Generic Instructional Model for a Typical Three-Hour Day:

• One hour of formal instruction (introduce one or two new concepts or skills).
• One hour of structured activity related to new instruction.
• One hour of unstructured activity (including such activities as exploration of the World Wide Web, working on personal home pages, e-mail correspondence, etc.).

For each week of the four-week camp, instructional activities were related to a specific "theme." The following list details the instructional themes for each week:

1. Welcome/goals of Camp T-Equity; basic computing and Internetworking skills:
   • The value of self-esteem in selecting non-traditional career paths.
   • Authoring World Wide Wide pages using HyperText Markup Language (HTML).
2. Remote sensing and satellite imagery.
3. Weather radar (including Doppler weather radar) imagery.
4. Oceanography-related topics (including sea surface temperature, ocean currents, El Nino, etc.).

Guest speakers were given some guidance regarding our expectations, but generally left to set their own agenda. Whenever possible, we attempted to provide pointers to online information resources that related to and/or extended the topics presented by guest speakers.

Several structured activities were especially successful:

• Generating various weather graphics animations. These "movie loops" were then used to calculate the direction and speed of motion of weather systems. In turn, this information was used to make 24-hour weather predictions. These forecasts were presented to the group as part of the routine "daily weather briefing" in which students discussed their answers to the questions, "What is the weather like today?" and "What is it going to be tomorrow?"
• Forecasting the weather (daily weather forecasting contest for selected U.S. cities).
• Searching interactive aerial photographs of Washington, D.C. to locate West Springfield High School.
• Taking a virtual field trip to the Smithsonian Institution's online "Ocean Planet" exhibit.

Long-term project: develop a personal World-Wide Web home page.

Electronic mail (e-mail) proved to be extremely popular among the girls--given the opportunity, some participants would have spent the entire morning reading/replying to e-mail! We discovered that by providing approximately one-half hour at the start of each day to read/reply to e-mail, it helps to limit time spent on this activity, thereby helping to keep students more focused upon the day's primary activity. It also helps to bring closure to e-mail messages posted the preceding day.

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