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MAJOR OBJECTIVES OF THIS DEMONSTRATION PROJECT WERE (1) TO CONTINUE DEVELOPING A PROTOTYPE SPECIAL CLASS PROGRAM FOR EMOTIONALLY HANDICAPPED PUPILS (18 MALE ADOLESCENTS), (2) TO DEVISE METHODS OF EVALUATION FOR THE PROGRAM, AND (3) TO IDENTIFY SIGNIFICANT VARIABLES FOR FURTHER INVESTIGATION AND RESEARCH. IN PLANNING THE PROJECT DURING THE FIRST YEAR, FOUR PROBLEM AREAS HAD BEEN ISOLATED AND GENERAL METHODS OF ALLEVIATING EACH HAD BEEN PROPOSED--(1) DEVELOP A CLASSROOM PROGRAM CONSISTENT WITH THE LEARNING CHARACTERISTICS OF PUPILS IN THE PROGRAM, (2) INVOLVE A MULTIDISCIPLINARY TEAM, (3) PROVIDE FOR CONTINUOUS SUPERVISION AND SUPPORT, AND (4) DEVELOP A PROGRAM AROUND A SELF-CONTAINED UNIT FULLY INTEGRATED WITHIN A REGULAR HIGH SCHOOL WITH CONTINUOUS AND INCREASING PUPIL INTEGRATION. THE LAST GOAL WAS ATTAINED MORE EFFECTIVELY THAN THE OTHERS--HOWEVER, THE HOPE THAT GRADUAL INTEGRATION OF PUPILS INTO REGULAR CLASSES WOULD ALLOW SERVICE TO MORE PUPILS WAS NOT REALIZED. TEACHERS EXPRESSED A NEED FOR MORE TIME, NOT MORE PUPILS. (JC)

Montgomery County, Maryland, a suburb of Washington, D.C., received funding for three years, beginning in June, 1968, to develop, use, validate, and evaluate instructional materials which test the potential of the computer in the learning process. The report covers (1) materials, development, use, and validation (includes a cost analysis); (2) the facility and technical operations; (3) staff development (local teachers were trained to write CAI curricula); and (4) observations to data and projections. (RH)

