41. Thinking Skills Classroom Books teach them how to constructively express and control feelings Other titles in theseries genetic Engineering, Crime It offers over 100 activities and practical http://www.dep.org.uk/resources/Thinking Skills/ThinkingClassroombks.htm

Resources available from DEP Thinking Skills and Emotional Literacy Books for the Classroom 50 ACTIVITIES FOR TEACHING EMOTIONAL INTELLIGENCE. (NET 4); (NET 5); (NET 3). Raise the EQ of your students with these three collections of popular and effective emotional literacy activities. Teach them how to constructively express and control feelings, think through consequences of behaviours before they act, understand the feelings of others, accept responsibility for decisions and actions and learn to manage conflicts. Please specify which age range/level you require. CIRCLE TIME FOR THE VERY YOUNG. Circle Time activities for children age 3-5, repeated for age 5-7 year olds, on the themes of friends and friendship, growing up, feelings, keeping safe and citizenship. CITIZENSHIP FOR THE FUTURE: A practical classroom guide. CLASS TALK KS 1-4+. "How do I know what I think until I've heard myself say it?" Some children are never given an opportunity to develop their talking skills in order to structure their thinking. This book outlines the importance of talk both at home and in the classroom and emphasises that talking is more than just communicating, it is the way into thinking skills development. Contains a whole host of practical classroom activities to help children into quality talking and deeper thinking. DEALING WITH FEELING.

42. Curriculum Guides National Zoo/ FONZ using local wetland habitats to teach about the teacher background information andstudent activities will help about the basics of genetic information, the http://natzoo.si.edu/Education/ClassroomResources/CurriculumGuides/default.cfm

Home Education Classroom Resources Curriculum Guides Focus on Science Weekend Saki monkey born in the Small Mammal House Migratory Bird Center Track Silver Moon! To help save wild Asian elephants in Myanmar, Zoo scientists are tracking female elephant Silver Moon through the jungle. Now, you can track Silver Moon's travels too. National Zoo Accreditation Wildlife Explorers Kits Curriculum Guides CRC Outreach Programs Related Resources Curriculum Guides Grades specified below These teaching guides are filled with information and student activities that have been developed around a variety of scientific themes at the National Zoo. The themes are described below. Each guide contains background information, a teaching calendar and vocabulary list, and at least ten interdisciplinary activities for students that include science, math, social studies, language arts, reading, music, or art. To order Use the registration form Cost Giant Panda curriculum guides are FREE.

43. 3/19/01 CMS News Release agriscience kit contains background information, student activities, DNA models,and a video to teach students the basic concepts of genetic engineering and http://www-cms.ag.ohio-state.edu/3-19-01memo.html

SITE MAP TEXT ONLY REQUEST CATALOG SPECIALS ... CONTACT US News Release - March 19, 2001 FOR IMMEDIATE RELEASE March 19, 2001 Contact: cms@osu.edu Biotechnology Application in Agriculture Kit now available from CMS This agriscience kit contains background information, student activities, DNA models, and a video to teach students the basic concepts of genetic engineering and its applications in agriculture. Although the lessons are set up in a sequential manner, feel free to use any or all of the agriscience kit as appropriate for the classroom. There is a pre-test/post-test at the end of the instructor's packet that can be used to evaluate student learning. The six lessons include: Defining Genetic Engineering, Structure and Function of DNA, Genetic Engineering Process, Applications to Agriculture, Federal Regulations, and Careers in Genetic Engineering. There are enhancement activities and crossword puzzles to accompany the lessons and student activities. These lesson plans and activities will help your middle school/high school students understand biotechnology. (2000) IL VAS Order your Biotechnology Applications in Agriculture Kit from the Curriculum Materials Service today: Catalog number 0288X at $288.00 each.

