DOCUMENT RESUME

ED 286 714 SE 048 372

AUTHOR Lessman, MaryTITLE A Process Skills Field Guide to Teaching Life

Science.PUB DATE Aug 87NOTE 40p.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PCO2 Plus Postace.DESCRIPTORS *Biological Sciences; Concept Formation; *Course

Organization; Inquiry; *Learning Theories; ProblemSolving; *Process Education; Science Activities;Science Education; *Science Instruction; ScientificLiteracy; Secondary Education; *Secondary SchoolScience; Teaching Methods

IDENTIFIERS New Mexico; *Science Process Skills

ABSTRACTThe purpose of this document is to develop a usable

science teaching guide based on the process skills methodology forthe middle school life science teacher. It is intended to provide anefficient and effective tool for the interested teacher to use todevelop the skills of the methodology. It could also be used ascompanion to the latest set of science and health competencies issuedby the New Mexico State Department of Education, and as P supplemento life science textbooks. Part I, "Science in the Contemporary

Classroom," presents a theoretical foundation for teaching science ina middle school classroom. Part II, "Life Science in the Las Cruces(New Mexico) Middle School Classroom," provides a model forincorporating process skills into teaching. Both parts are an effortto further the use of the process skills approach in a middle schoollife science program, which will be achieved as teachers come tobelieve that the outcomes justify the effort. A summary is providedin the form of a concept map, developed to show the relationshipsbetween the key ideas. (TW)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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A PROCESS SKILLSFIELD GUIDE

TO TEACHING LIFE SCIENCEby

Mary Lemmman

Presented toLam Cruces Public SchoolmMiddle School Committee

New Mexico State UniversityAUQUMt, 1907

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TABLE OF CONTENTS

I. SCIENCE IN THE CONTEMPORARY CLASSROOM

A. INTRODUCTION 1

B. PURPOSE 2C. RATIONALE 3D. SCIENCE PHILOSOPHY 4E. SELECTED SCIENCE TEACHING MODELS 5

1. PHENIX - REALMS OF MEANING 52. BLOOM'S TAXONOMY 53. HARM'S THREE STAGE LEARNING CYCLE 64. GOWIN'S CONCEPT MAPPING5. BUDD ROWE'S THREE MODELS OF TEACHING INQUIRY 76. EVAN'S PROBLEM-SOLVING7. SHOWALTER'S SCIENTIFIC AND TECHNOLOGIC

LITERACY MODEL 8F. SCIENCE IN THE MIDDLE SCHOOL 9

II. LIFE SCIENCE IN THE SAS CRUCES MIDDLE SCHOOL CLASSROOMS

A. GOALS 12

B. SCIENCE PROCESS SKILLS 13C. A LIFE SCIENCE PROGRAM 17D. SCIENCE COMPETENCIES IN LCPS 21E. STUDENT PROGRESS 24F. PROGRAM EVALUATION 26G. RESOURCES 27H. SUMMARY, A CONCEPT MAP 29I. CONCLUSION 31

REFERENCES

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PART ISCIENCE IN THE

CONTEMPORARY CLASSROOM

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INTRODUCTION

Most teachers teach in the same manner they weretaught. Thus, educational pedagogy has remained constant,archaic, or at best evolving slower than nature. Behindtoday's science classroom doors are traditional teachingmethodologies that frequently fail to direct the studentbeyond the acquisition of simple facts. Too often thetraditional teacher completes instruction of a unit bydogmatically requiring students to reari the chapter,memorize vocabulary, and answer questions at the end of thechapter. Occasionally, the regiment is interrupted by afilmstrip or a laboratory exercise designed to please theschool evaluator. While this teaching approach shortens theteacher's preparation time and efficiently hurries thestudent through the curriculum, it is often found to betrying, tedious, and unstimulating by the student.

The drawbacks of the traditional approach justdescribed are easily surmounted with the use of the"process skills" approach. Using the "process skills"approach in science instruction places the teacher and hisor her teaching methodology into the twentieth century by aquantum leap. The benefits of this methodology can besurmised as follows:

1. It allows the student to be actively involved inthe learning process and the teacher to directactively the process to a desirable educationalencl.

2. It places the student in an environment similar tothat of a scientist.

3. It helps the student develop the scientific pointof view for problem solving.

4. It helps the student develop higher level thinkingskills such as inferring and predicting.

5. It assists the student in discovering the intrinsicvalue and self-pride of successfully solvingscientific problems.

While the benefits to students of using the processskills approach are many, it also provides specialopportunities for the 'teacher. It provides the teacher withthe curricular vehicle to update continually the everchanging subject matter. With this approach, both theteacher and the student will progress together in theirseparate roles. The science process skills approach is thenew wave in science education for it meets the needs of thelearner and the professional educator.

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PURPOSE

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The process skills approach is the most effective toolin teaching life science. With the emergence of a middleschool concept in the Las Cruces Public Schools, scienceteachers need an alternative teaching method that providesthe student with an opportunity for many hands-on scienceexperiences. Th- current national trend in scienceeducation to develop students' process skills rather thantheir ability to absorb and memorize information requiresall science teachers to familiarize themselves with thisteaching approach.

The purpose of this FIELD GUIDE, therefore, is todevelop a usable science teaching guide based on the processskills methodology for the middle school science teacher.This condensed handbook or field guide to life scienceinstruction is an efficient, effective, and time savingmeans for the interested teacher to develop the teachingskills of this methodology. It can be used as a companionto the latest set of science and health competencies of theState Department of Education and as a companion to the mostrecently published textbooks.

