Congratulations!

By opening this guidebook, you’ve taken thefirst step in helping young people Give WaterA Hand. Here you’ll find step by step guide-lines for helping your youth group or class(ages 9 - 14) make a difference for their com-munity and the environment. This LeaderGuidebook is for you, the youth leader, andaccompanies the Action Guide, written foryouth.

As adults, we know there are environmentalproblems that need our attention.Unfortunately, we don’t always know how tohelp or take actions to solve the problems.Young people care about the environment,too, but like us, they don’t always know howto help. What we can do is support youngpeople as they learn what to do and as theymake commitments to act. The steps in GiveWater A Hand provide youth with the skillsand knowledge to make their own decisionsabout how to help, using their own unique tal-

ents and interests.

How can my group make a difference?Like most things, the answer lies right in yourown backyard. Get to know your watershed!That’s where you’ll really learn what problemsexist and devise solutions that will make a dif-ference to your own community. We’ve includ-ed several success stories in the beginning ofthe Action Guide; they’ll show you how othersdefined a problem, planned a manageablesolution, and made a real impact.

Water education can and should be fun! Asleader, your primary role is to help your groupto act. You don’t have to know a lot aboutwater — you can get help from a local waterresource expert (we’ll tell you how).Information, ideas, resources and equipmentare all around you. Help your group tap theseresources to Give Water A Hand!

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Why focus on water?*

Despite over 20 years of the Clean Water Act and great improvements in water quality, we

still face many unsolved problems with our water resources. Runoff from urban and rural lands,

and pollution from both industrial and residential sources threaten water quality. Yet there

are many steps we can take to protect our groundwater, lakes, streams and other aquatic

ecosystems, which provide drinking water, recreational opportunities, and vital fish

and wildlife habitat. Because all life depends on water, we share a responsibility to define and

meet these challenges for the sake of individuals, communities, and the organisms that depend on

aquatic habitats. *Portions of this section from WQ2000 report.

OverviewWhat is the Leader Guidebook?The Give Water A Hand materials consist of aLeader Guidebook, written for you (the youthleader or teacher) and an Action Guide, writ-ten for youth. The Leader Guidebook accom-panies the Action guide to provide you with:

• The background and research behind theGive Water A Hand project (back cover)

• Background information and goals for eachstep found in the Action Guide (page 5–21)

• A description of service-learning strategiesand useful skills for leaders (pages 22–24)

• A list of project partners, with suggestions onways they can help your group (pages

2

Goals and project benefits of Give Water a Hand

Goals• Protect and improve local water quality

and quantity

• Involve young people in investigationand action on local water problems

• Support young people in using theirexisting skills and interests

• Encourage voluntary action

• Focus on watersheds as a unit of study in solving local environmentalproblems

• Establish and encourage links betweenyouth and community natural resource professionals.

Project benefitsfor young people:

• learn about family and community water quality andconservation issues

• make a difference to real-world problems

• learn and practice life skills

• gain exposure to natural resource management careersthrough partners listed on pp 29–33

for organizations:

• address an issue of concern to youth

• tap the resources of a national network of experiencedwater professionals

• be recognized for their efforts

for communities and the environment:

• involve youth in addressing water-related needs throughservice projects

• gain youth who are active citizens and stewards of theenvironment

29–33)

• Tips for adapting Give Water A Hand forother audiences (pages 25–27)

Getting Started1. Skim the Action Guide to familiarize yourself

with the steps and flow

2. Review the project roles for youth, leadersand partners (next page)

3. Develop a timeline for doing a project (seenext page)

4. Arrange for your group to work with one ormore water experts (partners) (next page)

5. Obtain a topographic map that covers yourproject area (page 10)

Project Timeline - Keeping on Track!

This timeline diagram appears through-out the Action Guide to help you keepon track and stick to your schedule andkeep on track. In order to complete allthe steps in the Action Guide, you’llneed a minimum of seven to nine meet-ings, each an hour or two long:

4 meetings to research and identify aproblem, then plan and prepare projects

2 - 3 meetings to carry out your project,depending on what you choose to do.

1 - 2 meetings to wrap up, celebratesuccess and reflect on the experience.

It may be helpful to think about your last avail-able meeting date, and plan backwards.Always build in a little extra time for unexpect-ed obstacles. Page 16 of the Leader Guide-book has a worksheet with questions that maybe useful now in helping you and your groupplan your project.

Project rolesRole of Youth ParticipantA 1993 Louis Harris poll of over 10,000 chil-dren in grades 4-12 found that young peopleprefer after-school activities where theychoose what they will do. The survey alsofound that kids want to work on environmentalproblems to help improve their communities,

but they want to be in charge of deciding how.Give Water A Hand materials are designed tohelp young people do this by providing simplesteps and basic information about water sothey can make their own decisions about howto act and what to act on.

Youth participants in Give Water A Hand will:

• Investigate local water issues

• Talk to experts about issues and possibleprojects

• Choose a project based on their researchthat matches their own interests and skills

• Plan how to carry out their project

• Complete the project and celebrate success

Role of the LeaderThe more young people plan and managetheir own projects, the more they learn. Yourrole is not to be an expert on water issues, but to be a coach and mentor of young lead-ers. Follow your own judgment about when tourge the group on, when to hold them back,and when to comfort them and help pick upthe pieces.

In Give Water A Hand, you, as leader, will:

• Link young people to water experts in thecommunity, including project partners

• Manage the project, and keep your grouptrue to its timeline

• Act as a guide who monitors andencourages rather than directs

• Create opportunities that foster anenvironment for learning

• Empower young people to be activestewards of the environment

• Help participants think through plans,recognize flaws, and make adjustments

• Support young people when they makemistakes

• Applaud young people when they succeed

Role of Project PartnersWork with a local natural resources expert(s),a “project partner” who can help plan and com-plete a project. You may already be workingwith one or more partner organizations. If not,contact one of the organizations listed on

3

4

You’ll notice that most of the detail and instruc-tion for Give Water A Hand activities are in theAction Guide. We do not repeat that informa-tion in this Leader Guidebook. Instead, thisguide gives you an overview, with summariesof each step, background information, andinstructions that may help in completing somesteps, such as reading topographic maps.

The Give Water A Hand Action Guide followsa simple sequence:

• Steps 1 through 4 quickly immerse youngpeople in researching real local needs forspecific water management practices

1. Focus on Water

2. Research Needs

3. Map your Watershed

4. Ask an Expert

• Steps 5 and 6 help them choose andplan a service project for their site inresponse to an identified need

5. Choose a Project

6. Develop a Plan for Action

• Step 7 offers tips to help projects runsmoothly and to keep kids going.Some of these tips may be usefulright away.

• Step 8 encourages youth to celebratethe success and plan for the future.

• The Skills Bank in the Action Guide(pages 62–64) provides somestrategies and skills to help the groupwith their projects, such as how toconduct interviews, or how to getinformation over the phone.

• The Get Partner Support section onthe back cover is useful early inplanning, so you can tap partnerresources before starting a project.

Depending on the age and experienceof participants — and on the amount oftime available — you may adapt, com-bine, re-order, or eliminate activities as

needed. But be careful — it is natural for agroup to get impatient to “just do the project” instead of talking. Stress from thebeginning that the group will do a water-relat-ed service project, and that research andplanning is necessary to make sure that theproject meets a real need and is done well.

Sample activity flow chartBelow is a sample flow chart to help you visu-alize your time and help you plan your GiveWater A Hand project. There are samples forboth weekly and monthly group meetings. Theweekly schedule assumes 16, each one hourin length. The monthly schedule assumes fivemeetings, each two or three hours in length.Of course, your actual time may vary depend-ing on the service project chosen by the group.

1Ł

2Ł

3Ł

4Ł

5Ł

6Ł

7Ł

8

Step Activity Goals Weekly Monthly

Leading projects: step by stepLeading projects: step by stepthrough the Action Guide

5

Goals• Group members get to know each other, if

necessary.

• Youth gain or reinforce a basicunderstanding of why water is important

• Youth are introduced to some potentialwater concerns

• Youth understand the watershed approachand visualize their watershed

• The group commits to doing a project

Key Points• All life depends on water.

• Only 1% of water on Earth is liquid freshwater available for human consumption.

• It is important to use water wisely.

• Our personal actions affect water quality andconservation.

• To solve water problems, we need toconsider all the uses and impacts on waterwithin our local watershed.

• You can make a difference in water qualitytoday and for the future

• Through research and planning — and withthe help of partners — our group can

complete a water-related service project.

Background*Why Water?Why focus on water? It’s simple: Becausewater makes all life possible. It connects alllivings things today and through time. In anever-ending cycle, water is used and reusedby animals, plants and people. The water inour environment today is the same water thatwas available to the dinosaurs millions ofyears ago.

All living things depend on water — plantsneed it for photosynthesis; animals need it todrink and to provide for their food. Water isused by animals for habitat, to provide food,shelter, and nesting or breeding sites.Wetlands function as sponges to moderatechanges in water level, preventing floods.People use waterways for recreation, trans-portation and industry. Water in all its formstransports living and non-living ecosystemcomponents over the Earth’s surface, in theground, and as vapor and precipitation.Human bodies are made up of two-thirdswater. And water provides us with a place tohave fun!

