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Teachers’ Manual for

EXPLORING SCIENCE

One

by Walter A. Thurber

Professor of Science Cortland State Teachers College Cortland, New York

Edited by Paul E. Smith

THE MACMILLAN COMPANY OF CANADA LIMITED TORONTO

Revised Canadian Edition Copyright, 1957

THE MACMILLAN COMPANY OE CANADA LIMITED Printed in Canada

Originally published by ALLYN AND BACON, INC.

Contents

Introduction 5

Putting Science in the Curriculum 5

How to Use the Books 8

Speeial Techniques for Teaching Science 12

Conservation Education 16

Health and Safety Education 17

Detailed Teaching Suggestions for Book One 19

Word List 20

Caterpillars 22

Rain 27

An Aquarium 38

Signs of Winter 40

Colours 46

Magnets 53

Air , 58

We Are Crowing 64

Planting Seeds 69

Things That Float 74

Spring Is Here 79

Watching the Flag 85

List of Science Materials 91

General Referenees for the Teacher 93

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Introduction

PUTTING SCIENCE IN THE CURRICULUM

“Leam through doing!” “Study things — not ideas!” What excellent precepts for a science programme! For children love to “do” more than they care to sit passively. And they learn best when they are using their senses to study the world about them.

Imagine a cheerful classroom with children taking care of radish seedlings and goldfish; with children keeping records of tadpole growth and weather changes; with children making model boats and cricket cages; with children comparing what books say about robins with their own observations; with children experimenting, arguing about results, and suggesting new ways to prove that there is water in the air.

This is a picture of a science programme that is meant for children. These children are learning more than isolated facts; they are learning to work together, to solve problems, to handle tools, to use books. And they love every moment of it!

Teaching like this is fun. The outcomes are highly satisfying. Chil- dren need only the ideas for things to do, a little help in finding ma- terials, and some encouragement. They supply the necessary en- thusiasm and energy.

Some Reasons for Elementary Science

The elementary school is concerned with the growth of the child, — his intellectual, social, emotional, and physical growth. All subject- matter areas have the same general objectives, but they use different methods and content for attaining them. Science, because it deals so much with tangible things, makes several unique contributions.

Much of the programme of the Exploring Science Series involves manipulation, thus developing muscular co-ordination, skill with tools, and familiarity with materials. A number of otherwise outstanding pupils are seriously deficient in manipulative ability, this phase of their education having been neglected. They benefit greatly from oppor- tunities to work with the “things” of the science programme. In con- trast, there are a number of retarded readers who find in this phase of science their only opportunities to equal or excel their classmates.

A rich variety of science projects gives all children opportunities for self-expression. Some children best express themselves by making

5

models; some through making friezes, charts, and posters; some by writing science stories, keeping notebooks, and producing science plays; some through collecting and exhibiting.

Science activities encourage pupils to plan, to use ingenuity, and to exercise initiative. When the activities are carried out by small groups, the pupils learn to plan and work together, to share responsibilities, and to assume leadership.

Experiments, field trips, projects, and similar activities stimulate pupils to turn to books for information. By comparing what authori- ties say with their own observations, the pupils tend to become more critical and they develop habits of open-mindedness and delayed judgment.

Certain phases of the subject matter of science have immediate and important values. Especially important are the learnings that con- tribute to establishing better health and safety practices. A large share of health and safety education is based upon scientific information. Another area that benefits from science subject matter is conservation education; so closely is conservation allied with science that the two are usually included in the same programme. (Pages 16-18 of this Teachers’ Edition discuss the role of science in conservation and health and safety education.)

How Much Time for Science?

“Can you afford fifteen minutes three times a week for science?” This in answer to teachers who are concerned about the already crowded class curriculum. Successful science programmes have been carried out with as little time as this scheduled for science class work. More time is to be desired, but there need be no sacrifice of other important areas when science is added to the school programme.

An elementary science programme does not demand a great deal of formal class time to keep it progressing satisfactorily. Three or four short periods weekly, or the equivalent, are adequate for pupil motiva- tion, with much of the actual science work being carried on outside class time. Most of the units in the Exploring Science Series require two or three weeks for satisfactory development — for planning, ex- perimenting, and discussing.

Science does not require much class time because children make time for science. They find the work too exciting to be dropped be- tween lessons. They rush to school in the morning to see how their plants and animals have fared through the night. They use much of their free time during the school day for science activities. If per- mitted they will stay after school to work with science materials. And

6 Introduction

it is not unusual for a majority of the pupils to repeat at home the experiments they have carried out during their science lessons.

It is possible to make science the core of the entire school pro- gramme; many children prefer to make science just that. Many chil- dren prefer to talk and 'write about science for their language work; many prefer to read about science during reading periods; some pre- fer to base their art work on science subjects. As one teacher put it, “I have learned how to start a science programme. Now show me how to stop it!”

Planned and Incidental Science

A planned programme ensures steady progress from grade to grade with a minimum of overlapping and repetition. A planned programme ensures breadth of content and a balance among the various subject- matter areas of science.

A planned programme gives point and direction to the work of the pupils and keeps their enthusiasm high. It opens up new avenues for exploration. Without planning, science programmes usually become haphazard and are sometimes neglected.

On the other hand, there should be time available for what is called “incidental” science. Pupils should have an opportunity to watch a butterfly that has just emerged or to study a rainbow that has just appeared in the sky. Incidental science deals with the unexpected; it is often responsible for some of the most worth-while outcomes of the science programme.

Equipment for the Science Programme

Mayonnaise jars, tin cans, paper clips, and soda straws — such are the materials needed for a science programme. There is nothing mysterious about these commonplace materials. When a child does an experiment with a mayonnaise jar he is working with something familiar to him. He can repeat the experiment at home if he wishes. To him, science is the study of familiar things.

A list of materials needed for each unit of the Exploring Science Series is included in the specific suggestions for teaching each unit. A list of all the science materials needed for the year’s programme is included at the end of this Teachers’ Edition. Children can supply most of the items, such as tin cans and glass jars. Some of these should be stocked in quantities so that there is always a supply on hand.

It is well to make a list of materials that children cannot bring in. This list may include such raw materials as soft pine lumber, wire, nails, and screws. The list should then be discussed with the principal

Introduction 7

or the supervisor for items that can be supplied by special depart- ments of the school system. Usually only a few items need be pur- chased separately.

