                            SECTION M: SCIENCE 


Conservation for Children  
*FOR SEA:  Investigating Marine Science (Grades 1-6) 
*Foundational Approaches in Science Teaching (FAST)  
*Geology Is  
*Hands-On Elementary Science  
*Informal Science Study (IfSS)  
*JEFFCO Middle School Life Science Program
*Life Lab Science Program  
*Marine Science Project: FOR SEA  
*Mechanical Universe  
*Physics-Teach to Learn  
*PRISMS: Physics Resources and Instructional Strategies for
  Motivating Students  
*Sci-Math  
Science-Technology-Society: Preparing For Tomorrow's World (PFTW)
Starwalk  
Stones and Bones  
*WIZE: Wildlife Inquiry through Zoo Education, Module II,
  Survival Strategies  
ZOO: Zoo Opportunities Outreach  
 
*PROJECTS CURRENTLY FUNDED BY THE NDN 
 
 
CONSERVATION FOR CHILDREN. A PRACTICAL, ECONOMICAL PROGRAM TO
INCREASE CONSERVATION AWARENESS, UNDERSTANDING, AND ACTION OF
ELEMENTARY SCHOOL CHILDREN THROUGH A VARIETY OF BASIC SKILL
ACTIVITIES DESIGNED FOR USE IN THE CLASSROOM. 
 
AUDIENCE Approved by JDRP for children in grades 1-6. 
 
DESCRIPTION Through a variety of basic skill activities intended
for use in the classroom, Conservation for Children teaches
students about the interdependence of plants and animals,
requirements of life, energy sources and use, pollution problems,
recycling, and other conservation concepts based on scientific
principles. The grade level conservation guides provide
instructional materials which combine basic skill practice in the
areas of language arts, math, social studies and science with a
conservation concept. Program materials are used to supplement or
replace presently used skill materials, so that no additional
preparation time or equipment is needed. Teachers can use the
materials as a primary resource for teaching basic skills, as
supplementary materials to a core program, as enrichment
activities, skill review, or as independent units of study. No
change in  staffing, physical setting, equipment, or
instructional methodology is required. Criterion-referenced tests
allow teachers to determine which materials are appropriate for
individual students or groups.  Special education teachers have
found the materials valuable for use with their students due to
the high interest level of the worksheets and the choice of
ability levels and basic skill concepts. 
 
Evaluation data confirms that students using the materials for a
minimum of 30 minutes per week master 80% of the learning
objectives. In addition, 75% of the parents of 2,000 students in
the evaluation study responded in writing that they had observed
their children implementing conservation practices at home which
they had never seen before the children used the program
materials. 
 
Conservation For Children materials include six grade level
curriculum guides (1-6) and one ALL Levels guide (activities,
resources). After the initial purchase of the guides, $25 per
grade level, $165 for the complete program, there are no on-going
costs for personnel, materials, or inservice training. A per
pupil cost for installation is only $.70. There are no recurring
costs. 
 
REQUIREMENTS The program may be used in any type of facility or
setting and does not rely on any particular methodology or
teaching style.  The program is designed for use in the classroom
and does not require any materials or equipment that are not
normally found in any school. The curriculum guides may be
reproduced in whole or in part with the permission and hope of
the authors. Inservice as to implementation and material usage is
minimal, usually two hours. The program requires no staffing
changes, as the classroom teacher continues to provide
instruction. 
 
SERVICES Awareness materials are available at no cost.  Project
staff is available for awareness and training. 
 
DEVELOPMENTAL FUNDING: ESEA TITLE IV-C 

JDRP No. 83-12 (3/4/83)
 
CONTACT 
 
Marilyn Bodourian 
Project Director 
Conservation for Children 
       or 
Stephanie Hendee 
National Training Network 
1140 Boston Avenue 
Longmont, CO 80501 
(303) 651-0833 
FAX (303) 776-5934                                       
 

FOR SEA:  INVESTIGATING MARINE SCIENCE (GRADES 1-6).
INTERDISCIPLINARY, ACTIVITY-ORIENTED, MARINE EDUCATION.

AUDIENCE Approved by PEP for all students, grades 1-6.  
DESCRIPTION By the year 2000, three out of four Americans will
live within an hour's drive of the sea or Great Lakes coasts. 
The impact on these coastal waters will be severe.   The
nationally validated curriculum materials of FOR SEA are designed
to equip students with the experiences and information necessary
to make responsible decisions about the marine environment.

Focusing on the development of basic science skills
and knowledge, FOR SEA provides interdisciplinary,
activity-oriented, marine education curriculum and teacher
training.  The magic draw of water provides incentive to teach
and learn science.  FOR SEA has been used successfully as a core
curriculum and has likewise proven effective in a thematic/unit
teaching strategy.  Close proximity to seawater is not necessary
to implement this curriculum in the classroom.  Curriculum guides
are available for grades 1-2, 3-4, and 5-6.  Each guide contains
teacher background for each activity, student activity and text
pages, answer keys for student materials, and a listing of
vocabulary words.

REQUIREMENTS FOR SEA is designed to be implemented in classrooms
at a room, grade, school or district-wide level.  Inservice
training provides implementing teachers with an overview of the
project, implementation procedures and hands-on activity sessions
to familiarize participants with activities appropriate for their
specific grade levels.  Participants feedback has confirmed the
value of two-day workshops, with a minimum requirement of six
contact hours.  Training can be provided for groups of 10-
32 educators.  Training agendas can be tailored to serve specific
grade levels or include all teachers, grades 1-12.  (Please see
listing for Marine Science Project:  FOR SEA - grades 7-12).  A
copy of the appropriate grade level curriculum guide must be
purchased for each implementing teacher at $35.00 per guide. 
Student text materials in the guide are designed to be reproduced
by adopting sites.  Hands-on materials required in most
activities are generally found in the school setting or are
readily available at local grocery, variety, or pet stores. 
Start-up costs vary be site.

SERVICES Awareness brochures and samplers of curriculum are
available. Project staff or certified trainers can deliver
awareness sessions, with negotiable cost-sharing.  Inservice
training is provided at the adopting site.  Negotiable costs
include:  trainer's honorarium, travel and per diem.  Follow-up
services are provided by the project, based on site needs.

DEVELOPMENTAL FUNDING:  USOE ESEA Title IV-C

JDRP No. 81-37 (1981) Recertified (3/88)

CONTACT

Laurie Dumdie
Marine Science Center
17771 Fjord Drive N.E.
Poulsbo, WA  98370
(206) 779-5549


FOUNDATIONAL APPROACHES IN SCIENCE TEACHING. A COURSE IN THE
CONCEPTS AND METHODS OF THE PHYSICAL, BIOLOGICAL AND EARTH
SCIENCES AND THEIR RELATION TO THE ENVIRONMENT. 
 
AUDIENCE Approved by JDRP for students in grade 7. This program
has also been used with students in grades 6 and 8. 
 
