nneitmem, 11111.'111MP; ED 030 566 SE 007 066 The 1969 STAR Awards, Science Teaching Aelievement Recognition. National Science Teachers Association, Washington. D.C. , Pub Date 69 Note -63p. Available from-National Education Association, Publications Sales Division, 1201 16thStreet..N.W., Washington; D.C. 20036 ($2'.00) EDRS Price ME-SO.50 HC Not Available from EORS. Descriptors -Biology. Chemistry, Course Descriptions, *Educational Innovation,Elementary School Science. *Instruction, *Professional Associations,. *Science Education, Science Equipment.Secondary School Science, Teacher Aides Identifiers-National Science Teachers Association, NSTA STAR Awards The NationalScienceTeachersAssociation (NSTA) Awards Program for acr ,vementinscience teaching seeks toidentify and recognize outstanding achievements in science education from preschool through college.Specifically, its purpose is to encourage the developmentof creative ideas. techniques and materials that will increase the effectiveness of science education.This document identifies the recipientsofthenine1969 STAR Awards cielddescribestheirinnovative. award-winning contributions to science education. (RS) U.S. DEPARTMENT Of HEALTH, EDUCATION& WELFARE OFFICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED fROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE Of EDUCATION POSITION OR POLICY. r;44k r- CIENCE AS THE 1969 STAR AWARDS Science Teaching Achievement Recognition The STAR Awards Program, co-sponsored by NSTA and the American Gas Association, is designed to identify and recognize outstanding achievements in science education from preschool through elementary, secondary, and collegiate levels. NATIONAL SCIENCE TEACHERS ASSOCIATION Washington, D. C. "PERMISSION TO REPRODUCE THISCOPYR IGHTED MATIRIAL. BYBICROF ICHEONLY=N GRANTED BY/Vadt- Se-A, Tede-4. TO ER I C AND ORGANIZATIONSOPERATING UNDER AGREEMENTS WITH THE U. S. OFFICE OFEDUCATION. FURTHER REPRODUCTION OUTSIDETHE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHTOWNER." Copyright 1969 by the NATIONAL SCIENCE TEACHERS ASSOCIATION A Department of the NATIONAL EDUCATION ASSOCIATION Stock No. 471-14588 Single copies $2 Discounts on multiple orders: 2-9 copies, 10percent; 10 or more, 20 percent Payment must accompany orders for $2 Order from: NEA Publications Sales Section 1201 Sixteenth St., N.W. Washington, D.C. 20036 INTRODUCTION The NSTA STAR Awards for achievement in science teachingwere reactivated in 1968 after a 7-year period of inactivity. The 1969awards were co-sponsored and financially supported by the American Gas Association. TheSTAR program seeks to identify and recognize outstanding achievements in scienceeducation from preschool through college level. Specifically itspurpose is to encourage the development of creative ideas, techniques, and materials that will increasethe effectiveness of science education. Some goals related to this are: 1. To raise the general level of scientific literacyamong the total population. 2. To influence moreyoung people to consider careers in science, engineering, science teaching, and other related fields. 3. To assist students to develop understanding andfunctional control of basic concepts and principles from the scientific disciplines. 4. To provide opportunities and guidance forstudents to have practice and gain skill in using processes of scientific inquiry andto develop habits of creative thinking. In addition to widely reporting the.sc.. scienceteaching innovations through publi- cation, the program recognizes the winnersas follows: Substantial cash awards Bronze medallions of recognition Personal introduction at annual convention The STAR program is another effort ofthe Board of Directors to increaseoppor- tunities for participation in activitiesof the Association and to increase the prestigelevel of teachers and the profession. Entry forms for the STAR Programcan be obtained by writing to the NSTA Executive Secretary, 1201 Sixteenth Street,N.W., Washington, D.C. 20036. Formsare available in the early fall for the followingyear's awards. CONTENTS The Biological Science Enrichment Course for Elementary School Children (First Grand Award) 1 ROBERT L. GANTERT Breaking Better Bridges (Second Award) 6 BUEL C. ROBINSON New Directions for Chemical Education in High Schools 11 JAMES V. DEROSE "Field Biology"Forest, Field, Stream, and Evolution 27 JOHN A. JAESCHKE An Improved, Versatile, Inexpensive Astronomical and Chemical Spectrophotometer 40 R. M. KALRA A Scientific Research Course for High School Students 44 JULIAN KANE Stimulating Creativity Through Chemistry 46 ELAINE W. LEDBETTER Demonstrate with an Overhead Projection Air Table 51 JOE P. MEYER Development of a "Teacher Aides for Science" Program 56 