Ideally, materials for an activity programme should be provided in quantity. Instead of a single hand lens, a class of thirty children should have at least fifteen hand lenses. Although this may seem prohibitively expensive it need not be so. Other teachers in the school will probably be able to use the same materials. By providing a cen- tral storage space, and by working out a schedule for the use of the materials, the per-pupil cost becomes insignificant.

HOW TO USE THE BOOKS

Each pair of facing pages in the books of the Exploring Science Series sets the stage for an exciting adventure in science — an experi- ment, a demonstration, a field trip, a class project. The books are study guides rather than science readers. They present a programme to the pupils and show them how to carry it out.

Some teachers may choose to follow the books page by page, deviat- ing little from the programme as it is presented. Their classes will be meaningful and fun for the pupils.

Other teachers will prefer to modify the programme to fit their special needs. Each book has been planned to permit a high degree of flexibility. How to take advantage of this flexibility and other features are discussed below.

How the Books Are Organized

Science experiences form the basis for the Exploring Science Series. Emphasis is upon first-hand experience activities supplemented by information given through pictures and reading.

The activities have been selected to provide experiences in all the common areas of science, both physical and biological. This presents a well-rounded programme that appeals to different interests and gives a broad background in science.

The activities are grouped in units centred about such familiar subjects as “Mirrors” and “Sunshine” rather than in units of formalized science. A single unit can, and often does, cut across several conven- tional subject-matter areas.

The material of a unit is developed in two-page blocks, each of which usually takes up a separate topic. This is a successful pattern often found in how-to-do-it books. It is useful in these science books because pupils can carry out an activity without turning pages.

8 Introduction

The Teachers’ Editions

The special Teachers’ Editions for the Exploring Science Series con- tain the material given in the pupils’ editions together with detailed suggestions for using this material.

Each unit is introduced with a discussion of the possible outcomes of the unit and a description of the part the unit plays in the entire science programme. Necessary materials are listed. Different methods of developing and enriching the unit are suggested, and valuable background information is provided.

Following these general helps, the material in the unit is considered page by page. Different methods of developing lessons are suggested. There is advice about the use of tools and materials. Possible diffi- culties are anticipated, and suggested things for the teacher to say in the classroom are in bold-face type. Answers to questions pupils might ask, follow-up activities, and references are listed. See prepar- ing FOR THE UNIT for the best time to begin a unit.

The Teachers’ Editions give teachers confidence in their ability to teach science. The Teachers’ Editions help teachers to take full advantage of the special features of the books, thus providing a rich and challenging programme.

Scheduling Science

Most of the units in the Exploring Science Series require two or three weeks for satisfactory development. Children should not be hurried through a science programme. They need time to experiment, to discuss results, to try experiments again. They need time between lessons, too. A pupil who has connected a dry cell to an electric lamp during a science lesson will want to repeat the experience during his free time. He may also wish to repeat the experience at home.

Most of the two-page blocks of a unit serve as the subject for one or more lessons each. One of these blocks may describe an activity that requires a full lesson for completion. Some of the activities may be started in one lesson, as with many experiments with plants, and then finished during a lesson at a later time. Field trips require additional lessons for preparation and for follow-up. Projects usually require several lesson periods.

It is recommended that the minimum time allotment for science be scheduled as lesson periods. Additional time can be used for inci- dental science or for extending scheduled lesson periods as needed.

There are several ways to provide additional science time without scheduling it at the expense of other subjects. If there is a “science table” at the side of the room, materials may be placed on it for pupils

Introduction 9

to use in their free time, both in and out of school hours. Individual projects can be started in school and completed at home. There can be correlation with reading, language, art, and social studies. As long as the science programme is interesting, the pupils will find time for it.

Modifying the Basic Programme

Perhaps spring comes early to your section of the country. Perhaps your community makes much of Fire Prevention Week. The teaching calendar should recognize these and other important events. The flexibility of the Exploring Science Series makes it possible to shift units as desired because the units within a book are independent of each other. A unit involving fire can be moved to early fall and a unit involving spring can be scheduled for the time when daffodils burst from the ground.

Likewise the material within a unit may be re-organized to take ad- vantage of special conditions. Re-arrangement of the two-page blocks may permit a more suitable activity to open a unit. Additional activi- ties can be inserted as desired. One may also delete some of the activi- ties that do not seem appropriate to the teaching situation.

The class may wish to take up science material that is not included in the programme of the books. This is admirable and the class should be given every encouragement. There are a few cautions that should be observed. The teacher should be sure that the subject is of interest to all pupils and not to just a few of the more aggressive individuals. She should be sure that there are suitable activities to be used in teaching the proposed subject. She should try not to take up material that will be taught by teachers in later grades. If pupils suggest a topic that does not seem suitable for the entire class, the topic may be assigned to certain interested pupils as optional work. Assigning a particular topic to a superior child will frequently re-awaken his interest by confronting him with a real challenge to his ability.

Beginning a Unit

To start children thinking about magnets put magnets in their hands. To start them thinking about frogs put a frog where they can watch it. That is all there is to starting a new unit.

New materials may be presented in several ways. Sometimes, as with magnets, the materials may be put in the hands of the pupils with little explanation. Sometimes an interesting demonstration can be used; for example, a “race” with burning candles under various- sized jars to see which candle goes out first. Living things, particularly things that move, need only be placed where pupils can watch them.

10 Introduction

Special days and special events offer possibilities for introducing new topics. A St. Patrick’s Day carnation raises questions that lead to experiments with water movement in plants. Coloured Easter eggs raise questions about dyes that lead to experiments with dyeing cloth.

First-hand experiences make the most interesting and the most challenging approaches to new units. There can be no one best approach to a unit because conditions vary so much, but a little imagination adapts most activities to meet the situation.

Developing a Unit

The pattern in which the material is presented in the Exploring Science Series is one that has been used successfully, but it is not necessarily the most satisfactory for a particular situation. There can be no one best pattern: much depends upon the interests of the pupils, upon the teaching situation, and upon unpredictable events. A teacher should feel free to modify any unit — re-arranging the topics, adding material, and deleting material.

It is important that there be variety in a unit. Variety keeps interest high and provides for individual differences. Use experiments, field trips, demonstrations, model-making, and science play-writing, to obtain the necessary variety.

