SPEAKING 
OF 
SCIENCE 
Intermediate Grades - 4 15 
CLARA HOWELL MAX WILSON Presented by 
GEORGIA STATE DEPT. OF EDUCATION  
Educational Television Network 
 
 STATE BOARD OF EDUCATION 
 
James S. Peters, Chairman 
 
Robert Wright, vice-Chairman 
 
Claude Purcell, Secretary 
 
MEMBERS FIRST CONGRESSIONAL DISTRICT  oo  oooJ. Brantley Johnson SECOND CONGRESSIONAL DISTRICT  o  o  ooRobert Byrd Wright THIRD CONGRESSIONAL DISTRICT  o.o.oo.Thomas Nesbitt, Jr o FOURTH CONGRESSIONAL DISTRICT  oo.ooo  o  James S. Peters FIFTH CONGRESSIONAL DISTRICT  o  o.ooDavid Rice SIXTH CONGRESSIONAL DISTRICTo  o  oo.o  ooMcGrath Keen SEVENTH CONGRESSIONAL DISTRICT  o  o.oo.oo  oHenry Stewart EIGHTH CONGRESSIONAL DISTRICT  o  o.o.o.o  o  Lonnie E. Sweat NINTH CONGRESSIONAL DISTRICT.oo  Cliff C. Kimsey, Jr. TENTH CONGRESSIONAL DISTRICToo  o  oo  oo  oo  oZack Daniel 
 
i 
 
 FOREWORD 
We are now providing more televised instruction that we hope will beef help to you in your classroom. YOU are the best authority on HOW it will help you, and in what ways you wish to use it. 
We are providing teacher guides like this one with suggestions that may be of service to you as you plan the best use of these lessons and fit them into the program you have planned. These guides were written by our television teachers. We think of the television teacher and the classroom teacher as being partners in the best creative teaching for the children. 
Television's dynamic power--long used in communicating other information--is now being made use of in education. It is making this a better educated world. None of us knows as much as we would like to know about it. It is a new medium and we are all learning together. We need your help and your suggestions as we seek to make the best use of our television facilities. Our aim is to make the school program more meaningful in Georgia. 
Our competent television teachers are well prepared to help you and the members of your class with lessons in science, mathematics, modern foreign languages, music, and Georgia history. They have time to gether up visuals that may not be readily available to you or that you may not have time to collect. This relieves you of much planning and preparation and leaves you with more time to devote to the actual teaching of the child in the classroom, and your personal teaching-andlearning contact with him. 
I hope you will find this teacher guide useful in your classroom work. We would be happy to have your suggestions about how our television teaching can be made more effective_ If you have found some especially good ways to adapt'these lessons to your pupils, let us know about it. Perhaps it would help other teachers. This is"a cooperative venture; it is important that we all work together to make the best use of this new power that has come into our hands in this technological age, so that we may make learning more effective in Georgia schools. 
---CLAUDE PURCELL state Superintendent of Schools 
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 MATTER ENERGY 
 
EDUCATIONAL TELEVISION UNIT GEORGIA STATE DEPARTMENT OF EDUCATION 
SPEAKING OF SCIENCE Science for Intermediate Grades TEAM TEACHERS: Clara Howell and Max Wilson 
1. Matter, Energy, and Change 2. Elements and Atoms 3. combinations of Atoms 4. The Earth as Our Environment 5. The World of Living Things 6. Properties of Air 7. The Behavior of Water 8. Fresh Water Environments 9. Salt Water Environments 10. Minerals, Rocks, and Soils 11. Life Beneath Your Feet 12. Life on Land 13. Chemical Energy 14. Energy in the Universe 15. Atomic "Energy 16. Electrical Energy 17. Light Energy 18. Heat Energy 19. The Energy of Motion 20. Machines 
v 
 
 CHANGE 
 
21. The Nature of Sound 22. Sounds of Life 23. Energy Transfer in Living Things 24. Foods and Energy Release 25. Change in Plants 26. Fossil Records of Change 27. Change in Animals 28. Animals of Today 29. Change by Adaptation 30. Change Through Heredity 31. Change Through Selection 32. Heredity and Environment 
 
vi 
 
 SPEAKING OF SCIENCE 
Clara Howell and Max Wilson TEAM TEACHERS 
 
LESSON 1: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
MATTER, ENERGY, AND CHANGE 
 
OBJECTIVE: 
 
To introduce basic concepts of matter, energy, and change. 
 
CONTENT: 
 
The lesson is divided into three parts~ matter, energy, and change. However. throughout the lesson there is emphasis on the interdependence, interrelationship, and interaction between matter and matter. matter and energy, and energy and energy. All of the changes we observe on the surface of the earth result from the interaction of matter and energy. 
 
The manner in which man controls and uses his understandings of changes in matter and energy vitally affects him and his environment. This basic understanding in science is emphasized throughout the televised lessons for the intermediate grades, and in the science curriculum guide, SCIENCE FOR GEORGIA SCHOOLS. which states the following: 
 
"Every phase of the animate. inanimate. and extraterrestrial world is characterized by changes which occur in matter and energy. To live effectively in the modern world. one must understand and use these principles of change. Much truth remains to be discovered, and new discoveries may be accelerated when science education is general. continuous, and sequential for all children. and when it stresses competence in the use of scientific methods of problem-solving and scientific attitudes." 
 
SCIENCE FOR GEORGIA SCHOOLS STATE DEPARTMENT OF EDUCATION 1964 
 
-1- 
 
 LESSON 2: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
TITLE: ELEMENTS AND ATOMS 
OBJEOTIVE: 
Tp show a basic organization of matter. 
CONTENT: 
In science one makes observations and then draws conclusions from them. This lesson shows the mixed-up character of matter in the environment. and the sporttaneous tendency of things to get mixed. To help in a person's organization of thinking, one tries to group like things together, or to classify them. The lesson shows various ways to classify a list of things or a group of objects. The conclusion is that no way is perfect. 
The idea of elements and atoms is introduced as a way of organizing matter, with each element containing its own specific kind of atom. The organization of matter is extended to include the structure of the atom. 
RELATED ACTIVITIES: 
1. Find. out what led scientists to be1iev.e that matter was composed of atoms. 
2. Make models of different atoms using any materials available i namely., marshmallows, toothpicks, corks, or gumdrops. 
3. Suggest that students learn facts directly' from some element. Ask them to record what was 'learned and how they went, about it. They may include facts relating to its state, density as compared with water, reactivity, magnetic attraction, solubility, etc. 
4. Stir sand and salt together. Discuss that which is formed. Ask stud.ents to devise a method to separate them. 
5. Bring to cl.ass baking soda, ~able salt, sugar, copper wire, and charcoal briquets. Use them as a basis for discussion of elements, compounds, and mi;xtur.es. 
-2- 
 
 LESSON 3: ETV'- SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
COMBINING ATOMS 
 
OBJECTIVE: 
 
To show that the chemical composition of matter gives it definite and unique characteristics. 
 
CONTENT : 
 
There are thousands of different kinds of matter on our earth. Each kind has its own unique set of properties. The properties of some common materials, as related to chemical composition, are shown. Demonstrations show that when elements combine to form new substances called compounds, they lose their original properties and exhibit a completely new set. The chemical combination of atoms to form molecules and compounds is illustrated. The theory of chemical combination is further extended to point out the difference in elements, compounds, and mixtures. This is done by combining iron and sulphur, two elements, to form a mixture, then a compound. 
 