Part I, Science in the Contemporary Classroom, revealsthe theorical foundation for teaching science in a middleschool classroom. Part II, Life Science in the Las CrucesMiddle School Classroom, provides a practical model forincorporating process skills into teaching. Both parts arean attempt to further the renaissance of using the processskills approach in a middle school life science program asteachers come to believe that the outcomes justify theeffort.

The summary takes the form of a concept map. It wasdeveloped as a visual or organizational roadmap and showsthe relationships between the key ideas presented.

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RATIONALE

FIELD GUIDE TO TEACHING LIFE SCIENCE is written formany people. Its condensed format is useful for studentteachers who need a starting point and direction in theirfirst efforts at teaching. Assistance is provided tofirst year science teachers who are often burdened withresponsibility and lack for sufficient time and resources.With the national shortage of science teachers, newlycertified teachers of science could use this handbook as alifeline in getting their new career off to a healthy start.Established science teachers could cope with the call foreducational accountability and shortages of resources (time,money, and materials) with which they may be faced. Atevery stage of their professional careers science educatorscan benefit from this booklet.

The typical teacher is burdened with curriculum guidesthat are 2-3 inch thick notebooks with curriculum to betaught in a fully prescribed manner. This FIELD GUIDE is acurriculum handbook. Handbooks are simple, concisereference books, the type of booklets that science teachersshow their students how to use. This FIELD GUIDE for lifescience teachers is small enough to carry. It is written tobe used to trigger the mind as a reminder of informationthat science educators need at their fingertips. Thishandbook is written to remind the professional biology orlife science teacher of what is to be taught and ways inwhich it might be taught and evaluated.

This FIELD GUIDE credits the teacher with the abilityto make curriculum decisions and use judgement in hisapproach to teaching; however, it does go further. It is anattempt to give the teacher accountability. This FIELDGUIDE along with process skills activity sheets (in Part 2)and an up-to-date gradebook should be sufficient resourcesfor the teacher in explaining to a parent or administratorthe reasons for curricular decisions as well as chartingstudent progress. Being able to justify decisions andactions using reasoning gives the teacher credibility as aprofessional and accountability if proper records are kept.Having a defensible program is especially important in timesof educational reform, accountability, and financialretrenchment.

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SCIENCE PHILOSOPHY

Science must be part of the school's curriculum oreducational program in order to move this country forwardinto the future. The essence of science is such that itprovides students with knowledge, skills, and attitudes thatthey will learn In no other course of study. They willdevelop their perceptive abilities so they learn optimallyfrom their environment. They will come to understand howthings work in their lives and how science affects them.They will strive to use high level thinking skills allowingthem to solve problems and responsibly decide scientificissues. In short, science teaches students to take controlof their lives and surroundings in a manner that willcontribute to the well-being of the people of thiscountry/world. Because science is a unique, productivediscipline, it must be given priority resource allocation.

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lilk

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SELECTED SCIENCE TEACHING MODELS

This FIELD GUIDE presents seven teaching models ortheories. They were selected because they are appropriatefor the scienze curriculum. They are presented in a verybasic outline format with the understanding that should ateacher need more detailed information, it could be obtainedusing the bibliographic reference. Using the outline formatallows the teacher to select the teaching style with whichshe feels the most comfortable. It also shows the teacherthe specific research or academic foundation of her selectedteaching method should this ever be in question. The orderof presenting of models is from general to more specifici.e. more directly applicable to a science curriculum.

PHENIX - REALMS OF MEANING. These 6 Realms of Meaningshow us how the essence of science (concepts and skills) fitinto the whole human endeavor called learning.

1. SYMBOLICS - Verbal and body language, mathematics,and rhythms.

2. EMPIRICS - The science of the living and physicalworld of humans.

3. ESTHETICS - Perceptions through the visual,performing, and literary arts.

4. SYNNOETICS - Personal knowledge, insights, anawareness.

5. ETHICS - Morality as expressed by an indiobligation to morals rathi than facts al

6. SYNOPTICS - Integrating the above realmsin order to view the world comprehensive!"Big Picture" idea.

vidue'sone.of meaningy, the

BLOOM'S TAXONOMY - A Hierarchy. This traditionalclassification of levels of learning includes 3 domains,cognitive (facts), affective (feelings), and psychomotor(physical skills). Although not a new educational model,Bloom's taxonomy continues to have implications for thescience curriculum and is in common use.

1. COGNITIVE DOMAIN

A. Knowledge-memorizing facts and figuresB. Comprehension-understanding the meaning

relationships of facts and figuresC. Application-ability to use facts and figuresD. Analysis-breaking down an idea into smaller partsE. Synthesis-putting ideas together to form a new

entityF. Evaluation-Judging the newly created entity for it's

worth (Bloom, 1956)

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2. AFFECTIVE DOMAIN

A. Receiving-awareness of (scientific) activitiesB. Responding-motivation to do something with or about

a scientific phenomenonC. Valuing-having a preference for a scientific

approach rather than other ways of looking atphenomenon

D. Organizing-bringing scientific values into the realmof personal values

E. Characterizing-developing a lifestyle based onpreferred scientific values (Krathwohl et al., 1964)

3. PSYCHOMOTOR DOMAIN

A. Moving-coordinating gross body movementsB. Manipulating-coordinating fine body movementsC. Communicating-getting ideas and feelings across

using body languageD. Creating-using new ideas (Krathwohl et al., 1964)

HARM'S 3 This is an inquiry methodfor teaching and learning science developed by the ScienceCurriculum Improvement Study (SCIS). This project was basedon Piaget's developmental stages which follows a progressionfrom concrete to abstract (Atkins and Karplus, 1962).

1. EXPLORATION- Students are given unfamiliar materials andinstructed to discover everything that they can aboutthe object. The students observe and proceed given aclear, but open-ended task statement.