Different types of activities make different contributions to a science programme. Experiments and field trips provide the basic first-hand information. Study of books and pictures supplements first-hand in- formation with information that has been gained by other people in different situations. Model-making, play-writing, and similar activities serve to organize information.

These books make use of many different types of activities in the development of the programme. The detailed sections of these Teach- ers’ Editions suggest still more types of activities that can be used to enrich the programme.

Evaluating Outcomes

As yet, no one has discovered how to measure the truly important outcomes of a science programme. Certainly the facts of science as tested by pencil-and-paper tests are of small eonsequenee. The im- portant outcomes are the attitudes that pupils develop, the skills they gain, and the habits they acquire.

Evaluation of the effectiveness of a science programme is chiefly one of personal judgment. One must depend upon many small but significant signs. One may look for signs of general interest. How many pupils participated in each activity? How many children volun-

Introduction 11

teered for optional activities? How many pupils brought in materials when asked to do so? How many brought in materials without being asked? How many pupils repeated science activities at home? Did pupils talk about their science experiences outside school?

Specific achievements can be used as a measure of success. What experiments were carried out? What field trips were taken? What projects were completed? What books were read?

One may look for signs of pupil growth. How many normally quiet children took active parts in class work? How many passive children took on leadership responsibilities? How many “slow” readers turned to books for information? How many pupils turned out work of improved calibre?

To measure the progress of individuals look for interest, effort, growth, and achievement. Not all children can be judged by the same standards, but if in his own way a pupil has shown evidence of each of the above, one may feel satisfaction with the results.

SPECIAL TECHNIQUES FOR TEACHING SCIENCE

Most of the teaching techniques used in other subject-matter fields apply equally well to science teaching. But when pupils begin to experiment, to perform demonstrations, to take field trips, and to build models, it is obvious that a teacher must have a knowledge of some additional teaching techniques.

The majority of the activities suggested in the Exploring Science Series are direct experience activities. They are simple and they are clearly described in the textbooks. A teacher should have little diffi- culty in helping pupils to carry them out, but if difficulties do arise, the detailed assistance given in the Teachers’ Editions should quickly clear them up. The real problem that faces a teacher is not that of giving technical assistance with activities: the problem is finding ways to help pupils to gain the most from the experiences.

Science education stresses a number of major goals such as the development of critical thinking and the habit of withholding judg- ment. The activities which pupils carry out set up the situations that permit these goals to be attained. It is in working toward these major outcomes that many elementary teachers need help.

The Problem-Solving Approach

What a child learns may be of less value to him than the way he learns it. A curious child can be led to speculate, to experiment, to check conclusions. He can be given practice in defining problems.

12 Introduction

He can be given opportunities to exercise his ingenuity. He can be encouraged to develop a critical attitude and an open mind. Such experiences are worth more to him than the bits of information he may pick up.

Elementary science is well-adapted to the problem-solving approach. The materials of science awaken curiosity: “How did this dandelion get in my garden?” “How can I connect this dry cell to an electric bell?” “Why does my dog prick up his ears when he wants to hear better?”

It must be remembered, however, that questions do not automati- cally become problems. A teacher may ask, “How do the people of Canada get their drinking water?” only to discover that few children care. Children are more interested in small and immediate problems: “How can fish stay under water?” Teachers should always re-examine the problems they intend to use to be sure that they have problems which challenge the pupils.

Answering Questions

It is a matter of courtesy to recognize all questions that pupils raise, whether the questions seem relevant or irrelevant, intelligent or silly. Perhaps if we could know all that goes on in a child’s mind we would consider all his questions more seriously.

Recognition of a question does not mean that the question must have an immediate answer. Teachers probably answer too many ques- tions for the good of the child. When a teacher answers a question, or selects one of the pupils’ guesses as correct, there is nothing more for the pupil to do. It is better to encourage him to speculate, experi- ment, observe closely, and turn to recognized authorities for informa- tion to answer his own questions.

The more a teacher knows of a subject the easier it is to avoid the direct answer in favour of suggestions for finding answers independ- ently. But when a teacher’s background in a field is limited, it is still possible to make suggestions that send a pupil to experiments and to books for information — and for the answers.

A teacher must often say, “I don’t know, but . . .” and follow up with suggestions for planning an experiment, or with the name of a recognized authority. There are innumerable questions that neither the teacher nor anyone else can answer. Physicists do not know why a magnet picks up iron. Biologists do not know why a bobolink mi- grates to South America in autumn. No one knows why the earth pulls things toward it or how a green plant produces sugar. The teacher must never be afraid to say, “I don’t know.” These are the words that

Introduction 13

challenge mankind. Perhaps that teachers pupils will be the very ones to solve these age-old questions.

Experiments

Children love to experiment — to find out by “doing,” as eompared with learning through reading and being told. This is because ehil- dren like to manipulate, they like to see things happen, there is an ele- ment of suspense involved, and perhaps they subconseiously recog- nize the validity of information gained this way.

Experiments in the elementary sehool should be informal. Problems are best stated in the words of the children. There is no place for the formalized pattern of “objective, apparatus, proeedure, observations, and eonclusions.”

The best problems for experiments are the small problems that can be solved with simple equipment and in a short time. “Can a magnet attract a paper clip through cloth?” “Will grass turn yellow when a board is laid on it?” “Will cocoa pass through a filter?”

A number of worth-while problems arise from diseussions that pupils hear at home. “Does hot water freeze faster than cold?” “Will aspirin tablets keep cut flowers from wilting?” “Is the coldest plaee in a room near the floor?”

Certain problems are too broad for ehildren to solve. “Do plants need light in order to live?” “Does a fire need air in order to burn?” It would be improper to let pupils feel that they had answered sueh questions after two or three experiments. Instead of sueh problems, pupils should be eneouraged to work on more limited problems. “Do bean seeds need light in order to start growing?” “Will a candle burn longer in a quart jar than in a pint jar?”

While pupils are earrying out an experiment, the teacher should re- frain from influencing their eonelusions. Only after the pupils begin to discuss their results should the teaeher begin to raise questions that will eneourage them to modify their eonclusions. Perhaps the pupils have discovered that a pot of corn seedlings in a dark eloset died after six days. Some of the pupils have deeided that eorn seedlings need light in order to live. The teacher may now suggest that the seedlings might have died anyway, perhaps beeause the soil was poor. She may then eneourage the pupils to set up the experiment with another pot of seedlings in a light place.