RELATED ACTIVITIES: 
 
1. Form a compound by placing a few iron nails in water and leaving them for a period of time. Can you prove that you have formed a new substance? Did you torm a compound or mixture when the nails first entered the water? 
 
2. Make a list of elements, compounds, and mixtures found in the kitchen at home. 
 
3. List at least five properties of water that make it different from iron. 
 
4. Repeat the demonstration with iron and sulphur so that the students can see the reaction completely finished. (It is not finished in the lesson due to lack of time.) 
 
-3- 
 
 IT WILL BE GREATLY APPRECIATED IF YOU WILL COMPLETE AND RETURN TO THE FOLLOWING ADDRESS: 
Science ETV Teachers 1733 Clifton Road, N. E. Atlanta, Georgia 30329 
 
"FEEDBACK" SHEET - SPEAKING OF SCIENCE 
 
NAME: 
 
DATE: 
 
SCHOOL: 
 
COUNTY: 
 
ADDRESS: 
 
What grade do you teach? 
 
How many classes of science do you teach? 
 
How many 
 
view the TV lessons? 
 
What is the level of your students? (Circle One) above average 
 
average, below averag~--Which station do you teleview? (Circle One) Channel 8 - WGTV, 
 
Channel 8 - WXGA, Channel 9 - WVAN, Channel 28 - WJSP, Channel 30 - WETV 
 
Lesson Nunber 3: COMBINATIONS OF ATOMS 
 
DIRECTIONS: 
 
Circle the number that more nearly answers the question. 0:. does not apply, 1-:::: poorly, 2 =: partially, 3 ~ acceptably, 4 '" effectively, 5 ~ exceptionally well. 
 
l. Did the lesson aid you in teaching science? 2. Was the objective of this particular lesson accomplished? 3 . Did the level of presentation suit the level of your group? 4. Did this lesson benefit the slow learners? 5. Did this lesson benefit the rapid learners? 6. Did the introduction get the interest of the student? 
7. Could the student relate this lesson to his own environment? 
 
o1 23 4 5 o1 2 3 4 5 o1 2 3 4 5 o1 2 3 4 5 o 1 2 345 o1 2 3 4 5 o1 2 3 4 5 
 
8. Could you correlate this lesson with your individual science program? 
 
o1 23 4 5 
 
9. Could you correlate this lesson with the Georgia State Curriculum 
 
Guide? 
 
o1 2 3 4 5 
 
10. Could you utilize any of the related activities in the teacher aids? 
 
o 1 2 345 
 
11. Could you find additional resources from the library, school 
 
materials, laboratory, or audio visual materials? (Underscore the one most beneficial for this lesson.) 
 
o1 2 3 4 5 
 
12. Could you obtain materials for demonstrations, illustrations, experiments as follow-up for this lesson? 
 
o 1 2 345 
 
Additional comments and/or suggestions for improvement: 
 
3a 
 
 LESSON 4: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
TITLE: THE EARTH AS OUR ENVIRONMENT 
OBJECTIVE: 
To encourage students to explore their immediate surroundings. 
CONTENT: 
The focus of this lesson is the great outside world in which a student lives. 
The earth is considered from the view,.,oint of its composition. This includes the broad idea of matter as \dll as the specific components: minerals, rocks, and soil. The earth is discussed as one of the planets with the sun as its source of energy. 
The water on the earth, as well as the air surrounding the earth, is certainly an integral part of the earth and, therefore, part of a person's immediate environment. 
Though the earth has a diameter of approximately 7,900 miles, life is found only in an outside layer about eight miles thick. The air, land, and water are portions of this segment of the earth. Though living things need an environment in which they can get food, water, and air, these are not enough. They also need the right amount of heat. If the temperature is too cold or too hot, life is not possible. 
A hrief look is taken at situations in which man tries to go where one of the necessary cond.itions is missing. 
RELATED ACTIVITIES! 
1. Make a diagram of the earth's surface showing what life has ,been found in the air, at great heights on the earth's surface, and. in the depths of the ocean. 
2. Perform demonstrations to show that air has weight and exerts pressure. Scales, basketballs, and a bicycle pump will be sufficient materials. 
3. Discuss how energy changes the surface of the earth. Consider first the familiar forces of wind and water. Extend discussion to include forces operating from the interior of the earth. 
-4- 
 
 LESSON 5: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
TITLE: THE WORLD OF LIVING THINGS 
OBJECTIVE: 
To show that life is found everywhere and may be studied anywhere. 
CONTENT: 
The world is full of life and living things. Life is shown in various natural environments; such as ponds, lakes, streams, oceans, forests, deserts, grasslands, and rain forests. One specific organism is selected from each environment to show that all living things have certain problems in common, yet the ways they solve their problems differ. Common problems of structure, maintenance of the individual, maintenance of the species over long periods of time, reproduction, interdependence, and competition for food and space, are illustrated. 
The student is led to explore some of the habitats of animals and plants in the country, for the country is a living laboratory. Although the city seems to be an unlikely place for stUdying living things, it, too, is a living laboratory. City or country, the environment most familiar to the student can be his own laboratory. By looking "at many environments, the student can better understand the characteristics of all living things. 
RELATED ACTIVITIES: 
1. Prepare exhibits of comparable living and non-living things. Things that move, but are not alive, may include silly putty, mercury amoeba, or water. Things that grow~ but are not alive may include coal gardens, icicles, or crystal gardens. 'Things that use energy, but are not alive, may-include gasoline engines, electrical appliances, or heating units. 
2. Select an area near the school to be used for a field laboratory. 
3. Suggest that each student find an area near his home for an observation laboratory to be used throughout the year. 
:"5- 
 
 4. Obtain SCIENCE FOR GEORGIA SCHOOLS, Vol. III. Unit 1 is a source of suggestions for experiences in the recognition of living and non-living things. 
-6- 
 
 LESSON 6: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
PROPERTIES OF AIR 
 
OBJECTIVE: 
 
To show the importance of the air around us by pointing out some of its physical and chemical properties. 
 
CONTENT: 
 
Experiments are performed to prove that air is found in lI empt y " spaces. An actual empty space in which nothing is found is called a vacuum. Air is described as a gaseous form of matter because it does not have a definite volume or shape, but does occupy space and has weight. This leads to a discussion of the various gases which compose our atmosphere. 
 
Demonstrations point out some of the properties of air. It is shown to be very elastic and exerts pressure. The chemical properties of oxygen, nitrogen, and carbon dioxide are considered. 
 
An explanation of the utilization of air in our daily activities serves as a summary for the lesson. 
 
RELATED ACTIVITIES: 
 
1. Bring to school toys that work by air. Explain how they work. 
 
2. Explain how air pressure affects the movement of a liquid through a straw. Try cutting the bottom from a rubber balloon. Slip a glass tube the length of a soda straw through the blowing neck. Use a string to fasten .the cut end of the balloon tightly around the tube leaving the neck to slip over a soft drink bottle. Place the tube in a bottle filled with water and stretch the neck of the balloon over its top. This should seal out mo~t of the air. Explain what happens now when you suck through the tube. 
 
3. Use the soft drink bottle described above to explain the operation of thermometers and barometers. 
 
-7- 
 
 LESSON 7: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
THE BEHAVIOR OF WATER 
 
OBJECTIVE: 
 
To show that the behavior of water is directly related to its molecular behavior. 
 
