How do we know? [1966]

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ODUCED BY E GEORGIA EDUCATIONAL LEVISION NETWORK

TEACHER DON SINGLETARY

STATE BOARD OF EDUCATION

James S. peters, Chairman

Robert Wright, Vice-Chairman

Claude Purcell, Secretary

MEMBER~
FIRST CONGRESSIONAL DISTRICT J. Brantley Johnson SECOND CONGRESSIONAL DISTRICT o.Robert Byrd Wright THIRD CONGRESSIONAL DISTRICT Thomas Nesbitt, Jr. FOURTH CONGRESSIONAL DISTRICT o Donald payton FIFTH CONGRESSIONAL DISTRICT o David F. Rice SIXTH CONGRESSIONAL DISTRICT o.James S. Peters SEVENTH CONGRESSIONAL DISTRICT Henry Stewart EIGHTH CONGRESSIONAL DISTRICT Lonnie E. Sweat NINTH CONGRESSIONAL DISTRICT Cliff C. Kimsey, Jr. TENTH CONGRESSIONAL DISTRICT William Preston

FOREWORD
We hope this addition~to our ETV Science series will prove helpful to the teachers of Georgia and will be used to enrich and strengthen classroom instruction. Only by careful planning and correlating the material in this guide with your own lesson plans, will your students be able to realize the benefits that are possible through educational television.
This teacher's guide is the result of much research and planning by Mr. Don Singletary, the ETV instructor for HOW DO WE KNOW. Mr. Singletary has been a science teacher and supervisor in the Atlanta City School System for seventeen years. He brings a rich experience in the field of science to your classroom by means of television. We believe that you will find that using these science programs as a part of your instruction will prove most beneficial.
We will welcome your suggestions as to how our ETV program can be made as effective as possible. If you would like for some of our utilization Staff to come to your school, please let us know. Our ETV program cannot be effective without the support of our fine classroom teachers. This is a cooperative teaching plan which we hope you will utilize.
Claude Purcell State Superintendent of Schools

HOW DO WE KNOW PRIMARY SCIENCE TEACHER: Don Singletary

TAB L E o F CON TEN T .

Lesson 1. Lesson 2. Lesson 3. Lesson 4. Lesson 5. Lesson 6. Lesson 7. Lesson 8. Lesson 9. Lesson 10. Lesson 11. Lesson 12. Lesson 13. Lesson 14. Lesson 15. Lesson 16. Lesson 17. Lesson 18. Lesson 19. Lesson 20. Lesson 21. Lesson 22. Lesson 23. Lesson 24. Lesson 25. Lesson 26. Lesson 27. Lesson 28. Lesson 29. Lesson 30. Lesson 31. Lesson 32. Lesson 33.

HOW DO WE KNOW HOW YOU USE AIR YOU ARE ALL WET: RESTLESS WATER: HOW GREEN PLANTS GET THEIR FOOD COLORFUL FULL ~ HOW CAN WE TELL ONE ANIMAL FROM ANOTHER? HOW ARE LIVING THINGS ADAPTED TO LIVE ON EARTH? GIVE AND TAKE: WHAT IS MATTER? OF WHAT IS MATTER MADE? OF WHAT ARE ELEMENTS MADE? HOW MATTER CHANGES WANT TO BE A PEBBLE PUP? WHAT'S THE RECIPE FOR A ROCK? WHAT IS SOIL? HOW IS SOIL MADE? WHERE IN HEAVENS ARE YOU? MOONLIGHT MAGIC: PUSH, PULL, AND DRAG MAN-MADE MOONS HOT, HOTTER, HOTTEST MANAGING HEAT EXPLORING LIGHT COLOR IN YOUR LIFE SOUND OFF HOW SOUND GETS AROUND HOW DO YOU HEAR SOUNDS? PATHWAYS FOR ELECTRICITY CONTROLLING ELECTRICITY LEVERS AND PULLEYS WHEELS, INCLINED PLANES, WEDGES, AND SCREWS IT I S NOT THE END

HOW DO WE KNOW Teacher: Don Singletary

Lesson 1: ETV - HOW DO WE KNOW - primary Science

TITLE:

HOW DO WE KNOW?

OBJECTIVE:

To show how the scientist works and how pupils should use some of the same methods in their year's work.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964. Basic Concepts for a Curriculum in Elementary Science, p. 51 Steps Used in Solving Problems in Science, pp. 8-9.

1. Scope and Sequence Chart: Air and Water

Grade 2 Principle (s) - 1, 5, 6

VOCABULARY:

laboratory measure materials curiosity

experiment check record scientist

observe weight results

THE LESSON:

1. The scientist is always looking into things. 2. He asks many questions. 3. To find answers to his questions, the scientist
plans experiments. 4. You, too, can be a good scientist. 5. Your classroom can be your labora~ory. 6. You should always begin with a question or problem
to be solved. 7. You must really understand what it is that you are
trying to find out. 8. You must decide upon some way to discover an answer
to your question - plan an experiment.

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9. You must know what materials are needed to do your experiment.
10. You must work carefully in doing your experiments. 11. You must observe your experiment closely. 12. You should make a record of what you observe as
you do your experiment. 13. You should check your experiment, by doing over or
doing another experiment that answers the same question.
SUGGESTIONS FOR FOLLOW-UP LESSONS:
1. Discuss the ways a scientist does his work. Read about some of the great men and women of scienceo See what kind of characte~istics they had.
2. Try to find some common science problem that students can agree upon to solve. Then, try to find answers to the problem using the methods outlined in the TV lessono Suggestions: Why does a magnifying glass make things look bigger? How does a candle burn? How does a doorknob work? How are sounds made? Why does the pipe under the sink curve? What makes a kite fly? Does air take up space? Do green plants need sunlight to make them grow?
3. Construct a science notebook to keep records of science experiments. Include the lesson outline as a general guide in trying to find answers to your science problems.
4. Practice making simple observations of a teacher-done demonstration. Do over and over until all possible observations are made. (Suggested demonstrations: (1) Comb hair and pick up small pieces of paper wi~h charged comb. (2) Light a candle with a match, blow out flame and immediately hold lighted match in gases arising from wick. (3) Cover three lighted birthday candles with various sized jars, oover a fourth candle with a lamp chimney. In what order do the candles go out? (4) Remove the shell from a hardboiled egg. Drop a lighted piece of paper into an empty milk bottle. Quickly place the small end of the egg on the mouth of the bottle and observe what happenso

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5. Let pupils look out of the schoolroom window for a few minutes. Have them report what they observed. Ask pupils to compare observations. Why do some see one thing and others see different things?
6. Display five glasses of water in which (1) salt has been dissolved (2) lemon extract is added (3) sugar is dissolved (4) a few drops of food coloring is added (5) baking soda has been dissolved. Ask class to discuss how they could determine contents of each glass. Be sure they consider use of their senses of taste, smell, sight, and feeling.
7. Experiment with various types of measuring devices. Weigh common objects in the room on any type scales available or devised; measure width and length of room objects; measure temperature of room and of liquids with a thermometer.
8. Partially fill some small cloth bags with some coffee beans, rice, corn, sugar, corn starch, bean seed, etc. Tie each bag shut tightlyo Let class handle bags but not open themo Using senses of touch, smell, hearing, see if they can determine contents of each bag.
9. Make a bulletin board display to show the different kinds of things that scientis~B study. place a big question mark in the center to show that science begins with a questiono Put pictures around the question mark~ Select pictures that reveal scientific interests of your class.

LESSON 2: ETV - HOW DO WE KNOW - Primary Science

TITLE:

HOW YOU USE AIR

OBJECTIVE:

To show that air works for us in a multitude of ways.

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REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Air and Water

Grade 2 Principle (s) - 1, 5, 6, 8

VOCABULARY:

elastic pressure

pushes compress

squeezed force

breathe

THE LESSONz

1. We use air all the time -- to breathe, work, play, and rideo
2. Air is elastic. 3. Air is all around us, pressing in all directions. 4. Air can move things. 5. When we take air away from one side of something,
the air on the other side pushes it. 6. Compressed air is air which has been pressed and
squeezed into a smaller space. 7. Compressed air pushes with more force than air which
has not been squeezed. 8. The force of compressed air can be used in many ways
to make many kinds of work easier.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Bring to school some toys that work by air. Explain how they work.
2. Go on a trip to a service station to find out how compressed air is used. If possible, see the machine that compresses the air.
3. Punch one hole in a can of milk, soft drink, or some other container. Try to pour the liquid out of the can. Punch another hole in the same can. Explain why the two-holed can pours better.
4. Make a picture chart of things that work by air. 5. Find out how a submarine is made to go below the sur-
face of the water. 6 0 Can you find out about the new automobiles that ride
on a cushion of air?

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7. Float a large cork in an aquarium or a large pan of water. Invert a glass over the cork. Push the glass straight down to the bottom of the container. Why does the cork go to the bottom?
8. To observe the presence of air in solid materials, immerse a new flower pot or new brick (one that has not been water soaked) in a large jar of water. Observe wh-a,t comes out of these solids.
9. Make a parachute. Weight with a spool. Throw into the air. Make another parachute of lighter material. Weight with a lead sinker. Drop into a tall glass or jar of water. Does air and water exert pressure? Is it the same?
10. Try to drink a glass of water with one soda straw inserted in the liquid and another soda straw sticking outside of the glass, with the other ends of both straws in the mouth. Why is this difficult, if not impossible to do?
11. Have a parent to cut an empty spray can in half with a hacksaw. Try to keep the internal parts intact. Examine in class to see how it operates.
12. Invite a repairman, pilot, weatherman, or first aid instructor to explain to the class how a vacuum cleaner works, how a plane uses air to stay up, how a weatherman must know something about the nature of air, or how air is used in giving artificial respiration.

LESSON 3: ETV - HOW DO WE KNOW - primary Science

TITLE:

YOU ARE ALL WET~

OBJECTIVE:

To show that water is vital to all living things people, animals, and plants.

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REFERENCE: Science for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence Chart: Air and Water

Grade 3 Grade 4

Principle (s) 2,8,9 Principle (s) 1,2,4,5,6,7

VOCABULARY:

dehydrate perspiration

dissolved sweat glands minerals

kidneys waste materials water vapor

THE LESSON:

1. The supply of water to the earth is constant, yet the demand for water increases daily.
2. Water makes up a large part of living things. 3. Two-thirds of the human body is water. 4. A plant may be as much as ninety percent water. 5 (; Water soaks into plants through their roots and
delivers minerals to other parts of the plants. 6. plants lose water into the air all of the time
and unless the water is replaced, they dry up and die. '1 The water that we take into our bodies becomes part of our blood. c,:,, The blood carries building materials to all parts of our bodies and carries away waste materials dissolved in the watery part of the blood. 9. The waste materials are strained out of the watery material of the blood by the kidneys and the S\o1eat glands.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Find out how people adrift on a life raft in the ocean manage to get fresh water.
2. Examine your kitchen pantry to find any dried or dehydrated foods that may be there. How do you use these foods?