DESCRIPTION This curriculum is a full year course giving students
a sense of the operations of the modern scientific community by
involving them in typical science activities. FAST is laboratory
and field-oriented and designed for use with students who
represent the full range of abilities and interests found in the
typical middle/junior high school classroom. Instructional
strategies are structurally sequenced to address differences 
in learning styles and to develop thinking skills. Students study
three strands concurrently: physical science, ecology and
relational study.   

The physical science strand introduces such concepts as mass,
volume, density, buoyancy, physical and chemical properties of
matter, pressure, vacuum, heat, temperature and energy; the
ecology strand such concepts as ecology, plant and animal growth
and development, weather and climate, field mapping and
population sampling; the relational study strand such concepts as
resource management, technology, environmental use, energy use
and conservation. 
 
Student and teacher materials guide student investigations. The
Student Record Book enables students to record a concise log of
individual and class activities. A classroom library of Reference
Booklets, which describe use of instruments, suggest experimental
designs, outline experimental techniques, and provide necessary
supplemental readings, helps students to practice the skill of
using outside references to supplement information available from
the investigations and Student Book. The Teacher Guide presents
the logic connecting topics and sequences.  Keyed to the
investigations in the Student Book, the Teacher's Guide includes
teaching suggestions, advice on classroom procedures, and
detailed discussion of the conceptual and practical development
of the students' investigations. Other materials for teachers
include the Instructional Guide and Evaluation Guide. 
 
REQUIREMENTS Adopting teachers are required to take 10 days of
training. Adopting schools are assumed to have basic science
equipment and supplies including 6-10 centigram balances. An
equipment kit is required. Recommended: a local project
coordinator to monitor implementation activities, conduct
bimonthly meetings with adopting teachers, and provide help to
teachers as needed.  Additional training is available for local
coordinators and teacher trainers. 
 
SERVICES Awareness materials are available at no cost.
Examination copies of student and teacher materials are available
at cost, videotape describing the program available on loan
(specify Beta or VHS).  Visitors are welcome at project site and
at selected demonstration sites by appointment. Demonstration
sites are available in other states. Project staff and/or
certified representatives are available to attend awareness
meetings on negotiated cost basis. Teacher training is conducted
each summer at project site or can be provided for adoptors at
adoptor site. 
 
DEVELOPMENTAL FUNDING: University of Hawaii 

JDRP No. 80-2 (12/9/80) Recertified (1/85)
 
CONTACT 
 
Donald B. Young 
Co-Director 
Curriculum Research and Development Group 
University of Hawaii 
1776 University Ave., Rm UHS 2-202 
Honolulu, HI 96822 
(808) 956-7863 


GEOLOGY IS. AN INTRODUCTORY GEOSCIENCE COURSE. 
 
AUDIENCE Approved by JDRP for all students, grades 9-12. 
 
DESCRIPTION Designed to become part of the secondary school
curriculum, Geology Is provides geoscience learning opportunities
not presently available in the science curriculum. A broad range
of materials and media-delivery instruments allow for varied
teaching and learning techniques. The technical aspects of course
content and the social implications in the wise use of earth
resources combine in an effective interdisciplinary approach.
Awareness and understanding of geoscience processes make students
more responsible consumers of earth materials and protectors of
the environment. 
 
The five distinct but related units of Geology Is are
Introduction, Earth Materials, Observing the Earth, Internal
Processes, and External Processes.  These are subdivided into a
total of 20 chapters. Although it is a two-semester course, parts
can be taught as a semester offering.  Each unit contains text
material, lab exercises and activities, and objective and 
subjective tests. Slide-tapes, films, videotapes, and guest
speaker presentations are offered, and students are encouraged to
evaluate these.  Small groups and individuals investigate topical
areas for student-led class discussions. Off- and on-campus field
experiences and resource personnel add another dimension to the
text. Teachers are provided with a guide and an activities
handbook as a supplement to the student textbook. 
 
Through study in this elective option, students can become more
responsible consumers of earth resources and make informed
decisions for the future regarding energy, geologic hazards, and
land use.  
 
REQUIREMENTS The adopting district will need to provide an
instructor with some basic coursework in the geosciences. Other
than that, a typical science classroom and supplies are the only
other requirements for adoption. 
 
COSTS The major cost to the district will be for the purchase of
the Geology Is textbook and activity sheets. In addition, some
supplies for the activities may have to be purchased if the
district does not have an existing geoscience class. 
 
SERVICES Awareness materials are available at no cost. A VCR tape
presentation is available. Visitors are welcome at project site
anytime by appointment. Project staff is available to attend
out-of-state awareness conferences (cost to be negotiated).
Training is conducted either at the project site or at the
adopter site (costs to be negotiated).  Implementation
and follow-up services are available to adopters (costs to be
negotiated). 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C  

JDRP No. 81-42 (12/18/81) Recertified (2-86)
 
CONTACT  
 
Rion D. Turley 
O'Fallon Township High School 
600 South Smiley 
O'Fallon, IL 62269 
(618) 632-3507 
                                   
 
HANDS-ON ELEMENTARY SCIENCE. AN INSTRUCTIONAL PROGRAM INTENDED TO
PROVIDE ELEMENTARY STUDENTS WITH HANDS-ON INSTRUCTION EMPHASIZING
THE PROCESSES OF SCIENCE. 
 
AUDIENCE Approved by JDRP for elementary teachers and students,
grades 1-5. 
 
DESCRIPTION The Hands-On Elementary Science program provides
elementary students with instruction that emphasizes the
development of science processes as an approach to problem
solving. In fostering positive teacher attitudes toward teaching
science, it increased both the amount of science taught and the 
proportion of instruction dedicated to the processes of science. 
The curriculum employs a set of higher order processes at each
grade level consisting of four basic units. The units consist of
lessons concerning a unifying topic. The topic is based upon the
skills identified for that grade level. First grade students work
primarily on observation in the four units of seeds, patterns and
magnets and liquids. Second grade emphasizes classification
skills through the study of insects, sink or float, measurement,
and life cycles. In the third grade, experimentation skills are
developed by units on flight, measuring, plants and structures.
Fourth grade focuses on analysis in units on bio-communities,
electricity, chemistry, and energy transfer. The fifth grade
curriculum emphasizes application and consists of units on earth
science, soil analysis, animals, and ecosystems. Since this is
not a text program, all lessons are based upon hands-on
activities supported and defined by curriculum guides at each
grade level. They provide a sequence of basic lessons and
incorporate all necessary materials to support the program
lessons. A unique feature of the program is an optional package
of materials students may request to work on over the summer. 
 
REQUIREMENTS The Hands-On Elementary Science program is
transportable to other sites where a commitment exists for
hands-on science instruction. Adoption of this program requires
at least a half year planning and preparation followed by a staff
development program. Teacher preparation consists of two days
training prior to the implementation of the program followed by
follow-up workshops to resolve problems of implementation. 
Materials required include both a curriculum guide and a kit of
materials of the appropriate grade level for each teacher and
copies of the voluntary summer program for dissemination to
interested students. 
 
