INTEGRATED SCIENCE CURRICULUM

Compiled by

: Samantha Dolen

Dept. of Biological Sciences, Illinois State University, Normal, IL 61790-4120

These resources were compiled as part of an Independent Study project in science education conducted under the supervision of Prof. J. E. Armstrong. Project Completion: July 1993

INTRODUCTION

This file is presented as a supplimentary resource to Biology and Chemistry teachers in Secondary Education. With the increased emphasis on improving the problem solving abilities of today's students, laboratory activities have become more and more important in the science curriculum. Unfortunately, many teachers are not equipped with the resources (e.g. money, time, facilities) to conduct full-scale investigative laboratories. However, many science teachers have developed, through years of teaching and testing, methods by which students can become familiar with laboratory work and increase their ability to solve problems.

The following entries are from books, journals, and microfiche and provide many ways in which simple, inexpensive laboratories may be run. Using the information provided below, you may locate the article and prepare an activity that has been shown to provide useful learning in the secondary classroom. It is the intention of this project to provide only resource and helpful citations to teachers interested in performing successful laboratories. These resources were compiled in preparation for student teaching, and having done the work, these citations are made available to teachers without access to ERIC and other educational databases, and to save others from having to make similar searches.

What is ERIC?

The following lists of resources are largely from the ERIC database (Educational Resources Information Center), a national information system designed and supported by the U.S. Department of Education to provide ready access to exemplary programs, research and development efforts, and related information that can be used in developing more effective educational programs. ERIC gives listings of both educational journals and microfiche. ERIC uses systematic keyword searches to refernces of innovative programs, conference proceedings, bibliographies, professional papers, curriculum-related materials, and reports of educational reasearch. "Descriptors" are assigned to each report so that they may be found through a subject index. The descriptors used to locate the following citations are listed so that similar articles may be located if the user desires to conduct a future search. Two other resources that correspond to ERIC are Resources in Education (RIE) and Current Index to Journals in Education.

TITLE: Science 25. Curriculum Guide. Revised.

CORPORATE SOURCE: Northwest Territories Dept. of Education, Yellowknife. 1988

DESCRIPTIVE NOTE: 334 p.; Questionnaire on pages 239-246 may not reproduce clearly.

DOCUMENT TYPE: Guides - Classroom - Teacher (052); Tests /Questionnaires (160)

DESCRIPTORS: Astronomy-; Biology-; Cognitive-Ability; Curriculum- Guides; Developmental-Stages; Experiential-Learning; Foreign- Countries; Health-; High-Schools; Nutrition-; Photography-; Reproduction-Biology; Science-Education; Secondary-School- Science; Student-Attitudes; Student-Interests; Student-Needs; Substance-Abuse

DESCRIPTORS: *Conservation-Environment; *Relevance-Education; *Science-Activities; *Science-and-Society

ABSTRACT: This science curriculum is an activity-oriented program in which an attempt has been made to provide sufficient information for non-science specialists to enable them to offer an effective course at the grades 10 and 11 levels. This curriculum offers a solution to the unique needs of life in the Canadian Northwest Territories. The role of technology in science and everyday life as well as the science/technology/society connection are emphasized. The students' needs, interests, abilities, and cognitive levels were the major criteria used in the selection and presentation of these activities and materials. The Science 25 Curriculum includes administrative guidelines, format/time allotments, unit outlines, curriculum details/resources, and elective units. The required units cover non-renewable/renewable resources, chemistry in daily life, construction science, and human pathology and health. The required units give detailed background information and laboratory activities on each topic. The elective units include: astronomy; (2) human reproduction; (3) drug and alcohol abuse; (4) buying and selling; (5) nutrition; (6) getting enough ; and (7) photography. Information is given on the content of the unit and where the materials for the unit can be purchased. A program evaluation questionnaire for use with students is appended. (KR)

AUTHOR: Leonard,-William; And-Others

TITLE: Overcoming Obstacles in Teaching Large-Enrollment Lab Courses. 1988 American-Biology-Teacher; v50 n1 p23-28 Jan 1988

DOCUMENT TYPE: Journal Articles (080); Guides - Non-classroom (055)

DESCRIPTORS: Higher-Education; Science-Activities; Science- Education; Teaching-Methods; Undergraduate-Study

DESCRIPTORS: *Biological-Sciences; *College-Science; *Introductory-Courses; *Laboratory-Procedures; *Process- Education; *Teaching-Assistants

ABSTRACT: Presents some strategies that have been used to overcome problems in instructional areas of introductory biology programs. Focuses on maintaining an emphasis on inquiry, developing the process of science, the design of process laboratory activities, reducing cookbook laboratory orientation, and educating staff. (CW)

TITLE: Nuclear Science Curriculum and Curriculum para la Ciencia Nuclear.

CORPORATE SOURCE: American Nuclear Society, La Grange Park, IL. 1986

DESCRIPTIVE NOTE: 32 p.; For the American Nuclear Science Teachers Association.

DOCUMENT TYPE: Guides - Classroom - Teacher (052); Guides - Non- classroom (055)

DESCRIPTORS: Biology-; Chemistry-; High-Schools; Nuclear-Energy; Radiation-Biology; Radiation-Effects; Science-Activities; Science-Education

DESCRIPTORS: *Behavioral-Objectives; *Course-Content; *Course- Descriptions; *Nuclear-Physics; *Radiation-; *Secondary-School- Science

ABSTRACT: This document presents a course in the science of nuclear energy, units of which may be included in high school physics, chemistry, and biology classes. It is intended for the use of teachers whose students have already completed algebra and chemistry or physics. Included in this paper are the objectives of this course, a course outline, a discussion of the time required to teach the course and how that time should be structured, specific learning objectives for each unit, a list of applicable laboratory activities, a list of the necessary supplies and equipment, and a list of 36 references. Units include: (1) "Radioactivity"; (2) "Radiation Measurement"; (3) "Radiation Health Physics"; (4) "Fuel Cycle and Waste Disposal"; and (5) "Benefits and Applications of Radioactivity." (CW)

TITLE: Essential Laboratory Activities Guide. Secondary Science.

CORPORATE SOURCE: Duval County Schools, Jacksonville, Fla. 1982

DESCRIPTIVE NOTE: 200 p.; A publication of the Division of Instruction.

DOCUMENT TYPE: Guides - Classroom - Teacher (052)

DESCRIPTORS: Biological-Sciences; Biology-; Chemistry-; Earth- Science; Ecology-; Laboratory-Equipment; Marine-Biology; Marine- Education; Physical-Sciences; Physics-; Science-Curriculum; Science-Instruction; Secondary-Education; Skill-Development; Student-Research; Zoology-

DESCRIPTORS: *Laboratory-Experiments; *Laboratory-Safety; *Science-Education; *Science-Laboratories; *Secondary-School- Science

ABSTRACT: This teacher's guide was developed for use in junior and senior high schools in Duval County, Jacksonville, Florida, for the purpose of identifying those secondary science laboratory experiences which are essential to the development of science content knowledge and competency in handling science laboratory equipment and consumables. The guide begins with a discussion of safety in the laboratory, and includes a copy of a student safety contract which is to be completed by each student and kept on file by the teacher. This section is followed by lists of laboratory equipment, county-adopted texts, and laboratory activity keys for all Anatomy and Physiology, Biology, Chemistry, Earth Science, Ecology, Life Science, Marine Biology, Marine Science, Physical Science, Physics, Science Survey, and Zoology courses. (CMG)