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3. Why is drinking at least a quart of wa~er a day a vital health function?
4. Why do you get thirstier on a hot sum:-.ler day than on a cold winter day?
5. Squeeze the juice from a tomato, orange, peach, watermelon, or any fruit or vegetable that is available. Let stand undisturbed overnight. What is the clear liquid that collects on top? Taste it. Evaporate it. What remains?
6. Blow your breath on a mirror. Why does it cloud up?
7. Wrap aluminum foil tightly around the pot and stern of an actively growing potted plant. Cover the wrapped plant and pot with a large glass jar. Wrap another pot that has only moist soil, but no plant, with aluminum foil. C0ver it too, with a glass jar. What happens in both jars? Why?
8. Cut and weigh carefully some pieces of fresh fruit. Record weight. Heat them in a warm oven for a few hours. Weigh again. How much water was lost?
9. Find out how the desert animal, the kangaroo rat, lives without drinking water.
10. If two-thirds of your body weight is due to water, how much of you is water? If one gallon of water weighs about 8 pounds, how many gallons of water are you made of?
11. Ask a food processor to demonstrate to the class how powdered milk is made. How it can be used?
12. Find out what blood plasma is and why water in the diet is so important.
13. Read about how the Indians and early settlers managed to preserve food for l.ng periods of time.
LESSON 4: ETV - HOW DO WE KNOW - primary Science
TITLE: RESTLESS WATER~
OBJECTIVE:
To show that the world's supply of water is forever on the move -- in the air, in the ground, and on the earth's surface.

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REFERENCE: Sciellce for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence Chart: Air and Water

Grade 2 Grade 3 Grade 4

Principle (s) 9 principle (s) 1,2,3,5,6,9' Principle (s) 1,2,4,6,7

VOCABULARY:

seep porous non-porous water cycle

water table surface swamp

desert well surface

THE LESSON:

1. The world's water never stops travelingo 2. As rain falls to the earth, it keeps going down,
some along the surface and some underground. 3. Some of the surface water evaporates into the air. 4. Some water seeps underground until it reaches non-
porous rock or soil. 5. Non-porous rock is found at various levels, but
water can be found almost anywhere in the world if we dig deep enough. 6. The top line of water in the soil is called the water table. 7. Natural water holes occur where the water table is near the surface. 8. Man-made water holes are called wells. 9. Lakes are formed where the land dips below the water tableo 10. The water table on a desert may be far below the surface. 11. Swamps are formed where the water table is close to the earth's surface.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Find out what happens to the rain water that runs off the roof of your house. To the rain water that falls on city streets.

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2. Read about Georgia's Okefenokee Swamp. Why is it said to "quake" or "tremble"?
3. Pull up some dandelion plants or some other common weed. Examine their root structures. Compare these roots with some cultivated plant. Does length of roots of weeds help explain why they can grow so well even d~ing long dry periods?
4. Find out how desert plants have managed to get along without much water.
5. If there is an artesian well in your community, have some adult to talk to the class about how and why the well is located there.
6. Using a large aquarium almost filled with sand, make a well or water hole. Make a swamp. Drain the swamp by siphoning out water. Mark various levels in aquarium such as porous levels, nonporous levels, water table.
7. Find out how your city or town gets its water supply. Visit your waterworks if possible.
8. Ask a local well driller to tell your class about his equipment and the problems of drilling a well in your community.

LESSON 5: ETV - HOW DO WE KNOW - Primary Science

TITLE:

HOW GREEN PLANTS GET THEIR FOOD

OBJECTIVE:

To show that green plants use light energy, chlorophyll, water, air, and minerals to make their own food.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Living Matter

Grade 2 Grade 3 Grade 4

Principle (s) 1,2,4,5 Principle (s) 2,3 principle (s) 4,5

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VOCABULARY:

energy minerals openings

chlorophyll sugar starch

raw materials stern roots

THE LESSON:

1. Food is something that all living things need. 2. Each living thing has its own way of getting
its food. 3. Some animals hunt for their food. 4. Green plants are unable to move about to get
their food. 5. Green plants make food in their leaves. 6. Green plants use sunlight for the energy to make
their food. 7. Green plants use their green coloring matter,
ch1orophyll, to make their food. 8. In addition, they use air, water, and minerals
that they get from the soil. 9. Plants take in air through little openings in
their leaves. 10. Plants take in water and minerals through their
roots. 11. Plants store some of the food they make in their
leaves, sterns, roots, or seeds.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Put a plant in a dark place. Be sure that no light can get into the place. Water the plant when the soil gets dry. Put another plant in the light. Do not water it. Look at each plant each day. What made the one in the dark change color? What made the one in the light change?
2. Get some tender green leaves from a tree or shrub. Boil the leaves for a few minutes. Cool. Pour the water off into a glass. What color is it? What happened to the color of the leaves?
3. Discuss what things the children eat that are parts of plants.
4. From what part of the plant does each of the items named corne -- celery-stemr carrot-rooti' beans-seedr
beet-rootr lettuce-leavesr spinach-leavesr etc.

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5. Collect and display examples of IIfood storage" parts of plants such as the seed, roots, stems, and leaves.
60 Carefully remove a growing plant from the soil in which it is growing. Examine the plant. What parts are below the ground? Above the ground? Be sure to differentiate the roots, stems, leaves, and flowers.
7. Go to a greenhouse or talk with someone who takes care of many kinds of plants. Ask to see plants that need different amounts of sunlight, water, minerals, and heat.
8. Place a healthy cutting of a green plant in a glass of colored water. Examine the veins of the cutting the next day. What has happened?
9. Why do onions in the kitchen pantry begin growing white colored leaves if left too long in the dark?
10. Ask your county agent to explain to your class why certain plants are desirable to have in fish ponds.
11. Set up a classroom aquarium. Find out how the plants help the fish and the fish helps the plants.

LESSON 6: ETV - HOW DO WE KNOW - Primary Science

TITLE:

COLORFUL F~LL~

OBJECTIVEz

To show that the changes occuring in deciduous trees are necessary for the tree to survive the winter months.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chartz Living Matter

Grade 2 Grade 3 Grade 4

principle (s) 2,4 principle (s) 2,3 principle (s) 4,5

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VOCABULARY:

autumn twig trunk

branches scar dormant

bud evergreen adaptation

survive

THE LESSON:

1. The leaves of many trees change color in autumn and fall from the trees.
2. The leaves of trees make food for the tree. 3. To make food, leaves need water from the soil. 4. Roots of trees take water from the soil. 5. When autumn comes, the leaves stop their work. 6. water ceases to flow up to the leaves, they change
color, die, and fall from the tree. 7. Each fallen leaf leaves a scar on the twig where
it was attached. 8. Above each scar is a bud that is protected by a
shiny covering. 9. In the spring, new leaves will come from the bud. 10. If trees did not go through this adaptive process
to changing weather conditions they would die.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Go for a walk and look for signs of autumn. Look for leaves that are changing color. Make a color wheel of the leaves that you find.
2. Find some twigs of trees that have lost their leaves. Look for the leaf scars on the twigs. Be a "Twig Detective" and see if children can identify the trees by use of a good "Twig Key".
3. with a magnifying glass, see if children can find faces made by the leaf scar and bud on a twig.
4. Do all trees loose their leaves during the winter months?
5. Find some evergreen twigs. Take them into classroom, put some water and leave some out of water. What happens to them?
6. place a stalk of celery in a colored water solution. Let stand overnight. Examine the leaves for color in the veins. cut thin cross-sections of the stalk and let children examine them with a magnifying glass.

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Can they find the cut ends of the veins leading up the stem to the leaves?
7 . Boil some leaves of a red cabbage. Pour the water off into a glass. What aolor is it? What color are the leaves of the cabbage?
8. Find out what gives the characteristic colors to radishes 1 carrots l red cabbages, etc. Are these pigments present in most leaves, even though they appear green during the spring and summer?
9. Cover some growing grass with a board for a few days. Does a yellow pigment show up?
10. Make bulletin board displays of fall leaves. Make plaster casts of leaves. Make blue prints of leaves. Make spatter prints l smoke prints, ink prints of leaves.
11. Collect seeds of some trees that the class has observed. Why is the formation of seed considered a vital function of the tree? How do animals depend upon the fruits of the trees?

LESSON 7: ETV - HOW DO WE KNOW - primary Science

TI TLE:

HOW CAN WE TELL ONE ANIMAL FROM ANOTHER?

OBJECTIVEz

To show that animals are recognized in groups because of similar characteristics.

REFERENCEs Science for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence Chart: Living Matter

Grade 2 Grad~ 3 Grade 4

principle (5) 6 principle (5) 4,5,6 1 7 principle (s) 1 1 2

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VOCABULARY:

scales amphibian hatch breathe

hair reptile born mammal

cold-blooded bird shell fish

gill warm-blooded structure feather

THE LESSON:

1. Many different kinds of animals live on the earth. 2. Animals are all different colors, shapes, and sizes. 3. Some walk, some fly, some swim, some crawl. 4. Some have six legs, some four, some two, and some none
at all. 5. Some have bones in their bodies, some have no skeleton
at all. 6. Some are covered with scales, some with feathers, some
with fur. 7. Scientists have found it convenient to group animals
according to the ways they are built that is their structure. 8. Animals with six legs are all called insects. 9. Animals that swim, covered with scales, and breathe by means of gills are fish. 10. Animals that have damp, smooth skins are amphibians. 11. Animals that have dry, scaly skins, breathe with lungs are reptiles. 12. Animals that-are covered with feathers are birds. 13. Animals that have hair, ~reathe with lungs, have milk glands to feed their young are mammals.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Make a picture chart of animals. Arrange the pictures in the groups used on television. Describe the structure of each group.

2. Visit a zoo, animal sanctuary, or farm. Try to see as many groups of animals as possible. Do zoos group animals? How?

3. Start a picture file of animals. Let the class make the necessary groupings.

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4. Have a pet show at school for a day. See how these animals differ in structure.
5. Model animals from clay or paper-mache. 6. write stories or poems about pets. 7. Find out how an animal's structure helps it to
get food1 to protect itself? 8. place a frog or salamander in a jar. Immerse jar
in ice water for a few minutes. Observe reactions of animal while chilled. Remove from jar. Observe reactions as temperature increases. Try with other cold-blooded animals. 9. Carefully place a drop or two of food coloring from an eye-dropper directly in front of a gold fish that is confined in a small jar of water. Observe direction of flow of water. 10. Read about the Duckbill Pla~ypus and Spiny-anteater two mammals that lay eggs. 11. Collect pictures of animals and explain how their teeth are adapted for getting different kinds of food. 12. Collect pictures and make a list of animals that hatch from eggs. 13. Hatch some chicken eggs in an incubator. 14. Make a list of animals usually associated with Christmas, Thanksgiving, and Easter. 15. What kinds of animals do you have in your neighborhood? Make a survey of the wild animals that live in your area.

LESSON 8: ETV - HOW DO WE KNOW - Primary Science

TITLE:

HOW ARE LIVING THINGS ADAPTED TO LIVE ON EARTH?

OBJECTIVE:

To help children understand that living things are equipped to live in their various environments. These adaptations serve one or several purposes to obtain food, to protect themselves, or to assist in reproduction.