COSTS The cost of the program in the installation year is
approximately $27 per student (assuming 25 students per class in
a school of 800 students and training 20 teachers at a grade
level). Subsequent year costs to maintain the program through the
replacement of consumable supplies equals $1.50 per student.
Teacher guides are available for $15 each plus postage and
handling and kits are available from a national vendor at costs
ranging from $465 to $615 depending upon the grade level. 
 
SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment at project site and additional sites
in home state. Project staff is available to attend out-of-state
awareness meetings (costs to be negotiated). Training is
available at project site and also at adopter site (costs to be
negotiated). Implementation and follow-up services are available
to adopters (costs to be negotiated). 
 
DEVELOPMENTAL FUNDING: Federal, State and Local                 

JDRP No. 86-19 (9/23/86)
 
CONTACT 
 
Dean A. Wood 
Dissemination Center For Hands-On Elementary Science 
Hood College 
Frederick, MD 21701  
(301) 663-3131, ext. 205 & 350 


INFORMAL SCIENCE STUDY (IFSS) 
 
AUDIENCE Approved by JDRP for all students in grades 5-12. 
 
DESCRIPTION To promote concept acquisition IfSS presents a series
of physical science mini-units which are based upon students'
recall and utilization of popular amusement park rides, sports,
and playground experiences.  Experiences are selected for their
student appeal and their ability to provide concrete examples of
otherwise abstract concepts. Topics covered include among others,
motion, acceleration, relativity, forces, gravity, time,
graphing, conservation of energy, and frames of reference. 
 
Each of the mini-units is designed around student dialogue,
providing an introduction and review/application of physical
science and mathematics in low-key, predominantly non-technical,
language. Physical science terms are introduced only after
instruction as needed. In addition, several of the units provide
laboratory experiences using toys (race cars, model rockets etc.)
and playground equipment.  

Mini-units include: 
 
     o    Physics of Fun and Play is designed for any of grades 
          5-12. The focus of the module is the physics of
          amusement parks and sports.  Question/answer student
          guides are designed to elicit student recall of past
          amusement park experiences and are coupled with        

          color slides of rides to assist the teacher in focusing
          on appropriate content. A secondary element focuses on
          sports and playground activities. 
 
     o    The Informal Science Safari and Toy Workshop is
          designed for grades 5-9 and presents mechanics content
          and terms as well as pre-algebra mathematics exercises
          that call for numerical manipulations of physics
          concepts. The talking-book approach utilizes a talking
          wizard (the Wizard of If) who introduces learners to
          the science content in their own words. A separate    
          section of this module provides related laboratory 
          activities utilizing common toys. Teacher materials
          include a video-tape that focuses on how selected toys
          work in zero-gravity environments such as the NASA
          space shuttle. 
 
     o    Spaceflight Forces and Fears. This two-part module 
          deals with the application of mechanics concepts and
          amusement park rides as they relate to the experiences
          of orbiting astronauts.  Students (preferably grades
          7-10) also explore physiological responses to fearful
          situations. Optional computer simulations are available
          to explore physiologic reactions to rides in simulated
          settings. 
 
     o    Mechanics of Motion. Designed for the introductory high
          school class, this is the most complex and detailed of
          the modules.  Algebraic and pre-calculus mathematics
          are required for students who deal with the design and
          operation of amusement park rides from the viewpoint of
          the design engineer. Additional computer simulation
          activities are available for classroom use.

     o    The Discovery Field Experience. This module focuses 
          student attention on experiences within amusement parks
          and in athletic events. Generic ride experiences as
          well as specifically designed guides for representative
          amusement parks are included for classroom, playground,
          and amusement park settings.  Part of the module
          provides student worksheet activities for major and 
          minor sporting events. This module can be adapted for 
          any grade level, 5-12. 
 
With instructional periods from 1-3 weeks, students significantly
increase knowledge and comprehension of science concepts,
analytic recall of science experiences, and demonstrate
significantly increased applications of science concepts to
unique situations. 
 
REQUIREMENTS Mini-units may be adopted individually or as a
group. Teachers may be trained in four hours. 
 
SERVICES Awareness materials are available at no cost. Visitors
are welcome to visit the project site by appointment. Project
staff is available for awareness and/or training.  Costs for
these sessions are negotiable.  

DEVELOPMENTAL FUNDING: National Science Foundation   

JDRP No. 84-11 (3/30/84)
 
CONTACT 
 
Howard Jones 
Project Director 
      or 
Stephanie Hendee 
National Training Network 
1140 Boston Avenue 
Longmont, CO 80501 
(303) 651-0833 
FAX (303) 776-5934 
 

JEFFCO MIDDLE SCHOOL LIFE SCIENCE PROGRAM.  A NEW PROGRAM WHICH
ENABLES STUDENTS TO UNDERSTAND THE HUMAN BODY, BASIC ECOLOGICAL
PRINCIPLES, AND ISSUES ASSOCIATED WITH ENVIRONMENTAL PROBLEMS;
AND TO MAKE DECISIONS TO IMPROVE HEALTH-RELATED BEHAVIORS.

AUDIENCE Approved by PEP for students in seventh and eighth
grades of all abilities who are involved in a year-long science
program.

DESCRIPTION This program is a full year life science course which
replaces the curriculum currently being used in general science
or life science.  It can also be used in an integrated
science-health course.

Learner materials consist of a text that integrates laboratory
activities and readings.  Topics were defined by life science
teachers based upon their experiences with students as well as on
the recommendations of nationally recognized experts in middle
school science curriculum.  Content is delivered in a learning
cycle that consists of three phases:  exploration, concept
formation, and application.  In the exploration stage, students
carry out an experiment or investigation.  This introduces them
to the phenomena and experiences that lead to concept
development.  Finally, students apply the concept in an
application activity or discussion.  Development of thinking
skills is emphasized throughout the program.

Teacher materials include instructional procedures for
effectively presenting activities, detailed answer keys,
supportive background information, worksheet masters, overhead
transparencies, optional student activities, and evaluation test
items.

EVIDENCE OF EFFECTIVENESS In terms of student acquisition of
conceptual and factual knowledge, students in this life science
course scored significantly higher on reliable locally developed
tests.  Higher performance of the treatment group was
generalizable across ability levels, gender, and teachers.

REQUIREMENTS A typical middle school science classroom/laboratory
is required, including flat top tables, storage space, and at
least one sink.  In addition to basic science equipment and
supplies (including light microscopes) some unique materials are
required.  An inservice program of approximately 40 hours is
strongly recommended.

COSTS For appropriately equipped schools, it costs approximately
$800 to set-up a classroom with the necessary unique equipment
and non-consumable materials.  The Teacher Guide is $34.90 and
the Teacher Resource Book is $69.90.  Student textbooks cost
$24.90 each.

SERVICES Visitors are welcome by appointment at the project site.

Training is available at the project site, and also at adopter
site (costs to be negotiated).

DEVELOPMENTAL FUNDING: Local funding and National Science
Foundation

PEP Approval No. 90-04 (2/6/90)

CONTACT

Sharon Close
Jefferson County Public Schools
1829 Denver West Drive
Building 27
Golden, CO  80401
(303) 273-6561


LIFE LAB SCIENCE PROGRAM. AN APPLIED SCIENCE PROGRAM, EMPHASIZING
A HANDS-ON, GARDEN-BASED "LIVING LABORATORY" APPROACH TO
ELEMENTARY SCIENCE EDUCATION. 
 
