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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 publication represents a model for the Natural Science Education Curriculum for grades five through eight in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science education as well as the concepts and attitudes of the biological, physical, and earth sciences. Four basic goals have been identified and a set of terminal objectives has been established for each goal. These goals and objectives are to provide the framework for the development of district, local, building, or classroom programs. The guide lists eleven major processes of science education, suggests process ability levels, and identifies the six major concepts to be included in the natural science curriculum. Each concept grouping (concept-process-objective) is indicated in each of the major disciplines of science: biological, physical, and earth sciences. The mathematics applications in the basic sciences are also indicated. A section on current educational philosophies that relate to the natural science educational program concludes this publication. (BT)

This publication represents a model for the Natural Science Education Curriculum for grades nine through twelve in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science education as well as the concepts and attitudes of the biological, physical, and earth sciences. Four basic goals have been identified and a set of terminal objectives has been established for each goal. These goals and objectives provide the framework for the development of district, local, building, or classroom programs. The guide lists eleven major processes of science education, suggests ability levels, and identifies the six major concepts to be included in the natural science curriculum. The minimal objectives for the senior high school have been indicated. These objectives have been broken down by course area, i.e., earth science, physical science, biology, chemistry, and physics. The final section of this guide includes course requirements for science at the high school level, requirements for teaching science, and current educational philosophies that relate to the natural science educational program. (BT)

This publication represents a model for the Natural Science Education Curriculum for kindergarten and grade one in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science education as well as the concepts and attitudes of the biological, physical, and earth sciences. Four basic goals have been identified and a set of terminal objectives has been established for each goal. These goals and objectives are to provide the framework for the development of district, local, building, or classroom programs. The guide lists eleven major processes of science education, suggests process ability levels, and identifies the six major concepts to be included in the natural science curriculum. Each concept grouping (concept-process-objective) is indicated in each of the major disciplines of science: biological, physical, and earth sciences. The mathematics application in the basic sciences are also indicated. A section on current educational philosophies that relate to the natural science educational program concludes this publication. (BT)

This publication represents a model for the Natural Science Education Curriculum for grades two through four in Delaware's schools. This guide is meant to serve as a minimal standard for natural science education, but at the same time strives for maximum output of the natural science program. The guide is based on the processes of science education as well as the concepts and attitudes of the biological, physical, and earth sciences. Four basic goals have been identified and a set of terminal objectives has been established for each goal. These goals and objectives are to provide the framework for the development of district, local, building, or classroom programs. The guide lists eleven major processes of science education, suggests process ability levels, and identifies the six major concepts to be included in the natural science curriculum. Each concept grouping (concept-process-objective) is indicated in each of the major disciplines of science: biological, physical and earth sciences. The mathematics applications in the basic sciences are also indicated. A section on current educational philosophies that relate to the natural science educational program concludes this publication. (BT)

This publication represents the state model for environmental education curriculum for kindergarten through grade twelve in Delaware's schools. The document defines environmental education, lists major curriculum objectives and guidelines, and stresses the importance of the interdisciplinary approach. Four model units, representing the grade level blocks K-3, 4-6, 7-9 and 10-12, have been expanded to demonstrate the conversion of objectives into a program of student learning experiences. Each expansion includes: global objectives, instructional objectives and suggested activities for the instructional objective. The model is organized around six major global objectives dealing with energy sources, earth resources, resource reclamation, population dynamics, interdependence and quality of life. Following each global objective is a series of instructional objectives for use in the development of local programs. For each instructional objective, the grade level and subject areas into which it may be infused have been suggested. A bibliography concludes this publication. (BT)

This booklet provides the teacher with an overview of the development and use of the metric system, a set of rules and definitions of metric terms, a series of suggested activities related to the metric system, guidelines for conducting metric workshops, and a list of potential sources of resource materials. Measurement pre- and posttests are also included. Many of the activities described are appropriate for students at all grade levels. The tests are designed for secondary students. (SD)

