TDOE: Teaching & Learning: Curriculum: Science

Standards Guide — Kindergarten - Twelve

Introduction

As mandated by the Tennessee State Board of Education's Rules, Regulations, and Minimum Standards, committees comprised of science educators across Tennessee developed the Tennessee Science Standards: Kindergarten through Twelve. The ScienceStandards document includes standards, learning expectations and performance indicators for the following curriculum areas: K-8 Science, Life Science, Biology I, Biology II, Anatomy and Physiology, Chemistry I, Chemistry II, Earth Science, Geology, Environmental Science, Ecology, Physical Science, Physics, and Scientific Research. Other information related to National Goals of Science, State of Tennessee Goals of Science, Tennessee's Components and Themes of Science Education, science safety resources, course listings, Advanced Placement courses, and possible course sequences is included.

The ScienceStandards helps teachers to plan and implement science instruction that meets the national and state science goals and prepares students for the Tennessee Comprehensive Assessment Program (TCAP). The K-8 Science Standards (Volume II) provides a foundation for students that prepares them for the rigorous course specific standards that constitute the high school science curriculum (Volume III).

The Science Standards document serves as a foundation for developing comprehensive science programs. Careful use of the ScienceStandards ensures that content, processes, and concepts merge with habits of scientific thinking and science's impact on society. The ScienceStandards provides varied opportunities for students to become active participants in their learning.

Development of the Standards

The effort to revise the 1997-98 Tennessee Science Curriculum Framework began in the fall of 1999 and was completed in the summer of 2001. The goal of the standards revision effort was to ensure that more comprehensive, high-quality science programs could be implemented by school systems, to aid local curriculum development and mapping, to produce more scientifically literate students, and to assist in preparing students for state assessments.

Prior to beginning the task of rewriting the Science Framework, committees conducted comprehensive studies of Science for All Americans (SFAA), Benchmarks for Science Literacy (Benchmarks), National Science Education Standards (NSES), NSTA Pathways to the Science Standards (Pathways), Inquiry and the National Science Educational Standards (Inquiry), Atlas of Science Literary and various other state and national documents. Addendum A provides a synopsis of the above documents. Because of the anticipated End of Course testing, the K-8 Standards Committee members also correlated standards, learning expectations, performance indicators, and accomplishments to the Biology I and Physical Science course standards. All writing teams verified that Content Areas, Standards, Learning Expectations, Performance Indicators and Accomplishments were developmentally appropriate and linked to one another.

Philosophy

The Tennessee Science Standards: Kindergarten through Twelve Writing Committee believes that the Science Standards will assist K-12 educators to gain a better understanding of the science goals for children in all Tennessee Public Schools. The ScienceStandards integrates science content standards with the themes, processes, and attitudes of science to provide a blueprint for planning a standards-based instructional program. The ScienceStandards gives a systematic overview for organizing and specifying the components of science curricula developed by Local Education Agencies. Using the ScienceStandards as the basis for local curriculum development will lead to rich and meaningful science experiences for Tennessee students.

Vision

The Tennessee Science Standards: Kindergarten through Twelve presents a vision of every child becoming a scientifically literate adult. It guides and supports school systems in building a rigorous science curriculum. Standards are intended for all students. Age, gender, cultural or ethnic background, disabilities, or interest and motivation in science should never exert a negative influence on expectations for students. Although understanding may be achieved through different learning styles and at different rates, all Tennessee students are expected to acquire the knowledge and skills presented in the ScienceStandards. The ScienceStandards are built upon the premise that science is an active process and that all students must have instruction that incorporates a multitude of active learning experiences.

Overview of the Goals, Componenets and Themes of Science Education

The Tennessee Science Standards: Kindergarten through Twelve is an effort to support changes in the way that Tennessee’s community of learners think about the teaching and learning of science. This community of learners includes students, families, educators, governmental organizations, business, industry, political leaders, and all participants in society.