2. CONCEPT INTRODUCTION-The teacher introduces the conceptby readings, lecture, discussion, audio-visuals, orinvestigation. The concept is defined in terms of theexperiences the student had during exploration.Different aspects of the concept are given names orlabels for vocabulary development.

3. CONCEPT APPLICATION-The student is allowed to transferher new knowledge to a new learning experience.Students see practical applications of science andtechnology in their own lives.

GOWIN'S CONCEPT MAPPING. A concept is an idea that tiestogether related facts (Funk et al, 1985). Concepts aredesignated with a label. A concept map is a visual roadmapthat shows the relationship between a small number of keyideas as related to a larger more general concept. Thesemaps are a way to help students and teachers "to penetratethe structure and meaning in the knowledge they seek tounderstand." (Gowin, 1977). An example of a concept is

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digestion. A concept map of digestion is a graphic thatshows relationships between the different components of thedigestive system. This map might include sections on theorgans of the digestive system, the nutrients to be absorbedand show the part of the digestive system that isresponsible for breaking down each nutrient. An example ofa concept map is in the summary of this FIELD GUIDE.

BUDD ROWE'S 3 MODELS OF TEAChING INQUIRY. Before BuddRowe's models are explained, it would be helpful tounderstand phrases as used In this text.

Nature of Science or the essense of science isdiscovery, to gain insight for the first time.Discovery as Dewey espoused places greater emphasis onlogical thinking processes by which new knowledge canbe gained and less emphasis on information to bememorized. People who think as scientist do arecurious, willing to suspend Judgement, open-minded,and skeptical or questioning (Rakow, 1986).

Teachina Science means providing an appropriatelearning environment so those who have or aredeveloping a scientific nature encouraged(Rakow, 1986).

Learnina Science means using science process skillsas spelled out in the 1960's curriculum refbrmprograms, Science-A Process Approach (Rakow, 1986).

Inruiry Teachers are those that 1)model scientificattitudes, 2)are creative problem-solvers, 3)showflexibility, 4)use open-ended questioning strategies.(Rakow, 1986).

_Budd-Rowe believes that inquiry teachers have 3 toolsthat enable them to conduct inquiry science programs. A!l 3can be used or they.cPn be sel'Ited singly or in pairs.(Budd Rowe, 1973).

1. RATIONAL INQUIRY - employs questioning and reinforcingtechniques to direct students toward solving a problem.Inquiry is teacher directed.

2. DISCOVERY - has the teacher giving students materialsand guiding them in their observation and reasoningprocess. Discovery is student directed.

3. EXPERIMENTAL INQUIRY - is the process of making astatement that you think is true and finding a way totest that statement. Experiments can be teacher orstudent directed.

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EVAN'S PROBLEM-SOLVING. Problem-solving in a classroomsetting refers to looking at an issue related to science anda given population such as school, community, state,national, or global concern. Problem-solving Implies thatconditions exist that warrant some action to reduce or doaway with these conditions. The formal steps are thoseinvolved in any decision-making process.

1. JUSTIFICATION A PROBLEM EXISTS - gather data2. DETERMINE PROBLEM CAUSES - brainstorm3. CONJECTURE SOLUTIONS - brainstorm4. SCREEN SOLUTIONS - see if solutions will work, are

legal, and are practical5. bEFINE SOLUTIIN - see the implications of putting

the solution into effect6. DETERMINE AREAS OF CONCERN - see effects, fairness, and

feasibility of solution7. OBTAIN PREDICTED CONSEQUENCES - predict positive and

negative outcomes8. DETERMINE PRIORITIES - see what are the most imp'Jrtant

positive and negative outcomes9. ASSESS SOURCES - use experts and other resources to

develop confidence ratings of competing solutions10. DECIDE - weigh important positive against negative

outcomes and select one solution

ZHOWALTER'S SCIENTIFIC and TMCHNOLOGIC LITERACY MODU. ForShowalter literacy goes beyond language and computerliteracy to extend to the realm of science. Scienceliteracy is the understanding and abilities in scierce thatallow people to solve the complex problems associar,ed witha rapidly-changing, technologically-advanced society. Hebelieves snientific and technological literacy are quiteinterrelated and closely allied. Literacy is divided !nto 7dimensions-. Each dimension is composed of many specificfactors that he has labeled quite clearly in hispublication. The 7 dimensions are:

1. Knowlege and Structure2. Concepts3. Processes4. Values5. Science and Technology in Society6. Positive Predisposition toward Science7. Manipulative Skills

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SCIENCE IN THE MIDDLE SCHOOL

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Perspective. As a member of the Las Cruces PublicSchools (LCPS) Middle School Transition Team, I have had theopportunity to listen and talk directly with many of thestate, regional, and national proponents of the middleschool movement. Also, I have been able to observe twosuccessful middle schools. These include Desert View MiddleSchool in El Paso, Texas, and a middle school in whichscience is of top priority, Los Alamos Middle School in LosAlamos, New Mexico. Two things should be kept in mind aboutthe Los Alamos visitation. First, it gave the observer theunique opportunity of seeing a middle school in action whosescience staff was the state's most active and influentialgroup in developing the science competencies for the Stateof New Mexico. Second, the Los Alamos Middle School has amodel science program rather than a typical one.

