GENERAL OBJECTIVES BIOLOGICAL SCIENCE Biology objectives

Filed under biology

OF

TEACHING

Well, several of the Chicago area high school biology teacher got together over the past year and came up with objectives for ALL biology student. It does not matter if these are low level or high level student or if they ta e biology as freshmen or later. !he group felt that all students should be able to meet these objectives. I thin the will be doing the same thing this year for Chemistry which goes along with my chemistry post which I would still love to hear your thoughts on. Anyway, here are the objectives. Let me now what you thin , too much, too little, what would you add, what would you delete. Biology "ssential Curriculum #cience $rocess %bjective & 'ecogni(e the role biology plays in current events. %bjective ) *se the process of scientific reasoning to investigate scientific problems. %bjective + ,istinguish between an observation and an inference when given a scientific statement about an e-periment. %bjective . Analy(e and interpret e-perimental data. %bjective / Analy(e and interpret visual representations of biological processes. %bjective 0 'ecogni(e correct graphical representations of a data set. 1enetics %bjective & 'ecogni(e how traits, genes, and alleles are related. %bjective ) "-plain the relationship between genes and chromosome. %bjective + Identify the se- of a human based on its genotype. %bjective . $redict the phenotype of an organism given its genotype. %bjective / Indicate whether a genotype is homo(ygous or hetero(ygous.

%bjective 0 *se a $unnett s2uare to solve genetic problems for monohybrid and se-3 lin ed traits. %bjective 4 Interpret a pedigree to determine an individual5s genotype 6 phenotype. %bjective 7 "-plain how meiosis results in se- cells %bjective 8 "-plain how ,9A5s structure allows it to code for genes and replicate. %bjective &: "-plain ,9A5s role in the creation of proteins. %bjective && ,escribe how a mutation is a change in the ,9A or chromosome and the possible effects on an organism or population. "cology %bjective & ,istinguish between different levels of organi(ation within the biosphere. %bjective ) Apply concepts of the interdependence of living and non3living components of the environment. %bjective + $redict the affects on an ecosystem given limitations and disruptions. %bjective . 'ecogni(e the relationship between organisms and the flow of energy in an ecosystem %bjective / Apply concepts of interactions among organisms within an ecosystem. Classification %bjective & Identify what necessary for organisms to be considered members of the same species %bjective ) ,emonstrate how the major categories of biological classification scheme shows that some organisms are more closely related than others . %bjective + 'ecogni(e the necessity of scientific names. ;iodiversity %bjective & Identify e-amples of biodiversity at the genetic, species, and6or ecosystem level. %bjective ) Identify how humans benefit from biodiversity.

%bjective + List and discuss human impacts < =abitat destruction3 habitat < Invasive < $opulation growth < < %verharvesting #tructure and Function

on

biodiversity restoration #pecies >human? $ollution

%bjective & Identify the basic structures and functions that allow organisms to obtain and use energy. >Includes@ unicellular, multicellular, animal, and plant? %bjective ) Identify the basic structures and functions that allow organisms to e-change >Includes@ unicellular, multicellular, animal, and plant? %bjective + Identify the basic structures and functions that allow organisms to rid itself of >Includes@ unicellular, multicellular, animal, and plant? %bjective . Identify the basic structures and functions behind the transport of essential materials in an organism. >Includes@ unicellular, multicellular, animal, and plant? %bjective / Identify the basic structures and e-plain the functions that allow an organism to pass on genetic information for the survival of the species. >Includes@ unicellular, multicellular, animal, and plant? ;iochemistry %bjective & Identify reactants and products in biochemical reactions. %bjective ) Identify the structure and function of >Includes Carbohydrates, 9ucleic Acids, Lipids, and $roteins? %bjective + 'ecogni(e the function of en(ymes %bjective . 'ecogni(e the relationship of photosynthesis and cell respiration to cell energetics %rgani(ation of Cells %bjective & Identify the basics components of cell <All living things are made of <Cells are the basic unit of structure and <All cells come from pre3e-isting cells. theory. cells. function. macromolecules .

%bjective ) Compare and contrast eu aryotic with Aajor considerations include@ <presence of <$resence of membrane bound <both <both have plasma membranes and ribosomes.

pro aryotic cells. a nucleus. organelles. living.