The ScienceStandards’ major premise is that students learn science by doing science. The document is a thoughtful response to a variety of reforms. The standards and learning expectations presented in the ScienceStandards can be used by Tennessee educators to support decisions necessary for maintaining effective science programs at the elementary, middle, and secondary levels.

The National Science Education Standards (NSES) was influential in guiding the development of the Tennessee Science Standards: Kindergarten through Twelve. The NSES goal for school science is to prepare students who are able to:

experience the richness and excitement of knowing about and understanding the natural world;
use appropriate scientific processes and principles in making personal decisions;
engage intelligently in public discourse and debate about matters of scientific and technological concern; and
increase their economic productivity through the use of the knowledge, understanding, and skills of the scientifically literate person in their careers.

In Tennessee, science education is closely aligned with guidelines provided by the State Board of Education. Rules, Regulations and Minimum Standards require that every child receive a continuous program of instruction that is developmentally appropriate and includes laboratory experiences. The instructional perspective embedded throughout the Standards is that science teaching should enable students to:

demonstrate the processes of science by posing questions and investigating phenomena through language, methods, and instruments of science;
acquire scientific knowledge by applying concepts, theories, principles, and laws from the life, physical, earth, and environmental sciences;
demonstrate ways of thinking and acting inherent in the practice of science and exhibit an awareness of the historical and cultural contributions of the scientific enterprise; and
demonstrate positive attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.

The Model for the Science Curriculum Standards (Figure 1) illustrates that as students progress through their K-12 educational experience, the level of sophistication associated with the learning of the processes and the content of science increases. As shown in Figure 1, the goals, components, and themes are the three major parts of an effective science education program. The four Tennessee goals of science serve as the basis for the four components of science education, which include: Processes of Science, Unifying Concepts of Science, Habits of Mind, and Science in Society. Each component has an established goal that is centered on student inquiry. The themes of science are large ideas that integrate the traditional science disciplines and incorporate other subjects, such as technology, mathematics, and social studies. Themes present in the four components of science education can be used as a vehicle to present an interdisciplinary view of science. The Tennessee Science Standards: Kindergarten Through Twelve, Volume II and Volume III for students, applies this idea.

While the ScienceStandards is not intended to prescribe a particular instructional sequence, it does provide guidelines that may be helpful in designing curriculum. The major components (Figure 1) can be viewed as the four areas within which teaching and learning occurs.

Because K-12 Standards and Learning Expectations are developmental and concepts and processes are presented at varied levels of sophistication, different emphases will characterize instructional time requirements for particular grade levels. Figure 2 is the approach for determining the allocation of instructional time and effort that most strongly supports the implementation of the ScienceStandards. For example, the Standards’orientation toward the teaching of the processes of science in the lower grades and its emphasis on the unifying concepts in grades 9-12 is consistent with the research on when students learn best. This chart can help to guide teachers in their instructional decision making.

Model of Science Curriculum Standards K-12

Tennessee’s Components and Themes of Science Education Model graphically displays the integral parts of the Tennessee Science Framework K-12.

Component 1: Processes of Science

When students apply the processes of science, they pose questions and investigate phenomena using the language, methods, and instruments of science. Common science process themes include: observing, questioning, collecting data, analyzing, explaining, and communicating. The process of science follows no single predictable pathway but incorporates imagination, inventiveness, experimentation, logic, and evidence to support results. Once a question is posed, the search for answers follows a purposeful sequence of experimentation, data collection, analysis, and evaluation of conclusions, that may lead to new questions.

Technology provides tools and techniques that enhance students' skills in measuring, calculating, recording, analyzing, modeling, and communicating. Active exploration provides students with opportunities: to use materials in new and concrete situations; to analyze results for greater understanding; to synthesize new ideas with what was previously known; and to evaluate how this new knowledge will be of practical value in their lives. Students may work in teams and share findings with others, but each individual is expected to contribute.

Processes of Science Goal: To enable students to apply the processes of science by posing questions and investigating phenomena through the language, methods, and instruments of science.