44. Teaching Young People To Make Life Choices be needed if shepassed on her genetic disability. particularly want to participatein these activities, but they time to reach adolescents to teach them these http://www.ilru.org/ilnet/files/reading/intergenerational.html

Intergenerational Skills Training: Teaching Young People to Make Life Choices by Steven Brown June 2002 Coalition for Independent Living Options (CILO) in West Palm Beach, Florida, has developed an independent living skills program in which teens with and without disabilities as well as senior citizens teach, learn and develop skills together. Teens with disabilities are matched in pairs with teens without disabilities. Everyone involved benefits from social skills and interacting with one another. The seniors share their life and career experiences and help with tutoring and educational goals. They are understanding listeners. CILO is willing to share materials about this program. The Problem About five years ago, a seventeen year-old who happened to have a genetic disability entered executive director Shelley Gottsagen's office at the Coalition for Independent Living Options (CILO) in West Palm Beach, Florida. This teenager was thirty-eight weeks pregnant, but neither she nor her family had recognized her pregnancy. The teenager not only did not know who the father was, she had absolutely no clue as to how she had gotten pregnant. Shelley realized that many young people with disabilities still did not receive basic sex education. Students who were in more segregated classrooms were especially unlikely to obtain any kind of sex education.

45. Johnkoza Inventor of genetic programming and author of numerous published papers on genetic programming at Category Computers Artificial Intelligence genetic Programming...... Academic activities. Member of Board of Trustees, Santa Fe Institute (19992002). geneticAlgorithms and genetic Programming Course - I teach MIS 226 http://www.genetic-programming.com/johnkoza.html

Home Page of John R. Koza Consulting Professor (Medical Informatics) Section on Medical Informatics Department of Medicine School of Medicine Stanford University Consulting Professor Department of Electrical Engineering School of Engineering Stanford University Last updated on April 27, 2002 Skip Down This Home Page Directly to ... Go to Addresses Go to Biography and Pictures Go to Research Interests Go to Publications Go to My Courses at Stanford University Go to Miscellaneous Click here for information on the field of genetic programming in general at www.genetic-programming.org Click here for Home Page of Genetic Programming Inc. at www.genetic-programming.com For information on annual GECCO conference on July 7 - 11, 2001 in San Francisco (which includes the annual GP conference) operated by the International Society for Genetic and Evolutionary Computation ( ISGEC For information on the annual Euro-GP-2001 conference on April 18 - 20, 2001 in Milan, Italy. Addresses Best Address for Physical Mail: John R. Koza

46. TEACHING GREEN I'll suggest seasonal activities that can help our children get closer to the ingredientscannot have been made using sewersludge, genetic engineering, growth http://www.ecomall.com/greenshopping/teach.htm

With Carol Baxter T ips for teachers, parents and kids on how to live "greener" everyday lives. Contact me at Teachgreen@aol.com Hi! Thanks for stopping by. Every month, I will answer your questions on how to bring environmental studies into the classroom, how to deepen our environmental awareness and how to live more "green". I'll suggest seasonal activities that can help our children get closer to nature and give suggestions on how to encourage them to be loving caretakers of our great planet earth. I want to encourage our children (and ourselves) to fall in love with nature. When you love something, you will take care of it. I look forward to hearing from teachers and parents about environmental projects that you've done that have been successful. E-mail me at Teachgreen@AOL.com and I'll share with others what you are doing. Also, I want to hear from Kids! E-mail your poems and stories about nature, ecology and our great Planet Earth, to Teachgreen@aol.com and I will share your feelings with other kids in the Earth Patrol Kids section at the end of this site. In my last column , I addressed the reasons why we should consider choosing organic foods. Following is an article in which I asked this question of Meryl Streep.

47. Graduate - Main The faculty who teach this course are drawn from most of the training The Centeris responsible for clinical genetic activities in the hospital and is the http://genetics.cwru.edu/graduate3.html