AUDIENCE Approved by JDRP for elementary students, grades 2-6. 
 
DESCRIPTION The Life Lab Science program strives to ensure
students' future interests and success in science by improving
student attitudes toward the study of science, and increasing
students' level of knowledge and skill acquisition in science.
The instructional approach is a combination of indoor and outdoor
hands-on science activities with the key component being the
garden lab (e.g. indoor grow box, greenhouse, planter boxes,
vegetable beds, etc.). Students and teachers collaborate to
transform their school grounds an/or classrooms into thriving
garden laboratories for the application of scientific processes.
In this setting students conduct experiments using the scientific
method. They observe, collect and analyze data, establish worm
colonies, raise vegetables, herbs and flowers, and have
responsibility for maintaining their living laboratory. A
structured course of study is followed in science, nutrition and
gardening. Instructional time varies from two to four hours per
week. Teachers are responsible for all classroom instruction
and use The Growing Classroom curriculum guide for the bulk of
their science lessons. 
 
REQUIREMENTS The critical learner setting is the "living
laboratory" whether an indoor grow box, containers adjacent to
the classroom, a greenhouse or a three acre school farm. As such,
all elements of the program are transportable. The primary
curriculum guide is The Growing Classroom, which contains
Science, Nutrition, and Gardening units and is accompanied by a
scope and sequence. Prior to implementation, the program has a
two-day workshop at the school site or at project site that
prepares teachers for using the program, teaching techniques and
the "living laboratory" approach. Following the initial training,
staff development and program implementation become the
responsibility of Lead Teachers in each school. Advance training
is available and technical assistance will continue to be
provided throughout the installation year. Adopters of the Life
Lab Science Program typically generate a great deal of community
support and resources. Cultivating the community is an important
requirement of a successful adoption. 
 
The adopter is responsible for travel and per diem costs. Trainer
fees are to be negotiated. Implementation costs vary by site and
the extent of "living laboratory" development. The Growing
Classroom curriculum must be purchased for each implementing
classroom teacher. 

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment to visit project sites in their home
state or out-of-state. Project staff is available to attend
out-of-state awareness meetings (costs to be negotiated).
Training is conducted either at project site or adopter site
(costs to be negotiated). Follow-up technical assistance is also
available. 
 
DEVELOPMENTAL FUNDING: ESEA, Title IV-C; Packard Foundation; 
California State Department of Education; National Science
Foundation       

JDRP No. 86-17 (9/10/86)
 
CONTACT 
 
Gary Appel/Lisa Glick 
Life Lab Science Program 
1156 High St. 
Santa Cruz, CA 95064 
(408) 459-2001 
 
 
MARINE SCIENCE PROJECT: FOR SEA (GRADES 7-12). A COMPREHENSIVE,
ACTIVITY-ORIENTED, MARINE SCIENCE CURRICULUM THAT TEACHES BASIC
SCIENCE SKILLS AND KNOWLEDGE ON OR AWAY FROM THE COAST. 
 
AUDIENCE Approved by JDRP for all students, grades 7-12. 
 
DESCRIPTION By the year 2000, three out of four Americans will
live within an hour's drive of the sea or Great Lakes coasts. The
impact on these coastal waters will be severe. The nationally
validated curriculum materials of FOR SEA are designed to equip
students with information necessary to make responsible decisions
about the marine environment. 
 
FOR SEA provides comprehensive, activity-oriented, marine
education curriculum to be used in addition to or in lieu of an
existing science program. The magic draw of water provides
incentive to teach and learn science. Close proximity to seawater
is not necessary to implement this curriculum in the classroom.
Curriculum guides are available for the following grade levels:
7-8 and 9-12 (Part I - Physical Oceanography, Part II - Marine
Biology and Issues). Each guide contains a teacher background for
each activity, student activity and text pages, answer keys for
student activities, and a listing of vocabulary words for each
unit. 
 
REQUIREMENTS FOR SEA is designed to be implemented in classrooms
at a room, grade, school, or district-wide level. Inservice
training provides implementing classroom teachers with an
overview of the project, implementation procedures, and hands-on
activity sessions to familiarize them with the materials.
Training can be provided for groups of 10-32 educators, meeting
for a minimum of six contact hours, but preferrably for two days
of inservice. Training agendas can be tailored to serve specific
grade levels, or to include teachers for all grades 1-12. 
(Please see listing for FOR SEA: Investigating Marine Science,
Grades 1-6.)  A copy of the appropriate grade-level curriculum
guide must be purchased for each implementing classroom teacher
at $35.00 per guide.  Student text materials in the guide are
designed to be reproduced by the adopting sites.  Hands-on
materials are generally found in the school setting or are
readily available at local grocery, variety, or pet stores. 
Start-up costs vary by site.
 
SERVICES Awareness brochures and samplers of curriculum are
available. Project staff or certified trainers can deliver
awareness sessions with negotiable cost-sharing. Inservice
training is provided to adopting site. Negotiable costs include: 
trainer's honorarium, travel, and per diem. Follow-up services
are provided by the project, based on site needs. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C 

JDRP No. 83-26 (3/28/83) Recertified (4/9/97)
 
CONTACT  
 
Tom Armentrout
Marine Science Center 
17771 Fjord Drive N.E. 
Poulsbo, WA 98370 
(206) 779-5549 
 
                                   
MECHANICAL UNIVERSE HIGH SCHOOL ADAPTATION. A FRESH AND
INTRIGUING APPROACH  TO A CONCEPTUAL UNDERSTANDING OF PHYSICS
USING MODERN AUDIOVISUAL MEDIA MATERIALS. 
 
AUDIENCE Approved by PEP for all high school physics teachers and
students. 
 
DESCRIPTION The Mechanical Universe High School Adaptation
presents an innovative approach to motivating students toward
mastering a conceptual understanding of physics. After the
appropriate introduction by the teacher, a 15- to 20-minute
videotape can take the student from a view of Newton working at
his desk to close-ups of complicated experiments or modern
nuclear laboratories, from animated cartoons of gravitational
effects to three dimensional computer graphics that come alive,
making the abstract concepts of physics more understandable.
These visual images, in a historical concept, prompt the
student's memory, imagination, and understanding as the narrative
develops the typical (and not so typical) concepts of high school
physics. The audiovisual materials in conjunction with the
written teacher's and student's guides, encourage repeated
viewings for an ever deepening comprehension of the topics
presented. 
 
The comprehensive written teacher's guide includes a specific
plan outlining the necessary instructional procedures for the
effective implementation of each module, supportive background
information to assist teachers in their own understanding of the
physical concepts, questions to explore common applications of
the concepts, and test questions for the assessment of student
understanding. 
 
These materials can replace traditional material being used, for
most physics topics typically presented in high school. The 24
topics available cover all but a very few topics contained in a
traditional physics course, with some that are new to the typical
course, such as Navigating in Space.  
 
