PUCTIMENT RESUME ED 348 213 SE 052 284 TITLE Science. A Guide to Curriculum Developmdnt. INSTITUTION Connecticut State Dept. of Educatiort, Hartford. PUB DATE 91 NOTE 128p. AVAILABLE FROMState of Connecticut Dept. of Education, Curriculum and Instruction, P.O. Box 2219, Hartford, CT 06145-2219. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) -- Guides- Non-Classroom Use (055) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Cooperative Planning; *Curriculum Development; Educational Equipment; Educational Technology; Elementary School Science; Elementary Secondary Education; Facility Planning; Inservice Education; *Integrated Curriculum; Interdisciplinary Approach; Laboratory Safety; Professional Development; Program Design; *Resource Materials; Safety Equipment; School Business Relationship; School Community Relationship; *Science Curriculum; *Science Education; Science Instruction; Secondary School Science; Special Needs Students; *State Curriculum Guides IDENTIFIERS Connecticut; Performance Based Evaluation ABSTRACT The purpose of this guide is to aid K-12 curriculum planners in the development and implementation ofwell-defined programs of study in science suitable for their local school districts. Among the national trends reflected in this guideore the interdisciplinary approach; the use of performance-basedstudent assessments; the utilization of diverse philanthropic,commercial, and scientific organizations to provide for academicenrichment; and the expanded use of appropriate educationaltechnologies both in science and across other domains. This guide has thefollowing contents, by chapter: (1) rationale,purpose, and the 14 steps in the suggested process; (2) philosophy, goals, and objectivesof a typical program with examples of each category for elementary,middle, and secondary schools; (3) importance of up-to-dateprograms, suggested time al%otments, and patterns and electives withina science program; (4) specific objectives withinlife science, physical science, and earth science for the attitudes, skills, and understandingof students completing grades 3, 6, 8, and 12;(5) requirements and materials for students with special needs; (6) planningessential for self-contained classrooms, science centers, andlaboratories; (7) school safety programs and teacher responsibilities; (8)laboratory equipment, computer hardware and software, otherinteractive devices, and textbooks;(9) community interaction through fieldtrips, consultants, internships, and clubs; (10)evaluation, assessment, and test instruments; (11)sources for f'he professional inservice development of teachers; and (12)appendices that include the following: statewide educationalgoals; pertinent legislation; examples of instructional units; thedomains, skills, and concepts for Connecticut secondaryschools science subjects; suggested criteria for textbook selection;laboratory safety rules form; instate field trip sites; state andnational events of interest; state policy on academic freedom and publiceducation; and a list of Connecticut's regional educational servicecenters. Lists of references and resources are furnished with each chapter,as appropriate. (JJK) c\I .4 CYD 41, ( - '1'71V" 1 _GUIDE TO CUR RICUI UMDEVELOPMENT OP EDUCATION U E. DEPARTMENTResearch and Improvement Office of Educational INFORMATION EDUCATIONAL RESOURCES CENTER !ERIC) reproduced as &his document has Peen -n !stewed from theperson or organize; originating it have been made toirnprovs O Minor changes reproduction quality stated in this docu Points of vie* or opinions official ment do notnecessarily represent OERI position or policy STATE OF CONNECTICUT BOARD OF EDUCATION 1991 2 BEST COPY AVAILABLE State ofConnecticut Lowell, P. Weicker,Jr., Governor Board ofEducation Abraham Glassman,Chairperson Rita L. Hendel,Vice Chairperson George T. Carofino A. WalterEsdaile Warren J. Foley Beverly P.Greenberg Lucas Isidro John F. Mannix Julia S. Rankin Norma Foreman Glasgow (exofficio) Commissioner ofHigher Education Gerald N. Tirczzi Commissioner ofEducation Frank A. Alfieri DeputyCommissioner Finance andOperations Robert I.Margolin Acting DeputyCommissioner Program andSupport Services A GUIDETO CURRICULUMDEVELOPMENT IN SCIENCE Photography by Mark Gaier Cover by Graph Com CONTENTS Foreword Acknowledgmen ts Preface Chapter 1: Developing A Science Guide-1 Intent of the Guide Uses of the Guide Steps in the Development Process Local Curriculum Guides Chapter 2: Philosophy, Goals and Objectives- 7 Structuring a Philosophy Examples of Philosophies Goals for a Science Program Examples of Goals Objectives for Students Primary Grades Middle School/Junior High Relating Philosophy, Goals and Objectives Chapter 3: Science Curriculum-K42- 13 Importance of Up-To-Date Programs The Elementary School