%bjective + Classify cell organelles according to their contribution to overall cell functions. Include the following functions@ !ansport >plasma membrane? "nergy > chloroplast,mitochondria? Aanufacturing of macromolecules >ribosome? =omeostasis >plasma membrane? #tructure >cell wall? %bjective . Compare and contrast plant Features that distinguish plant from animal cells. cells and animal cells.

%bjective / 'ecogni(e the cell processes that regulate the flow of substances in and out of the cell body. ,istinguish between@ diffusion B osmosis B passive transport B active transport %bjective 0 'ecogni(e that the cell cycle provides for genetic continuity, cell division, growth, and repair. "volution %bjective & 'ecogni(e evolution as change over time. %bjective ) 'ecogni(e that natural selection is the primary process for evolutionary change. >#tate the basic principles of natural selection? %bjective + 'ecogni(e the factors that lead to speciation %bjective . 'ecogni(e evidences that support >e.g. molecular, homology, embryology, fossil, etc.? the theory of evolution.

%bjective / ,emonstrate an understanding that evolutionary theory provides an e-planation for the diversity of life on "arth. !ags@ biology, curriculum

Methods of Teaching Science - Objectives

AAC%' C%*'#" %;C"C!ID"#@ !he primary objective of this class is to e2uip prospective science teachers with the subject3specific nowledge and techni2ues necessary to effectively teach the concepts of the physical and biological sciences to todayEs secondary school students. ;y the end of this course students will be able to@ >&? #cience "ducation in America@ ,escribe the system and status of science education in America in an international conte-t and be able to develop criteria for evaluating the effectiveness of science instruction. >)? Administration and Aanagement of the #cience Classroom@ *nderstand the features of managing a science classroom and identify those administrative techni2ues necessary for efficient operation. >+? *sing the #ciences to #timulate Cognitive ,evelopment@ $resent science lessons in a way that fosters higher order reasoning. >.? "ffective !eaching !echni2ues for the #ciences@ "mploy a variety of effective teaching techni2ues in presenting scientific concepts. >/? Aotivation !echni2ues@ Identify those techni2ues which motivate students and develop science lessons which employ such techni2ues. >0? 'esources for #cience "ducators@ Identify the various resources available to science instructors and develop resource files. >4? $rofessional 1rowth@ Identify and use those resources aimed at promoting the professional growth of the science teacher. >7? Communicating the 'elevancy of #cience@ *nderstand and communicate the significance of science in the lives of secondary school students. >8? Curricular 'e2uirements and the Articulation $rocess@ ,iscuss the logic of the state science framewor and develop logically se2uenced curricula for specific science courses. >&:? #pecific Ideas for the !eaching of the Life #ciences@ Identify and use a wide variety of specific teaching techni2ues for the life sciences. >&&? #pecific Ideas for the !eaching of Chemistry@ Identify and use a wide variety of specific techni2ues for the teaching of chemistry.

>&)? #pecific Ideas for the !eaching of $hysics F "arth #cience@ Identify and use a wide variety of specific techni2ues for the teaching of physics and earth science. >&+? #elf "valuation F Criti2ue@ Assess the effectiveness of oneEs own teaching.

What are the Aims and objectives of teaching general science?

The M jo! Ai"s #$ Objectives =armonious development of childEs personality and social efficiency etc. are the general aims of education. If science teaching is to be made effective, then its aims should be in consonance with the general aims of education. We deal with the following main objectives of science teaching. A. Gnowledge. !his aim has received the top priority as compared to other aims. $upils studying general science should ac2uire the nowledge of@ >i? Fundamental principles and concepts useful in daily life. >ii? Facts for science study. (iii) Inter3dependence and relationship of different branches of science. (iv) Gnowledge of plants and animals. >v? 9atural phenomena going on. >vi? Gnowledge of general rules of health and human body etc. B% S&ills% #cience students should ac2uire s ills in e-perimentation,, construction, observation, drawing etc. "-perimentation and construction s ills include handling, arranging, preserving, and repairing scientific instruments. C% Abilities% !he general science teaching should develop certain abilities such as ability to >i? #ense a problem >ii? organi(e and interpret