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REFERENCE: Science for Georgia Schools, Volo 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Living Matter

Grade 2 Grade 3 Grade 4

Principle (s) 4,6 Principle (s) 1,2,3,7 principle (s) 1,3

VOCABULARY:

adaptation camouflage structure

seasonal survive climate

migrate reproduce protection

environment

THE LESSON:

1. The structure of some living things may appear very strange to us.
2. Very often, what we consider strange is often very important to the plant or animal possessing these "odd" structures.
3. Some animals have structures that help them get food or water.
4. Some animals have structures that help them protect themselves.
5. structures that assist animals in these things are referred to as adaptations.
6. Some living ftings are adapted to life in hot or cold, dry or wet c1imateso
7. Some animals adapt to seasonal changes by migrating. 8. People have many adaptations. 9. Man has the ability to change his environment. 10. When living things are not able to adapt themselves
to changing environments, they cease to exist.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Cut out pictures of animals that have specialized kinds of feet or bills or both. Cut off the feet or bill. Mount the animals and specialized body parts on separate pieces of felt or sandpaper. Using flannel board, have children match body parts with the animals to which they belong--telling how these body parts aid in food getting.

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2. Scatter colored toothpicks in a grassy area. Be sure to include a number of green ones. Have obildren pick them up and keep records of the number scattered and the numbers found of each color. Why are certain colors found in greater numbers?
3. Have children look up information on the salmon, seal, bat, lemming, elk, eel, and monarch butterfly. Do they have migrating habits?
4. Make bulletin boards of birds seen during school year. Do bird populations change with the seasons? Is migration a form of adaptation?
5. Find out why scientists believe the dinosaurs disappeared from the earth.
6. Read about how spacemen "adapt" themselves to travel in outer space.
70 Make and stock a desert terrarium. Do the same with a swamp or bog terrarium. Discover how the inhabitants of both terrariums are adapted to live in their environments.
8. Ask a person from Game and Fish Commission to talk to your class about the hibernation of animals in your area.
9. Find out how the following structure or characteristics of animals are used: hoofs of deer, elk, horses, etc; prehensile tails of monkeys; trunks of elephants; tail of a beaver; color of a female cardinal or wild duck; claws of a tiger; flipper of a sealr suction-cupped feet of a fly; eyes of a cat; color of a fawn; spots on a leopard, etco

LESSON 9: ETV - HOW DO WE KNOW - Primary Science

TITLE:

GIVE AND TAKE~

OBJECTIVE:

To help develop a basic insight into the interrelationships and interdependencies that exist between plants and animals in a community.

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REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Living Matter

Grade 2 Grade 3 Grade 4

Principle (s) 2,5 Principle (s) 2,3 Principle (s) 4,6

VOCABULARY:

community terrarium carbon dioxide

aquarium oxygen pond

forest meadow food chain

environment habitat dependent

THE LESSON:

1. plants and animals live together in a community. 2. There are many different kinds of communities. 3. plants and animals show special adaptations for
living in their community. 4. In any community, the plants and animals serve
each other in some way. 5. An aquarium is a small community. 6. A pond is the same kind of community, only larger. 7. plants in a forest community make an environment
suitable for animal life. 8. Plant eating animals are often eaten by meat eating
animals. 9. Plants and animals in a community are often indi-
vidual links in a food-chain. 10. Man sometimes upsets the "balance" of the community.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Make a list of 10 common animals found in your community. Find out what contributions each animal makes to the plant-animal community.
2. Set up several different types of habitat terrariums in wide-mouth gallon jugs with plants and animals. Observe the use of the plants that the animals make and vice-versa.
3. Ask a bee-keeper to explain to your class why bees are important to fruit growers.

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4. visit a field, meadow, forest, vacant lot, pond or any place where plants and animals can be seen in their natural habitat. Observe as many relationships that exist between the plants and animals as possible.
50 Make a bulletin board of food-chains that exist in a pond, meadow, forest, etc c
6. Collect pictures of plants and animals ~lat live in the jungle. Look for your pictures in newspapers, magazines, travel folders, etc. Make up a scrapbook about a jungle community.
7. Ask someone from your community to talk to your class about the conservation of harmless snakes, birds, and other animals that play an important role in your community.
8. Find out how earthworms help the soil. 9. write imaginative stories about what the world
would be like IF - plants suddenly disappeared; All birds ceased to exist; All meat-eating animals were suddenly killed; All plant-eating animals disappeared; All water were to leave the earth; All air were to escape; All people ceased to exist;

LESSON 10: ETV - HOW DO WE KNOW - primary Science

TITLE:

WHAT IS MATTER?

OBJECTIVE:

To help develop a basic understanding of the nature of the materials of the earth.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Matter and Its Changes
/
Grade 2 principle (s) 1/2,3,5 Grade 3 principle (s) 5

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VOCABULARY:

matter solid liquid

gas properties hard

soft brittle tough

volume weight shape

THE LESSON:

1. Many different kinds of materials make up the things around us.
2. All materials are alike in one way. 3. All materials on the earth are examples of matter. 4. Everything that takes up space and has any weight
is called matter. 5. All matter may be described in terms of properties
such as size, weight, color, hardness, shape, smell, and taste. 6 0 Matter may be grouped as solids, liquids, or gases. 70 Solids have a definite shape. 8. Liquids take the shape of their container. 9. Gases have no definite shape and will spread out and fill any container.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Collect and display as many different kinds of materials as possible. Be sure to include all three states of matter. Let students practice describing each kind of material in their own words.
20 Ask class how they can discover in what way the collected materials are alike, since they all seere so different. What similarities can be found among them? Pay attention to color, luster, odor, taste (CAUTION), form, texture, hardness, etc.
3. Weigh some different kinds of materials. compare relative weights. Discover that some things are heavier than others.
4. Blow up different sizes and sh~pes of balloons. Does a gas fill its container regardless of shape? Size?
5. Fill different shaped vessels full of colored water. How does a liquid compare with a gas as to shape and volume when contained?

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6. Dip finger in a little dish of mercury. Does it get wet? Should all liquids be described as something that will make you wet?
7. List all the liquids that you can think of. Have pupils tell whether any liquid listed ever changes its state. Example: water becomes iCE; bacon fat becomes a solid; gelatin becomes a semi-solid.
8. Name classroom objects. Which are liquids? Solids? Gases?
90 Let students make up lists of descriptions of objects in classroom. Let them read their descriptions and see if other pupils can guess what they are describing.
10. What happens to. moth balls left exposed to air for a length of time? Try it.
11. Devise a "Feel Box" or "Feel Bag" in which different kinds of materials are placed. Let children try to determine what the material is by feel only.
12. Examine crystals of salt and sugar under a magnifying glass. Can students determine the difference by shape of crystal only?
13~ Will all kinds of materials dissolve in water? Try some.

LESSON 11: ETV - HOW DO WE KNOW - Primary Science

TITLE:

OF WHAT IS MATTER MADE?

OBJECTIVE:

To help develop a basic understanding that all matter on earth is composed of the building blocks of nature - the chemical elements.

REFERENCE: Science for Georgia Schools l Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Matter and Its Changes

Grade 2 Principle (s) 5 Grade 3 Principle (s) 1,2,3,4,5

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VOCABULARY:

building blocks alphabet matter properties

elements substances materials pure

identify

THE LESSON:

1. All around us there are examples of things that are built of simple units of structure.
2. Some buildings are made up of brick[ stone[ or pieces of wood.
3. All of our words are made up of one or more of the 26 letters of the alphabet.
4. All matter on earth is composed of one or more elements.
5. Elements are the building blocks of matter. 6. There are 103 known elements. 7. Certain substances are made up of only one
element. 8. The properties of substances determines their use. 9. Some substances are made of more than one kind of
element. 10. When elements are put together to form a new sub-
stance[ they lose the properties we recognized them by.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Encourage children to consider the idea that all of the many substances around them might be made of simpler units. Begin with the analogy of buildings made of brick[ books made of pages[ words made of letters, etc.
2. plan an element hunt o Collect as many elements as possible and find out about their properties and uses.
3. Make a wall chart of the elements. Allow space for adding information as the children find out things about the elements.
4. Dip a straightened gem clip into some salt[ boric acid[ copper sulfate, and compounds of calciurn[

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lithium, or bariumo Holding the gem clip with a pair of pliers, heat the substance that adheres in an alcohol or burner flame. Do these substances impart a characteristic color to the flame?
5. If an electrolysis apparatus is available, separate the two elements, oxygen and hydrogen. Examine each for their properties.
6. Test various elements for hardness, relative weight, color, luster, etc. Try to find compounds with these same elements. Are the elemental properties noticeable?
7. Let students find out how many of the 103 elements their own bodies are made of. How much are they worth in dollars and cents?
8. Find out if any elements have been "man-made". 9 0 Find out how glass is made. How paper is made.
How synthetic cloths are made. 10. What is the hardest substance in the whole world?
What is the softest? How are these things used?

LESSON 12: ETV - HOW DO WE KNOW - Primary Science

TITLE:

OF WHAT ARE ELEMENTS MADE?

OBJECTIVE:

To help further develop a basic understanding of the nature of matter.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Matter and Its Changes

Grade 2 principle (s) 1,5 Grade 3 Principle (5) 1,2,3,4,5

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VOCABULARY:

element atom particle

properties energy molecule

model motion

THE LESSON:

1. All matter is made of one or more elements. 2. Elements are made of tiny building blocks
called molecules. 3. A molecule is the smallest particle of a sub-
stance that can still be recognized as that substance. 4. Molecules are made of even smaller building blocks. 50 The building blocks of molecules are called atoms. 6. Atoms and molecules are too small to be seen. 7. Scientists have made models of what they think atoms and molecules look like. 8. The molecules of a substance are always in motion. 9. Molecules of a gas move more freely than the molecules of a liquid. 10. Molecules of a liquid move more freely than the molecules of a solid.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1 0 cut a lump of sugar in half. Cut one of the halves in halfo Continue this subdividing until only a speck of sugar is left. Suggest to the class that they continue dividing the sugar in their imagination until there is only a tiny bit of sugar left. Point out, that at this stage of division, that what is left is a molecule. If this molecule could be further divided, the substance would no longer be sugar.
2 0 What would you finally arrive at if you could divide a d::-op of water as you did the sugar in #l'?
3. Completely dissolve some sugar, salt, copper sulfate, powdered water color pigments, etc. in individual glasses of warm water. How can it be proven that the original particles of substances are still

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there, even though the particles are invisible? (Taste and color) 0 4 0 Examine the dissolved substances in #3 with a magnifying glass or even a microprojector if available. Can the particles now he seen? (Shouldn't if thoroughly dissolved.) 5. Try to filter the dissolved substances in #3 through a piece of cloth, through a piece of paper toweling, and through a piece of filter paper o Does the filtered water taste sweet, salty? Does the water of the other substances still have its color? Considering the sizes of the holes in the cloth and the paper, this should provide some opportunity to develop an appreciation for the size of molecules. 6. Drop a few drops of food coloring in a glass of hot water and in a glass of cold water. In which do the molecules of color move fastest? 7 0 Pour some household ammonia, perfume, or wintergreen into a flat dish. Ask children to raise their hands as they detect the odor (molecules) in various parts of the room. 8. Make a model of a molecule of water using 2 clay balls for the hydrogen atoms/and 1 clay ball for the oxygen atom. Join with toothpicks. Feel the molecule. Develop idea that molecules occupy space and have weight even though infitesimally small. 9. Make one "solid" layer of marbles in a shoe box lid. Shake lid back and forth on table top. The motion of the marbles represents the motion of the molecules in a solid. Take out some of the marbles. Shake more vigorously. Molecular motion in a liquid is represented. Remove even more marbles, leaving only a few. Shake even more vigorously. What does this represent?
LESSON 13: ETV - HOW DO WE KNOW - primary Science
TITLE: HOW MATTER mANGES

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OBJECTIVE:

To show that matter can be changed by the application of some kind of energyo

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Matter and Its Changes

Grade 2 Grade 3 Grade 4

principle (s) 5 principle (s) 3,5 principle (s) 6

VOCABULARY:

matter change shape

size cold heat

liquid solid gas

energy dissolve

THE LESSON:

1. Changes in matter happen all the time. 2 0 You can see many of the changes in matter all
about you. 3 0 Changing the shape or the size of something
is one kind of change. 4. It takes energy of some kind to make matter
change its shape or sizeo 5. Cold makes some things change shape or size. 6. Heat makes some things change their shape or size. 7. Another kind of change makes things into something
different. 8. Burning or heat makes some things change into
something else. 9 0 When matter is changed into a different kind of
matter, the molecules are changed. 10. You use many things that are changed by some kind
of energy.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Fill a small jar with water. Put on a tight fitting cap. Place in a freezer. Examine after a few hours. What has happened? Does the freezing of water change its size?