Program The Middle School/Junior High Program The High School Program Suggested Time Allotments Patterns of Science Offerings Electives in the Science Program Special Programs Themes In S-ience Programs Special Science Offerings In Com ecticut Schools Chapter 4: Content, Skills and Attitudes- 21 Connecticut's Common Core of Learning The Processes of Science Objectives of the Science Program Objectives for Students Completing Grade 3 Objectives for Students Completing Grade 6 Objectives for Students Completing Grade 8 Objectives for Students Completing Grade 12 iii Chapter 5: Science For Students With Special Needs 37 Connecticut Requirements The Physically Handicapped Child The Learning-Disabled Child The Mentally Disabled Child The Deaf or Hearing-Impaired Child The Blind or Visually Impaired Child Science for the Gifted Chapter 6: School Science Facilities45 Elementary School Facilities Self-Contained Classrooms Science Classrooms or Centers A Look to the Future Secondary School Facilities Laboratories Planning for the Future Planetariums in Connecticut Chapter 7: Science and Safety53 Responsibilities of the Teacher Safety Equipment Chemical Purchase, Storage and Disposal School Safety Programs Sources of Information Chapter 8: Instructional Materials and Technology59 Laboratory Equipment Instructional Hardware and Software Viewing and Listening Devices Calculators and Computers Other Interactive Devices Textbooks Textbook Selection Suggestions Chapter 9: Science Programs and the Community 63 Planning Activities Field Trips Consultants and Speakers Personal Interviews Museums and Planetariums Libraries Internships in Business and Industry Cooperative Work-Study Programs Nature and Science Centers Science Clubs Assist4nce and Ideas Chapter 10: Evaluation andAssessment 69 Assessment and Objectives Test Instruments Connecticut AszwAsment of EducationalProgress Self-Assessment Assessing Student Progress Systemwide Chapter 111 ProfessionalDevelopment 73 Connecticut Mandate Professional Development Guidelines Federal Support National Science Foundation State Support Through ITL Higher Education Regional Educational Service Centers Professional Associations Learning Centers Business and Industry Local Staff Development Regional Staff Development Appendices A Statewide Educational Goals ForStudents 1991-199583 B Legislation85 C Three-Column Format ExampleFrom "Biology'87 D Four-Column Format ExampleFrom "General Chemistiy"91 E Domains, Skills and Concepts ForConnecticut Secondary School Seence Subjects97 F Suggested Criteria for theSelmtion of Science Texts113 Laboratoty Safety Rules Form117 H Field Trip Sites119 IState and National Events121 123 JConnecticut Policy on Academic Freedomand Public Education K Regional Educational ServiceCenters -- 125 ACKNOWLEDGMENTS The evolution of curriculum is a continuing process. Much of the informationcontained in this edition of the Guide to Curriculum Development in Science is new and reflects changes thathave taken place in the last fewyears. The Connecticut State Department of Educationin indebted to the Science Advisory and those who commented Committee, the writers, the editors on the draft, ranging from nationally knownscience educators to science supervisors and administrators. some 75 science teachers, Members of the Science AdvisoryCommittee include the following: Malcolm Cheney, East Hartford PublicSchools Bette Del Giorno, Fairfield PublicSchools Mary Dooley, Hamden High School Linda Froschauer, Greenwich PublicSchools Delilah Gomes, West Haven HighSchool Robert Hartman, State Departmentof Environmental Protection Barbara F. Kmetz, Trumbull PublicSchools Donald P. LaSalle, Talcott MountainScience Center David Lopath, New Britain Public Schools Richard Mace, Bridgeport PublicSchools Robert A. Rosenbaum, WesleyanUniversity George Wisner, United TechnologiesCorp. Thomas Dudeck, United IlluminatingCo. Frank Salamon, State Department ofHigher Education Ralph Yu lo, Eastern ConnecticutState University Individuals who contributed to the writing of the documentare: Muriel Gerhard, Norwalk Public Schools; Tafel, science teacher retired, Marten Westport Public Schools, RobertRosenbaum, Ralph Yu lo, BarbaraKmetz, Mary Dooley and Frank Salmon. Specialthanks to Don Goranson, who improved the document through his fine editorialabilities. The documentwas reviewed by Francis P. Co llea, director ofresearch and sponsored University; and Gerald Skoog, professor programs, California State and chairperson of curriculum andinstruction, Texas Tech University. Sigmund Abe les Science Consultant vi FOREWORD fundamental commitment is toeducational equity and excellencefor all The State Board of Education's most and forcefully Connecticut students. The depthand richness of that commitmentis