CONTENT: 
 
Water is its solid, liquid, or gaseous state is reviewed from a molecular approach. This concept of water is extended to include large natural bodies of water, thus leading to demonstrations showing one of nature's most important cycles, the water cycle. The concept of molecular action is extended to include the formation of dew and frost. It is shown that the climate on earth ultimately depends on water, therefore, all living things are either directly or indirectly influenced by the physical properties of water. 
 
Demonstrations show that energy acting on water causes it to change state g These states (i.e., the solid state, the liquid state, and the gaseous state) exist because of the cohesive forces between molecules. If the speed of the 'molecules and/or their space relationships are changed, the state can be changed. All of the characteristics of water can ulti~~tely be related to the arrangement and behavior of the dipole water molecule. 
 
RELATED ACTIVITIES: 
 
1. Read about and discuss the purification of water. 
 
2. Design and perform a demonstration that will explain the water cycleo 
 
3. Explain what is meant by spring and fall turnover in lakes. 
 
4 0 Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol o II, Po 250 
 
5. Obtain films: MOLECULAR THEORY OF MATTER, EBF #240; SOLIDS, LIQUID GASES, VA #5034; ICE, F.S #3526. (Film numbers refer to the catalog listing in the Ga. Film Library of the Ga. State Dept. of Education.) 
 
-8- 
 
 LESSON 8: ETV - SpEAKING OF SCIENCE - Intermed.iate Elementary Grades 
TITLE: FRESH WATER ENVIRONMENTS 
OBJECTIVE: 
To show the characteristics of ponds, lakes, and streams with examples of life found within them. 
CONTENT: 
All life depends on water; however, in practice one speaks of an aquatic habitat as one in which water is the principal external environment as well as internal medium. 
A pond is shown to bea small, shallow body of water composed almost entirely of a zone in which light penetrates to the bottom. A few plants and animals, characteristic of the pond, are selected to show their adjustment to this aquatic existence. The life cycle of the individuals are seen to fit with the seasonal variations of the pond; and in spite of space limitation, nature is in balance. 
There is no sharp distinction between a pond and a lake, although the zones of light penetration vary. The lake is considered as a self-contained world; yc;!t, in spite of its self-maintaining value, it keeps a constant interchange with land. 
Animals that live in streams and rivers are seen to have adjusted to an unstable existence. The swift -current and hard, rocky bottom are a few of the physical characteristics of life in a running~water habitat. 
RELATED ACTIVITIES: 
1. Suggest that a small group of students visit a nearby aquatic habitat and report their findings. 
2. Discuss the life cycles of: dragonfly, fish, frog. 
3. Examine a drop of pond water under a microprojector. 
4. Develop understandings of the relationship of the physical characteristics of aquatic habitats to the life found within. 
-9- 
 
 IT WILL BE GREATLY APPRECIATED IF YOU WILL COMPLETE AND RETURN TO THE FOLLOWING ADDRESS: 
Science ETV Teachers 1733 Clifton Road, N. E. Atlanta, Georgia 30329 
 
"FEEDBACK" SHEET - SPEAKING OF SCIENCE 
 
NAME: 
 
DATE: 
 
SCHOOL; 
 
COUNTY: 
 
ADDRESS: 
 
What grade do you teach? 
 
How many classes of science do you teach? 
 
How many 
 
view the TV lessons? 
 
What is the level of your students? (Circle One) above average, 
 
average, below averag~Which station do you teleview? (Circle One) Channel 8 - WGTV, 
 
Channel 8 - WXGA, Channel 9 - WVAN, Channel 28 - WJSP, Channel 30, WETV 
 
Lesson Number 8: FREaI WATER ENVIRONMENTS 
 
DIRECTIONS: 
 
Circle the number that more nearly answers the question. 0..-:: does not apply, 1 .'~ poorly, 2 .. partially, 3 acceptably, 4~effectively, 5: exceptionally well. 
 
1. Did the lesson aid you in teaching science? 
 
o1 2 3 4 5 
 
2. Was the objective of this particular lesson accomplished? 
 
012 345 
 
3. Did the level of presentation s~it the level of your group? 
4. Did this lesson benefit the slow learners? 
5. Did this lesson benefit the rapid learners? 
 
o1 23 4 5 
o 1 2 345 o 1 2 345 
 
6. Did the introduction get the interest of the student? 7. Could the student relate this lesson to his own environment? 
 
o1 23 4 5 
o1 2 3 4 5 
 
8. Could you correlate this lesson with your individual science program? 
 
o1 23 4 5 
 
9. Could you correlate this lesson with the Georgia State Curriculum 
 
Guide? 
 
o1 2 3 4 5 
 
10. Could you utilize any of the related activities in che teache~ aids? 
 
o 1 2 345 
 
11. Could you find additional resources from the library, school 
 
materials, laboratory, or audio visual materials? (Underscore the one most beneficial for this lesson.) 
 
o1 2 3 4 5 
 
12. Could you obtain materials for demonstrations, illustrations, experiments as follow-up for this lesson? 
 
o1 23 4 5 
 
Additional comments and/or suggestions for improvement: 
 
9a 
 
 LESSON 9: ETV - SPEAKING OF SCIENCE - Intermediate Elementary GJ;'ades 
 
TITLE: 
 
SAL~ WATER ENVIRONME~S 
 
OBJECTIVE: 
 
To show some of the problems of organ.:i,.sms that make 'the sea th,eir home. 
 
CONTENT : 
 
All life is believed to have o~igtnated in the sea, and even today the sea is the greatest reservoir of life. 
 
Some features of the sea considered are its size, depth, continuous circulation, tides, and salinity, for each contributes to the life within the sea. 
 
The seashore is the bridge between the saa and the land, a place where the two environments come.into contact with each other. The problem~which must be met by living th;ings in' the sea differ from those on land. N<::w opportunities are offered; the temperature is relatively consta~t f~om season to season; food, minerals, and water are abundant. Th~ wat~r itself offers a m~c;Hum for supp~rt of the individual and reproduction: of the species. Yet, new restrictions are found. The light becomes dimmer as the sea beGomes deeper; plants and animals are exposed to the pound,ing of heavy SJurfs; and those which make their home in the tide pools are ~nshielded from th~ sun and wind between the tides. Tidal zones are shown to have characteristic life forms. 
 
Specific sea animals are considered in detail to show that they have solved the problem of existence in this salty environmen~. 
 
RELATED ACTIVITIES: 
 
1. Bring sea shell~, starfish, etc. to class. Discuss the problems of each as a living orgahism. 
 
2. Drop a small amount of hydrochloric acid pn sea she+ls and fish skeletons. Drop acid on marb~e or lime~tone to show the test for the presence of calcium and compare the test with the sea materials. 
 
3. Discuss the formation of coral reefs and the harvest o.f commercial sponges. 
 
4. Correlate the interdependenc~ of life on land with that of life in the sea. 
-10- 
 
 LESSON 10: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
MINERALS, ROCKS, AND SOILS 
 
OBJECTIVE: 
 
To show some of the physical properties of soil and to explain how they affect our environment. 
 
CONTENT: 
 
Man's very survival depends upon a few inches of top soil which nature has formed over a period of many centuries. The physical structure of soil, as illustrated by the process by which it is produced, is examined. This building process begins with elements or compounds which crystallize to form minerals. These minerals either singly, or in combination, make up our rocks, which in turn are broken down and. mixed with organic materials to form soil. 
 
