ED 334 960 IR 013 242 TITLE' ITV Resources in the Defined … · DOCUMENT RESUME ED 334 960 IR 013...

DOCUMENT RESUME

ED 334 960 IR 013 242

TITLE' ITV Resources in the Defined Minimum Program,1987-88. Curriculum Guide.

INSTITUTION South Carolina Educational Television NetworkColumbia.; South Carolina State Dept. of Education,Columbia. Office of Instructional Technology.

PUB DATE 87

NOTE 44p.; For related documents, see ED 277 360 and ED295 592.

PUB TYPE Guides - Classroom Use - Teaching Guides (ForTeacher) (052)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Educational Objectives; *Educational Television;

Elementary Secondary Education; Programing(Broadcast); *State Standards

IDENTIFIERS *South Carolina Basic Skills Assessment Program

ABSTRACTDesigned to help South Carolina educators identify

instructional television resources to aid in meeting stateinstructional requirements, continuing objectives, and curriculumneeds, this guide lists and briefly describes 195 programs presentedover the South Carolina Educational Television Network for gradesK-12 in 20 subject areas: (1) language arts; (2) foreign languages;(3) mathematics; (4) natural sciences; (5) social studies; (6)environmental studies; (7) computer education; (8) music, drama, anddance; (9) art; (10) fine arts; (11) health and safety; (12) physicaleducation; (13) driver education; (14) business education; (15)career guidance; (16) home economics; (17) trades and industrial

education; (18) guidance; (19) education for the handicapped; and(20) substance abuse. Programs for each subject area are listed bytitle and level (elementary, middle-junior high, and secondary).Information provided for each program or series include thecurriculum need and a brief description. A Basic Skills AssessmentProgram Reference Table for ITV is also provided which lists theprogram/series titles by subject area and continuing objective andindicates the appropriate grade level. (MES)

*****************************************n*****************************Reproductions supplied by EDRS are tne best that can be made

from tne original document.

U.11 OIRARTMENT O EDUCATIONOft, or Education& %march and trinstovemernEDLCATIONAL RESOURCES INFORMATION

CENTER (EFUG

Th. documw has beyn rpi-oducoo isnecvcf from the proon ot orsismistranonfpnatuv it

C" Minor champs Ivy* Down nude lo ImprOvfOtOduct)ort (malty

Pant* 04 vow, or opinion. stetO in IMO dock?.ment O not necesurily rormnt "cm)OE RI ~Fon or riokcy

+a

ita&

I

oor- ,"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

E.L.Knight

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

tv & radio resources in

BEST COPY AVAILABLE

ITV Resourcesin the Defined Minimum Program

1987-88

Curriculum Guide

A guide for use of Instructional Television Programs presentedover the South Carolina Educational Television Network, inmeeting curriculum needs in elementary, junior high and senior

high levels of instruction.

Clyde H. GreenDirector, Office of Instructional Technology

Sidney B. CooperDeputy Superintendent for Instruction

Dr. Charlie G. WilliamsSuperintendent, State Department of Education

*A: ETV NETWORK

3

Use of This Guide

ITV RESOURCES IN THE DEFINED MINIMUM PROGRAMCURRICULUM GUIDE is designed for use by superintendents, districtdirectors of instruction, curriculum writers, principals and teachers inidentifying ITV resources which will aid their schools in meeting specificinstructional requirements of the Defined Minimum Program and continuingobiectives of the Basic Skills Assessment Program (Act 631). It also aids inselection of those resources which will help classroom teachers meetcurriculum needs identified by curriculum consultants of the Department ofEducation to be of significant concern in South Carolina schools.

Other suggested uses of the guide include:

a. Curriculum planning at all levelsclassroom, school or districtb. Development of schoolwide programs and approaches to meet

curriculum needs.c. Resource Room/Media Center planning.d. Identification of resources for special groups such as the handicapped

and the exceptional child.e. Incorporation of ITV resources into curriculum guides.f. Justification for expanding television reception.

The State Board of Education approved as instructional resources for1987-88 one-hundred and ninety-five (195) instructional television seriesreferenced in this guide. A description and telecast schedule for each of theseries may be found in the South Carol na Instructional Television and RadioResources Book for 1987-86.

PBS Video Catalog

More than 200 PBS video programs totaling in excess of 150 hours ofresources also w'll available in 1987-88 to middle and high schools in thoseschool districts participating in the lease agreements for these programsLanguage arts, science, social studies and physical education are representedin the program offerings. Due to the diversity of the programs and becausernost are single titles and not series, they are not listed in this publication dueto space restrictions. For a complete list of these programs and their individualdesc r iptions, refer to the 1987-68 PBS Video Catalog. These programs will actas additional resources in addrezising objectives of the Basic SkillsAssessment Program, instructional requirements of the Defined MinimumProgram. 3nd the other curriculum needs listed in this publication.

CONTENTS

Reference Table 6

LANGUAGE ARTSElementary 11Middle-Junior High 13Secondary 14FOREIGN LANGUAGEMiddle-Junior High 15Secondary 16

MATHEMATICSElementary 17Middle-Junior High 18Secondary 19

NATURAL SCIENCEElementary 19Middle-Junior High 21Secondary 22

SOCIAL STUDIESElementary 24Middle-Jurvor High 26Secondary 28

ENVIRONMENTAL STUDIESGrades 1-12 30

COMPUTER EDUCATIONElementary 31Middle, Junior High and Secondary 31

MUSIC, DRAMA AND DANCEElementary 32Middle, Junior High and Secondary 32

ARTElementary 33

FINE ARTSMiddle-Junior High 34Secondary 34

HEALTH AND SAFETYElementary 35Middle-Junior High 38Secondary 36

PHYSICAL EDUCATIONElementary 37Secondary 38

DRIVER EDUCATIONSecondary 38

VOCATIONAL (BUSINESS EDUCATION)Secondary 38

VOCATIONAL (CAREER GUIDANCE)Grades 3-12

VOCATIONAL (HOME ECONOMICS)Secondary 39

VOCATIONAL( TRADES AND INDUSTRIAL EDUCATION)Grades 6-12 40

GUIDANCEGrades K-12 40

EDUCATION FOR THE HANDICAPPEDGrades K-12 41

SUBSTANCE ABUSEGrades K-12 42

Reference Table for ITV Resources Applicable to Basic SkillsAssessment Program (Act 631) Continuing Objectives

The Sasip Skills Assessment Program (Section 1-a of Act 631 of 1978) has identified 11continuing objectives in communications skills and five in mathematics. These objectivesand applicable instructional television resources are identified in the following tableResources having Basic Skills Assessment Program applications are also identified under

comments for each subject area and grade level in the main body of this booklet.

f;

6

Basic Skills Assessment Program ReferenceTableITVContinuing ObjectiveReading Elementary Middle/Jr. High

Decoding and Word Meaning

Main Idea

Reference Usage

Inference

Analysis ot Literature

Writing

Handwrrting

Mechanics

Word USage

Sentence Formation

Composition

Mathematics

The Letter Pe, ple (11Reticle long 1 (1)Readalong 2 121The Wordsmith (5-8)

Our Living Language 14-6)

Throkabou1 (5-6)Tomes & Talismans (6-8)

More Books front Cove:to Cover (5-6)

Thinkabout (5-6)

Reading Rainbow 12-5)Readil (3)

he Wordsmith 15-6)

Our Living Language (4-6)

I hinhabOut (5-6)Tomes & Talismans (6-8)In Other Words (7-81

tomes & Talismans (6-8)In other Words (7-8)

Thinkabout 15-6)The Short Story (7-12)

Cursive HandwritingA & B 12-3)

The Write Channel (3-4)Our Living Language i 4-6(

Read AN About It (4.6

The Write Channel (3-4,You Can Write

Anything (3-6)Our Living Language 14-bu

The Write Channel (3-4)You Can Write

Anything (3-6)Our Living Language r4-oiZebra Wings (b-8)

Our Luving Language 4-.6)

Read About It 14 6,

Our 1 iving Language ;4-61In Other Words i1-8I

Our Living Language (4-tuiZebra Wings 15-81in Other Words (7-8i

Concepts

OperatiJns

Measigemorit

Geometry

Probiem-Suiv-fig

Science

Two P+Lis You (1)Math Patrol II (2)Math Patrol Ill 13-5;II Figures (4)MatruMakers (I (4-61Math Matters (5-8)

Math Patrol II (2)Math Cycle (3)Math Patrol II)BSAP Math Iry (3 fu 8)

MeasirieMetric (4 61Tne Metric System 15 8i

Math Patrol II (2)

BbAP Math I V 131It Figures 141Math %NOM:. 15,Ininkahout 15-61

Matt)Mitvers 11 14.6,Math Matters ts.8)

MeasureMetr,c (4-6iT he Metric System 15 a)

Lanciscapv of Geometry 01 1UI

!Mika bOut

ConceptsComprehension & applwationof basic life scienceConcepts

Featherbys Fabtes 112,Dragons Wagons

& Wax ( 1-3)Up Close & Natural (1-4)Alt About You (2-3)Animals & Such (3-4)True Voyage of the Mimi 16-8,3-2-1 Contact (4-6)

7 7

rue voyage of the Mini, t6-H)

Continuing Objective Elementary Middle/Jr. High

Comprehension & applicationof basic earth-space scienceconcepts

Comprehension & applicationof basic physical scienceconcepts

Process SkillsApplication of ba:icscience process skills

Application of integratedSCience process skills

Science & TechnologyComprehension of scienceand technologyship

Nationai GeographicSpecials (5-12)

Naturescene (6-10)The Human Community (6-10)Lite Science (7)Community of Living

Things (7)What About (7-8)

Featherby's Fables (1-2)Dragons. Wagons

& Wax (1-3)The Voyage of the Mimi (6-8)3-2-1 Contact (4-6)Start Here. Adventures

in Science (4-7)The Human Community (6-10)Life Science (7)Community of Living


Featherby's Fabies (1-2)Dragons. Wagol,..-

& Wax (1-3)The Voyage of the Mimi (6-8)3-2-1 Contact (4-6)Start Here. Adventures

in Science (4-7)Atoms & Molecules (5-6)About Science (5-9)

The Human Community (6-101What About (7-8)

Up Close & Natural (1-4)All About You (2-3)Animals & Such (3-4)The Voyage of the Mimi (6-8)3-2-1 Contact (4-6)Start Here Adventures

in Science (4-7)Atoms & Molecules (5-6)

Naturescene (6-10)The Human Community (6-10)Life Science (7)community of Living

Things (7)WhatAbuut (7-8)

Up Close & Natural (1-4)Animals & Such (3-4)The Voyage of the Mimi (6-8)3-2-1 Contact (4-6)Natures Cene (6-10)The Human Community (6-10)Life Science (7)Community of Living


Featherby $ Fables (1-2)Ail About Vou (2-3)The Voyage of the Mimi (6-8)3-2-1 Contact (4-6)Start Here Adventures

in Science (4-7)Atoms & Molecules (5-6)National Geographic

Specials (5-12)The Human Community (6-101Naturescene (6-10)Life Science (7)What About (7-8)

National GeographicSpe Clefs (5-12)

Naturescene (6-10)The Human Community (6-10)Life Science (7)Community of Living

Things (7)What About (7-8)Natural Science Specials (8)

The Voyage of the Mimi 16-8)

Start Here Adventuresin Science (4-7)

The Human Community (6-10)Life Science (7)Community of Living


The Voyage of the Mimi (6-8)


Atoms & Molecules (5-6)About Science (5-9)The Universe & I 16-9)The Human Community (6-10)WhatAbout (7-8)


Stan Here Adventuresin Science (4-7)

Atoms & Molecules (5-6)About Science (5-9)The Universe & (6-9)Naturescene (6-10)The Human Community (6-101Life Science (7)Community of Living

Things (7)WhatAbout (7-8)What on Earth7 (8)


NalureScene (6-10)The Human Community (6-10)Lite Science (7)Community of Living

Things (7)WhatAbnut (7-8)What on Earth'? (8)



Atoms & Molecules (5-6)National Geographic

Specials (5-12)The Human Community (6-10)Naturmene (6-101Life Science (7)WhatAbout (7-8)

BEST COPY AVAILABLE 8

Continuing Objective Elementary Middle/Jr. High

Comprehension & analysis Ofthe effects of technologyon self, society, & environ-ment

Nature of ScienceComprehension ofcharacteristics of scienceknowledge

comprehension of howscience knowledge isgenerated

Comprehension of how ttwuSe & interpretation ofscience AriowletNe isaffected by variousfactors

All About You (2-3)The Voyage of the Mimi (6-8)3-2-1 Contact (4-6)start Here AdventureS

in Science (4-7)Atoms & Molecules (5-6)National Geographic

Specials (5-12)Naturescene (6-10)The Human Community 16-101Life Science (7)What About (7-8)EXXON Energy Cube 17 12)What on Earth" (8)

Up Close & Natural (1-4)All About You (2-3)Animals & Such (3-4)The Voyage of the Mimi (6-8/3-2-1 Contact (4-6)Atoms & Molecules (S6)

The Human Community (6-10)Naturescene (6-10)Life Science(?)Community of Living


Up Close & Natural 11-41Animals & Soch (3-4)The Voyage of Me Mimi (6-8)3-2-1 Contact (4-6)Atoms & Molecules

Naturescene (6-10)The Human Community (6-10,Life ScienCe 171Community of Living

Things (7)What About t 7-8

The Voyage of me Mimi (6 813-2 1 Contact (4-6)Atoms & Molecules (5-6)Nbtional Geograpnic

Specials (5- 121Naturescene (6-10)Lite Science (7)Community 01 Living

Things (7rWhat About (7-8)

The Voyage Of the Mimi (6-8)


Atoms & Molecules (5-61National Geographic

Specials (5-12)Naturescene (6-10)The Human Community (6-10)Life Science (7)What About (7-8)EXXON Energy Cube (7-12)What on Earth" (8)

The Voyage of the Mimi (6-81

Atoms & Molecules (5-6)About Science 15-91The Human Commui ity (6,10)Naturescene (6-10)Life Science (7)Community of Living

Things (71What About (7-81What on Earth" (8)

The Voyage o lIme Mrrni (6-81

Atoms & Molecules (5.6)About Science (5-9)The Universe & 1 (6-91Naturescene (6-10)The Human Community (f7Life Science (71Community or Living

Things (7)What About (/-6)What un Earth" (Br

The Voyage .it Me Mimi (6-8)

Atoms & Molecules (5.6)National Geographic

Specials (5-12iNaturescene (6-101Life Science 17)Community ot Living

Things (7)WriatAhout

Instructional Television Resources

Subject Area: Language Arts*Level: Elementary

Defined Minimum Program Grades 1-3, 550 minutes weekly, Grades 4-6, 500 minutes weekly'At least 50 percent of the Instructional time in language arts for grades 5-6 must be devoted to the teaching ot composition and grammar

Basic Skills Assessment Program reading objectives adopted under thi5 program decoding and word meaning, details, main idea. referenceusage, inference, analysis of literature

Writing obiectives are handwriting, mechanics, word usage, sentence formation and composition

Curriculum Need

1 Supplement initial instruc-tion in decoding skills

2 Strengthen interrelatedlanguage arts skills inlistening, speaking. readingand writing

3 Improve use of synonymsand general vocabularyknowledge

Series (Grade Level)

LETTER PEOPLE(1)

READALONG 1(1)

READALONG 2t2/

INTERMEDIATE CREAT IVEWRITING(4-6j

READ ALL ABOUT IT(4-6)

SPEAKEASY(6-1?)