Theme: 1.1 Observing - Senses are used to develop an awareness of events or objects and their properties.

Theme: 1.2 Questioning - Development of an inquisitive mind and the effective use of questioning techniques furthers the acquisition of information.

Theme: 1.3 Collecting Data - Acquiring, recording, arranging and storing of information must be performed in a complete, accurate, concise, and user-friendly manner.

Theme: 1.4 Analyzing - Data should be examined to find patterns that may suggest cause and effect relationships or support inferences and hypotheses.

Theme: 1.5 Explaining - Phenomena and related information are made understandable through discussion that culminates in a higher level of learning.

Theme: 1.6 Communicating - Essential to science is the act of accurately and effectively conveying oral, written, graphic, or electronic information.

Component 2: Unifying Concepts of Science

Students acquire content knowledge by applying concepts, theories, principles, and laws from the science content areas. All fields of knowledge are more than mere accumulations of isolated facts and ideas. In science, recurrent themes and concepts emerge as our knowledge and understanding of the phenomena encountered in the natural world unfolds. Unifying themes connecting the science disciplines are: scale and models, form and function, organization, interactions, change, and conservation. These themes provide a framework onto which one can integrate new discoveries and insights; thus, making a complex field of knowledge more comprehensive and meaningful. Utilizing these themes to organize instruction in science ultimately provides students with a more coherent and integrated understanding of their world. This manner of organizing content knowledge is especially important as scientific discoveries increase at an unprecedented rate.

Unifying Concepts of Science Goal: To enable students to acquire and integrate scientific knowledge by applying major concepts, theories, principles, and laws from the life, environmental, physical, and earth and space sciences.

Theme: 2.1 Scale and Models - Models provide a conceptual bridge between the concrete and the abstract, while the application of scale allows for understanding the difference in magnitude between the model and the target item.

Theme: 2.2 Form and Function - Form is linked to the function of materials and systems, and function may alter form.

Theme: 2.3 Organization - Everything is organized into related systems or subsystems.

Theme: 2.4 Interactions – Within all living and non-living systems, matter and energy interact.

Theme: 2.5 Change - Interactions within and among systems result in changes in their properties, position, movement, form, or function.

Theme: 2.6 Conservation - In any natural system, form may change but nothing is lost.

Component 3: Habits of Mind

Students demonstrate ways of thinking and acting consistent with the practice of science and exhibit an awareness of the historical and cultural contributions of science. Habits of Mind include: historical and cultural perspective, assumption, estimation and computation, scientific method, an understanding of science and technology, and an appreciation of the scientific enterprise. Science is a creative process that attempts to provide learners with a greater understanding of the natural world. Science questions all things and leaves itself open to continual scrutiny and modification. Science is conducted according to formal and informal rules and assumptions. As scientific knowledge grows, students should be prepared to alter their points of view. Thus, science is a never-ending process of discovery, interpretation, evaluation, and reevaluation.

Habits of Mind Goal: To enable students to think and act in a manner consistent with the practice and the nature of science; and exhibit an awareness of the historical and cultural contributions of science.

Theme: 3.1 Historical and Cultural Perspective - Scientific understanding evolves over time as an approximation of truth and within a cultural context.

Theme: 3.2 Assumption - Establishing the validity of an argument through data and differentiating between fact and assumption are vital parts of the scientific process.

Theme: 3.3 Estimation and Computation – Scientists evaluate the level of precision needed to make a reasonable response and perform necessary calculations.

Theme: 3.4 Methods – Scientists use a variety of techniques to describe and solve problems.

Theme: 3.5 Science and Technology - Science and technology are separate but interdependent.

Theme: 3.6 Creative Enterprise – Ideas and inventions contribute to the creative expression of science.

