DOCUMENT RESUME

ED 089 979 SE 017 476

TITLE Science Education: Student Terminal Goals, ProgramGoals, and Behavioral Objectives.

INSTITUTION Mesa Public Schools, Ariz.PUB DATE [73]NOTE 32p.

EDRS PRICEDESCRIPTORS

MF-$0.75 HC-$1.85 PLUS POSTAGEAffective Objectives; *Behavioral Objectives;Biological Sciences; Cognitive Objectives; EarthScience; *Elementary School Science; PerformanceCriteria; Physical Sciences; Psychomotor Objectives;*Secondary School Science

ABSTRACTThis booklet contains a compilation of student

terminal goals, program goals, and behavioral objectives for scienceeducation developed for the public schools of Mesa, Arizona. Theprogram goals and behavioral objectives span the science curriculumfrom grade one through senior high school level for each of the fourterminal goals which are (1) know fundamental facts and principles ofscience, (2) possess the abilities and skills needed to engage in theprocesses of science, (3) understand the investigative nature ofscience, and (4) have appreciation of scientists, science, and theconsequences of science. (PEB)

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GOALS AND BEHAVIORAL OBJECTIVES

U.S, DE PARTMENTCF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODIKED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.

MESA PUBLIC SCHOOLS

Mesa, Arizona

MESA PUBLIC SCHOOLS

Mesa, Arizona

SCIENCE EDUCATION

Student Terminal Goals, Program Goals, and Behavioral Objectives

Dr. George N. Smith, Superintendent

Dr. Gavin C. Humphrey, Associate Superintendent

Dr. Dell Chamberlain, Assistant Superintendent

TERMINAL GOALS

I. Know fundamental facts and principles of science.

II. Possess the abilities and skills needed to engage inthe processes of science.

III. Understand the investigative nature of science.

IV. Have appreciation of scientists, science, and theconsequences of science.

It must be understood that there is a continuum inthe program goals, e.g. I is carried through Primary,Intermediate, Junior High, and Senior High ac thesame concept.

TERMINAL GOAL I. KNOW FUNDAMENTAL FACTS AND PRINCIPLES OFSCIENCE

Program Goals -- Primary Level: (1 - 2 - 3)

Biological Science Goals:

1. The student should know that the green plantsmanufacture food that animals use.

Behavioral Objective: Demonstrates how the absenceof light affects leaves.

2. The student should know the differences betweenliving and non-living things--that living thingsconsist of plants and animals.

Behavioral Objective: Differentiates among livingand non-living things.

3. The student should know that living things repro-duce and that like living things reproduce in simi-lar ways.

Behavioral Objective: ProNesseeds produce plantsby planting and growing them.

4. The student should kn6w that living tl,Aings are af-fected by their environment and that they, in turn,affect their environment.

Behavioral Objective: Compares the growth of adesert plant with a mountainplant.

5. The student should know that organs and systems ofthe human body are functional and alive.

Behavioral Objective: Identifies the five senses.

Physical Science Goals:

E. Not applicable (see #6, Junior High).

7. The student should have a general understandingof simple machines.

Behavioral Objective: Names five machines.

8. The student should know about magnetism.

Behavioral Objective: Separates magnetic thingsfrom non-magnetic things.

9. The student should know that matter commonly existsas solids, liquids, and gases.

Behavioral Objective: Identifies the three mainforms of matter.

10. The student should know that there are many formsof energy and that the sun is the earth's chiefsource of radiant energy.

Behavioral Objective: Demonstrates the sun's effecton soil temperature.

11. The student should know the difference between aphysical and a chemical change.

Behavioral Objective: Gives one example of a phy-sical change and one ofchemical change.

12. The student should know that rockets and jet air-planes move forward in a reaction to escaping exhaustgases.

Behavioral Objective: Demonstrates with a balloonhow a jet works.

Earth Science Goals:

13. The student should understand the changing natureof the earth, its plants,and its animals.

Behavioral Objective: Tells how the climate wasduring the ages of thedinosaurs.

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14. The student should know that there are varioustypes of rocks, depending on their origin.

Behavioral Objective: Identifies from a collectionthose rocks which are inlayers.