Discussed is an experimental demonstration class for children exhibiting severe language disabilities. Staff includes teacher-therapist, classroom aide, psychologist, audiologist, speech and language pathologists, and occupational therapist. A theoretical framework is provided through discussion of phonological, semantic and syntactic aspects of language, and criteria of language development (community living, control of the breath stream, development of an epicritical ear, a monitoring feedback system, and imagery). An inventory of language processes is presented which evaluated semantic, syntactic, auditory, visual, and motor skills, as well as number concepts. Examples are related to illustrate use of diagnostic information in remediation. Explained are general classroom management and teaching techniques such as extreme reduction of auditory stimuli initially and consistent and repetitive linking of experiences and language for those experiences. Specific remedial techniques are suggested for such problems as inability to distinguish two nonverbal sounds, inability to distinguish two inflectional patterns, and inability to distinguish environmental sounds. An illustrative case study of a boy who exhibited impaired language at the phonological, semantic, and syntactic levels is reported. Findings for other students are summarized. (GW)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about the megalopolis, for grades four through eight, the 31 activities are divided into three categories: Analysis of Residential Communities, Identifying Characteristics of Commercial/Industrial Areas, and Identifying Patterns of City Growth and Land Use. Each activity includes the instructional objective, procedures to follow, and materials required. A student evaluation sheet follows each category and the bulletin concludes with a list of suggested discussion questions. Related documents in the series are SE 015 885 through SE 015 890 and SE 015 892 through SE 015 893. (BL)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about the weather, for grades four through six, are activities entitled: Observing Weather, Understanding Humidity, Measuring Humidity, Relating Humidity to Other Elements of Weather, Constructing a Barometer, Using a Barometer to Measure Air Pressure, Constructing a Weather Vane, Using a Weather Vane to Find Wind Direction, and Weather Predicting. Indicated for each activity are the instructional objective, procedures to follow, and materials required. Teacher notes are added when necessary. A student evaluation sheet concludes the bulletin. Related documents in the series are SE 015 885 through SE 015 886 and SE 015 888 through SE 015 893. (BL)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about the arts, for grades K-12, the 22 activites are divided into five categories: Painting and Drawing, Graphic Arts, Sculpture, Ceramics, and Crafts. Each activity indicates the instructional objective, procedures to follow, and materials required. Teacher notes are added when necessary. A student evaluation sheet concludes the bulletin. Related documents in the series are SE 015 885 through SE 015 892. (BL)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about maps and compasses, for grades four through six, are activities entitled: Estimating Pace, Locating North, Compass Exercises, Landmarks (Azimuth), Shooting a Back Azimuth, Calculating Magnetic Declination, Compensating for Magnetic Declination, Following a Course, Sketching a Map, Estimating Heights, Drawing a Topographic Map, and Mapping. Each activity indicates the instructional objective, procedures to follow, and materials required. Teacher notes are added when necessary. A student evaluation sheet concludes the bulletin. Related documents in the series are SE 015 885 through SE 015 891 and SE 015 893. (BL)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about wildlife, for grades four through six, are activities entitled: Stalking, Finding Signs of Wildlife, Making Casts, Identifying Small Animal Tracks, Identifying Animals from Signs, Constructing an Animal Trap, and Identifying Animals from Tracks. Each activity indicates the instructional objective, procedures to follow, and materials required. Teacher notes are added when necessary. A student evaluation sheet concludes the bulletin. Related documents in the series are SE 015 885 and SE 015 887 through SE 015 893. (BL)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about streams, for grades five and six, are activities entitled: Measuring Rate of Stream Flow, Measuring Stream Width, Measuring Stream Depth, Measuring Stream Volume, Calculating the Capacity of a Stream to Support Human Life, Measuring Stream Temperature, Measuring the pH, Constructing Collection Nets, Collecting Specimens, and Identifying Specimens. Each activity indicates the instructional objective, procedures to follow, and materials required. Teacher notes are added when necessary. A student evaluation sheet concludes the bulletin. Related documents in the series are SE 015 886 through SE 015 893. (BL)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County(Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about seasonal changes, for grades K-1, are activities entitled: Observing and Recording Seasonal Changes in Nature; Describing the Life Cycle of an Animal, Insect, or Plant; Observing Ways in Which Seeds are Scattered; Measuring Temperature and Finding Life Underground; and Listing Ways in which Man Adapts to Seasonal Change. Each activity indicates the instructional objective, procedures to follow, and materials required. Teacher notes are added when necessary. A student evaluation sheet concludes the bulletin. Related documents in the series are SE 015 885 through SE 015 889 and SE 015 891 through SE 015 893. (BL)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about rocks and the soil, for grades four through six, activities are entitled: Collecting Rock Samples for Observation and Classification, Testing Rocks for Hardness, Classifying Rocks, Observing the Weathering Action of Water on Rocks, Breaking Down Rocks by Freezing, Demonstrating the Effect of Rainfall on Soil, and Observing the Effect of Moving Water on the Earth's Surface. Each activity includes the instructional objective, procedures to follow, and materials required. Teacher notes are added when necessary. A student evaluation sheet concludes the bulletin. Related documents in the series are SE 015 885 through SE 015 888 and SE 015 890 through SE 015 893. (BL)