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2. Heat one or two small crystals of iodine (Do not inhale Vapors) in a test tube or a jar lid. What happens to the iodine crystals?
3. Leave a clean nail or a piece of steel wool in a glass of water overnight. Does the nail or steel wool change in any way?
4. Melt a piece of ice in a beaker by heating. continue heating the liquid until it all evaporateso What changes in state have you observed?
5. Leave a piece of dry ice uncovered in a pan or jar 0 How does it: change? Does it go through the same changes as ordinary ice treated the same way?
6. What energy is required for shaping clay with your hands? For sawing wood with a hand saWi with an electric saw? for freezing water? for melting wax?
7. Make a list of some machines that make changes in matter. Think of food mixers, grinders, pencil sharpeners, food freezers, mowers, toasters, etc.
8. Leave some milk in a jar in a warm room. Does it change? How do you know?
9. Expose some colored construction paper to the sun for a few days. Leave some more of the same colored paper in a dark place for the same length of timeo Compare pieces of the paper. What kind of energy was used to make the changes noticed?
10. Melt some paraffin or wax in a pan. Let cool. What changes in state have occurred?
11. Dissolve some salt or sugar in a glass of water. How has change occurred? Evaporate the solutions to dryness by heating. Did the sugar or salt really change into something else when it dissolved?

LESSON 14: ETV - HOW DO WE KNOW - primary Science

TITLE:

WANT TO BE A PEBBLE PUP?

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OBJECTIVE:

To help foster an interest in rock collecting as a vehicle to stimulate observation, inquiry, experimentation, and pure wholesome fun.

REFERENCE: Science for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence chart: Rocks, Soils, and Minerals

Grade 2 principle (s) 3,4

VOCABULARY:

fossils luster chisel

mineral streak waxy

greasy cleavage split

test glassy silky

THE LESSON:

1. Rock collecting is a hobby that provides a life time of fun.
2. Young collectors are called Pebble Pups, while older collectors are called Rock Hounds.
3. Many interesting things await your interest in rocks.
4 0 What you need to collect rocks. 5. Where do you go to collect rocks? 6. How do you store and care for your collection? 7. How you can find out what kinds of minerals and
rocks you have collected. 8. Simple tests with rocks help you identify them. 9. Tests on rocks include color, luster, streak,
cleavage or splitting, hardness. 10. A good guide book will then help you identify
your rocko

SUGGESTIONS FOR FOLLOW-UP LESSONS:

Books and Guides to Use on Rock Collecting:

1. The Doubleday First Guide to the Rocks, Dorothy Shuttlesworth, Doubleday, 1963.

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2. The Adventure Book of Rocks, Eva K. Evans, N.Y., Capitol Publishing Company, 1955.
3. The Earth a Great Storehouse, Stories Read from the Rocks, and Earth's Changing Surface, Evanston, Illinois, Row Peterson and Company.
4. Golden Stamp Book of Rocks and Minerals, Paul Shaffer, N.Y., Simon & Schuster, 1958.
5. Riches From the Earth, C. L. Fenton and M. A. Fenton, N.Y., John Day, 1953.
6. Rock Hounds, Evelyn S. Lampman, N.Y., Doubleday, 1958.
7. Rocks and Minerals, Zim and Shaffer, N.Y., Simon & Schuster, 1957.
8. How to Know Rocks and Minerals, R. M. Pearl, Signet Key Book.
9. My Hobby is Collecting Rocks and Minerals, D. E. Jensen, Childrens Press, 1958.
10. Wonder of Stones, Roma Gans, Crowell, 1963. 11. How to Make a Home Nature Museum, Vinson Brown,
Little, Brown and Company, 1954. 12. The True Book of Rock and Minerals, IlIa Podendorf,
Childrens Press, 1958.
Clues to a Mineral's Identity:
1. Color - This is not the best guide, because the same mineral may be found in a wide variety of colors.
2. Luster - What kind of "shine" does the mineral have when light is reflected from its surface? Does it shine like metal? If not, does it appear pearly, waxy, greasy, glassy, silky, or dull? This is the mineral's luster.
3. Streak - Scratch your specimen against the back of a piece of porcelain tile or the unglazed, broken edge of a porcelain dish. If the mineral is softer than porcelain, it will leave a thin, colored streak of powder on the porcelain. Streak color is often different from the color of the specimen.
4. Cleavage - Some minerals tend to cleave, or split, along definite planes, leaving flat and fairly smooth surfaces. Mica splits easily into leaves or

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flat sheets. Feldspar splits into pieces with surfaces that join each other at right angles. Salt splits into pieces like cubes. Minerals that do not split easily along cleavage planes are said to fracture. 5. If you scratch two minerals together, the harder one will always leave a scratch on the softer one. By scratching a specimen with minerals of known hardness--or with common things such as a fingernail, knife blade, and so on--you can find the relative hardness of the unknown mineral. Relative hardness is measured by a scale drawn up over a hundred years ago by the German, Friederich Mohs. He numbered 10 minerals in order of their hardness, from Talc (No.1) to diamond (No. 10). Here is Mohs' Scale of Hardness:

1. Talc 20 Gypsum 3. Calcite 4. Fluorite 50 Apatite

6. Feldspar 7. Quartz 8. Topaz 9. Corundum 10. Diamond

By this scale, the hardness of a fingernail is a little over 2; a copper penny is about 3; a steel pocketknife blade or ordinary window glass is 5~; a tempered steel file is 6~; unglazed porcelain tile is about 7. You can make the scratch test with these materials. If, for example, calcite leaves no scratch on your specimen but fluorite does scratch it, you know that the hardness of the unknown mineral is hetween 3 and 4, possibly 3~.

LESSON 15: ETV - HOW DO WE KNOW - Primary Science

TITLE:

WHAT'S THE RECIPE FOR A ROCK?

OBJECTIVE:

To show that rocks are made up of minerals.

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Reference: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Rocks, Soils, and Minerals

Grade 2 Grade 3 Grade 4

principle (s) 1,2 principle (s) 1,2 principle (s) 6,7

VOCABULARY:

mineral quartz mica asbestos

gold iron copper

limestone gemstone sulfur

salt coal graphite

THE LESSON:

1. Rocks have many shapes and colors. 2. Some rocks are hard and some are soft. 3. Some rocks can burn, some can be eaten, some can
be worn. 4. All rocks get their characteristics from their
mineral content. 5. All rocks are made of one or more minerals. 60 There are many different kinds of minerals. 7. Quartz, mica, gold, iron, asbestos, are a few of the
minerals found in rocks of Georgia. 8. Some rocks have their minerals stuck together in
tiny pieces like a fruit cake. 9. Some rocks are made of thin layers stacked like
pancakes. 10. Gemstones are rocks that have been cut, shined,
and polished.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Find out what minerals are mined in Georgia. Do you have any mineral mining in your community?
2. Divide class into groups of 4 or 5 pupils each. Give each group a rock or a mineral specimen to

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examine. without using books, let them make oral reports on their observations. Ask them to make visual tests of color, texture, general shape, taste tests, hardness tests and relative hardness tests. strict identification is not at all essential. This is a lesson in collecting scientific evidence through direct observation. 3. Examine a piece of granite with a magnifying glass. Can you see glassy looking crystals of quartz? Can you see flecks of black mica in the granite? What other colors do you find? Find out what granite is made of. 4. Use Mohs' scale of hardness to let pupils learn to make some comparative tests of the hardness of rock. 5. Put three or four drops of strong vinegar on. samples of limestone rock. What happens? Could this acid test be used to determine the presence of lime in rocks that you are uncertain about? 6. write to the Geology Department, state of Georgia, Atlanta, Georgia. Inquire about a collection of rocks and minerals for your school. 7. Make a display showing the relationship between rocks and minerals. Display a piece of granite ~nd by suitable means, show that granite is made otJhree minerals - quartz, mica, and feldspar. 8. Sta~~ a Pebble pup Club in your school. 9. Ask a person who knows something about gemstone collecting and processing to visit your class.

LESSON: 16: ETV - HOW DO WE KNOW - primary Science

TITLE:

WHAT IS SOIL?

OBJECTIVE:

To help children discover the nature of soil.

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REFERENCE: Science for Georgia Schools, Vol. I, Revised Edition, 1964 0

1. Scope and Sequence Chart: Rocks, Soil, and Minerals

Grade 2 Grade 3 Grade 4

Principle (s) 7 principle (s) 1,2,3,4,5,6,7 Principle (s) 2,3,7

VOCABULARY:

soil dirt mud ground

layer topsoil subsoil bedrock

bacteria loam clay sand

THE LESSON:

1. Much of the land surface of the earth is covered with soil.
2 0 Some of the land surface of the earth is covered with very large rock masses called mountains.
3. Soil occurs in layers that are thick in some places and thin in others.
4. Topsoil is the top layer of soil. 5. Subsoil is the second layer of soil. 6. Bedrock underlies the soil layers. 7. On careful examination, you can find many things
in soil. 8. All soil comes from crushed rock. 9. There are many kinds of soil. 10. Some soil is mostly sand, some clay, some loam.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Display pictures showing various kinds of soil structures, such as deserts, canyons, mountains, valleys, deltas, plowed fields, sandy beaches, caves, mud houses, etc.
2. Construct ant villages and earthworm colonies in various soil samples. Find out how these animals live in tre soilo

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3. If possible, visit a quarry, blilding excavation, or road cut to see the various levels of soil.
4 0 Let class collect soil samples and bring to class in bottles. How much variety in kinds of soil do you see?
5. plant some seed of the same kind in samples of clay soil, sand, and loam. Note differences in growth of seedlings.
6. Construct 3-D models of the layers of soil in shoe boxes with one side of the box removed and cellophane or plastic substituted.
7. Collect a 4 or 5 inch deep sample of soil from a wooded area. Examine soil with a magnifying glass. Make a list of all the different kinds of things you find. Look for remains of living things, different colored grains of sand, insects, worms, etc.
8. Pour water over a sample of good loam in a strainer. Repeat until most material is gone. Examine parts of soil remaining. Why does some soil pass through the strainer? Are small rocks left behind? What other things are left?
9. place about 1 inch of soil that seems dry in a jar. Put a tight fitting lid on the jar. Set jar in a warm window. Does water collect on sides of jar? Where does it come from?
10. Weigh a sample of soil that seems dry. Record weight. Put aside in a warm dry place for a day or two. weigh again. How can you account for the loss of weight?
110 Fill some jars about half full of soil. Carefully add enough water to the jars to a level above the top of the soilo Do you observe air bubbles corning out of the soil? Discuss importance of water and air in the soil.
120 Feel the difference between clay, sand, and loam by rubbing samples between the fingers. Let students make up their own word descriptions about the various "feels".
13. Use clay to make objects for art lesson. Try to find out why clay can be used for such projects.