S,ome of the physical properties .of sand, clay, and loam ~oils are demonstrated. This idea is extended to show that our en'l'ironment is greatly affected by the physical properties of the few inches of top soil which covers our earth. 
 
RELATED ACTIVITIES: 
 
1. Exhibit mineral specimen. 
 
2. Utilize a field trip to collect minerals. 
 
3. Break some rocks and compare them. 
 
4. Examin,e the soil in your area to determine its type and constituents. 
 
5. Grow a chemical garden. 
 
-11- 
 
 LESSON 11: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
LIFE BENEATH YOUR FEET 
 
OBJECTIVE: 
 
To show that the world of life beneath your feet is dependent on, the soil. 
 
CONTENT : 
 
The world of life is just beneath your feet, and is too often beneath your notice. Directly or indirectly, the lives of all living things are seen to be dependent on the soil. The chlorophyl bearers draw up raw materials that have dissolved in water around their roots and eventually reach the leaves. Examples of plants that lack chlorophyl, the fungi, are seen to be useful in breaking down complex substances into simple materials which can be used again by other living things. 
 
Plant eaters cannot obtain food directly from the soil, but get it second-hand by feeding on plants. Others are found to get theirs third-hand by eating the flesh of the vegetarians or each other. While some wait for the food to come to them, others wage a constant battle. 
 
Many of the smaller animals, the insects, feed on crops and thereby destroy food for others. These insect enemies are viewed. Other insects, the sociable ants, bees, and wasps are compared. Wherever man is, the ant is also. Methods of collecting and preserving insects are briefly introduced. 
 
The soil is only a thin layer on the surface of non-living core, and the soil must be constantly replenished or everyone would starve. Large numbers of~rganisms dwell in the damp ,forest floor where organic matter is plentiful. By their very presence, they contribute to the never ending cycle~ So it is nature's law that everything that dies must be returned to the soil as quickly as possible to be broken down for re-use by the plants. Disabled creatures, too, must be disposed of when their usefulness is. passed. So while some animals keep eacht other in check, others are busy "cleaning up" after them. 
 
RELATED ACTIVITIES: 
 
1. Discuss the difference between fungi and typical green plants. 
 
-12- 
 
 2. Bring a small decaying log to class for observation. 
3. Examine the life forms found in one square foot of forest soil. 
4. Make spore prints of mushrooms and relate them to mildew and mold. 
5. study the habits of animals which make their horne in the soil. 
6. Invite a group of high school 4-H members to tell of the 4-H Entomology program. 
7. Read current articles concerning the fire ant. 
-13- 
 
 LESSON 12: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
LIFE ON LAND 
 
OBJECTIVE: 
 
To show an orderly development of natural land communities. 
 
CONTENT: 
 
Of the three major environments, salt water, fresh water, and land, the most variable is land. Although the many land types may seem to be disorganized, there is shown to be a natural development of land communities. This progression is seen to begin on the sand dunes, or on bare granite, and ends in a stable forest. Just as individuals have a life history, so entire communities of plants and animals are seen to progress in an orderly manner. 
 
Life is seen to be rigorous on Stone Mountain; yet as the soil increased in depth, so the variety of plants and animals increases. The first organisms seen to appear are the lichens and mosses, later the grasses, and then the pines or cottonwoods. They are replaced by the oaks. The oak forest provides an environment for plants and animals which are adapted to more soil, more moisture, and more humus. The web of life becomes more complex as more organisms iive together. 
 
This lesson is not designed to teach about specific plants or animals, but rather to leave with the student the idea that entire land communities are constantly changing. 
 
A natural community is shown to be continually changing in an orderly way from day to night, fr9m season to season, and through hundreds of thousands of years. 
 
RELATED ACTIVITIES: 
 
1. Explain the development of a sandy beach. 
 
2. Relate soil building to the activities of animals. 
 
3. Find examples of bare areas and forests in the local area. 
 
4. Discuss how one can better understand the forest by looking at the trees. 
 
-14- 
 
 5. Take a trip to a bare area and notice the "earliest" life forms. Then visit a forest to observe the abundance of life forms. Relate the observations to the conditions of the soil, temperature, and humidity. 
-15- 
 
 LESSON 13: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
CHEMICAL ENERGY 
 
OBJECTIVE: 
 
To show that energy produced by chemical reactions is utilized in our environment to bring about changes in matter. 
 
CONTENT: 
 
Energy must act on matter for any change to occur in our environment; as we walk, talk, ride, or even sleep, energy is being used. Chemical energy is presented as one source to be utilized in fulfilling this tremendous need for energy. Demonstrations show that energy is often released during a chemical reaction. The rate at which this energy is released is shown to be dependent upon many factors. Chemical energy is often changed or transformed to other forms of energy in our eI~V'ironment. This conversion process is demonstrated and explained. 
 
RELATED ACTIVITIES: 
 
1. List and explain the conversion of the various forms of energy utilized in boiling an egg on an electric stove. 
 
2. Use baking soda and vinegar to perform experiments relating to chemical reactions releasing energy. Devise a way to measure the energy given off when the amount of soda added to the vinegar is varied. 
 
3. Observe and record chemical changes occurring in the environment for a 12-hour period of time. 
 
-16- 
 
 LESSON 14: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
ENERGY IN THE UNIVERSE 
 
OBJECTIVE: 
 
To show some of the basic relationships between energy and matter in the universe. 
 
CONTENT: 
 
The theory that energy was converted to matter during the creation of the universe is illustrated. The sun is utilized as a representative star to explain the conversion of matter to enetgy. This concept of energy is extended to include the forces which produce both motion and stability in the universe. Photographs and illustrations of solar prominences, comets, meteors, and great galaxies point out this motion inherent in our universe. 
Dr. Albert Einstein's famous equatio~ E = MC~ is used to 
explain the fundamental law of conservation of matter and energy. Thermonuclear reactions are considered as a possible source of energy to replenish our dwindling supply of fuel. 
 
RELATED ACTIVITIES: 
 
1. Make class reports on Dr. Albert Einstein. 
 
2. Design and perform a demonstration to show centrifugal force. 
 
3. Discuss the possibility of life on other planets within the universe. 
 
4. Do research to find out more about the process of photosynthesis. 
 
-17- 
 
 Science ETV Teachers 1733 Clifton Road, N. E. Atlanta, Georgia 30329 
 
"FEEDBACK" SHEET - SPEAKING OF SCIENCE 
 
NAME: 
 
DATE: 
 
SCHOOL: 
 
COUNTY: 
 
ADDRESS: 
 
What grade do you teach? 
 
How many classes of science do you teach? 
 
How many 
 
view the TV lessons? 
 
What is the level of your students? (Circle One) above average, 
 
average, below average. Which station do you teleview? (Circle One) Channel 8 - WGTV, 
 
Channel 8 - WXGA, Channel 9 - WVAN, Channel 28 ~ WJSP, Channel 30 - WETV 
 
Lesson Number 14: ENERGY IN THE UNIVERSE 
 
DIRECTIONS: 
 
Circle the number that more nearly answers the question. O:<:does not apply, l--poorly, 2 :=:. partially, 3 :=. acceptably, 4.:: effectively, 5::: exceptionally well. 
 
l. Did the lesson aid you in teaching science1 
 
o1 2 3 4 5 
 
2. Was the objective of this particular lesson accomplished? 
3. Did the level of presentation suit the level of your group? 
4. Did this lesson benefit the slow learners? 5. Did this lesson benefit the rapid learners? 
6. Did the introduction get the interest of the student? 7. Could the student relate this lesson to his own environment? 
 