I HE: 1N0f-t DSM I T H

Comments

LETTER PEOPLE provides an interesting and excitingintroduction to deCoding skills essential tocompetency in listening. spelling, writing andreading skills Applicable to BSAP decodingobjective

READALONG 1 uses animation, puppets and music to makelearning to read tun Repetition of words, phrasesand sentences are put into meaningful arid humoroussituations that make activines stimulating even toreluctant learners Applicable to BSAP decodingobjective

READALONG 2 encourages vocabulary building. writingand listening skills, as well as speech and readingSeveral indicators have Shown that the constantrepetition of wordS, the many approaches to word-attack skills, and the recurring reminders of vaneduses of reading motivate children and directly assistin improving their communications skillsApplicable to BSAP decoding objective

Programs correlate with national writing curriculaand are designed to teach writing skills to intermediatelevel students Based upon the premise that all writing iscreative, programs focus on using the process approach toachieve a variety Of creative writing products Programsreinforce the relationship ot writing to reading, listeningand speaking In addition, programs use examples ofpublished writing to illustrate processes and products

lhis series promotes the importance of reading andwriting It emphasizes immediate on-screen readingskills and encourages classes to produce a newspaper 111.2 the series own Chronic le

SPEAKEASY is designed to teacn students plibiicspeaking and debating skills Ine series borrows issiri-sinformation and concerns from ail anNis of thecur rIcuium and lite, becoming an enjoyable andinformative motivator that gero k.its talk,nqeffectively

T Ire focus in this series is urn student vucahularOtnielOpIllont InCO3porating terms flirt: sot.iriivOCabolaries in silo. areas as science math aridVKial stUdWS Applicable.? also Ii HSAt' wontmeaning objective

4 Improve beginning compost PRIMARY WRI1INGbon skills (1-3)

5 Improve grammatical skillsFar too many students advanceto high school without amastery of grammatical skills

6 Develop ability ro writelegibly

7 Strengthen studentsIninkino,reasoning

8 Provide opportunity to applyreading skills taught and todevelop literary appreciation

THE WRITE CHANNEL(3-4)

YOU CAN WRITEANYTHING,(3-6)

INTERMEDIATE CREATIVEWRITING(4-6)

OUR LIVING LANGUAGE(4-6)

CURSIVE HANDWRITINGA and B(2-3)

THINKABOLIT(5-6)

READING RAINBOWi2-5)

ABOUT BOOKS PRI ARY(1)ABOUT BOOKS

E.RME DI A T

BOOKBIRD14)

12

Programs are designed to help teachers and studentswork together through the processes of prewriting,drafting, revising and editing. Programs begin withmaking oral statements and proceed through structuringcomplete senterCes, choosing words, gathering information,mastering simple mechanical elementS, and structuringparagraphs. Relates also to BSAP writing mechanics,word usage. Sentence formation and compositionobjectives.

Students are taught writing skills by a methodwherein short, choppy sentences are combined andImproved In word animation sequences, studentssee a gloved hand moving words, combining wordsand making appropriate changes in capitalizationand punctuation Applicable to 8SAP compositionobjective

The skill of writing well is developed by practice, encouragementand motivation. YOU CAN WRITE ANYTHING' supports this writingprocess, incorporating the theory that children should be givenfrequent and varied opportunities to see themselves as authors.The series uses many strategies that teachers may easilyincorporate within their own writing programs Applicable to BSAPword usage, sentence formation and composition objectives

Programs correlate with national writing curriculaand are designed to teach writing skills to intermediatelevel students. Based upon the premise that all writing iscreative, programs focus on using the process toachieve a variety of creative writing products Programsreinforce the relationship of writing to reading, listening andspeaking In addition, programs use examples of publishedwriting to illustrate processes and products Relates alsoto BSAP composition objective

This series assists students in mastering grammaticalskills early and aids teachers in meeting DMP require-ments for this subject OUR LIVING LANGUAGE has beencarefully planned to promote writing and speaking skillsthrough the study of grammar, punctuation, sentencestructure and story development Applicable to BSAPwriting mechanics objective

Series assists in Making the transition from rhanuscr iptto cursive writing an easy and enjoyable experience Theseries Is available for both the Zaner-Bloser and thePalmer method of handwriting It thereby assists Studentsin printing legible words or sentences following the modeiin each district's adopted handwriting program Applicableto 8SAP handwriting objective

This series blends skills from various subject areas andpreSents them within a framework based on the reasoningprocess Situations common to the lives of fifth and size)graders are the context tor learning Applicable to BSAPinference objective

READING RAINBOW involves and motivates children to readgood literature tor themselves Program selections arefrom the best available books for children Applicable toBSAP analysis of literature objective

ABOUT BOOKS PRIMARY AND INTERMEDIATE are designed toinvolve children in independent reading Only parts ofstories are told. thus Stimulating the chrld'S mlereStto read the book himself

BOOKBIRD motivates children tO read a selection of 16books through narration and lively art work

1 1

9 Develop cultural aubrecia-Iron

READIT(3)

THE BEST OF COVER TOCOVER I(4-5)THE BEST OF COVER TOCOVER II(5-6)

MORE BOOKS FROMCOVER TO COVER(5-6)

STORY BOUND(5-6)

GATHER ROUND(1-3)

10 Develop library research TOMES AND TALISMANSand reference skills (6-6)

Level: Middle-Junior High

READIT serves as a kind of "'electronic librarian" guidingthird graders to a wide variety of appealing fiction andnon-fiction bOoks

The primary objective of these twin series is tO motivatechildren to read good literature for a ;ersure activityMany librarians coordinate their book orders with selectionsfeatured on the programs

Children are provided the opportunity to develop literaryappreciation in this new reading motivation series hosted byJohn Robbins. Students see and hear the stories up to a criticalpoint and then are left to find the books and read them for theendings Applicable to BSAP reading inference objective

STORY BOUND is a blend of 20th-century classics includingsix Newbery Award winners and the best of current fictionfor sixth graders

Thrs series presents a variety of cOlorfully-illostratedfairy tales. legends and folklore from around the world togive primary level students a background in these areas of

literature

Tiaditional library and reference skills are taught throughc.eative television programs requiring students to usematerials in the library to solve problems and achieve solutionSto mysteries Applicable to BSAP reference usage Obieotive

Defined Minimum Program Grades 7-8. 250 minutes weeklyA At least 50 pee.:ent of instructional time in language arts for grades 7-8 must be devoted to the leaching of compoSition and gramma(B Special instruction in reading should be provided for at least 250 minutes weekty tor students reading twu c inure glade levels below theu

grade placement This may be offered either separate from or as part ot the regular language arts programBasic Skills Assessment Program Reading Objectives adopted under this program are decoding and word moaning delaiis main idea

reference usage, Inference and analysis of literature Writing oblectives are handwriting, mechanics. word usage sentence tut inrilioncomposition

Curriculum Need

Improve the interrelatedskills of listening. speakingreading and wilting

Stiengtfieil voCanoviii,deveoprrent


ZEBRA WINGS(5-8)

SPE AKEASY(0-12)

IN 01HER WURL.)!-)17-8)

VV0Eit./WI 10i5 tit

Comments

ZEBRA WINGS helps teachers meet DM1' language artsrequirement of devoting 50 percent iii thi;s instruction eteaching composition and gramma! It provides nighmotivation tor students to produce creativeApplicable to BSAP co,nbosition Objective

SPEAKEASY is designed to leach students public spi.aivaigdebating skil(s Series burrows iSSueS. inform.tion arid(.0nCerns from ail areas of the CON iciilt/rn and htean enjoyable arid inforrnative motivator that gets stodr,nt!,talking ettecliveiy

his series stresses the comh...micahui, tri allt.111tv,(irr-sentirel and r i nnipir nii

WoRDSMITH ohivides a consi),tentnit.ereSting basil resnuice liii vuLabolar y uevviopri,cr,rWORDSMITH is a television serws tu he useo youWant stodentS to become hooked (Nri word,' Apolicribie to bsAeword mewling objective

3. Provide opportunity to apply MATTER OP FICTIONreading skills taught and to (7-8)develop literary appreciation

STORY BOUND(5-6)

4 Develop _vary research TOMES AND TALISMANSand leference skills (6-8)

Level: Secondary

Just enough of a book's plot is dramatized by each MATTER OFFICTION lesson to spark student interest in checking booksout from the library. It presents books for the purpose ofenjoyment and to encourage leisure reading important toreal mastery of reading skills.

STORY BOUND is a blend of 201h-century classics includingsix Newbery Award winners and the best of current fictionfor sixth graders

Traditional library and reference skills are taught throughcreative television programs requiring students to use materialsin the library to solve problems and achieve solutions tomysteries Applicable to BSAP reference usage objective

Defined Minimum Program. Course opportuniees with a minimum of six units including courses in remedial reading, and En, 'i-h I. II, Ill and IV willbe offered. At least 50 percent of instructional time in courses used for graduation requirements must be devoted to the teaching of compositionand grammar Typical learning experiences to be provided include communication skills, in-depth study of literature, creative writing, literatureenjoyment and appreciation, oral and written setf-?Ixpression, instruction guaranteeing reading and writing skills Remedial English, with emphasison reading and functional English. developmental reading, or remedial reading, may be taught and creditt earned applied to the requirement ofearning tour units in Language Arts

Basic Skills Assessment Program Reading objectives adopted under this program include decoding and word meaning, details, main idea.reference usage, inference and analysis of literature

Writing objectives are handwriting, mechanics, word usage, sentence formation and composition

Curriculum Need

1 Improve composition skills

2 Improve speaking skies

3 Stengthen grammaticalskills Far too many studentsadvance to high school withouta rnastery of grammatical skills

4 Provide opportunity to applyreading skills taught and todevelop literar y appreciation

5 Strengthen non-testaeleailtieS such as the appiecia-eon of literature and themotivation to read Provideopportunity to apply readingskills


IN OTHER WORDS(7-8)

WRITING FOR A REASON(12)

SPEAKEASY(6-12)

GED GRAMMAR(9-12)

A MA T TER OF F AC T(7-10)

WORDSNAHH(5-8)

14

Comments

This series promotes communication skills through emphasizinggetting ready, organizing ideas, giving meaning to messagesand evaluating. Applicable to BSAP composition objective

This composition course concentrates on basic writing skillssuch as choosing and shaping a thesis, planning a compo-sition, composing effective sentences, paragraphs andessays The resource is highly supportive of DMP guidelinesto provide instruction guaranteeing writing skillsApplicable to BSAP composition objective Recommended foradvanced high school seniors only

SPEAKEASY is designed to teach students the fundamentals andfiner points of speech and debate It intrck-fuces students to thebasic skills of successful communication and otters witty ways topromote speech and debree in the classroom

This series, developed by Kentuckly Educational TV, presentsgrammar content useful to adults who take the GED ExamThis series is very usable tor teaching grammar to high schoolstudents

The commentary and film sequences of this widelyacclaimed series are designed to stimulate thestudent to seek out and read the books featured onthe programs Many librarians coordinate their bookorders with the selections

WORDSMITH is being wcll used at the high school levelbecause of its value as a well-organized and interestingbasic resource in vocabulary development. Applicable toBSAP wond meaning objective

13

THE SHORT STORY(7-12)

WATCH YOUR LANGUAGE(9-12)

SHORT STORY SHOWCASE(11-12)

HUMANITIES(9.-12)

THE SHORT STORY(7-12)

AMERICAN LITERATURE(9-12)

THE NOVEL(9-12)

THE SHORT STORY stimulates an interest in reading theworks of selected 19th-century American short storywriters and compares their works with the best writers of othercountries. Applicable to the BSAP analysisof literature objectives

Series presents new vocabulary in its natural context andsettings while focusing on areas ot Interest to secondarystudents. It assists in meeting the curriculum need byillustrating word analysis Strategies. Applicable to BSAPdecoding and word meaning objective

SHORT STORY SHOWCASE brilliantly dramatizes literarymasterpieces by famous writers and helps studentsappreciate good literature. The teacher's guide out-lines discussions for development of critical reeuingskills. The series assumes some maturit7 the par, ofthe student. Appl.cable to BSAP analysis of literaureobjective

HUMANITIES seeks to convey the total effect of English,literature, art, philosophy and politics through thedevelopment of our culture Applicable also to BSAPanalysis of literature objective

THE SHORT STORY stimulates an interest in reading theworks of selected 19th-century American short storywriters and compares their works with the best writersof other coun.nes. Applicible to the BSAP analysisOf literature objective.