Only a small percentage of the Earth’s water isavailable for human use in agriculture, indus-try, recreation, and at home. If all of the waterused in our country each day were divided byour population, each person would “use” 2,000gallons each day. It takes 25 gallons of waterto grow an ear of corn, and over 100,000 gal-lons to make a car. If drinking water thatcomes from a convenient, inexpensive source(such as a well or river) is used up, communi-ties must pipe water in from farther away,increasing costs and creating potential envi-ronmental problems (such as changing animalhabitat in a river from where water is drawn).

The amount of water available for human usedepends not just on quantity, but also on itscondition, or quality. With a growing popula-tion, whose complex needs often put water

PreparationHave an Action Guide for each partici-pant or enough to share comfortably.

You’ll need topographic map of the areafor Activity 3. Order one using theinstructions on page 10.

If group members don’t know each other,use the team-building games on page 23.

Time45 minutes (90 minutes if you do bothteam building games)

Preparation and time

*Portions of this section adapted from “Be WaterWise,” VirginiaWater Resources Research Center, 1983, and Dyckman, 1981.

ACTION GUIDE PAGE 4

watershed might well affect aquatic life in astream, which could change the chemicalcomposition in a lake ecosystem downstreamin a second watershed, which might in turnaffect the second watershed’s local communi-ty. Addressing environmental problems usinga watershed approach helps young peopleunderstand these interconnections betweenpeople, communities, and the environment.

The most obvious human interactions withwater take place on the surface, yet much ofwhat happens in the watershed is out of sight,in the groundwater. To understand a water-shed better, you should know something aboutthe soils, geology and aquifers. See the articleon Groundwater. This is especially importantwhen your project deals with wells or ground-water contamination. Give Water A Hand part-

6

quality at risk, maintaining or improving waterquality is a challenge. Water pollution canoccur from point sources or non-point sources(see the article on water pollution).

We have a responsibility, individually and as asociety, to protect water resources for thehealth of the ecosystem and for ourselves.We may act as individuals by not putting haz-ardous materials down the drain at home, orwe may adopt creative technologies as a soci-ety to take care of our natural resources (seethe article on Biosolids).

A Focus on WatershedsA watershed is the area of land where allwater drains, or “sheds,” to the same river,lake, reservoir or other body of water. Largerwatersheds — the Mississippi River water-shed, for example — encompass many small-er watersheds, such as the Wisconsin Riverwatershed and the Missouri River watershed.

People understand that it’s best to manageenvironmental issues in a coordinated fashion.Since most natural events and human activi-ties affect the quality of water resources withina local watershed’s boundaries, watershedsnow seem to be the most sensible unit inwhich to restore and protect water quality.Focusing on watersheds is particularly appro-priate in community service-learning projects.Water ties people and the environment togeth-er. Human impact on the landscape in one

Water pollutionWe usually speak of two sources of waterpollution, “point source” and “nonpointsource.” Point source pollution comesfrom a specific source, like a dischargepipe at a factory. Because these sourcesare relatively easy to locate and citizenconcern has helped reduce these sources,problems caused by point source pollutionhave decreased in recent years.

Nonpoint source pollution is associatedwith sources that aren’t so easy to pinpoint— surface water runoff from streets orfields and other sources following rainstorms or snow melt. Contaminants thatare carried to nearby waterways mayinclude soil sediments, animals wastes, orpesticides. Groundwater may also beaffected by nonpoint sources like farms,private sewage systems, improperlycapped well pipes and leaky fuel storagetanks. Pollution from nonpoint sources isnot only harder to pinpoint, but is more dif-ficult to regulate. One way to reduce thistype of pollution is to educate peopleabout when and how to apply fertilizers orpesticides, how to reduce runoff from con-struction sites, or how to create and pro-tect vegetation buffers along streams.

What are biosolids?Most communities have a wastewater

treatment plant that produces biosolids —

nutrient-rich organic material that can be

used beneficially as compost or fertilizer in

gardens or on farms to produce greater

crop yields. It’s even used to fertilize the

White House lawn. Using biosolids helps

conserve water and decrease runoff or soil

erosion by adding organic matter to soil,

which captures water. Some communities

package their biosolids in a compost mix-

ture and sell it in local garden stores.

Groundwater

Does your water come from the surface or groundwater? People in Chicago get their drink-

ing water from Lake Michigan. Bridgeport, Connecticut relies on surface reservoirs for its

water supplies. Nearly half the U.S. population, however, including most rural residents, rely

on groundwater for their water.

Many people think of groundwater as underground rivers. In fact, groundwater flows very

differently from surface water. Groundwater fills the spaces between particles of sand and

gravel, or inside the cracks of rocks. Collectively, these spaces make up zones called

aquifers, which act like giant sponges that hold large amounts of water.

Groundwater presents special challenges for detecting and eliminating pollution. Because

groundwater is out of sight, it’s harder to detect contamination. And eliminating groundwater

pollution is costly and difficult. When detected, contaminants are impossible to remove

completely. And use of groundwater means that recharge of groundwater supplies must

take place — a very slow process.

That’s why it’s so important that we take steps to protect our valuable water sources.

Preventing pollution above ground is the first step to clean, safe water underground.

7

Regional Aquifers ofthe United States

8

Goals• Youth understand how water management

practices result in water conservation andbetter water quality.

• Youth identify needs for effective practices.

• Youth learn to decide which needs are mostimportant.

Key Points• Research can help identify real needs.

• Service-projects selected from researchshould meet a real, local need.

• Documentation (taking notes) is animportant step in research.

BackgroundThe Checklist is used by youth to investigatepotential water concerns at their chosen site.The questions are written so that young peo-ple learn while identifying the concerns them-selves, with help from the leader, experts andpeople in charge when needed.

Site FocusThere are four Checklists included in theAction Guide, each with questions focusing on a different site: Farm/Ranch, School,Community, and Home.

Before you begin, your group will need todecide which site will be the focus of yourefforts and use the appropriate checklist. Ifyou are a class with limited ability to leave theschool yard, you’ll probably choose a schoolsite. Or your group may have an interest inworking with neighborhood businesses, inwhich case you’ll use the community sitechecklist. Kids may want to complete investi-gations at their homes or farms individually,using the appropriate checklists, and sharetheir results as a group. If you are in a campsetting, using the school site checklist isappropriate (see page 27).

If your group hasn’t decided on a site focus,review all four checklists to get a feel for thetypes of questions and potential issues ateach site. Together, you can choose the sitethat is most interesting and accessible forthem.

PreparationDiscuss the “Checklist” with the group.Explain how it is used by students toinvestigate potential water concerns.

With the group, choose a site to focuson (home, school, community or farm).See “Site Focus” below in theBackground information.

Read over the questions carefully to besure you can explain how to answereach question.

The group may need permission from aparent, teacher, farmer or other authorityto do the Checklist. Be sure the groupunderstands why it may be important tohave permission. In some cases, thegroup may be visiting private property.Some questions on the checklist needto be answered by the person in charge,such as the maintenance person, headcook, landlord, etc.

Make enough copies of the Checklist foreach individual or research team.

TimeTwo hours or more. Some questionsrequire tests or information that taketime to gather. You may start the check-list at one meeting and complete it atthe beginning of the next.

Preparation and time

ACTION GUIDE PAGE 6

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Tips for using the Needs checklist

• How much time do you have to do a serviceproject? Look back at your timeline.

- Your group may want to split into teams toanswer questions

- If your group gets stuck on complicatedquestions, skip these and come back tothem later if there is time

• What will the weather be like when you doyour service project?

• How much time do you and other adultshave to supervise and help with the project?

• Is there a project you can join ?

Setting PrioritiesOnce your group has completed the checklist,they will need to set priorities on the problemsto help identify a service project. The top priority issue or problem may be obvious, or it may seem that everything is important. One way to narrow the choices to one or twois to have group members vote for their top

three priorities.

Reading a water meter Some questions on the Checklists require thestudents to read a water meter. There are twobasic kinds of meters. The single-dial meter isread like the mileage meter of a car, exceptthat the last digit “0” is printed on the watermeter. The needle on the dial shows you howmany more gallons you should add to thenumber of gallons in the window.

The six-dial meter is a little more difficult toread. Begin by reading the dial labeled withthe largest number, usually 100,000. Thenread the dials clockwise. The labeled numbersof each dial will be smaller. Record the num-bers indicated by the needles on each dial. Ifa needle points between two numbers, recordthe smaller number (except when the needleis between 0 and 9, record 9). Some metersmeasure water in cubic feet instead of gal-lons, but you can read them the same way. Acubic foot of water equals about 7.48 gallons.

six-dial meter

single-dial meter

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Goals• Your group draws a map of the watershed

where the project site is located.

• Group members understand what awatershed is and can describe thewatershed, including water sources anddrainage patterns

• Young people understand how they areconnected to the environment and theirwatershed.

Key PointsWater issues are best understood in relation to watersheds; i.e., things dumped on theground may eventually end up in a stream,lake or well.

Basic information about your watershed helpsin understanding water issues. Group shouldbe able to answer questions like:

• Where does the site’s water come from?

• Where does wastewater go?

• Where does surface runoff flow from the site?

• Why/How does your priority problem (fromNeeds Checklist) affect water quality orquantity in our community?

• What happens in your watershed thatcreates the problem you have identified?