012 3 4 5 
o1 2 3 4 5 
o1 23 4 5 
o1 2 3 4 5 o1 2 3 4 5 o1 23 4 5 
 
8. Could you correlate this lesson with your individual science program? 
 
o 123 4 5 
 
9. Could you correlate this lesson with the Georgia State Curriculum 
 
Guide? 
 
012 3 4 5 
 
10. Could you utilize any of the related activities in the teacher 
 
aids? 
 
012 345 
 
11. Could you find additional resources from the library, school 
 
materials, laboratory, or audio visual materials? (Underscore the one most beneficial for this lesson.) 
 
o1 2 3 4 5 
 
12. Could you obtain materials for demonstrations, illustrations, 
 
experiments as follow~up for this lesson? 
 
012 3 4 5 
 
Additional comments and/or suggestions for improvement: 
 
 LESSON 15: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
ATOMIC ENERGY 
 
OBJECTIVE: 
 
To show the importance of atomic energy in the modern world. 
 
CONTENT: 
 
Even before the turn of the century, the discovery of radioactivity gave science the very first idea of atomic energy. For a number of years no one knew where the energy came from. Radioactive energy was against all laws of science known at that time. The first understanding of this mystery was achieved by the great Albert Einstein when he discovered a new law of nature. Though the famous 
equation is written E = MC2, it is presented as an equation that tells 
that matter ~nd energy are the same thing. 
 
The. interior of the atom was a great challenge to science during the first decade of this century. The idea that atoms could break apart was a shock to scientists. There were alpha and beta particles emerging from the unknown depths of the atoms interior. Thus scientists begin to consider the architecture of the atom. 
 
Today man is primarily concerned with peaceful uses of atomic energy. Coal and oil resources of our planet are dwindling, yet more power is needed. Industry is increasingly dependent on atomic energy, especially in research. 
 
Mankind has long suffered from hunger and disease. The tools of atomic energy can produce more food for the world and promote the health of mankind. Medicine and agriculture use atomic energy. 
 
The key to a peaceful atomic future lies in the spirit of the great thinkers of the past. 
 
RELATED ACTIVITIES: 
 
1. Exhibit charts showing peaceful uses of atomic energy. 
 
2. Read biographical sketches of Madam Curie, Henri Becquerel, and Albert Schweit7.er. 
 
3. Ask a group of students to report on the work being done at Oak Ridge, Tennessee. 
 
-18- 
 
 4. Show one or more of the following films found. in the Georgia Fi~ Library: ATOM, No. 3298 ATOM AND INDUSTRY, No.. 656 ATOMIC ENERGY, No. 370 ATOMIC POWER, No. 4044 
5. Use tapes listed in SCIENCE FOR GEORGIA SCHOOLS, Vol. II, p. 154. 
-19- 
 
 LESSON 16: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
'ELECTRICAL ENERGY 
 
OBJECTIVE: 
 
To show some of the ways that electrical energy is produced and utilized. 
 
CONTENT: 
 
Electricity is viewed as a form of energy necessary for our present way of life. The questions of where it comes from and what it is are discussed using demonstrations to aid in the explanation. A review of atomic structure leads to the con~ideration of the electron as the basic electrical unit in static and current electricity. Insulators, switches, and fuses are presented as components of an electrical circuit. 
 
RELATED ACTIVITIES: 
 
1. Make a class report on Benjamin Franklin and his work with electricity. (Caution students not to repeat the kite experiment.) 
 
2. Ask a ,local mechanic to bring a car generator to class and discuss its operation. 
 
3. Do experiments in class with a 6-volt dry cell battery to solve the following problems: 
 
a) How does a fuse work. b) What is the purpose of a switch. c) What is the purpose of insulation. 
 
4. Make a list of all the things in your horne that use electrical energy. 
 
-20- 
 
 LESSON 17: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
LIGHT ENERGY 
 
OBJECTIVE: 
 
To show that light is a form of radiant energy and that its characteristics vary according to the .energy possessed by the atom from which it originated. 
 
CONTENT: 
 
Theories dealing with the nature of light energy are presented. Scientists are not certain as to how light travels. It may ~e a wave, or it could be a particle; yet, present evidence leads to the belief that is is presented. as a form of radiant energy which travels at approximately 186,000 miles per second. 
 
Demonstrations show that incident light energy may be reflected, refracted" transmitted, or absorbed. Color seems to depend, in ,part, upon the wave length of the reflected light rays. 
 
RELATED ACTIVITIESI 
 
1. Find, out ,why outer space is cold and, d.ark, even though radiant energy coming from the sun and stars must pass through it. 
 
2. Prove that a red dress or shirt reflects wave lengths of red light. 
 
3. Explain why materials often seem to change color under certain types of lights. 
 
-21- 
 
 LESSON 18: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
HEAT ENERGY 
 
:<: 
 
~ 
 
~ 
 
OBJECTIVE: 
 
To show how the properties of substances are affected by the absorption of loss of heat energy. 
 
CONTENT: 
 
The properties of many substances are shown to change as they lose heat energy to their surroundings. Extremely low temperatures are produced for this demonstration by using liquid nitrogen. 
 
Heat radiates from any warm substance into the space that surrounds it as long as the surrounding space is at a lower temperature. This principle is applied to the use of heaters,. air conditioners, and to the heat loss from earth to space. 
 
One theory dealing with the production of radiant heat energy is presented and compared to the theories dealing with the production of other forms of radiant energy. 
 
RELATED ACTIVITIES: 
 
1. Obtain low temperatures for classroom demonstrations with a mixture of solid carbon dioxide and alcohol. (Crush the solid carbon dioxide (dry ice) and a~d alcohol to form thick mush.) CAUTION: Mixture is dangerously cold and is tenacious when 
in contact with the hands. The temperature of "dry ice ll is approximately minus 750 Centigrade 
in solid form. When mixed with alcohol it is still lower. 
 
2. Review chemical reaction rates as related to temperature and molecular motion. 
 
3. Ask a local refrigeration expert to discuss low temperatures. 
 
-22- 
 
 LESSON 19: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE;: 
 
MOTION 
 
OBJECTIVE: 
 
To show tha4 some force is necessary for motion to occur. 
 
CONTENT: 
 
A b~ief look at motion on land, sea, and in the air shows that we can move thi~gs by pushing, pulling, turning, or lifting them. Some force is always utilized when motion occurs. The effect of friction on motion is demonstrated. This leads to a discussion of the necessity for this force in our environment. The force of gravity is also considered in relation to its effect on movement .. 
 
RELATED ACTIVITIES: 
 
1. Plan a field trip to an airport. 
 
2. Make a class mural called WATER TRAVEL FROM LOG CANOE TO OCEAN LINER. 
 
3. Make a friction chart. In one part put things that are useful because they have little friction. In another part put things that are useful because they have lots of friction. 
 