Furthermore, comparative studies between traditional materials
and The Mechanical Universe High School Adaptation have revealed
that The Mechanical Universe High School Adaptation students
express a greater interest in taking physics, as well as an
improved confidence that they can succeed in physics. Students
using the The Mechanical Universe High School Adaptation
produced results with a mean score 11 percentile points higher
than students using traditional materials. 
 
REQUIREMENTS A four-day workshop is required for implementation
by teachers with a college major or minor in physics and five or
more years teaching experience. Those teachers with less
experience and/or college physics should take part in a 15-day
workshop. 
 
SERVICES A sample module including the video and written
materials can be obtained at no cost.  The project demonstration
site is open to visitors by appointment.  Awareness and training
workshops are available with costs to be negotiated.

COSTS Purchase cost for the 28 modules is $525, which includes
all videotapes, teacher's and students' guides, and duplication
rights for the school. If the adopting site does not have a
videocassette player and monitor, those must be acquired
separately. 
 
DEVELOPMENTAL FUNDING: National Science Foundation 

PEP No. 88-18 (11/1/88)
 
CONTACT 
 
Richard P. Olenick 
Department of Physics 
University of Dallas 
1845 East Northgate Drive 
Irving, TX 75062-4799 
(214) 721-5313 
                          
 
PHYSICS--TEACH TO LEARN. AN EDUCATIONAL PROGRAM THAT WORKS. A
PHYSICS INSTRUCTIONAL PROGRAM USING TEACHER-CONTROLLED COMPUTER
SIMULATIONS AND SUPPORTING CURRICULUM MATERIALS. 
 
AUDIENCE Approved by JDRP for 12th grade physics students.       
          
DESCRIPTION The Physics--Teach To Learn program provides teachers
and students with instructional materials and processes that
facilitate the exploration and illustration of physical events
that have been found to be frequently misunderstood by students,
and most difficult for the teacher to illustrate in the
classroom, and then tests the students' understanding and
ability to make application of the physics concepts underlying
those events. 
 
The program's nineteen instructional modules with
teacher-controlled computer simulations and supporting curriculum
materials, developed by a committee of Los Angeles Unified School
District master physics teachers with university support, were
designed to provide students with fundamental qualitative
understanding of physical events in selected topic areas. The
computer simulations require the learner to make a judgment about
a physical event. This judgment, based upon learner experience,
and/or observation, often reveals misconceptions based upon
defective logic. After the initial judgment (pre-test), the
teacher then utilizes the computer simulation(s) to lead the
student through the steps of exploration, development, and
application. By using this step-by-step method, the teacher is
best able to guide the correction of student misconceptions about
the physical events under consideration. After this process has
been completed, the student takes a formal paper/pencil
post-test. Each topic is accompanied by extensive written
curriculum material designed to enhance the teacher's ability to
present the key concepts. The program also enables the teacher to
have the computer print any screen display, both text and
graphics, to generate additional student activity materials. 

REQUIREMENTS The Physics--Teach To Learn project's developed
materials were designed to be adaptable to any course approach
and compatible with any text format. The project's curriculum
package is comprised of 19 content modules, each with its own set
of computer simulations, pretests and posttests, and
supplementary curriculum materials designed for teacher 
use. The first 15 of the project's content modules comprised the
package that was presented to the United States Department of
Education's Joint Dissemination Review Panel for validation.
Subsequent to project validation, an additional four curriculum
content modules, developed following the same rigorous standards,
processes, and formats as used in the preparation of the original
15 project modules, have been completed and added to the
project's Curriculum Package. These materials have been packaged
to facilitate dissemination and implementation at other sites.
The program's 5.25 inch computer disks are designed for use only
with the Apple IIc, IIe, or IIGS computers, a graphics printer,
and a monitor. The program's software can also be run on an Apple
IIc+ computer equipped with an external 5.25 inch drive. For
classroom utilization, a 19-inch or larger television is
recommended for display. No prior computer experience is
necessary to effectively use the project's computer software or
curriculum materials. Experienced physics teachers can be trained
in the philosophy, content, and use of the modules in one day.
New and/or "crossover" teachers will need two
days of training. Need for training will be based upon teacher
subject content awareness. 
 
COSTS The Physics--Teach To Learn program's 19 instructional
modules--including the computer disk--are available for a cost of
$300 plus shipping and handling. The project does not charge a
training fee.  Once the curriculum materials have been purchased
and initial training has ocurred, the program can be operated
with no additional cost factors.  

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment at the project's demonstration sites.
Project staff is available to conduct inservice training
workshops. Training can be conducted at the project site or at
sites selected by potential adopters or by NDN State
Facilitators. 

DEVELOPMENTAL FUNDING: ECIA Chapter 2  

JDRP No. 86-16 
 
CONTACTS: 
 
Leni Posner 
Specialist 
Grants Assistance Unit 
Los Angeles Unified School District 
450 North Grand Avenue, Room G-286 
Los Angeles, CA 90012 
(213) 625-6596 
     and  
Charles Schleiden 
Project Disseminator 
Bell High School 
4328 Bell Avenue 
Bell, CA 90201 
(213) 773-2408 


PRISMS: PHYSICS RESOURCES AND INSTRUCTIONAL STRATEGIES FOR
MOTIVATING STUDENTS. A PHYSICS PROGRAM THAT RELATES PHYSICS TO
THE LIVES OF HIGH SCHOOL STUDENTS AND STIMULATES STUDENTS TO
DEVELOP REASONING/SCIENCE PROBLEM-SOLVING SKILLS. 
 
AUDIENCE Approved by PEP for students in grades 10-12 with
backgrounds in beginning algebra, especially for those students
who need additional motivation to learn the concepts and
practical applications of physics. 
 
DESCRIPTION PRISMS blends exploratory activities, concept
development and application activities into a learning cycle. The
concepts addressed in the PRISMS Teacher Resource Guide are those
typically included in most high school physics courses including
kinematics, dynamics, work and energy, internal energy and heat,
wave phenomena, electricity and magnetism, and atomic and nuclear
physics. High interest activities involving cars, bicycles,
balloon rockets, dart guns, sailboats, etc., are utilized to 
teach the major concepts in physics. Exploration activities
encourage students to observe relationships, identify variables,
and develop tentative explanations of phenomena. Concepts are
introduced through the experiences in this exploration phase. The
student tests the generalization through observations in the
application stage. 
 
For each of 125 activities there are student sheets and teacher
notes including teaching strategies, sample observations and
calculations, a summary of the concept or outcome of the
activity, and time required to conduct the activity. In most
cases, there are multiple activities to support the learning
cycle. The activities in the  guide are an appropriate
replacement of traditional laboratory experiments rather than
supplementary materials. Student evaluation aids include a check
list of indicators of student involvement in the laboratory
activities and a computer test bank of over 2000 questions keyed
to course objectives and ranked by levels of reasoning according
to Bloom's Taxonomy of educational objectives. 
 