BackgroundHow to Obtain a Topographic Map 1) Look under “maps” in the Yellow Pages of

the phone book to see if there is a place topurchase maps in your area, or ask yourlocal Soil and Water Conservation Districtoffice for the nearest source.

2) Or call Give Water A Hand at 1-800-WATER20 (1-800-928-3720) to find outwhich maps you need for your area andhow you can order them.

3) You can also get an index for maps in yourstate directly from The United StatesGeological Survey (USGS) by calling 1-800-USA-MAPS. The index will take about fourweeks to arrive and you’ll still need to orderyour maps. Standard maps cost $2.50 each from USGS and are generally more at map stores.

Helpful Activities to Explain MapsStart by drawing a map of a very small areasuch as a table. Measure the table and drawits outline on a piece of paper. Then look down

PreparationRead through this activity carefully inadvance; if you are not comfortableusing a topographic map, see UsingMaps in the following section.

See Materials Needed on page 41 in theAction Guide.

A builder’s blueprint of the site buildingsmay be helpful.

To complete the Watershed Map, thegroup will need to identify the location(s)where water comes from, where waste-water goes, whether surface runoff goes into storm drains, and where thedrains empty. You may wish to find thisinformation in advance or have one ofthe group members do so. Contact thelocal water utility, or see AmericanWater Works Association in ProjectPartners, page 29.

Time90 minutes.

Preparation and time

Activity 3: Map your water-shedActivity 3: Map your water-shed

ACTION GUIDE PAGE 40

blue. Buildings and other human-made struc-tures are in black. Green shading indicateswooded areas. Important roads and surveysystem marks are in red. Purple features wereadded from aerial photographs during maprevision and have not yet been field checked.

Each map has a scale, which is the relation-ship between distance on a map and the cor-responding distance on the ground. The scaleis expressed as a ratio, such as 1:24,000. Thesmaller the second number, the more detailthe map has. You need to make sure youhave a topographic map with a small enoughscale so that you will be able to find specificstreams, buildings and hills on your site. Agood choice for local watershed mappingusing USGS map scales is 1:24,000 (alsoknown as 7.5 minute quadrangle maps). Yoursite may be on the edge of a map, or yourwatershed may cross two map sheets, inwhich case you may need two or more maps.

Check the date on your topographic map tosee how recently it was made. A current,detailed street map can help you fill in newconstruction and other changes as you mapyour watershed. You will also need a streetmap to fill in details that are off the edge ofyour map. USGS also sells aerial photographsof most areas, and they may be helpful inlocating landmarks (such as your school, a patch of woods, or a road).

11

at it and “map” each item on the table so itappears to be relatively the right size and dis-tance from the others. Now draw a map of theroom, showing all the furniture as if you couldsee it from the ceiling. Next draw the buildingand grounds as though you could see themfrom a plane. This is similar to what the groupdid when it made a site map.

Explain that USGS maps are made from aeri-al photographs. Imagine what it would be liketo fly in a plane over your site. What wouldyou see?

One way to explain different elevations shownon a topographic map is to pretend to walkalong a road on a map (or a trail if there isone). Look at your topographic map anddetermine where on the road the slope besteepest. Figure out how high a particular hillis. Relate that height to something familiarsuch as a tall building which is ten feet perfloor. Are there any cliffs on along the road?Which part of the road would you find themost interesting scenery? Which part of thewalk would be the hardest?

If your group needs help reading contourlines, see “Using Topographic Maps” below.

Using Topographic Maps Topographic maps depict an aerial view ofland. They use contour lines to show the elevation of land areas. These lines are some-times called level lines because they showpoints that are at the same level or altitude.The top drawing [at right] is a contour mapshowing the same hills which are illustrated inprofile in the bottom drawing. On this particu-lar map, the vertical distance between eachcontour line is 10 feet.

Lines that are close together show steeperslopes. Lines that are far apart show flatterterrain. Streams on topographic maps oftenintersect the points of a series of Vs or Us inthe contour lines where the Vs point up hill.Hilltops are where contour lines connect toform circles or ovals. They are illustrated asthe smallest center circle.

USGS maps use brown ink for topographiclines. Every fifth line is an index line which isbolder and gives a number indicating its alti-tude above sea level. Waterbodies are in

contour map

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Goals• Group members meet with a local water

expert or partner to learn more about localwater issues and gain input on groupresearch and priorities.

Key Points• Local water experts and partners can

provide helpful information, ideas andresources for projects.

• Experts can share community priorities andconnect youth to ongoing projects.

• It is important to respect other people’s inputand time.

• A thoroughly prepared agenda andquestions will facilitate meeting with anexpert.

• A discussion with the expert will be moreuseful if it focuses on the group’s specific site.

BackgroundThe role of an expert or Give Water A Handpartner is varied, and there are many placesthroughout your project where they can help.They can help your group review what youhave found through researching needs andmapping the watershed; this can be a goodopportunity to analyze the priorities. Expertscan share their experiences working on localproblems and possibly link you to on-goingprojects. They might know how to find fundingfor your project. Many of the national partnershave materials and resources to help you.

Check with your potential partner to learn theirgoals for involvement. Partners and expertsmay wish to be involved with your group fromthe beginning.

Even if you are already part of a national orlocal network of organizations, review thenational partners list (on pages 29–33) todecide who might best be able to help yourgroup. Some of these groups operate primari-ly at a national level, but others have localoffices. See Get Partner Support on the backcover of the Action Guide for ideas on con-tacting local water experts.

Use the following checklist to help keep yourpartnerships with experts and others on track.

PreparationUse the Get Partner Support section onthe back cover of the Action Guide toreview the benefits of working with part-ners. You may wish to invite a local expertother than existing partners in order toexpand your network, to provide a differ-ent perspective, or to obtain informationon a specific topic. You may wish to invitemore than one expert to present alterna-tive views. In any case, be sure that yourgroup hears differing perspectives. SeeHandling Controversy below for tips.Make sure the guest is invited well inadvance, be clear in communicating thegoals of the meeting, and confirm his orher attendance a few days before themeeting.

Time

Preparation and time

ACTION GUIDE PAGE 46

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(All questions refer to both ends of any partnership.)

n Is there general agreement on long-term goals?

n Are goals and objectives within reach?

n Do all partners have a share in deciding goals and objectives and therules by which they will be achieved?

n Do partners have a sense of belonging, a feeling that they are neededto achieve long-term goals?

n Is there a feeling that what partners contribute has real purpose andcontributes to the broadest of goals?

n Can partners see progress being made?

n Is there confidence in the people in leadership roles, based on theircredibility, fairness and consistency?

n Are partners kept well-informed?

n Are all partners flexible and responsive to change?

n Is there a climate of mutual trust among partners?

n Do partners respect one another’s organizational rules and procedures?

n Is there positive recognition of contributions?

n Is the partnership fun and satisfying? Does everyone feel a part ofthings? Are things getting accomplished to benefit the whole?

(Adapted from

Keep America Beautiful)

When experts disagree:

handling controversy

Try to make sure your group sees and hears a balance of people, information, and materi-

als. Eliminate bias by inviting organizations with a different positions to tell their side of the

story. Responsible environmental education does not promote a particular viewpoint, but

presents a range of evidence and views and helps youth learn to judge evidence for them-

selves. Participants in Give Water A Hand will work with real people and explore real issues

from many viewpoints.

Are you hearing the whole story? Ask participants to divide into two groups, each side argu-

ing a different point of view. Then, as one group, discuss what you learned about the other

side’s case. Point out that several people can each be honestly telling the truth as they see

it and still disagree.

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Goals• Group members choose a service project

that meets a real need.

• Group evaluates chosen project to makesure it matches their skills and interests, andthat it is appropriate for the site and amountof time and resources available.

Key Points• Reviewing the Watershed Map, Checklist,

and notes from the expert interview willinsure the project meets a real need.

• Completing the Choose a Project chart willinsure the project matches the skills andinterests of group members.

BackgroundIn this step, group members will decide on aservice project, or evaluate one they havechosen to make sure it meets their skills andinterest. In choosing a project, it is importantthat the group review what it has learned fromthe Checklist, Watershed Map and interviewwith an expert.

The Project Nuts and Bolts Worksheet wascreated to help you and your group identifywhether your chosen project is realistic to takeon. Some questions need to be answered byyou and others need to be answered with helpfrom your partners. There may be an existingproject your group could join.

If your group still has trouble deciding on aproject after this exercise, review the lists ofproject ideas in the Action Guide. The ideasare broken down into four lists by site (school,community, farm/ranch, home).

PreparationComplete Project Nuts and BoltsWorksheet that follows to help definelimits (group members may be involvedin completing this worksheet).

Review the “Will it Work” questions foryouth in the Action Guide (page 49).

Contact your local and national partnersto find out if they can suggest projects.

Time90+ minutes if the group doesn’t knowwhat project it will do.

60 minutes if the group has chosen aproject and just needs to identify groupresources and define tasks.

Preparation and time

ACTION GUIDE PAGE 48

...the Choose a Projectchart...

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Finding Time for Service Projects The group will need a few hours outside regu-lar meeting or class time in order to completea service project. If this is impossible, makesure the group’s project can be done in thetime available. Parents or volunteers may bewilling to help supervise service work.Partners can provide much-needed help also.If yours is a school-based program, youshould link service-learning to the overall cur-riculum so that class time may be used tocomplete service projects. See Using GiveWater A Hand within a K-12 SchoolCurriculum, page 26.