Middle School Concept. The LCPS are committed to convertingfrom the current Junior high school concept to middleschools. They intend to do so by not simply renaming them,but by applying the basic tenants of the middle schoolmovement in this country. I believe that five of theseseven tenants (as espoused by Elliot Merenbloom ofPikesville Middle School in Maryland) have very directimpact on middle school science programs and scienceteachers. These will be briefly described in an expandedoutline format. Middle schools are intended to be apersonal and positive experience for each student. Fivehallmarks of middle schools are:

1. A RESPONSE to these needs of early adolescents

A. Social and emotional needs for a positiveself-image, peer group acceptance, and familysupport

B. Moral development so they will reason and act in anappropriate manner

C. Physical/sexual maturationD. Intellectual growth at a time when other development

may be taking precedence, namely A,B, and C above.

Note: Aspy's studies of the relation betweencognition, emotional functioning, and physicalfunctioning show that these are strongly anpositively related.

2 A FLEXIBILITY in response to student needs so that theyare comfortable in "their" s.. ool which is designed tooffer the warmth of a home/family environment instead ofthe emptiness of a government institution

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3. A PLAN for curriculum in response to learner's needsthat go from concrete to abstract thinking (Piaget).Three curricular components according to Saylor andAlexander are:

A. Information - how to collect and learn it in eachrequired course

B. Skill development - hands-on experiences that allowstudents to understand and use what they were taught

C. Personal development - information and activities tohelp with understanding changes, problems, anddecisions In their lives

4. An EXPLORATORY PHASE - Students are exposed to a varietyof experiences In classroom learning, avocations,and '.ocations. These activities should beappropriate to their abilities and Interests.Specialization is left to the high schools ancolleges.

5. ORGANIZATIONAL OPTIONS - unique to each school

A. Slack of time schedulina for flexibility and forgroup identity. Classes can meet for as short as 15minutes or in hour blocks.

B. Team planning for coordination of curriculum andfor early diagnosis of an individual student'sproblem.

C. Interdisciplinary teaching so students see therelationship between different subjects. This teamgenerally consists of teachers from each academicdiscipline. An example would be a science, math,social studies, and language arts teachercoordinating curriculum together during a teamplanning period. They could use a variety ofmethods such as:

1. A theme approach like a careers2. A cultural approach like social issues3. A historical approach like inventors4. A problematic approach like deficencies in study

skills

D. Student schedulina arouos usually consistof about 150 students. The groups can be homogenousfor required classes as long as there is thepossibility that the student can be regrouped basedupon demonstrated ability. Elective classes areheterogenously grouped. Student scheduling groupsare also referred to as "schools within a school"for an individual student hopefully feels a group orfamily identity. They should also sense that their

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team of teachers knows, understands, and has apositive regard for them in the spirit of CarlRodgers. This then fosters a desire for cooperationrather than the competitiveness that is felt in aJunior high school. Student scheduling groups arealso an attempt to treat each student humanely, withrespect on the part of the other students and theirassigned teachers. A sense of ownership and a senseof caring make middle schools very special placesfor students.

The Role of Science in the Middle School. Science programsand science teachers have a very important role in middleschools. Science has renewed importance in the future ofthis country. It is an academic course and, as such, isconsidered essential to the intellectual progess ofstudents.

How may science programs be different in a middleschool than in a Junior high school? The answer is in whatNike Pike, principal of Desert View Middle School, as .the"profile if a middle school teacher". The qualities thatmake a contented middle school teacher apply likewise to amiddle school science teacher. A middle school teachershould 1) understand and like this age student, 2)understand and philosophically agree with the middle schoolidea, 3) be flexible, 4) be cooperative and able to workclosely with others, 5) have a sense of humor.

How does a middle school curriculum differ from ajunior high school curriculum? The written curriculum mightbe similar to the Junior high curriculum if students hadbeen allowed to do activities and labs. Both the plannedand the unwritten curriculum could have subtle changes thatfrankly would be hard to document in a research paper ordifficult to pinpoint as resulting in higher standardizedtest scores. In a word, students are involved in their owneducation, their own school, and with others that may nothave mattered previously. Learning is active and their ownresponsibility. The written curriculum, the unwrittencurriculum, and teaching methods are different in a middleschool and in a Junior high school. The best way to detectthe differences is by directly observing students andteachers interacting in a middle school classroom.

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PART IILIFE SCIENCE IN THE

LAS CRUCES MIDDLE SCHOOLCLASSROOMS

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iiiii,.............__

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The purpose of Part II is to develop a process skillmodel for teaching life science in middle school classrooms.

Q1)ALS

The primary goals of a life science curriculum are:

1. To learn the basic information, terms, and concepts ofbiology.

2. To develop the basic and integrated skills thatbiologists use in the conduct of their profession.

3. To practice the writing skills necessary to meet theneeds of a technical discipline.

4. To develop critical thinking skills.

5. To explore a creative approach to solving problemsrelated to contemporary and future life science issues.

6. To become aware of the way science is integrated intodaily living.

7. To begin to appreciate the living world.

8. To begin to develop an attitude of adaptability tochange and new ideas.

9. To consider a science or related career.

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SCIENCE PROCESS SKILLS

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Science process skills are now considered the core ofany laboratory science class. They are "the thingsscientists do when they study and investigate," according toFunk et al. The materials for doing science can beordinary, inexpensive items that could be found at home, ina supermarket, or hardware store. The development ofscience skills is a primary goal of any contemporary scienceprogram. Nothing clarifies goals as effectively asdemonstrating their achievement. This is apparent whenscience process skills are mastered. It is then that thereal purpose of a science course becomes clear.

There is a process skills videotape available for selfin-service that shows teachers specifically how to teachprocess skills. It shows activities that can be used in aclassroom setting that are aimed at mastering the skills.The video also shows the teacher how to evaluate the degreeof mastery of these skills. The video is available fromNMSU's School of Education, Dep't of Curriculum andInstruCtion thru Dr. Carol Stuessy.