Introduction The Department of Genetics at CWRU has established a training program which interfaces basic genetics on human genetics. By physically placing these two disciplines within the same department, the Graduate Program in Genetics offers a unique range of opportunities for students. The direct access to both clinical resources from the University Hospitals and modern technologies in human and model organisms (mouse, Drosophila, yeast and C. elegans) affords our scientists and students an unparalleled environment for achievement. The Program in Genetics sponsors studies leading to the Ph.D. or combined M.D./Ph.D. degrees with an emphasis in genetics and genetic approaches to questions of general significance in biology and medicine, and training opportunities in molecular genetics, developmental genetics and human genetics. The graduate program prepares students for academic and research careers in the biological and health sciences. The program focuses on the genetics of a number of eukaryotic organisms, including humans, mice, Drosophila, yeast and nematodes. Faculty with strengths in molecular genetics, the genetic regulation of development, human genetics, quantitative genetics, gene expression and structure, chromosome structure and behavior, and genome mapping are associated with this program. Completion and publication of substantive original research is the primary objective and activity of graduate work. Course work, participation in seminars, journal clubs, and research group meetings, as well as presentation of research at national or international meetings comprise a second important aspect of the program.

48. Problem Solving In Genetic Disorders research institutions, hospitals, doctors, genetic counselors, people the presentationis to teach and inform used concurrently with the activities, One + One http://www.reachoutmichigan.org/funexperiments/quick/access/probsolving.html

Problem Solving in Genetic Disorders Sau-Ha (Nikki) Chen 1994 Woodrow Wilson Biology Institute Introduction Students often do not see the relevancy of what they learn in school. Knowledge and skills learned in the classroom are not transferred to their everyday life. This activity uses the unit of genetics to cover such concern. Genetics is not only for the scientists, it concerns us all. As knowledge and technology grow more diverse, diagnostic tests and treatment of illnesses are increasingly available in extending the longevity and quality of life. It is important for us to be knowledgeable and to be effective decision makers, and our understanding of both classical and modern genetics gives us the means to do so. All of us can attribute our finer characteristics to genetic lineage. We also may encounter the adverse effects of inheritance in different members of our family, friends and acquaintances. Our basic understanding of genetics answers these questions about our genetic heritage. This activity uses case histories to study genetic disorders and it tests students' knowledge of heredity. These case studies reinforce their understanding of genetic principles. Concepts and skills covered in this activity A. Knowledge

49. Find Out About The Keepfit Association And Its Many Activities general, and allows for varied social activities for class the KFA in the area inwhich they teach. by EB (Epidermolysis Bullosa) the genetic skin blistering http://www.keepfit.org.uk/aboutus.htm

About us The KFA is: A National Governing Body A member of the Central Council for Physical Recreation (C.C.P.R.) A full member of SPRITO the national training organisation for Sport, Recreation and Allied Occupations Supported by Sport England Fully c ommitted to its Equity Policy WHAT IS THE KFA WAY OF 'KEEPING FIT'? Its appeal is universal because KFA classes offer: a total body experience vitality, energy, variety KFA teachers teach safe and effective movement, exercise and dance classes for people of all ages and abilities. KFA teacher training enables each teacher to be responsible for designing their own class programmes and therefore every class is different. In this way we are able to cater for a variety of needs within each KFA class and offer a safe, balanced approach to taking regular, beneficial exercise in a secure but challenging environment. Physical well being is the KFA’s primary objective and our programmes are designed to enhance the body’s natural abilities, but we believe in a holistic approach to exercise taking care of the body, mind and spirit as well, aiming to encourage self-expression, confidence and self-esteem.

50. 96.05.01: Using Drosophila To Teach Genetics Using Drosophila to teach genetics. The activities in this unit follow this progression. Secondlythey set up and perform genetic crosses, making predictions http://www.yale.edu/ynhti/curriculum/units/1996/5/96.05.01.x.html

Yale-New Haven Teachers Institute Home Using Drosophila to Teach Genetics by Christin E. Arnini Contents of Curriculum Unit 96.05.01: Narrative Appendix Notes IV Bibliography ... To Guide Entry The objectives of this unit are to take basic concepts of genetics and apply them to an organism, easily raised and observed in the classroom. It has been a challenge in the teaching of High School Biology, to take the abstract ideas of genes, chromosomes, heredity, and make them visable and tangible for the students. Drosophila melanogaster offers a way for teachers to help students make connections between populations, the organism, the cell, the chromosome, the gene, and the DNA. As a part of a unit on genetics, this unit on Drosophila can give students the opportunity to get to know an organism well, observing closely its development and physical characteristics, and then questioning how it is that the fly came to be this way. Unit Format: I. Discussion of Drosophila 1. Review of genetics concepts 2. Thomas Hunt Morgan and the historical frame 3. Drosophila chromosomes, characteristics, and developmental stages

