Scientists' Guidelines for Preparing Activities for High School Students

This very simple guide for the scientist and the classroom teacher was developed as part of Neuroscience Laboratory and Classroom Activities, National Association of Biology Teachers and the Society for Neuroscience, 1996.

1. Assess the students' background and interest beforehand. This could be done by a visit and/or an observation of the high school classroom at least one day in advance. If a visit cannot be made, arrange with the teacher to see a videotape of the class in action.
2. Prepare the material to be presented with the teacher. The visit should be a team effort.

3. Have materials for your presentation available beforehand, such as handouts, pre-labs, or charts.
4. Keep the vocabulary on the level of the learners.
5. Narrow the topic to be presented. The activity should be done in one time period with natural break points. Note the attention span of the students.
6. Think about your appearance and your potential rapport with the students.

Before the Visit - Teacher

1. Prepare name tags for the students.
2. Plan time together with the scientist before the visit. If possible, arrange for an observation of your class prior to the visit to show the following:
   • Size of faculty
   • Equipment available at the school.
3. Give the scientist a copy of your lesson plans with goals, objectives and other materials used.
4. Brief the scientist on what the school expects in terms of forms required, safety precautions, etc.

The Visit - Scientist

1. Explain to the students why you are a scientist.
2. Keep the vocabulary on the proper level. Introduce no more than 10 new words.
3. Use analogies related to common knowledge.
4. Use visual, concrete aids, e.g. cartoons.
5. Demonstrations should involve students. Student involvement is a must.

6. Introduction should be short and to the point.
7. Use everyday references or "links" exemplifying what will be presented. Check the relevance with the teacher.
8. Minimize your research. Maximize generalities. Research is important, but don't use the entire time allotment for it.
9. Have an activity prepared. Do something. Students must have had "exploration" of the topic before your visit, and during the visit students could deal with "applications." Realize that students have short (10-minute) attention spans.
10. Bring engaging materials that are safe and acceptable, and can be enjoyed by all; also bring slides that depict your workplace.
11. Demonstrate and explain the appropriate use of equipment; provide alternative methods for high school.
12. Prepare activities for both college preparatory and non-academic students; be aware that AP courses don't have time to add labs to the curriculum.
13. Don't talk down or over the heads of students.
14. General teaching techniques:
• Include humor.
• Have a catchy introduction.
• Question students rather than lecture.
• Think of questions to ask students beforehand.
• Show excitement.
• Read the audience. Use eye contact.
• Circulate throughout the room.
15. Don't be surprised if students ask anything - be as prepared as one can be to deal with inappropriate student questions.

After the Visit - Scientist

1. Evaluate your presentation.
2. Arrange to bring the class to the lab, if possible.
3. Consider that the encounter should be several days for several hours; not just a one-time event.

After the Visit - Teacher

A courtesy or thank-you note should be sent to the scientist.