This mathematics curriculum guide for grades K-8 was developed and evaluated by teachers in the Seaford School District, Delaware. It sets out concepts and skills to be mastered at each grade level. Suggested learning activities are described for each curricular objective identified. The curricular topics addressed include number concepts, operations, and relations; geometric concepts; money and time, pattern recognition, and measurement. (SD)

A unit of study is presented in this monograph, intended to be self-sufficient, though teachers are urged to read as much material as possible. Overall objectives are presented. Time allotted is suggested at two weeks. The unit contains ten mini-units, plus class activities, class discussion questions, individual student projects, and possible quiz questions. A bibliography is included in the unit as well as five suggested field trips, possible films with information relating to cost, and place of procurement. Magazines and possible guest speakers are suggested. (EB)

It is the purpose of this unit of study to acquaint students with the world of engineering. The activities are intended to simulate problems which might be undertaken by engineers and illustrate the sequence of events leading to their solution. The material is intended for use in the eighth or ninth grades as a supplement or for inclusion into the ongoing science, social studies, and mathematics program. The course is designed to run two to three weeks. Most of the activities are assigned to be completed in a single class period and are designed to produce student involvement. The format of the Teacher Guide includes: title of activity, the major ideas, the behavioral objectives and possible strategy types. Materials and equipment, as well as resources and references, are presented. Suggested answers to questions given and sample data for the experiments are provided. A student activity sheet is given for each lesson. (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 packet, Part 1 of a two-part sequence, contains activities related to environmental education. Emphasis is placed on techniques used to obtain data on population growth and trends. It is suggested that it be used with high school students who have had a general introduction to the study of populations and can define same. The behavioral objectives are listed, divided into general objectives (3) and specific (2). A worksheet for answers and mathematical computations is included with the script. A bibliography is also included 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 lesson dealing with the study of population growth is the second part of a two-part sequence. This is a learning activity for high school students who have completed Part 1 of "Measuring Populations" and are capable of using a microscope and of preparing slides to be observed. The behavioral objectives, both general and specific, are listed in the teacher's guide. The necessary equipment and materials are listed. A script, a sample evaluation sheet, and a bibliography are part of the instructional packet. (EB)

This autoinstructional lesson deals with the study of such drugs as marijuana and LSD, with emphasis on drug abuse. It is suggested that it can be used in science classes at the middle level of school. No prerequisites are suggested. The teacher's guide lists the behavioral objectives, the equipment needed to complete the experience and suggests approximately 26 minutes for its completion. The script suggests various questions for discussion to facilitate the students' mastery of this learning task. (EB)

This autoinstructional lesson can be used with health education and/or biology classes in a high school curriculum. It deals with the study of human development with emphasis on the female reproductive organs and cycles. The behavioral objectives are given, and the materials and equipment needed to gain these objectives are itemized. Fifteen minutes of time is considered enough time to have the students complete the lesson. The script is included in the packet as well as a vocabulary sheet and a work sheet for the student. A bibliography is given. (EB)

This autoinstructional program deals with the study of human develpment with emphasis on the female reproductive system. It is considered as part of a secondary school human anatomy and physiology course. Students should have a previous knowledge of the parts of the female reproductive organs or system. Behavioral objectives are suggested. The teacher's guide, script, and assessment task (multiple choice quiz) are included in the packet. Approximately 12 minutes is suggested as adequate time for the lesson. (EB)

This autoinstructional lesson deals with the study of the human body with emphasis on the life process of reproduction. It is a learning activity included in high school biology or health education classes. The behavioral objectives are listed and the equipment and materials needed to help the student gain these objectives are also included in the packet. It is suggested that 20 minutes will be needed to complete the lesson. A complete vocabulary sheet is presented with the student script. (EB)