Involving Families Parents or guardians can provide welcomesupervision and/or expertise. This is alsoimportant because children whose families areinvolved in community issues are far morelikely to stay involved themselves. Possibleadult roles include:

• Planning and organizing with the group

• Helping to identify projects

• Scouting out service sites, collectingmaterials or equipment

• Helping with Checklists, Watershed Mappingand other activities, especially if the groupmust split up to accomplish certain tasks

• Presenting background information ortraining

• Providing transportation

• Evaluating the project, personally and byinterviewing community contacts

• Helping youth contact the media to getrecognition for their project

• Helping youth organize a final celebration orrecognition

• Help in finding funding

It’s important to clearly explain roles andresponsibilities to parents or guardians. Makesure they understand your own role — and itslimitations — as project leader. Encouragethem to offer feedback.

Whatever their role, parents or guardians

must be kept informed about what their chil-dren are doing. A brief note can acknowledgethe contributions of their children and avoidmisunderstandings. Explain the importantlessons youth will learn, and point out thatthey will be exposed to careers in science,public service, etc.

TransportationIdeally, your project will be conducted withinwalking distance of your usual meeting site.Other transportation options include: citybuses or other mass transit (you may be ableto get tokens donated), bicycles (go over saferiding rules first!), school activity buses, organi-zation or business vans (check with your part-ner).

Partners, parents or other volunteers may beable to drive the group in cars. Be sure all dri-vers have a current driver’s license and insur-ance, and stress that all participants mustwear a seat belt.

Funding Funding needs for most Give Water A Handprojects will be minimal. If you do need funds,however, your best bet is to try local sources:individuals, civic groups, businesses, commu-nity organizations, government agencies,community foundations or local corporate ornonprofit foundations. Your partner is anessential contact. Your partner may also beable to provide in-kind donations such astools, seedlings, paint, or use of vehicles orcopiers. Help kids develop and submit fundingproposals, including a budget. Funding cyclesmay be quite long — as much as a year forsome organizations. Plan ahead.

For long-term projects, you may seek fundsfrom larger regional or national foundations orfrom state or federal agencies. Some stateand federal funds for youth service programsare available for school and community-basedgroups. Contact your state’s department ofeducation.

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How many hours can your group devote to its project? ________

How many young people are consistently active in the group? ________

How many young people would be interested in a water project? ________

What is the group’s experience with projects? ________ novices ________ experienced ________ veterans

What skills are strong? What skills are weak?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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How can group members gain these skills? See Skills Bank, pages 62–64 of Action Guide.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Who besides yourself can help organize and supervise? Are there older or more experienced group members who could help? Volunteers from an older grade? Older scouts from another troup? Teachers-in-training from a local college?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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What funds are available? $ __________________

What resources might be donated in kind? (e.g, water tests, erosion control material, storm-drain stenciling kits)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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List Partners Resources committed

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List other potential sources of funds:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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What transportation is available?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Do you have liability insurance?

n Yes, covered by (school, club, city, etc.) n No, need to purchase n Don’t know, need to find out

What rules or laws you must follow? Can you leave your site? Whose permission will you need? (e.g. principal, farmer, parents, etc.)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Is there an existing project you can join? What are the costs and benefits of joining this project? What inputwill your group have? Who is the contact person for the existing project?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Nuts and bolts worksheet

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Goal• Group members develop a realistic project

plan, including a safety plan.

Key Points• Start small and break down bigger jobs into

achievable tasks.

• Everyone has a role in the project. You maywant even want to rotate roles.

• Every task should have a deadline and aperson responsible for it.

• It’s O.K. to change the plan later, but it isimportant to make a plan so everyoneknows their duties and deadlines and honorsthe deadlines.

• Setting realistic goals with measurableoutcomes will help you succeed.

• It is important to have a safety plan.

Background*Selecting Achievable TasksIt is important to help young people set goalsthat are challenging yet achievable with avail-able time and resources. Go over tasks on thegroup’s Mind Map to make sure all necessarytasks are included and that they can be donewith the people, funds and materials available.

Also check to see that tasks are specificenough. Unless your group has experienceplanning projects, this may be difficult forthem. For example, “stop leaks” or “savewater in the bathroom” are goals, not tasks,and are too general. Which leaks? How willwater be saved in the bathroom? By takingshorter showers? Installing low-flow showerheads? Each task must be clearly thoughtout, understood and accepted by whoever isresponsible for completing it.

Consider Safety Professional responsibility as well as concernsabout legal liability require leaders of youthservice projects to consider safety issues. Seethe Safety Issues that follow. Make sureyoung people are adequately supervised byyou or another responsible adult at all times.Your job as leader is to think ahead and takeall reasonable precautions.

Speak with your organization’s business man-ager, if there is one, or an insurance agent, tofind out if you have liability coverage and if it isis adequate for the project you plan. If not, youmay be able to make an inexpensive additionto your policy to cover your activities. Themore clearly you lay out procedures, policiesand responsibilities of all parties (ideally inwriting), the better your protection against law-suits.

Safety Issues - Risk ManagementIdentify risks your group might encounter indoing its project. Young people are more likelyto behave safely if they have helped identifyrisks and set rules.

See the risk management worksheet on thefollowing page.

*Some portions are adapted from Learning by Giving: K-8 Service-Learning Curriculum Guide, (Cairn, 1993).

PreparationBring all maps, charts and notes.

Arrange in advance with partners andothers to review the group’s plans.

Time60 minutes.

Preparation and time

ACTION GUIDE PAGE 54

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What are the general risks? • weather

• busy streets

• crime

• water, even if it is shallow

• sunburn

• hypothermia, from getting wet

Are there any project-specific risks? • trash with sharp edges, hazardous substances, tools

What are the human behavioral risks? • running, fighting, playing with tools

What can be done to reduce risks? • work with a buddy at all times

• read and follow instructions

• get training in use of equipment

• wear protective gloves or eye wear

• wear proper clothing (such as reflective safety vests), wear seat belts

• be careful near the water’s edge

• ask group leader for help removing broken glass or unidentified items

• use crossing guards

Establish emergency procedures and make sure everyoneknows them. • post 911, hospital and other emergency phone numbers

• have a first aid kit and a car and driver available when working on projects

• have a trained first aid person on-site or nearby

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Goals

• To help group to successfully complete awater-related service project.

• Group documents accomplishments.

Key Points• Problems will come up; your group will learn

more if you don’t worry about blame, but justlearn from mistakes as well as successes.

• You don’t have to do it all alone, it’s oftenappropriate to ask for help (from peers,adults and partners).

Background*Tips for Keeping on TrackThe following tips for success are elaboratedupon in the Action Guide, page 58. Theyshould help your group remain flexible andmove past roadblocks.

• Use your “Project Plan” as a guide,remaining flexible where necessary.

• Work for a “win-win” so both your group andthe community benefits from your successes.

• Cooperate and work together with expertsand the community.

• Don’t give up; when you encounter problems,be flexible.

• Maintain communication within the groupand with partners.

Evaluation and ProgramImprovement To ensure that your program meets the needsof youth involved, community partners and theenvironment, you should evaluate your program.

Evaluation need not be expensive nor involvespecialized expertise. In fact, you may alreadybe collecting much of the data you need toassess the effectiveness of your program(participation and attendance records, individ-ual project notebooks, partner feedback, orletters of support). The first step is to decidewhat you want to know about your program,such as “What are youth learning aboutcareers in environmental science?” and thendevelop questions that will help you learnwhat you want to know.

Ask for feedback from participants, partnersand any organizations receiving services. Ask:“Did the program meet your needs? What wasmost helpful? What could have been better?What would you like to see changed? Whatimpact did the program have on you? yourorganization? the community? the watershed?environmental quality? Please list specificcontributions of your group which addressedthese issues.”

Some methods of collecting evaluation infor-mation include written questionnaires; verbalfeedback from partners, community membersand/or youth; one-on-one interviews in personor over the phone; discussion time duringcommunity meetings.

Once you collect the data, be sure to includeplanning time and staff meetings to analyzewhat you have learned and figure out what todo with it.

If you would like a more formal study of your pro-gram, local universities have evaluation expertiseand may be able to offer help and advice.

There is a national evaluation of Give Water A Hand that may help you assess yourgroup’s efforts. If you would like to take part in this larger evaluation, call the national officeat 1-800-WATER20. (1-800-928-3720)

*Some portions are adapted from Learning by Giving: K-8 Service-Learning Curriculum Guide, (Cairn, 1993).

PreparationKeep and review the Project Plan asneeded. Closely watch to see where thegroup runs into trouble; use information inthe Skills Bank to build the group’s skills.

TimeDepends on project chosen. Projects willlikely take time beyond regular meetings.

Preparation and time

ACTION GUIDE PAGE 58

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Goals• To celebrate the group’s success and

receive recognition for their efforts.

• To reflect on and learn from the serviceexperience, improving future efforts.

• To share accomplishments with the community.

Key Points• The group should review its

accomplishments.

• Whatever the level of success, state yourpride in their commitment and effort. Thegroup has gained valuable knowledge whichit should share.