Teachers are sometimes upset beeause an experiment does not “work.” Aetually, all experiments “work” in that they show that some- thing happens or fails to happen. When an experiment does not turn out as anticipated, it is because some uneonsidered faetor has entered

14 Introduction

or because the expected result is wrong. But that is the fun of ex- perimenting, not knowing what results are going to be and trying to account for what does happen.

Field Work

The Exploring Science Series encourages field work as one of the most effective methods of learning science. Few are the units that do not suggest directly or indirectly some type of field work.

Possibilities for field work are almost endless. School buildings often have heating systems, gymnasiums, shops, kitchens, medical centres, and fire protection devices. School yards frequently have play equipment, flagpoles, shaded and unshaded areas, and varying kinds of vegetation.

Near schools there are often parks, gardens, vacant lots, and fields where plants can be studied. Where there are plants there are insects and other animals. Near schools there are sometimes automobile service stations, stores, greenhouses, and other business establishments. These present many opportunities for the study of science.

Field work should be planned carefully. Children should know what they are to look for. Do crocus blooms stay closed on cloudy mornings? How is air put in a tire? These are simple, direct problems well fitted for field investigations.

Outdoor experiments make good subjects for field work. The pupils may compare the temperatures of pans of water in sunshine and in shade. They may study the effect of sprinkling water on a pile of soil.

Field work is usually more effective when each pupil has something to do with his hands. The children may collect coloured leaves. They may take the temperatures of the soil in different places. They may write the answers to questions formulated before the trip.

Techniques for handling pupils in the field are somewhat different from handling pupils in the classroom. Each pupil must have some- thing to do and he must know exactly how to do it. One of the im- portant differences between indoor and outdoor situations concerns the amount of talking by the teacher. Lecturing and class discussion usually fail in the field because there are so many distracting elements. These techniques should be reserved for the preparatory and follow- up lessons. Once in the field, the teacher should generally talk only with individual pupils who come up with special questions.

Science Projects

Science projects exist in such rich variety that it is possible to appeal to the many interests and talents in a class. Children who like to work

Introduction 15

with tools enjoy making models. Children who like to draw and paint enjoy making posters, charts, and friezes. Children who like to write find opportunities to write stories and plays. Children who like to collect will enjoy preparing exhibits of their science collections.

Science projects such as these encourage pupils to plan, to use in- genuity, to persist at a job until it is done. Group projects give chil- dren opportunities to work together, to share, to assume leadership. The final products are tangible evidence of accomplishment and give the children deep satisfaction.

Such projects are important in the learning process. They bring to- gether information and organize it in easily understood patterns. Often the projects give rise to new problems for the pupils to work on.

Completed projects should be put on exhibition whenever possible. Projects may be displayed in the foyer of the school, at Parents’ Nights, and at P.T.A. meetings. They may be exhibited in store windows dur- ing Education Week. Local newspapers are usually delighted to pub- lish photographs of exhibits and the children who made them; the teacher need only call up the editor and notify him of the displays. Through projects of this kind, parents gain a better understanding of what goes on in the school programme, and children enjoy sharing their science experiences with them.

CONSERVATION EDUCATION

Elementary science should make significant contributions to con- servation education. Science deals with plants and animals, rocks, soil and water, and with the scientific principles that control these natural features. Science helps meet the three general objectives of conserva- tion education — 1) to give information about natural resources, 2) to develop desirable attitudes towards the use of natural resources, and 3) to give experiences with conservation practices.

Studies of the life histories of living things give an understanding of their problems. Each book of the Exploring Science Series includes a number of life history studies, and others are suggested in the Teach- ers’ Editions.

Interrelationships among plants, animals, and their natural environ- ments are also important. Better understanding of interrelationships would have prevented the admission of many animal and plant pests into this country, the extinction or near extinction of many species, and the many other mistakes we have made in handling our environ- ment. This Series stresses interrelationships in all units dealing with the natural environment.

16 Introduction

In general, when pupils gain sufficient backgrounds of information they develop proper attitudes. Having seen a badly eroded pasture, having learned the value of topsoil and the difficulty of replacing it, they recognize the waste and the need for conservation practice. They need no indoctrination; they draw their own conclusions from the facts.

These books also show children how to practise conservation for themselves. They are encouraged to take care of their clothing and their toys. They learn to conserve heat by closing doors and windows in cold weather. They are instructed in the prevention of grass fires and forest fires. They learn how to co-operate in fire prevention about the home.

Children are also encouraged to help to keep streets, roadsides, parks, and picnic grounds free from litter. Much education is needed in the proper use of one of our great resources, the beauty of the countryside. By taking pupils to places that are beautiful and then for contrast to places that have been abused, the teacher gives them training in an important area of conservation education.

HEALTH AND SAFETY EDUCATION

All areas of the elementary school curriculum must share in the responsibility for helping children to learn to take care of themselves. Science is especially important since it contributes much of the in- formational background necessary. By broadening its goals, the teacher may use science as the basis for the health and safety pro- gramme when classroom time does not allow for two separate pro- grammes.

These are the areas commonly included in health and safety pro- grammes for the elementary school:

The meaning of health

Body growth and development

Nutrition

Circulation and respiration

Digestion

Elimination

Bones (including teeth) and muscles Skin, hair, and nails The senses

Ears, nose, and throat Rest and relaxation Mental health Sanitation

Communicable diseases and their prevention

Introduction 17

Tobacco, alcohol, and drugs Preventing falls Safety with tools Preventing fires Traffic safety

Treatment of small wounds Prevention of sunburn Water safety Safety with animals

Safety with electrieity (including lightning)

The Exploring Scienee Series provides a combined seienee and health programme when such a combination is desired. Most of the units in eaeh book eontain health and safety material. For instance, the fourth-grade unit “Static Electricity” includes a lesson on safety during a thunderstorm. The sixth-grade unit “Water in the Ground” ineludes several lessons on safe drinking water. In addition, eaeh book eon- tains one or more units dealing primarily with health and safety, which are noted at the end of each book under “The Major Topics Presented in Eaeh Unit.” Thus a eomplete integration of the two programmes ean be carried out in a eompletely natural way.