15. The student should have a general understandingof what soil is and how it is made. Further, heshould be aware of weathering and erosion.

Behavioral Objective: Identifies sand, clay, humus,etc., of a given soilsample.

16. The student should know that land forms have beenbrought about by natural forces.

Behavioral Objective: Describes how a volcanobuilds up the land's surfaces.

17. The student should know that there are many starsin the universe aad that the sun is our closeststar.

Behavioral Objective: Tells why the sun looks big-ger than other stars.

18. The student should know that our solar system iscomposed of a sun (star), planets, and moons.

Behavioral gajective: Lists three types of bodiesin our solar system.

19. The student should know that the movements of theearth cause daily, seasonal, and annual changes.

Behavioral Objective: Illustrates how the earthmoves around its sun.

20. The student should know that ocean water is salty;that the ocean shore, water above the continentalshelf, and the deep ocean are habitats for plantand animal life.

Behavioral Objective: Identifies from a model orchart a continent, continen-tal shelf, and the oceanfloor.

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21. The student should know the three main kinds ofclouds. Further, he should know about evapora-tion and condensation in relationship to the watercycle.

Behavioral Objective: Identifies the three maintypes of clouds.

Program Goals. -- Intermediate Level: (4 -'5 - 6)

Biological Science Goals:

1." The student should have an understanding of theproper diet and its function in the maintenanceof life.

Behavioral Objective: Revises a given breakfastmenu so that it is wellbalanced.

2. The student should be able to distinguish betweenorganisms through variation in structure and func-tion.

Behavioral Objective: Using a microscope and fiveunidentified slides of cells,demonstrates which are plantand which are animal.

3. The student should know a living thing reproducesitself and develops in a given environment. Fur-ther, the cell is the unit of structure and function;a living thing develops from a single cell. Thestudent should also know the characteristics of aliving thing are determined by a genetic code.

Behavioral Objective: Identifies the parts of aplant or animal cell.

4. The student should know what is meant by "the bal-ance of nature."

Behavioral Objective: Draws a diagram to illustratean example of "the balanceof nature."

5. The student should have a general overview aboutthe structure and function of the human body, that is,

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. . . .the.the.the

. . .the.the

. . .the

. the. . . .the. . . .the

Behavioral

circulatory systemskeletal systemmuscular systemrespiratory systemdigestive systemnervous systemexcretory systemendocrine glandssense organs

Objective: Describes what would happento a person's eyes if youwere to flash r, flashlightinto them.

Physical Science Goals:

6. Not applicable.

7. The student should understand the principles ofsimple machines.

Behavioral Objective: Using a board and a fulcrum,demonstrates three ways tomake a simple machine.

8. The student should know that an electric currentresults in a magnetic field, that electricity pro-duces magnetism, and that magnetism produces elec-tricity through electro-magnetic induction.

Behavioral Objective: Demonstrates a magnetic field.

9. The student should have a knowledge of the mechanicsof the atomic and molecular nature of matter.

Behavioral Objective: Identifies the particles ofan atom.

10. The student should know that a loss or gain ofenergy affects molecular motion.

Behavioral Objective: Demonstrates how heat travels.

11. The student should know that in a chemical changethe atoms in matter do not change, but the way theyare arranged in molecules does change.

Behavioral Objective: Cites examples of chemicalchanges.

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12. The student should know the principle of therocket, the problems of space travel, and theaccomplishments to date.

Behavioral Objective: Constructs a working modelto illustrate the principleof the rocket.

Earth Science Goals;

13. The student should have some knowledge of the fossilrecord and its part in the formation of the ideas ofevolution.

Behavioral Objective: Gives three reasons why thedinosaurs are extinct.

14. The student should know the three basic types ofrocks: sedimentary, igneous, and metamorphic.

Behavioral Objective: Identifies from a collectiontwo sedimentary, two igneous,and two metamorphic rocks.

15. The student should know that weathering is a break-ing up of rock and may be due to mechanical forcesor chemical processes. Further, the student shouldknow that erosion is a transportation of materialsfrom one place to another and be aware of thedamage caused by erosion.

Behavioral Objective: Recognizes three examplesof erosion.

16. The student should know that the wearing down ofthe crust is balanced by the building up of newland by layers of sediment, changes caused by vol-canism, and the movement of part of the solid crustof the earth.