BackgroundProviding RecognitionCelebrations can be as elaborate as a ban-quet, as fun as a pizza party, or as simple asholding a ceremony at a regular group meet-ing. Local recognition celebrations canacknowledge buddies, partners and othersupporters and recognize group members’commitment to their communities and to theenvironment. Celebrations can strengthen aperson’s sense of self-worth, unify a group,and bring closure to a project.

Organize a celebration that is meaningful tothose recognized. Partners and supporters willlikely appreciate publicity, but they will feelmost deeply about genuine expressions ofappreciation from youth. Pictures, skits,videos or public testimonies by youth can bevery powerful. The best way to find out whatis meaningful to your group is to ask them.Brainstorm ideas with them. Parents or volun-teers might like to organize a celebratory partyfor the group, or kids may want to organizetheir own. Partners may also be willing to pro-vide recognition, such as by giving Certificatesof Appreciation to members.

You can develop your own certificate for yourgroup members. See the sample on the lastpage of this Guide.

Publicize the celebration as appropriate. Youmay want to have students write press releas-es and send them to newspapers and radioand TV stations. Involve local dignitaries, ifpossible.

National Awards and GrantOpportunitiesThere are many regional and national recogni-tion opportunities for your group. As a group,discuss what interest you might have in apply-ing for these or other awards.

See the list on the following page for ideas.

Take Next StepsApply learning from Give Water A Hand pro-ject to future environmental service projects.What will you do differently because of thisproject? Making a real difference is a life-longcommitment. The members of your grouphave learned valuable lessons in good stew-ardship; as you tackle new projects, you willcontinue to learn and grow as individuals andas a group.

For new project ideas, look again at yourNeeds Checklist or consult your partner. Usethe Service Project Plan on page 58.

PreparationIf you will hold a local recognition celebration event, you must identify asite, plan the program and send out invitations.

Time30 minutes to plan. Time for celebrationvaries.

Preparation and time

ACTION GUIDE PAGE 60

The Albert SchweitzerEnvironmental Youth AwardThese awards are presented annually to indi-viduals or groups of students between theages of 12 and 18, who have worked in thecommunity to effect positive environmentalchange. For more information or an applica-tion, write to The Albert Schweitzer Institutefor the Humanities, PO Box 550, Wallingford,CT 06492-0550, or call (203) 697-2741.

“A Pledge and A Promise”Environmental AwardThese awards honor outstanding efforts of stu-dents, schools and youth groups who havemade lasting contributions to the environment.For more information, write to the EducationDepartment, Sea World, 7007 Sea WorldDrive, Orlando, FL 32821, or call (407) 363-2389.

The Amway “Class Act”Environmental ChallengeOpen to 4th to 8th grade classes and theirteachers. Entries are judges on positive envi-ronmental impact, creativity, originality, andexecution. For more information, write “ClassAct” Newsweek, PO Box 440, Livingston, NJ07039, or call (616) 456-1500.

Keep America BeautifulThese are annual awards to youth and schoolgroups for environmental improvement. Formore information, write to Keep AmericaBeautiful, Awards Program Coordinator, MillRiver Plaza, 9 West Broad Street, Stamford,CT 06902, or call (203) 323-8987.

The National Science TeachersAssociation Tapestry GrantThe National Science Teachers Association(NSTA), through the Toyota/Tapestry Grantsgives grants each year to support innovativeone-year projects which focus on environmen-tal education or physical science. NSTA alsohas other awards and competitions each yearwhich recognize students, teachers and oth-ers. For more information, write to NSTA,Toyota/Tapestry Grants, 1742 ConnecticutAve., NW, Washington, DC 20009-1171, or call(703) 243-7100.

President’s Environmental YouthAwardsThese awards recognize K-12 students whoplan and carry out an environmental project.For more information, write to the President’sEnvironmental Youth Awards, Office ofCommunications, Education and PublicAffairs, US Environmental Protection Agency,401 M Street SW, Washington, DC 20460, orcall (202) 260-8749.

President’s Youth Service AwardsTwo awards, the “President’s Award” and the“National Award”, are given to youths ages 5to 22 who have conducted non-compensated,meaningful community service projects. Formore specific details, write to the President’sYouth Service Awards, PO Box 310, NewCastle, DE 19720, or call (302) 323-9659.

United Earth Youth Earth ServiceAwardUnited Earth is a not-for-profit, nongovern-mental organization that recognizes and pro-motes environmental leadership and humani-tarian excellence worldwide. The mission ofthe Youth Earth Service Award is to encour-age youth in service to the Earth to continuetheir stewardship into adulthood and inspire,by example, other youth to do the same. FiveYouth Earth Service Awards were presentedto selected first year participants in GiveWater A Hand. For more information aboutUnited Earth’s Youth Earth Service Award,please write to United Earth, 300 E. 56thStreet, Suite 14G, New York, NY 10022.

The Windstar Youth AwardsThe Windstar Awards encourage and supportindividuals who, through their commitmentand leadership, are inspiring others to takeresponsibility for creating a brighter future. Formore information, contact Youth Award JuryChairperson, The Windstar Foundation, 2317Snowmass Creek Road, Snowmass, CO81654-9198, (303) 927-4777.

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Award and grant opportunities

Engaging Youth asLeadersSeeing Youth as ResourcesYoung people today need to know they’reneeded. They need to experience the powerof making a difference about something theycare about. They need to feel hope thatsomething can be done about the many prob-lems they see around them.

Young people have much to offer whenasked. They have unique and powerful capac-ities for creativity, enthusiasm, energy, humor,intelligence and caring. In the past decade,the grass roots youth service movement hasshown that kids can address the great issuesfacing our world: violence, hunger, illiteracy,disease and environmental problems.

Young people are eager to help. In a 1993survey, 80% of youth grades 4-12 identifiedwater pollution as a “big problem.” 81% saidthey would like to do more to “help animals,fish or plants which are hurt by pollution.”(Harris, 1993)

Tips for Involving andEmpowering YouthThe key to successful youth service projectsis involving young people in developing, plan-ning, organizing and evaluating projects.Through such involvement, they learn moreand work better. The youth service movementhas learned much from young people them-selves about how to involve them as commu-nity resources.

Consider the following strategies:

• Build a team of young people and adults.See Team Building Games that follow.

• Involve youth in setting realistic goals.

• Arrange opportunities for young people toreflect on, learn from and apply lessons fromtheir experience. See Reflection onExperience, page 24.

• Acknowledge the skills, knowledge andexperiences young people already have.

• Give specific skills training or information asneeded to help your group move the projectahead. See the Skills Bank, pages 62–64 ofthe Action Guide. Local experts can help.

• Ask older students or program veterans(including college students) for help.

• Involve youth as leaders who have neverbefore had the chance to lead.

• Define and maintain accountability; groupmembers must do what they promise.

• Set responsibilities at appropriate levels. Toohigh, and failure is guaranteed. Too low, andkids will be bored.

• Model behaviors you expect from youngpeople. Expect the same from all staff andvolunteers.

Cairn, 1992

22

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These games can help group members get to know each other more quickly and will strengthen the group’s abili-ty to work together. Take time to talk after each game using the suggested questions or your own. See Reflectionon Experience, page 24, for more tips on how to help members learn effectively from their experiences.

Icebreaker: River JugglersPurpose: To get to know each other.

Materials: Tennis balls or other small balls.

Activity Level: Moderate

Time: 10–20 minutes

ProcedureDid you ever see anyone juggle water? Sit in a circle on the floor. Participants each pick the name of a local body of water(such as a river, lake or pond). Participants go around the circle and introduce themselves as “Mike Rhine,” “Kati Missouri,”etc. Begin the game by saying the person’s name and waterbody as you toss him or her the ball. That player tosses theball to another player, calling out his or her name and waterbody. Continue until everyone has had the ball at least once.Now speed up. When this gets easy, add one or two more balls.

Questions for discussion• Who can name every person in the group? • With their waterbody? • Why did each of you choose the waterbody you did?

Communication: Space CarriersPurpose: To teach cooperation and the importance of communication.

Materials: Paper cups, water, rubber bands (just large enough to fit snugly around thecups), string, strips of cloth for blindfolds. You need to prepare carriers in advance, one foreach 8–10 people. Tie 4 or 5 three foot lengths of string to a rubber band (four for eightpeople, five for ten). See picture at right. Do not put around cup in advance.

Activity Level: Moderate

Time: 30–40 minutes

ProcedureBreak into groups of 8 or 10. Each group forms a circle and everyone picks a partner. Blindfold one partner from each pair,and hand each blindfolded person one of the strings.

Set a paper or styrofoam cup of water on the floor in the center of each group. Tell groups they have to use the carrier topick up the cup, lift it off the ground without spilling and move it 20 feet to a second designated spot. Member are notallowed to touch the cup or rubber bands! When participants pull on all strings equally, they can stretch the rubber bandlarge enough to fit over the cup. When they slowly release the strings, the rubber band fits snugly around the cup so it canbe lifted.

The partners of each pair may talk to one another, but not to other pairs. The blindfolded partner is the only one of the twoallow to touch the string.

Give the groups five minutes to work. Don’t tell them how to do the task. If they spill a little, say “Oops! Careful!,” but keepgoing. If the cup falls over, make them start over; or stop and talk, depending on time and frustration levels. When one groupsucceeds or time runs out take off blindfolds and discuss. If time allows, try again, letting pairs talk to each other.

