In the planning phase of this ESEA Title III Project, a learning unit was developed to serve as an outline for the first draft of the model. The field-lab approach is stressed in the belief that the "real world" offers a unique learning opportunity, since it includes the "how" of living as well as the inquiry process of decision-making in the selection of solutions to problems. The curriculum content is centered around one specific problem: How does man provide for and conserve an indispensable resource --water? The scope of instruction is outlined in terms of specific concepts and generalizations, and instructional behavioral objectives. The inquiry teaching strategy is discussed with reference to the cognitive levels of Bloom's taxonomy (cognitive and affective domains). A teacher background booklet provides descriptive material on the field-lab: the Quabbin Reservoir System in Massachusetts. Bibliographies are included for activities, teacher resources, student books, and the references used in the model development. The revised version of the Test for Concept Learning and Identification of the Cognitive Process (SO 000 085) is appended. SO 000 069 and SO 000 070 describe Curriculum Model #2 and the general R-L-L Curriculum Model. (SBE)