This series acquaints the student with selected authors andwritings, communicates literary ne or artistic excellence,and generates interest in American literature Applicable toE3SAP analysis of literature objective

Overall goals of t series are twofold (I) To stimulatestudent interest in and reading of representative novels,(2) To enable students to recognize various literary elements.devices and tecnniques employed by masters of the genreEach program in THE NOVEL emphasizes a particular literaryconcept so that students can learn to Interpret and understandthe novel through the significant elements that give it formand meaning Concepts explored in the series includecharacterizationdevelopment. allegory. setting, plotconflict, satire. symbolism, and characterdevelopmentconflict

Subject Area: Foreign Language


Curriculum Need

I Diversify content of basictexts providing stimulus forearly interest in languaeestudy


ENSEMBLE(9-12)

Comments

I he series is designed tor beginners or those who wish to brushup on their French The series utilizes various aspects of con-temporary French culture to dramatize and energize the study ofttw language To reflect the reality of everyday communication,the language itself is presented on two levels a limited syllabusof grammar and vocabulary designed to give students a basis forspeaking the language simply and in a variety of situations, and awider, lesS structured range of language, which should berecognized and trnde'sfood A resource guide to accompanyENSEMBLE is available by writing Lesson Guides. Office ofInstructional Technology, P Q Drawer L. Columbia. S C 29250

ID 1 4

ZARABANDA(9-12)

Level: Secondary

ZARABANDA assists beginning level Spanish stuoente inlearning the language through a mystery/romance La".h segments composed of two scenes and each scene is followed by a briefinstiertional capsule based on new arammatical elementsintroducsd

Defined Minimum Program: All accredited high schools will inctude al least two years of a fore'ign language in their programs A school not meetingthis requirement must be able to justify this omission Scho is with fewer than 300 studems may auer nate lust and second year courses when flOtpractical to offer two levels concurrently

Curriculum Need

1 Diversify content of basictexts, providing stimulus forearly interest in languagestudy

2 Provide intermediate levelsupplemental resources tosversity basic texts

3 Provide intermediate levelsupplemental resources forschools with combinedlevel programs


ENSEMBLE(9-12)

ZARABANDA(9-12)

GUI-EN TAG(10-12)GUI:N TAG WIE GEHT'S(10-12)

ZARABANDA(9-12)

ENSEMBLE(9-12)

GUTEN TAG(10-12)GUTEN TAG W1E GENT'S(10-12)

GUTEN TAG(10-12)GUTEN TAG ME GEHT S(10-12)

CO mine MePIPE.

The sePres IS designed lot beginners or those who wish to brushup on their F rench The series utiz erious aspects ofc.mtemptaary Frehch culture to di amatrze and energize the studycf tne language

ZARABANDA assists beginning level Spanish students!earning the language treough a mysteryfromance Each segmentis comPOS6O Of two scenes and each scene is followed by a briefinstructional capsule tiased on new grammatical elementsintroduced

These two series provide a resource for diversrtying the basictexts Culturally, these programs with authentic scenes andlanguage can provide a springboard for discussion of valuesatteudes and e...stoms they depict

A workbook containing basic grammaticalexplanations and exercises, a leacher s quid. and studenttextbook are available from EMC Publishing, 300 YorkAvenue. Saint Paul, Minnesota 55101

To reflect the reality of everyday communication. the languageitself is presented on two levels a limited syllabus of grammarand vocabulary designed to give students a basis for speakingthe language simply in a variety of situations, and a wider, lessstructured range of language, which should be recognized andavailable by writing Lesson Guides, Office of InstructionalTechnology, P O. Drawer L. Columbia. S.C. 29250.

GJTEN TAG can be used as a major curriculum Component forfirst year classes, or as a resource for second year students whowill then work independently on the supplemental activitiesWhere two levels of students are combined, advanced studentscan organize supplemental activities for intermediate studentsNote GUTEN TAG WIE GEHT'S has no activity supplement butdoes have a commercial handbook of exercises available onrequestone copy per instructor please Write GUTEN TAG WIEGENT'S, Office of Instructional Technology, 206 RutledgeBuilding, Columbia, S C 29201

GUTEN TAG can be used as a major curriculum component forfirst year classes, or as a resource for second year students whowill then work independently on the supplemental activitiesWhere two levels of students are combined, advanced studentscan organize supplemental activities for intermediate studentsNote; GUTEN TAG WIE GENT'S has no activity supplement butdoes have a commercial handbook of exercises available onrequestone copy per instructor please. Write: GUTEN TAG WIEGEHT'S. Office of Instructional Technology. 206 RutledgeBuilding, Columbia. S.C. 29201

16

Subject Area: Mathematics

Level: Elementary

Defined Minimum Program Grades 1-3. 225 minutes weekly. Grades 4-6. 250 minutes weeklyBasic Skills Assessment Program. Mathematics objectives adopted include concepts, operations, measurement, geometry. and problem

solving

Curriculum Need Series (Grade Level)

1 Motivational math instructionmethods and techniques shouldprovide for active involvementof students in the learningprocess After concepts andskills are learned, Methodsshould include drill that is

TWO PLUS YOU(MATH PATROL I)(1)

Couched in games and novel MATH PA TROL IIapproaches where possible (2)

2 Improvement in basic mathskills.

Comments

TWO PLUS YOU is designed tor use in the Initial stage ofmathematical understanding As a television resource, it isparticularly useful in bridging the gap between concreteand abstract Applicable to BSAP mathematical conceptsobjective.

Based on new research, the programs present ideas in ahighly visual manner to help develop comprehension ofbasic math skills, to reinforce existing knowledge andto stimulate interest in mathematics Applicable to BSAPmathematical concepts objective

MATH PATROL III Research shows that MATH PATROL II and MATH PATROL Ili are

(3-5) very effective tools for leaching math to children in theprimary grades They give teachers the opportunity to addextra excitement to the math curriculum and allow them totap ttle overwhelming attractiveness of the televisionmedium to teach an extremely important subject

MATH CYCLE MATH CYCLE focuses on critical concepts necessary tor the

(3) development of mathematical skills Skills included inthe programs are those which must be clearly understood byeach learner who is to experience future mathematical success

BSAP MATH ITV(3)

This resource focuses on the five most difficult subskills atgrade-level 3 The subskills addressed are 1) establishingrelationships, 2) division. 3) operations and Conversions. 4,subtraction, and 5) problem-solving. The subskals report onthe Basic Skills Assessment Program Applicable to BSAPmathematical operations and problem-Solving objectives

IT FIGURES IT FIGURES assists fourth graders in the development of(4) mathematical skills. understanding mathematical ideas.

and in communicating about mathematics Applicable toBSAP mathematical concepts and problem-Solving objectives

MATH PATROL ifi(3-5)

MATH MAKERS II(4-6)

RSAP MATH !TV16;

11SAP MATH ITV(8)

Programs in this series provide instruction on the division andsubtraction subskills of ltIL! mathematic operations of hat-,ic

shills

MATH MAKERS II is based on a story mayazine format andeach lesson focuses on a particular math conceptApplicable to BSAP mathematical concepts objective

This resource focuses On the five most difficult subskills afgrade-level 6 The subskills addressed are 1) conversions andoperations, 2) applications, 3 place value. 41 division. and 51establishing relationships The subskills were derived from theRyan Report on the Basic Skills Assessment ProgramApplicable to BSAP mathematical operationS object ves

This resource focuses on the five most difficult Subskilis atgrade-level 8 The subskills addressed are 1) identityingequivalencies. 2) establishing relationships. 3) applications. 4)

conversions and operations, and 5) division The subskillswere identified from the Ryan Report on the Basic SkillsAssessment Program Applicable to BSAP mathematicaloperations objectives

3 Improvement in measurementskills

4, Improvement in reasoningskills

Supplemental/Enrichment Resources

MEASUREMETRIC(4-6)

IT FIGURES(4)

VOYAGE OF THE MIMI(3-7)

T HINKABOUT(5-6)

MATH WORKS(5)

PASS IT ALONG(4-5)


MEASUREMETRIC is a television series in the area of metriceducation. Program design is process oriented with measure-ment concepts developed in a sequential format. Applicableto BSAP mathematical measurement objective,

IT FIGURES involves students in applying mathematicalproblem-solving strategies to real life problems. Applicableto BSAP problem-solving objectives

Series is a continuing dramatic story dealing with the adventuresof a group of young people doing whale iesearch in the NorthwestAtlantic. Segments deal with scientific and mathematic ;,onceptsencountered in the drama

THINKABOUT is designed to help develop and strengthenstudent reasoning and study skills and to improve andextend their mathematics and communication skillsPrograms and printed mate,ial motivate viewers toparticipate actively in the learning process so that skillswill be acquired by students. not imposed on themApplicable lo BSAP mathematical problem-solving objective

This series strengthens problem-solving skills Applicable toBSAP problem-solving objectives

Each program in the series features an artist who expresseshimself in a different artistic medium but each artist isconcerned with and inspired by the natural beauty of ourenvironment. Topics covered are photography, dance,performance, painting, architecture, writing and music Theseries blends scientific, artistic and environmental concepts

Defined Minimum Program. Grades 7-8,250 minutes weekly Basic Skills Assessment Program Mathematics objectives adopted under the BasicSkills AssesSment Program include, concepts. operations, measurements, geometry, and problem solving

Curriculum Need

1 Improvement of geometryskills

2 Motivational mathinstruction methods andtechniques should provide foractive involvement of studentsin the learning process anddrill (after concept and skillsare learned) that is couched ingames and novel approacheswhere possible

3 Improvement in basic mathskills

4 Improvement in measurement


LANDSCAPE OF GEOMETRY(8-10)

MATH MATTERS(5-8)

MATH MAT TERS(5-8)

MEASUREMET RIC(4-6)

18

Comments

This series shows students how geometry is used to solveproblems in the world around them Examples and problemsproduce a sense of relevancy for geometry Applicable toI3SAP geometry and problem-solving objectives

This series contains lessons on basic math concepts designedto deal with lack of interest in math and gaps in know-ledge that sometimes accompany students into junior highschool. Program follow-up activities suggest involvingmanipulative materials, measurements, games and creationof designs Applicable to BSAP mathematical concepts objective

MATH MATTERS deals with fundamental mathematical conct ptsPrograms are designed to revitalize interest in math andto develop andfor reinforce basic understandings andskills for those students entering junior high school whohave been turned off by the subject.

MEASUREMETRIC provides a welcomed resource for teachingmetric concepts missed along the way. The series presentsmetric information sequentially in three majorareas readiness, awareness and conceptual developmentApplicable also to BSAP mathematical measurementobjective

17


THE METRIC SYSTEM(5-8)

Level: Secondary

Series is a continuing dramatic story dealing with the adventuresof a group of young people doing whale research in the NorthwestAtlantic. Segments deal with scientific and mathematic conceptsencountered in the drama.

THE METRIC SYSTEM emphasizes metric units of length.volume and weight, and helps the viewer accept withease the use of the metric system of measurementApplicable to BSAP mathematical measurement objective

Defined M nimum Program; A. Three courses of math leading to a post high school study consisting of algebra I, geometry and algebra II. B. Two

courses of general math; remedial instruction if ten percent or more of general math students demonstrate performance levers on basic skills which

are three years or more below grade placement. Mathematics objectives adopted under The Basic Skills Assessment Program. concepts.

operations, measurement, geometry, problem solving,

Curriculum Need

1. Improvement of geometryskills.

2. Improve basic math skills.


LANDSCAPE OF GEOMETRY(8-10)

A READING APPROACHTO MATH(9-12)

GED MATH SKILLS(9-12)

Comments

This series shows students how geometry is used to solveproblems in the world around them. Examples and problemsproduce a sense ot relevency for geometry. Applicable to 8SAPgeometry and problem-solving objective.

The series assists in teaching basic math skills to studentswho have consistently found mastering elementary math skillsextremely difficult. Assists students of all ability levels tointerpret and solve written mathematical problems. Applicableto BSAP mathematical problem-solving objective.