4. Explain why a person weighs more on the earth than he would on the moon. 
 
-23- 
 
 LESSON 20: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
MACHINES 
 
~ 
 
~~~ 
 
OBJECTIVE: 
 
To show some of the simple machines and their applications as labor-saving devices. 
 
CONTENT: 
 
Machines clearly illustrate the interdependence, interrelation, and interaction between matter and energy. Machines came into use when man needed assistance in providing shelter, food, and protection for his family. The simple machines are demonstrated to provide a basis for understanding the more complicated machines in use today which are composed of many simple machines. Demonstrations show that machines can be useful in one or more of the following ways: 
 
1. To increase the force. 2. To increase the speed. 3. To change the direction of force. 
 
RELATED ACTIVITIES: 
 
1. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. II, 
p. 180. 
 
2. Make a list of the simple machines found in your class room. 
 
3. Devise and write a report of an experiment to prove that a lever can make work easier for man. 
 
4. Observe various mechanical toys and deter.mipe which machines are utilized in this operation. 
 
-24- 
 
 LESSON 21: ETV - SPEAKING OF SCIENCE - tntermediate Elementary Grades 
 
TITLE: 
 
THE NATURE OF SOUND 
 
OBJECTIVE: 
 
To show that sound waves produced by vibrating matter carry energy and have definite characteristics. 
 
CONTENT : 
 
The production of sound waves by vibrating matter is illustrated. These sound waves are shown to be composed of tiny particles or molecules. Demonstrations lead to the generalization that two things are always necessary for the production of a sound wave: a vibrating object and a medium for transmitting the wave. 
 
Demonstrations of pitch, loudness, and quality point out the characteristics of sounds. This concept is extended to include how we distingu~sh one sound from another. The characteristics of a given sound are shown to change as it passes through different materials. This demonstration includes a person inhaling the gaseous element, helium. 
 
RELATED ACTIVITIES: 
 
1. Find out what has been done in your school auditorium to prevent unwanted echos. 
 
2. Make ~ xylophone from dowels that can be bought at the hardware store. Cut eight pieces so you will have a full major scale. You will need the following lengths: (1) 10" (2) 9 7/16" (3) 8 15/16" (4) 8 11/16" (5) 8 3/16" (6) 7 12/16" (7) 7 5/16" (8) 7 1/16". 
 
3. Construct a toy telephone set by using tin cans and a waxed string. 
 
-25- 
 
 IT WIIJ.. BE GREATLY APPRECIATED IF YOU WIIJ.. C<ltPLETE AND RETURN TO THE FOLLOWING ADDRESS: 
Science ETV Teachers 1733 Clifton Road, N. E. Atlanta, Georgia 30329 
 
"FEEDBACK" SHEET - SPEAKING OF SCIENCE 
 
NAME: 
 
DATE: 
 
SCHOOL: 
 
COUNTY: 
 
ADDRESS: 
 
What grade do you teach? 
 
How many classes of science do you teach? 
 
How many 
 
view the TV lessons? 
 
What is the level of your students? (Circle One) above average, 
 
average, below average. Which station do you teleview? (Circle One) Channel 8 - WGTV, 
 
Channel 8 - WXGA, Channel 9 - WAN, Channel 28 - WJSP, Channel 30 - WETV 
 
Lesson Number 21: THE NATURE OF SOUND 
 
DIRECTIONS: 
 
Circle the number that more nearly answers the question. 0 .::does not apply, 1 :::' poorly, 2-=partially, 3= acceptably, 4 ::.effectively, 5::; exceptionally well. 
 
1. Did the lesson aid you in teaching ~cience? 
 
o1 2 3 4 5 
 
2. Was the objective of this particular lesson accomplished? 3. Did the level of presentation suit the level of your group? 
4. Did this lesson benefit the slow learners? 
 
012345 
o1 2 3 4 5 o1 2 3 4 5 
 
5. Did this lesson benefit the rapid learners? 6. Did the introduction get the interest of the student? 
 
o1 23 4 5 
o1 2 3 4 5 
 
7. Could the student relate this lesson to his own environment? 
 
012345 
 
8. Could you correlate this lesson with your individual science program? 
 
o1 23 4 5 
 
9. Could you correlate this lesson with the Georgia State Curriculum 
 
Guide? 
 
o1 2 3 4 5 
 
10. Could you utilize any of the related activities in the teacher aids? 
 
o 1 2 345 
 
11. Could you find additional resources from the library, school 
 
materials, laboratory, or audio visual materials? (Underscore 
 
the one most beneficial for this lesson.) 
 
o 1 2 345 
 
12. Could you obtain materials for demonstrations, illustrations, experiments as follow-up for this lesson? 
 
o1 2 3 4 5 
 
Additional comments and/or suggestions for improvement: 
 
25a 
 
 LESSON 22: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
SOUNDS OF LIFE 
 
OBJECTIVE: 
 
To show how a variety of animals produce and receive sound. 
 
CONTENT: 
 
In order to survive, any organism must respond to the many stimuli of its surroundings. When someone speaks of hearing, most people think of ears; but throughout the animal world there is a great variety of structures that have evolved for the reception of sounds. Just as sound receivers vary from animal group to animal group, so the sound producers also vary. 
 
This lesson gives a look at some of the sound producing and sound receiving devices to be found in the animal world. Insects produce sound in several different ways and in a variety of situations. The hearing organs and sound producing structures may be found on almost any body part. 
 
Among the vertebrates, the songs and calls of birds and amphibians have received the most attention. A brief explanation of the sound producing organs is given. Many songs, call~, and other vocalizations are not by-products of nature, but are adaptive characteristics of the greatest significance in the lives of a host of different animals. 
 
Recorded sounds are heard from the following: owls, grosbeak, kingbird, woodpecker, crickets, beetles, frog.s, toads, rattlesnakes, mourning dove, mockingbird, robin, whipporwill, and monkeys. 
 
RELATED ACTIVITIES: 
 
1. Devise an experiment to show the effect on temperature on the number of chirps per minute a cricket makes. 
 
2. Read about the recent discoveries of sound production by bats. 
 
3. Duplicate the animal sounds by using balloons, whistles, and a file and metal wire. 
 
-26- 
 
 4. Use a tape recorder to record the sounds heard in the early morning; perhaps bird calls will be the most prevalent. Record frogs and toads in early evening. 
5. study the human vocal organs. 
-27- 
 
 LESSON 23: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
ENERGY IN LIVING THINGS 
 
OBJECTIVE: 
 
To show how energy passes from one organism to another and that the sun is the ultimate source of all energy used by living things. 
 
CONTENT: 
 
Some source of energy is necessary for all living things. Plants are seen as living organisms capable of trapping the sun's energy and storing it for future use by themselves and for other organisms. The green plants are the only living things that can take raw materials from the soil, air, and water, and combine them by using the energy of the sun into compounds that constitute food. Thus this process of photosynthesis is briefly introduced as a process of energy trapping with the sun as the source of energy. 
 
The relationship of plants and animals is a very close one. A food chain is used to show plants as the ultimate source of all animal food; and regardless of ~hich animal may begin the food chain, this animal will eventually be found to be dependent on plant life. The food chain is used to show that energy passes from one organism to another. 
 
In any natural community, every plant and every animal has something to offer and something to accept from the other inhabitants. The contribution to the welfare of others is one aspect of the natural balance in nature. Another aspect deals with the producers and consumers. Examples are shown of the producers, or plants that manufacture their own food. The first consumers are the plant eaters, and the second consumers feed on the plant eaters. Though it is impossible to draw a sharp line between these, the d~licate balance of nature is still preserved. 
 
Every natural community has its own cleansing and sanitary system. When an animal dies, there are other insects which quickly pick it clean and bacteria ready to convert the deoaying material to usable products. Thus the cycle of birth and death continue in the world of nature. 
 
-28- 
 
 RELATED ACTIVITIE~: 1. Make a food chain of the school yard, a garden~ or a pond. 2. Show the balance of nature in an aquarium or terrarium. 3. Find examples of animals that perform a "sanitary service" . 4. Ask students to draw diagrams of their yards and show the contribution made by representative life forms. 5. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. II, p  51 and 114. 