This instructional lesson deals with the subject of magnitude and directional quantities. It is studied in physics and general science classes in middle or high schools. A previous knowledge of geometry is required for the students who would be using this learning activity. Beharvioral objectives are suggested. Thirty minutes is considered adequate for the exercise. The script, work sheet, and a list of the necessary equipment are included in the instructional packet. (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 man and his environment. No previous experience or learning in this field is required. Emphasis is placed on analysis of population growth and the impact population growth and trends have on natural resource depletion. The behavioral objectives (five) are listed. The study guide for the student, which requires about 30 minutes of time, includes both script and worksheet. A bibliography of three references is given. (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)

This monograph presents what was originally designed as a nine-week course in population ecology. The course guide is intended to provide the teacher and student with a basic framework for an environmental workshop. Learning objectives are not listed, based on the intent that they be developed as teachers and students interact during the workshop. The curriculum guide does include: (1) a philosophy, (2) goals, (3) educational and instructional objectives, (4) instructional activities, (5) learning resources, (6) reading lists, (7) guide for field studies, and (8) a course evaluation form. Emphasis is directed toward population ecology, organization and dynamics of communities, energy flow and pollution problems. (EB)

This autoinstructional program deals with the study of man and his environment. No prerequisite knowledge or experience is suggested. Behavioral objectives are suggested. Equipment needed is itemized and a 30-minute period of time is suggested. The script for the student includes a study guide sheet consisting of several questions to be answered relevant to the behavioral objectives. A short bibliography is included. (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 program, developed as part of a general science course, is offered for students in the middle schools. Mathematics of fractions and decimals is considered to be prerequisite knowledge. The behavioral objectives are directed toward mastery of determining volumes of solid objects using the water displacement method as well as by using measurements made with a metric ruler. The equipment needed is listed. Time allotment is 12 minutes. A bibliography is included with the student script. (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)

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 autoinstructional unit deals with the study of stars, constellations, and planets as part of a General Science and/or Earth Science program for students in high or middle school. Twelve behavioral objectives are identified. The equipment needed, the time suggested as adequate, and a sample of a final test that can be administered are included in the monograph. The script uses slides and an accompanying worksheet to facilitate the learning experience. A bibliography of four references is given. (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 packet an autoinstructional program for secondary school chemistry students is presented. No prerequisites are suggested. It can be used with high, medium or low level achievers. The behavioral objective is presented directed towards the students' achievement in listing observations made. Equipment and materials needed are listed. A bibliography, instructions, the suggested experiment and a corresponding optional experiment are included in the lesson. (EB)

This monograph presents an autoinstructional program in the physical sciences. It is considered useful at the higher, middle and lower high school levels. Three behavioral objectives are listed and a time allotment of 35-40 minutes is suggested. A bibliography is included. A script, incorporating the use of a cassette player and slides, is used by the student when attempting the six experiments in the packet. Student objectives, a set of review questions and a vocabulary sheet are part of the instructional packet. (EB)

This autoinstructional program deals with the study of energy relationships as they occur in the subject Ecology. It is recommended for study in grade 10 for middle level achievers. No prerequisites are listed. Behavioral objectives are suggested. The equipment needed to be used with the student script supplied is listed. Ten minutes is given as the suggested time needed. (EB)

This unit of instruction consists of a general biology course for secondary school students with learning disabilities or who are reluctant learners. All units include the objectives, list of new words and a list and type of activities to achieve the objectives. Student participation is emphasized. The students choose the type and sequence of the exercises to be done. Better readers help poorer ones. Students determine the number of activities they complete in each unit. The materials to be used and the source from which they can be obtained are presented. The evaluation process is outlined and a progress record form included. Each learning activity includes an introduction, presenting the concept to be learned, the purpose, the necessary materials and procedure, as well as a student report sheet. Extra credit activities and optional learning experiences are provided. (EB)

This autoinstructional program deals with experiences that will aid chemistry students at the secondary school level to determine the slope of the straight line graph relating the variables in a given set of data involving a direct relationship. Prerequisites set for this activity include three Del Mod System packets (SE 018 018, SE 018 020, and SE 018 023). Two behavioral objectives are presented. No equipment is necessary. A time allotment of 35 minutes is needed. (EB)