The flexible organization of the books permits the emphasis to vary aceording to need. If the school provides a separate health and safety programme, only a minimum amount of time need be spent on repeti- tious material in this Series. But if the combined programme is in operation, the health and safety material may be expanded as desired. The speeial helps in the Teaehers’ Editions show how to make the most of situations that arise from working with the Exploring Seienee Series.

It should be remembered that the seienee programme eannot assume the eomplete responsibility for health and safety edueation. Health and safety instruction must go on at all times. Children need orientation in the use of drinking fountains, publie toilets, and sehool washrooms. They must be reminded constantly about washing after playing with things that dirty their hands, after going to the toilet, and before eating. They must be eneouraged to play aetively and then rest quietly. Safety in the elassroom and on the playground must be stressed constantly. And the whole problem of mental health — good social adjustment, self-eonfidence, self-reliance — should be an every-minute-of-the-day concern of the teacher.

18 Introduction

Detailed Teaching Suggestions for Book One

People who do not know small children well are always amazed when they see what can be done with science in the early grades. They find children able to work with material that has in the past been reserved for much higher levels. They discover that children not only do well with the biological material of the traditional ele- mentary programme but that they are capable of dealing with a wide range of topics in the physical sciences.

The chief specification for science in the early grades is that it be experiential. Small children lack the background of first-hand ex- periences needed both for discussions and the intelligent interpreta- tion of pictures and reading. But in contact with real things they learn with surprising speed.

Small children like to repeat experiences again and again. This is part of the learning process. They are usually working with science materials for the first time and they need the additional contacts for effective learning. It is not unusual for a child to work with science materials for an hour at a time, repeating experiments and improvising variations. Each repetition adds to his acquaintance with the ma- terials and increases the soundness of his understandings.

A child may not always want to talk about experiences he has just had. Some children seem to need time to sort out and organize infor- mation before talking about it. It is wise not to push children into discussions, rather let the talk come spontaneously. The chief goal of early grade science is the development of an experience back- ground; verbalization is of but secondary importance.

When there is no pressure, small children pick up scientific terms with surprising ease. One often hears first-grade children talking about “chrysalids” and “pollen.” They learn these words informally as they hear them being used in connection with the things with which they are working. The detailed suggestions that follow men- tion some of the scientific terms that have been found appropriate for children to leam, and they give advice about ways to introduce the terms. However, one should remember that the words are not important — the understandings are, and the words should be intro- duced slowly, informally, and without pressure.

Teaching Book One 19

The first book of the Exploring Science Series makes no effort to develop a scientific vocabulary for reading purposes. First-grade chil- dren are just learning to read, and their books should contain only a very few words with which they are not familiar. The reading level in Exploring Science One has been kept low enough so that all first- graders can enjoy the book.

The reading material for the children begins on page 90, develops a vocabulary of 130 words, and is on the level of reading primers. Throughout, pictures provide the information and directions the child needs for carrying out the activities. Sentences are short and direct, phrases are unbroken, and each sentence begins on a new line. The general vocabulary has been checked against standard word lists for the first grade. Tests in classroom situations, over a ten-year period, have proven the readability of Exploring Science One.

All new words are included in the list below, in the order of their first occurrence. Roots and variants of previously-introduced words are counted as new words. The twenty-five starred words are intro- duced with adequate repetition and are closely connected with the illustrations. These words comprise the special science voeabulary necessary for Exploring Science One.

WORD LIST

90 *air is

going

out

* water in

92 not

* juice

98 our *hair

* growing

99 * nails

are

101 *hands

102 we have * bones

104 grow for many years

105 how do you know that

106 animals too these

baby

they

107 now grown find them

108 need good

"“food

so

can

109 what eat

112 put soil

20 Teaching Book One

an	127
eggshell plant
a	128
‘radish ‘seed

it

113 on

the
little
from	129
114 kinds	134

of

people

planting

115 grew	135
116 *bean	136
watch
117 this	138
happens tell
story	139
122 some
things * float	140
123 which	141
124 *sand	142
125 bottle	143
126 ride

to	144	* birds
boat		singing
Ned	145	building
has		*nests
toys
there	148	way
two		*wind
holes		blowing
one	149	•flag
goes		at
		your
* spring		school
here
look	150	children
beginning		putting
* flowers	151	top * flagpole
* leaves		does
bushes		help
bring	152	make
sod		own
* grass	153	then
other		every
		day
eating
new	154	morning * shadow
cutting		point
raking	155	afternoon
their	156	pages
* gardens
will	157	words
up

Teaching Book One 21

Caterpillars

PURPOSE OF THE UNIl

Of all the insects, butterflies are probably the best known and best loved by children. It seems fitting to begin the study of insects with this particular group, starting first with the caterpillar stage.

The species illustrated in the text is a common one, easy to identify in its different stages and widespread over the country. It is the mon- arch butterfly, sometimes called the milkweed butterfly because its caterpillar is found on milkweed plants. This species is especially valuable for classroom study because it passes through its various stages so rapidly; children may see it pass from caterpillar to adult stage in less than three weeks, whereas with most other species the children must wait through the winter to see the adult emerge.

The study of this butterfly provides an experience background help- ful in understanding the life cycle of other butterflies, of moths, and of the many other insects that pass through four distinct stages in their lives. In the first unit of Exploring Science Two pupils will be intro- duced to a second type of insect development as represented by grass- hoppers, in which there is a gradual development from young to adults. Thus, these two type studies acquaint pupils with the two common patterns of insect development.

As this unit is being taught, some of the broad goals of a science programme should be kept in mind. For instance, we would like to have children keenly aware of things around them. If we make them interested in caterpillars and pupae and butterflies and the plants they feed upon, we are on the road to that goal.

We would like to have children sympathetic towards the problems of living things without being sentimental about them. Therefore, we will not give caterpillars human characteristics of greed and ambition. We will encourage pupils to treat caterpillars kindly but dispassion- ately.

We want children to realize the interrelationships of living things, so we will use every opportunity to point out how caterpillars depend upon plants, sometimes injuring the plants, sometimes conflicting with our own interests as in the case of the cabbage butterfly.