What is the purpose of incorporating science processskills into the curriculum? What are science processskills? Padilla provides the most comprehensive answer tothese questions.

One of the most important and pervasive goals ofschooling is to teach students to think. All schoolsubjects should share in accomplishing this overallgoal. Science contributes its unique skills, with itsemphasis on hypothesizing, manipulating the physicalworld and reasoning from data.

The scientific method, scientific thinking and criticalthinking have been terms used at various times todescribe these science skills. Today the term"science process skills" is commonly used. Popularizedby the curriculum project, Science, A Process Approach(SAPA), these skills are defined as a set of broadlytransferable abilities, appropriate to many sciencedisciplines and reflective of the behavior ofscientists. SAPA grouped process skills into twotypes--basic and integrated. The basic (simpler)process skills provide a foundation for learningthe integrated (more complex) skills. These skillsare listed on the following page.

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BASIC SCIENCE SKILLS

Observing - using the senses to gather information aboutan object or event. Example: describing a pencilas yellow.

Inferring - making an "educated guess" about an object orevent based on previously gathered data or information.Example: Saying a person who used a pencil made a lotof mistakes because the eraser was well worn.

Measuring - using both standard and nonstandard measuresor estimates to describe the dimensions of an objector event. Example: Using a meter stick to measurethe length of a table in centimeters.

Communicating - using words or graphic symbols to describean action, object or event. Example: Describing thechange in height of a plant over time in writing orthrough a graph.

Classifying - grouping or ordering objects or events intocategories based on properties or criteria. Example:Placing all rocks have a certain grain size or hardnessinto one group.

Predicting - stating the outcome of a future event based onpattern of evidence. Example: Predicting the heightof a plant in two weeks time based on a graph of itsgrowth during the previous four weeks.

INTEGRATED SCIENCE PROCESS SKILLS

Controlling variables - being able to identify variablesthat can affect an experimental outcome, keeping mostconstant while manipulating only the independentvariable. Example: Realizing through past experiencesthat amount of light and water need to be controlledwhen testing to see how the addition of organic matteraffects the growth of beans.

Defining operationally - stating how to measure a variablein an experiment. Example: Stating that bean growthwill be masureed in centimeters per week.

Formulating hypothesis - stating the expected outcome of theexperiment. Example: The greater the amount of organicmatter added to the soil, the greater the bean growth.

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Interpreting data - organizing data and drawing conclusionsfrom it. Example: Recording data from the experimenton bean growth In a data table and forming a conclusionwhich relates trends in the data to variables.

Experimenting - being able to conduct an experiment,including asking an appropriate question, stating ahypothesis, identifying and control!ing variables,operationally defining those variables, designing a"fair" experiment, conducting the experiment, andinterpreting the results of the experiment. Example:The entire process of conducting the experiment on theaffect of organic matter on the growth of bean plants.

Formulating models - creating a mental or physical model ofa process or event. Example: The model of how theprocesses of evaporation and condensation interrelatein the water cycle (Padilla, 1987).

PROCESS SKILLS ACTIVITY SHEET

How does a teacher ensure that process skills are anongoing and integral part of his daily lessons? On thefollowing page is a process skills activity sheet (Rowland,Stuessy and Vick, 1987) that is used as the basis forplanning a science lesson, activity, or experiment.

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PROCESS SKILL ACTIVITY SHEET Name

Process Skill:

Concept:

Objectives:

Procedures:

What the teacher does What the student does

Materials:

Time required:

Evaluation: I will know that the student has mastered theprocess skill by the student doing the following things:

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A LIFE SCIENCE PROGRAM

How does a middle school life science program that usesprocess skills differ from a traditional program? There areno radical or highly innovative differences. One of themain distinctions is that all three learning domains areincorporated into the curriculum. In the traditionalprogram the cognitive domain is often the entire basis forthe whole program. The unequivocal strength or many scienceprograms has been their attention to Saylor and Alexander'sfirst curricular component, science knowledge and structure,i.e. the cognitive domain. In the one being proposed, allthree domains (cognitive, psychomotor and affective) areessential components. The inclusion of the psychomotor andaffective domains are believed to be essential to the aimsof both the middle school concept and the process skillsconcept.

The current, written life science curriculum for theLas Cruces Public Schools (LCPS) focuses on the cognitivedomain as shown in sections I through X. Sections XI,XII,and XIII have been added in this proposal as a way toencorporate the psychomotor and affective domain.

COGNITIVE DOMAIR

I. Scientific ToolsA. Scientific methodB. MicroscopeC. Dissecting equipmentD. Measuring equipment

II. Simple BiochemistryA. Matter

1. Mass2. Volume

B. EnergyC. CompoundsD. Symbols

1. C, H, N, and 02. Other symbols

E. Formulas (not balanced)1. Photosynthesis2. Reupiration

F. Cycles1. Carbon /oxygen2. Nitrogen

III. ClassificationA. HistoryB. Linnean system

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IV. Cellular Structure and FunctionA. Cell partsB. Cell division

1. Mitosis2. Meiosis

C. Cell specializationD. Tissues, organs, systemsE. PhotosynthesisF. RespirationG. OsmosisH. Protein synthesis

V. Micr000rganism Structure and FunctionA. VirusB. BacteriaC. AlgaeD. Protozoa

VI. Plant Structure and FunctionA. Non-vascular

1. Fungi2. Moss3. Other

B. Vascular1. Ferns2. Gymnosperms3. Angiosperms4. Others

VII. Animal Structure and FunctionA. Invertebrates

1. Sponges2. Coelenterates3. Flatworms4. Roundworms5. Mollusks6. Annelids7. Arthropods8. Echinoderms

B. Vertebrates1. Fish2. Amphibians3. Reptiles4. Birds5. Mammals

C. Dissections1. Invertebrates2. Vertebrates3. Others4. Examples-worm, crayfish, grasshopper,

starfish, mussel, and frog

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VIII. Human Body Structure and FunctionA. Systems

