CONTENT STANDARD F: Science in Personal and Social Perspectives

As a result of activities in grades 5-8, all students should develop understanding of

Personal health

Populations, resources, and environments

Natural hazards

Risks and benefits

Science and technology in society

DEVELOPING STUDENT UNDERSTANDING

Due to their developmental levels and expanded understanding, students in grades 5-8 can undertake sophisticated study of personal and societal challenges. Building on the foundation established in grades K-4, students can expand their study of health and establish linkages among populations, resources, and environments; they can develop an understanding of natural hazards, the role of technology in relation to personal and societal issues, and learn about risks and personal decisions. Challenges emerge from the knowledge that the products, processes, technologies and inventions of a society can result in pollution and environmental degradation and can involve some level of risk to human health or to the survival of other species.

The study of science-related personal and societal challenges is an important endeavor for science education at the middle level. By middle school, students begin to realize that illness can be caused by various factors, such as microorganisms, genetic predispositions, malfunctioning of organs and organ-systems, health habits, and environmental conditions. Students in grades 5-8 tend to focus on physical more than mental health. They associate health with food and fitness more than with other factors such as safety and substance use. One very important issue for teachers in grades 5-8 is overcoming students' perceptions that most factors related to health are beyond their control.

Students often have the vocabulary for many aspects of health, but they often do not understand the science related to the terminology. Developing a scientific understanding of health is a focus of this standard. Healthy behaviors and other aspects of health education are introduced in other parts of school programs.

By grades 5-8, students begin to develop a more conceptual understanding of ecological crises. For example, they begin to realize the cumulative ecological effects of pollution. By this age, students can study environmental issues of a large and abstract nature, for example, acid rain or global ozone depletion. However, teachers should challenge several important misconceptions, such as anything natural is not a pollutant, oceans are limitless resources, and humans are indestructible as a species.

Although students in grades 5-8 have some awareness of global issues, teachers should challenge misconceptions, such as anything natural is not a pollutant, oceans are limitless resources, and humans are indestructible as a species.

Little research is available on students' perceptions of risk and benefit in the context of science and technology. Students sometimes view social harm from technological failure as unacceptable. On the other hand, some believe if the risk is personal and voluntary, then it is part of life and should not be the concern of others (or society). Helping students develop an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general--presents a challenge to middle-school teachers.

Middle-school students are generally aware of science-technology-society issues from the media, but their awareness is fraught with misunderstandings. Teachers should begin developing student understanding with concrete and personal examples that avoid an exclusive focus on problems.

GUIDE TO THE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include

PERSONAL HEALTH

Regular exercise is important to the maintenance and improvement of health. The benefits of physical fitness include maintaining healthy weight, having energy and strength for routine activities, good muscle tone, bone strength, strong heart/lung systems, and improved mental health. Personal exercise, especially developing cardiovascular endurance, is the foundation of physical fitness.

The potential for accidents and the existence of hazards imposes the need for injury prevention. Safe living involves the development and use of safety precautions and the recognition of risk in personal decisions. Injury prevention has personal and social dimensions.

The use of tobacco increases the risk of illness. Students should understand the influence of short-term social and psychological factors that lead to tobacco use, and the possible long-term detrimental effects of smoking and chewing tobacco.

Alcohol and other drugs are often abused substances. Such drugs change how the body functions and can lead to addiction.

Food provides energy and nutrients for growth and development. Nutrition requirements vary with body weight, age, sex, activity, and body functioning.

Sex drive is a natural human function that requires understanding. Sex is also a prominent means of transmitting diseases. The diseases can be prevented through a variety of precautions.

Natural environments may contain substances (for example, radon and lead) that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.

POPULATIONS, RESOURCES, AND ENVIRONMENTS

When an area becomes overpopulated, the environment will become degraded due to the increased use of resources.

Causes of environmental degradation and resource depletion vary from region to region and from country to country.

NATURAL HAZARDS

Internal and external processes of the earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans. Natural hazards include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms, and even possible impacts of asteroids.[ See Content Standard D (grades 5-8)]

Human activities also can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activities can accelerate many natural changes.

Natural hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures.

RISKS AND BENEFITS

Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing or eliminating risks.

Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking).

Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits.

Important personal and social decisions are made based on perceptions of benefits and risks.

SCIENCE AND TECHNOLOGY IN SOCIETY

Science influences society through its knowledge and world view. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. The effect of science on society is neither entirely beneficial nor entirely detrimental. [ See Content Standard E (grades 5-8)]

Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research.

Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development.

Science and technology have advanced through contributions of many different people, in different cultures, at different times in history. Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies.

Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies.

Scientists and engineers have ethical codes requiring that human subjects involved with research be fully informed about risks and benefits associated with the research before the individuals choose to participate. This ethic extends to potential risks to communities and property. In short, prior knowledge and consent are required for research involving human subjects or potential damage to property.

Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should understand the difference between scientific and other questions. They should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.

Science and technology have advanced through the contributions of many different people in different cultures at different times in history.