Behavioral Objective: Designs a model to illustratefolding and faulting.

17. The student should know that there are differentkinds of stars.

Behavioral Objective: Defines the characteristicsof a star,

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18. The student should know the relationships of themember planets of our solar system.

Behavioral Objective: Given a list of planets,puts the names in order,from the sun to the outermostplanets.

19. The student should know that the path of the moonand of any other celestial body within the solarsystem is predictable.

Behavioral Objective: Explains the law of gravita-tion.

20. The student should know the vastness of the oceanand that different kinds of life exist at differentlevels.

Behavioral Objective: Identifies one animal fromeach level.

21. The student should be aware of the typc.3 of cloudsand other weather signals. He shou7i know aboutnew forecasting methods.

Behavioral Objective: Describes how a meteorologistcan use a photograph recordedfrom a weather satellite topredict weather.

Program Goals -- Junior High School Level

Biological Science Goals:

1. The student should know the metabolism functionof the body and the importance of various chemicalelements used in the life processes.

Behavioral Objective: Lists the five minerals mostessential for body growth.

2. The student should know that organisms can be groupedaccording to their cellular function.

Behavioral Objective: Arranges ten organisms accord-ing to their cellular organiza-tion.

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3. The student Should understand the differencesbetween asexual and sexual reproduction.

Behavioral Objective: Explains the basic differencesbetween asexual and sexualreproduction.

4. The student should understand the importance ofnature's cycles.

Behavioral Objective: Lists the four basic cyclesfound in nature.

5. The student should know the nine major systems ofa mammal and understand the function of each.

Behavioral Objective: Lists the nine major systemsof a mammalian body.

Physical Science Goals:

6. The student should know that physical and chemicalchanges do not alter the mass of matter and thatthe principle must be modified to include energyas well as mass if nuclear changes are correct.

Behavioral Objective: Demonstrates that a physicalchange does not alter thetotal mass of matter.

7. The student should be able to work the simplesttypes of mathematical problems involving force,velocity, acceleration, energy, and buoyancy.

Behavioral Objective: Solves problems on the accel-eration rate of a freelyfalling body from a given setof data.

8. Not applicable.

9. The student should know that during chemical change,atoms react to produce change in the molecules; andin chemical or physical changes, the total amount ofmatter remains unchanged. Further, the studentshould know that in nuclear reactions, a loss ofmatter is a gain in energy: the sum of the matterand energy remains constant.

Behavioral gLjective: States the parts of an atomthat react to produce a chemicalchange.

10. The student should have knowledge and understandingof heat as a measure of the total kinetic energy ofmotion of all molecules and atoms in an object.

Behavioral Objective: Cites an example to show thatthe presence of heat is ameasure of kinetic energy.

11. The student should havethat chemical reactionsin compounds.

knowledge and understandingtake place between atoms

Behavioral Objective: Lists the four types ofchemical reactions.

12. The student should know the principles and problemsof rocketry, the ecological problems of space travel,and the accomplishments to date.

Behavioral Objective: Relates the major accomplish-ments of space travel.

Earth Science Goals:

13. The student should have a knowledge of the fossilrecord as it relates to the evolutionary process.

Behavioral Objective: Arranges a group of relatedfossils in the proper sequenceof development.

14. The student should be able to explain the originand formation of the basic rocks and minerals andbe able to identify them, using simple physical andchemical tests.

Behavioral Objective: Determine: hardness of amineral sample.

15. The student should be able to explain the processesof physical and chemical weathering and the effectsof wind, water, and ice in eroding the land, and beconversant with the methods of soil and water conser-vation.

Behavioral Objective: Explains four common methodsof soil conservation.

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16. The student should be able to explain the movementsof the earth's crust, its internal structure, theformation of mountains, plains, and plateaus, andthe effects of volcanism on the earth's surfaces.

Behavioral Objective: Identifies the principle moun-tain ranges of the world.

17. The student should be able to explain the principlesof the astronomical instruments, know the prominentstars and constellations, and the relationships ofthe stars and galaxies to each other.

Behavioral Objective: Draws a cross-section of areflector telescope.