This series, developed by Kentucky Educational TV, presentsmath content useful to adults who take the GED Exam Thisseries is very usable for teaching math to high School studentsApplicable to the EISAP Mathematics continuing objectives inconcepts and operations

Subject Area: Natural Science

Level: Elementary

Defined Minimum Program. Grades 1-3,125 minutes weekly, Grades 4-6,175 minutes weekly Environmental education is required as an integral

part of science, social studies and health

Curriculum Need

1 Promote awareness andappreciation of naturalscience

2. Improve quality and amountof classroom science experi-ences. Lack of background inscience skills and conceptsmakes many elementary teachersuncomfortable in this subjectarea. Science experiences,are kept to aminimum


UP CLOSE AND NAT URAL(1-4)

DRAGONS, WAGONS. & WAX(1-3)

ANIMALS & SUCH(3-4)

Comments

Students are given an opportunity to sharpen their obser vat ion

skills and Interest in nature

Th 0 series draws experiences frorn all areas to helpstudents become aware of the total environment, theirplace in it, and the interrelationships of all livingthings Stories, songs. and real-life experiences helpto make scientific knowledge more easily understood,remembered and used

ANIMALS & SUCH 11', a high-interest, non-sequential serie,;which can enrich science instruction It emphasizes eco-logical concerns and deals with living specimens in their

own environment

19 18

Provide more indoor andoutdoor laboiatory expel'ences Science at pie; !colis usuallv Only a read-ell)l;JI.science' heavily texthookofIt'fited

4 Recognize the inter discipi.nary nature ol science Manyscience siollS and concepts ;eerelated to ttioe ot othr sublei,1

r 1.3', such as

b Inc feast- uriteuest in thestudy of scion( r

6. Provide Instruction onnatural and social aspects otman's interrelationship withhis environment

ATOMS ANO MOLECULES(4-6)

YAP I HERE

ALL Alc(itI I ILlu;) 31

E A1 HEREIN' AHL

VOYA(A OE THE MIMI1.37i

Llf.E SCIENCEr

3 2-1 CONTACT(4-6)

S C NATURESCENE(6-10)

COMMUNITY OF LIVINGTHINGS(7)

NATIONAL GEOGRAPHICSPECIALS(5-12)

20

This series on physic& science uses computer-generatedgraphics. animation, demonsbabons and models to CAplautnow atoms form moiecoles the building blocks Of matterEfIlphiaS,S IS upon hoW physical and chemical cnanges c.orniabout to c. reate new substances

ST AE-I T HERE shows students how to undertake clis,f(I..xper!inehIs ot phyS,L5 trial it ad to an under ),Iano,r,g urtiosic pirenomena and place scientific.. discovtilirsiri rneiu historical context 1 tie 1,,p,rirlicnt5 rnaxi: Wo;'eq,..,pment and SO1)!Atitlli.;: found ii LAVIV 0' Ski ''"

At L YOU siiiits leaf i:liegiatesiie.vin instruction Ilit, st,ttet, iroschils a pcliiiu I v01,1;

;.!1.41) t,t30,q o; prI,I1.01,.5 II cilt1{'?St:In,)!IIrt11.15' t(rOVV and ift,Vttk,;, .11'11 r1RF

T rrail obir,Lbve f EA TEiLf1;3Y S EAtiLLS ;. t, Clvatt. anchi:WrInleflt 11 tilt 1 lassroom in Aunic n thehasic science concepts is exciting and ,itlrit..hutt I bolotur iinar y level student a;id tea( her I ilk- prochanis ;re III-re, a motivational tool to stimulate stiment intercst

Rellecting lilt national cQncem about sCirrice arid ihathtrnal,i seducation tne dual of VOYAGE OF THE MIMI is Io inc rear_

on s understanding of science mathematics and tuchnolud yand to convoy that science is an exciting and rewarding humanenterprise In the process of ;curling a creVV On Int, Set: nsearch of whales they \NW

observe., the interrelationships ot physical am': lie scien esf.-Af',and their prat:tic& knowledge ol )ildthemat/t...;., andmeasurementsee first-hand how modern technology assists in soence andmath problem solving

Programs provided on Scientists it WOrk allowing students toobserve tools arid procedures used in marking sca-untitic acixanceS

3-2-1 CONTACT Is an effor t to use televisiOn to arouse theirmdte Curiosity ot Children in the natural and technologicalworld and to gently draw them into scierice and teumulugy

NATURESCENE is a series that explores South Carona Programsare taped on locabon and Include history as well as naturalhistory The series us recommencfrd particularly tor environ-mental studies

Programs of thrs newly revised series stress four malorthemes change. diversity, interrelationships and energy

NATIONAL GEOGRAPHIC SPECIALS are a group of TV programsdeveloped by the Nationat Geographic Society that presentsscience, geography and history subleCt matter torstudents, grades 5-12

1 9


Defined Minimum Program Grades ;-8, 200 nialutes wetAly

Curriculum Need

1 Provide resources andlearning experiences nototherwise availableScience instruction inmany middle-71,mo, highsis strlf presented as atraditional textbook-based program

2 Provide enrichment, supple-mental experiences correlated tothe content ot the most commonly(Jsed textbooks

3 Enrich Classroom instructionby providing experiencesrelating to the long ago andtne far away


LIVE SCiENCE(1)

COMMLINI1Y Of' LIVING1 HAGS(71

WHA1 ABOUTt7-8)

NATIONAL GEOGRAPHICSPECtALSrb.12,

NAT URAL SCIFNCESPECIALS(81

4 Provide more laboratory and START HEREfield experiences ;4-7)

5 Make science instructionrelevant to students interestsand needs

6 Promote nutritionalknowledge and development ofhealthful food selection habits


ABOUT SCIENCE(7-12)

WHAT ON EARTH?(81

THE UNIVERSE AND(8)

SOUP TO NUTS(7-8)

S C NAT:rFiECCENEl(3-10)

21

Comments

striles provic,s lessons hot Ordinarily duplwAteilthe schooi Sfirtifig. SUCh as lireviapse., prtutography ;n1,1

microphotography

Progiams ot this nevvly reviSett ser,et; Stress lour maloininnies change diversity :nterrela,iimships and eneri_;

Series blends skiHs. COncepts, attitudes and scierititikunderstandings into a tramewor IN that emphas;Lem, the

process and eoncept of triange

NA I IONAL GEOGRAPHIC SPECIALS are a group of I V pr ogramsdeveloped by the National Geographic Society VIM Pm ot,e+?lsscience. geography and history suhiect matter torstudents. grades b-12

'This Ser les provideS non-sequential lessons on life scienceand earth science designed to inform students about biologicaland geological occurrences Several lessons take studentsback into cjeolo9Ical tone to dive an historical perspective tolife science

STAR T HERE shows students how to undertake classrcexperrments of physics that lead to an understanding ot

basic. physical phenomena, and place scientific discoveriesin their historical context The experilnentS make use 07equipment and Substances found in every borne or sctioor

This is a series of 40 short, simple concept u"its tor

Students In intermediate, junior and senior hign otMoulThe setting Fs tne top of the laboratory table Units rangefrom tow to eight minutes in length and consist ot ascientific experiment or demonstration of a scientificprinciple or concept

WHAT ON EARTH? compliments the teacher's r:las400m oistroclion by concentrating on experiences that help sli.d,;.rsisdevelop more abstract concepts

THE UNIVERSE AND I helps teachers by taiorq..: stifijerits bA,

classroom walls and giving them e,:nosirre to the real dr,irdaof the natural world The series includes a v. deideas for student activities to round cFilm footage from NASAc library and inielt-1rowt space ao,nsare u:-.,ed to develop high inteiest program' ahr.A.I blind aitrt

scitnce concepts

'This notri'ron education serir?s. designed to change poor!CAA setectiOr) habits Ihro:igt, the pxptoratron ut ..aittes and

ltqutieN and it*. nc.quis,tion Of proper i-.r.r...v;(Sge ;MO

NA TuRESCENE s a ,Ories thar vq.lors .1;outl,Programs are taped on location and include history as well

niitural h;stoi y The serros s recommended particularlyfor erwrronmentai studilis

THE HUMAN COMMUNITY(6-10)

EXXON ENERGY CUBE(7-12)

Level: Secondary

The series focuses on the growing importance of environmentalissues in science. The programs focus on contemporaryenvironmental problems and explore the effects of technologyupon ecological concerns, illustrating conflicts betweeneconomic needs and environmental issues.

The programs in this series may be selectively used in highschool courses where energy is studied. Topics include. Energyand Physics, Energy and Earth Science, Energy and Biology.Energy and Chemistry, Energy and Society, and Energy andScience. The two introductory programs help to teac aboutpetroleum and other fuels and "supplemental" energy sources

Defined Minimum Program. Grades 9-12, general science/physical science, biology, chemistryand physics are among the course offerings whichwill be included every year. Schools (grades 9-12) with enrollments of 300 or. less may alternate chemistry and physics. At least 20 percent ofinstructional time in all science subjects shall be devoted to student-centered laboratory experiences. All accredited high schools will includeenvironmental Studies as a part of the instructional program.

Curriculum Need

1 Enrich classroom instructionas well as suggest a varietyof laboratory experiences

2 Pi ronforcement oflextbouk content to improvemastery ot basic concepts

Series (Grade Leven Comments

BIOLOGY & ECOLOGY(10)

ABOUT SCIENCE(7-12)

PHYSICAL SCIENCE(9)

SEARCH FOR SOLUTIONS

BIOLOGY provides non-sequential material that can beutilized by the teacher as either basic or enrichmentmaterial. Appropriate follow-up activities are outlined inthe accompanying teacher's guide.

The setting for ABOUT SCIENCE is the top of the laboratorytable Short, single concepts on scientific experiments ordemonstrations of scientific principles are presented

Included in the lessons are demonstrations of several basicstudent activities such as density, distillation and levels

Programs demonstrate or describe how scientific principles(9-12) apply to solve practical scientific problems

INTRODUCING BIOLOGY()0-721

CHEMKAl. EQUIL IBRIUM(11-12)

ELECTRON APRANGEMENTAND BONDiNG(11-12)

PHYSICAL SCIENGE19)

DIMENSlONS IN SC:ENCECHERitSiT1:01(10-12)

DIMENSIONS IN SCIENCE ti.PHYSICS(10-12)

2 2

Series focuses on the viewer by developing an appreciationof the intricate human body. The living world of ammais andplants around the viewer is related to human existence, tohelp the student realize the unity of all life forms

This series of six 10-minute programs is designed to instructstudents in the concepts of synamic equilibrium and to stimulatefurther research in the subject Using computer animation,the series examines steady state systems, dynamic vs staticequilibrium, and the meaning of the equilibrium constant.

This series of six 10-minute programs is designed to demonstratehow knowledge of the structure of the atom can be used to explainhow atoms bond with each other and to stimulate further research

the subject It examines the theories of Rutherford, Bohr,Planck and others

This seNes is useful as a supplemental resource to manyPhysical acience textbooks Lessons are scheduled to allowtime for terachef presentation of concepts not included inseries

Ihis series was created specifically to aid teachers andsti,deres in connecting classroom theory with the chemistryof everyday life and inoustry It amplifies classroom exper-imentS by showing now lut economy functions on the sameprinciples With it, students are helped to see beyondcicrudy chemicai mixes to the wider world outside

Series focuses on a fundemental curriculum. It is designedto generiee a sense of excitement in scientific discovery byshowing how scientists theresehes view their work.

2 1

Supplemental/Enrichment Resource

HOMEOSTASIS(10-12)

WAVE PARTICLE DUALITY(10-12)

ENERGY FLOW(10-12)

ELECTRICITY(11-12)

ELECTROCHEMISTRY(11-12)

NUCLEAR PHYSICS(11-12)

STRUCTURE OF THE ATOM(11-12)

PROTEIN SYNTHESIS(11-12)



THE HUMAN COMMUNIT Y(6-10/

EXXON ENERGY CUBE(7-12)

ENVIRONMENTAL STUDIES(9-12)

22 23

HOMEOSTASIS explores the internal systems of balance andregulation in animals. With the help of computer animation,sequences illustrate how the bOdy deals with changingconditions such as high and low temperatures. and how the shortage(or excess) Of fluids is adjusted and regulated.

This series traces the development of the various theoriesadvanced to explain the behavior of light from the concepts ofthe ancient Greeks to the proven models of today.

ENERGY FLOW encompasses one of the principle themes of anybiology course: the flow of energy throughout the world of livingthings Central to this concept is the process of photosynthesis,without which life could not exist. This series also deals with theflow of energy in organisms within a cell, and the role of theenergy flow in our agricultural system. The series concludes with alook at energy flow in the biosphere.