1. Integumentary2. Skeletal3. Muscular4. Digestive5. Circulatory6. Respiratory7. Excretory8. Endocrine9. Nervous

10. Reproductivea. Asexualb. Sexual

B. Growth and Development1. Embryo and fetus2. Birth3. Childhood4. Adolescence

C. Health1. Nutrition2. Drugs3. Disease

IX. GeneticsA. Mendel's LawsB. GenesC. ChromosomesD. DNAE. Recessive and dominant characteristicsF. Monohybrid and dihybrid crossesG. MutationsH. Predictions

X. Science/Technology/Society (Integrated)

A. Current issues-examples include sexuallytransmitted diseases, genetic engineering,nuclear energy, and pollution

B. Impacts on society-examples include safety,consumerism, careers, computers, and energy.

C. Limitations of scienceD. Contributions of science/scientistsE. Truth-seeking nature of science

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PSYCHOMOTOR DOMAIN

XI. Skills

A. Process skills (including identifying, recording,calculating, graphing, designing models andexperiments).

B. Communicating1. Verbal

a. Reportsb. Discussions

2. Writtena. Lab reportsb. Abstracts of articlesc. Outlinesd. Bibliographic references

3. Readinga. Journal or magazine articlesb. Charts, tables and graphsc. Instruction bookletsd. Computer documentation

4. Listeninga. Instructionsb. Opinions of othersc. Differentation between sounds (sensory)

5. Computing/word processing

AFFECTIVE DOMAIN

XII. Personal Development

A. Getting along with othersB. Developing leadership skillsC. Developing study skillsD. Organizing protectsE. Solving problemsF. Making decisionsG. Working to completionH. Meeting deadlinesI. Becoming aware of careers in the life sciences

XIII. Enrichment

A. Science fairB. Science OlympiadC. Science clubD. Gifted and talented educationE. Field tripsF. MentorshipsG. Career fair

LIONINIMO'

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SCIENCE COMPETENCIES IN LCPS

These are the basic science competencies endorsed bythe Las Cruces Schools as required by the State of NewMexico, State Department of Education. Specific measurablecompetencies for each grade level are available thru LasCruces Schools Administrative Offices.

A. OBSERVING

1. Describe the objects and event on the basis ofobservable characteristics.

2. Use indirect methods if direct genet experience isinsufficient to describe objects or events.

3. Describe and report data quantitatively.4. Distinguish between observations and inference.

B. CLASSIFYING

5. Classify objects and events based on observablesimilarities and differences of selectedproperties.

6. Use classification keys to place items within ascheme or to retrieve information from a scheme.

7. Construct 2 or more classification schemes for thesame set of objects and develop a classificationsystem.

C. INFERRING

8. Draw logical conclusions or interpretations ofevents based on given data or premises.

D. PREDICTING

9. Suggest the outcome of ail event based uponpreviously observed conditions.

10. Suggest cause and effect relationships within ascientific problem solving situation.

E. MEASURING

11. Measure properties of objects or events by directcomparison with standardized units of measurement.

12. State the parameters of a designated measurement.

F. COMMUNICATING

13. Keep accurate records of observation for checkingand rechecking others.

14. Construct a simple data table containing 2'-%riables, label columns and rows, and accuratelyenter data.

2215. Make graphic representations of accumulated records

of observations and communicate this informationclearly and meaningfully.

16. Construct a simple bar, line and/or pie graphproperly labeled and scaled.

17. Integrate written work with subject matter toimprove technical writing skills.

G. INTERPRETING DATA

18. Use processes such as classifying, predicting,inferring, and communicating to interpret data.

19. Revise interpretations of data based on newinformation or revised data.

20. Formulate conclusions when given appropriate data,tables, and graphs.

21. Abstract important ideas from reading, listening toor watching a presentation.

H. NAMING OPERATIONAL DEFINITION1

22. Describe a variable or event in observable andmeasurable terms to differentiate information fromother phenonmena.

I. FORMULATING QUESTIONS and HYPOTHESES

23. State questions on the basis of obervations.24. Devise a statement which can be tested by

experiment.25. Construct hypotheses from information given in a

data table, graph, or picture.26. Revise hypothesis based on new information.

J. EXPERIMENTING

27. Design data gathering procedures as well as test anhypothesis.

28. Conduct simple experiments to make obervations orto confirm a prediction.

29. Be able to identify variable and the controlaspects of an experiment.

30. Consider limitation of methods and apparatus ofexperimentation.

31. Demonstrate lab safety procedures.32. Demonstrate error analysis and information

analysis.

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K. MODELING23

33. Devise models on the basis of an acceptablehypothesis or hypotheses that have yet to betested.

34. Use models to describe and explain inter-relationships of ideas.

35. Use a model to visualize the solution to a problem.

L. USING QUANTITATIVE APPLICATIONS

36. Represent scientific principles using mathematicalformat.

37. Record measurement using appropriate scientificnotation.

38. Identify and demonstrate a relationship between 2variables that can be used to make a prediction.

39. Read and interpret numerical values from charts,tables, or graphs, and apply results to answeringquestions.

M. RECOGNIZING IMPACTS

40. Identify, describe, and discuss contemporary issuesin science, such as family planning, patterns ofsocially. transmitted diseases, genetic engineering,pesticides, nuclear energy, and pollution as theyrelate to humane.

41. Recognize the role of the political process in theadvancement of science.

42. Describe the effects of science in: consumerism,safety, careers, computers, solar energy, syntheticfuels, and fossil fuels.