(iii) Analyse (iv) 1eneralise >v? $redict >vi? %rganise e-hibitions, e-cursions and fairs >vii? ,iscuss, argue and e-press scientific terminology >viii? Improvise and manipulate instruments using his ac2uire nowledge. '% Attit($es. #cience teaching directly inculcates the scientific attitudes among the students. #o the students should be taught directly and systematically and every individual should be paid heed to ascertain that he develops the desired attitudes and practices them. A man with the scientific attitude is >a? Critical in observation and thought >b? %pen3minded >c? 'espectful of othersE view point and is ready to discuss his problems with others and accepts what appears correct. >d? In search of the answers to EWhatEsE and EWhysE and E=owEsE of the things he observes and accepts the natural things as such. >e? %bjective in his approach to problems. >f? 9ot a believer of superstitions and misbelieves. >g? Follower of cause and effect relationship. >h? !ruthful in his e-perimentation and conclusions. >i? Impartial and unbiased in his judgments. >j? Adopts planned procedure in solving a problem. E% Re)lective Thi#&i#g% With the above attitudes developed, a science student will handle a problem scientifically. =e will sense a problem, define it, collect evidence, organi(e and interpret the data, formulate the hypothesis, test its validity and finally draw conclusions

impartially. !he training in the scientific method should be one of the important aims of teaching science. F% H bits% Certain socially desirable habits li e honesty, truth, tolerance, self3confidence, self3 reliance etc. should be inculcated through the science teaching. G% I#te!ests% !he teaching of science should also aim at developing some interests in reading scioentific literature, in scientific hobbies, in activities of clubs, e-cursions, in natural phenomenaH in drawing, in leadership, etc. !he motivational techni2ues li e rewards and punishments, praise and blame, rivalry and emulation etc. should be implied by the teacher. H% A**!eci tio#% !he appreciation of natural beauty, scientific inventions, scientists, endeavour is the outcome of science teaching. For the purpose the teacher should arrange outings, should relate the life histories of scientists and should eep the students in touch with the new inventions in science. I% +!ovi$i#g ,o!& )o! Leis(!e% As the empty mind is devilEs wor shop, a science student should not while away his leisure. =e can prepare in s, soaps, boot polishes and other daily useful things or he can eep hobbies of stamp collecting, coin collecting, photography, drawing, gardening, study of plants and animals or of minerals etc. =e can learn to improvise certain instruments, learn to play for musical instruments along with its construction nowledge. J% T! i#i#g )o! Bette! Livi#g% A science student should now the ways and means of prevention and eradication of diseases to maintain good health, and should be able to adjust himself with his own domestic, social environment and economic and cultural conditions. -% Fo!"i#g B sis )o! C !ee!% !he attitudes and interests of the students should well be adjudged by the science teachers and they should impart them the nowledge accordingly so that they may prosecute the desired professions. An artist can never be a doctor. #o nothing should be forced into the minds of the students. Acceleration should be provided in his own direction to get a suitable vocation and fit himself well in society and prove an asset to it.

!he aims and objectives differ a bit at different stages. $reliminary nowledge of objectives is re2uired at early stages while complete and comple- objectives are needed at higher stages. #o capabilities of pupils should be ept in mind. !he aims and objectives of !eaching #cience at different stages have been summari(ed in the proceedings of the All India #eminar on the !eaching of #cience in #econdary #chools, published by Ainistry of "ducation in &8/0. !hey are as follows@ .% +!i" !y Level !he aims and objectives of !eaching #cience at $rimary #chool level should be &. Arousing and maintaining interest in nature and in the physical and social environment, arousing love for nature and its sources. ). ,eveloping the habit of observation, e-ploration, classification and systematic way of thin ing. +. ,eveloping the childEs powers of manipulative, creative and inventive faculties. .. ,eveloping neat and orderly habits. /. Inculcation of habits of healthful living. /% Mi$$le School Level In addition to the above, the following aims and objectives are suitable for inculcation at the Aiddle #chool, level. &. Ac2uisition of a ind of information concerning nature and science which may also serve as the basis for a late 1eneral #cience Course. ). ,eveloping the ability to reach generalisation and to apply them for solving every problem. +. *nderstanding the impact of science upon one way of life. .. ,eveloping interest in scientific hobbies. /. Inspiring children by stories about scientists and their discoveries. 0% High #$ Highe! Seco#$ !y Levels At the high and higher secondary stage, the aims of 1eneral #cience teaching should be,