Component 4: Science in Society

Students develop positive attitudes toward science necessary for solving problems and making personal decisions about issues that effect individuals, our society, and the environment. Attitudes, personal needs, career goals, societal needs, economics, and politics all contribute to the image of science in society. The rate of scientific knowledge continues to increase dramatically. Fields such as medicine, space science, particle physics, and organic chemistry produce data faster than information can be processed. The demand for science technology to solve many of the world's problems further accelerates this growth of knowledge.

To meet these challenges, it is necessary for schools to address the attitudes, processes, tools, knowledge, and societal implications of science. This comprehensive approach to science education requires that learners acquire the essential skills for developing science literacy. Such skills extend beyond learning and give individuals a foundation for making sound decisions, understanding the implications of scientific advances, and entering the job market.

Science in Society Goal: To enable students to demonstrate positive attitudes toward science necessary for solving problems and making personal decisions about issues that affect individuals, society, and the environment.

Theme: 4.1 Attitudes - Scientific progress and the attitudes of society influence one another.

Theme: 4.2 Personal Goals - Applications of science can affect the quality of life for individuals.

Theme: 4.3 Career Goals - Development of scientific skills may lead to rewarding careers and productive contributions to society.

Theme: 4.4 Societal Needs - Science and technology combine to meet the needs of a society.

Theme: 4.5 Economics - Scientific knowledge provides a basis for understanding the economic value of applied technology.

Theme: 4.6 Politics – Sound scientific understanding should guide political decisions.

Scientific Inquiry

The intent of the Standards is to increase students' understanding of essential scientific concepts by promoting activities that engage students in doing science, using available technological tools, and engaging in sound thinking about their natural world. The Tennessee Science Standards: Kindergarten through Twelve recommends and supports innovative approaches to science education. The ScienceStandards’overarching philosophical orientation toward inquiry establishes a curriculum framework from which educators can construct comprehensive K-12 science programs. For Inquiry references, see Addendum B: Inquiry Resources.

Inquiry is the driving force behind scientific discovery. The ScienceStandards utilizes the definition of inquiry from the Council of State Science Supervisors:

Inquiry is the process scientists use to build an understanding of the natural world based on evidence. Students can learn about the world using inquiry. Although learners rarely discover knowledge that is new to human kind, current research indicates that when engaged in inquiry, learners build knowledge new to themselves.

Learner inquiry is a multifaceted activity that involves making observations; posing questions; examining multiple sources of information to see what is already known; planning investigations; reviewing what is already known in light of the learner’s experimental evidence; using tools to gather, analyze and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identifications of assumptions, use of critical and logical thinking, and consideration of alternative explanations.

As a result of participating in inquiries, learners will increase their understanding of the science subject matter investigated, gain an understanding of how scientists study the natural world, develop ability to conduct investigations, and develop the habits of mind associated with science.

Laboratory Safety

Adopting an inquiry based approach to science instruction demands that Tennessee school systems maintain a safe environment for students during laboratory activities at all grade levels. It is incumbent upon science teachers to be fully knowledgeable about laboratory safety issues. The goal of this portion of the ScienceStandards is to provide guidance and resources for laboratory safety issues and concerns.

The importance of the laboratory safety issue is carefully stated in Science Safety: Making the Connection produced by the Council of State Science Supervisors:

The LEGAL DEFINITION of "negligence" is important for every teacher to know. Negligence, as defined by the courts today, is conduct that falls below a standard of care established by law or profession to protect others from an unreasonable risk of harm, or the failure to exercise due care. It should be noted that in the absence of specific laws or local policies, the standard of care expected is set by the profession, e.g., position statements adopted by the National Science Teachers Association (NSTA), the National Association of Biology Teachers (NABT), the American Chemical Society (ACS), or the Council of State Science Supervisors (CSSS).

The science teacher has three basic responsibilities relating to the modern concept of negligence:

Duty of instruction
Duty of supervision
Duty of properly maintaining facilities and equipment.

Failure to perform any of these duties may result in a finding that teacher(s) and administrator(s) within a school system are liable for damages and awards against them.