This bulletin is one in a series of environmental education activity guides for grades K-12, developed and field-tested by teachers in the Montgomery County (Maryland) Public Schools. Primarily for use in the middle grades four through six, the guides are not intended to constitute complete units in themselves. They are, rather, a compilation of activities considered appropriate for particular environmental studies. In this guide about ponds, for grades five and six, activities are entitled: Identifying Animal Life, Identifying Plant Life, Using a Plankton Tow, Measuring pH, Measuring Pond Depth, Measuring Pond Temperatures, Observing Suspended Particles, Measuring Turbidity, Bottom Sampling, Observing Currents, and Measuring the Inflow and Outflow of a Pond. Each activity includes the instructional objective, procedures to follow, and materials required. Teacher notes are added when necessary. A student evaluation sheet concludes the bulletin. Related documents in the series are SE 015 885 through SE 015 887 and SE 015 889 through SE 015 893. (BL)

This book was designed to be read by new teachers. The first section is devoted to a description of the Montgomery County Public Schools' new teacher orientation program, a program based on a self-improvement strategy. The program description places the emphasis on microteaching; there are weekly group meetings with a leader, but as time progresses the leader will assist only if there are problems. The rest of the book is devoted to a series of essays on subjects that may be of assistance to a new teacher; these include lesson planning, the teaching process, behavioral objectives, classroom management, and evaluation programs and practices. A list of selected readings is included. (JA)

The Montgomery County Public Schools system in Maryland has initiated a demonstration project which will administer the released writing exercises from the National Assessment of Educational Progress to a random sample of students aged 13 and 17. This project will be unique in terms of the application of NAEP exercises in a local school district. The objectives of the project pertain to developing the capability of selecting a random and representative sample of students, the preparation of test booklets and manuals using criterion-referenced tests, the training of examiners, the training of scorers, the development of data processing capability for these tests, and preparing reports for the professional staff and for the public. (Author) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Replication).

Forty-one 10th grade biology tests prepared by commercial publishers, test bureaus, and the Biological Sciences Curriculum Study were analyzed using the six major categories of Bloom's Taxonomy of Educational Objectives Handbook I: Cognitive Domain. Of the 2,689 test items classified, 71.88% were Knowledge, 15.17% Comprehension, 11.49% Application, 1.37% Analysis, 0.04% Synthesis, and 0.04% Evaluation. Tables showing the percentage of items at each level for each test are given. Only BSCS tests reflected levels above Application, and of these, only the Process of Science Test used all six levels of the Taxonomy. A check on the classification of the items by a panel of twelve judges produced an overall agreement of 83.9%. (AL)

Discussed is a three-week summer workshop-laboratory for teachers and low achievers in mathematics at the secondary level. Teacher planning, small group activities, and the use of electric calculating equipment, mathematically oriented games, and manipulative materials were emphasized. (The amount of time spent in particular activities was measured and is included in the report.) The students were given a pretest-posttest sequence of tests measuring mathematics achievement and self-concept. They also completed a questionnaire. The findings indicated that students showed an average gain of about one half year in mathematics achievement, that their self-concept with regard to mathematics increased significantly, and that none of the students' comments were unfavorable to the workshop as a whole. (Author/CT)

This course provides support, within broad limits, to the teacher who chooses any of the following objectives: 1) familiarization of students with the enduring ideas and problems of psychology; 2) data gathering and analysis skills; and, 3) knowledge of the psychological principles in human relations. Similarly, the intent is that the course of study support a variety of instructional approaches: lecture, group discussion, inductive strategies, and role playing. It is clear that in terms of classroom activities the present working copy of the course of study is not complete. The modules are developed by relating each of several areas within psychology to topics chosen for their importance and their probable interest to students: 1) Perception, Motivation and Emotion, Learning, Thinking, Developmental Aspects, Personality, Group and Societal Influences, and Neuropsychology; to 2) Conflict, Identity, Prejudice, Human Control, and Man and Technology. (Author/AWW)