PREPARING FOR THE UNIT

This is a unit for early fall because it is then that caterpillars are largest and most conspicuous. At this time, too, many caterpillars are 22 Caterpillars

ready to leave the plants on whieh they feed and seek plaees in which to change into the pupa stage.

Before beginning this unit, teachers should try to find caterpillars of the monarch butterfly. A search of the milkweed plants near the school may reveal them. If there are many caterpillars present, one may bring the class to the site to look for them.

Failure to discover caterpillars of the monarch butterfly should not be discouraging. There are other species, such as those that feed on celery and parsley (and change into Black Swallowtails), that will go into the pupa stage when brought inside; when kept until spring, many of them will transform to adults. Mention should be made here of one common species that is often disappointing to children because it does not become a pupa in the fall. This is the woolly bear cater- pillar, a fuzzy species that is black on both ends and brown in the middle. This species usually remains quiet until spring at which time it spins a cocoon.

In some communities there are people who make a hobby of butter- flies and moths; one may enlist the help of these people in finding materials for the unit.

Caterpillars may be kept in glass jars as shown on page 7. It is well to keep each species in separate jars because each species feeds upon a different kind of food plant.

List of Materials

Quart or larger glass jars

Cheese-cloth for covering jars

Rubber bands

TEACHING THE UNIT

If at all possible, try to have some caterpillars in the classroom be- fore beginning to use this book. Give the pupils an opportunity to watch the caterpillars and discuss them. Then turn to the book with its suggestions for things to do and its suggestions for observations.

As children watch the monarch pass through its life stages, and as they bring in different stages of other species, there arises the problem of vocabulary. The solution recommended here is to develop a simple vocabulary at the beginning, emphasizing the concepts that lie behind the words. As individual pupils develop a need for new words, or as they encounter words for which they are ready, then help them to extend their vocabularies.

Caterpillars 23

We can keep the terminology for the stages of butterfly life histories very simple: only a fe\v nev^^ words will need to be introduced. The term “egg,” for instance, is universal, although we must not assume that an insect egg is closely similar to a hen’s egg. Technically, the name for an insect in the second of the four stages is “larva,” but the larva of a moth and butterfly is also called a “caterpillar.” There seems little advantage in introducing the term “larva” until later.

The third stage is called the “pupa.” This is the outwardly inactive stage sometimes called the “resting” stage, a term that should not be used because inwardly the pupa is undergoing remarkable changes. The pupa of a buttei^y is technically called a “chrysalis,” but there seems little advantage in introducing this specialized word when the term “pupa” applies so much more broadly. The term “cocoon” refers to the silken covering which encloses the pupa of certain insects.

Pages 4-9

One may begin with a study of the pictures: How many girls are there in the first picture? How many boys? What do you think they are doing? What do you think they will do with the jar near the boy? Let us look at the next page to find out.

This is what the children are going to do with the jar. Why do you suppose they want to put the caterpillar in the jar? Where will they take it? Where did they put the jar? How did they keep the cater- pillar from crawling out of the jar?

Turn the page. Here is the caterpillar. What is it doing? What colours do you see on the caterpillar? Does it have legs? Can you tell which end is the head? Why is someone putting another leaf in the jar?

At this time the teacher should propose a trip to look for caterpillars if preliminary search makes the trip seem worth while. The pupils may then collect a few caterpillars and put them in jars as shown on these pages. Be sure to bring back some leaves of the plants where the caterpillars were found feeding. Do not hesitate to bring in cater- pillars of different species, but always collect leaves from the plant where eaeh is found.

Pages 10-11

Here are four pictures. Let us look at the picture with the red number one on it. What is the caterpillar doing? Which end hangs down? The children will notice that the caterpillar is attaehed by its hind parts. If they are able to watch a live specimen, they will see that the head spins the thread to which the caterpillar hooks itself.

24 Caterpillars

Look at the picture with the red number two on it. What is hap- pening to the caterpillar’s skin?

Look at the next picture. The caterpillar’s skin is nearly off. What colour is the new skin?

Now look at the last picture. Do you still think this is a caterpillar? Does it have any mouth? Any legs? Any eyes? Any head? Tell the pupils that this thing that was a caterpillar is still alive but that it does not eat or move about. It will hang there for a while. Then something will happen to it. Turn the page to find out what happens.

Pages 12-13

There are four pictures on these pages that show us what happened one day. Who can tell the story?

What colour is the butterfly? What colour was the caterpillar? Did the caterpillar have legs? Does the butterfly have legs? What are some differences in their legs? What does the butterfly have that the caterpillar did not have? How many wings has the butterfly?

If the class is fortunate enough to see actual transformations, have them compare what they see with the pictures in the book. Call the pupils’ attention to the calendars on pages 11 and 13, which indicate that ten days were needed for this transformation.

Pages 14-15

These pages sum up the life history of the monarch butterfly. First we see the adult butterfly (No. 1) on the flower of the milkweed plant. This butterfly lays an egg (No. 2) on the leaf of the milkweed plant. From the egg comes a milkweed caterpillar (No. 3) which feeds on the leaf of the milkweed plant. When the caterpillar is full grown it changes into the pupa (No. 4) which is sometimes called the chrysalis. From the pupa emerges a full-grown monarch butterfly (No. 5) shown here on the flower of a wild aster.

The adult butterflies on these pages are shown feeding on the sweet liquid, called nectar, in the flowers. The butterflies have long, hollow “tongues” through which they suck the nectar. Butterflies drink the nectar from many types of flowers, but their caterpillars usually feed on one type of leaf only. Ask the pupils to look for butterflies feeding in the fields near their homes. Introduce the word “nectar” if the pupils seem ready for it.

Follow-up

Continue to watch the caterpillars that have been brought in. Give them their proper food and see if they will pupate. If they are of the

Caterpillars 25

species that spend the winter in the pupa stage, it is better to remove them when they have pupated and put them in a cold attic, barn, or similar place, because the warm, dry air of the usual classroom dries out the pupae and kills them. Bring back the pupae in early spring in time to see the adults emerge.

Sometimes cabbages are heavily infested with the caterpillars of the cabbage butterfly. If possible, take the pupils to see such cabbages. Perhaps you can bring one of the cabbages to school in order to take it apart and find the damage that has been done. An understanding that some insects are harmful to our interests is an important concept to be developed.