ELECTRICITY explains the fundamentals ot electricity, helpingstudents formulate mental images of abstract concepts

ELECTROCHEMISTRY explains the basic prin:fpals involved inthe common, everyday battery and the commercial LeClancheCell The terminology and processes of electrochemical relations,corrosion and electrolysis are also presented

NUCLEAR PHYSICS shows step-by-step how an interest inCathode rays led scientists to discover X-rays, then alpha, betaand gamma radiation, and finally to explore the conversion ofmatter into energy. Vivid computer animation and narration helpclarify such concepts as nuclear fission and fuSion

This series of six-10 minute programs is designed to instructstudents in the development of the model of the atom from theancient Greeks to the present day and to encourage furtherresearch in the subject The evolution of the modern model ofthe atom is traced by examining Dalton's atomic model, Thomson's*raisin-bun" model. Rutheriord's nuclear model, Bohr's quantummodel, and finally the wave-mechanical model of Heisenberg andSchrodinger

This series of six 10-minute programs examines whatproteins are, how protein molecules are built, and theformation and functions of DNA and RNA molecules

NATIONAL GEOGRAPHIC SPECIALS are a group of TV programsdeveloped by the National Geographic Society that presentsscience, geography and history subject matter forstudents, grades 5-12

NATURESCENE is a series that explores South CarolinaPrograms are taped on location and include history as wellas natural history The series is recommended particularlyfor environmental studies

The series focuses on the growing importance of environmentalIssues in science The programs focus on contemporaryenvironmental problems and explore the effects of technologyupon ecological concerns, illustrating conflicts betweeneconomic needs arid environmental issues

The programs in this series may be selectively used in highschool courses where energy is studied. Topics include Energyand Physics, Energy and Earth Science, Energy and Biology,Energy and Chemistry, Energy and Society, and Energy andScience The two introductory programs help to teach aboutpetroleum and other fuels and "supplemental" energy sourcesApplicable to BSAP science and technology objectivecomprehension and analyzation of the effects of technology onself, society and environment

ENVIRONMENTAL STUDIES is a series ot toms and videotapesfor an interdisciplinary program addressing the use andmanagement of natural resources in South Carolina Programsstand alone or may be used in any order as units in theEnvironmental Studies course

ORGANIC EvOLLIT ON ORGANIC EvOLUIR)N traces the development Of vanousthem les of evolution It begins witn the Biblik,a1 acc ouni UIcreation then goes on to discuss Dar von Mendel and the HartyVVvinberq law, and inure Like the study of evolution Itself theseries is syncretic it hes together Imo microscopic andmacros( oPic geriehcs and heredity ceit fPproduction aridhieedinci populations

Subject Area: Social Studies

Level: Elementary

Defined Minimum Program Grades 1-3, 125 minutes weekly Or ades 4 6, 17",- ininutes weekly Environmental education ,s required as an integralpart of science, social studies and health

Curriculum Need

1 Develop skills needed tounderstand and to effectivelyparticipate in the everydayworld

2 Provide opportunities to-gain knowledge of our history,-profit from our experiences.-build on our heritage.-apply fundamental socialstudies concepts to our dailylives


IT'S A RAINBOW WORLD(K-1)

GROWING UP GROWINGOLDER(3-6)

UNDER THE BL UEUMBRELLA(1)

UNDER THE YELLOWBALLOON(2-3)

SANDLAPPER S CORNER(3)

Comments=m1mpplme

II'S A RAINBOW WORLD presents beginning social studiesconcepts for kindergarten and fest grade students The programswhich are based on family life, show everyday situations that tivesix- and seven-year-olds experience As children learn aboutthemselves, their families and the world around them, they developthe skills necessary to understand and to participate effectivelyin their world

GROWING UP/GROWING OLDER is one experience we all shareWelcoming students Into this thought-provoking program shouldencourage them to develop positive attitudes about aging andolder people in general

F-rom this series the first grade student will gain fundamentalsocial studies concepts from the areas of geography, historyeconomics .7nd political science This foundation will assistthe student in beginning the acculturation process

Series presents basic social studies concepts in a develop-mental manner using an expanding environmental approach Thechild, his family, home, community, the state, the countryand the world will all be interrelated to present conceptsfrom each of the social studies disciplines

SANDLAPPER'S CORNER will provide students with an intro-duction to South Carolina and the foundations needed tOrlater study of this state

GETTIN TO KNOW ME GETTIN' TO KNOW ME is about a contemporary southern black(4-8) family and the role black folklore plays in their daily lives

AMERICA COUNTS(4-12)

TRULY AMERICAN(4-8)

AMERICAN LEGACY(5-6)

PORTRAIT OF AMERICA(5-12)

24

This series depicts the feelings and attitudes of differentAmericans toward their country, in an attempt to helpstudents discover the meaning of being an American

This series helps students become aware of their heritageand to appreciate a through biographical treatment offamous 20th-century Americans

AMERICAN LEGACY explores significant historical events.personalities, and economic and cultural foundations of ournation

PORTRAIT OF AMERICA presents a state-by-state search forunderstanding of the many parts that make up the wholeconcept of Americaits vibrancy and strength. its richnessas our home It examines the lives of hundreds of peopleand experiences their suCcesSes and achievements. their

23

3 increased kn,iwiedde,ireverydai, wiirkiddspconOrrUC SV5tenlA sagnit,cant i,,loportTon 1tf , 'ofpopulahon cannot makeand effectively Manage tnelf19.:q S00.11 linanirey

4 Knowledg ot !no geogiaptlyof our community. state, nationand world as it relates to thedevelopment of OiO society andas it influences OW environment

5 Provide instruction on thenatural and social aspects ofman's interrelationships withhis environment

I H. AMt,Rh.AN F%'}

1HE AMEHitIANF keiN1 EK 11

NNi;1 ;3,

?KAM Kf Fi4

COVE N 1 AK fEi

LKMAHY LiECK3HAPr4t

F INDING OuR WAYt4 fit

ODYSSEY(4-61

GLOBAL GEOGRAPHY(6-9)

SOUTH CAROLINAGEOGRAPHY(6-9)



25

24

striving for a dood lite tor themselves and theirchildren tneir delennination midmil-fruity and ttli,11 strond attat:nment

trie land

I HE AMERICAN F RON T ILK r,osted i Zrtai tic Jones anr:Mur!1; Oftien ill iI 5t'f105 CI It sH,.il toleyS1011

ii '\ (. I i¼ I i Ll+lortL.1 It'Ut'ldSof(' VS,St Nt.H ris tf, rrIIrtarrI eltaractort; !crits

It rE ANAL RON I ILK i n, d new set nt`vigncl!t,.., (11111[111g '3:0 Colorful irodpie CWRIS ndledends ot the (01 west Go ntitch hy (Tharire JOMPti if.:11)111vvillpnq piollocor aria velprar, NBC: 7 V sports( aster 3 and Mei Ill

tounor NF L foothall and stir ot FAT triAllf311-41"; THE. AMLIVCAN fiON1IFF3 I s snot 011 rncatior;the west Eat i+ Ir.t.-,son des,.pied to tt,4L1 Silil IiTi ijv AttAil

t:rTv tt,,s I I ntl 1.,,r)rt,r 1,4.,j,lt Tr f'

on ;,1r,,t1, .) ,if ,,f1( tSt'

'6)1111AI

I ,4,1a.fry ;WO d!t,i zr in Vfe'A'Cit'S 'Tit essentrd, ('t ttinthilitt'il.1:,

3 His WritN kri()Ndf,t1 ir1 it ,t1

tiL sh,114, Tn IPSirg eCoriorniC Ci)nt eels and molidit'S aniritt?re,st in Ine cCOrturna: mai! id

(JIVE & I AKE iSSiIs students in development of I.( 11'1,m,i.iindvistandinds and decision mahing SlrilS

T ors prifnarygiade geography series teaches IIMp dnd gioheskills and geography concepts that second, third and fourthgraders need to knovi A group of children and their friend, 6vofind themselves in different situations where they need to knowand use geography "'incepts and map and globe Skills ihieseconcepts and skills are also presented in a direct leachingapproach using eye-c,alching Visuals and high technologyproduction techniques

Through careful Sequencing the series introduceS developSand reinforces suCh concepts as position, direction anddistance on the earth s surface Shiderds are taught how toread and interpret map and globe information for a betterunderstanding of any Social studies curriculum

ODYSSEY carries students along on an exploration of theAntarctic and Arctic regions of the world, examrning theirClimate. physical and biological featureS and history

I he Content of this series IS based on the live fundamentalthemes of geography described in the Guidelines of GeographicEducation The themes are location, place, relationships withinplaces, movement and regions The themes reflect the basicIdeas and Concepts used in global geography Those ideas andconcepts are powerful tools that can be used by students tounderstand and make decisions about Important issues they willface as citizens

This series responds to the specific needs of middle arid juniorhigh schools for instructional resources in teaching thegeography of the stale The programs will provide indepth Studyof the state's regions as the Guidelines of GeographicEducation are applied

NATURESCENE is a Series of programs that explore nature inSouth Carolina Programs are taped in a variety ofinteresting lOcatiOns and are recommended particularly forbiology and environmental studies

NATIONAL GEOGRAPHIC SPECIALS are a group of TV programsdeveloped by the National Geographic Society that presentsscience, geography ano history subject matterfor students, grades 5-12

Supplemental/Enrichmnt Resources

SPIRIT OF THE LAND(8-12)

AUNT HARRIET'S MAGICHATS(K-3)

WHAT'S IN THE NEWS?(4-6)

THE CLYDE FROG SHOW(1)

CELEBRATE(K-2)

Level: Middle and Junior High

The purpose of this series Is to illustrate the rich heritage ofnative American cultures, beginning with films on native Alaskanand Hawaiian peoples, and to explore how each society hasdeveloped through adaptation to their specificenvironment.

Series introduces 13 community workerstheir roles,duties and responsibilities, job locations and theirrelationships tO others in the community.

This weekly current events series demonstrates to studentsthat the news can teach them more about the world in whichthey live. From the series, students learn to think of thenews as a means of developing new interests or of pursuingthe interests they already have.

Programs of this series are designed to help primarystudents understand and cope with their emotions Situationscommonly encountered dy young children are presented

CELEBRATE explores the reasons why we have holidays and howthey are celebrated

Defined Minimum Program. Grades 7-8. 200 minutes weekly. Eighth-grade social studies must include South Carolina history as it relates to theUnited States

Curriculum Need

1. Develon critical thinkingskills in learning who we areand how we got that way.

2. Provide opportunities to gainknowledge and appreciation ofour history, so students canprofit from our expenences andbuild on our heritage


WHAT IS ?

(6-12)


THE AMERICAN FRONTIER(6-12)

THE AMERICAN1-RONTIER It(6-12)

THE PALMETTO SPECIAL(8)

Comments

WHAT IS ? is an exploration of the nature of history itselfSeries explores fundamental concepts of various academic areas.e g history, economics. anthropology, geography, archeology. etcand provides objective criteria which enable students to becomecritical thinkers about each of these disciplines and about the worldaround them

PORTRAIT OF AMERICA presents a state-by-state search forunderstanding of the many parts that make up the whole concept ofAmericaits vibrancy and strength, its richness as our home Itexamines the vignettes of hundieds of people and experiences theirsuccesses and achievements, their striving for a good life forthemselves and their children, their determination and ingenuity,arid their strong attachment to the land

THE AMERICAN FRONTIER, hosted by Charlie Jones andMerlin Olsen, is an unusual series of 16 short televisionvignettes depleting the colorful legends and history ot theold west, as well as its important characters and events

THE AMERICAN FRONTIER II is a new set of 20 televisionvignettes depicting the colorful people, places and events, andlegends of the old west Co-hosted by Charlie Joney (Emmy-winning producer and veteran NBC-TV sportScaster) and MerlinOlsen (former NFL football player and star of FATHERMURHPY), THE AMERICAN FRONTIER II is shot on location inthe west Each lesson is designed to teach something rew aboutthe history of this country and its pioneer people. The series isbased on historical research presented in an interesting, concisetormat.

This series aids teachers in meeting the Defined MmtmumProgram requirement to !each South Carolina history in anexemplary manner Tne series takes students throughout thestate to observe dramatic re-enactments of events that helpedshape our destiny

GET TIN TO KNOW ME GETTIN TO KNOW ME is about a contemporary southern black(4-8) family and the rOle black folklore plays tr. their daily lives

26 25

3 Knowledge of geography ofour community, state, nation,and world as rt relates tothe development of oursociety and as it infuencesour environment

4 Increased knowledge ofeveryday workings ot oureconomic system

5 Enhance understanding ofworld cultures

6 Provide instruction onnatural and social aspe.:tsof man s interrelationshipswith his environment

TRULY AMERICAN(4-8)

AMERICA COUNTS(4-12)

AMERICAN LEGACY(5-6)

OUR STORY(6-12)

FINDING OUR WAY(4-8)

UNDERSTANDING OURWORLD(4-6)

ODYSSEY(4-6)



TRADE-OFF S(4-6)

GIVE & TAKE(6-8)

WORLD CUL TUHE S(7-8)

S C NATURESCENE


This series helps students become aware of their heritageand to appreciate it through biographical treatment of tam.ous 20th-century Americans

This series depicts the feelings and attitudes of differentAmericans towards their country, in an attempt to help stud-ents discover the meaning of being an American

AMERICAN LEGACY explores significant historical events, personalaies, and economic and cultural foundations al ournation, focusing on selected geogiaphiCal areas

Programs are designed to motivate students to appreciate andbetter understand events, people and places important 10 thedevelopment of our nation

Through careful sequencing, the series introduces. develops.and reinforces such concepts as position, direction anddistance on the earth's surface Students rue taught how toread and interpret map and globe information tor a betterunderstanding of any social studies curriculum

This series aids students in developing many social under-standings by making them aware of the Importance of geo-graphy in the world around them The improvement of map andglobe skills is a part of this interesting course

ODYSSEY carries students along on an exploration of theAntarctic and Arctic regions ot the world examining theirclimate, physical and biological features and history

The content of this series is based on the five fundamentalthemes of geography described in the Guidelines of GeographicEducation The themes are location, place, relationships withinplaces, movement and regions The themes reflect the basicideas and concepts uSed in global geography. Those ideas andconcepts are powerful tools that can be used by students tounderstand and make decisions about important issues they willface as Citizens

This series responds to the specific needs ot middle and tumorhigh schools for instructional resources in teaching thegeography of the state The programs wilt provide indepth studyof the state's regions as Guidelines tor GeographicEducation are applied

Series considers fundamental economic problems relevant toeveryday life TRADE-OFFS significantly improves student sknowledge of and attitudes toward economics

GIVE & TAKE assists students in development ot economicunderstandings and decision-making skills

WORLD CULT+ ,-RE.S is designed to help young people see threevery different cultures through the eyes ot the people who arepart of them, and understand the concepts of interdependenceand global culture

NATURESCENE is a series that explores South CarolinaPrograms are taped on location and Include history as wellas natural history The series is recommended for environ-mental studies

The series embraces aspects of human population growth,use/storage of chemicals, present and future energy sourcesand human manipulations ot organisms/environment

NATIONAL GEOGRAPHIC NATIONAL GEOGRAPHIC SPECIALS are a group of TV programsSPECIALS developed by the Natrona! Geographic Society that presents(5-12) science, geography and history subject matter for students,

grades 5-12

SPIRIT OF THE LAND The purpose of this series is to illustrate the rich heritage of(6-12) Native American cultures, beginning with films on native Alaskan

6 27

Surapl.M.ntal/Enrichmont Resources

EXXON E; .ERGY CUBE(7-12)

Level: Secondary

and Hawaiian peoples, and to explore how each society hasdeveloped through adaptation to their specificenvironment

The prourams in this series me/ be selectively used in highschool courses where energy is studied. Topics include. Energyand Physics, Energy and Earth Science, Energy and BiologyEnergy and Chemistry, Energy and Society, and Energy andScience The two introductory progres help to teach aboutpetroleum and other fuels and "supplemental" energy sources

Defined Minimum Program: A school program will include each year.A. U.S. History and Constitution,B. Economics and American Government,C. Three other courses in the approved social studies area,D. All accredited high schools shall include environmental studies as a par: of the instructional orogram

Curriculum Need

1. Develop critical thinkingskills in learning who we areand hOw we get that way.

Series (Grads Level)

WHAT IS(6-12)

2. Knowledge of our history. AMERICA COUNTSAn understanding of our (4-12)heritage, laws, institutionsand ideals is needed as afoundation for changing andstrengthening our presentsociety and government.