51. Health Department rate of Arab students and to add courses that teach specific skills Upcoming activities relativemarriage that results in high rates of genetic disorders and http://www.gal-soc.org/health.html

Department of Health Education and Promotion Background Information on the Health of Palestinian Arab citizens of Israel The Health Promotion and Education Department works to improve the overall health and welfare of the Arab community in Israel through education, advocacy efforts and research. Goals To raise Palestinian Arabs' awareness of health risk behaviors by conducting educational programs and publishing and disseminating educational material in Arabic. To motivate governmental agencies to provide the Arab community with quality health services through advocacy for the full implementation of the National Health Insurance Law and improvements to the system. To research and survey the overall health status of, the service provision to, and the knowledge of rights and attitudes held by Arab Palestinian citizens for use in advocacy and educational programs. To empower individuals to engage in healthy physical, social and psycho- logical practices by conducting educational programs and initiating self-help groups. Major Activities in 2000: Genetic Guidebook A Health Education and Promotion Department publication for Arab high school students to inform them of the health risks of inter-relative marriage Genetic Guidebook In March 2000, the Health Education and Promotion Department published a further 6,000 copies of its guidebook for high school students on the health risks of inter-relative marriage. A grant of $11,000 from Galileo Technology, a high tech company in Israel, supported the project. The GS uses this guidebook for community lectures and provisions high schools with Arab students with the textbook for health education courses.

52. Classroom Resources information, the importance of genetic diversity, and Includes background information,student activities, and great local wetland habitats to teach about the http://www.fonz.org/education/htz_curriculum.htm

Classroom Resources Curriculum Guides (grades 5 and up) Teaching guides filled with information and student activities have been developed around a variety of scientific themes at the National Zoo. Each guide contains background information, a teaching calendar and vocabulary list, and at least ten interdisciplinary activities for students that include science, math, social studies, language arts, reading, music, or art. Use the registration form to order. • Amazonia Science Gallery: • Amazonia Science Gallery: • Think Tank This guide will help you to explore the concepts of human and animal thinking with your students. Major themes include brain size, tool use, social behavior, and language and communication. Grades 5-12. Cost: $10. • Wetlands • Grasslands Grades 5-8. Cost: $10. • Tropical Rainforests Grades 5-8. Cost: $10. • Urban Habitats Giant Pandas Study one of the most recognizable yet severely endangered animals. Activities explore giant panda biology, the threats facing them today, and what research is being done to help these animals survive. Order by calling the Education Department at (202) 673-4955 or download the guide from our Giant Panda Website.

53. OVERWEIGHT CHILDREN genetic factors play a role in increasing the likelihood that you and your familyspend in sedentary activities, such as teach your family healthy eating habits http://www.kidneeds.com/diagnostic_categories/articles/over.htm

Page 1 HELPING YOUR OVERWEIGHT CHILD In the United States at least one child in five is overweight and the number of overweight children continues to grow. Over the last 2 decades, this number has increased by more than 50 percent, and the number of "extremely" overweight children has nearly doubled (Archive Pediatric and Adolescent Med. 1995: 149: 1085-91). A doctor determines if children are overweight by measuring their height and weight. Although children have fewer weight-related health problems than adults, overweight children are at high risk of becoming overweight adolescents and adults. Overweight adults are at risk for a number of health problems including heart disease, diabetes, high blood pressure stroke, and some forms of cancer. Children become overweight for a variety of reasons. The most common causes are genetic factors, lack of physical activity, unhealthy eating patterns, or a combination of these factors. In rare cases, a medical problem, such as an endocrine disorder, may cause a child to become overweight. Your physician can perform a careful physical exam and some blood tests, if necessary, to rule out this type of problem. Genetic Factors Children whose parents or brothers or sisters are overweight may be at an increased risk of becoming overweight themselves. Although weight problems run in families, not all children with a family history of obesity will be overweight. Genetic factors play a role in increasing the likelihood that a child will be overweight, but shared family behaviors such as eating and activity habits also influence body weight.