43. Recognize the limitations of science.44. Recognize the impact of the accumulation of new

evidence on scientific thought.45. Recognize how the contributions of science lead to

the development of new ideas.46. Recognize the truth seeking nature of science.

(Graham,1985)

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STUDENT PROGRESS

2A

Student levels of achievement could be evaluated in thetraditional. ways. Giving students a test at the end of eachunit would help determine if program goals are beingachieved. Final examinations are required at the end ofeach semester by the LCPS.

The State Department of Education is making an effortto address the accountability intent of the educationalreform act. They are writing competency tests to correspondto their science competencies. These will be administeredby the local schools. The SDE will also establishacceptable levels of achievement. If a student does notpass at thiJ pre-determined percentage level s/he could beretained or the information could be placed on the student'srecord as being weak in that particular competency. This isthe current plan as explained by Lynn Mulholland of the LCPSScience Curriculum Committee.

Student levels of performance can be evaluated in aless traditional ways like asking students to identifyspecimens or establishing criteria on which lab grades areto be based. Whether the evaluation is traditional or not,the evaluation should be of such a nature that the studentand/or parent could be informed of the progress made versusthe progress expected. A Scorecard of Practical Work is adevice designed to inform the student before labs begin ofwhat skills should be learned and a device to inform themlater of their progress. Checkmarks indicate if the studenthas the skill or needs to improve it.

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SCORECARD OF PRACTICAL WORE

Practical work is both objectively and subjectively graded.

SKILLS

Manirlative Skills1. To set up apparatus safely and according to

directions.

2. To use basic equipment.

3. To work safely and methodically to completion.

4. To improvise, use, or construct "non-standard"apparatus as necessary.

Communication Skills5 To present on paper a complete account of

experimental work.

6. To describe and discuss experimental work.

Observation Skills

7. To observe fully and accurately.

8. To observe unexpected outcomes.

plannina Skills9.. To plan experiments, given a problem.

10. To choose equipment and methods appropriate for theproblem.

Lnterpretatiort11. To process raw data.

12. To generate hypotheses or ideas to explainobservations.

13. To evaluate ideas as a result of experiments ortests.

14. To appreciate the limitations of experimental work.

Attitudes15. To show persistence in following tasks through to

conclusion.

16. To demonstrate cooperation in lab work.

17. To develop initiative and resourcefulness ofapproach to lab work.

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PROGRAM EVALUATION

Evaluating the success of a middle school program willtake several forms. The teacher evaluates on a continuingbasis. The teacher along with the principal evaluatesduring annual review of the Professional Development Plan.The aisciolinary tegm of all science teachers also exchangesideas and improvements. The fallowing are strategies thatwould assist in a more concrete approach to programevaluation.

Class Records. Ih addition to evaluating students'levels of achievement and performance, the teacher keeps aJournal assessing the success or failure of each activity,lab, or project to determine it's relative merits to programgoals.

Feedbackfrom Students. This feedback could be bothformal and informal. The fundamental question students willbe asked is, "Did this course meet your expectations for alife science course?" They could respond formally to aquestionnaire at the completion of the course and informallyafter completion of each activity thru discussion.

Peer Evaluation. The members of the science departmentcould be asked to read this FIELD GUIDE and make suggestionsregarding additions or deletions from the proposed course.At the comletion of the course, these individuals will beasked to rate the program on It's relative merits orimprovements to be made in meeting their expectations.

32

MISIImaaur

26

RESOURCES

Theexpanded

1.

27

following types of resources can be utilized andas the program progresses.

Textbooks

The primary text purchased by the LCPS is SilverBurdett and Ginn's Life Science. A supplementaltext or resource text is Merrill's focus on LifeScience.

2. Maaazineg

Magazines purchased by the science department andthe school library will give the student an ideaof current and future topics being studied by menand women in the biological fields. They are anexcellent resources for careers and from which todevelop writing and reading skill assignments.

3. Transparencies

These would be prepared or purchased to helpstudents organize information and seerelationships between ideas or events. Curriculummaps and advanced organizers on transparenciesare quite beneficial In clarifying more difficultconcepts.

4. Computers. software- and student disk

It is critical that the students perform asclosely to real-life situations as is possiblebecause science is a dynamic field that determinessocietal change. Ideally, each student shouldhave his or her own disk on which to record dataand learn word-processing.

5. Videos

These should not be the backbone of the curriculumbut are helpful in 1)bringing the field into theclassroom, 2)seeing the latest technologicaldevelopments, and 3)observing animal behavior.They are available through the InstructionalService Center of LCPS. Films are also available,without charge, Lcom NMSU's Film Library in theCollege of Agriculture.

33

6. Charts and Posters28

These visual aids enliven the curriculum and theclassroom according to Harry Wong, educationalconsultant and science teacher. He believes thesetype of things are very important for studentmotivation (Wong, 1985). They are, of course,available not only through educational supplycompanies, but some of the best quality can beobtained through the various science and biologyassociations. Teacher-made or student-made chartsand posters are very appropriate because of budgetconstraints.

7. BuPplies. models. samples. and specimens

These are at the heart of any biologyprogram for it is best for students to "do science"not simply study science. These items can bepurchased through educational supply companies, canbe designed as part of the lesson or supplied bynature.

8. Community Resources

These are an important component of successfulmiddle schools programs. Guest speakers, fieldtrips, mentorships are memorable events thatpotentially can cause students to have a lifelonginterest in science.

There will undoubtedly be other resources needed for a LifeScience Program, but their development will come as need isperceived and financed.