GILBERT R. TURPIN * FIRST GRAND AWARD * The Biological Science Enrichment Course for Elementary School Children ROBERT L. GANTERT Nathan Hale High School Seattle, Washington The following report includesan Eventually, it is hoped that this integra-dous enrollments this summer in these incomplete summary ofcourse contentted teaching philosophy can be expandedno-credit courses suggest that we are on for both five four-hour classroom sessions to embrace all subject matter fields. Thethe right track. a s well as five four-hour field trips design- author is currently participating in three ed to teach biological science to elemen-"Continuous Progress" programs simulta- Before any scheduling for thesesum- tary school pupils. This pilot effortre- neously with his regular biology teaching.mer science enrichment courses were or- presents the virgin venture of real team However, only one of the threeprogramsganized and held, it was necessary to first teaching among high school and elemen-will be described in detail, namely, theenlist the support and interest of the tary science teachers on an acceleratedBiological Science Enrichment Course forelementary teaching personnel. This inter- cyclic planned procedure. The author'sElementary Pupils. est was stimulated through special in- great respect for the problems of the This year the BSE course wascon-service courses taught by the high school elementary teacher reached its highestducted on a 20-hour lecture-demonstra-science teachers who formed the initial peak of admiration upon the completion tion, 20-hour field-trip curriculum in twostaff for the "Continuous Progress"pro- of the six-week study. Without thededi- weeks of thesummer school period.grams. The author, for example, taught catedteamworkof the other threeThere were three of these two-weekseveral twelve-hour eveningcourses for a elementary teachers involved, the final courses and a total of twelve elementarylimited number of elementary teachers at outcome would not have been possible. schools involved with Nathan Hale Highthe local Woodland Park Zoo. Thecourse, Any recognition for this project willmostSchool servingasthecentral supply"How to Know Your Zoo," utilized the certainly be shared withmy elementary center for this course. At the same timezoologicalstaffaswell as the living teacher team members. theBiologicalScienceEnrichmentanimals at the zoo ina new "Living Courses were in progress,a selected groupExperience Approach." An interesting For the past two years, the Seattle of secondary science teacherswere con-and practical lecture was given bya School System has been involved ina ductingsimilarlyscheduledsummertrained zookeeper. Without the sincere type of integrated "Continuous Progress" school courses in the physical sciences forpractical knowledge of these dedicated procedure designed to more finely define-elementary pupils. A type of "Kitchenzookeepers the courso would have fallen ate the basic philosophy of the elemen-Physics and Chemistry"was being taughtflat on its face. tary and the secondary science curricu- at several elementary schools. Admittedly The next step in preparation for the lum. To date this pilot experimental this type of "shotgun" approach containsBiological Science Enrichment Program program has been largely confined to the many loopholes; however, even with itswas to schedule a series of lecture- physical and naturalsciences because errors the plan has created an awakeneddemonstrations in the elementary schools flexible scheduling in these areas permitsinterest among the elementary teacherin which the rotatingzoo at Nathan Hale changes of high school science personnel.and pupils of all grade levels. The tremen-High School could be fully introduced 1 and made available on a loan basit; to thetaking place during the entire course!Procedure: elementary teacher. This scheduling was The author will welcome any criticism accomplished through fre,. time grantedor request from teacher-readers for addi- the author to present "Live Teachingtional data and material., etc. Have each pupil place a small section Programs" periodically throughout the of plastic clear ruler under the low regular school year. With 100 elementary power objective until he can easily see schools in the Seattle System, the sched-First DayGeneral Orientation two of the millimeter (mm) linesand uled series of lecture-demonstrations had the space between them.Explain thata to be restricted. Since the average enroll- I. Take the class to the museum cases micron is really 1/1000 of a mm or ment of elementary schools in Seattle is and carefully remove and explain each that in a micron scale there are actually about 600 to 800 pupils, a tight time "Strange as It Seems" disp;ay? Sev- 1000 tiny