Use the follow questions for a group discussion. Make the point that communication is crucial to success in any group project. Also, point out that individual group members have different skills, all of which may be needed to succeed.

Questions: • Was the task difficult? Why? Why not? • Was it easier to be blindfolded or not? • Was it harder because you couldn’t talk? • How can we increase communication on our project? • How did you communicate? • How can we work better as a team?

Team building games

Give Water A Hand shows young people how totake action in their local community by applyinga community service-learning strategy to watereducation. This works well because waterissues are community issues. Through the ser-vice-learning process, young people can gain abetter understanding of their community, andsee how their actions make a difference.

Too many educational materials leave out the“how-to” of getting projects done. They rely onsuggesting one or two actions projects (such asstorm-drain stenciling). But by just suggestingprojects, two important points are overlooked.First, young people have talents and interests tocontribute to projects and they want to maketheir own decisions about how to help. Second,there is an opportunity to have young peoplelearn if the action project is both a local priorityand relates to a specific community need. GiveWater A Hand’s service-learning strategyaddresses these points and provides a processfor helping young people solve real problems.

Water as the TopicWhile learning how to take action is the focus ofGive Water A Hand, a better understanding ofwater quality and conservation and related sci-

ence is also a goal. Encourage youth to thinkabout what they see and do. Use the need to forthem know how to do a task to help them gainnew knowledge and skills, and to build excite-ment about science and science careers.

Encourage group members to study the back-ground information and power words in theAction Guides. Look for radio or TV specials onwater. Ask youth to listen or watch and discussthem at the next meeting. Use water-relatededucational materials from nature centers,museums, 4-H, and local natural resourceagencies. Involve your partners; they areexperts with a wealth of knowledge and experi-ence. Communicate what your group is doing toparticipants’ schools, especially science, socialstudies or environmental education teachers.

Reflection on ExperienceExperiential education research clearly showsthat thoughtful reflection during and after theexperience is the key to helping youth learnfrom service projects. Through structuredreflection, kids make sense of what they haveseen and done. Then, as they continue on thesame or new service projects, they test theirideas about how the world works and abouthow to get things done. They learn how tolearn.

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JournalsScattered throughout the Give Water A Hand Action Guide are questions which help youth to thinkabout their experiences. For a few minutes at each meeting, have them answer these questions inthe Action Guide itself or in separate notebooks. Besides helping participants process experiences as they go, these journals will also be very helpful in telling others what the group did.

Small Group DiscussionQuestions in the Action Guides and in the Leader Guidebook can help start discussion and help participants learn from the project. Get comfortable. Encourage everyone to contribute. Ask openended questions: “What?” “Why?” and “How?” Clarify that the purpose of the discussion is not toexpose personal things.

Other Means of ReflectionAny time young people think about what they are doing in order to tell others, they are reflecting.

• Create a poster, display or sculpture for public display. • Make a short skit or video.

• Speak to community groups or officials about water issues and group efforts.

• Write an article or letter to the editor for the local newspaper. • Write a project report.

Methods of reflection

Fostering Learning Through Service

Using Give Water AHand with DifferentAge GroupsGive Water A Hand was written and tested forgrades 5 through 8. You may need to adapt itfor your group. This section offers ideas fordoing that. At any age, kids will get the mostout of Give Water A Hand if they have anactive voice in deciding what they will do andhow to proceed.

Young ChildrenChildren younger than 3rd grade certainly cando water-related service projects from clean-ing up a waterway to making posters, andthey can learn about your local water supplyand understand watershed concepts. They willneed much simpler, more directed processesthan the steps in Give Water A Hand.

3rd and 4th Graders3rd and 4th graders can watch and help asyou work through watershed mapping, check-list, planning forms, etc. You might substitutesimpler activities. For example, instead ofreading a topographic map, have youth draw a simple map of what they see in the area,showing slopes and valleys and drawingarrows to show which way they would roll ifthey were rain drops. Aerial photographs mayalso be helpful.

This age group will enjoy the Team BuildingGames on page 23 of this Guidebook. Theycan brainstorm projects. They can developgood questions for local experts and canfollow up with thank you notes. Working withlocal experts, and with direction from you, thisage group can complete interesting andmeaningful service projects.

9th and 10th GradersOlder youth with past experience on serviceprojects will be able to go through the earlyactivities quickly. Have them take turnspreparing for and leading each other through the activities. You can ask them more in-depthquestions, perhaps including some from a localexpert. They could make an attractivewatershed map for display and could present adetailed checklist to policy-making bodies andland owners. They can also do larger projects.They might do individual service projects, aswell, possibly preparing a final report on theimpact of their work, complete with a detailedwatershed map showing all work locations.

Older youth will work and think at higher levels.They could carefully document observationsand tests, relate observations to a broaderecological and human context, explain/predicthow factors have or will change over time,analyze and/or synthesize information andsituations, develop alternative approaches, and use a broader range of information andexperiences in tasks and discussion.

High School Juniors andSeniors/College StudentsOlder youth can use the needs checklists todevelop substantial group or individual pro-jects. Planning and other documents will alsobe helpful to them. Deeper relationships withlocal partners become possible. Set highlychallenging learning goals, such as workingwith partners to observe and assist monitoringand control of pollution, holding a press con-ference, preparing a public report evaluatinglocal water issues, conducting an interdiscipli-nary study of a local waterbody, then develop-ing and implementing recommendations foraction.

One of the most effective projects older youthcan do is to lead small groups of younger chil-

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Adapting materials for otherAdapting materials for other

dren 5th to 8th grade through Give Water AHand. They can make arrangements withlocal experts and take the role of adult lead-ers. Youth group leaders should find out fromteachers what to prepare for and what towatch out for.

For a full list of water education goals withhelpful worksheets for planning, see

Educating Young People about Water(Andrews, 1995).

Using Give Water AHand within a K-12 SchoolCurriculumService-learning is rapidly gaining supportnationwide for its ability to liven up the acade-mic curriculum as students demonstrateknowledge and skills in real-world settingsand bring experiences into class discussionand projects.

Give Water A Hand was developed primarilyfor use in youth groups and other extra-curricular educational settings, but there aremany ways water-related service projects canbe integrated into the school curriculum. Asstudents assess water-related needs andbecome involved in service projects, theyencounter a host of questions, problems andneeds. These drive them to need a variety ofskills — everything from understanding thebiochemistry of aquatic ecosystems to becom-ing familiar with government regulations, fromdrawing posters to making budgets, from cal-culating surveys of people or animal popula-tions to writing business letters or speeches.

Water study in school can help studentsinvestigate the details behind local waterissues. Here are a few strategies to use withwaterrelated service projects to develop cur-riculum-based service-learning projects. Youmay need to adapt these ideas to the age ofyour school group.

• Environmental Education: There are manyrich water-related environmental educationcurricula that complement the student-planned service projects of Give Water AHand. An environmental education program

should begin with water education goalssuch as those in Educating Young Peopleabout Water (Andrews, 1995).

• Health: Students could invite guests fromdrinking water utilities to share informationabout the local water supply and its impacton public health.

• Water Science: An example of combiningwater science with action projects is testingphysical and chemical properties of a localbody of water and recommending changesin water use based on the data. Studentscan also enhance their understanding ofwater science by combining action projectswith classroom activities about water, suchas those found in Project WET (TheWatercourse and Western RegionalEnvironmental Education Council, 1995).

• Water Ecology: Students could investigateand describe the plants and animals thatinhabit the ecosystem of a local waterbody.Research about the habitat needs of plantsand animals could be included in the report.

• Government and Citizenship: Studentscan trace a water issue of local importanceto identify which units of government wereinvolved and how.

• Interdisciplinary Unit: Use the serviceproject as the core of an interdisciplinary,thematic unit. For example, a compostingproject could give rise to class sessions onthe biochemistry of composting, buildingcompost bins, researching and writinginstructions for proper composting,illustrating posters telling people aboutcompost from a worm’s perspective,researching native plants then planting usingthe compost, or testing plant growth overtime in plots with and without compost.

• Interdisciplinary Course: As with athematic unit, an environmental service-learning course could begin with basicbackground and speakers, proceed througha thorough needs checklist and develop intoa major project including research,recommendations and an action plan.

• Research Papers: Service projects canstimulate ideas for research papers on anyrelated topic. For example, students couldresearch and write about historic land andwater use patterns in the watershed. Or theycould write about the development of current

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technology and use of biosolids. Localexperts might serve as reviewers ortechnical consultants. They may even haveresearch projects students can help with.

• Reflection: Writing and visual or performingarts assignments allow students to practicecommunications skills as they reflect on theirexperiences.

Contact project partners about their water-related curricula or see a comprehensive,annotated and categorized list as well aswater education goals in the bookletEducating Young People about Water(Andrews, 1995).

For more information on developing service-learning curricula, contact the NationalService-Learning Clearinghouse of theCorporation on National and CommunityService (800) 808-SERVE.

Using Give Water AHand in a Camp SettingGive Water A Hand was specifically developedfor use in non-formal education settings, suchas camps. Residential or day camps are per-fect settings to implement a water action pro-ject. There are opportunities to investigatewater problems on the grounds, in the kitchen,in the bathrooms or in art and project areas.People who can help youth research needsare usually easy to track down and willing tohelp. Finding out who is in charge of givingpermission to make changes resulting fromprojects may be easier in a camp setting thanelsewhere. And there may be more time toplan and complete a project in a camp.Campers usually are together for a good dealof time and daily schedules are often less for-mal or structured than at school.

