Biology Commonwealth of Virginia

1 Science and Safety: Making the Connection. This booklet is a handy, concise reference for science teachers, primarily at the secondary (9–12) level. It was published by the Council of State Science Supervisors, an organization of state science supervisors/specialists throughout the United States, and is available on the Web at http://csss.enc.org/media/scisafe.pdf.

2 “The Need for Safety” Safety in Science Teaching, (Richmond: Commonwealth of Virginia, Department of Education, December 2000), chap. 1, http://www.pen.k12.va.us/VDOE/Instruction/safetymanual.pdf.

3 Julia H. Cothron, Ronald N. Giese, and Richard J. Rezba, Students and Research: Practical Strategies for Science Classrooms and Competitions, 3^rd ed. (Dubuque: Kendall/Hunt, 2000), vii. Nicknamed “The Red Book,” this book covers teaching experimental design and provides the background for this activity.

4 Owen R. Fennema, “Prologue — Water: The Deceptive Matter of Life and Death, Water and Ice,” Food Chemistry (1985): 24.

5 This activity was taken from http://www.carolina.com/calendar_activities/2001/0111.asp, used by permission. The procedure for creating a squash mount slide is from the Onion Mitosis BioKit®, but materials for the procedure can be purchased independently elsewhere.

6 Activity adapted from a skit on the Web written by faculty from Queen’s University, Kingston, Ontario, Canada:

http://educ.queensu.ca/~science/main/concept/biol/b08/B08LAAT2.htm.

7 Trish Patrick, “Instruction Using the Earthworm and the Pig,” Carolina Tips 67, 1 (Spring 2004), http://www.carolina.com/tips/04pdfs/jan04tips.pdf. This article covers the indirect-method of instruction.

8 A student-generated Word Splash asks a group of students to quickly brainstorm on a large sheet of paper all the words they associate with the topic of the material they will soon be reading. The teacher can then review these words with the class by asking individual students to write a sentence or a paragraph using the word or words. The teacher can also review the words orally with students, exploring the their meanings and the associations they have with the topic. After reviewing the words, the class can begin reading the material. Having participated in a Word Splash, the student will read with recently activated background knowledge and with purpose as he/she discovers whether the understandings generated by the Word Splash can be confirmed or corrected. A teacher-generated Word Splash can be used when students are reading about a topic that may completely unfamiliar.

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