THE AMERICAN FRONTIER I(6-12)

THE AMERICANFRONTIER II(6-12)

OUR STORY(6-12)

OLD WORLD BACKGROUND(7-12)

TAXWHYSUNDERSTANDINGOUR TAXES(9-12)

28

Commonts

WHAT IS . ? is an exploration of the nature of history itselfSeries explores fundamental concepts of various academic areas.e.g history, economics, anthropology, geography. archeology, etc.and provides objective criteria which enable students to becomecritical thinkers about each of these disciphnes and about theworld around them.

This series depicts the feelings and attitudes of differentAmericans towards their country, in an attempt to helpstudents discover the meaning of being an American

PORTRAIT OF AMERICA presents a state-by-state search forunderstanding of the many parts that make up the whole concept ofAmericaits vibrancy and strength, its richness as our home. Itexamines the lives of hundreds of people and experiences theirsuccesses and achlevements, their striving for a good life for them-selves and their children, their determination and ingenuity, andtheir strong attachment to the land.

THE AMERICAN FRONTIER, hosted by Charlie Jones andMerlin Olsen, is an unuSual series of 16 short televisionvignettes depicting the colorful legends and history of the old west,as well as its important characters and events.

THE AMERICAN FRONTIER II is a new set of 20 televisionvignettes depicting the colorful people, places and events, andlegends of the old west. Co-hosted by Charlie Jones (Emmy-winning producer and veteran NBC-TV sportscaster) and MerlinOlsen (former NFL football player and star of FATHERMURPHY), THE AMERICAN FRONTIER If is shot on location inthe west. Each lesson is designed to teach something new aboutthe history of this country and its pioneer people The series isbased on historical research presented in an interesting, conciseformat.

Programs are designed to motivate students to appreciate andbetter understand people. events and places Important to thedevelopment of our nation.

This series begins with pre-historic man and moveS throughthe development of Asiatic and European Cultures, giving thestudent a better understanding of the beginnings of thisnation and our world today

This series is designed for use in business classes, suchbookkeeping, business mathematics and accounting Becausethe topic affects all students, teachers are introducing itsuccessfully into their courses. Recommended also forcourses in social science wort study programs, history,government, civics, economics, distributive education and

27

3. Knowledge of geography ofour community, state, nationand the world as it r,,,.Nlatc.s tothe development of oursociety and as it influencesour environment

4 Enhance understanding ofworld history and worldcultures

5 Understanding of thestructure and operation oflocal and state govern-ment

6 Increased knowledge of theeveryday workings of oureconomic system

7 Improve ability to solveeconomic problems/issues.

AMERICA(9-12)

S HISTORY(9-12)

EQUAL JUSTICE UNDERTHE LAW(10-12)

WAYS OF THE LAW(10-12)



NEWSCAST FROM THE PAST(9-12)

SAUDI ARABIA(9-12)

MAKING GOVERNMENTWORK(11-12)

AMERICAN ENTERPRISE(11-12)

TRADE-OFFS(4-6)

vocational agriculture. The seres is designed to teach studentshow taxes impact the economy of the United States and itscitizens. Programs focus on the U.S. tax structure, the reasonstor inflation and unemployment, and what are -fair taxes."

AMERICA will help students capture the flavor of theAmerican txperience, relate 11 to their own lives, and,hopefully, obtain meaning and guidance for today and thefuture.

From U.S HISTORY students will gain a knowledge of keypeople, events and issues that have been important to thedevelopment of America.

This series demonstrates how the ear-sighted opinions of theU $ Supreme Court und-r Chief Justice John Marshall, from1801 to 1835, shaped tht course of America Landmark casesin his courtroom which defined the powers of the judiciary andthe federal government are presented

WAYS OF THE LAW programs are designed to acquaint studentswith those areas of the law with which they are likelyto come in contact as adults The overall objective is toenhance their survival skills and thereby make them moreproductive citizens

The content of this series is based on the five fundamentalthemes of geography described in the Guidelines of GeographicEducation The themes are locattc,n. place, relationships withinplaces, movement, and regions. Th.) themes reflect the basicideas and concepts used in global geography. Those ideas andconcepts are powerful tools that can be used by students tounderstand and make decisions about important issues they willface as citizens.

This series responds to the specific needs of middle and juniorhigh schools for instructional resources in teaching thegeography of the state The programs provide indepth study ofthe state's regions as the Guidelines for Geographic Educationare applied

T-is series presents a global concept of history that allowsfor a horizontal view of the world within a specified period oftime (40 years within a given century)

SAUDI ARABIA, an examination of the history. culture and peopleof this Middle Eastern nation, is a comprehensive look at thisimportant land and the questions and challenges it poses

The series is designed to familiarize high school students withthe functions of state and local government, slate and federaladministrative agencies and inter-governmentel relations

AMERICAN ENTE 1PRISE examines the economic history of theUnited States and focuses on five key elements inAmerica's economic growthland, people, innovation,organization and government The hostinarrator tor thisseries is actor William Shatner

Many programs from TRA,0E-OFFS are appropriate for interme-diate grades and/or secondary grades The series increasesknowledge of economics and builds skills in use of economicconcepts

GIVE AND TAKE GIVE AND TAKE assists students in development of economic(6-8) understandings and decision-making skills

IMPROVING ECONOMICSREASONING(9-12)

2829

Each of the protect's eight instructional units will emphasizeapplication and systematic thinking. The economic reasoningmethodology will be apparent enough so that students completinga unit will learn a more general reasoning structure to be applied:n working through problems/issues using the appropriate toots

B. Provide instruction onnatural and social aspects ofman's interrelationship withhis environment.



S C. NATURESCENE(6-10)


SPIRIT OF THE LAND(6-12)


SPEAKEASY(6-12)

of economics. This series curriculum package contains teacherand student materials and microcomputer programs requiring64K memory.

NATIONAL GEOGRAPHIC SPECIALS are a group of TV programsdeveloped by the National Geographic Society that presentsscience, geography and history subject matterfor students. grades 5-12.

NATURESECENE is a series that explores South Carolina.Programs are taped on location and include history as wellas natural history. The series is recommended for environ-mental studies.

The series embraces aspects of human population growth,use/storage of chemicals, present and future energy sourcesand human manipulations of organisms/environment.

The purpose of this series is to illustrate the rich heritage ofnative American cultures, beginning with films on native Alaskanand Hawaiian peoples, and to explore how each society hasdeveloped through adaptation to their specificenvironment.

ENVIRONMENTAL STUDIES is a series of films and videotapesfor an interdisciplinary program addressing the use andmanagement of natural resources in South Carolina. Programsstand alone or may be used in any order as units in theEnvironmental Studies course.

The fundamentals and finer points of effective speech and debateare taught through the series SPEAKEASY is designed to enrichsocial studies and tanguage arts curricula in the junior andsenior high school.

Subject Area: Environmental Studies

Level: Grades 1-12

Defined Minimum Program: Environmntal education is required as an integral part of science, social studies and health

Curriculum Wad

1. Provide instruction on thenatural and social aspects ofman's interrelationship withhis environment.


UP CLOSE AND NATURAL(1-4)


S C NAT URESCENE(6-10)


Comments

30

Series emphasizes the close relat onships of humans to natureand the importance of respecting the harmony and order of thenatural world

The series embraces aspects of human population growthuse/storage of chemicals, present and future energy sourcesand human manipulations of organisms/environment.

NATURESCENE is a series that explores South Carolina.Programs are taped on location and include history as wellas natural history. The series is recommended for environ-mental studies.

ENVIRONMENTAL STUDIES is a series of films and videotapesfor an interdisciplinary program addressing the use andmanagement of natural resources in South Carolina. Programsstand alone or may be used in any order R s units in theEnvironmental Studies course.

Subject Area: Computer Education

Level: Elementary

Curriculum Need

1. Increase base level ofknowledge aboutmicrocomputers and theirapplication.

2. Increase understanding ofcomputer use as a problem-solving tool.


COMPUTERBREAK(4-8)


THE COMPUTER ROOM(4-7)

NIBBLES(6-12)

Level: Middle Junior HighSecondary

Comments

This series acquaints the learner with the extent of computerintegration J society, the history of computers, how a computerworks, the importance of human thinking to the process, and theessential steps, statements, and commands to programming in

BASIC. The last program applies the information gained in thefirst 11 programs, so that the learner can become an act veparticipant in a computerized society.

The television series presents a wide variety of scientific/mathematical concepts in real-world settings. The related computermodules provide activities to develop specific knowledge andconcepts introduced in the television series. The software gamesand activities extend concepts, and model real-world applications otcomputers and problem-solving tools.

This series of ten 15-minute programs is designed toIntroduce students to computers by building awareness of whatcomputers do in the school, home and workplace. The magazineformat programs feature a section on the history of computers,a short review of software, segments with computer users, anda visit to Ri miner's Room, where hacker Steve Flimmer demonstratesvarious computer components and explains how they function.

NIBBLES is a series composed of selected animated segments fromthe BITS and BYTES television series that explores microcomputersand their use.

Defined Minimum Program: One unit in computer science, if approved by the State Department of Education tor this purpose, may be counted

towards the requirement of earning three units in mathematics.

Curriculum Need

1. Increase understanding ofcomputer use as a problem-solving tool.

Series (Grad. Level)


THE COMPUTER ROOM(4-7)

NIBBLES(6-12)

30 31

Comments

The television series presents a wide variety of scientific/mathematical concepts in real-world settings The related computermodules provide activities to develop specific knowledge andconcepts introduced in the television series. The softwaregames and activities extend concepts, and model real-worldapplications of computers and problem-solving tools.

This series of ten 15 minute programs is designed to introducestudents to computers by building awareness of what computersdo in the school, home and workplace. The magazine formatprograms feature a section on the history of computers, a shortreview of software, segments with computer users, and a visitto Rinmer's Room, where hacker Steve Rimmer demonstratesvarious computer components and explains how they function.

NIBBLES is a series composed of selected animated segments fromthe BITS AND BYTES television series that exploresmicrocomputers and their use.

Subject Area: Music, Drama and Dance

Level: Elementary

Defined Minimum Program: Grades 1-6, 40 minutes weekly.

Curriculum Need

1. Provide experiences inextending and reinforcingbasic Conceptsmusic education.

2. Enrich classroom instruc-tion aS Well as provideopportunities for experi-encing extended artisticperformances such asconcerts, operas, musicals.ballets, drama and mime.


HARMONY(2-3)

MUSIC AND ME(3-4)

MUSICAL ENCOUNTER(3-6)

IT'S MAINLY MUSIC(4-6)

GUITAR(6-12)

PASS IT ALONG(4-5)

ARTS-A-BOUND(4-6)

MEET AN ORCHESTRAMUSICIAN(4-8)

Comments

From the HARMONY series students will gain an understandingof the performing artsmusic, drama and dance. The series'in objectives will focus on creating the arts, responding tothe arts and living within the arts.

MUSIC AND ME actively involves the learner in a process ofskills development through singing, listening, rhythmicexpression and the playing of simple instruments. The seriesemphasizes a more Complete musical experience and assistswith the development of an understanding and appreciation formusic.

This series transmits the joy and enthusiasm of those childrenplaying musical instruments for their peersthe viewers, andexposes the viewing audience to the various sounds of musicalinstruments and fosters an understanding of the ditticultiesthat challenge the players of each instrument.

In this series Heather, a musician, and her three young friends,Kimberly, Justin and olicholas, explore the components and variousconcepts of music. Together they discuss the importance ofmelody, harmony and rhythm. The programs include demonstra-tions many different styles of music and a variety of musicalinstruments.

This "how-to" series is designed to introduce basic guitartechniques to beginning guitar students.

Each program in the series features an artist who expresseshimself in a different artistic medium but each artist isconcerned with and inspired by the natural beauty ot ourenvironment. Topics covered are photography, dance, perfor-mance, painting, architecture, writing and music. The seriesblends scientific, artistic and environmental concepts.

ARTS-A-BOUND takes fifth and sixth grade students on field trips towhere the arts are made, displayed or performed. The series helpsstudents understand value and enjoy theater, dance, music and thevisual arts by exposing them to the people, the process and theperformance of all kinds of arts.

This fantasy about an imaginary symphony orchestra preparing for ayouth concert introduces students to musicians from all the sectionsof the orchestra. Viewers see and hear all the families ofinstruments and begin to understand the care those instrumentsrequire and the physical and mental work and cooperationthat go into a performance.

Level: Middle, Junior High and Secondary

Defined Minimum Program: Fine Arts: A fine arts program includmg Music and art will be provided as an elective for 36 weeks. Courses in fine artsmust be offered during the school day at a scheduled period. Students electing to take the fine arts courses shall be scheduled for a minimum of 250minutes weekly for nine weeks .

