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This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet outlines the application of Mendel's laws of genetics to human genetics. The estimated time for completing the activities in this module is 1-2 weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet reviews the basic principles of genetics. The estimated time for completing the activities in this module is two weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet outlines activities for utilizing a cemetary to investigate population trends, life expectancy, and causes of death. The estimated time for completing the activities in this module is one week. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet outlines the major bones of the human skeleton, describes the functions of the skeletal system, and relates this to paleobiology. The estimated time for completing the activities in this module is 2-3 weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet presents a summary of the hereditary influences of deoxyribonucleic acid (DNA) and gives instructions for constructing a DNA molecule model. Estimated time for completing the activities in this module is one week. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet presents a review of deoxyribonucleic acid (DNA) and its effect in controlling life codes and heredity. The estimated time for completing the activities in this module is 1-2 weeks. (SL)

Presented is a Learning Activity Package (LAP) study on ecology. This LAP, designed for use as a part of a high school biology course, contains a rationale for teaching the topic, a list of student objectives (stated in behavioral terms), a list of resources (readings, audiovisual aids, handouts, student activities, group discussion topics), and a student self-evaluation. Each of the three sections of this LAP emphasizes field observation. (PEB)

Presented is a Learning Activity Package (LAP) study concerned with the concept of organic evolution. Contained in this LAP are the rationale for studying the concept, a list of objectives (stated in behavioral terms) for the student to accomplish, a list of reading references and audiovisual aids (filmstrips with cassette tapes, teaching tapes), and related laboratory activities. A self-evaluation form is the final item in the package. (PEB)

Presented is a Learning Activity Package (LAP) study concerned with the study of biological reproduction. The LAP begins with the rationale for studying the reproductive process and is then divided into two sections. Contained within each section are student objectives (stated in behavioral terms), a list of resources (readings and problems, visuals), related laboratory activities, and a student self-evaluation. (PEB)

Included are three Learning Activity Package (LAP) studies for use in high school biology: Everything has a Place (Grouping and the Diversity of Life), Energy Relations, and Reproduction. Each LAP contains a rationale for teaching the material included, student objectives (stated in behavioral terms), a list of related resources (books, audiovisual aids), laboratory activities, and a student self-evaluation. (PEB)

This science study aid, produced by the U.S. Department of Agriculture, includes a series of plant rooting activities for secondary science classes. The material in the pamphlet is written for students and includes background information on plant hormones, a vocabulary list, and five learning activities. Objectives, needed materials, and procedures are specified for each of the activities. Questions to be answered by the students are included when appropriate. Supplementary activities are suggested. (DT)

This curriculum guide contains an outline of the scope and sequence of science concepts to be developed in grades 1-4 in the schools of the Iberville Parish system, Louisiana. Concepts from the life sciences, earth sciences, and physical sciences are presented in the form of an individualized instructional program in which the material within each science area is grouped according to level of complexity. The guide was teacher developed and intended for use in lesson planning as well as for providing comprehensiveness and continuity for the science program. (PEB)

The course of study represents the third of six modules in advanced crop and soil science and introduces the agriculture student to biological features of soil. Upon completing the two day lesson, the student will: (1) realize the vast amount of life present in the soil, (2) be able to list representative animal and plant life in the soil by size, and (3) be able to list some of the detrimental processes of soil organisms. The course outline suggests teaching procedures, behavioral objectives, teaching aids and references, problems, a summary, and evaluation. Following the lesson plan, pages are coded for use as handouts and overhead transparencies. A materials source list for the complete soil module is included. (MW)

The material in this unit is designed to provide upper elementary students with information and experiences to develop a better understanding and appreciation of the variety of animals living today. Unit goals include fostering a better understanding of animals' roles in nature, developing observational skills, facilitating understanding of man's influence on animals, and helping students develop positive attitudes toward animals. Topics include animal biology, effect of climate on animals, zoo animals and endangered species. Evaluation instruments are provided for both cognitive and affective objectives through the use of written pretests and posttests developed for this unit. Appendices provide various teaching aids such as animal diagrams and descriptions, stories and poetry about various animal characteristics, available appropriate slide-tape narrations and films, climate maps and field trip related information. (MLB)

This curricular guide focuses on life science and is designed for use with seventh grade students. Life science was chosen as the course of study based on the rationale that, as pupils enter junior high school, they are in early adolescence and find it difficult to understand themselves so that the study of living things with a thorough explanation of the functions of the human body and its behavior seems appropriate. The guide contains objectives (not stated in behavioral form), a content outline, types of suggested activities, materials required, points to consider when evaluating the attainment of the objectives, a 362-word vocabulary list (arranged in alphabetical order), a bibliography for students and for teachers, and a list of filmstrips available in the professional library of the school district (Rock Hill, South Carolina) for which this guide was developed. (PEB)