During one academic year of physics instruction, 10th - 12th
grade students showed a significantly greater gain in physics
achievement relative to a comparable control group which used
conventional materials and teaching strategies. Gain was measured
using two forms of the New York Regents Physics Examination on a
pre-post test basis. In addition, PRISMS students also had
higher gains in reasoning/science problem-solving skills compared
to a control group which used conventional materials and
strategies. Change was measured by using two forms of the Test of
Integrated Process Skills (TIPS II) on a pre-post test basis. 
 
REQUIREMENTS To implement the program, the normal science
laboratory facilities should be available. Several optional
activities are provided that use computers for data acquisition.
The physics teacher should understand the teaching strategies and
be familiar with many of the activities before implementing the
program. Inservice training for one to three weeks is highly
desirable. PRISMS materials include the Teacher Resource Guide,
two video tapes, and a test bank of questions for evaluating
student learning at a cost of $150. Assuming 30 teachers
attending a one-week training period, the cost for the training
is approximately $130 per teacher.  University credit is
optional. 
 
SERVICES Awareness materials are available at no cost. Training
is conducted during the summer at the development site at the
University of Northern Iowa. In addition, staff are available to
conduct workshops at other locations with costs to be negotiated.
For demonstration sites available for visitation near you,
contact the PRISMS Project Office. 
 
DEVELOPMENTAL FUNDING: Iowa Department of Education 
U.S. Department of Education - Secretary's Discretionary Fund    

         

JDRP No. 87-4 (5/28/87)

CONTACT  

Roy D. Unruh 
PRISMS, Project Office 
Physics Department 
University of Northern Iowa 
Cedar Falls, IA 50614 
(319) 273-2380 
      or 
Tim Cooney 
Earth Science Department 
University of Northern Iowa 
Cedar Falls, IA 50614 
(319) 273-2918 


SCI-MATH. A SUPPLEMENT TO THE SCIENCE OR MATHEMATICS CURRICULUM,
USABLE IN GRADES 7 THROUGH 12, THAT TEACHES PROBLEM--SOLVING
SKILLS BY USING LABELLED RATES FOR FACTOR ANALYSIS, STRETCHING
AND SHRINKING, AND PERCENT.

AUDIENCE Approved by JDRP for average to above-average students
in grades 7-10, low achievers including educationally
disadvantaged students taught at a slower pace in grades 7-12. 
 
DESCRIPTION Sci-Math uses the mathematics of rates and ratios to
simplify and unify problem-solving in science, mathematics, and
everyday life. The material is available in two modules. The
first contains no algebraic variables and is appropriate for all
students from 7th grade math through physics. The second should
be studied after the first and should be used with students who
are confident in their use of algebraic variables. The program
was developed by Dr. Madeline P. Goodstein at Central Connecticut
State University with the support of the National Science
Foundation. 
 
     Central Theme: The technique known as factor analysis, 
     dimensional analysis, or labelled rates is presented in
     careful steps, showing all possible pitfalls in using the
     method, and showing how to avoid--or correct--them. The
     technique should be viewed by mathematics teachers 
     as a necessary step-up in sophistication, since many
     problems involving rates can be solved in one large step,
     rather than in a series of small problems whose answers
     eventually may cancel each other. The method is particularly
     valuable with calculators.  It also is valuable in     
     demonstrating the difference between calculation and
     problem-solving. 
 
     Applications: The goal is to have students use labelled 
     rates so that they become a life skill.  Mathematics in
     everyday living involves and applies these same rate
     concepts in consumer purchasing, business, crafts, and
     industry. The Sci-Math approach to proportions enables     
     even Piagetian pre-formal students to understand proportions
     and apply them to problem-solving. 
 
     Activities:There are 23 hands-on activities in the course. 
     They all deal with situations familiar to students and
     relate to home, play, school, and business. Materials used
     are readily available and inexpensive: rulers, string,
     pennies, spoons, jars, masking tape. 
 
     Teacher Support: A Teacher's manual is available for each of
     the two modules, with all problems worked out in detail. The
     manuals also provide record sheets, data, and answers to
     questions for the activities.  
 
     Time Requirement: Sci-Math can be used in many different 
     formats, as a separate unit or as a parallel course. For
     advanced algebra, chemistry, or physics, a small group or
     individuals may study the modules in less than two weeks.
     For less advanced or younger classes, teachers may spend
     a quarter of the year or only a few weeks, depending on the
     depth of learning they hope to achieve. It is important that
     all teachers realize Sci-Math does not add material to their
     courses; instead, Sci-Math shows students new and efficient
     ways to solve problems that are already part of the course. 
 
REQUIREMENTS Sci-Math can be used in any classroom. Student
modules and teacher guides are available at approximately $7 per
copy from a commercial publisher. Materials are non-consumable
and can be reused several times, making them cost-effective.
Material costs for experiments and activities are minimal.  
 
SERVICES Awareness materials are available at no cost. Project
personnel is available for one-hour awareness presentations, or
training workshops of 4 to 6 hours. Costs for these services, as
well as evaluation and follow-up, are negotiated with the
sponsoring organization.  
 
DEVELOPMENTAL FUNDING: National Science Foundation 

JDRP No. 82-20 (5/12/82) Recertified (6/86)
 
CONTACT 
 
James P. McAuliffe 
Sci-Math Director 
Education & Technology Foundation 
4655 25th Street 
San Francisco, CA 94114 
(415) 824-5911 


SCIENCE-TECHNOLOGY-SOCIETY: PREPARING FOR TOMORROW'S WORLD. A
MULTI-DISCIPLINARY APPROACH TO PROBLEM SOLVING AND CRITICAL
THINKING DESIGNED TO PROMOTE DECISION-MAKING AND PROBLEM-SOLVING
SKILLS NEEDED TO DEAL WITH ISSUES AT THE INTERFACE OF SCIENCE,
TECHNOLOGY, AND SOCIETY. 
 
AUDIENCE Approved by JDRP for all students, grades 7-12. 
 
DESCRIPTION In our increasingly complex technological world,
issues and problems also become increasingly complex. Students
need more sophisticated problem-solving and  decision-making
skills to deal effectively with current and future societal
issues. The goals of the PFTW modules are the development of
logical, higher level thinking and social reasoning skills 
in the context of science, technology, and society. Serving as
the guiding framework for the materials, activities, and teaching
strategies, a sound instructional model is utilized to develop
the skills necessary for students to move to higher levels of
cognitive reasoning and citizenship. 
 
Preparing for Tomorrow's World is comprised of a set of 12
independent curriculum modules. Topics covered include: 
 
     o    Energy Use and Conservation   o    Medical Technology 
     o    Coastal Issues                o    Urban Land
                                             Development 
     o    Technological Change          o    Cultural Impact 
     o    Transportation                o    Space Travel 
     o    Communications 
 
Modules are designed to provide appropriate material for students
at grades 7-8, 9-10, and 11-12. Modules average $60 per unit.
Since the materials can be reused over a period of several years,
per pupil costs are reduced appreciatively. The modules have been
successfully field-tested on over 6,000 students to complement
courses such as English, science, reading, social studies, and
biology. Student handouts, booklets and filmstrips are utilized
in activities such as scenario writing, graphing,
problem-solving, conducting surveys, and futures forecasting, to
add another dimension to existing curricula. Discussion and
debate among students encourages critical self-evaluation and
promotes more complex reasoning ability and increased
perspective-taking abilities. Depending on the modules selected
and the course structure in which they are used, activities may
be used in continuous sequence, interspersed throughout existing
courses, or, as in the senior high grades, taught as discrete
units of study. 
 
