NINTH GRADE SCIENCE


has special teachers, and he begins earning his high school credits.
He is no longer an immature youngster, but an adolescent who
has become interested in being a community citizen as well as a
school citizen. In the elementary school and at the seventh and
eighth grade levels the student has learned much about his en-
vironment. He now starts seeking the reason rather than accept-
ing the solution without question. New habits of study must be
employed, and new excellence in achievements required.
 Additional teacher techniques must be applied. These involve
increased guidance with the beginnings of vocational aspects.
The interests, attitudes, and peculiarities of each student should
be focused to their fullest realization.
 A sense of security should be developed by giving the student
added confidence in his own ability and by making him feel that
he is a member of the group. This can be done by leading him
to participate in clubs, and engage in essential activities in class,
such as taking care of the stock rooms, operating projectors,
manipulating apparatus, keeping records, presenting reports
and experiments in class. These activities should be designed to
develop in each student certain desirable attitudes and abilities.
Tasks requiring special skills should be assigned to those having
specific qualifications.


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 TE ENVIRONMENT
 In the development of this course certain factors of the stu-
dent's environment are explored. During the transition period
the formation of certain health habits and abilities are important.