A nine-week prerequisite course for biology students is presented in this monograph. A course outline is presented to provide the student with some idea of the topics and activities that he will encounter. A suggested pretest is included in the monograph which covers 32 objectives. Three Learning Activity Packages are presented. Package A - Introduction to Biology - includes suggested films, readings, lectures and written assignments to develop the meaning of biology, the history and importance of biology, the branches of biology and scientific methods. Package B - Introduction to Instrumentation - presents laboratory equipment and its use with greatest emphasis on optical instruments. Learning Package C - Introduction to Metric Measurement - includes reading assignments, experiences in measurement, and quizzes on this particular concept, as well as on the use of the Bunsen Burner and the thermometer. Four enrichment activities and four remedial activities are suggested and developed. Each of the Learning Activity Packages has 10-12 behavioral objectives. These are itemized and presented for the student and constitute the basis for all pre- and post-test items. (Author/EB)

This document contains the outline of a science curriculum for grades six and seven. General objectives for science education are listed, then a general course overview, a content outline with suggested time allotments, and unit objectives are provided for both the sixth and seventh grade courses. The primary focus of the suggested sixth grade course of study is the development of basic inquiry skills; content covered includes topics from physical science, chemistry, life science, and coastal environment. The seventh grade program is designed to reinforce the basic concepts taught in grade six and to focus on the earth, life, and physical science areas. (DT)

This course guide is designed to aid the biology instructor in teaching the skills and knowledge needed by those students planning to take anatomy and physiology in high school and is composed of 13 terminal performance objectives, with intermediate objectives and sample criterion measures. Suggestions for related laboratory activities, supplies, and equipment are also included. The suggested text to be used with this guide is Biology: Living Systems, by Oram, Hummer, and Smoot; Charles E. Merrill, 1973. This course is designed to be student-centered. (Author/EB)

This biology guide, for use at the secondary level, is one of a series of guides, K-12, which were developed by teachers to help introduce environmental education into the total curriculum. The guides are supplementary in design, containing a series of episodes (minilessons) that emphasize experimentation and discussion relating to environmental problems making science more relevant to the student. The episodes are built around 12 major environmental concepts that form a framework for each grade or subject area, as well as for the entire K-12 program. Although the same concepts are used throughout the K-12 program, emphasis is placed on different aspects of each concept at different grade levels or in different subject areas. This guide focuses on aspects such as photosynthesis, the food chain, and the watercycle. The 12 concepts are covered in one of the episodes contained in the guide. Further, each episode offers subject area integration, subject area activities, interdisciplinary activities, cognitive and affective behavioral objectives, and suggested references and resource materials useful to teachers and students. (Author/TK)

The curriculum guide attempts to assemble select activities that represent skills related to careers in science. These learning activities are designed to give junior and senior high school students opportunities to explore concepts and processes in many science-related careers. The broad areas covered are biology, chemistry, physics, and earth science. Each area is divided into sub-topics with individual lessons that span junior and senior high school science activities. Biology includes ecology, genetics, microbiology, zoology, botany, and human biology. Chemistry examines both the structure and behavior of matter, chemical families, nuclear energy, organic chemistry, and measurement. Physics contains lessons in motion, energy, and mechanics. Lessons in earth science are concerned with earth, ancient earth history, atmosphere-weather, water and supply, determination of places and times, and astronomy. Each unit or sub-topic lists all possible careers relevant to that area, and each lesson is organized into grade level, activity, procedure, results, discussion of results, and, in some lessons, an application section. A bibliography concludes the guide. (JB)

The two-part set consists of a student handbook and a related teachers' handbook in allied health education for use at the tenth grade level. The student handbook consists of seven units which focus on the biology curriculum: (1) community water examination, (2) bacteriological examination of water, (3) the microscope, (4) microbes and man, (5) paper chromatography, (6) the transport system (part 1: heart rate and blood pressure, and part 2: examination of the blood), and (7) individual study--a report on a communicable or hereditary disease. Each unit offers learning activities and exercises which center on laboratory work in order to assist students in obtaining knowledge and skills related to allied health occupations. The teachers' handbook provides suggestions for activities to assist teachers in the instruction of five of the above units: (1) the microscope, (2) microbes and man, (3) paper chromatography, (4) transport system, and (5) examination of water. (EC)