Give the pupils opportunities to tell stories about their observations and make pictures illustrating them. The pupils may also exhibit their caterpillars and pupae to pupils in other classes and to their parents, should the latter come to a function such as a Parents’ Night or a P.T.A. meeting.

POSSIBLE LEARNINGS

There are many possible learnings that may result from the work of this unit. We must not expect that every child will acquire every one of these learnings, nor should we even attempt to force every child into an identical pattern of thinking. Neither should we expect pupils to say things as they are printed here; they will do better to use their own way of speaking.

Most caterpillars feed on plants.

Usually one kind of caterpillar feeds on one kind of plant only.

Sometimes caterpillars do great harm to the plants they feed on.

Sometimes caterpillars damage crops that we have planted in our gardens.

Caterpillars move about with several pairs of legs.

After caterpillars are full grown they change into the pupa stage.

Some kinds spend the winter in the pupa stage.

Although the pupa stage seems quiet, much is happening inside the pupa.

At the end of the pupa stage a moth or a butterfly comes out.

Butterflies usually have six legs and four wings.

Butterflies often feed on the sweet liquid (nectar) in flowers.

Butterflies lay eggs on the plants the caterpillars feed upon.

There are four stages in the life of a butterfly.

Butterflies are insects; caterpillars are insects.

26 Caterpillars

BIBLIOGRAPHY

Books

American Butterflies and Moths. Cecile Matschat. Random House: Toronto, 1942. 68 pages.

The pictures are valuable for children; the information useful to the teacher.

Johnny and the Monarch. Margaret Friskey. Book Society: Agin- court, 1946. 24 pages.

A well-illustrated book that may be read to the pupils and then given them to look at.

Sphinx, The Story of a Caterpillar. Robert McClung. George J. Mc- Leod: Toronto, 1949. 48 pages.

A picture story-book of the caterpillar and its development.

Tiger, the Story of a Swallowtail Butterfly. Robert McClung. George J. McLeod: Toronto, 1953. 44 pages.

A picture-stoiy of a common species of butterfly.

What Butterfly Is It? Anna Pistorius. Ambassador Books: Toronto, 1949. 24 pages.

The illustrations are valuable for the children.

Film

Monarch Butterfly. Encyclopaedia Britannica Films.

Close-up photography showing stages in the life cycle similar to those of the text. For very young audiences.

Rain

PURPOSE OF THE UNIT

This unit is designed primarily to make children aware of the weather. It attempts to develop relationships between clouds and rain and between fair skies and lack of rain. It calls attention to the movements of clouds. Such understandings are part of the founda- tion for the study of weather that follows throughout the Series.

The unit also emphasizes the fact that rain is water, and as such has important effects on plants and animals. This helps to develop the concept of the interdependence of living things and their physical environment, thus providing a background for the study of plants, animals, soil and conservation.

Rain 27

The habit of looking for cause-effect relationships is an important one to develop in a science programme. In this study of rain there are a number of simple relationships of this type — clouds-rain, clear sky- no rain, rain-streams. As children discuss these conditions they will be more conscious of underlying causes, and they will be less apt to take conditions for granted.

The unit provides an excellent opportunity to bring in some sound health education — what to wear on rainy days, risks involved in get- ting wet, what to do if wet. Children are amazingly unconscious sometimes of their own physical discomfort; they need much help before they learn to take care of themselves.

There are opportunities for safety education too. The problems of automobile drivers in wet weather should certainly be discussed — ■ how much harder it is to see, how slippery the streets are. It may make pupils more alert when they are crossing streets or walking along the highways.

PREPARING FOR THE UNIT

This unit may be taught at any time of year when rains are com- mon. It is often well to present it early in the fall before it conflicts with unit four, “Signs of Winter.” In regions where winter is the rainy season this unit may be given the major emphasis, and “Signs of Win- ter” may be subordinated to it.

Few materials are needed. The experiment showing the relation between water and plants calls for two house plants. Coleus plants are easily propagated at the beginning of the school year and they grow rapidly enough to serve by the time this unit is taught.

Page 20 calls for a sprinkling can. A good substitute for a sprinkling can is a tin can with holes punched in the bottom. A fruit juice can is large enough. The holes should be made as small as possible; a tack or an old phonograph needle makes tiny holes.

Uther materials are easily provided — a flat pan, a tin can, a glass jar, — plus the things ordinarily found in the classroom.

It may be well for the teacher who has never taught this unit to try out the experiment dealing with the need of house plants for water on pages 22-23. Some house plants can go for days without water- ing; others such as geraniums do not wilt but lose their leaves; others do not recover rapidly. The coleus plants mentioned above are satis- factory, but the amount of soil may be such that they may go several days before wilting. A preliminary trial helps one to learn when to expect a reaction and how to plan for it.

28 Rain

List of Materials

Large pan

Metal can or small pail

Glass jar

Sprinkling can or food can with holes in bottom

Two house plants such as coleus plants

TEACHING THE UNIT

This unit calls for observations of conditions on rainy days, and it is best taught in rainy weather. It is a flexible unit; the content may be taken up in any order to meet conditions as they arise. And when rainy weather ends, it may be dropped until rainy days come again.

Pages 16-17

If possible choose a rainy day to introduce this unit. Begin with a comparison of the picture on this first page with conditions seen out- doors.

What are the people in the picture wearing to keep off the rain? What did you wear to school this morning? Ask individuals to show the different kinds of wearing apparel they used to keep off the rain — capes, raincoats, boots, umbrellas. The pupils may draw pictures of people in the rain. They may cut from catalogues and magazines pictures of different kinds of rain clothes for the bulletin board.

What happens to automobiles when it rains? Does the water go inside? What do people who have open cars do when it rains? How do the drivers see through windshields that are covered with rain?

Do cars splash rain farther when they are going fast or when they are going slowly? Where is the hest place to walk or stand to keep from being splashed?

Explain to the pupils that cars cannot stop so quickly on wet streets and that the cars may slide sidewards when they stop. Also explain that drivers cannot see so well. Discuss the need for being especially careful when crossing streets or walking on the highways in wet weather.

What happens to the rain that falls on a roof? If possible, watch the rain drip from the eaves. Look for eaves, troughs, and rain spouts on houses near the school. Ask the pupils to look at their own homes to see what happens to the water.