18. The student should know the names, structure, andarrangements of, and the relationships betweenmembers of the solar system.

Behavioral Objective: Lists the planets in orderof distance from the sun.

19. The student should know something of the structureof the earth, how to determine location on the sur-face, and the determination of time and seasons.

Behavioral Objective: Determines latitude and long-itude of a selected list ofpoints on the globe.

20. The student should be able to explain the importance ofthe oceans, the instruments and methods of exploring theocean depths, and the nature of waves and currents.

Behavioral Objective: Names four instruments forexploring the ocean.

21. The student should know the various types of clouds andother agents that cause water changes. Further, thestudent should know about weather forecasting.

Behavioral Objective: Predicts the weather from aset of weather data.

Program Goals -- Senior High School Level

Biological Science Goals:

1. The student should know the general health programsassociated with the metabolic processes and relation-ship of the metabolic process to energy expenditure.

Behavioral Objective: Matches terms from lists ofhealth problems and metabolicprocesses.

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2. The student should understand the binomial nomen-clature system and be able to use a simple identi-fication key.

Behavioral Objective: Identifies five insects asto kingdom, phylum, class,and order, using Jaques'"How to Know the Insects."

3. The student should have knowledge and understandingthat reproduction enables an organism to renew andimprove its species life in relation to its environ-ment, whereas inbreeding may cause a regression.

Behavioral Objective: Lists advantages and disad-vantages of inbreeding ascontrasted with mass breeding.

4. The student should have knowledge and understandingabout inter-relationships of living things to theirsurroundings and to each other.

Behavioral Objective: Matches lists of organismsand environments.

5. The student should have an in-depth understanding of:

. . . .the skeletal system

. . . .the muscular system

. . . .the circulatory system

. . . .the respiratory system

. . . .the digestive system

. . . .the nervous system

. . . .the excretory system

. . .bhe endocrine glands

. . . the sense organs

. . . .the reproductive system

Behavioral Objective: Labels twenty bones on adrawing of a human body.

Physical Science Goals:

6. The student should have knowledge and understandingof matter and energy conservation laws as they relateto kinetic energy, momentmm, or electrical charge,and should appreciate the generality and value ofconservation principles.

Behavioral Objective: Writes a chemical equationshowing the conservation ofelectrical charges of atomsinvolved in bonding.

7. The student should have a utilitarian understandingof such concepts as gravity, force, velocity, accel-eration, weight, equilibrium, inertia, and friction.

Behavioral Objective: Given the pertinent facts,computes the accelerationrate of a rocket.

8. Not applicable.

9. The student should know the essential factors forcombining atoms to form simple compounds.

Behavioral Objective: Writes chemical equatiorwshowing the combining ofsimple atoms into compounds.

10. The student should understand the principles ofenergy as applied to living systems in everyday life.

)havioral Objective: Explains the relationshipbetween sunlight and greenplants.

11. The student Should be able to predict expected re-sults of combining simple atoms in compounds.

Behavioral Objective: Predicts possible combina-tion of atoms with the useof the electromotive series.

12. The student should know the ecological, factors ofspace travel.

Behavioral Objectivec, Names five factors neededto maintain life in space.

Earth Science Goals:

13. The student should know that man has been able tomanipulate and cause some of the evolutionary changesthat have occurred.

Behavioral Objective: Lists five examples of man'smanipulation of evolutionarychanges in farm animals.

14. Not applicable.

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15. Not applicable.

16. Not applicable.

17. Not applicable.

18. Not applicable.

19. Not applicable.

20. The student should know the homeostatic basis ofexistence of plants and animals in the ocean; theoceanographic/ecological relationships, and therelationship to land plants and animals.

Behavioral Objective: Arranges a list of fourmarine animals into a foodchain.

21. The student should be able to explain the generalcomposition of the earth's atmosphere.

Behavioral Objective: Lists the five most commonelements in the atmosphere.

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TERMINAL GOAL II. POSSESS THE ABILITIES AND SKILLS NEEDED TOENGAGE IN THE PROCESSES OF SCIENCE

Program Goals -- Primary Level: (1 - 2 - 3)

1. The student should be able to recognize a problin a simple and a familiar situation.

Behavioral Ob'ective: States the problem after ascientific demonstration.