REQUIREMENTS No special staffing or facilities are required to
implement Preparing for Tomorrow's World in any school district.
This program is intended to supplement existing courses of study
and to be utilized by the regular classroom. Unique teaching
strategies are employed, therefore a two-day teacher training
workshop is highly recommended for all teachers desiring to
implement the program. 
 
SERVICES Awareness materials are available at no cost.
Arrangements can be made, if given advance notice, for visitors
to observe the program in use  in various settings. Project
personnel is available to attend out-of-state awareness meetings.
Training is conducted at the project site or at the adopter site.
Implementation, follow-up, and evaluation services are available
to adopters. Costs for all services available to be negotiated. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C 

JDRP No. 81-10 (12/15/81)
 
CONTACT 
 
Sopris West, Inc. 
1140 Boston Ave. 
Longmont, CO 80501 
(303) 651-2829 

STARWALK. A COMPREHENSIVE EARTH/SPACE SCIENCE PROGRAM FOR
ELEMENTARY STUDENTS. 
 
AUDIENCE Approved by JDRP for grades 3 & 5. The program has also
been used in grades 4 and 6. 
  
DESCRIPTION Project Starwalk provides instruction in Earth/Space
science concepts to students in grades 3 to 5. The students
receive a series of classroom lessons structured around visits to
a planetarium facility. Classroom lessons are designed as both
pre and post-planetarium visit in order to prepare students for
their activities at the planetarium, and to consolidate and
further the learning after the visit. Planetarium and classroom
teaching guides provide the instructional materials for the 
lessons. 
 
Students in both levels are introduced to the seasonal stars and
constellations during each planetarium visit. Students in level 3
study the concept of time as it relates to earth rotation and
revolution.  Students in level 5 study earth rotation, revolation
and its axial tilt as factors in controlling seasons on earth.
Classroom teachers participate in the planetarium lessons right
along with their students. 
 
REQUIREMENTS The availability of a planetarium facility, either
fixed-base, or portable is an essential component of this
program. Classroom materials required are minimal, but should
include a celestial sphere, and earth/sun model. Recommended
classroom instructional time is about 12 hours, including
the planetarium lesson. Inservice training requires two days, and
is conducted at the planetarium facility, or with a portable
planetarium system.

SERVICES Awareness materials are available at no cost. Developer
or certified trainers are available to attend out-of-state
awareness meetings (costs to be negotiated). Visitors are welcome
at project site during school year by appointment. Training can
be conducted at adopter or project site. Training at project
site, adopter pays own expenses and workshop fees.  Training at 
adopter site, adopter pays certified trainer's expenses for
honorarium, transportation, lodging, and per diem. Training is
not limited to school year but is available throughout the year.
Implementation/follow-up services are also available. Cost of
instructional materials (Teacher guidebook, duplicating masters,
and resource guide) $50.00 per package. One required for each
grade level. Instructional materials from packet may be
duplicated for participating teachers and students at adoption
site. Per-pupil cost per year is dependent upon costs for student
transportation, planetarium utilization fees, supplies, and
indirect costs. 

DEVELOPMENTAL FUNDING: Title IV-C, State and Local   
 
JDRP No. 83-9 (3/4/83)

CONTACT 
 
Bob Riddle 
Project STARWALK 
Southwest Science/Math Magnet High School 
6512 Wornall Road 
Kansas City, MO  64113 
(816) 871-0913 or 871-0900 to leave a message 
 

STONES AND BONES. A LABORATORY APPROACH TO THE STUDY OF BIOLOGY,
MODERN SCIENCE, AND ANTHROPOLOGY. AN INNOVATIVE PROGRAM DESIGNED
TO ENRICH THE PRESENT MODERN OR LIFE SCIENCE, BIOLOGY, AND
PHYSICAL ANTHROPOLOGY COURSES. 
 
AUDIENCE Approved by JDRP for science students of all ability
levels. The program has been successfully implemented in grades
7-12.

DESCRIPTION The program meets the needs of all ability students.
The format is interdisciplinary in design and emphasizes active
student participation through laboratory explorations. Modern
(general) or life science and biology instructional units
supplement, enrich, and extend current science curricula.
Three instructional pathways emphasize the study of humankind: 
 
Modern (General) Science Pathway: Designed to motivate
non-college-oriented students. Each of the 20 laboratory
explorations offers the general science student "hands-on"
opportunities to investigate topics such as geologic time,
measuring radioactivity, mapping, behavior of primates, and
hominid changes through the use of replica casts of fossil
hominids.  During this three- to four-weeks unit, students will
also have an opportunity to simulate archeological excavation. 
 
Biology Pathway: A four- to five-week overview of physical
anthropology. The unit provides students with "hands-on,"
in-depth experiences as a supplement to physical anthropology in
biology textbooks. A series of 11 investigative explorations
focuses on topics including primate behavior and distribution,
interpreting archeological records, primate locomotion and
morphology, and changes in human development through the use of
replica casts of fossil hominids. This approach reinforces and
extends many basic concepts taught in the study of biology. 
 
Semester Course Pathway: This pathway in physical anthropology
provides students the opportunity to study early origins of
humankind in depth. Laboratory investigations pursue such topics
as:  phylogeny through time, continental drift, locomotion and
behavior of primates, molecularrevolution, and of spiritual
awareness. Some 14 fossil replica casts of Australopithecus, Homo
Erectus, Neanderthal, and Cro-Magnon are used in these
explorations. 

Instructional materials for all three pathways are highly
self-directive, requiring minimal teacher training. In addition
to printed materials, fossil casts replica and instructional
materials used in the explorations have been validated to be
scientifically accurate by the L.S.B. Leakey Foundation, Los
Angeles County Museum of Natural History, and by world-recognized
anthropologists from various major universities. 
 
Based on the recommended basic materials needed for
implementation, the start-up cost will be approximately $471 for
modern (general) science unit, $895 for biology unit, and $1300
for semester course. An alternative is to implement the program
with fossil cast photo reprints in actual size in lieu
of the fossil replica cast; the cost will then be approximately
$55 for each of the instructional pathways. Any number of classes
can share the materials if classes are scheduled at different
periods or days. There is no additional cost in subsequent years
of operation. 
 
REQUIREMENTS Stones and Bones can be implemented in various ways.
The selection of the pathway is determined by school and student
needs. All three pathways require no special facilities or
equipment. Existing classrooms and readily available items from
any classroom such as rulers, scissors, and paste will be
adequate. Teachers with none to minimal anthropology background
will need no more than one day of training for initiating each of
the three pathways successfully. Teachers' Guides for the three
pathways are available to effectively implement the program.  
 