The ScienceStandards includes three sample safety guidelines. The lower elementary section was written primarily for the purpose of class discussion and communication with parents. The upper elementary/middle school and middle/high school guidelines support classroom discussion and communication with parents and students. This set of guidelines (Addendum C) also provides science teachers with safety and conduct rules. Teachers may alter or add to these guidelines to make them more specific for their needs. For all grade levels, pictures and posters can be placed around the classroom to maintain a constant focus on and attention to the importance of maintaining a safe laboratory environment.

Safety resources (Addendum D) provides science teachers a list references which will assist in attending to laboratory safety issues in the school and classroom. The references are listed in four categories: 1) Safety Manuals and Chemical Storage, Hazards, and Disposal, 2) Safety Internet Contacts, 3) Additional Internet Addresses, and 4) Safety Software.

References

Aldridge. Science Interactions Student Book (Courses 1, 2, and 3). Glencoe/McGraw Hill
American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy. New York: Oxford University Press.
American Association for the Advancement of Science. (2000). Atlas of Science Literacy. New York: Oxford University Press.
American Geology Institute. (2001). EarthComm. American Geology Institute.
Arms. (1996). Holt Environmental Science. Holt, Rinehart & Winston.
Atwater. (1995). Macmillan/McGraw-Hill Science. Macmillan/McGraw-Hill.
Badders. (1996). Discovery Works. Silver Burdett Ginn.
Barr, B. (1989). Life Science Laboratory Manual. Addison-Wesley Publishing Company.
Bell, J. (1997). Chemistry in the National Science Education Standards. Washington, DC 30036: American Chemical Society.
Bernstein. (1996). Environment Science: Ecology and Human Impact. Addison-Wesley Publishing.
Biggs. (1998). Biology: The Dynamics of Life. Glencoe/McGraw-Hill.
Brown, LeMay, & Bursten. (1997). Chemistry: The Central Science. Prentice Hall.
Bryant, N. (1995). Science Anytime. Harcourt Brace School Publishers
Buffa, A. J., Wilson, J. D., (2000). College Physics, Fourth Edition, Upper Saddle River, NJ: Prentice Hall.
Daniel. (1997). Glencoe Life Science. Glencoe/McGraw-Hill.
Dispezio. (1996). Science Insights: Exploring Earth and Space. Addison-Wesley Publishing.
Dispezio. (1997). Science Insights: Exploring Matter and Energy. Addison-Wesley Publishing.
Feather. (1997). Glencoe Earth Science. Glencoe/McGraw-Hill.
Heil. (1996). Discover the Wonder. Scott Foresman/Addison-Wesley.
Herron. (1996). Heath Chemistry. McDougal Littell.
Hewitt, P. (1997). Addison Wesley Conceptual Physics. Addison-Wesley Publishing.
Hole. (1995). Essentials of Human Anatomy and Physiology. Times Mirror Higher Education Group (Glencoe/McGraw-Hill)
Integrated Science Activity Book. (1994). Prentice Hall.
Johnson & Raven. (1996). Biology: Principles and Explorations. Holt, Rinehart & Winston.