2. The student should understand the idea that effectshave causes and explanations.

Behavioral Objective: Given a simple scientificdemonstration, distinguishesbetween the cause and theeffect.

3. The student should have an understanding of thesteps necessary for solving a simple scientificproblem.

Behavioral Objective: Given a simple scientificproblem, states possible stepsfor solving it.

4. The student should be able to collect data basedon a simple, direct observation, with proper direc-tion and guidance.

Behavioral Objective: Records observations of ademonstration/experiment.

5. The student should be able to abstract data intosimple form and draw conclusions.

Behavioral Oblective: Given a set of simple.: data,will construct a bar graph.

6. Not applicable.

7. Not applicableo

8. Not applicable.

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Program Goals -- Intermediate Level: (4 - 5 - 6)

1. The student should be able to recognize a problemin a new situation.

Behavioral Objective: States the problem after ascientific demonstration.

2. The student should understand the nature of ascientific hypothesis and be able to recognizeor formulate a simple hypothesis.

Behavioral Objective: Matches effects with causes.

3. The student should be able to plan appropriate ob-servations and/or experiments for validating simplehypotheses.

Behavioral Objective: Given a problem situation,devises a format for investi-gation.

4. The student should be able to make observations ormeasurements under proper guidance and also indepen-dently in familiar areas.

Behavioral Objective: Makes observations and recordsdata pertinent to a given ex-periment/demonstration.

5. The student should be able to plot: dAta on graphs,arrange dat on tables and chartA, and be able todraw concluiong from the data.

Behavioral acjective: Given a set of data, constructsa graph and interprets theresults.

6. The student should know the distinction betweena fact and a hypothesis.

Behavioural Objective: Differentiates between hypo-theses and facts.

7. The student should be able to identify the importantideas in his readings in science.

Behavioral Obiective: Abstracts essential ideasfrom several sources.

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8. The student should begin to realize that thepresentation of an idea by mass media does notestablish its truth.

Behavioral Objective: Distinguishes between levelsof authority.

Program Goals -- Junior High School Level

1. The student should be able to recognize a problemin situations that are not familiar, and to definethe problem reasonably well in terms appropriatefor investigation.

Behavioral Objective: Given an alteration of anecological situation, pre-dicts the problems that arise.

2. The student should understand the nature of a scien-tific hypothesis and be able to recognize and formu-late a simple hypothesis that would be useful andtestable.

Behavioral Objective: Matches effects with causes.

3. The student should be able to devise plans for thecollection of data relevant to the validation of avariety of hypotheses.

Behavioral Objective: Given a problem situation,devises a format for investi-gation.

4. The student should be able to proceed independentlyto make some reasonably careful observations and/orreasonably precise measurements in several areasfollowing a data/collection procedure of his own

Lehavioral Objective: Makes observations and recordsdata pertinent to a given pro-blem situ@tion.

5, The student should be able to recognize the natureof changes described in verbal, graphical, and dia..gramatical data, and be able to interpret differentpieces of data.

Behavioral Objective: Collects data, constructs a

graph, and interprzts theresults

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6. The student should be able to eliminate irrelevantmaterial from consideration. Further, he should beable to abstract from available data, the informa-tion directly pertinent to the problem under investi-gation.

Behavioral Objective: Discriminates between rele-vant and irrelevant material.

7. The student should be able to recognize the obviousscientific limitations in the material he Leads innewspapers, magazines, and books. Further, he shouldappreciate the need for consulting several referencesources.

Behavioral Objective: Judges the limitation ofmaterial by using severalexternal sources of reference.

8. The student should realize that the commitment ofideas in mass media does not establish the truth.

Behavioral Objective; Evaluates ideas committedto writing, as to theirtruth, on the basis of ade-quacy of data.

Program Goals -- Senior. High School Level

1. The student should be able demonstrate recogni-tion of problem situations tnat are related to hisown recent experiences.

Behavioral Objective; Given a situation involvingA population change, predictsthe problems that arise.

2. The student should be able to formulate hypothesesappropriate for explaining or gaining greater under-standing of phenomena they encounter in their dailylife.

Behavioral Objective: Predicts the possible effectsof a given list of causes.

