THE TEACHING OF BIOLOGY


 Put value in evaluation by giving recognition for
 1. Citizenship-attitude toward others, spirit of cooperation.
 2. Participation in class and laboratory activities.
 3. Contributions to school museum and laboratory materials.
 4. Cleanliness, orderliness, and efficiency in the laboratory.
 5. Efforts toward excellence in drawings and diagrams.
 6. Efficiency in one or more major projects.
 7. Clarity and organization in reports on books, references,
 and current material, written and oral.
 8. Achievement on quizzes, tests after units, and final ex-
 aminations.
The spirit of the laboratory-is it labor? or oratory?
 1. Biology can be taught with very little expensive equip-
 ment. Let most of the supplies, especially specimens, be
 obtained locally by students and the teacher.
 2. Have plenty of little items before purchasing large items.
 Examples: hand lenses, screw-top jars, scissors.
 3. Substitute much common material for purchased items,
 as jelly glasses for beakers, odd saucers for watch glasses,
 razor blades for scalpels.
 4. Rotate expensive equipment among students by planned
 assignments. It is not necessary that every student have
 an individual microscope, but he should have numerous
 experiences during the year with this instrument.
 5. Obtain adequate equipment and supplies in addition to
 local and improvised material. A microprojector has
 proved particularly valuable for class use. Become thor-
 oughly familiar with the planned laboratory work in
 the textbook and with the suggestions in the teachers
 manual. It is the teacher's responsibility to prepare lists
 of practical equipment that is actually needed and will
 be used.
 6. Learn how to take care of live material and how to pre-
 pare preserved material. Much of this information can
 be found in Methods and Materials for Teaching Bio-
 logical Sciences, by Miller and Blaydes, in Handbook for