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This teaching guide contains information, activities, and discussion questions and answers about oceans for grades nine and ten. The information section covers the following topics: studying global ocean color from space, what can be seen from space, phytoplankton, carbon dioxide, and the greenhouse effect of the earth. (MKR)

This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 15 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: ornamental plant and crop production; growing plants under supplemental or artificial lights; design of greenhouse facilities; and evaluating plant growth. (KC)

This publication contains materials for four courses in Applied Biology/Chemistry in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity that make up this community college applied academics program. The following materials are provided for each course: course outline (credit, lecture, and lab hours; course description; prerequisites; learning objectives and hours of instruction); course syllabus (course description; required materials; other policies); and course schedule (weekly schedules that include major topics, activities, and laboratory). The first course includes sources, uses, and problems relating to natural resources and the properties, uses, quality, and cycles of water, air, and other gases. The second course covers these topics: components of the continuity of life, food sources, effects of diet on nutrition, and disease transmission, prevention, and treatment in plants and animals. Subjects of the third course are as follows: photosynthesis and the role of nutrients in plant growth and reproduction; animal anatomy and physiology of life processes; and types, benefits, and hazards of microorganisms to humans as well as biotechnology applications of microorganisms. The fourth course addresses these topics: the sources, properties, and uses of synthetic materials; control of home, community, and industrial waste and waste management; and animals and plants sharing space and resources in a community. (YLB)

This lesson plan is intended for use in conducting classes on photosynthesis. Presented first are an attention step/problem statement and a series of questions and answers designed to convey general information about photosynthesis. The following topics are among those discussed: the photosynthesis process and its importance, the organisms that can conduct photosynthesis, items needed for photosynthesis and factors that affect photosynthesis rate, the way plants receive nutrients, the importance of the plant leaf during photosynthesis, plant leaf components and their function, factors conducive to photosynthesis, the chemical formula for photosynthesis, and the steps of energy production during photosynthesis. Also provided are the following: a glossary of pertinent scientific terms, 4 worksheets, answers to the worksheets, 2 quizzes, answers to the quizzes, 12 overhead transparency masters, and a lesson plan for teaching students to compare plants growing at different levels of light. Included in the lesson plan are an objective, list of equipment needed, detailed steps for completing the activity, and student activity record sheet. (MN)

This set of 16 laboratory activities is designed to illustrate the life cycle of Brassicae plants from seeds in pots to pods in 40 days. At certain points along the production cycle of the central core of labs, there are related lateral labs to provide additional learning opportunities employing this family of plants, referred to as "fast plants," at each particular stage of life. A flowchart of the activities provides the teacher with the sequence through which the students examine: the seed; planting; germination; plant thinning; photosynthesis; nutrients and the seed micro-development; vegetative development; the effects of gibberellic acid, light, and gravity on growth; floral development; pollination and bud removal; and seed and pod development. Student worksheets and corresponding teacher's guides are provided for each laboratory experiment. A glossary of 194 terms used during the experiments is provided. (MDH)

Discusses several new assessment strategies that encourage meaningful learning and conceptual understanding in biological science. Introduces evaluation and measurement techniques that help students assimilate well-integrated, strongly cohesive frameworks of interrelated concepts as a way of facilitating 'real understanding' of natural phenomena. (Contains 20 references.) (Author/YDS)

Presents materials to stimulate active learning through modified concept mapping activities designed to help students appreciate alternative perspectives by using cartoons as a stimulus and focusing on the links within a concept map fragment, and encouraging the probing of understanding by annotating the linking words. (Author/YDS)

Investigates the reasons for data fabrication among undergraduate and graduate students. Presents several examples of getting misled by the candle and tumbler demonstration. Concludes that presented facts, concepts, or principles increase the incidence of data cooking. (YDS)

Provides a chart comparing state and national objectives. Assesses student understanding of photosynthesis and explains the process of teaching students producer-consumer relationships. (Contains 14 references.) (YDS)

Describes an activity that reduces the biosphere to a water-filled jar to simulate the relationship between cellular respiration, photosynthesis, and energy. Allows students in high school biology and related courses to explore quantitatively cellular respiration and photosynthesis in almost any laboratory setting. (ASK)

This manual is intended for use by Peace Corps volunteers as a resource for gaining an understanding and knowledge of basic horticultural principles and practices of orchard management. Addressed in the individual units of instructional text are orchard soils; botany of horticultural plants; insect and disease control in orchards; pome, stone, citrus, vine, and tropical fruits; and nuts. Appendixes to the manual contain a series of practical exercises dealing with photosynthesis, plant reproduction, and transpiration. (MN)