SERVICES Awareness materials are available at no cost. Visitors
are welcome at project's demonstration school site by
appointment. Training workshops are conducted at project sites
an/or adopter sites with costs to be shared. Project staff is
available to attend awareness meetings out of state with
costs to be negotiated. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C 
 
JDRP NO. 82-29 (5/26/82)

CONTACT 
 
Sid Sitkoff, Director 
Los Angeles Unified School District 
Office of Instruction 
450 N. Grand Ave. 
Los Angeles, CA 90012 
(213) 625-6419 
     and
Milton Anisman 
Disseminator 
Physical Anthropology Center 
6625 Balboa Blvd. 
Van Nuys, CA 91406 
(818) 997-2389 


WIZE: WILDLIFE INQUIRY THROUGH ZOO EDUCATION, MODULE II SURVIVAL
STRATEGIES. A LIFE SCIENCES PROGRAM WHICH IMPROVES UNDERSTANDING
OF CONCEPTS RELATED TO POPULATION, ECOLOGY, WILDLIFE
CONSERVATION, AND SPECIES FOR  STUDENTS IN
GRADES 7-9. 

AUDIENCE Approved by PEP for all students, grades 7-9. 
 
DESCRIPTION Combining classroom study with the unique scientific
resources available at zoos, Survival Strategies explores issues
related to wildlife survival in the 21st Century. 
 
Using a non-traditional, multi-disciplinary approach, the program
improves understanding of concepts related to population,
ecology, wildlife conservation, and species survival. In small
study groups and in highly motivating hands-on activities that
encourage decision-making, Survival Strategies develops an
understanding that animals are members of populations
that interact with one another and that ecological processes
affecting animals also affect humans. Involving an average of 15
weeks of instruction (for classes with at least four science
periods a week; 20 weeks for those with fewer science periods per
week), the program includes three zoo visits (or one combined
visit if access to a zoo is difficult.) Using motivational
activities, materials such as photo cards and worksheets,
discussions, zoo visits, homework, and Posterity, a role playing
activity, students are exposed to the scientific method and
develop problem-solving skills, working towards solutions which
cause the least disruption to the environment. 
 
Survival Strategies educates young peole to approach difficult
problems analytically and make decisions based on informed
perspectives rooted in a firm understanding of complex scientific
concepts.  Survival Strategies can serve on its own merits as an
independent curriculum or as a supplement to an existing life
sciences program.
 
After participating in Project WIZE for a period of 12 to 15
weeks, students in grades 7-9 significantly improved their
understanding of life science concepts as measured by WIZE Module
II test--Survival Strategies. This claim is based on an
experimental and comparison group study involving 196 students
as well as pre- post-test results from Schools in 13 states
involving 15,000 students. 
 
REQUIREMENTS No special facilities are required within an
adopting school. Access to a zoo, or alternate natural history
institution, is recommended by the program.  Although the
detailed Teachers' Manual enables instructors to conduct the
program successfully without special training, such training
is useful and is encouraged for optimal implementation.
Curriculum/learning materials include the following: 
 
6 sets of 24 Discovery Cards 
136-page Teachers' Manual for 23 lessons 
34 Student Resource Books: Survival Strategies  
2 cassettes and a 96-frame filmstrip 
22 Photo Cards      
Posterity, a wildlife management game      
41 student worksheets to accompany lessons 
 
SERVICES Implementation of the WIZE Survival Strategies program
requires the purchase of one kit at a cost of $325. Visitors are
welcome by appointment to the project site for an awareness
demonstration.  Project staff is available to attend out-of-state
awareness meetings.  One-Three day training options are available
in requesting district and states throughout the year. Follow-up
assistance is also available to adopters.  
 
DEVELOPMENTAL FUNDING: National Science Foundation  
 
JDRP No. 86-6 (4/9/87)

CONTACT 
 
Annette Berkovits 
Curator of Education and Director of Project WIZE 
Bronx Zoo 
New York Zoological Society 
185th Street and Southern Boulevard 
Bronx, NY 10460 
(212) 220-5135 or 220-6855 
       or 
Donald Lisowy 
NDN Project Coordinator 
(212) 220-5131 or 220-5136 


ZOO: ZOO OPPORTUNITIES OUTREACH. A SERIES OF CURRICULUM MATERIALS
RELATED TO THE STUDY OF ANIMALS TO SUPPLEMENT AND ENRICH EXISTING
CLASSROOM PROGRAMS THROUGH EXPERIENTIAL LEARNING. APPROVED BY
JDRP FOR K-6 STUDENTS OF ALL ABILITIES.
 
DESCRIPTION Project ZOO is a science-oriented animal studies
program that offers varied multisensory and multimedia learning
experiences to augment zoo field trips. While children explore
the world of animals and learn about conservation and ecology,
activities are introduced in which students experience not only
science, but aspects of language, mathematics, social studies,
music and art. Through the use of nearly 300 project-developed 
materials, six units of study are explored: Animal
Characteristics, Animal Behavior, and Animal Homes and Habitats
for primary grades; and Classification, Adaptation, and
Interdependence for the intermediate grades. Study 
prints, flash cards, student booklets, worksheets, and games make
the program an interesting and successful experience, stimulating
more self-direction and causing more positive personal
interaction. The materials accommodate any learning style and
have proved effective even though a trip to the zoo is not
possible. The teacher's unit book contains background and
introductory information, activity suggestions, and a
bibliography of resources. This manual, along with all needed
materials, comprises a teaching kit. Materials include worksheet
activities such as crossword puzzles, word search games, and
matching items that can be enlarged for posters or games. These
materials were teacher-created to reflect teacher needs and can
be used in regular classroom programs. A sample kit of materials
is available for review. 

During development, students in project classrooms were compared
with students in similar control classrooms through use of unit
tests.  Experimental students gained significantly more than
comparison students in their knowledge and understanding of the
concepts and processes of each of the six project units. 
 
Full or partial adoption can be made. It is Project ZOO's
suggestion that the Characteristics, Behavior, and Homes and
Habitats kits be used for K-3, and Classification, Adaptation,
and Interdependence of Animals be used in 4-6.  With the teacher
unit book that comes with each kit, teachers can teach the
units without training, but Project ZOO highly recommends a
one-day workshop session. Since single kits can be purchased,
each kit is individually priced.  The kits are self-contained
except for occasional materials, such as yarn,  paper and plastic
bags, which can be easily procured locally at little or 
no cost. The cost of individual kits are: Characteristics, $110;
Behavior,  $80.00; Homes and Habitats, $85; Classification,
$233.50; Adaptation, $203.50; Interdependence of Animals,
$195.50. Complete set, $859.75. A sample kit is available for 15
days free examination. Training is done at adopter site.  
 
DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C 

JDRP No. 81-18 (9/17/81)
 
CONTACT  
 
Steve Binkley 
Carolina Biological Supply Co. 
2700 York Rd. 
Burlington, NC 27215 
(919) 584-0381 