Johnson. (1998). Holt Biology: Visualizing Life. Holt, Rinehart & Winston.
Kasel. (1995) Biology: An Everyday Experience. Glencoe/McGraw Hill.
Kotz & Treichel. (1996). Chemistry and Chemical Reactivity. Holt, Rinehart & Winston.
LeMay. (1996) Prentice Hall Chemistry: Connections to Our Changing World. Prentice Hall.
Life Science Teacher’s Resource Book. (1989). Addison-Wesley Publishing.
Mader. (1996). Biology. Times Mirror Higher Education Group (Glencoe/McGraw-Hill).
Maton, A., Hopkins, J., Johnson, S., Hart, D., Warner, M., & Wright, J. (1997). Exploring Life Science. Prentice Hall.
Marieb, E. (1995). Essentials of Human Anatomy and Physiology. Redwood City, CA: The Benjamin Cummings Publishing Company.
Marieb, E. (1995). Human Anatomy and Physiology. Redwood City, CA: The Benjamin Cummings Publishing Company.
Marieb, E. (1996). Human Anatomy and Physiology Laboratory Manual. Redwood City, CA: The Benjamin Cummings Publishing Company.
Maton. (1997). Prentice Hall Exploring Earth Science. Prentice Hall.
Maton. (1997). Prentice Hall Exploring Life Science. Prentice Hall.
Maton. (1997). Prentice Hall Exploring Physical Science. Prentice Hall.
Maton. (1997). Prentice Hall Science. Prentice Hall.
McFadden. (1997). Science Plus: Technology and Society. Holt, Rinehart & Winston.
Miller and Levine. (1998). Biology. Prentice Hall.
Miller. (1996). Living in the Environment: Principles, Connections, and Solutions. Wadsworth Publishing.
National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
National Research Council. (2000). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press.
National Science Teachers Association. (1996). NSTA Pathways to the Science Standards. Arlington: NSTA.
Nebel & Wright. (1996). Environmental Science: Way The World Works. Prentice Hall.
O’Fallon Township High School. (1985). Geology IS. Kendall Hunt.
Patton, K. (1996). Anatomy and Physiology Laboratory Manual. Mosby Year Book.
Physics in Contest, (Principles of Technology). (2001). Waco, TX: Cord Publishing.
Schraer & Stoltze. (1995). Biology: The Study of Life. Prentice Hall.
Simmons, D. (Chair). (1999-2000). Excellence in Environmental Education (K-12). Washington, DC: North American Association for Environmental Education.
Smith. (1998). Merrill Chemistry. Glencoe/McGraw-Hill.
Tarbuk & Lutgtens. (1996). Earth, An Introduction to Physical Geology. Prentice Hall.
Titer, H., Edwards, G., and Fitzpatrick, F. (1985). Living Things-An Introduction to Biology. Holt, Rinehart, & Winston.
The Green Teacher. http://www.greenteacher. com/articles/46planet.html#46
Thompson. (1997). Glencoe Physical Science. Glencoe/McGraw-Hill.
Tocci & Viehland. (1996). Holt Chemistry: Visualizing Matter. Holt, Rinehart & Winston.
Towle. (1993). Modern Biology. Holt, Rinehart & Winston.
Wilbraham. (1997). Addison-Wesley Chemistry. Scott Foresman/Addison-Wesley Publishing.
Wilson and Buffa. (2000). College Physics, Forth Edition. Upper Saddle River, NJ: Prentice Hall.
Zitzewitz. (1995). Physics: Principles and Problems. Glencoe/McGraw Hill.
Zundahl. (1993). Chemistry. McDougal Littell.