This curriculum guide is prepared for the Aerospace Education III series publication entitled "Human Requirements of Flight." It provides specific guidelines for teachers using the textbook. The guidelines for each chapter are organized according to objectives (traditional and behavioral), suggested outline, orientation, suggested key points, suggestions for teaching, instructional aids, projects, and further reading. Brief explanations regarding major concepts are included. Page references corresponding to the textbook are given where appropriate. (PS)

The resource guide integrates learning activities in biological science with an exploration of careers in biology or related fields. The materials are divided into seven units: tools of the scientist, basis for life, diversity (protists, plants, animals), structure and function, continuity (reproduction, development, and genetics), evolution, and ecological concepts. Each unit is discussed by subdividing the information or ideas into categories of: (1) content outline, (2) suggested curriculum activities, and (3) career information (occupational clusters, career activities and careers related to biology). Career activities may or may not relate to the specific subject matter with which it appears. The content outline suggests a possible sequence for covering materials while the activity column suggest exercises that could effectively be used with each unit or sub unit. A list of State adopted biology textbooks (categorized by learning level) and a career bibliography for grades 10-12 conclude the document. (Author/NJ)

This publication includes several activities regarding the use of nuclear power plants and possible effects on the environment. The materials are designed for secondary school students and include reference materials and masters for transparencies. (RH)

The purpose of these activities is to offer the secondary school student an opportunity to review what he/she has learned about air by moving quickly through a series of "Do-it-yourself" experiments. Emphasis is placed on the study of the composition of air and relating this information to life in aquatic and marine environments. Included are classroom activities, a list of selected references, and transparency masters. (RH)

This unit is designed to be used by students in biology classes in secondary schools. Emphasized in the unit are coastal life zones, plants and animals that live in these areas, and factors influencing the lives of the organisms. Included in the unit are evaluation materials, instructional objectives, student background information, masters for overhead transparencies, suggested field trip plan and worksheets, a list of supplementary materials, and a selected bibliography. (RH)

This unit is designed for secondary school students. It is concerned with the concept of the marsh and includes activities related to the importance of the marshes; the aesthetic, recreational, and economic roles of marshes; the marsh food web; man's impact on marshes; and how to preserve marshes. Materials in the unit include evaluation materials, narration materials for 35 mm slides related to a marsh, transparency masters, and selected references. (RH)

This unit is designed for students in secondary school science classes. Emphasized are various aspects of the anatomy and behavior of the starfish. Included are teacher background materials, lists of needed materials, suggested activities, evaluation materials, transparency masters, and selected references. (RH)

Described is the computer simulation program "PH." The program consists of three different laboratory investigations dealing with the pH specificity of enzymes. The purpose of the program is to enable tenth- to twelfth-grade students to determine a possible explanation for pH specificity in an experimental, but mathematical, fashion. (Author/RE)

Presented are laboratory studies focusing on blood cells and the complete scheme of blood coagulation. Formed is the basis for the following types of laboratory operations: (1) distinguishing the morphology of normal and abnormal blood cells; (2) measuring the concentrations or number of blood cells; (3) measuring concentration and detecting abnormalities of hemoglobin; (4) measuring defects in coagulation; and (5) performing a few specific disease-related tests which involve blood cells. Types of equipment needed, actual stepwise performance of tests, and reagents needed, as well as established minimum levels of accuracy are included. (Author/CS)

This manual presents techniques for the collection and examination of specimens in the diagnosis of parasitic disease and in field surveys conducted to determine the extent of parasitic infections in human and animal populations. It discusses areas in which parasites are most likely to be found and the relationships of parasites, vectors, and environment. Methods of preserving, staining, and mounting specimens are included. Definitive characteristics useful in differentiation and identification of parasites are given. (Author/CS)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet introduces pupils to the study of protists. The estimated time for completing the activities in this module is 4-6 weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet introduces students to the need for biological classification and the study of taxonomy. The estimated time for completing the activities in this module is 3-4 weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet introduces the pupil to the study of plant life. The estimated time for completing the activities in this module is 3-4 weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet introduces the pupil to the study of the human body, body systems, and their functions. The estimated time for completing the activities in this module is seven weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet introduces the student to an investigation of parasites in earthworms. The estimated time for completing the activities in this module is two days. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet introduces students to a study of human health, the human cardiovascular system, and its diseases. The estimated time for completing the activities in this module is two weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet presents a study of birds. The estimated time for completing the activities in this module is 2-4 weeks. (SL)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet introduces students to an investigation of snakes. The estimated time for completing the activities in this module is 2-3 weeks. (SL)