3. The student should he able to devise plans for t)collection of data relevant to the validation ofa variety of hypotheses.

Behavioral Objective: Given a problem situation,y.devises a format for investi-gation.

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4. The student should be able to observe phenomenadirectly and to make precise measurements withavailable apparatus.

Behavioral Objective: Uses instruments to measureconditions in a demonstration/experiment.

5. The student should recognize that the accuracy ofthe results of a study depend on the dimensions ofthe quantitative data, the size of any samples used,and the adequacy of the design of the study.

Behavioral Objective: Appraises two sets of datafor accuracy on the basisof size of sample and studydesign.

6. The student should be able to distinguish amongfact, hypothesis, and opinion, and understand therole that each plays in his vocational, political,social, and recreational relationships.

Behavioral Objective: Discriminates between rele-vant and irvelevant materialfound in the public press.

7. The student should have the ability to read populardescriptions of science and be able to read conflict-ing reports and draw tentative conclusions based onanalysis of these reports.

Behavioral Objective: After reading conflictingreports, justifies his con-clusions.

8. The student should realize that the commitment ofideas in mass media does not establish their truth.

Behavioral Objective: Distinguishes between levelsof authod_ty in all sourcesof commu:lication media.

9. The student g.,11ould Appreciate that scientific modelsare man-made and not imbedded in the nature of thereal world.

Behavioral. Objective: Discriminates between a sym-bolic representation and theoriginal object.

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TERMINAL GOAL III. UNDERSTAND THE INVESTIGATIVE NATURE OFSCIENCE

Program Goals -- Primary Level: (1 - 2 - 3)

1. The student should begin to realize that scienceis essentially a search for understanding of ourenvironment.

Behavioral Objective: Relats the scientific con-cepts to his everyday environ-ment.

2. The student should begin to realize that order canbe observed in the universe.

Behavioral Objective: Explains the cyclic phenome-non of day and night.

3. The student should have grasped the notion that onecan make guesses about why things happen.

Behavioral Objective: Explains what the resultmight be in a given situation.

4. The student should be able to measure.

Behavioral Objective: Demonstrates a method formeasuring a given object.

5. The student should realize that the field of scienceis subject to change.

Behavioral Objective: Compares present-day toearlier models of a scien-tific invention.

Prom Goals -- Intermediate Level: (4 - 5 - 6)

1. The student begins to tmlderstand the fundamentalimporiance of making rlevant, controlled, and accu-rate observations of phenomena under iiwestigaticn.

Behavioral Ch'lective: Evaluates the accuracy ofgiven data.

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2. The student should know that laws are based onsimilar results having been observed repeatedly bymany scientists working independently.

Behavioral Objective: Predicts outcomes of anexperiment based on pre-viously established laws.

3. The student should have some idea about what scien-tific laws and theories are.

Behavioral Objective: Defines a theory.

4. The student should understand that measurement canprovide us with much clearer and more precise repre-sentations of phenomena than verbal descriptions.

Beha-4.oral Objective: Describes a method for measure-ment of a phenomenon.

5. The student should know that scientific ideas aresubject to change.

Behavioral Objective: Describes steps of develop-ment from original to present-day model of a scientific in-vention.

Program Goals -- Junior High School Level

1. The student should understand that science dependson relevant and accurate observations and experi-ments that must be directed intelligently and com-pleted within a logical theoretical framework.

Behavioral Objective: Evaluates the accuracy ofgiven data.

2. The student should realize that the generalizationof observations into laws makes possible the pre-dictions of the results of many experiments.

Behavioral. Objective: Integrates results of dif-ferent scientists into ageneralization,

3. The student should have some understanding of thedistinction between scientific laws and theories.

Behavioral Objective: From a given list, distin-guishes between a theoryand a law.

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4. The student should understand and appreciate theimportance of measurement in scientific inquiryand perceive that all measurement is approximate.

Behavioral Objective: Demonstrates skill and accu-racy in massing (weighing)of a material.

5. The student should know that man is always modify-ing theories and laws based on new information.

Behavioral Objective: Names five scientific con-cepts which have been re-vised.

Program Goals -- Senior High School Level

1. The student should realize that no phenomenon isever considered so completely understood as to bebeyond the province of further observation andexperimentation.