54. People’s Caravan 2000 activities Planned for the Caravan Educational teachin’s on Globalization,Pesticides, genetic Engineering etc; and Public Seminars and Forums. http://www.poptel.org.uk/panap/caravan/details.htm

The People's Caravan 2000 Citizens on the Move for Land and Food without Poisons! Details of The People’s Caravan 2000 – November 13–30th The People’s Caravan is the outcome of discussions and collaboration amongst the partner groups working with PAN AP, who want to come together to take action on the most crucial aspects of the lives of millions of peoples in the South, especially in Asia. The People’s Caravan will be a consolidation and physical output of action plans suggested by partner groups who, in collaboration with PAN AP, have undertaken work on: Monitoring, Analyzing and Taking Action on Pesticides and their negative impacts Monitoring and Campaigning on Genetic Engineering in Food and Agriculture Monitoring and Launching the International Alliance Against Agrochemical TNCs Analyzing and mobilizing against the impacts of Globalization – in particular the impact on the Agreement on Agriculture on Women (AoA) and their crucial role in Food Security Launching the Safe Food Campaign in the Asian region Analyzing and mobilizing on promoting sustainable agriculture and food production Objectives of the Caravan: The People’s Caravan is a public Awareness and Outreach initiative aiming to educate, excite and mobilize people on the main themes of the Caravan.

55. Fall 1996, Your Developing Child whether a fetus might have a genetic disorder or Gross motor activities such asrunning, jumping and throwing Visit stores to compare prices, teach them the http://www.ach.uams.edu/parenting/fall96/your_developing_child.htm

56. Faculty And Staff He will teach undergraduate courses in planning communication campaigns serving asthe lead scientist for genetic resource activities on agroforestry http://www.cals.cornell.edu/cals/CALS_News/v6i7/facstaff.html

CALS Faculty and Senior Staff Update Appointments and New Hires Walter DeJong joined the Department of Plant Breeding on February 1, 2000, as an assistant professor. He is responsible for the program in genetic improvement of potato through a combination of genomics, genetics, and applied breeding. DeJong received his Ph.D. in plant pathology from the University of Wisconsin­Madison in 1994 and then did postdoctoral work with David Baulcombe at the John Innes Institute in Norwich, England. Most recently he has been research leader in the Department of Crop Genetics and Potato Genomics Unit at the Scottish Crop Research Institute. DeJong is a Canadian citizen whose father is a potato geneticist/breeder with Agriculture Canada. Janet Getchell recently relaced Leslie Ackerman as the new Peace Corps recruiter at Cornell. A former volunteer in Guatemala and Peace Corps recruiter and trainer in New York City for the past four years, she is presently at Cornell studying for an M.P.S. degree in international agriculture and rural development. In Guatemala, Getchell worked with rural residents in Quetzaltenango to improve small animal husbandry. In this capacity, she also trained staff at a local zoo on animal care, diets, vaccinations, and proper animal handling techniques. This included redesigning the diets of all the zoo animals, from African lions to snakes and kinkajous. "I'd like to see Cornell place first in the number of volunteers produced," Getchell says of her plans as recruiter. "Last year we placed fourteenth with 57 volunteers, and the year before we were ninth with 58 volunteers. Presently, University of Wisconsin­Madison is in first place with 117 volunteers recruited. It's a challenge, but I think we can beat that number." If you have any questions about the Peace Corps, Getchell can be contacted by phone (255-7693) or by e-mail (peacecorps @cornell.edu).