In developing a program to assist the individual student to plan a goal-oriented program and increase his opportunities both to select courses moving him toward his personal goals and to use the community resources as supplemental educational experiences, the Winston Churchill High School designed a Career Cluster Curriculum Project, the first phase of which ran from July 1, 1972, to June 30, 1973. During that pilot year, it was decided to assess the present curriculum, to strengthen the career counseling component of the school program, to develop two illustrative mini-courses, and to add in-school programs and/or develop out-of-school placements enabling students to explore career interests in functional settings. The student interns, a sampling of their parents and employers and career advisors were asked for their attitudes toward the program at its conclusion. It was concluded that the responses were sufficiently encouraging to continue with the second phase of the program: expansion of mini-courses offered and internship placements. The third phase, planned for 1974-75, draws to completion various aspects of the program. (Among the seven appendixes, two are course outlines for the illustrative mini-courses.) (AG)

This report describes Head Start classroom activity, contains data on the children from a testing program, and includes teacher ratings of pupils on a Classroom Adjustment Checklist. (Individual data is being preserved for follow-up studies.) Classroom observations were made in 13 of 27 Head Start classrooms, while testing activities and teacher ratings of pupil growth went on in all 27. Classroom observations were made on the basis of the Goodman time-sampled observation technique and yielded information on such items as pupil activities, adult activities, use of instructional materials, and pupil-adult ratio. The pupil testing program consisted of the Peabody Language Development Test, the Vocabulary, Sentences, and Geometric Design Subtests of the WPPSI, the Dailey Language Facility Test, and the Test of Basic Information. The Classroom Adjustment Checklist, developed for this report, describes such variables as social interaction, self-control, quality and fluency of speech, independence, and responsibility. [Not available in hard copy due to marginal legibility of original document.] (MH)

Although computer applications in the commercial and scientific realms have expanded tremendously, only a small number of the computers in the public schools are utilized for instructional purposes, and an even smaller number are capable of CAI applications. The terminal objective of Project REFLECT is the design of a model plan which could be utilized by other public school systems in the implementation of validated and feasible CAI technologies. Project REFLECT is designed to answer questions such as: Which basic CAI techniques and strategies are effective in the public school environment for which specific subject matter disciplines and for what student target populations? Which CAI applications can be shown to be effective in the public school environment for which specific subject matter disciplines and for what student target populations? Which CAI techniques, strategies, and applications are feasible for the immediate future? What resources (personnel, materials, equipment, money, etc.) and planning are necessary to implement those feasible CAI applications identified in question three? The activities to date deal with planning, equipment, staff development and modular instructional packages. (MM)

Serving prekindergarten through grade 5, the project was designed to improve the educational performance of children with learning problems (without regard to categorical labels) and thus support the work of the classroom teacher in the child's normal school setting. Team screening processes were developed to identify preschool or school age children with learning problems; assessment, intervention, and followup procedures were also developed, involving teaching teams and resource staff. In addition, continuing staff development and training procedures were provided for project personnel; the project was coordinated and integrated with the school system and the community; a record system was designed as a model for information collection, storage, and retrieval; and project evaluation procedures were developed and applied in terms of outcomes for individual children and for the school system. Appendixes, comprising over half of the document, provide forms and other project material. (Author/JD)

The authors analyze some problems met in the attempt to implement an elementary science curriculum involving the use of Elementary Science Study units. The highly organized large scale effort at implementation seemed to have considerable impact at first, but it is now hard to identify lasting effects. The organization of workshops and use of television for inservice teacher education is described, and data are given on the numbers of teachers reached in different areas of the school system over a three year period. A number of reasons for the observed decline in response are suggested, many of them stemming from a loss of interest and commitment on the part of administrators as well as teachers. It is suggested that the initiation of any project from a central office presents problems, and that a central organization may make a more economical impact by providing support requested by schools or individuals. It is also argued that any effort at curriculum implementation requires careful evaluation as a basis for directing rational change. (EB)