32 31

Curriculum Need

1. Provide opportunities toexperience performance inmusic, drama and dance.

2. Provide skills necessaryfor beginning to play theguitar.

3. Enrich classroom instructionas well as provide opportunitiesfor experiencing extendedartistic performances such asconcerts, operas, musicals,ballets, drama and mime.


EXPERIENCES IN MUSIC,DRAMA AND DANCE(7-12)

GUITAR(6-12)

MEET AN ORCHESTRAMUSICIAN(4-8)

Comments

EXPERIENCES IN MUSIC, DRAMA AND DANCE helps strengthenthe music curriculum at the secondary level through exposureto artistic performances in the area of music, drama and dance.

This "how-to" series is designed to introduCe basic guitartechniques to beginning guitar students.

This fantasy about an imaginary symphony orchestra preparing forayouth concert introduces students to musicians from all the sectionsof the orchestra. Viewers see and hear all the families ofinstruments and begin to understand the care those instrumentsrequire and the physical and mental work and cooperation thatgo into a performance.

Subject Area: Art

Level: Elementary

Defined Minurnum Program: Grades 1-6, 40 minutes weekly.

Curriculum Need Series (Grads Level)

1. PromOte an understanding THE BIG Aof the arts as a means of (1-3)expressing oneself,communicating with andlearning about the world. ARTS-A-BOUND

(5-7)

2. Provide assistance to schoolsnot having specialized artteachers.

3. Provide opportunh,es toexplore art activities, e.g.,develop manipulative skillsand creative expression.

ARTSCAPE(4-6)

IMAGES AND THINGS(4-7)

DRAW ALONG(1-3)

RETURN OF THE ARTMAKER(5-7)

32 33

Comments

THE BIG A serves as a resource tor understanding the arts byallowing students to explore concepts in art history, criticism,aesthetics, and studio art.

ARTS-A-ABOUND takes fifth and sixth grade students onfield trips to where the arts are made displayed or performed.The series helps students understand, value and enjoy theater,music and the visual arts by exposing them to the people,the process and the performance of all kinds of arts.

When art is introduced to children, something magicalhappens. The eight programs of ARTSCAPE recognize this, andlend a fresh approach to teaching kids the basic conceptsof visual art. The series itself is artiscally superb,featuring original songs and electronic music in stereo.great works of visual art, and dazzling, advanced computergraphics. Art becomes real, fascinating and fun.

IMAGES AND THINGS helps strengthen the teaching of art byproviding classroom art experiences not available to theordinary classroom. The series helps students to perceivequalities in people, objects and events, and learn to respond and usethem in visual expressions. It also helps studentsdiscriminate among characteristics of art media.

This series is based upon the philosophy that drawing is a wayof communicating one's thoughts and feelings to others andsometimes to one's self. It encourages children to expressthemselves graphically and gives them suggestions for doing soSubjects chosen from presentations are slow-paced.

This series, which includes lessons in advanced painting, crayontechniques, and clay, as well as poster making, book making, soapcarving, floral arrangements, papier mache, collages, lettering,murals, and perspective, challenge the students to reach new highsin manipulative skills and creative expression.

PHOTO TIPS(6-12)

The purpose of PHOTO TIPS fa to demonstrate photographictechniques and solutions to common problems in order to createinteresting pictures with simple equipment. Use of tripods,backdrops, lens selection, props, light control, angles are amongthe many techniques included in the iort but content-filledprograms.

Subject Area: Fine Arts


Defined Minimum Program: Fine ArtsA fine arts program including music and art will be provided as an elective for 36 weeks. Courses in fine artsmust be offered during the school day at a Scheduled period. Students electing to take fine arts courses shall be scheduled for a minimum of250minutes weekly for nine weeks.

Curriculum Wed

1. Promote an understandingof the arts as a means ofexpressing oneself,communicating with andlearning about the world.

2. Provide opportunities toexplore art activities, e.g..develop manipulative skillsand creative expression.

3. Opportunity to developaesthetic judgment skillswithin the intermediate yearsOpportunity to incorporateelements of art history andcriticism in courses.

Level: Secondary

Curriculum Need

1. Opportunity to developaesthetic and critical judg-ment skills and to incorporateelements of art history andcriticism in courses.


ARTSCAPE(4-6)

ARTS ALIVE(6-8)

PHOTO TIPS(6-12)

RETURN OF THE ARTMAKER(5-7)



PHOTO TIPS(6-12)

34

Comments

When art is introduced to children, something magicalhappens. The eight programs of ARTSCAPE recognize this, andlend a fresh new approach to teaching kids the basic conceptsof visual art. The series itself is artistically superb,featuring original songs and electronic music in stereo,great works of visual art, and dazzling, advanced computergraphics. Art becomes real, fascinating and fun.

Eight ot the programs in ARTS ALIVE deal with the elementsand processes of the visual arts, dance, music and drama.For each of these, one program examines the distinctiveelements of which it is made, and one program shows howthese elements are combined during the creative processFive programs focus on the role of the arts in life and thevalue of arts to the individual and society.

The purpose of PHOTO TIPS is to demonstrate photographictechniques and solutions to common problems in order to createinteresting pictures with simple equipment. Use of tripods,backdrops, lens selection, props, light control, angles are amongthe many techniques included in the short but content-filledprograms.

This series, which includes lessons in advanced painting, crayontechniques, and clay, as well as poster making, book making. soapcarving, floral arrangements, papier mache, collages, lettering,murals, and perspective, challenge the students to reach new highsin manipulative skills and creative expression.

IMAGES AND THINGS helps students discriminate among charac-teristics of art media. It also helps them perceive qual-ities in people, objects, and events, and learn to respondand use them in visual expressions.

Comments

The purpose of PHOTO TIPS is to demonstrate photographictechniques and solutions to common problems in order to createinteresting pictures with simple equipment. Use of tripods,backdrops, lens selection, props, light control, and angles areamong the many techniques included in these short butcontent-filled programs.

33

VISIONS: ARTISTS ANDTHE CREATIVE PROCESS(11-12)

The words and works of more than 40 artists pull viewers intothe heart of the creative moment. TV Ontario presents anextraordinary look at the process by which the artists shapean environmenta land, a sky, a peopleto the demand ofa very personal vision.

Subject Area: Health and Safety

Level: Elementary

Defined Minimum Program: Grades 1-6,75 minutes weekly, 36 weeks annually Environmental education is required as an integral part of science,

social studies and health.

Curriculum Need

1. Promote improved health.

2. Provide a progressiveprogram of health instructionthat is consistent with growthand development patterns ofchildren.

3. Promote safety habits.

4, Provide instruction onchild sexual abuse.

Series (Grade LAW)

POWERHOUSE(5-8)

CONRAD(6-9)

SOUP TO NUTS(7-8)

ALL ABOUT YOU(2-3)

THE INSIDE STORY WITHSLIM GOODBODY(3-5)

CONRAD(6-9)

CALLING ALL SAFETYSCOUTS(1-3)

SCHOOL BUS SAFETY(K-12)

AN OUNCE OF PREVENTION(Child Sexual Abuse)(4-6)

Comments

Series focuses on broad health themes such as stress,competition, alcohol abuse and nutrition.

CONRAD is a basic health education resource dealing withphysical health and disease prevention. Student participationactivities are provided with each lesson in the teacher'sguide to insure real understanding and practice of healthconcepts essential to development of good health.

This nutrition education series is designed to changepoor food selection habits in regard to the exploration ofvalues and attitudes and the acquisition of proper knowledgeand skills.

ALL ABOUT YOU is a series that integrates science and healthinstruction. The series presents a picture of what a humanbeing is and promotes an understanding of how people growand develop physically and mentally.

THE INSIDE STORY WITH SLIM GOODBODY deals with thehuman body and how to maintain it as a healthy organism.

Since lifestyles are developed very early in lite, theseries shows the cause and rehabilitation from disease.thus allowing students to determine their own set of valuesregarding health. The choice of content was based on thedocumented need for more health information in variouscritical areas.

This series provides children with vital safety concepts in away that is both informative and fun. These magazine-formatshows offer youngsters sound information and instruction incorrect safety practices in the home, school, community andrecreational environments. The series shows children how andwhere accidents occur, and sensible means Of preventing them.It also offers many opportunities tor participation-safetyquizzes, and other games and activities are regular features.

SCHOOL BUSY SAFETY promotes the safe use and driv ng ofschool buses by students

This series is designed to provide vital, age-appropriate andbroadly usable information on sexual abuse to children fourthrough fourteen years of age. The programs should be usedonly atter preview and the appropriate involvement of localschool district or community groups.

34

5. The development of goodmental ht.alth as an importantcomponent of health Instruction.


INSIDE/OUT(4-7)

MULLIGAN STEW(4-7)


Series uses an approach to mental health which enables thechild to clnsider, to feel, and to act upon the choices thatbear on the quality arid Scope of his or her own lifeINSIDE/OUT demonstrates quality experiences in positivemental health.

This series examines calone counting, fad diets, diet plan-ing, food buying, food preparation, digestion, natural foodsetc. MULLIGAN STEW aims to help students discover goodhealth.

Defined Minimum Piogram: Grades 7-8, 250 minutes weekly, 9 weeks annually.

Curriculum Need

1, Promote improved healthhabits.

2. Provide a progressiveprogram ot health instructionwhich is consistent withgrowth and developmentpatterns of children.

3. Provide instructionpromoting good mentalhealthan important compo-nent of health instruction.

4 Promote safety habits

Level: Secondary


POWERHOUSE(5-8)

SOUP TO NUTS(7-8)

CONRAD(6-9)

SELF INCORPORATED(5-8)

IT'S YOUR MOVE(1-6)


BEFORE THE STORM(7-12)

Comments

Series focuses on broad health themes such as stress.competition, alcohol abuse and nutrition.

This nutrition education series is designed to change poorfood habits in regard to food selection by exploring values,attitudes, acquiring knowledge and skills.

CONRAD is a basic health education resource dealing withphysical health and disease prevention. Student partici-pation activities are suggested to insure real understandingand practice of health concepts.

This series is designed to stimulate classroom discussion ofsome of the critical issues and problems of early adole-scence such as life changes, sexual identity. cliques anddrugs, Teachers, mental health workers, counselors and par-ents can make effective use of SELF INCORPORATED.

IT'S YOUR MOVE is designed to promote pedestrian andbicycle safety habits and to help all students develop sound atti-tudes toward safety practices in alt aspects of life.

SCHOOL BUS SAFETY promotes the safe use and driving ofschool buses by students

Everyone who lives in areas where hurricanes may occur shouldalways be prepared to take whatever actions are necessary toprotect life and property. The series was produced by SouthCarolina ETV for the South Carolina Coastal Council, inconsultation with the National Weather Service. the Council'shurricane videos council, and other agencies. The prcgrams aresuitable for use with adult groups as well as students

Defined Minimum Program. Grades 9-12. A minimum of one unit of health education will be offered as an elective for 36 weeks in a school program.Health courses may be taught on a semester basis.

36

CurrIculum Need

1, Provide instruction oncontemporary health problemsof the adolescent, emphasizingindividwill responsibility forone's health.

2. Provide instructionpromoting good mentalhealthan important compo-nent of health instruction.

3. Promote safety habits

Series (Grade Leven

CONRAD(6-9)

HERE'S TO YOUR HEALTH(9-12)

SMOKING AGAINSTYOUR WILL(9-12)

ON THE LEVEL(B-12)

SOMETIMES I WONDERIF IT'S WORTH IT(9-12)


BEFORE THE STORM(7-12)

Comments

Series content focuses on the critical health needs of theadolescent. Practical methods of improving and maintainingone's own health are emphasized.

Series provides medical and health information on severalmajor health problems of our society in an entertaining andstraightforward manner, Topics covered include nutrition,dental care, drugs, alcoholism, mental health, heart diseaseand cancer.

This documentary is designed to increase awareness of the risksassociated with exposure to "side-stream- smoke, At home, inthe workplace, and in such enclosed public spaces asrestaurants, stores, buses, and airplanes.

This series in personal and social growth is designed forsecondary school students and is intended to be a part of aschool system's comprehensive health education programTopics covered include developing self concept, acceptingfeelings, managing conflict and coping with stress.

This program deals with suicide and coping with the wish to die.Because of the sensitive nature of this subject, the program isintended for viewing by small groups of teenagers and parentsIn the four segments, individuals who have thought about orattempted suicide or experienced a child's suicide as parents talkabout their pain, feelings and choices. Dale Linguist, acounselor on the staff of the Counseling Center of SouthernWestchester in Bronxville, N.Y., researched, filmed, and directedthis program. In commenting on the impact of the film's copingmessage, he says, "There's a difference to ending what's goingon in one's life, and ending one's life I think that just sums itright up.-

SCHOOL BUS SAFETY promotes the safe use and driving ofschool buses by students

Everyone who lives in areas where hurricanes may occur shouldalways be prepared to take whatever actions are necessary toprotect lite and property. The series was produced by SouthCarolina ETV for the South Carolina Coastal Council, inconsultation with the National Weather Service, the Council'shurricane videos council, and other agencies. The programs aresuitable for use with adult groups as well as students.

Subject Area: Physical Education

Level: Elementary

Defined Minimum Program: Grades 1-6, 75 minutes weekly, 36 weeks annually.

Curriculum Need

1. Gain an awareness ofbody movement skills andcontrol.


LEAPS AND BOUNDS(1-2)

Comments

In LEAPS AND BOUNDS, children in kindergarten through gradetwo demonstrate a noncompetitive, thinking approach tomovement skills and a growing awareness of what they can dowith their bodies. The series moves from basic concepts ofbody awareness and control to locomotor skills, creativemovement, tumbling, and more complex skills, such as strikinga ball with a paddle.

