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Cientific Issues Into the Classroom

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Cientific Issues Into the Classroom DOCUMENT RESUME: ED 228 091 . SE 041 288 TITLE Conlemporary Issues in Science. Impleinentation Manual. INSTITUTION Staten Island Continuum of Education, NY. SPONS AGENCY 'National Science Foundation, Washington, D.C. PUB DATE 82 GRANT SED-8113600 NOTE 104p. AVAILABLE FROM Staten Island Continuumof Educition, 130, Stuyvesant Place, Staten Island, NY 10301 ($15.95 ea., 10 or I. more 10% discount). PUB TYPE Guides - Classroom Use Guides (For Teachers) (05t) --\ EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Business Education; Career Education; Contraceptian; Dna; *Environmental Education; GeneticEngineering; Interdisciplinary Approach; *Program Descri,ptions; Program Implementation; Science Educationp.*Science Instruction; *Sckence PrOgrams;sSecondary Education; *Secondary School Science; *Social Problems;Tissue Donors; Wastes; Water Pollution IDENTIFIERS Acid Rain; National Science Foundation;*Science and Society ABSTRACT Contemporary Issues.in Science Program(CIIS) is designed to provide teachers and studentswith the necessary tools and strategies for bringing contemporarycientific issues into the classroom. Provided in this document.arediscussions of the three major elements in the program, supportelements, and major activities. Major elements include the researgh paperand class discussions, leCtures; and foAum. Support elementsinclude the advisory group, resource center, paper reviews,and community involvement. Strategies and examples related to eachelement are provided. In addition, suggestions related to useof the program in business educition/industrial arts, careereducation/internships, and in interdisciplinary studies are provided. Anoverview, background information, questions; references', teacher notes,and vocabulary are provided for each of ll'issues presented in anappendix. Issues include acid rain, radioactive wastes, hazardbuswastes, Love Canal, aquifers, cloning, recombinant DNA, organtransplants, laetrile, genetrc counseling, and birth control. Provided in asecond appendix -are selected resources,including organizations, periodicals, audiovisual materials, and speaker directories. (JN) *********************************************************************' * * ReproduCtions supplied by EDRS are the bestithat canbe made from the original documpt: ********It********4**************************************************** . 4 a IMPLEMENTATION MANUAL U.S. DEPARTMENT OFEDUCATION NATIONAL INSTITUTE OF EDUCATION .EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) I dment has born reproduced as received horn the person or organization origmating it, Minor changes have been made to improve reproduction quality, pointsof view or opinions stated in th.s doom mint do not necessanIy represent ottiCial NIE position 01 pohcy CIIS Mk_ "PERMISSION TO;REPRODUCE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY TO THE EDUCATIONTAL RESOURCES INFORMATION CENTEI (ERIGO." 4.0 CONTEMPORARY ISSUES IN SCIENCE 1 Implementation Manual Contemporary Issues in Science lo The Staten Island Continuum of Education, Inc. I , .._ 130 Stuyvesant Place Room 704 Staten Island, New York 10301 I (212) 447-2600 Vincent J. Cusimano Stephen Halpern Project Director Projecf Coordinator 4 1 I. I. This material is based upon work supported by the National Science Fo.undation under Grant No. SED 8113600, Any opinions, findings, and conc4ions or recommendations 111 expressed in this publication are.those of the author(s) -and do not necessarily reflect the views of the National , Science Foundation. Ik Anyone wishing to contributecomnients.or suggestions on the contents of this Implementation Manual is encouraged to write to: Contefnporary Issues in Science, do Staten Island Continuum- of Education, Inc., 130 Stuyvesant Place, Room 704, Staten Island, New York 10301. , 1 cCopyright 1982 by the Staten Island of Education, Inc. A rsConfinuumights reserved. No part ofthill Jaook may be reproduced in any form or by any means without permission in writing from the publisher. 