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Lesson Presents Concrete Laboratory Experiences Designed to Encourage Pupil Partripation

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Lesson Presents Concrete Laboratory Experiences Designed to Encourage Pupil Partripation DOCUMENT RESUME ED 022 709 SE 005 411 By- Anker, Irving; Lloyd, Helene M. SCIENCE, EIGHTH YEAR RESOURCE MATERIAL FOR TEACHERS. CAREER GUIDANCE SERIES 1967-68. New York City Board of Educaticn, Brooklyn, N.Y. Pub Date 67 Note-403p. Available from-New York Cit.). Board of Education, Publications Sales Office, 110 Livingston Street, Brooklyn, New York 11201 ($5.00). EDRS Price MF-$1.75 HC Not Available from EDRS. Descriptors-BIOLOGY, CHEMISTRY, *CURRICULUM DEVELOPMENT, EARTH SCIENCE, GRADE 8, *INSTRUCTIONAL MATERIALS, PHYSICS, SCIENCE ACTIVITIES, *SECONDARY SCHOOL SCIENCE, *TEACHING GUIDES Identifiers-Board of Education, New York, New York City This resource guide contains practical suggestions for teaching of Grade 8 science to the pupils in the Career Guidance Program. The Career Guidance Program was developed for students who are over-age, frustrated, retarded in the school sublect, and indifferent to education. The selection and organization of the material parallels the regular course of study for this grade and includes the four prescribed disciplines: chemistry, physics, biology, and earth science. Each discipline is developed in the form of daily lessql plans that consist of (1) the presentation of a problem, (2) the materials required, (3) a suggested procedure, and (4) a pupil worksheet. Each lesson presents concrete laboratory experiences designed to encourage pupil partripation. it is suggested that v le four disciplines should be taught in the order presented in the manual. (BC) DK. A.M. 1.,V.MIN r"-----XURRiCULUM CENTER 131 LIVINGSTON ST. BROOKLYN! N.Y. 11201 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON UR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. CURRICULUM BULLETIN 1967-68 SERIES NO. 3a CAREER GUIDANCE SERIES BOARD OF EDUCATION CITY OF NEW YORK this copyrig.h+ed workhas been granted Permission to reproduce to Resources InformalionCenter (ERIC) and to the Educational of operating under contractwith the U.S. Office the organization the ERIC system Education to reproducedocuments included in this right is notconferred to by means ofmicrofiche only, but received from the ERICDocument Re- any uqers ofthe microfiche Further reproductionofanypartrequires prodtction Service. City of New York. permission of the Boardof Education of the BOARD OF EDUCATION President ALFRED A. GIARDINO V5ce-President MRS. ROSE SHAPIRO Members JOSEPH G. BARKAN AARON BROWN THOMAS C. BURKE LLOYD K. GARRISON MORRIS IUSHEWITZ JOHN H. LOTZ CLARENCE SENIOR Superintendent of Schools BERNARD E. DONOVAN Executive of Schools NATHAN BROWN Deput Su eTintendents of Schools FREDERICK W. HILL Business Affairs THEODORE H. LANG Personnel HELENE M. LLOYD Curriculum (Acting) Copyright 1967 By the Board of Education of the City of New York Application for permission to reprint any section of this raterial should be made to the Superintendent of Schools, 110 Livingston Street,Brooklyn, N.Y. 11201. Reprint of any section of this material shouldcarry the line, "Reprinted from (title of publication) by permission of theBoard of Edu- cation of the City of New York." -FOREWORD- When planning a science program for all pupils it is important to provide opportunit. es for them to obtain the techniques of inquiry, the skills needed in research, the basic information related to the area, and the desire to experiment in order that they ean function as responsible members of a rapidly advancing technicologieal age. In the basic science program for the pupils in the Career Guidance Program special emphasis must be placed on stimulating and sustaining pupil interest to develop the skills and techniques needed for continued technical treming. This guide for teaching science to the 8th grade pupils in the Career Guidance Program develops most skills and concepts through a functional handling of familiar materials and experiences. It presents the teacher with specific teaching aids, materials, and other resources for organizing and presenting learning ex- periences which encourage a great degreee of pupil involvement. Use of the brochure should enable leaders to meet more effectively the needs of children in the Career Guidance Program. Helene M. Lloyd Acting Deputy Superintendent of Schools June 1967 THE CAREER GUIDANCE PROGRAM The Career Guidance Program grew out of a deep concern on the part of the Junior High School Division for the many pupils who were over-age, frustrated, retarded in most school subje.cts, and indifferent to education. The typical pupil in this group has a poor self-image, few or no aspirations either academic or vocational, and