Observations on the position of the school psychologist attached to the central staff of any sizeable school system are grouped under three headings: (1) entree, (2) task and job rationale, and (3) professional identification. The organization point of entree into a system is determined by the administrative structure of the school system and by the personal outlook of administrative individuals. To help develop a model of the school psychologist's job, the following tasks which have been carried out by the author in the central office setting are described: (1) offering a plan for the improvement of the pupil and program appraisal function, (2) organization of a program for a school faculty and administrative group interested in self examination and problem-solving, (3) advising and acting as a reference source for supervisors and curriculum specialists with regard to emotional and cognitive development, learning and assessment problems, (4) initiating a vehicle for the use and dissemination of classroom interaction analysis, techniques in the schools, (5) analyzing the school system's use of research in policy formulation, and (6) creation of a model for the development of leadership. The question of professional identification provides another view of the questions about job rationale and entree. (PS)

This booklet discusses some general ideas on and outlines a particular approach to the appraisal of "curriculum plans" (those documents dealing directly with the purposes and general organization of the school's program and with the purposes and methods of instruction and evaluation). A section on "Descriptive Analysis" presents a series of guidelines (questions indicating the kind of information to be obtained) for analyzing three basic categories of contents in curriculum documents: (1) decisions and recommendations, (2) justification for decisions, and (3) forms of presentation of decisions and recommendations. Separate guidelines are listed for the general (school, department) and specific (course, unit, daily activity) levels of planning. A section on the "Evaluative Approach" is a description of three sources of criteria for judging the quality of curriculum plans: (1) a view of curriculum planning as an organizational process; (2) a theory or point of view about learning and instruction; and (3) models or rationales which identify the types of curricular decisions, the relationships among these decisions, and the bases on which decisions should be made. Appended is an illustrative analysis of a sample document (included in the booklet), "A Study Guide for Teachers: Political Education for Fifth Grade--To be Included in the Study of U.S. History." (JS)

This first phase of a projected longitudinal study designed to assess the impact of Head Start in Montgomery County, Maryland, concentrates on reporting results of data collection activities from 1966 to the end of 1969. Instruments were developed to measure whether Head Start evolved a curriculum relevant to its goals and whether the developmental characteristics of former Head Starters are different from those of comparable first graders without Head Start experience. Methodology involved observation in classrooms, trial of specially developed materials, and administration of tests. Classroom adjustment was evaluated for pupils working with teachers, with other adults, and without direct adult supervision. Pupils in Head Start classes, former Head Starters currently in kindergarten, and non-Head Starters used as matched controls were tested on tests of basic experience and rated for adjustment. First graders who were former Head Starters were tested on standardized intelligence and readiness tests. Even though few significant differences were found between Head Starters and non-Head Starters, this phase of the study was judged successful because instruments were developed for the description of Head Start classroom activities and for the evaluation of classroom adjustment. Sixteen tables and thirteen figures are provided along with three appendixes. (WY)

Emphasizing successful reading instruction as a nonrepetitive, creative process which provides the child with both challenge and opportunities for success, units in this handbook focus on the child as an individual--his behavior, his maturity, and his capacities for understanding, learning, and creating. Each of the 10 units provides teaching techniques and classroom examples concerning the child as he (1) explores and discovers, (2) listens, (3) talks, (4) expresses his ideas in writing, (5) feels competent, (6) gives clues to the teacher, (7) follows clues given by the teacher, (8) learns to select materials and activities, (9) helps and is helped by other children, and (10) thinks for himself. Appended are suggestions for teacher preparation, for developing specific reading skills, and for the use of audio-visual materials; recommended independent learning activities; a section on language development in the content fields--science, social studies, math, art, and music; and a brief bibliography. (JMC)

The basic intent of this two-week unit is to help students become aware of the physiological, sociological, and legal aspects of drug use. An effort has been made to avoid being moralistic, in providing the student with the latest information so that he can arrive at intelligent decisions. This teaching guide is divided into topical outlines: the individual, the family, and the community and society. Each section contains objectives, generalizations, suggested activities and procedures from which to choose, bibliographic sources, and methods for evaluation of student understandings. A resource section includes: pretest on knowledge of durgs, an attitude inventory, suggestions for brief lectures, fact sheets, and a guide to multimedia resources. The teaching unit is intended to be used in conjunction with the other three parts of the unit: Teacher's Packet, Box of Resource Materials, and Books and Pamphlets. (JLB)