-29- 
 
 LESSON 24: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
FOODS AND ENERGY 
 
OBJECTIVE: 
 
To show that the human needs a variety of substances called food to produce energy, to build and repair tissues, and to regulate body processes. 
 
CONTENT: 
 
This lesson is designed to serve as an introduction to a unit on nutrition. SCIENCE FOR GEORGIA SCHOOLS states the following: 
 
"Animal matter has a number of unique characteristics including the ability to grow, to move, to reproduce, and to metabolize food. A principle which is found in each of these characteristics is summed up in a single word, NUTRITION. " 
 
The importance of carbohydrates, fats, and proteins as classes of food is emphasized. The function of water is also discussed. Demonstrations show simple ways to identify each of the classes of foods. 
 
The measurement of food energy is briefly considered to point out that different foods have differen~ energy values. Thus for normal 
growth and dev.elopment, not only a given quantity of food is necessary, 
but also a variety which will provide the materials that the body needs. The caloric requirements of the individual varies as the activity of the individual varies. 
 
RELATED ACTIVITIES: 
 
1. Arrange a bulletin board display of charts of foods or menus for a day. 
 
2. Divide the class into groups for testing classes of foods. Give each group an "unknown" to identify. 
 
3. Extend discussions to include vitamins, minerals, and the sources of each. 
 
-30- 
 
 4. Plan balanced meals fo+ weight increases or decrea,ses. 
5. Refer to SCI~NCE FO~ GEORGIA SCHOOLS, Vol. II, p.5l and 120 for audio visual aids and additional information. 
6. Keep individual records of the foods eaten over a three-day period~ Refer to a chart and calculate the numbers of calories ~aten each day. Also keep a record of your activities for these three days; namely, sleeping, sitting, standing, walking, and exercising. Refer to a chart of calories used per pound per hour and discover approximately how many calories you need.. 
7. Discuss how you can starve on a diet 'which contains adequate calories for your energy requirements. 
;"31- 
 
 LESSON 25: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
CHANGE IN PLANTS 
 
~ 
 
~ 
 
~ 
 
OBJECTIVE: 
 
:" 
 
To show that plants of the present are derived from plants of the past through long and continuous changes. 
 
CONTENT: 
 
All life is believed to have originated in the sea. Many changes must have occurred in order that aquatic plants become adapted to an existence on land. The roots may anchor the plant; the stem may serve as a supporting mechanism; the leaves may provide an exchange of gases. Transportation of food and raw materials must be provided, and some means of reproduction must be provided. Algae, fungi, conifers, and flowering plants are used as examples. 
 
The changes in the life of a single plant are considered. This includes reproduction, distribution, and germination. 
 
Many methods by which different plants disperse their seeds reminds us of man-made devices, i.e., parachutes, airplanes, salt shakers, and pop guns. 
 
By whatever means it is carried, a seed will germinate provided it finds suitable conditions of soil and climate. 
 
RELATED ACTIVITIES: 
 
1. Make spore prints of mushrooms. 
 
2. Devise an experiment for seed germination by using either temperature or light as a variable. 
 
3. Plant a seed in oil and note the change after a few days. 
 
4. Order the film GROWTH OF FLOWERS, No. 2015, Ga. Film Library. 
 
5. Find ways that man has transported plants. 
 
-32- 
 
 LESSON 26: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
FOSSIL RECORDS OF CHANGE 
 
OBJECTIVE: 
 
To show fossils as evidence of change of life on earth. 
 
CONTENT: 
 
In principle, a geologist can take a slice of earth and interpre.t the layers as successive changes. The arrangement of the layers of the earth's surface can then be an indication of time. In reality, volcallic explosions, followed by land upheavals, cause elevation in 
land masses~ erosion and deposition cause changes in the chronological order of the layers of earth~ and folding and cracking further complicate the interpretation of strata as successive changes. 
 
In the various layers there may be found fossils as evidence of life in a pre-existing period. Examples of fossils are shown and are related to their geological age. Each fossil is shown to afford information as to the character of the original organism. 
 
Fossils are shown to be preserved in many ways~ as molds and casts, as an unaltered part, and as a petrifaction. Modern forms are compared with fossilized forms to show that some species have changed greatly whereas others have changed little in millions of years. 
 
RELATED ACTIVITIES: 
 
1. Simulate fossil-making processes by dividing the class into group~ and by giving each group specimens and substances that will simulate rock. with these they can simulate molds, casts, and imprints of tracks. Specimens can include parts of clam and oyste~ shells, starfish, insects, plant parts, and skeletal remains. Imbedding materials can inc~ude mud, clay, cement, sanq, and plaster of Paris. Toy shops frequently stock preparations that resemble stone, wood, or clay. 
 
2. Exchange fossils made by the groups and let pupils attempt to reconstruct the whole organism. 
 
3. Construct a panorama from prehistoric times with toy dinosaurs, soil, and clay. Have groups report on the conditions necessary for each era or scene. 
 
-33- 
 
 LESSON 27: ETV - SPEAKING OF SCIENCE _.. Intermediate Elementary Grades 
 
TI'rLE: 
 
CHANGE IN P,NIMALS 
 
OBJECTIVE: 
 
To show how fossil records indicate the trend of life as proceeding from the simplest to the more complex. 
 
CONTENT: 
 
Life is shown to exist in a variety of forms, yet life forms have changed to meet changing conditions over long periods of time. 
 
Representative "ages"are considered as meaning the dominant forms of life existing in a geological time. A brief survey of the trend of life is given for the following "ages": Age of Primitive Life Forms, Age of Fishes, Age of Amphibians, Age of Reptiles, and Age of Mammals. 
 
From information gained through the study of fossil records and observation Jf modern life forms, scientists are able to establish certain tendencies in the advancement of life through time. The 
history of life on earth is certainly one of change. 
 
RELATED ACTIVITIP~: 
 
1. Prepare the student for a better understanding of the lesson by studying the words "trend" and "tendency". Use for examples various trends in the community or school. Emphasize the tendencies for interests to change as the student grows older, or tendencies for population changes in the town. 
 
2. Display pictures of extinct plants and animals and exhibits of rock collections. 
 
3. Show PREHISTORIC TIMES: WORLD BEFORE MAN, No. 2387, Georgia Film Library. 
 
4. Discuss how coal and oil deposits were formed. 
 
5. Develop understandings of changes that would be necessary for an aquatic plant to adapt to a land existence. Include adaptations for support, transportation of fluids, exchange of gases, fluctuating temperatures, and reproduction. 
 
-34- 
 
 LESSON 28: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
ANIMALS OF TODAY 
 
!~~' 
 
OBJECTIVE: 
 
~1 
 
To show a few characteristics of a representative group of animals, the hoofed mammals. 
 
CONTENT: 
 
Since the mammals include such large varieties and numbers, only one order is selected for emphasis; the Ungulata. Usually they are called the Ungulates. One reason for this selection is that the history of change in horses is a well-documented one. The Ungulates include some of the most common domestic animals, such as the horse, pig, cow, sheep, and goat. Among the wild members of the vertebrates are the deer, elk, moose, antelope, rhinocerous, hippopotamus, giraffe, camel, and zebra. All of these animals live on vegetable foods and have molars for grinding. Most of them have a sidewise jaw motion which aids in eating. Their feet are seen to be encased in hoofs, and the limbs are seen to be adapted for swift locomotion. 
 
By observing the variations in their hoofs, horns, teeth, etc., and relating these to the habits of each animal, the student is introduced to classification or taxonomy as well adaptive variations. 
 
The two divisions of the hoofed mammals are based on their toes; the odd-toed and even-toed ungulates. The even-toed ones are further divided into those that chew their cud and those that do not chew their cud. 
 
