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<br />RESOURCES
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<br />In the past few years, teachers have begun to expand the walls of their classrooms by the increased utiliza-
<br />tion of community resources. Industry, business and a host of governmental agencies can serve to provide a
<br />realistic and contemporary view of society and its problems, Such an exposure can motivate students to
<br />become interested and involved in their community and this involvement, in turn, provides an opportunity to
<br />functionally apply the knowledge and skills acquired in the classroom, Several goals are thereby attained: the
<br />student sees his education as a worthwhile experience, the teacher gains the input of expertise, and often
<br />more tangible resources, into the curriculum, and the community has the opportunity to inculcate the next
<br />generation with an appreciation of its future role in society, A surprising bonus which often emerges from this
<br />process is the actual solution of a community problem by the students--the ultimate validation of this
<br />approach, But first, teachers must be aware of these potential resources and learning experiences, and how to
<br />acquire them, And this becomes a matter of initiative, research, persuasive communication, patience, poli-
<br />tics-and a bit of luck, but very much worth the effort,
<br />The area of water and water conservation lends itself especially well to the use of community resources, Not
<br />only can water and sewer districts often provide speakers, field trips, and printed materials, but other water-
<br />related agencies can supply valuable assistance as well. Governmental departments of agriculture, health, fish
<br />and game, park and recreation, irrigation, bridge, canal, harbor and/or navigation districts, soil conservation
<br />services, the U,S, Army Corps of Engineers, Coast Guard and Navy, water quality control boards and the
<br />weather bureau are potential sources of aid,
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<br />Field Trips
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<br />In addition to the several outdoor settings suggested in the following lessons, many other activities are pos-
<br />sible for classes by utilizing field trips to local sites, Any body of water from a puddle to the ocean can provide
<br />a focus for a water-oriented lesson, Such excursions might also include formal tours of water facilities or edu-
<br />cational activities sponsored by quasi or non-educational organizations, The following suggestions may not be
<br />appropriate for all communities but hopefully, they will prompt some additional ideas,
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<br />Tours of water and/or sewage treatment plants,
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<br />Programs sponsored by local park and recreation districts and/or activities utilizing their facilities,
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<br />Educational activities conducted by such groups as nature training organizations, educational research
<br />institutes, industry, business, govemmental or volunteer agencies,
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<br />Classroom projects using governmental, educational, commercial or industrial facilities, e,g" a water dis-
<br />trict reservoir or watershed, an industrial laboratory, an irrigation district canal, a fish and game salmon
<br />hatchery, a corporation's computer or an environmental organization's newsletter.
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<br />Speakers
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<br />Literally hundreds of speakers on water topics exist in the local community, With a little imagination, one
<br />can be procured to fill any particular need, All it takes is a phone book and a phone, Don't be afraid to start
<br />looking and calling people; the worst they can say is "no," and some rewarding surprises will invariably ap-
<br />pear. Speakers can be found in companies, academia, governmental agencies and volunteer organizations,
<br />Most of them will come willingly and at no cost to you. Some have never spoken to a class before and may
<br />express anxiety, Many will find the experience more gratifying than they had anticipated, but often will
<br />comment on their new-found respect for teachers and education, Although teachers naturally tend to want to
<br />share such "gems" once they have been uncovered, a word of caution is in order: Don't overdo a good thing,
<br />Remember that these speakers cannot come to every classroom in the school. They must spread their com-
<br />mitments, but there are many more out there and you might find a better one next time,
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