4 4 Project Staff arid Contributors , Contemporary Issues in Science Administrative Staff Vincent J. Cusimano, project Director, Contemporary Issues inScience/ Stephen Halpern, Project.Coordinator, contemporary Issues in Science ... i4 Writing Staff .. I Grofge R. Hopkins, Chairman of ContemOorary Issues in Science Writingtaff; Assistant to.A.P./P.P.S.: , Susan E. Wagner High'School Michael Sussman, Chairman of English, New Dorp High School PhilliwBorumato, Social Studies Dept., New borp High School ,Il Mkhael Grieco, Biology Dept., New Dorp High School Anita Guarino, Biology Dept., St. Jose Rh Hill Academy -, ..., Andrew Sameier, Eiology Dept., Port Richmond High School 111 . ConSultants I Edward L. Brennan, Executive Director, Staten Island Continuum of Education William Coyne, Division. Manager, Consolidated Edison Anne Cuneo, Librarian, Ne.w,r Dorp High School .. Renato De Maria, Chairman olScience, New Dorp High School - Anthony Galitsis, Director of Science, N.Y.C. Board of Education Margaret Gioiosa, Public Relations, Brooklyn Union Gas Company, Harris Goldberg, Chairman of ProfeslionaiStudies,"College of Staten Island Betty Hoskins, Editor, Science PublicaTicins, Ginn and Company Connif Kraus,' Librarian, New Dorpfligh School Bernie Liebler, Principal Ellgineer, Brooklyn Union Gas Company John 9ppen'hei;ner, Director, Environmental Sciences; College of StatenIsiarid James Regan, Member of the Board, N.Y.C. Board of Education , Bianca Rosenberg, Science and Public Policy, New York Academy of Sciences Herbert Rosenberg, P. E., Consultant Charles Schonhaut, Superintendent of Brooklyn and Staten Island SchooR, N.Y.C. Board of Education , Leo Vroman, Chief of Interfacelaboratory, Brooklyn VA Hospital . I And,reiN.. Weiszmaiin,Associate Professor of Physics, College of Slaten Island Secretarial Staff Fran Clark Joyce DAmore. ".k Mary Moschella Pat Nicholson' Ida Trustman 5 TABLEOF'CONTENTS . Page PROGRAM OVERVIEW ' 1 - . RESEARCH PAPER AND CLASS DISCUSSION 7 LECTUkES I--, 10 p, ... .FORUM , 11. Overview 2 11 Forum Placement 1,7 14 Pregaration :or the Forurp 14 Student Preparation" 14 Organizing Panels , 14 Assigning rtiles , 17 Compendium of 'Organization and Roles 27 ADVISORY GROUP, 54 RESOURCE CENT 55 PAPER REVIEWS 56 COMMUNITY INVOL EMENT 58 BUSINESS EDUCATION/INDUSTRIAL ARTS , 59 . INTERNSHIP/CAREER EDUCATION 60 INTERDISCIPLINARY APPROACH 61 APPENDIX I: SOME ISSUES 62 Acid Rain Radioactive Wastes 65 Hazardous Wastes 69 Love Canal 72 Aquifers 75 Cloning 78 Recombinant D.N.A. 81 Organ Transplants 84 Laetrile 87 Genetic Counseling Birth Control, 92. APPENDIX Ii: SOME SELECTEDRESOORCES 96 4 . PROGRAM OVERVIEW A. Intrioduction The average citizen toda, can no longer ignore the rapid technological advances that have enveloped every aspect of our modern society. Newspapers are filled with stories on recombinant DNA/nuclear energy, .toxic waste disposal, and com- puters. These same 'technologies are having a significant impact on our modes of behavior and lifestyles. Students are also becoming more aware that technological advances are real and have implications that will affect their personal lives. A lesson on radioactivity invayiSbly leads to a discussion of nuclear power plants and their safety. A discussion of human reproduction raises questionmbout invitro fertiliza- tion, 4cloning, artificial.insemination, and sex preselection technologies. Even thp cl\emistry.laboratory iriddled with safety precautions on the use and disposal of hazardous materials. The implication for the science teacher is clear. Science only becomes real and germane to students when they have the opyortunity to Think and work ra- tionally with issues such as recombinant DNA, acid rain, and food additives. Social awareness must be an integral c,omponent in scienceteaching. < Students should: 1. Understand not only the content and process of sci- ence, but also the social ramifigations; and, 2. Recognize that objective analysis, rational thought, and value judgments contributed to informed decision making. B. Teacher Preparation The current nature of science issues and the rapidly expanding base of information have made it exceedingly difficult for thefeacher to understand all the ramifications of issues such as nuclear energy and recombinant DNA. As a partial answer to this protlem, this manual contains numerous descriptions of issues that ca be dupli-` cated for discussion in class, key questions for discussion, and select references to 7 1 ( provide a background for urther Study. In addition, certain publications contain information on current issues. Publications such as Science, Science 82, Scientific American, and The Hastings Center Report, contain information on current issues., , These can provide the teacher with the necessary background to guide discuisions of these issues. Several, additional pyblications are listed in Appendix II. C. Contemporary Issues in Science Program (CIIS) The difficulty in addressing the need to include contemporary issues in the science curriculum is two-fold: the teaching required to cover the content areas of man- dated syllabi leaves little if any room for application of science principles to current issues; and, the interdisciplinary nature of these issues requires that students have sPecial skills in research, writing, problem analysis, and deciiion making, all based on an understanding of the Political and socialfactors involved. `This represents a difficult task for btth the 'student and the teacher. CIIS will provide both the teacher and the 'student
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