&. !o familiari(e the pupil with the world in which he lives and to ma e him understand the impact of science on society so as to enable him adjust himself to his environment. ). !o ac2uaint him with the Escientific methodE and to enable him to develop the scientific attitude. +. !o give the pupil a historical perspective, so that he may understand the evolution of the scientific development. .A. Gothari Commission >&80.300?3&:I) $attern !he Indian "ducation Commission >&80.300? has suggested the aims and objectives of teaching science at various levels@ .% Lo1e! +!i" !y St ge >i? At the lower primary stage the accent should be on the childEs environment3social, physical and biological. >ii? In classes I and II, the accent should be on cleanliness and formation of healthy habits. >iii? ,evelopment of power of observation. >iv? In classes III and ID the study should also include personal hygiene and sanitation. >v? In classes ID and D children should be taught the roman alphabets. !his is essential as the internationally accepted symbols for the units of the scientific measurement and the symbols for chemical elements and compounds are written in the 'oman alphabet. >vi? ,eveloping proper understanding of the main facts, concepts, principles and processes in the physical and biological environment. /% Highe! +!i" !y St ge >i? At this stage emphasis may shift to the ac2uisition of nowledge together with the ability to thin logically, to draw conclusions and to ma e decisions at a higher level. =i? #cience should be taught as physics, chemistry, biology, and astronomy. A disciplinary approach to science learning instead of general science would be more effective in providing the necessary scientific base to young people. 0% Seco#$ !y st ge (i) At the secondary stage science should be taught as a discipline of the mind and a preparation for higher education.

(ii)At the lower secondary classEs physics, chemistry, biology and earth sciences should be taught as compulsory subjects. >iii? At the higher secondary stage there should be diversification of courses and provision for specialisation.

How to Write Measurable Behavioral Objectives in ducation

Aeasurable behavioral objectives in education are those actions that students e-hibit that are measured by a teacher in order to show that the students have learned a tas . !hree types of learning approaches define how behavioral objectives are written. !hey can be applied to scenarios in lesson plans and grant proposals. !eachers, administrators and proposal writers are re2uired to now how to write behavioral objectives and how to measure them. !here are three types of behavioral objectives@ cognitive, affective and physical. Cognitive objectives involve academic subject matter. Affective objectives garner studentsE attitudes about an issue. $hysical objectives show studentsE actions.

Other !eo"le Are #eading

A behavioral objective, also nown as a learning objective and educational objective, is a tool that teachers use to let students now at the beginning of a course or lesson what is e-pected of them. ;ehavioral objectives that are written for students should have a minimum of three components@ an e-planation of whatEs e-pected from them, a performance criteria and an e-planation of what constitutes an acceptable amount of nowledge of what was taught during the course or lesson.

Other !eo"le Are #eading

I#st!(ctio#s
&. #tate the subject of the lesson about which you will be teaching. An e-ample would be math, social studies, reading or physical education. ). #tate what type or types of behavioral objectives you will be writing. !his will help you hone in on the actions the students will be performing.

+. Create a list of what you want students to do regarding the type or types of behavioral objectives you have chosen. For an addition math lesson adding several three3digit numbers with regrouping, your list would contain add, regroup or recall. If you wanted students to apply the math problem, you would have them write a word problem about it. .. ,escribe the setting and materials used to complete the tas . If you wanted the students to wor together on addition math problems on a wor sheet, you would write@ Jwor on math problems e-ercises on a handout in cooperative groups.J /. #tate a measure of how well the students have performed, eeping in mind the difficulty of the tas . For e-ample, Jwith ): of )/ 2uestions answered correctly.J 0 Write the measurable behavioral objective. For the math tas , you might write@ J#tudents will recall math facts and regroup numbers in three3digit addition problems on a handout in cooperative groups.J

I#st!(ctio#s
&.%utline whatEs e-pected from the students. !he objective should plainly spell out what students should be able to do by the end of the course or lesson, as well as the stipulations under which the class or course is given. For e-ample, a common phrasing used in outlining conditions of performance are J!he student will be able to ...J and J!he student will independently ...J ).Create an acceptable performance criteria. !he objective should outline performance standards relating to the accuracy, 2uality and speed of learning whatEs taught. For e-ample, an objective could be that a student be able to spell a group of words within a set amount of time, or that when given a list of words and a time limit the student should be able to underline all the verbs on the list. +. "-plain what the student should now after the conclusion of the course or lesson. !he objective should list specific, measurable goals, such as being able to describe something, to be able to ma e a list, to define a term or to e-plain something. !he objective should not include phrasing that relates to goals that canEt be accurately measured, li e Jto nowJ or Jto learn.J