34

SUMMARY. A CONCEPT MAP

The focal point of this concept map is the scienceeducator. This individual must implement certaininstitutional decisions that impact upon them from the SDE,the LSPS, and the Science Curriculum Committee. Thedecisions of these three groups are non-negotiables and areat the too, of the map. At the left, are those three academiccomponents that impact on the teacher's delivery of thecontent and the student's involvement in the learningprocess. These include teaching models, middle schoolliterature, and new scientific developments. On the tightof the map are three professional benefits to teachers whodecide to adopt this comprehevsive approach to implementingcurriculum in a wholesale way by sequentially selectingelements presented in this book that would enhance *theirprogram. Benefits to the teacher include professionaldevelopment, accountability, and methods for evaluation.The bottom of the map contains the reason for being, tobenefit students. These include to help students understandtheir world from a scientific viewpoint, to be able toperform science skills, and to experience personal growth.

StIMPIARy

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30

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OBCLUSION

31

Science education has many important challanges aheadif it is to attempt to keep pace with science developments.There is a need for a life science process skills course tobe taught in the genuine spirit of the middle school. Thereis a need to fill the many science teacher openings withindividuals that know not only their subject matter, but arealso knowledgeable of the teaching techniques necessary toachieve the basic goals of science education. This FIELDGUIDE is offered as a means of answering those needs. It isnow the responsibility of science teachers to activate anyaspects of this proposal that will further the goals oftheir individt]ai program. A continuing process ofcurriculum evaluation and revision will result in meetingthe students' needs, helping the teacher experienceprofessional growth.

37

REFERENCES

Aspy, David N. "A Humanist's Perception of Thinking &Creativity". Science Education Information Report.Columbus, OH: ERIC Clearinghouse for Science, Math,& Environmental Education. (Dec., 1979).

Atkin, J.M., & Karplus, R. "Discovery or Invention,"Science Teacher. 29 (1962).

Budd-Rowe. Mary. Teachinig,Science as Continuous Inauirv.NY: McGraw-Hill. (1973).

Blair, William Owen. New Mexico Health EducationCompetencies for Grades 3.5. & 8. Santa Fe, NM:State Department of Education. (1984).

Bloom, B.S. Taxonomy of Educational Objectives: TheClassification of Educational Goals. NY: DavidMcCay. (1956).

Dewey, John, Democracy & Education. NY: Macmillan,(1916).

Diederich, Paul, "Components of the Scientific Attitude."Science Teacher. Washington,D.C.: National ScienceTeachers Association. (Feb., 1967)

Evans, W. Keith, & Applegate, Terry P. Teaching Issues inScience. Excerpted from balkino Rational Decisions. SaltLake City, Utah: ProDec, Inc. (1982)

Funk, H. James, Fie', Ronald L., Okey, James R., Jaus,Harold H., & Sprague, Constance Stewart. LearningScience Process Skills. Dubuque, IA: Kendall/HuntPublishing Co. 2nd ed. (1985)

Gowin, D. Bob. "The Domain of Education". Ithaca, NY:CornellUniversity, (1977).

Graham, B.K.New Mexico Science Competencies for Levels3.5. & 8. Santa Fe, NM: State Department of Education(1985).

Harms, Norris C., & Yager, Robert E. What Research Says tothe Science Teacher. Vol. 3. Washington, D.C.: NationalScience Teachers Association, (1981).

Heimler, Charles H. focus on Life Science textbook packageColumbus, OH: Merrill Publishing Co. (1987).

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Krathwohl, David R. ImprovinoLEducational Research andDevelopment Ohio State University: Columbia Center forVocation!!! Education. (1961).

Las Cruces Public Schools. Current Life Science Program forgrade 7. (1987).

Las Cruces Public Schools. Science Competencies for Grade 6.7. & 8. (1986).

Little, Marjorie. Interview of a Technical Writing teacherfor Las Cruces Public Schools on June 5, 1987.

Merenbloom, Elliot. Seminar presented to the Las CrucesMiddle School Transition Team on Jan. 4, 1987 at NMSU.

Mulholland, Lynn. Interview with Las Cruces Public SchoolsMiddle School Science Curriculum CommitteeRepresentative on June 9 8 10, 1987.

Padilla, Michael J. The Science Process Skills". ResearchMatters ...To the Science_ Teacher. Cincinnatti, OH:National Association For Research in Science Teaching.(1987).

Phenix, Philip. Realms of Meaning San Francisco, CA:McGraw-Hill. (1964).

Rakow, Steven J. Teaching Science as Inauirx. Bloomington,IN: Phi Delta Kappa Educational Foundation Monograph*246. (1986).

Richmond, Pounds, 8 Corbin. jjealth for Life textbookpackage. Glenview, IL: Scott, Foresman, 8 Co.(1987).

Rowland, Paul, Stuessy, Carol, & Vick, Larry. "Basic ScienceProcess Skills: An Inservice Workshop Kit". Las Cruces,NM: New Mexico State University. (1987).

Rude, Carolyn D. "Word Processing in the Technical EditingClass." Journal of Technical Writino andCommunication. (1985).

Saylor, J. Galen, 8 Alexander, William M. PlanningCurriculum for Schools. New York, NY: Holt, 1974.

Showalter, Victor M. "Directions of Scientific & TechnologicLiteracy". Presented to the Third InternationalSymposium in Science 8 Technology Education inBrisbane, Australia, Dec. (1984).

Silver, Burdett, 8 Ginn. Life Science textbook package.Morristown, NJ: Silver, Burdett, 8 Ginn. (1987).

Wong, Harry. "How to Be a Super Successful Teacher."Excerpted from a speech for the NM Vocational Teacher'sAssociation in July, 1985 in Albuquerque, NM.

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