This unit of instruction is concerned with briefly interpreting some major life science aspects of the South Florida environment and is dependent on outdoor laboratories, excursions, and ecology-oriented instructional materials. It is suggested that many of the instructional materials may need to be originated. To make collections on field trips is illegal without a permit; thus, information is provided to facilitate this request. No enrollment guidelines are suggested. State-adopted texts relevant to the course are listed. The performance objectives and course outline are presented in the booklet. Relevant publications are suggested and South Florida Environmental Science Media Units available from the Dade County Audiovisual Center are found in the unit. Suggested activities, guest speakers, and field trips are provided. Films available as well as slides, transparencies, records, and models are listed. A list of necessary materials to be purchased is included in the booklet. A master sheet is provided relating each suggested activity to the specific performance objectives. (EB)

This unit of instruction deals with a study of human physiology with emphasis on the process of digestion. The urinary system and urinary disorders are also discussed. The course is for the interested student and requires credit or background in previous biology programs. It is, in part, a second course in biology, but it is well within the range of the average student. The booklet lists the relevant state-adopted texts and states the performance objectives for the unit. A course outline is presented as well as suggested laboratory experiments, projects, reports, field trips, and guest speakers. Visual aids relevant to the unit are listed to include films, film loops, slides, film strips, and transparencies. Reference books are recommended, and a master sheet is provided relating each suggested activity to the specific performance objectives. (EB)

This autoinstructional lesson deals with the study of water pollution control. It is a learning activity directed toward high school students of biology and/or ecology. A general knowledge of microbiology techniques is regarded as a prerequisite for the lesson. Behavioral objectives are given. Emphasis is placed on use of techniques and materials to test for and identify specific bacteria. One hour is considered as the minimum time needed for the activity. The instructional packet includes a list of equipment needed, the type of space required, and a bibliography. A calculation chart, a cleanup procedure sheet, and a student evaluation form are included with the student script. (EB)

This autoinstructional lesson deals with the study of cytology (or cells) with emphasis placed on cell reproduction. Knowledge of the structure of the DNA molecule and of the stages of mitotic cell division are considered prerequisites for this lesson. Approximately 15 minutes is the established time set for the activity. The behavioral objectives are listed and the equipment and materials required are itemized. A vocabulary guide and a self-quiz exercise are included with the student script. (EB)

This instructional packet deals with the study of hematology. It is recommended for all high school students of biology. A general understanding of antigen-antibody reactions is necessary before attempting this learning activity. Behavioral objectives place emphasis on the techniques of and understanding of blood typing. The equipment and materials needed are listed, most of which must be prepared in advance. The student script, student guide (work sheets), and a sample evaluation are all included in the packet. (EB)

This autoinstructional lesson deals with the study of molecular biology. It is suggested as relevant to high school biology courses. No prerequisites are suggested. Two behavioral objectives are given leading to the learning of nucleotide bases, their parts, and the ways they pair as they do. The time suggested for this learning activity is about 12 minutes. Equipment necessary is listed. A work sheet to facilitate student evaluation accompanies the script. (EB)

This autoinstructional lesson deals with the study of genetics. It is a learning activity for so-called middle achievers in grade 10 biology classes. Previous knowledge of the process of mitosis and meiosis are important requirements. Behavioral objectives are suggested. Approximately 20 minutes are needed to complete the instructional unit. The equipment and materials necessary with the script are itemized in the packet. (EB)

This autoinstructional packet deals with first-hand experiences in exploring wooded areas and some of the ecological problems that might occur therein. It is a learning experience directed toward middle school age students and no previous experience in this field of study is required. The behavioral objectives are listed along with a vocabulary list, a suggestion for an evaluation technique that could be used. Some extra student activities are included and a short bibliography is given. (EB)

This autoinstructional program deals with the study of a common environmental factor-disposition of useless materials. It is a learning activity for low achievers in high school biology classes, requiring only 15 minutes of study time. Three behavioral objectives are listed, and seven references are cited in the bibliography. The student script includes a worksheet that can be completed during or following the use of the script. (EB)

This autoinstructional unit deals with both biological and physical science phenomena. It is directed toward students in biology classes at grade 10 level. No prerequisites are suggested. The behavioral objectives are cited. Equipment and materials needed are listed. The student guide includes the objectives and activities to be accomplished. A bibliography of two references is presented. (EB)

This autoinstructional program deals with the biological concept of the food making process in plants. No information is listed suggesting previous courses in science or level of achievement required. Behavioral objectives are listed. The script and an accompanying student quiz sheet, as well as a list of materials and equipment needed, are presented. Approximately 15 minutes is required for this lesson. (EB)