This guide, the second in a series of three, provides the Spanish-speaking intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. This guide is divided into three components. The first component…

Described is a K-5 curriculum developed by teachers for use in conjunction with an outdoor learning site adjacent to their school. A curriculum matrix depicts the sequence of organisms, habitats, and soil characteristics that students in each grade level should study. Also included is background information about the site for teachers. Organized…

Discusses a typical food chain and the interrelationship between plants and animals. Describes the "Food Chain Pit" game which can be used to help students create food chains of different habitats. (RT)

Results from a national assessment of science conducted by the Minnesota Science Assessment and Research Project in 1981-82 are presented. The achievement of 13- and 17-year-olds on biology items, their attitudes about science and science classes, and comparisons with data from 1976-77 are discussed. (MNS)

Determined that graphic organizers are effective in increasing the achievement of sixth-grade (N=235) and seventh-grade (N=220) middle school students who used the organizers. Reasons why the graphic organizer enhances student learning and is an effective and practical teaching strategy are also discussed. (JN)

Describes an individualized exercise designed to acquaint students with the influence of biological sciences on culture, economics, politics, and social systems. The exercise requires student investigation and reporting on a socially controversial science related subject. (SL)

Describes steps for in-house production of Super-8 mediated learning packages for automotive and life science courses. The individualized instructional format of the packages encourages student interaction, provides hands-on experience in skill development, allows students to proceed at their own pace, and enables students to enter a course at any…

Discusses the use of and recommends a new direction for laboratory work within the context of teaching human ecology for science and social science teachers and compares traditional and human ecological approaches to science laboratory work. (CS)

Described is an advanced biology class project involving study of the effects of organic pollution on an aquatic ecosystem from an sewage treatment plant overflow to evaluate the chemical quality and biological activity of the river water. (DS)

Described is the Individual Concern for the Environment (ICE) Project utilized in the Virginia Beach City Public Schools. The major goals of ICE are to train a corps of environmental educators and to develop a strong instructional program which involves the community as well as the students. (Author/DS)

The use of pesticides in the schools is discussed. Some potential hazards include seeds dressed with fungicide/insecticide mixtures, fumigation of animal houses and greenhouses, and storage and disposal of pesticides. (SA)

Discusses the energy processes required to sustain life. Diffusion, oxygen transport, oxygen in arterial blood, and carbon dioxide transfer are the topical subdivisions discussed. (SA)

Presents some techniques for helping biology students to think about the future, such as the Delphi Technique, the cross-impact matrix and the future circles. (HM)

Describes the use of mud dauber wasp nests in laboratory activities in ecology and behavior and life science classes. Provides students with an opportunity to develop and practice basic skills including dissection, identification, observation, measurement, and communication. Discusses the life of mud daubers, obtaining and storing nests,…

The procedures, data analysis, and applications of this laboratory activity are detailed. An example of the results obtained is provided. Sources of the tadpoles and their treatment are discussed. (CW)