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LESSON 17: ETV - HOW DO WE KNOW - Primary Science

TITLE:

HOW IS SOIL MADE?

OBJECTIVE:

To help children understand one of the changes that occurs on the earth that results in the formation of soilo

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Rocks, Soil, and Minerals
"

Grade 2 Grade 3 Grade 4

principle (s) 7 principle (s) 1,2,3,4,5,6,7 principle (s) 2,3,7

VOCABULARY:

decay acid humus

freezing grinding wearing

force pressure

THE LESSON:

1. 2.
30
4. 5.
7.
8. 9. . 10.

Soil is mostly made from crushed rock. Some soil comes from dead plants and animals. Plants die, fall to earth, decay, and become a part of the soil. Animals die and in time become a part of the soil. Growing plants can help make soil by breaking up rock. Some plants make an acid that slowly wears away rock. Rocks are cracked and broken by extremes of hot and cold. Freezing water sometimes breaks rock. Moving water helps break rocks into soil. People should learn to take care of the soil because without it life on earth would be impossible.

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SUGGESTIONS FOR FOLLOW-UP LESSONS:
10 Crush a soft stone in a bag with a hammer. COmpare the product with soil samples collected by the students.
2. Have a student fill a flat sided bottle with water and put a top on the bottle securely. Wrap the bottle in a cloth. Put the bottle in a freezer for 24 hours. Remove and examine. What can be observed? Why is the bottle cracked? What caused the pressure? Why does ice exert a force? How does this show ice can help to make soil?
3. Heat some clear glass marbles in a fry pan for about 5 minutes. Allow the marbles to roll into a glass of cold water while they are still hot. After they have cooled, remove them and have children examine them. Compare with the marbles before the heating and cooling process. Why did the marbles crack? Would rocks on the desert probably be cracked by sudden changes in temperature?
4. Mix plaster of Paris with water until it is like heavy cream. Pour this mixture into the top of a shoe box. Lay some lima bean seeds on the top side of the plaster slab. Cover the seeds with layers of wet paper toweling. Keep the towels moist for about one week. After a week, remove a few of the seeds from the slab. Notice what has happened to the plaster of Paris. Leave the remaining sprouts on the slab. Remove a few sprouts every two days. Examine carefully. How does this show how plants break up rocks?
5. Rub two rocks together over a piece of newspaper. Rub until enough rock dust collects on the paper to examine. Does the product resemble soil? How are rocks rubbed together in nature? Does water and wind ever move rocks?
6 0 Put a small piece of brick in a jar of clear water 0 Add a few sharp pebbles. Shake well and examine 0 Compare the results to running water.

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7. Ask some member of the class to find out about the sand blasting of stone buildings to clean them, or how sand blasting is used to cut stones for markers, tombstones, etc.
8. Find some rocks with lichens growing on them. Remove the plants and see if children can find the tiny lines indicating the etching action of the plant acids.
9. Put a piece of limestone in a shallow dish. Cover the limestone with vinegar. What happens? Is rock being worn away? Leave standing overnight. Remove rock and evaporate vinegar. Feel the gritty residue left.
10. Put some rich soil in a jar, add water to moisten. Place bits of fruit, vegetables, and meat in it. Cover and let it sit for a few days. Examine and discuss observations. Do the children's parents have a compost pile at home? How does this help make soil?
11. Put some soil samples in a jar of water. Shake and let stand. Examine the floating material and try to identify it as plant life.

LESSON 18: ETV - HOW DO WE KNOW - primary Science

TITLE:

WHERE IN HEAVENS ARE YOU?

OBJECTIVE:

To help children begin to grasp the idea that space is vast and limitless.

REFERENCE: Science for Georgia Schools, vol.l, Revised Edition, 1964.

10 Scope and Sequence Chart: The Earth in Space

Grade 2 Grade 3 Grade 4

principle (s) 1,2,4,5,6,7,8 principle (s) 3,4,5 principle (s) 2,4,7

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VOCABULARY:

continent equator space

planet earth solar system

galaxy Milky Way constellation

THE LESSON:

1. You probably live somewhere in the State of Georgia.
2. The state of Georgia is on the continent of North America.
3. North America is one of the great land masses north of the equator of the world.
4. North America is a small part of the whole planet earth.
5. The earth is one of the worlds that whirls around the sun.
6. No one has even been to the other worlds but we do know a few things about them.
7. The sun's family of worlds is called the Solar System.
8. The Solar System is a part of a great whirling mass of millions of other suns (stars) called a galaxy.
9. The name of the galaxy that we are a part of is the Milky Way.
10. If you could look beyond the Milky Way, you would see many more galaxies.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Make a scale model of the solar system. Use a ball about 8~ inches in diameter for the sun. Use a map pin with a head about the size of a capital 0 on a page of this guide to represent the earth. Use another pin with a head about ~ of the earth's'diameter for the moon. Mark off two points about 80 feet apart. place the ball at one point. At the other point the larger pin, and 2~ inches from it, place the "moon". Point out that Mercury would be a pinhead a little

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larger than the "moon" placed 30 feet from the "sun"., Venus would be another pinhead the size of the "earth" about 55 feet from the "sun". Mars would be a somewhat smaller pinhead about 120 feet from the "sun", and Jupiter a ball a little less than 1 inch in diameter about 400 feet away. pluto would be a pinhead one half the size of the earth placed more than ~ mile from the "sun". 2. An alternative to above suggestions is to use 9 balls of various sizes. Ask children to imagine that the sun is about the size of an average classroom. If this were so, then Mercury could be represented by a marble, Venus a tennis ball, Earth a tennis ball, Mars a pingpong ball, Jupiter a basketball, saturn a volleyball, Uranus a baseball, Neptune a baseball, and pluto a marble. Have children set these various balls and marbles into the positions they occupy in the solar system and label each. Distances can be discussed but not depicted. 3. Read legends and stories of the sun and the planets. 4. Make up a class book about space travel. Get pictures and newspaper articles about the trips the world's astronauts are making into space. 5. Let the children act out the travels of the earth and the moon and the other planets around the sun. There may be an opportunity for some creative dancing. 6. using modeling clay, attach pipe-cleaner figures to a world globe, making sure that some of your figures are in the Southern Hemisphere and some in the Northern Hemisphere. Help the children determine the direction of the force of gravity if a person (represented by a pipe-cleaner figure) were to drop an object. Remember that the attraction of gravity is generally toward the center of the earth. Would the object fall toward the center of the earth in Australia? In Brazil? In Georgia? Discuss the relative terms of up and down.

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7. Refer to Chapter VI in "Unesco Source Book For Science Teaching", 1956, for some excellent suggestions for experiments and materials for astronomy.
8. write imaginative stories about "My Trip to Mars", etc. Insist that children include some of the facts that we know about our solar system but encourage use of imagination for the bulk of the stories.
9. To illustrate that the appearance of objects depends upon the location from which they are viewed, hang a large round ball from the ceiling so that it will be well above the heads of each member of the class. From one side of the room, shine a light from a strong flashlight or slide projector, leaving the light and ball fixed in position. Darken the room. Ask each child to draw a simple sketch of exactly what he sees from his position in the room. The children will find that each picture differs slightly, depending on where the artist was sitting in the room. Good sketching material for this experience would be white chalk on black construction paper.

LESSON 19: ETV - HOW DO WE KNOW - Primary Science

TITLE:

MOONLIGHT MAGIC ~

OBJECTIVE:

To help children understand the nature of moonlight.

REFERENCE: Science for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence Chart: The Earth in Space

Grade 2 Grade 3 Grade 4

principle (s) 4,6 principle (s) 1,2 Principle (s) 8,9,10

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VOCABULARY:

moon earth appears

sun reflects phases

sunlight moonlight month

new moon full moon

THE LESSON:

1. The moon appears small because it is so far away. 2. We see the moon because it reflects the light of
the sun. 3. The only part of the moon that we can see is the
part that is in sunlight. 4. The sun is always shining on one-half of the moon. 5. Treside of the moon that has the sun shining on it
is not always the side turned toward the earth. 6. The shape of the moon does not change. 7. The shape seems to change because we see different
amounts of the lighted surface as it moves about the earth. 8. It takes about one month for the moon to move around the earth. 9 0 A new moon is a moon that reflects no light back to the earth. 10. A full moon is when the earth is between the sun and the moon and much light is reflected.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. working in groups, let one student fasten a ball to a stiff wire that will hold the ball in an erect position. Make the room dark. Let another student shine a flashlight on the ball. The latter student and light will stay fixed. Ask the "moon" child to hold the ball slightly above his head and to pivot around slowly, stopping every quarter turn to see the moon phases.
2 0 Find out what is the "man in the moon". 3. Stand a book or some other object on a table. Go
to the other side of the room and cover one eye with a piece of paper or your hand. Hold your thumb a few inches from the other eye. Which looks larger, your thumb or the object on the table across the room? Can you eclipse the object on the table

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with your thumb? How do cars, people, trees, houses, and other objects look from an airplane? From a mountain top? From the top of a tall building? (Generalization: the farther away an object is, the smaller it seems to be; the nearer that object is, the larger it seems to be.) 4. using a calendar showing moon phases, relate the relative positions of the sun, earth, and moon for each of the phases that the students can reenact in suggestion #1. 5. Find out what "waxing" and "waning" refer to in describing the moon phases. 6. Find out by observation, what phase the moon is now entering. Have students use clay balls to represent the moon, earth, and sun. Have students position these bodies in the correct position to correspond with the observed phase of the moon. This could be changed every day until the moon had made on complete orbit around the earth. This way, every student would have ample opportunity to check his personal observations with the classroom model. 7. Bounce or reflect light off different kinds of materials to illustrate how the moon shines. Use mirrors, aluminum foil, polished metal, white paper, marble, smooth granite, water, etc. Remind students that all of the planets shine by this method. If we could see the earth from the moon, it would shine just like the moon. 8. write to NASA or to a well-known planetarium to see if you could obtain actual photographs of the moon that have been taken through a telescope showing the dark and light portions of the moon in its various phases. 9. Find out how the moon and the sun helps us. See how the sun and moon affect crops, water travel, ships' arrivals and departures, plant and animal life, heat energy, etc. 10. with models of the moon, earth, and sun, demonstrate why we see a first quarter moon in the afternoon, a full moon only at night, and a third quarter moon only in the morning. The new moon is invisible from the earth, but in what position would it be in our model system?

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LESSON 20: ETV - HOW DO WE KNOW - Primary Science

TITLE:

PUSH, PULL, AND DRAG

OBJECTIVE:

To introduce the concepts of forces acting on objects, especially as related to space explorations.

REFERENCE: Science for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence Chart: Matter and Its Changes

Grade 2 Grade 3 Grade 4

principle (s) 4,5 principle (s) 3 principle (s) 1,2

VOCABULARY:

friction push pull

force inertia gravity

heat drag tendency

property

THE LESSON:

1. A force is necessary to make something move. 2. A force is necessary to stop something already
moving. 3. Inertia is a property of matter that tends to
keep that matter at rest. 4. Inertia is also that property of matter that
tends to keep a moving object moving. 5. Gravity is a force. 6. The pull of gravity can be measured in pounds
and ounces. 7 g Gravity pulls everything toward the center of
the earth. 8. Friction is a force. 9. Friction helps moving things corne to a stop. 10. The force of friction produces heat.