In a camp setting, the School Site Checklist is the most appropriate tool for researchingneeds. The Home Site Checklist andCommunity Site Checklist may also raisesome interesting questions for investigation ina camp.

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Notes

• Andrews, Elaine, and the Cooperative Extension National Review Team. 1995. Educating YoungPeople about Water: A Guide to Goals and Resources - With an emphasis on nonformal and schoolenrichment settings. Copies available from ERIC Clearinghouse. Contact your state 4-H office; oraccess from ERIC Documents, #ED361224.

• Cairn, Rich. 1992. Engaging Youth as Leaders of Youth Service Programs. Generator: Journal ofService-Learning and Youth Leadership, Vol. 12, no. 2, page 24. National Youth Leadership Council,1910 W. County Rd. B, St. Paul, MN 55113 (800) 366-6952.

• Cairn, Rich, with Theresa Coble. 1993. Learning by Giving: K-8 Service-Learning Curriculum Guide.National Youth Leadership Council, St. Paul, MN.

• Dyckman, Claire and A. William Way. 1981. Clean Water, Streams and Fish: A Holistic View ofWatersheds. (Elementary and Secondary Curricula.) Washington State Office of EnvironmentalEducation, Room 16, 17011 Meridian Ave. North, Seattle, WA 98133 (206) 542-7671.

• Keep America Beautiful, Inc. Keep America Beautiful Certification Manual. 1992. Keep AmericaBeautiful, Inc., Mill River Plaza, 9 West Broad Street, Stamford, CT 06902 (203) 323-8987.

• Lewis, Barbara. 1991. The Kid’s Guide to Social Action. Free Spirit Publishing, Minneapolis. (800) 735-7323.

• Louis Harris and Associates. 1993. Children and the Environment: A Survey of 10,375 Children in Grades 4 through 12. Conducted for The Pew Charitable Trusts. Louis Harris and Associates, 630 Fifth Ave., New York, NY 10111 (212) 698-9600.

• Quest International. 1994, Draft. LionsQuest Skills for Action. Adapted from “Teacher/InstructorReadiness and Experience,” Quest International, 1984 Coffman Rd., Newark, OH 43055 (800) 837-2801.

• Virginia Water Resources Research Center. 1983. Be Water-Wise. Virginia Tech, 617 North Main St.,Blacksburg, VA 24060-3397.

• The Watercourse and Western Regional Environmental Education Council. 1995. Project WET (Water Education for Teachers). 201 Culbertson Hall, Montana State University, Bozeman, Montana59717-0057 (406) 994-5392.

• Water Quality 2000. 1992. Executive Summary of the Final Report, A National Water Agenda for the 21st Century. Water Environment Foundation, 601 Wythe St., Alexandria, VA 22314-1994 (800) 666-0206. More than 80 public, private and nonprofit organizations cooperated through Water Quality 2000 to develop an integrated national policy for U. S. water quality and surface and groundwater resource protection.

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ResourcesResources

Project PartnersAmerican ForestsFounded in 1875, American Forests is the old-est, national, citizen conservation organizationin the U. S. Its mission is to educate andinform people about the importance of treesand forest ecosystems. It also provides oppor-tunities for education and action throughGlobal Releaf. Its educational productsinclude Living Classrooms through Famous &Historic Forests, the Growing Greener Citieshandbook, environmental education guide andvideo, and World Forests kit. For more infor-mation about sales and availability, contact:American Forests, 1516 P St., NW,Washington, DC 20005 or call 1(800)8Releaf

American Water WorksAssociationThe American Water Works Association(AWWA) and its 55,000 members work toassure a safe, sufficient supply of drinkingwater for the people of North America. Thegroup leads efforts to advance the science,technology, consumer awareness, manage-ment, and government policies related todrinking water. To encourage consumerawareness, AWWA provides information aboutdrinking water through its Blue Thumb Project.For information on who to contact in yourarea, write to AWWA, Public AffairsDepartment, 6666 W. Quincy Ave., Denver,CO 80235, (303) 794-7711 ext. 4114.

The Blue Thumb ProjectThe Blue Thumb Project is an internationalpublic awareness and education effort toencourage people to take better care of ourwater resources — and especially our drinkingwater supplies. Each year a set of material onwater — and its care — is developed and dis-seminated to organizations to help them plancommunity water education and action pro-jects. For information, contact The BlueThumb Project, c/o AWWA, 6666 W. QuincyAve., Denver, CO 80235, (303) 794-7711.

The Boy Scouts of AmericaThe Boy Scouts of America (BSA), comprisedof 3 million young men and women, are sup-ported by 11⁄2 million adult volunteers. BSAunits are chartered to local community organi-zations such as religious and civic groups.Since its establishment in 1910, BSA hasplaced strong emphasis on leadership andyouth development programs focused on nat-ural resources and environmental conserva-tion concerns. These programs encourageyouth led public service action/learning pro-jects which benefit the local community. Scoutunits appreciate knowing of needed projects.Technical experts who can help guide Scoutactivities and projects are always in highdemand.

BSA’s recently initiated Conservation GoodTurn encourages every Scout to make ameaningful contribution to improve the envi-ronment. BSA’s program literature, particularlythe merit badge handbooks in science, nature,environment and conservation series areexcellent sources of environmental educationmaterials. These materials are periodicallyreviewed and updated but subject matter spe-cialists to ensure they reflect the latest intechnology, programs, and thinking.

To find out more about Boy Scouts, contactyour local BSA Council which is listed in yourlocal telephone directory.

Earth ForceEarth Force is a new, national, nonprofit orga-nization inspired and shaped by youth to pro-mote environmental education, environmentalaction and public citizenship. Earth Force’svision is “youth everywhere caring about theearth, getting good information about the envi-ronment, sharing new ideas, and workingtogether for a clean and healthy future.” EarthForce, together with the Earth Force Alliance,believes that youth can significantly benefitthe environment through their actions, exam-ple, and advocacy. For more information onEarth Force campaigns and programs, pleasewrite to Earth Force, 1501 Wilson Blvd., 12thFloor, Arlington, VA 22209.

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Global Rivers EnvironmentalEducation NetworkThe Global Rivers Educational EducationNetwork (GREEN) is an international networkof students, teachers and professionals whoseek to study and improve water quality intheir regions, and thereby improve the qualityof life. By linking schools around the globewith newsletters, an international computernetwork, partner watersheds, and otherforums, GREEN offers students an innovative,hands-on, action-oriented approach to educa-tion that strengthens communities and bridgescultures. GREEN can offer youth groups infor-mation on water quality monitoring, a directoryof other GREEN participants from around theworld, and guidance in starting new water-shed programs. For more information, you can write GREEN, 721 East Huron Street,Ann Arbor, MI 48104, (313) 761-8142.

The Groundwater FoundationThe Groundwater Foundation is a nonprofit edu-cational foundation dedicated to educating thepublic about the conservation and managementof groundwater. The Foundation sponsors manyevents including the Children’s GroundwaterFestival, which brings together groundwater andnatural resource experts from across Nebraskato lead activities and demonstrations. There aremany spinoffs from this festival, includingSprinkles, a Festival newsletter providing infor-mation on water festivals across the country. Inaddition, the Foundation can provide generalgroundwater information for research. To contactthe Foundation, write The GroundwaterFoundation, PO Box 22558, Lincoln, NE 68542-2558, (402) 434-2740 or fax (402) 434-2742.

Izaak Walton LeagueThe Izaak Walton League promotes protectionand preservation of natural resources , encour-ages conservation education, and defendsAmerica’s soil, air, woods, waters and wildlife.Izaak Walton League chapters can providevaluable resource information about local envi-ronmental issues and conservation projects.The League’s Save Our Streams (SOS) pro-gram encourages participants to adopt astream by conducting water and habitat qualitymonitoring and completing appropriate restora-

tion activities. To find out about League chap-ters in your area, write or call: Izaak WaltonLeague of America, 1401 Wilson Blvd, LevelB, Arlington, VA 22209 (800) BUG-IWLA

National Association ofConservation DistrictsThe National Association of ConservationDistricts (NACD) is a national voice for thenation’s nearly 3,000 soil and water conserva-tion districts. These districts promote the wiseuse of soil and water resources. Local conser-vation districts can provide technical assistanceto individuals regarding soil and water conser-vation and other natural resources. Some dis-tricts have specific educational programs whileothers may offer educational materials. To findyour local district’s phone number and address,check the phone book under local govern-ment’s soil and water conservation district. Youmight also find a listing under U. S.Government, Department of Agriculture,Natural Resources Conservation Service, asthey are often in the same building. You canwrite the national office of NACD, at 408 E.Main, PO Box 855, League City, TX 77574, orcall (713) 332-3402 or fax (713) 332-5359.

National 4-H CouncilThe National 4-H Environmental Stewardshipprogram helps youth learn how to turn a con-cern for the environment into action.Educational experiences guide youth toward abalanced approach to community problem-solv-ing, protecting the environment, managingresources, and taking appropriate action. Forinformation on natural resource/environmentalspecialists in your area, contact your state orcounty Extension office. For more informationon the National 4-H EnvironmentalStewardship Program contact the National 4-HCouncil in Maryland at (301) 961-2866 or (301)961-2833.

