromhow National couldMarch Which they 18-24, Wildlife arereduce 1984.) convenient? Federation, the amount Extravagant? "National of water Wildlife iheyIf a drought use?Week 744 1110 d 5 110