Addendum A: Synopsis of Science Reform Documents

Teachers should have confidence in the Science Standards because of the effort and time that was taken to ensure that all components of the Science Standards are in compliance with these documents:

Science for all Americans (SFAA) – This is a publication of Project 2061, a long-term initiative of the American Association of the Advancement of Science (AAAS). It was published in 1989 and served as the precursor to the books that follow. It contains recommendations for science literacy and outlines what students should know and be able to do by the time they graduate from high school. Its intent is to develop a scientifically-literate citizenry that can make informed decisions about issues of local and global significance. The book does not ask for more science content be addressed, but rather that students are taught to understand key concepts and principles, and to learn how mathematics and technology blend with science in all areas of scientific knowledge and reasoning.

Benchmarks for Science Literacy - After the publication of SFAA, it was deemed necessary to publish a companion document that would outline a standard curriculum that could be used in districts throughout the country. AAAS' Project 2061 Benchmarks was published in 1993. It contains age appropriate benchmarks in K-2, 3-5, 6-8, and 9-12 grade clusters. The document also includes the research on teaching and learning that applies to grade cluster benchmarks.

Atlas for Scientific Literary (Atlas) - In a first-ever joint arrangement, Project 2061 and the National Science Teachers Association co-published Atlas, a collection of nearly 50 strand maps that show how students' understanding of the ideas and skills that lead to literacy in science, mathematics, and technology might grow over time. Atlas organizes maps into the same chapters as Project 2061's SFAA and Benchmarks.Atlas includes clusters of closely related maps within chapters that loosely correspond to the sections in Benchmarks. In addition to presenting the maps themselves, Atlas clarifies each map with comments on relevant issues and a summary of the cognitive research that is associated with the map's topic. The book discusses the intent and meaning of the maps, describes some uses for maps, and considers some of the implications of mapping for teaching and learning.

National Science Education Standards (NSES) - This book was copyrighted in 1995 by the National Academy of Sciences. The NSES was developed to meet the national goal of having students who are scientifically literate. It addresses Content Standards for clusters K-4, 5-8, and 9-12, and includes standards for the following areas: Science Teaching, Professional Development for Teachers of Science, Assessment, Science Education Program Standards, and Science Education Program System Standards. It is an excellent document to use for designing a comprehensive science program.

NSTA Pathways to the Science Standards (Pathways) - NSTA provides educators with suggestions for developing reform strategies toward implementing the NSES at elementary, middle and high school levels. Pathways were published in 1997 to ensure that science teachers were provided guidance in carrying out the intent of the NSES. There are separate editions for the three grade levels. Each volume provides practical examples and applications for the classroom.

Inquiry and the National Science Education Standards (Inquiry) - The National Academy of Sciences published this book as a companion document to the NSES. For students to have meaningful science experiences they must participate in inquiry activities. Since all science courses require a laboratory component, this is a good place to begin. Inquiry breaks down the components of scientific investigation so teachers can more easily implement inquiry as a major teaching strategy.

Addendum B: Inquiry Resource Websites

http://www.exploratorium.edu/IFI/index.html

http://www.inform.umd.edu/EdRes/Colleges/ARHU/Depts/Philosophy/homepage/faculty/LDarden/sciinq/

http://members.tripod.com/sharing_science/inquiry.html

Addendum C: Safety Guidelines

Class Safety Rules Guideline

(Lower Elementary School)

Safety Rules for the Science Laboratory

Your personal safety and that of others working near you depend upon the care with which you observe the rules listed below. Become familiar with these rules and FOLLOW THEM AT ALL TIMES.

Listen carefully and follow ALL directions given by the teacher.
Inappropriate behavior during science activities is unacceptable.
Ask questions if you are unsure of what to do.
Never touch, taste, or smell any material unless directed by the teacher.
Students may be asked to secure long hair, remove jewelry, or adjust loose clothing in order to maintain safe working conditions.
Proper safety eyewear and protective aprons or smocks will be used when necessary.
Clear your work areas of extra books, papers, notebooks, etc. before beginning science activities. Always leave your work area clean and dispose of trash as directed by the teacher.
Always wash your hands thoroughly after each and every science activity.
Tell the teacher about any accident, no matter what happens.
Science activities should not be done at home without adult supervision.

I ____________________________________ have read, understood, and agree to follow the above safety rules and conduct guidelines. I agree to follow any additional verbal or written guidelines provided by my teacher. I also understand that I am responsible for replacing any equipment or materials that I damage except by accident.

_____________________________________ Date ___________

(Student's Signature)

_____________________________________ Date ___________

(Parent/Guardian's Signature)

Class Safety Rules Guideline

________________________________

(Elementary or Middle School)

Safety Rules for the Science Laboratory

Your personal safety and that of others working near you depend upon the care with which you observe the rules listed below. Become familiar with these rules and FOLLOW THEM AT ALL TIMES.