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SUGGESTIONS FOR FOLLOW-UP LESSONS:
1. Make a list or discuss everyday activities that require a force or a push or pull on the part of students. Examples - hitting a ball, throwing ball up, down, and to all sides (forces of different magnitude required), driving nails in hard wood, soft wood, carrying books, riding bikes, etc.
2. Demonstrate that moving air, engines, and people are all capable of making things move by applying some kind of force~ Some activities should demonstrate that some things push while others pull.
3. Using toys with wheels, demonstrate that it takes push or pull to overcome inertia. Move toys on smooth surface and on rough surfaces. Make comparisons of forces needed to start and stop toys.
4. Weigh on bathroom scales a dozen or more students. Record their weight. You will have measured the pull of gravity on each of the students. Weigh other objects in the room. Discuss the concept of weight as being the pull that the earth has on objects. Find out why your students would not weigh the same on the moon as they do on earth.
5. Roll a marble or a ball down an inclined plane. Will it roll up the plane~ Is downward movement of an object working with gravity or against it? Why does it require less force for a rocket to come down than to go up?
6. Try to push a heavy box of books across the classroom floor. Discuss friction. Put some smooth round rods or marbles under the box o Now push. Why does it take less force to push the box with the round objects underneath?
7. Rub hands together briskly. Is heat produced? Scrub a piece of wood back and forth on floor. Feel. Is heat produced? Rub two pieces of metal together rapidly. Feel.
8. Make a friction chart. In one part put things that are useful because they produce friction (tires, jar lids, etc.). In another part put things that

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are useful because they have little friction (ball bearings, waxed surfaces, skis, etc.). 9. Find out why a man-made satellite continues to orbit the earth until some force acts upon it. 10. Find out why meteorites usually burn up before they hit the earth. 11. place a piece of cardboard about 2 inches square over the mouth of a milk bottle. Set a marble on the cardboard and sharply thump the edge of the cardboard so that it will fly off sideways. If successful, the cardboard will fly off in one direction while the inertia of the marble causes it to drop into the bottle. (b) Stack up a pile of books. Grasp hold of the one at the bottom of the pile and give it a quick jerk. (c) Scoop up a spadeful of dry dirt. pitch the dirt away from you. Observe that when the spade stops, the dirt keeps moving. (d) Discuss use of seat belts in cars.

LESSON 21: ETV - HOW DO WE KNOW - primary Science

TITLE:

MAN-MADE MOONS

OBJECTIVE:

Tb assist children in arriving at some important generalizations concerning man-made satellites.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: The Earth in Space

Grade 2 Grade 3 Grade 4

Principle (s) 6,7,8 Principle (s) 6 Principle (s)

VOCABULARY:

satellite man-made satellite rocket

orbit gravity launched

friction sideways equal opposite

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THE LESSON:
1. There are many man-made satellites circling the earth.
2. Satellites travel around the earth in orbits shaped like an egg or a circle o
3. The force of gravity holds satellites in their orbits.
4 0 Satellites are launched by rockets that are designed to carry their own "pushing-against" material.
S. For every action there is an equal and opposite reaction.
6. An object that is dropped falls straight down toward the center of gravity.
7. An object that is thrown follows a curved path before it strikes the ground.
8 0 If an object could be thrown hard enough it would ~all around the earth and become a satellite.
9 0 Rockets give satellites a sideways push so that it can fall around the earth.
10. Satellites can keep on moving because there is little or no friction to slow them down.
11. Satellites can stay in orbit because of the pull of gravity and because of the sideways push it got from the rocket.
SUGGESTIONS FOR FOLLOW-UP LESSONS:
l~ Have one child stand still and hold a baseball. Have another child hold a baseball while running or riding a bicycle. At a given signal, have them both drop their balls. Which takes longer to fall to the ground? What would happen if the ball was dropped from a moving automobile? An airplane? A jet plane? Vary this attempt to see the pathway of a moving object through space by using a harmless pea shooter, pop gun, or a water gun. In each case, make some determination of the path and time involved in the "bullets" travel.
2 0 Suspend a paper bag from two paper clips hooked over a string which is stretched across the room. Place an inflated balloon inside the bag and release it. Note what happens.

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3. Recall and discuss what actions occur when someone steps from a floating row boat onto a dock; stepping off a skate-board; when someone fires a gun; when a filled balloon is released; when a garden hose is held when the full pressure of water is on; when a lawn sprinkler is turned on, etc.
4. Get a bottle with a cork. Put in a teaspoon of baking soda. Add one-quarter cup of vinegar. Put in the cork, not too tightly~ Immediately lay the bottle on its side on the top of some pencils used as rollers. The C02 formed by the vinegar and soda forces the cork out and pushes the bottle forward.
5. Have students bring in toy rockets o Some will be water propelled and some air propelled. Try to get students to ascertain how they work, especially pointing out the action-reaction principle.
6. Build a classroom rocket. Make a rocket-shaped frame of thin wood slats and cover with paper or aluminum foil. Locate and use a recording of actual or simulated rocket launches. One such recording is "Man Into Space" published by the Empire Record Corporation.
7 0 Make a scrapbook for as many different kinds of satellites as the children can find out about.
8. Take a rubber ball fastened to a long rubber band and swing it around your head. Notice that if you swing the ball faster and faster, it will move in a wider and wider circle. If you swing the ball fast enough, the rubber band will break and it will fly away. The rubber band holding the ball is like the earth's gravity holding a satellite.
9. Find out when artificial satellites are to be visible in your community. Try to observe them as they pass across the sky.

LESSON 22: ETV - HOW DO WE KNOW - Primary Science

TITLE:

HOT, HOTTER, HOTTEST

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OBJECTIVE:

To acquaint the student with several sources of heat energy and how temperature may be measured.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Heat

Grade 2 Grade 3 Grade 4

Principle (s) 2,3,4 Principle (s) 1 principle (s) 2

VOCABULARY:

energy burns evaporation electricity

friction temperature expand contract

thermometer molecule fuels

THE LESSON:

1. Heat is a form of energy. 2. Some heat energy carnes from the sun. 3. Some heat is made when something burnso 4. Electricity makes heat. 5. Friction makes heat. 6. Most materials get larger when they are heated. 7. Most materials get smaller when they are cooled. 8. Temperature is measured by a thermometer in
degrees. 9 0 The addition of heat energy to a substance speeds
up the motion of its molecules. 100 Temperature is a measure of the speed of molecular
motion.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Have students make a display of various kinds of fuels that they use to heat their homes.
2. Blow up a balloon and measure around it with a string. Heat the balloon over a radiator or some other source of gentle heat. Measure around the balloon again.

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3. Examine a hot plate, electric iron, toaster, etc., for an understanding of electrical sources of heat.
4. Fill a bottle with colored water. Put a soda straw or glass tubing into the liquid in the bottle and seal it into the mouth of the bottle. place bottle in a pan of cold water. Place bottle in hot water. Observe lowering and rising of liquid in tube.
5. Suspend an open, empty paper bag on each end of a coat hanger with the open end down. place a lighted candle or hot plate directly beneath one of the bags. Not what happens.
6. Stretch a copper or iron wire betwen two points above a table top. Hang a small weight in the middle of the wire. Measure the exact distance from bottom of weight to top of table. Heat wire along all of its length with a burner. Measure distance now.
70 Find out how a fire can be started by rubbing sticks together. Have students demonstrate this method.
8. Find out what makes pop corn pop. 9. Make a cardboard thermometer. Use red paper or a
ribbon to show the degree level. Use for showing entire class a thermometer reading in doing experiments where few thermometers are available for individual inspection. 10. Find out why cracks are left in the rails of a railroad. Why cracks are left in sections of a sidewalk or highway. Why a clothes lines is stretched tighter in the winter than it is in summer. 11. Stretch a balloon over the mouth of a pyrex flask or bottle. Heat the jar gently. Observe size of balloon. place the jar or flask in a pan of cold water. Observe.

LESSON 23: ETV - HOW DO WE KNOW - primary Science

TITLE:

MANAGING HEAT

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OBJECTIVE:

To help students understand the nature of heat insulators and the methods of heat transfer.

REFERENCE: Science for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence Chart: Heat

Grade 2 Grade 3 Grade 4

Principle (s) 1,2,3,4,5,6 principle (s) 1,4 principle (s)

VOCABULARY:

conducts insulator absorb

expands reflects radiates

current convection

THE LESSON:

1. Some materials are good conductors of heat. 2. Some materials are poor conductors of heat. 3. Metals are usually good conductors of heat. 4. Air, paper, and wood are poor conductors of heat. 5. Poor conductors of heat are used as insulators. 6. We choose our type of clothing to suit the seasons. 7. As air is warmed, it becomes lighter (it expands)
and rises. 8. A radiator heats a room by convection currents. 9. The sun heats the earth by radiation. 10. A heated object passes along its heat to another
object, or to another part of the same object, by conduction.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Secure a bar of copper, brass or aluminum at least 15 inches long. Attach tacks or nails to the bar with melted paraffin at intervals of l~ inches. Set the bar above a table top and heat one end with an alcohol or other flame. Observe the evidence that heat moves along the bar by conduction.

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2. Use the bottom part of a glass coffee-maker.

Fill the jar with water. Put some bits of

pencil shavings or sawdust in the water and

give them time to settle to the bottom. Now

place the jar over an alcohol lamp and begin to

heat it. Observe the paths taken by the particles

of paper. The paper particles follow the convection

currents set up in the water.

3. Use 2 strips of cotton cloth about 4 inches wide

by 3 feet long. Wrap one piece very tightly four

or five times around a quart jar. Wrap the other

piece very ~oosely the same number of times around

another similar jar. Fill both jars with hot water

and put on the lids of the jars. Leave for 30

minutes. Take off the jar covers and put a ther-

mometer in each jar. Which stays warm longest? Why?

4 0 Put on your winter coat or other winter clothing.

Put a nurse's thermometer under the garmets. Hold

another thermometer on the outside of the garments.

Put a third thermometer in your mouth. Read the

thermometers after a minute or two. Discuss.

5. Do woolen materials or fur have a lot of trapped air

in them? Push some wool or fur down to the bottom

of a glass of water. Hold down. What do you see

corning up? Why is wool or fur a warm type of clothing?

Compare with cotton.

6. Find out why the stearn pipes in your horne or school

are covered with a white material or a shiny material.

7. Hold a paper pinwheel over a warm radiator, hot light

bulb, burning candle. What makes it move?

8. Find out why pots and pans used for cooking usually.

have wooden handles.

/

LESSON 24: ETV - HOW DO WE KNOW - primary Science

TITLE:

EXPLORING LIGHT

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OBJECTIVE:

To assist in the development of the concept that light is a form of energy.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1364.