is biding his time until he can drop out of school. During the school year 1957-1958, Dr. Joseph0. Loretan,* Deputy Superintendent of Instruction and Curriculum, and Dr.Morris Krugman,** Associate Superintendent of the Division of ChildWelfare and five selected and interested principals workedon a plan and structure to create a program for these potential dropouts. In September 1958, six classen were organized in the 7th, 8th and 9th grades of five junior high schools. It was hoped that with specialized and intensive guidance anda curriculum centered around the world of work these pupils mould remain in school and be infused with a desire to set higher educational goals for themselves. In each of these schools a teacher was designated curriculum coordinator to work with the other teachers of these experimental classes toprepare special materials. Most of the schools used the core approach. A job area was chosen as the center of learning, e.g., Garment Trades, Food Handling, etc. All instruction in the various subject areas served to develop and to extend the learnings connected with the particular jobarea chosen. In September 1960, the Junior High School Division appointeda Job-Placement Supervisor to provide part-time employment for youngsters who wanted toearn money while in school. Under the supervision of Max Rubinstein, Assistant Superintendent, Junior High SchObl Division *--,1*, this experiment was expanded to includea total of twenty-four junior high schools in September 1962 and thirty junior high schools in February 1963. The program now was organized in the 9th grade, since this was the terminal year of the junior high school and itwas at this time that young people had to make a serious decision: Should theygo on to high school or should they go to work?Therefore, a concentrated effort had to be made at this point to raise their educational and vocational aspira- tions if these pupils were to be motivated to seek higher learning. The program was introduced into the junior high schools that requested it. It comprised a unit of three classes, each witha maximum register of fifteen pupils.A full-time advisor was assigned in each school to meet with each class for group guidance twice a week and withevery pupil individually at least once a week.An industrial arts teacher was also assigned full-time to instruct the pupils in pre-vocational and avocational skills. deceased retired *** District Superintendent, District 29, Queens In September 1965, the program was introduced into the 8th grade of 17 junior high schools that were reorganized with the 8th grade as the terminal grade. This brought the total number of schools in the program to fifty-two. Three years of experimentation and a study of similar programs throughout the nation showed that a new teaching approach was essential in every subject area, if these youngsters were to be rehabilitated and redirected. Adaptations or uwatered -down!' versions of the traditional curriculum without a modified approach presented learning situations which were only too familiar and were filled with the failures and frustrations of the past. It was also evident that once these pupils had spent some time in a Career Guidance class they began indicating that they no longer wanted to go to work; they now )1anted to propare themselves for high school. Thus, in February 1963, a team of specialists in each of the curriculum areas began to work on specially-designed teaching guides in Guidance and Job Placement, Language Arts, Speech, Social Studies, Science, Mathematics, and Industrial Arts. To prepare these guides the curriculum specialists visited each of the schools that had been in the Career Guidance Program from tm to five years and studied the teacher-prepared materials in use, observed and conferred with the pupils in the classes, and interviewed the teachers and supervisors to become oriented with the pupils, backgrounds, aspirations, cultures, interests, and needs. Workshop committees composed of teachers, advisors, and assistant principals were organized to work with each curriculum specialist. As the teaching material was developed it was tried out experimentally in selected schools and evaluated. By September 1963, teaching guides in seven subject areas were made available in mimeograph form to all the schools in the program. The subject matter developed departed largely from the job-centered themes and concentrated on the skills and subject matter necessary for further study in high school; less on theory and more on the funaional and manipulative aspects of each subject area so as to present the pupils with true-to-life problems and situations. Beginning September 1963, the area of Office Practice was in- cluded to equip the pupils with immediate saleable skills for obtaining part-
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