Level: Secondary

Defined Minimum Program: Grades 9-12. A school program w II include health and physical education for boys and girls.

Curriculum Need

1, Practice an hohsticapproach to wellness


FEELING FIT(9.12)

Comments

FEELING FIT takes an holistic approach to wellness andrecognizes the interaction of physical, emotional, social.spiritual and intellectual factors that are necessary for wellbeing. The series brings together the top wellness experts in thefields of health education, aging, exercise physiology, nutrition,medicine, stress management, weight control and behavioralchange.

Subject Area: Driver EducationLevel: Secondary

Defined Minimum Program A school program shall include the complete program of driver education, classroom and behind-the-wheel phases

Curriculum Need

1 Provide classroom teacherswith driver education learningsituations difficult or impos-sible to create in the classroom.


THE RIGHT WAY(9-12)

Comments

This series is designed to aid the classroom instructionalphase of driver education and traffic education Its object-ives and content items are derived from what people do. onand off the highway, relating to the Highway TransportationSystem.

Subject Area: Vocational (Business Education)Level: Secondary

Curriculum Need

1 Develop knowledge andawareness of businessoccupations.

Series (Grads Level)

KEYS TO THE OFFICE(9-12)

Comments

This series will help teachers to prepare their students to makethe transition from the classroom to the world of business. Itidentifies and demonstrates basic business skills, concepts andattitudes that are essential to attainment of success in themodern business environment. The series encourages acquisitionof business skills, such as effective speaking, clear writing, timemanagement, effective face-to-face communication, and makingdecisions.

Subject Area: Vocational (Career Guidance)

Level: 3-12

Curriculum Need

1. Develop career planningskills essential to improvingemployment decisions.


PICKING YOUR PATH

Comments

This series of short introductions to the 14 basic career clusters(3-6) will provide springboards for students to discuss various careers

38 37

2. Develop knowledge andawareness of the work world.

3. Provide instruction to helpstudents find, get and keepa job.

CAREER PLANNING(9-12)

WORLD OF WORK(9-12)

they may ChOOSa to pursue. Teachers will find these programsvaluable resources to help their students begin to pursue theirInterests in developing skils and knowledge in "paths" thatappeal to them tor possible career development.

This series is designed to provide secondary students with Skillsand strategies with which to plan careers for themselves. Theseries, presented in a dramatized format, follows the efforts ofthree high school students as they decide upon their futureoccupations. Each student deals with parental and peer pressure,the pressures of a tough lob market, and the need for self-analysis. The three students are aided in their search byguidance counselors, who help them discover successful toolsand techniques for finding the right employment.

"Is technology stealing your job?" and "Where will you worktomorrow?" These are two of the big questions that these twoprograms address. They will provide valuable information andinsights into the impact of the rapidly developing technologies onhow we work, where we work, and the kind of work we do. It ispredicted that teenagers today could have three different careersduring their working lives. Lifelong teaming is taking on newmeaning as changes accelerate that affect our careers

MAKING IT WORK This series introduces viewers to skills required for a job(9-12) search, job acquisition and job survival.

Subject Area: Vocational (Home Economics)

Level: Secondary

CurTiCUIUM Need

1. To provide Instruction in basichomemaking and parentingskills to better preparestudents to assumeresponsible roles as parentsand homemakers.

2. Provide instruction whichpromotes nutritional knowledge (7-8)and development of healthfulfood selection habits.


AND SEW ON(7-12)

DIMENSIONS OFCHILD DEVELOPMENT(11-12)

SOUP TO NUTS

3. Provide instruction whichpromotes effective functioningas a consumer with a complexeconomic system.

AMERICAN ENTERPRISE(10-12)

39

Comrflants

Styles can change frequently ano rapidly. And often teenagersare on the leading edge of that change. t.iirley Adams, the seriesinstructor, teaches girls and boys how to maintain that edge trydemonstrating basic techniques for making clothes andaccessories and for altering clothes to fit styles, body types andsocial situations. The instruction is clear and accurate and full oftips and tit, ks that can make the difference between an amateurand a professional effect.

This series is designed to help teachers and students studyingEarly Childhood Education focus on developmental needs ofyoung children, It provides suggestions for opportunities that willenhance personal growth. Programs in the series focus on thedevelopmental needs of young children in the followingcategories: social, creative, physicai, emotional, intellectual and

nutritional.

SOUP TO NUTS is designed to encourage student evaluation ofpersonal food habits as well as teach nutrition conceptsThe series leads students through the decision-making pro-cess by exploring food related values, attitudes, knowledgeand actions. Nutritional alternatives, risks and outcomesare presented to guide students toward making sound deci-sions regarding foods throughout their lives.

This series of five programs examines the organization ot theeconomic system and explores the influences of land,innovation and government. Citizen/consumer interaction withand impact on the system is presented.

Subject Area: Vocational (Trades and Industrial Education)

Level: 6-12

Curriculum Need

1. Provide more effectiveand appealing instruction ontechnical concepts andprinciples supporting hightechnology.



PRINCIPLES OF TECHNOLOGY(10-12)

PHOTO TIPS(6-12)

WORKSHOP HINTS(8-12)

Comments

This series includes video presentations, hands-on laboratoryexperience and exercises to make learning effective andappealing for the vocational student. In a concrete and practicalmanner, it shows how technical concepts and principlesapply to mechanical, thermal, electrical, and fluidal (e,g , hy-draulic and pneumatic) systems that are the foundation ofhigh technology.

The purpose of PHOTO TIPS is to demonstrate photographictechniques and solutions to common problems in order to createinteresting pictures with simple equipment. Use of tripods,backdrops, lens selection, props, light control and angles are amongthe many techniques included in the short but content-filledprograms.

This series shows how to handle selected tools properly andhow to apply this knowledge to create practical and artisticproducts in wood.

Subject Area: Guidance

Level: K-12

Curriculum Need

1. Promote the development ofa positive self-concept instudents.

2. Provide instructionalresources to aid in teachingthe concepts related toeffective education and toassist teachers in develop-ment of their guidance andrelated skills.

3. Development of life-copingSkills by children for dealingwith the problems and chal-lenges of living, changing,and growing.


INSIDE/OUT(4-7)

1NSIDE/OUT(4-7)


ON THE LEVEL(8-12)

40

Comments

INSIDE/OUT teaches mental health instead of teaching aboutit The effects of drugs, alcohol and tobacco, family livingand communications skills are all approached through theaffective lessons of this series

The effective approach of the series helps children tounderstand their own sadness, happiness, joy. fear. loveand hate, and those feelings in others. The material in theguide will help teachers plan, create and meet the chal-lenges of effective teaching.

SELF INCORPORATED serves as an effective guidance resourcefOr the classroom teacher. A goal of the series is to stim-ulate children's interest in alternatives and potentialsolutions to issues confronting them.

This series in personal and social growth is intended to bea part of a secondary school's comprehensive health andeducation program.

4. Development by children ofpersonal and interpersonalskills and attitudes essentialto success in school and work.

THE CLYDE FROG SHOW(I)

BREAD & BUTTERFLIES(4-7)

5. Development of clearer BREAD & BUTTERFLIESconcepts of successful work (4-7)behavior,

6. Facilitate the integration BREAD & BUTTERFLIESand teaching of guidance (4-7)concepts Into the curriculum.

7. Assist school counselors inproviding knowledge and skills (5-8)which lead the student to amore pOsitive self-rencept.

SELF INCORPORATED

A. Develop knowledge andawareness of the work world (4-7)and to assist students inexploring career/occupationaloptions.

BREAD & BUTTERFLIES

SPACES(5-8)

This series helps students develop positive attitudes towardothers &lid decision-making skills. Programs aid teachers inpromoting good mental healtha basis for ail intefiectual,social and professional functioningS.

BREAD A BUTTERFLIES translates these needs Into goals andobjectives and then into content and learning activities.The series should help studer.ts see the connection betweenschool and the real world.

All subject area teachers should find the series useful notonly in meeting the career development needs of students.but also in enhancing the skills taught In class.

The series empharizes and reinforces the affective componentof the guidance program; teachers will find ideas and con-cepts which they may use in their classrooms.

Secondary students whose experiences have been deficient insome areas of career development will benefit from thissenes on adults at work.

This series is designed to encourage minority children toconsider science and technology as career choices byhighlighting the accomplishments of blacks, Hispanics. Asians andNative Americans in science. It presents profiles and facts in afast-paced magazine format of mini-documentanes, animationand music. Mini-documentaries comprise two-thirds of eachprogram and show portraits of minority scientists and students.Also presents historical contributions of minority scientists andfuture trends in science.

...14MPk

Subject Area: Education For The Handicapped

Level: K-12

Utilization of ITV Resources in the education of the handicapped must be on an individual pupil and/or class basis. The special education teacherShould Consider the level of functioning and interest level of the handicapped pupils and review the television programs for those with appropriatecontent. Suggested uses include outlets for initial learning, reinforcing previously learned skills, enrichment and activities for teacher aidesworking with Individuals or groups.

Curriculum Need

1. Provide for the effectiveimplementation of She handi-capped child's individualizededucation plan.


LETTER PEOPLE(1)

READALONG(1)

THE CLYDE FROG SHOW(1)

40 41

CommentsmgMmall...==

LETTER PEOPLE provides an interesting and exciting introduc-tion to decoding skills essential to competency in listening.spelling, writing and reading skills. Applicable to BSAPdecoding objective.

READALONG uses animi.tion, puppets and music to make learningto read tun. Repetition of words, phrases and sentences areput into meaningful and humorous situations that makeactivity stimulating evert to reluctant learners. Applicableto BSAP decoding objective.

Programs of this series are designed to help primary stud-ents understand and cope with their emotions. Situationscommonly encountered by young children are presented

2. Provide opportunity forhandicapped students, to themaximum extent appropriate,to participate and be educatedin the general education pro-gram. (Some examples may be;music, art and health.)

MUSIC

ART:

HEALTH:

3. Provide for the vocationaleducation needs of the handi-capped childspecificallydesigned, if necessary. tomeet his individual needs.

General Comment

EXPERIENCES IN MUSIC.DRAMA AND DANCE(7-12)

LET'S DRAW(1-3)


INSIDE/OUT(4-7)


BREAD & BUTTERFLIES(4-7)

This series provides a variety of lessons which lend t'lem-selves to use as enrichment resources in general musicprograms.

LET'S DRAW is based upon the philosphy that drawing is a wayof communicating feelings to others and sometimes to your-self. Subjects are popular ones and presentations are slow-paced.

IMAGES AND THINGS helps students to perceive qualities inpeople, objects, and events, and learn to respond and usethem in visual expression.

The series uses an approach to mental health which enables thechild to consider, feel and act upon the choices thatbear on the quality and scope of his own life.

This series is designed to Stimulate an interest in youngadolescents to develop coping skills for dealing with someof the most critical issues and problems concerning them.

This career development series provis'es open-ended programson self-clarification, interpersonal relationships, andhuman dignity. It also provides expos::re to work in whichone can earn a livelihood.

If, in any district there are handicapped students who receive all their instruction at home, appropnate use could be made of open circuit from 8 CO

a.m. to 3:00 p.m.

Subject Area: Substance Abuse

Level: K-12

Defined Minimum Program: Alcohol and Drugs. Through special instruction, an awareness will be developed regarding the use and abuse ofalcoholic drinks and drugs. Instruction will emphasize problems related to their use, pharmacological aspects and physiological effects upon thetotal community. Instruction will be offered in all schools of the state and will be studied and presented as thoroughly and in the same manner as all

other required subjects.

Curriculum Need Series (Grade Level)

1. Promote the development ofpositive self-concept amongstudents.

INSIDE/OUT(4-7)

2. Provide instruction to meet INSIDE/OUTthe DMP requirement to develop (4-7)an awareness of the ill effectsof alcohol and drugs.

42

Comments

Emphasis in this series is on helping the whole childdevelop a personally effective lifestyle and on promotingthe well-being of children.

Programs from the series may be used to initiate study insubstance abuse. Studies of the effects of alcohol, tobacco,and drug abuse can be approached through the effectivelessons of INSIDE/OUT

41

3. Promote the development ofeffective life-coping skills for (6-12)dealing with such adolescentproblems as substance abuseand peer pressure.

WHY SAY 14TO DRUGS(6-12)

DRINKING AND DRIVING:THE TOLL. THE TEARS(11-12)

ON THE LEVEL

4 2

43

This program will be useful in classrooms and in counselingsessions where students are learning about the harmful effects ofdrugs and developing ways to cope with the pressures theyexperience through advertisements and their peers to use them.Students will view graphic demonstrations and situations whereyoung people say no to drugs.

This powerful documentary presents the devastatingconsequencoes of mixing drinking and driving. The program andthe guide ask for a personal Commitment to make the decision inthe only responsible way.

This series can serve as a useful resource in stimulatinginterest in developing such skills as evaluation, decisionmaking, risk confrontation and mediating. Such skills and awillingness to cope with issues and problems equip a personwith alternatives for dealing with society.

S.C. Educational Television Network

Director. Office of Publications Patricia DresslerCurriculum Guide Editor Michele M. ReapCover Design Henry WilsonPrint Shop Manager Charlie Smith

4344

Printed and iii:-tributed kiN the South Carolina ET% Network

MEI44

Date post:	17-Jun-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

ED 334 960 IR 013 242 TITLE' ITV Resources in the Defined … · DOCUMENT RESUME ED 334 960 IR 013...

Documents