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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 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 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 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)

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)

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 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)

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)

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 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 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)

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 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 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 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 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 ecology of a stream. It is suggested as a learning experience for low achievers in a high school biology program. Two behavioral objectives are suggested and the equipment needed is listed. The script has an accompanying worksheet for the student and a set of related questions to be answered. (EB)

This autoinstructional lesson deals with lessons in marine biology. A student will have experiences with both animal and plant life living in a salt water marsh environment. The student guide states the objectives to be attained and general directions for using the equipment and materials as well as a script. Approximately 30 minutes, including viewing time of the slides, is required. A list of vocabulary terms and a short bibliography are included on the teacher's guide. A student vocabulary sheet is presented. (EB)

Cytology is the subject that is dealt with in this autoinstructional program. The process to be understood by secondary school students who are taking biology is mitosis. The material is presented to be adequate for achievers at the middle level. Knowledge of the structure of the DNA molecule and of the parts of the cell are considered as prerequisites for this lesson. Three behavioral objectives are suggested. Equipment and materials needed are itemized. Approximately 15 minutes is needed. A vocabulary sheet, a student script and a suggested method of evaluation are included in this packet. (EB)

This autoinstructional unit is used in conjunction with a biology course with emphasis on Man and Environment. No grade level is suggested nor are any prerequisites listed. One behavioral objective is given. Equipment necessary for the unit is listed. A student study guide, a teacher's guide, and a script are included in the packet. A 30-minute time slot is suggested. (EB)

This monograph presents an auto-tutorial unit that deals with the basic techniques involved in the use of the microscope. It can be used with high, medium or low level achieving students. No prerequisites are indicated. The Behavioral Objectives listed are aimed toward the students' recognition of the major components of the scope and the students' ability to focus the scope at any magnification within the capabilities of the microscope. Equipment and materials included in the packet are: (1) Student Script, (2) Student Guide, (3) Vocabulary List, and (4) Evaluation Form. Materials which must be made available to the student include (1) a glass slide with a printed letter taped to it and (2) a Bausch and Lomb Academic 255 Zoom Microscope. Time suggested to complete the lesson is 15 minutes. (EB)

This monograph includes guidelines for science courses in grades seven, eight, and nine, and for biology, chemistry and physics. Seventh grade Environmental Life Science is lab-oriented and based on a variety of student experiences. Course objectives are presented as well as the course outline. A multitext approach, with a suggested textbook list, is organized on reading ability level. The Earth Science Course, grade eight, focuses the attention of the student on the physical world in which he lives. Instructional materials suggested include films, filmstrips, and reference books and publications. The ninth grade curriculum exposes students to many physical science areas as well as a basic background for physics and chemistry students. A Materials List suggests texts and experiments that could be incorporated into the program. The major objectives of Biology I, the course content and supplementary materials are built around the BSCS green and yellow versions, an ecological approach. Supplementary materials include lab exercises, field exercises and films. Included in the chemistry curriculum are plans for an academic chemistry section and a terminal science section. Cotton and Lynch's "CHEMISTRY: An Investigative Approach" is used for academic students and Metcalfe, Williams, and Castka's MODERN CHEMISTRY, for the non-academic course. The textbook "Modern Physics" by Del, Metcalfe and Williams is used in the physics course. (EB)

This autoinstructional program deals with the study of the pH of given substances by using litmus and hydrion papers. It is a learning activity directed toward low achievers involved in the study of biology at the secondary school level. The time suggested for the unit is 25-30 minutes (plus additional time for further pH testing). The equipment needed is itemized. With the student script there is included a pH worksheet that can be used for recording the observations made and answering suggested questions relevant to observations made. (EB)

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)