Always pay attention to your work.
Never goof off during lab.
Never bring food or drink into the laboratory.
Dispose of trash and other waste as indicated by the teacher.
Follow directions carefully using only the amount of materials called for--more is NOT always better.
Wash your hands thoroughly after each and every laboratory session.
Always leave your laboratory station clean and dry.
Whenever you are unsure of directions, ask the teacher for help.
Whenever you are unsure how to use a piece of equipment, ask the teacher for help.
Other than by accident, anything you damage or break will be paid for by you.
Know where fire extinguishers and fire blankets are and how to use them.
Wear appropriate eye protection when conducting an experiment.
Contact lenses can cause an eye hazard so should not be worn during certain lab activities involving chemicals.
Appropriate protective aprons or smocks should be worn when conducting experiments.
Do not wear long, loose sleeves or a loose laboratory coat in the laboratory.
If you have long hair, tie it back while working in the laboratory.
Bracelets, dangling jewelry, and ties should be removed before working in the laboratory.
Only perform experiments that have been approved by your teacher.
Tell your teacher of any accident, no matter how minor it may seem to you.
Never put anything in the laboratory into your mouth unless specifically directed by the teacher.
Always clear your lab area of extra books, papers, notebooks, etc. before beginning your lab work.
Be sure to have clear exit pathways in case of emergencies.

_____________________________________ Date ___________

(Student's Signature)

_____________________________________ Date ___________

(Parent/Guardian's Signature)

Class Safety Rules Guideline

________________________________

(Middle or High School)

Rules of Conduct in the Laboratory: Certain rules of conduct, listed below, are advisable in a science laboratory. Study them carefully and then list a reason for each rule in your laboratory notebook.

Always maintain a business-like attitude.
Never engage in practical jokes.
Never bring food or drink into the laboratory room.
Dispose of wastes as indicated by the teacher.
NEVER return unused reagents to stock bottles.
Follow directions carefully using only the amount of materials called for--more is NOT always better.
Wash your hands thoroughly after each and every laboratory session.
Always leave your laboratory station clean and dry.
Be sure water and gas outlets are turned off completely after use.
Whenever you are unsure of a procedure, ask the teacher for help.
You will pay for any damage or breakage except for accidents.

Safety in the Laboratory:

Your personal safety and that of others working near you depend upon the care with which you observe the rules listed below. Become familiar with these rules and follow them AT ALL TIMES.

Know where fire extinguishers and fire blankets are and how to use them.
Know the location of the safety shower and eyewash fountain and how to use them.
ALWAYS wear appropriate eye protection when conducting an experiment.
Contact lenses can cause an eye hazard so should not be worn during certain laboratories involving chemicals.
Appropriate protective aprons or smocks should be worn when conducting experiments.
Do not wear long, loose sleeves or a loose laboratory coat in the laboratory.
If you have long hair, tie it back while working in the laboratory.
Bracelets, dangling jewelry, and ties should be removed before working in the laboratory.
Only perform experiments that have been approved by your teacher.
Notify your teacher of any accident, no matter how minor it may seem to you.
NEVER ingest anything in the laboratory unless instructed to do so by your teacher.
NEVER use flammable liquids near an open flame.
NEVER pour a flammable liquid in the sink.
NEVER leave a flame unattended.
Read the labels on ALL reagent bottles twice before using them, noting all precautions.
If an acid or base spills, immediately notify your teacher.
When diluting acids always put the acid into water. REMEMBER A to W!
When inserting glass tubing, a glass rod, or a thermometer into a rubber stopper or rubber tubing, always protect your hands with several thick layers of cloth and always lubricate the glass before inserting the glass into the stopper or tubing.
When heating the contents of a test tube, keep it tilted and moving in the flame with the mouth pointed away from yourself and your neighbors.
When investigating odors, always waft the odor toward your nose.
ALWAYS stand at your lab table--NEVER sit when dangerous chemicals are involved.
Do not touch the laboratory tabletops with your hands. Assume the tabletops are dangerous.

_____________________________________ Date ___________

(Student's Signature)

_____________________________________ Date ___________

(Parent/Guardian's Signature)