Behavioral Objective: From the results of a givenstudy, generates additionalpossibilities for investiga-tion.

2. The student should appreciate the distinction be-tween observations and scientific laws.

Behavioral Objective: From a listing, distinguishesbetween observation and laws.

3. Student should be able to differentiate betweenscientific laws and theories and be able to identifyexamples of each.

Behavioral Objective: From a given list, distinguishesbetween a theory and law.

4. The student should understand and appreciate thepower of description, prediction, and hypothesistesting that quanitative measurements provide.

Behavioral Objective: From a variety of measure-ments, selects the appro-priate instrument for a givensituation.

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5. The student should realize that as new informa-tion and technical skills are developed our pre-sent day scientific knowledge is refined to agreater degree.

Behavioral Objective: Traces the evolution of ascientific theory,

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TERMINn GOAL IV, HAVE APPRECIATION OF SCIENTISTS, SCIENCE,AND THE CONSEQUENCES OF SCIENCE

Program Goals -- Primary Level: (1 - 2 - 3)

1. The student should be aware that science iseverywhere.

Behavioral Objective: Relates an object from hisenvironment to science.

2. The student should be aware that scientists helpus to understand the natural world.

Behavioral Objective: Draws and labels one thingfrom the natural world thatscience has helped him tounderstand.

3. The student should appreciate the fact that scienceis both doing and explaining.

Behavioral Objective: Makes a collection of simi-lar natural objects andexplains what they are.

4. The student should know that science is part ofour everyday life.

Behavioral Objective: Relates an example of howscience helps him have fun.

5. The student should be aware that scientific ideasare the result of many observations and experiments.

Behavioral Objective: Carries out the same simpleexperiment several times,using a control and onevariable; then compares re-sults.

6. The student should be aware that a scientist isopen-minded.

Behavioral Objective: Appraises reasonable newideas as they are presented.

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7. Does not apply.

Program Goals -- Intermediate Level: (4 - 5 - 6)

1. The student should be aware that science is every-where.

Behavioral Objective: Relates an object from hisenvironment to science.

2. The student should be aware that scientists helpus understand our world.

Behavioral Objective: Relates an object to ascientific accomplishment.

3. The student should appreciate the fact that scienceis both a process and at way of explaining our world.

Behavioral Objective: Explains how objects of acollection are related toeach other.

4. The student should know that science is part ofour lives.

Behavioral Objective: Relates examples of howscience helps him to enjoyleisure time.

5. The student should be aware that scientific ideasare the result of many observations and experiments.

Behavioral Objective: Carries out the same experi-ment several times, using acontrol and one variable;then compares results.

6. The student should be aware that the major charac-teristic of science is open-mindedness.

Behavioral Objective: Relates a current theorywhich has not gained univer-sal acceptance.

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7. The student should be aware that scientists doresearch.

Behavioral _Objective: Undertakes a project orinvestigation.

8. The student should be aware of scientific researchmethods.

BehavAoral Objective: Given a problem, formulatesa hypothesis.

9. The student should be aware of and appreciate theinteraction of science and everyday life.

Behavioral _Objective: Given a scientific discovery,provides general examples ofits application.

10. The student should be aware of the differencesbetween science and superstition.

Behavioral Objective: Differentiates between scienceand a superstition and providesthe reason why.

11. The student should be aware of current phenomena.

Behavioral Objective: Demonstrates interest incurrent scientific endeavorsby bringing in clippings,articles, etc., to class.

Program Goals -- Junior High School Level

1. The student should be aware that there are manydisciplines of science.

Behavioral Objective: Lists five disciplines,

2. The student should be aware of and appreciate thefact that science is generated by people with acompelling desire to understand the natural world.

Behavioral Objective: Given a biography, formulateshis opinions regarding scien-tific pursuits of that scien-tist.

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3. The student should appreciate the eact that SCiVMCOit both a process and a way of explaining phenomena.

Behavioral Oblective: Given an example of a natu-ral phenomenon, tells howit relates to science.

4. The student should appreciate the fact that scienceis an integral part of the modern world.

Behavioral 2222EELLys: Relates a scientific devel-opment to a vocation.