Skulls, teeth, horns, and hoofs are used for demonstrations. 
 
RELATED ACTIVITIES: 
 
1. Study the origin and history of the pig, cow, and sheep. 
 
2 0 Find out what characteristics are most desirable in beef and dairy cattle. 
 
3. Select another order of mammals for detailed study. The carnivores would provide examples for observation since many pupils have a cat or dog. 
 
4. Bring pictures showing the development of the horse. 
 
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 LESSON 29: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
CHANGE BY ADAPTATION 
 
OBJECTIVE: 
 
To show how animals are adapted to live in their environments. 
 
CONTENT: 
 
Each creature on the face of the earth is fitted by structure and behavior to survive in its own environment. Although the appearance and physical conditions of the earth's face may vary, each place is a home for some living thing. Every animal has a naturul home, and each is fitted for living there. 
 
An animal's natural place of living is called its habitat. The way the animal is especially fitted for its habitat is known as its adaptation to its environment. These adaptations are related to the following: moisture, the earth's surface, food getting, seasonal color change, seasonal temperature change, and structure. 
 
Many habits of animals may be considered as adaptations to the environment. These include migration and hibernation. 
 
RELATED ACTIVITIES: 
 
1. Examine the forelimbs of various animals and discuss these as structural adaptations to the environment. 
 
2. Encourage groups to visit ponds, lakes, and streams. Contrast the adaptations of the living things observed. 
 
3. Map the migration patterns of the arctic tern. Discuss the many existing theories about migration. THE WONDERS OF LIFE ON EARTH, by editors of Life, Prentice-Hall, has many references to migration. 
 
4. F~nd out which birds in the community are migratory ones. 
 
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 50 Consider how man has distributed animals throughout the world. 
6. Find examples in the local area of seasonal color change in animals. If used in the spring, this activity can include life cycle changes in frogs and insects. 
7. Compare bird feathers, skin, and scales. Show how each body covering is an adaptation. 
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 LESSON 30: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
CHANGE THROUGH HEREDITY 
 
OBJECTIVE: 
 
To show how the principles of heredity allow variation in living things. 
 
CONTENT: 
 
Each pupil can see a wide variety of inherited characteristics in his classmates. The color of hair, eyes, and skin: the shape of the head, hands, and body: the length of fingers and texture of hair all are inherited. A comparison of the physical characteristics of the members of the class will illustrate variation. 
 
How organisms reproduce themselves and transmit characteristics to their descendants has only recently been discovered. Through modern microscopes scientists can actually see the machinery of heredity. A close look at a cell reveals a number of rods or threads, called chromosomes, inside the cells. Each of these chromosomes contains a large number of different segments or genes, strung together like beads on a necklace. The genes are the units of heredity, and each has its special job and its special place on the chromosome. 
 
Just which characters are to be inherited from each parent is still a question to be solved. Gregor Mendel formulated certain laws of heredity from a series of experiments with garden peas. Other scientists have followed the Mendelian principles and have produced forms which have been important economically. Brief descriptions of breeding experiments are used to illustrate dominant and recessive characteristics. 
 
A gene can change or mutate into a number of slightly different forms: in the fruit-fly, for instance, there is a mutation which turns the eyes white instead of redo This wonderful machinery of chromosomes and genes insures that organisms remain reasonably true to type, but also can have a reasonable amount of variation. 
 
RELATED ACTIVITIES: 
 
1. Ask pupils to find out whom they resemble, mother, father, grandmother, or grandfather. They may find that they have characteristics from all of them. Make a class chart of physical traits, and have the pupils make a similar chart for their brothers and 
 
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 sisters. As a result, they may discover certain traits that are dominant or recessive. 2. Extend investigations to include evidences of continued change in man. Museums, pictures of early man, and Greek myths will be pertinent. 3. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III p. 126. 
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 LESSON 31: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
CHANGE THROUGH SELECTION 
 
OBJECTIVE: 
 
To show how man has established new varieties of domesticated plants and animals through selection. 
 
CONTENT: 
 
Living organisms of the present are derived from organisms of the past through long and continuous changes. These natural transformations are slow processes; and although there is evidence of them, they cannot be seen. 
 
Yet through a comparatively few years, man has established new varieties of domesticated plants and animals. Examples are seen of these and of their ancestors. 
 
By selective breeding, man has removed the element of chance from the breeding habits of plants and animals with which he has worked. Several ways of establishing new varieties are shown; some may be deliberate, others accidental. The efforts of Luther Burbank include both. Illustrations of experimental methods include isolation, selection, and hybridization. 
 
A look at some of the common vegetables now raised in the gardens of this country reveal that in the beginning they came from different parts of the world. Through examples of vegetables, fruits, and flowers, one sees that the original wild ancestor has been greatly changed 0 Man has made efforts to select the most desirable characteristics for these plants. 
 
RELATED ACTIVITIES: 
 
1. Plan experiments on artificial pollination or study the reproduction of a flowering plant. 
 
2. Draw maps showing the origin of some common vegetables, fruits, or flowers. 
 
3. Read about the contributions of Luther Burbank. 
 
4. Observe variations in modern dogs, flowers, or vegetables. 
 
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 LESSON 32: ETV - SPEAKING OF SCIENCE - Intermediate Elementary Grades 
 
TITLE: 
 
HEREDITY AND ENVIRONMENT 
 
OBJECTIVE: 
 
To show that a person is a product of both his heredity and his environment. 
 
CONTENT: 
 
Human characteristics and traits are usually accounted for in terms of heredity or environment. Many people oversimplify this accounting by crediting one of these factors as the sole determiner of the individual's physical, mental, and emotional makeup. 
 
Because of the difficulties in tracing human inheritance, most of the data concerning human inheritance has been obtained from the studies of family histories. The musical family of Bach's is a classical example. Characteristics, such as intelligence, have been observed in studies made of identical twins. 
 
Of all human talents, musical talent gives the clearest evidence of heredity. It reveals itself most spontaneously at the earliest age, in all kinds of environments. Artistry, literary talent, arid mathematical ability are briefly concerned. 
 
This lesson shows that one inherits genes. Not all genes show up at birth. Some express themselves as the individual grows; thus, the way genes show themselves depends partly on the environment. For instance, one must have a trait for tanning, but all people do not possess this trait. To inherit a trait for tanning is not enough; it must have the proper environment in which to de\'elop. This environment needed to develop a tanned skin is enough sunlight. Each person must provide himself an environment in which his inherited characteristics will develop best. 
 
RELATED ACTIVITIES: 
 
1. Discuss how one can give music;al talent a chance to show itself. 
 
2. Relate nutrition to the influence of environment on heredity. 
 
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 3. List the physical traits that will or will not change as a person grows older. 
4. Select groups to investigate the inheritance of acquired traits, intelligence, personality, artistic ability, and athletic ability. Consider which environmental factors are most influential in each instance. 
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