1. Scope and Sequence Chart: Light

Grade 2 Grade 3 Grade 4

principle (s) 1,2 principle (s) 2,3,4 principle (s) 1,4,6,7

VOCABULARY:

luminous electricity energy

transparent opaque translucent

scattered reflected ability

THE LESSON:

1. Most light on the earth comes from the sun. 2. Some light comes from objects heated until
they are red hot. 3. Some light comes from objects that are not
heated. 4. Some objects allow much light to go through
them. 5. Some objects do not let any light through them. 6. Some objects allow a little light to pass
through them. 7. Light travels in straight lines. 8. Almost all light that hits a shiny surface is
bounced off. 9. Light that hits a rough surface is scattered. 10. Scientists say that light is a form of energy
because it has the ability to do work.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Exhibit materials that are transparent, translucent, and opaque. Let children handle all and

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experiment with looking through, shining light through, etc. 2. Find out how fireflies glow. Find out how some fungus plants emit light? Do some fish give off light? 3. Let students reflect sunlight from a mirror. A projector light will be suitable if sunlight is not available. Help students to draw lines or make diagrams showing that light travels in straight lines. 4. A slide projector is very useful for producing light beams. Make a small hole in a piece of cardboard about 2" x 2". Either tape this in front of the projector or put it in the slot where the slides normally go. You can use this thin beam to demonstrate the path of light and reflections. 5. To demonstrate diffuse and regular reflection, fill a pan with water and place a mirror on the bottom of the pan. Have children look at their reflection. Create a wave disturbance and again have them look at their reflection. 6. Have children look at themselves in a shiny smooth piece of aluminum foil. Crumple the foil and spread out again. Can they see themselves now? Why? 7. Make a model periscope from a milk carton and two mirrors. 8. Make shadow pictures of different shaped objects. Does this help to understand that light travels in straight lines? 9. E~amine a hot plate with an open heating element to see how electricity can produce light. Put in a dark room. How much light does it produce? Compare hot plate heating element with the filament of a light bulb.

LESSON 25: ETV - HOW DO WE KNOW - Primary Science

TITLE:

COLOR IN YOUR LIFE

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OBJECTIVE:

To help students gain some insight into the nature of color.

REFERENCE: Science for Georgia Schools, Vol. 1., Revised Edition, 1964.

1. Scope and Sequence Chart: Light

Grade 2 Grade 3 Grade 4

Principle (s) 1,2 Principle (s) 3,4,5,6,7 principle (s) 4,5

VOCABULARY:

sunbeam blended prism

spectrum rainbow reflects

absorbs

THE LESSON:

1. Sunlight is composed of many colors blended together.
2. Sunlight can be broken up into its separate colors.
3. A prism can be used to break up light. 4. A sunbeam proves to be made up of all the colors
of the rainbow. 5. This rainbow of colors is called a spectrum. 6. Tiny drops of water sometimes act like little
prisms. 7. The rainbow in the sky is produced by drops of
water when the sun is behind you. 8. We see the color of an object because it reflects
one or all of the spectrum colors. ~i. A red object reflects only red light. 10. Black objects absorb all the colors of the
spectrum and reflects none.

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SUGGESTIONS FOR FOLLOW-UP LESSONS:
1. Secure a prism. A three-sided crystal from a chandelier will be adequate if a prism is not available. Perform the experiment when the sun is entering the classroom window. Cut a narrow ~zontal slit about 1/8" wide and 1" long in a ~~e of dark cardboard. Paste the cardboard to a window. Darken all other windows. On a table on which the sun's rays fall through the slit, adjust the position of your prism until the sunlight passes through it and is projected on a white screen or cardboard on the opposite wall. Make a color chart of what you see.
2. Early in the morning or late in the afternoon, stand with your back to the sun. Squirt a spray of water from a hose against a dark background of trees. A rainbow will be formed.
3. Blow bubbles in soapy water. Notice the rainbow colors in the bubbles.
4. Fill a large pan full of water. Let one drop of Duco cement fallon the water. The cement quickly spreads out into a thin sheet having beautiful rainbow colors. Slip a piece of dark cardboard or paper carefully under the sheet of cement and lift it out. Examine the permanent colors on the cardboard.
5. place a piece of red cellophane over the glass of a flashlight. Shine the red light beam upon blue paper in a darkened room. The paper will appear black because it cannot reflect red light. Experiment with other colored cellophane and papers.
6. Let the class study how objects are camouflaged during wartime. How are animals camouflaged by nature?
7. Examine water containers, such as an aquarium, in the classroom. Are spectrums ever noticeable?
8. An excellent source of material for experimentation on light is obtainable in kit form from Holt, Rinehart and Winston, Inc., Atlanta, Georgia. Kits are also available for the units on Sound.

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LESSON 26: ETV - HOW DO WE KNOW - Primary Science

TITLE:

SOUND OFF

OBJECTIVE:

To assist in developing some generalizations about the nature of sound.

REFERENCE: Science for Georgia Schools, Vol. 1., Revised Edition, 1964.

1. Scope and Sequence Chart: Sound

Grade 2 Grade 3 Grade 4

Principle (s) 1,2,3,5 Principle (s) 1,4 Principle (s) 1

VOCABULARY:

sound vibrate tuning fork

frequency stretched vocal cords

per second

THE LESSON:

1. There are many different kinds of sound. 2. Sounds are made when something vibrates. 3. Vibrations are fast movements of something going
back and forth. 4. You can feel, see, and/or hear an object that is
vibrating. 5. The number of times that something vibrates in
one second is called its frequency. 6. The kind of sound that we hear depends on the
frequency of the sound. 7. The kind of sound that we get also depends on
how tightly something is stretched. 8. Our vocal cords make sounds when air is pushed
past them. 9. The frequency of the sound produced by the vocal
cords depends on how tightly they are stretched.

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10. We also use our tongue, teeth, and lips in making sounds someone can understand.
SUGGESTIONS FOR FOLLOW-UP LESSONS:
1. Ask children to keep quiet for 5 to 10 minutes and list all of the sounds they hear. To give some idea of what it would be like to live without sound, show a segment of a suitable film with the sound turned off. Repeat with sound on.
2. Give out pieces of paper and rubber bands and allow 10 minutes to see how many different types of sound the children can make with just these two objects. Have demonstrations done of the best 0nes.
3. Make a musical instrument out of a comb and a fine piece of paper.
4. Make a guitar from various sized cigar boxes and rubber bands. Make up a class orchestra with other sound devices the children manufacture from such materials.
5. Examine a whistle, bell, piano, buzzer, zylophone, guitar, drum or anything else used to make sound and find by feel or sight what part vibrates when a sound is produced.
6. Hold down a ruler 8 inches, 5 inches, and 3 inches respectively over the edge of a table. Pull down the end of the ruler and let go. At each trial ask children to predict whether the sound produced will be higher or lower than the others. Note how fast ruler is vibrating in each case.
7. Find out how some insects produce sound. How wind instruments produce sound in an orchestra.
8. Obtain a radio or phonograph with a speaker that is exposed. Let children touch the speaker while the radio or phonograph is playing.
9. Ask children to try to speak without moving their lips or tongue.
10. with a guitar or ukulele show children how the frequency of a sound can be changed by tightening or loosening the strings.
11. Have children press a thumb and forefinger against the larynx and sing a low note. Let them note the

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sound vibrations produced by the vocal cords. Now tell them to sing the musical scale and observe the different vibrations and the changes in tension. 12. Make artificial vocal cords by stretching rubber pieces held by tape across the top of a tube of cardboard. Blow air at the rubber "vocal cords". Point out that men have longer vocal cords than women. This is why their voices are lower than women's.

LESSON 27: ETV - HOW DO WE KNOW - primary Science

TITLE:

HOW SOUND GETS AROUND

OBJECTIVE:

To further develop the concept that sound must have some medium through which to travel.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Sound

Grade 2 Grade 3 Grade 4

principle (s) 1,2,3,4 principle (s) 2 principle (s) 1,2,3,4

VOCABULARY:

wave echo aimed

reflect solids liquids

gases

THE LESSON:

1. Some form of matter is necessary for sound to travel through.

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2 . Sound travels fastest through solids. 3. Sound travels less easily through liquids. 4. Sound travels slowest through air. 5 In air, it takes about 5 seconds for sound to
travel one mile. 6. Sound travels as waves of energy. 7 Sound waves travel in all directions. 8. Sound waves can be aimed. J. Sound waves can be reflected. 10. Sound waves can be stopped.
SUGGESTIONS FOR FOLLOW-UP LESSONS:
1. Since the moon has no air for the transmission of sound, ask the class to write a story of what life would be like on the moon if they had to depend upon their usual way of communication.
2. The concept of waves in air is a difficult one to explain. Use as many analogies as possible. Ropes, toy slinkies, and springs are excellent wave producers. Water is also a good medium. Tie a rope to a fixed object and repeatedly raise and lower the loose end rhythmically. Brightly colored pieces of cloth tied on the rope at regular intervals will help to make the motion more apparent. Introduce a vibrating tuning fork into a pan of water. Fix a slinkie on both ends to a stationary object. Squeeze a few of the coils together and release them to show how a compression wave travels through the coiled slinkie.
3. Hold one end of a metal rod against a watch and the other against the bone behind the ear. Can the watch be heard? Try wood rods.
4. Find out how Indians use to locate herds of Buffalo by sound.
5. Clap rocks together in the air and in water. Can the sounds still be heard in the water? How do they differ?
6. Make a megaphone out of construction paper. How does it work?

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7. Ask children to relate their experiences with echos.
8. Find out how you can tell how far a storm is by observing the lightnins and listening for the thunder.
J. Find out how submarines are located by sound. 10. Make a telephone with string, tin cans, and wax. 11. collect and display various samples of sound
proofing materials. Maybe your school has sound proofing built in.

LESSON 28: ETV - HOW DO WE KNOW - primary Science

TITLE:

Hmv- DO YOU HEAR SOUNDS?

OBJECTIVE:

To show how the ears gather sounds and why they should be cared for.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Sound

Grade 2 Principle (s) 2,3,4 Grade 3 Principle (s) 3

VOCABULARY:

outer ear eardrum middle ear

inner ear brain funnel

THE LESSON:

1. Sound waves are received by the ear. 2. The outer ear gathers in sound waves from the air. 3. The outer ear acts like a funnel. 4. Sound waves are directed to the eardrum. 5. Sound waves ~ake the eardrum vibrate.

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6. The vibrations of the eardrum move small bones in the middle part of the ear.
7. The small bones push against a liquid in the inner ear.
8. The liquid in the inner ear sends messages to the brain.
9. Your brain tells you what sound you are hearing. 10. Great care should be givento your ears.
SUGGESTIONS FOR FOLLOW-UP LESSONS:
1. Ask children to cover their ears with their hands. Speaking in normal tones, tell them that they are shutting out some of the sound waves with their hands but that it is almost impossible to shut them all out by this method because the bones in the hand might even transmit some of the sound energy. Ask them to cup their hands and place behind their ears and listen to you speak. Ask them to repeatedly put their hands behind their ears and to take them down until they have noticed some difference in the volume and quality of sound they are receiving. Put the small end of a megaphone to their ears and see if volume is increased noticeably.
2. Make a toy stethoscope with two pieces of rubber tubing, a small funnel, and a glass "T" connecting tube.
3. Attach a two foot length of string to each of two pieces of metal. Use two iron or brass strips if available. Clang the two strips together. Wind the pieces of string around each index finger. Gently put one finger in each ear. Clang the strips together again. What kind of sound do you hear this time?
4. Put 7 or 8 children in a circle. Put one in the middle. Ask the middle man to close his eyes. Tell different children in the circle to make a sound. Try to get the middle man to turn and face directly the source of the sound. Discuss why two ears are better than one. Why would it be dangerous to cross a busy street if one was deaf in one or both ears?