5. The student should be aware of the fact that scienceis weighing evidence in the pursuit of knowledge.

Behavioral Objective: Given a centroverial issue,examines a variety of view-points.

6. The student should be aware that the major zharac-teristic of science is open-mindedness.

Behavioral Obective: After havin;g respor,led tod problem situation andthen being given additionalinformation, reconsidersand reformulates his desires.

7. The student should be aware of science as an intel-lectual activity in itself.

Behavioral Objective: Undertakes a research proect.

S. The student ahould appreciate the methods of sciencein research.

Behavioral Objective: Given a problem, formulatesa hypothesis and attemptsto verify it with experimen-tal evidence.

S. The student should be aware of and appreciate theinteraction of sciece and technology.

Behavioral Objective: Given an example of a naturalphenomenon such as St. Elmo'sFire, cites instances in whichthe scientific theories arenot in precise conformity.

10. The student shooQld aware of the differencesbetween science and superstition.

Behavioral aplet..,qivoz Pifforentiates betweenscience and a superstitionand pro rides the reason why.

U. The student should 1:)e aware of current phenomena.

Behsvioral Cbrective: Given a listing of scien-tific events. identifiescurrent ones.

12. The student should be aware Chat the processes ofscience lead to a further guest of 'knowledge.

Behavicral Cb,,o-ctivet Given the results of astudy, states additionalpossibilities to investi-gate.

13. The student should be aware that the sc:hieven.entsof science and tectilro.ri properly 1.1sed are basksto the selvsoment of 1-;:;.mars wcplfxrc,

Behavioral Objective: Draws up a rationale fortax support for communitysolution of pollution pro-blems.

Program Goals -- senior High school Level

1. The student should be aware of the disciplinesof science.

Behavioral Oh-iectivot Given a limited set of data,limits his conrlusicn(s) tothe data present. Describesa scientific discipline.

2. The student should be aware of and appreciate thefact that science is generated by people with acompelling desire to understand the natural world.

Behavloral Obiectivet Formulates a defense ofsuch issues as conservationof natural resources, controlof pollution, etc.

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The student sh1 11 appre;:late the fact that al_enceis bath a process and a way of explainin phenozens.

("1:7,ective: Given 3 natural phenomenon,offers a hype)ttes,is to0-.Aplain it.

4. The at-.:dent shoull appreciate the fact that scienceis an intelral part of the rodern world.

Behavioral Cbleetive: Giver, a list cf scientifictreakthrouta,identifiesthose which have chanqedworld events.

. The student should be aware of the fact that scienceis weiqhinl evilence in the pursuit of )cncywledge.

Behavioral Ct,lective: Given a situation involvinqseveral variables, formulatesa response which is factuallycorrect and tamed on experi-rental evidence.

The student should I7C7$ aware that the ea ;o; charac-teristic of science is open-mindedness.

Behawioral Oblectivet After havinq responded toa problem situation andthen being Oven additionalinformation, reconsidersand reformulates his desir/s.

7. The student should be aware of science as an intel-lectual activity in itself.

Behavioral Cb'ective: Uses a variety of resourcesfor a research project.

8. The student should appreciate the methods of sciencein research.

Behavioral Cbjectivet Given a problem. formulatesa hypothesis and attemptsto verify it with experi-mental etidence.

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9. The student should be aware of and appreciate thyinteraction of science and technololy.

241aE121A1 Cblectivtot Given an issue such. as nu-clear weapons, explainsthe ressons underlying thediverse pos4.tions of scien-tists.

10. The student should be aware the differencesbetween uclence and superstition.

behavioral Ob-,ective: Differentiates betweenscience and a superstition,and provides the reason why.

11. The student should be aware of current phenomena.

behavioral Cblectivet Given a listing of scien-tific events. identifiescurrent ones.

12. The student shoulA be awa-re that the poocesses ifacianca load to 4 f142-0-Acr cr.:vat of Icnow1c19v.

Behavioral Oblective: Given the results of astudy, states additionalpossibilities to investi-gate.

13. The student should be aware that the achievementsof science and technology properly used are basicto the advancement of human welfare.

behavioral Oblectivet Draws up a rationale fortax support for communitysolution of pollutionproblems.

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