57. Biology I Competency And Objectives Survey pedigrees/kayrotypes to examine the inheritance of genetic disorders. teach ? Demonstrateappropriate personal safety and hygiene during laboratory activities. http://www.mde.k12.ms.us/acad/osa/biosurvy.htm

Biology I Competency and Objectives Survey To be completed by Biology 1 teachers only Directions: For each of the competencies/skills listed below, circle "Yes" if you teach this in your classroom. Circle 1, 2, or 3 to indicate the emphasis you believe the Biology 1 assessment should place on each competency/skill. Return the questionnaire to your principal for mailing. Do you teach this competency /skill in your classroom? (Circle if yes) How much emphasis should the Biology I assessment place on this competency? (Circle one) 1=Little or no emphasis 2=Moderate emphasis 3=Strong emphasis Competency #1 Analyze the interrelationships among cell structure, function, and organization within a living organism. Explain cellular organelle functions as they relate to life processes in various living organisms. Yes Distinguish between prokaryotic and eukaryotic cells. Yes Compare and contrast plant and animal cell structures and their functions. Yes Compare the various types of tissues used in different organisms and how they relate to common functions. Yes Describe levels of organization from cell to organ system.

58. Early Childhood Services - Updates The PECS activities teach children to approach and give The program expands carefullyto teach choosing pictures have important medical or genetic consequences http://cdd.unm.edu/ec/updates/

Updates The ECD Newsletter January February March 2003, Volume 6, Issue 3 In this Issue: NM SAFE Program Supervision Tip of the Month Coaching (Part II) NCLID Wants YOU!!! ... A workshop with Robin McWilliam NM SAFE Program by E. Ceysens N utrition is important to the growing brain of a young child. Neurons and brain cells develop and multiply until seven years of age, making adequate nutrition during the early years a cornerstone of optimal development. Well-nourished children have the strength and alertness needed to participate effectively in early childhood, family and community activities. They are ready to learn! A psychologist may support a family or other team member to develop the skills to address behaviors around eating commonly seen in young children. The NM SAFE Program provides this multidisciplinary service. The Program conducts team evaluations to help families and children develop eating skills that promote health and growth. The SAFE In addition, the

59. IPGRI-APO Public Awareness CPCP The activities begin from the school level and diffuse to the in conservation of rareplant genetic resources can 3. To teach the school students thinking and http://www.ipgri.cgiar.org/regions/apo/CPCP.html

myTitle = "apotitle" Cyber Plant Conservation Project Cyber Plant Conservation Project- merging conservation with Information and Communication Technology (ICT) in Malaysia Plant conservation has evolved with setting up of seed genebanks and field genebanks for plants that cannot be stored as seed. Genebank standards have been set up to provide targets for institutions housing genebanks to ensure proper seed storage procedures and conditions. The conservation process in general involves identification, collecting, storing, managing and using genetic resources as well as the information derived from them. The work is carried out by formal institutions and the process is complicated enough for International Institutions to be set-up to manage the conservation processes. Cost of conservation is not cheap and when thousands of accessions are maintained then the cost becomes very high. ICT has been used in conservation primarily in the documentation of information for genebank management besides that they are also used in expert system development and process control in genebanks and laboratory equipments. The development of the Internet increases the possibilities of information sharing. Although it is said that we conserve for our future generations, there is however no activity for the future generations to participate in now to prepare them to accept the materials in the future. The idea of a Cyber Plant Conservation Project was mooted at the GK2 meeting in Kuala Lumpur during a knowledge sharing session. The objective is to engage the public in conservation in a public awareness exercise with the use of ICT in their daily lives. The activities begin from the school level and diffuse to the community in contact with the school children.

60. Activities For Teachers Mathematics, geometry Looking for a creative way to teach math? of passages aboutevolution, chaos theory, archaeology, and genetic engineering throughout the http://wildlink.wilderness.net/activityzonedirectory/readinglist.html

At the WildLink Teacher Expedition in June 2002, Beth Pratt, Vice President of the Yosemite Association and a published author gave a talk about writing across the curriculum. Many of the teachers requested her reading list and a synopsis about her take on creative science writing. Here it is! For more information on Beth's latest works, visit her website at www.bethpratt.com Creative Science Writing Once upon a time Beth Pratt Suggested Reading for Students: Angle of Repose, Wallace Stegner Fiction : California Natural History A very compelling story set amidst the landscape and history of California and the West. Beautiful descriptions of natural history, along with interesting passages on the science of mining. The Call of The Wild

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