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5. Find out what you can about stereo-sound. 6. Ask a doctor or nurse to talk to your class
on the care of the ear. 7. Make diagrams of the ear. Label the parts. 8. Find out why ears pop when we travel up or
down some distance from the earth's surface. 9. If someone in your class uses a hearing aid,
ask ~m to show the class how it works. 10. Try some spy games in class. At one end of
the room have some children whispering secrets, or have them in another room. See what sound gathering devices the children can use to find out what is being whispered. 11. Are there any sounds that we can't hear? What are they?

LESSON 29: ETV - HOW DO WE KNOW - primary Science

TITLE:

PATHWAYS FOR ELECTRICITY

OBJECTIVE:

To help children gain a better understanding of an electric current.

REFERENCE: Science for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence Chart: Electricity and Magnetism

Grade 3 Principle (s) 1,2 Grade 4 principle (s) 3,5,6,7

VOCABULARY:

current circuit conducts

conductor nonconductor insulator

battery dry cell appliance

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THE LESSON:
1. Electric currents make things move, produce light, and make heat.
2. A dry cell battery produces a safe electric current that we can use.
3. A dry cell battery is different from a wet cell battery.
4. Any kind of battery acts like a pump. 5. Batteries pump electricity through a wire. 6. Electric currents will only flow in a complete
circuit. 7. Materials that will carry an electric current
are called conductors. 8. Materials that will not carry an electric current
are called nonconductors. J. Metals are good conductors. 10. Nonconductors are used to help protect us from
dangerous electric currents.
SUGGESTIONS FOR FOLLOW-UP LESSONS:
1. Make a list of appliances in your home that are run by electricity. Divide into groups headed "Appliances that Move", "Appliances that Make Light", "Appliances that Make Heat".
2. Make and post in a conspicuous place safety rules for working with electrical appliances.
3. Collect and display all kinds of batteries. Cut some open to examine insides. If wet cell batteries are included, they should be drained of their liquid contents before handling by the children.
4. Make circuits using two pieces of wire, a battery, and a user of electricity. Let children work on their own. Be only in the background as an observer. Allow them time to try the materials themselves. The more advanced children may want to try to connect more than one "user" in a circuit. Let them try.
5. Examine a broken light bulb so that the children can see the wire leading in and out of the bulb.

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6. Make a semi-permanent device to test for conductors and nonconductors. Drive two nails about 3 inches apart into a piece of board about 4" x 5" square. Wrap one end of a scraped piece of insulated wire tightly around one of the nails and attach the other end to a battery terminal. Wrap one end of another piece of wire around the other nail and the other end of the same wire to the post of a flashlight bulb in a small socket. Connect the other post of the socket to the other terminal of the battery by another piecE of wire. Lay pieces of various materials acro the nails to test for conductivity.
7. Find out how electricity comes into your home or school. Where does it come from?
8. Visit a generating plant and see how electricity is made and pumped to your school and home.
9. Make an electric quiz board. See "A Sourcebook for Elementary Science", Hone, Joseph, and Brandwein. Pages 386-87. Harcourt, Brace, and World, Inc. ,1962.

LESSON 30: ETV - HOW DO WE KNOW - Primary science

TITLE:

CONTROLLING ELECTRICITY

OBJECTIVE:

To further acquaint children with methods of making electricity perform work.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Electricity and Magnetism

Grade 3 principle (s) 1,2 Grade 4 Principle (s) 3,5,6,7,8,9

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VOCABULARY:

switch short circuit

fuse precaution

resistance

THE LESSON:

1. An electric pathway can be broken. 2. A safe way to break or close an electrical path-
way is to use a switch. 3. There are many kinds of switches used in the home. 4. Some conductors are made into special kinds of
wire and used to give light. 5. Some conductors are made into special kinds of
wire and used to produce heat. 6. An electric current will always take the shortest
path back to where it started. 7. When electric current travels in a short circuit,
the wires get hotter than usual. 8. A fuse is used to help prevent damage from a
short circuit. J. Electricity is a wonderful servant of man. 10. Certain precautions should be observed with its
use.

SUGGESTIONS FOR FOLLOW-UP LESSONS:

1. Collect and display as many different types of switches as the children can collect. Try using some of the switches in the circuits the students will be making.
2. Wire a doll house with circuits, switches, and lights.
3. Encourage children to plan a mural showing the pathway of electricity from their local powerhouse to all places in the community.
4. Assemble electrical toys that children can bring to class. Discuss how each one uses electricity.
5. Take apart some fuses. See how they are made. 6. Construct several circuits in a WRONG manner and
ask children to write you a note about how each one is wired wrong or why they think it will not work properly. 7. Ask an electrician to talk to the class about the hazards of electricity and what precautions they should take in using electrical appliances in the home.

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LESSON 31: ETV - HOW DO WE KNOW - Primary Science

TITLE:

LEVERS AND PULLEYS

OBJECTIVE:

To give children a better unde~standing of the way people can use simple machines to make their work easier.

REFERENCE: Science for Georgia Schools, Vol. I, Revised Edition, 1964.

1. Scope and Sequence Chart: Matter and Its Changes

Grade 2 Grade 3 Grade 4

Principle (s) 4,5 Principle (s) 5 Principle (s) 1,2,3,4

VOCABULARY:

machine work force fulcrum

friction resistance lever pulley

fixed movable overcome

THE LESSON:

1. Work is done when an object is moved. 2. Force is needed to move an object. 3. A machine is a device to make work easier. 4. There are six kinds of simple machines. 5. Levers reduce the force needed to lift objects. 6. The parts of a lever are the weight arm, fulcrum,
and the force arm. 7. The position of the fulcrum affects the amount
of force needed to lift an object and the distance it can be lifted. 8. A pulley is another simple machine. 9. One kind of pulley is the fixed pulley. 10. One other kind of pulley is a movable pulley.

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SUGGESTIONS FOR FOLLOW-UP LESSONS:
1. Make a display of types of levers such as a claw hammer, nutcrackers, pliers, shears, pinchers, wire cutters, etc. Some of these and some that your children will collect are not exactly the/class lever that was discussed in this lesson but the more advanced student may want to find out what other classes of levers exist.
2. Divide a bulletin board area into six sections. Give each the title of one of the simple machines that we will be studying. Encourage the children to bring in pictures of all kinds of machines and tack them in the appropriate spaces. If, polaroid camera is available, make your board a personal one and include pictures of the children using these simple machines.
3. Let children have as many varied experiences as possible using leverp to lift objects heavier than themselves. Let them try to lift the teacher with a lever.
4. Experiment with the schoolyard seesaw. Vary position of the fulcrum to see how many children one child is able to lift, etc.
5. If a construction project is going on near you, take advantage of the opportunity to see workmen using simple machines or combinations of them.
6. Make a fixed pulley. Unwind the neck of a coat hanger and slip a wooden spool over one end. Rewind the neck. Slip the spool to the center of the hanger. Wrap a string severa~times around the wire at each end of the spool to~eep it in place.
7. For some other suggestions of activities to do with simple machines, see chapter 25, pages 409-~20 of,
,)
"A Sourcebook for Elementary Science", Hone, Joseph, victor. Harcourt, Brace & World, Inc., 1962.

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LESSON 32: ETV - HOW DO WE KNOW - Primary Science

TITLE:

WHEELS, INCLINED PLANES, WEDGES, AND SCREWS

OBJECTIVE:

To further expand the concept of simple machines.

REFERENCE: Science for Georgia Schools, Vol. 1, Revised Edition, 1964.

1. Scope and Sequence Chart: Matter and Its Changes

Grade 2 Grade 3 Grade 4

Principle (s) - 4, 5 principle (s) - 5 principle (s) - I, 2, 3, 4

VOCABULARY:

friction mesh wedge

gear axle screw

increase decrease

wheel inclined plane

THE LESSON:

1. Sliding friction is considerably greater than rolling friction.
2. Wheels overcome sliding friction. 3. Wheels with teeth are called gears. 4. When a big gear turns a little gear, work is speeded up. 5. Gears can also be used to decrease speed. 6. An inclined plane is a simple machine. 7. The longer the inclined plane the less force used, but the
distance is greater. 8. A wedge makes work easier. 9. A wedge is two or more inclined planes put together. 10. A screw is an inclined plane that winds around instead of
going straight up.

SUGGESTIONS FOR FOLLOW-UP LESSQNS:

1. Examine an egg beater, hand drill, or a bicycle to find out the relationship between the number of rotations a small wheel will turn a large wheel or vice versa.

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2. Bring a jack screw to class and examine it. Use it to lift something heavy.
3. Make windmills or water wheels from tinker toys or other construction sets.
4. place pop bottle caps on a block of wood so close together that the grooves interlock. Nail them into place. As you turn one bottle cap it will turn the other in the opposite direction. Arranqe the bottle caps in many different ways. Compare with a clock with its many different gear arrangements.
5. Is a knife .awedge? Is a saw? Find out how many tools are really wedges. Tell why you must be careful in using some wedges. What safety rules must you follow when you use these wedges?
6. Let the children place wood screws into boards. Do they all have to turn the screws in the same direction? If they rub soap on the screw will it screw into the board easier?
7. Find out what things in your house uses the principle of the wheel to work.
8. Talk about your toys that have wheels. Bring some of your toys to school and tell the class how they work.

LESSON 33: ETV - HOW DO WE KNOW - Primary Science

TITLE:

IT'S NOT THE END

OBJECTIVE:

To suggest some fun activities that children can do during the summer vacation that will continue their learning experiences in experimenting, observing, and critical thinking.

THE LESSON:

1. Learning continues as long as we live. 2. We have many opportunities to observe things carefully. 3. We have opportunities to experiment. 4. Summer vacation is a wonderful time to continue doing these
things. 5. There are activities that we can do in the city or town
where we live. 6. There are activities that we can do in the country.

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7. There are activities that we can do in the mountains. 8. There are activities that we can do at the seashore. 9. There are activities that we can do in our own backyard. 10. We learn the most when we have fun doing it.

SUGGESTIONS:

Help the children to think about how they might spend their summer vacation doing one activity that will interest them as well as provide opportunities for keeping records, making observations, practice in reasoning out problems, and stimulating imagination.

For the backyard explorers: Insect Jungles. Maps of Activities

of A Squirrel, An Ant, A Spider, etc. Construction of an Ant

Village. Bird Visitors. Life in a Foot of Dirt. plants that Grow

in My Yard. My Favorite Tree. My Pet



For the city Slickers: Animals in the Park. Living Things in a Vacant Lot. Hideouts of Rats, Cats, and Other Four Legged Creatures. Life in the Zoo. Life in My Aquarium. Rocks of the City. My Fling at Astronomy.

For the country dweller: Life in a Meadow. Survey of a Pond. Nature photography. Activities of a Hawk. On Being an Animal Detective. Adventures of Gardening. Raising Animals. The Egg and I. My personal Acre. Bird Study. Rock Collecting. Down By the Old Mill Stream. Fossil Hunting. Insect Collecting. Track Detecting.

For the seashore dweller: Adventuring with a Waterscope. Life in Between the Tides. Life in a Salt Marsh. Nature photography. Shell Collecting. Bird Study. Fishing. Life in a Mud Flat. plants on the Beach. Seaweed Collecting.