Experienced teachers may learn from this manual how to author individualized learning packages. Based on the sequential steps for producing learning materials, a variety of activities for diagnostic, instructional, and evaluative purposes are included in it. The manual is organized into four major parts: (1) "A Model for Individualizing Instruction," which presents a description of individualized instruction and an overview of instructional technology and the training course; (2) "Designing an Individualized Learning Module," which describes each successive step involved in planning and structuring the basic framework for a module and which provides the learning activities necessary for the accomplishment of each step; (3) "Developing an Individualized Learning Module," which includes a description of the techniques required to write and revise a self-instructional package and provides learning activities for the acquisition of any necessary skills; and (4) "Analysis and Assessment of Effectiveness," which provides a description of the procedures for insuring the module effectively teaches what it is designed to teach and for comparing the module with other instructional techniques and/or media. A selected bibliography is appended. (Author/MF)

We have succeeded in teaching students to think for themselves, to debate controversial issues, to challenge traditions and to question authority. Now, however, many schools are threatened by the very things they have tried to instill in their students. Students are demanding a more relevant education, fairer discipline practices, and a greater opportunity to participate in the decision making processes of their schools. A great deal of student unrest can be attributed to a lack of communication. Therefore, the following suggestions are offered to improve the educational climate and better human relations within our schools: (1) principals and teachers need to develop a greater understanding of today's student and learn new skills to deal with him and his problems; (2) Counseling services should be expanded and improved; (3) student councils should be given more authority; and (4) the curriculum should be modified so that greater emphasis is placed on current problems and issues. (RSM)

Three volumes report the findings of a student survey among a random sample of 2,777 junior high and senior high school students. Volume one presents the overall findings: the typical student believes that drug use and experimentation are not common, except for marihuana, alcohol, cigarettes, and glue; believes that drug use is increasing; is not fully convinced of the dangers; may well try drugs some day; and both needs and wants instruction. Volume two, an analysis of the data about students' self reports regarding involvement with marihuana, indicates that "users" view the teenage drug scene very differently from "non-users". This is elaborated upon. In the third volume, data was used for developing a procedure for comparing climate for drugs among different groups of teenagers living in different neighborhoods and attending different schools. A survey given to teachers indicated that they feel that the school, the home, public health agencies and other social institutions should share the responsibility for drug education, and are committed to a school program of instruction as a major response to the problem. (TL)

This course guide for black literature recommends three specific themes for each of three literary genres: (1) the junior novel--Man's Relations to Mankind and to Self in "The Troubled Summer" by Ben Haas (grade 8); (2) drama--Human Relations and Values in "A Raisin in the Sun" by Lorraine Hansberry (grade 9); and (3) biography--Character and Conflict in "A Choice of Weapons," an autobiography by Gordon Parks (grade 10). Included in the outline for each genre are sections covering (1) teacher purposes and desired student outcomes; (2) an overview of the particular literary work; (3) content of the work; (4) procedures and activities proposed for study; (5) discussion topics concerning point of view, setting, theme, characters, and symbols; (6) evaluative techniques; and (7) student and teacher resources. (JMC)

Described is a method by which a classroom teacher may apply the systems approach to the development of the instructional segments which he uses in his daily teaching activities. The author proposes a three-dimensional curriculum design model and discusses its main features. The basic points which characterize the application of the systems approach to educational problems are identified. A detailed discussion of the procedures used in the development of an instructional package entitled "Writing Chemical Formulas" is given. Major ideas in this paper are illustrated by several diagrams and a flow chart. The appendix contains (1) a list of the educational goals for Montgomery County Public Schools, (2) a list of objectives for an instructional package, and (3) the hierarchy of objectives for the "Writing Chemical Formulas" unit. Bibliography. (LC)