The purpose of this study was to design a beginning course in geology which not only accents the sociological implications inherent in the study of geology, but also presents the learner with the opportunity to solve geological problems by using laboratory techniques. A curriculum rationale was designed in which those environmental problems with geological implications are used as an integrating construct to eclectically balance the curriculum building forces of society, knowledge, and the learner. Five conceptual schemes essential to the study of environmental geology were designed by the author, and used as an aid in selection of subject material to be included in the curriculum guide. The guide is divided into three parts: Section A - The Unit Outline; Section B - Behavioral Objectives essential to the attainment of selection concepts; and Section C - Laboratory activities and projects essential to the attainment of selected concepts. Such a method of constructing a curriculum guide and the use of geologically-related environmental problems as an integrating construct for a curriculum rationale, are the unique aspects of this program. The author asked three science educators and three geologists to rate each of the activities and projects as an efficient use of time (ET), neutral (N), inefficient use of time (IT), or inappropriate for the course (IA). Results from the panel of reviewers are parenthetically noted following each activity or project. (Author/PR)