This guide for teaching science is Book Two in Project Life Lab's (Santa Cruz, California) three-part curriculum for a garden-based science and nutrition program for grades 2-6. The curriculum is designed for use as an integrated program, but the books can be used independently. It is suggested that the use of student journals can greatly enhance the effectiveness of the curriculum by providing a place for students to record data and observations as well as feelings. The use of journals is referred to in many of the lessons. Divided into 10 units, this book covers indoor and outdoor science activities on: (1) problem solving and communication; (2) awareness and discovery of perceptions; (3) the many aspects of soil; (4) the mysteries of growing; (5) photosynthesis; (6) cycles and changes, with a focus on decomposition and decay; (7) interdependence in human and animal communities; (8) the ecology and anatomy of insects and flowers; (9) ways energy consumption patterns can be changed; and (10) ways for children to conserve and recycle. Each lesson provides the stated purpose of the lesson, a list of all necessary materials, the type of activity to be carried out along with needed background information, discussion questions for tying the lesson together, and additional activities and follow-up lessons. (JW)

Appropriate for secondary school botany instruction, this study guide focuses on the important roles of plants in human lives. Following a rationale for learning the basic skills of a botanist, separate sections discuss the process sunlight undergoes during photosynthesis, the flow of energy in the food chain, alternative plant lifestyles, plant physiology, physical adaptations, sexual and asexual reproduction, seed distribution, and succession. A short glossary is followed by a list of 20 classroom projects, a word search, a crossword puzzle construction exercise, a word about collecting plants, and 15 field trip suggestions. The guide concludes with a 38-item bibliography and a list of 9 organizations to contact for further information. Throughout the guide, drawings illustrate plant classification and identification, processes, and anatomical structures. (LH)

This unit develops the concept of solar energy as a renewable resource. It includes: (1) an introductory section (developing understandings of photosynthesis and impact of solar energy); (2) information on solar energy use (including applications and geographic limitations of solar energy use); and (3) future considerations of solar energy (discussing current methods of use and projected uses). Student activities are listed; a few contain descriptions of related concepts and materials needed for the investigations. Also included are evaluation questions and recommended films on solar energy (with source indicated). (ML)

This document contains a set of instructional materials about photosynthesis that were used in a research study of middle school science teaching during 1985-86. The Middle School Science Project investigated ways to help middle school science teachers use teaching strategies that were identified in earlier studies as particularly effective in promoting meaningful conceptual-change learning. Such learning requires students to go beyond memorization of facts and terminology and to make sense of scientific explanations of phenomena. For students, such learning in science often requires them to go through a difficult process of conceptual change, reshaping and abandoning ideas or misconceptions that they have developed from experience and have believed for a long time. The materials include an introductory description of students' difficulties related to learning about photosynthesis, a student text with accompanying comments and suggestions to teachers, a set of overhead transparent masters, and suggested laboratory activities. (Author/TW)

"Man and the Gulf of Mexico" (MGM) is a marine science curriculum series developed to meet the needs of 10th through 12th grade students in Mississippi and Alabama schools. This MGM unit on the diversity of marine plants is divided into 12 sections. The first section introduces the unit by providing objectives and activities on why people classify things and on the use of a taxonomic key. The next 11 sections focus on: photosynethesis; algae; green algae; brown algae; red algae; golden brown algae; dinoflagellates; blue-green algae; marine bacteria; sea grasses; and salt marshes. Each section includes a statement of the concept(s) to be learned, objectives, text material, and one or more science and/or vocabulary activities. Objectives, procedures, and a list of materials needed are provided for the science activities which focus on: plant pigments; photosynthesis and light; the role of carbon dioxide and oxygen in photosynthesis; diatoms; and the kinds of algae found around the coast of the United States. Additional activities include constructing a plankton net, pressing algae, identifying algae, staining bacteria, collecting and culturing marine bacteria, and taking a salt marsh field trip. (JN)

Designed to address the major conceptual problems associated with respiration and photosynthesis, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project Overcoming Critical Barriers to Learning in Nonmajors' Science Courses. The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for application and practice. This module contains: (1) an introduction (discussing misconceptions related to photosynthesis and respiration and explaining how to use the module to overcome these barriers); (2) diagnostic test and commentary (designed to be used as a pretest and/or posttest); (3) materials for lecture or discussion with commentary (consisting of a series of copy-ready masters for use as overhead transparencies and student handouts); (4) laboratory activities and commentary (including lessons on molecular models of respiration and photosynthesis, food storage in coleus plants, and respiration and breathing rate); and (5) problem sets (addressing specific misconceptions on respiration and food for plants and animals). All instructional materials for the students are juxtaposed with instructor commentaries. (ML)

Presents photosynthesis as a dynamic demonstration requiring student participation. Depicts photosynthesis as sequential and is scripted in two acts. (DDR)

Describes a learning game called The Business of Life that demonstrates the cellular processes of photosynthesis and respiration as business transactions. Incorporates the ideas that energy flows through ecosystems as well as through cells of individual organisms. Demonstrates the interdependence of living things and that processes at the cellular level affect the whole organism. (JRH)

Describes an alternative approach to the familiar paper cup and seed project in which students make grass heads out of nylon mesh stockings, sawdust, wire, rubber bands, plastic eyes, and grass seed. Students can observe the effects of light, sprouting rates, and the height and color of the sprouts on these grass heads. This creative activity is designed to interest students in photosynthesis. (DKM)