National Drinking WaterClearinghouseEstablished in 1991 at West VirginiaUniversity, the National Drinking WaterClearinghouse (NDWC) assists small commu-nities by collecting, developing, and providingtimely information relevant to drinking water

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issues. Intended for communities of fewer than10,000 people and those who work with themto provide safe drinking water, the NDWCoffers various information services, including:free quarterly newsletters that discuss techni-cal, regulatory, managerial, educational, andfinancial issues; toll-free telephone consulta-tion and referral service; toll-free electronicbulletin board system; and numerous low-costinformational resources. Funded by the USDepartment of Agriculture’s Rural UtilitiesService, the NDWC’s activities support thatorganization’s commitment to assist America’srural water facilities. For more informationabout how the NDWC might assist your com-munity, call (800) 624-8301 to request a freeinformation packet or to speak with a technicalassistance.

National Marine EducatorsAssociation (NMEA)The National Marine Educators Association(NMEA) is an organization of educators thatteach marine science to students of all ages.Our basic premise is to “make known the worldof water both fresh and salt.” NMEA has chap-ter affiliates across the nation. We publish thejournal Current as well as NMEA News, inwhich one issue each spring is devoted tosummer marine education opportunities. Forinformation on how you can get in touch withyour local chapter or become a member of ourorganization, please call NMEA at (404) 648-4841.

National Science TeachersAssociation (NSTA)The National Science Teachers Association isan organization of science education profes-sionals and has as its purpose the stimulation,improvement, and coordination of scienceteaching and learning. NSTA carries on thenational conversation on science educationthrough its conventions, periodicals, and online.For a catalog of NSTA publications and infor-mation on membership, call (703) 243-7100.

Project WET (Water Education forTeachers)The goal of Project WET is to facilitate andpromote awareness, appreciation, knowledge

and stewardship of water resources. Yourgroup can contact Project WET through thenational office to order water curriculum mate-rials and activity guides, and to find out thename and address of your state’s ProjectWET sponsor. National Project WET, 201Culbertson Hall, Montana State University,Bozeman, MT 59717-0057, (406) 994-5392.

Natural Resources ConservationServiceThe Natural Resources Conservation Service(NRCS), formerly the Soil ConservationService, works with local soil and water conser-vation districts, which are in nearly every coun-ty, to help private landowners to conserve,improve and sustain natural resources. Youthand leaders should contact their local NRCS orconservation district office for assistance, oppor-tunities and materials. Check your local tele-phone directory under U. S. Government,Department of Agriculture, Natural ResourcesConservation Service, for the address and tele-phone number of your nearest NRCS or soiland water conservation district office. For aClean Water Packet from NRCS, call 1-800-THE-SOIL.

Tennessee Valley Authority -Clean Water InitiativeThe Tennessee Valley Authority’s (TVA’s)Clean Water Initiative is an innovative effort tomake the Tennessee River the cleanest, mostproductive commercial river system in theUnited States by building partnerships forwatershed protection and improvement. TVAmonitors water conditions and assigns teamsof scientists, engineers, and communicationexperts called River Action Teams to work inthe twelve sub watersheds which comprisethe Tennessee River Watershed. TVA works inpartnership with landowners, local business-es, government officials, schools communityorganizations, and citizens to find ways to pro-tect water quality and aquatic life without limit-ing the river’s use. TVA reports the conditionof the river system annually to the public inRiver Pulse. TVA is actively involved in edu-cating and involving the public in local waterissues and promoting public involvement inimprovement projects.

For more information about TVA’s Clean

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Water Initiative or to order a copy of RiverPulse, write to us at 400 West Summit HillDrive, WT 10D, Knoxville, TN 37902-1399 orcall (423) 632-8502.

Trout UnlimitedThe nation’s leading coldwater conservationorganization, Trout Unlimited’s (TU) mission isto conserve, protect, and restore NorthAmerica’s trout and salmon fisheries and theirwatersheds. Across the country, TU’s 75,000members in 450 chapters work in their com-munities to restore streams and rivers degrad-ed by pollution and educate the public aboutthe ecological and economic importance ofhealthy streams. In Washington, DC, thenational staff concentrates on both nationaland local conservation issues, pressing forbetter environmental protection and fish-friendly laws by testifying before Congress,publishing a quarterly magazine and support-ing regional and chapter conservation pro-jects. For more information on Trout Unlimitedor to see if there is a chapter near you, pleasecontact TU at (703) 552-0200, or write TroutUnlimited, 1500 Wilson Blvd, Suite 310,Arlington, VA 22209-2310.

United EarthUnited Earth is a not-for-profit, non govern-mental organization which recognizes andpromotes environmental leadership andhumanitarian excellence worldwide. Foundedin 1974 by Claes Nobel, descendent of theNobel Prize creator Dr. Alfred Nobel, UnitedEarth focuses global attention, resources andeducational programs on an unprecedentedchallenge: uniting the people and nations ofEarth in forging our collective, sustainablefuture. The mission of United Earth’s YouthEarth Service Awards is to encourage youth inservice to the Earth to continue their steward-ship into adulthood and inspire, by example,other youth to do the same. Winners of the1995, inaugural Youth Earth Service Awardswere selected from youth and youth groupsparticipating in Give Water A Hand.

US Environmental ProtectionAgencyThe U. S. Environmental Protection Agency

(EPA) was established in 1970 to permit coor-dinated and effective governmental action onbehalf of the environment. The EPA seeks toabate and control pollution systematically,through proper integration of a variety ofresearch, monitoring, standard setting,enforcement and outreach activities. For moreinformation and for ideas on how to designyour project, contact the EPA ResourceCenter at (202) 260-7786, or the EPA PublicInformation Office at (202) 260-7751.

National Directory of Volunteer EnvironmentalMonitoring Programs. January, 1994. EPA841B94001. This directory lists volunteerwater monitoring programs on a state by statebasis. Your group may be interested in hook-ing up with one of these ongoing programs. U.S. EPA Office of Water and Rhode Island SeaGrant, University of Rhode Island,Narragansett, RI 02882.

EPA Region 5 has many educational computercolor graphics programs (for IBM and compati-ble systems) on water and water systems,such as home water conservation and wet-lands education. The programs are free pro-vided you send a computer disk. For a cata-logue and order blank call the Region 5Software Development Unit at (312) 353-6353.

US Fish and Wildlife ServiceThe U. S. Fish and Wildlife Service is the prin-ciple Federal agency assigned to the conser-vation and enhancement of fish and wildlifeand their habitats. The Service offers manyeducational resources and lesson plans fortheir programs. For a list of education pro-grams and publications, contact NationalEducation and Training Center, PublicationsUnit, 4401 North Fairfax Drive, Mailstop Webb 304, Arlington, VA 22203, Phone (703)358-1711, fax (703) 358-2314. To locate theFish and Wildlife Service office nearest you,consult your local telephone directory underU. S. Government, Department of the Interior.

US Forest ServiceThe U. S. Forest Service Natural ResourceConservation Education Program (NRCEP)helps people of all ages understand andappreciate our country’s natural resources andhow to conserve those resources for future

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generations. Through structured educationexperiences and activities targeted to varyingage groups and populations, NRCEP enablespeople to realize how natural resources andecosystems affect each other and howresources can be used wisely. For more infor-mation, or for the name and address of a con-tact person in your region, write NRCEP, 14thand Independence Ave., SW, Washington, DC20090-6090, or call (202) 205-1545.

US Geological SurveyThe mission of the U. S. Geological Survey(USGS) is to provide geologic, topographicand hydrologic information that contributes tothe wise management of the nation’s naturalresources and that promotes the health, safe-ty, and well-being of the people. The USGScan provide youth groups with topographicmaps, and geologic and hydrologic data formany locations throughout the nation. Specificto water, the USGS Water Resources Divisioncan provide information about the occurrence;availability; and physical, chemical and biolog-ical characteristics of surface and groundwa-ter at many locations. To locate the nearestoffice of the USGS, look under the U.S.Government, Dept. of the Interior, in the tele-phone book.

Water Environment FederationThe Water Environment Federation is aninternational not-for-profit technical and edu-cational organization of over 40,000 waterquality experts dedicated to the preservationand enhancement of the global water environ-ment. Members can act as advisors to com-munity action projects and provide materialson biosolids recycling, household hazardouswaste, and organizing a groundwater festival.They can be reached by contacting your com-

munity’s wastewater treatment plant or bycalling (703) 684-2487 in Virginia for the nameof a local representative.

Western Regional Environ-mentalEducation CouncilThe Western Regional EnvironmentalEducation Council (WREEC) was formed in1970 with the goals of developing, disseminat-ing and coordinating environmental educationprograms and materials. WREEC co-sponsorssuch well known programs as Project LearningTree, Project WILD, and Project WET. WREECalso has a guide, titled Taking Action availableto educators interested in involving students in environmental action projects. To find yourstate’s contact person for these programs,contact WREEC, 4014 Chatham Lane,Houston, TX 77027. (713) 520-1936.

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date

presented by

official signature

This certificate is presented to

in recognition of outstanding work on a project for the Give Water a Hand program.