What happens to the rain that falls on the street in the picture? How are streets made so that rain runs into the gutters? If pupils do not understand this, pour water on a sloping board so that they rec-

Rain 29

ognize the need for streets to slope from the middle towards the gut- ters. Then look at streets to see if they do slope this way.

Let the pupils make pictures that give their impressions of rainy days.

Pages 18-19

On the next rainy day refer the children to these pages. Ask them to tell the story. Then let them duplicate the experience.

Direct the children to pour the rain water into a metal can, to bring it indoors and then pour it into a glass jar. Put a label on the glass jar telling that it is rain.

There are several possible extensions of this experience. The chil- dren may put a piece of cloth out in the rain and wring out the water into a dish. They may place a pan of soil in the rain and notice what happens to the rain that falls on the soil and what happens to the soil.

Another worth-while experiment is to put one of a pair of outgrown leather shoes in the rain until it is soaked. Then the shoe should be brought in and dried. Compare this shoe with the one that was not soaked. Exhibit the two shoes with labels. Discuss the use of rubbers in protecting shoes.

Pages 20-21

These pages concern themselves with what happens to some of the rain that falls on the earth. The attention of the pupils has probably already been drawn to what happens to the rain that falls on roofs and slanting roadways. Now they will consider the rain that falls on larger areas.

First, however, they will reproduce a rain in miniature. On a dry day take the class to a concrete sidewalk that has a slight slope. Let them sprinkle water on the concrete with a sprinkling can or a tin can with holes in the bottom. As the “rain” falls, the class will see that it gathers and runs away in a small stream, winding down the irregulari- ties of the slope.

Page 21 is a discussion page which broadens the concept of rainfall flowing down slopes to include the idea of the origin of streams. Per- haps a visit to a stream is possible at this time.

If the pupils seem interested, the concept may be broadened still farther by considering the effect of greater slope on stream flow. Per- haps, near the school, there is a stretch of sidewalk that has a much steeper slope than the one first experimented with. “Rain” falling on this slope will run away at a greater speed than on the gentle slope.

30 Rain

A visit to a stream that flows rapidly in some places, and gently in others due to change in slope, helps to give application to the experi- ment.

The children may ask why streams do not dry up when the rain stops as the ditches along the road do. They should be referred back to observations of the rain that strikes the soil, how some of it soaks into the soil. Then they should be told that this water may soak through the soil slowly and come out at the bottoms of hills as springs.

Pages 22-23

Before taking up the material on these two pages, let two house plants stand for a day without watering them. Then help the pupils to read the picture story. See that they understand the procedures. One plant is watered and the other is not. What happens? Then both plants are watered. What happens?

Now duplicate the experiment. The amount of time needed for the second plant to wilt depends upon the kind of plant and upon the amount of soil in the pot. As soon as satisfactory results are noted, water the wilted plant as well as the other one and note the results again. Try the experiment several times.

Encourage the children to talk about their experiences with water- ing plants at home.

Pages 24-25

The picture story on these pages is quickly told. Then let the pupils tell of their own experiences with watering lawns and gardens. Ask them about the kind of weather during which they watered the plants.

At this time conduct a discussion of why rain is desirable. Talk about the need of plants for water, the need of animals for water to drink, and the need of fish for water to swim in. Talk about the way rain helps people.

Let the children dictate a story for the teacher to write on the blackboard.

Pages 26-27

These pages tell a story. To be most effective the pages should be studied on a day when broken clouds move rapidly across the sky, re- vealing the sun at intervals. It is not necessary that rain fall from the clouds. However, clouds may be studied in any weather, and applica- tions made when the weather is appropriate.

What is the colour of the sky in the first picture? Where is the sun? Are there any clouds in the picture? Where are they?

Rain 31

Look at the second picture. What has happened? Is the sky com- pletely covered with clouds? Is it raining?

Tell what is happening in the third picture. What is happening in the fourth picture? Where is the sun in the fourth picture? Where do you think it is in the second and third pictures?

Look at the sky outdoors. Are the clouds moving? Do they some- times cover the sun? Ask the pupils to point to the sun when it is uncovered and when it is covered.

Suggest that the pupils make pictures of the sun and clouds as they see them in the s%.

Pages 2S-29

These pages deal with the effects of rain on the activities of animals. Ask the children to tell the stories presented on these pages. They will notice that the people, the cat, and the chickens go indoors out of the rain, but that the ducks stay out in the rain. They will also notice that the robin shelters her young with her body when it rains.

Let the children discuss the picture stories. Encourage them to tell of their own observations of the behaviour of animals in the rain. Perhaps they have noticed whether cows and horses seek shelter, and they can watch the behaviour of their own pets.

Follow-up

Continue to call attention to clouds that move across the sky and occasionally cover the sun. If rain should fall from the clouds on such a day, compare the situation with the story told on pages 26-27.

On clear days ask the children to notice whether it is raining. Do the same on cloudy days. When it is raining, ask them whether the sky is cloudy or clear. Establish a relationship between clouds and rain.

When children come to school wearing new articles of rainwear, ask them to show their new clothes to the class.

Begin a simple weather chart. To do this make a large-sized blank calendar. Let the pupils paste a cut-out of an umbrella on each day that is rainy. Keep the chart as long as interest remains high.

POSSIBLE LEARNINGS

Rain is water.

Rain comes from clouds.

Clouds move across the sky.

The sun is in the sky even on cloudy days.

32 Rain

We should dress properly for rainy weather.

Rain makes our brooks and rivers.

Water flows downhill.

Plants need water.

Rain helps plants.

Many animals try to get out of the rain.

Some animals do not mind the rain.

BIBLIOGRAPHY

Books

Good Rain. Alice E. Goudey. Smithers and Bonellie: Toronto, 1950. 31 pages.

A story showing the importance of rain to city and country dwellers.

Rain and Shine. Ardra S. Wavle. Copp Clark: Toronto, 1947. 128

pages.

Rainy days and sunny days and what children do during them.

Rain Drop Splash. Alvin R. Tresselt. Ambassador Books: Toronto, 1946. 29 pages.

The story of a raindrop, a puddle, a pond, and a river that finally joined the sea.

Film

One Rainy Day. Coronet.

A story about what rain does for soil, plants, cities, and people.

An Aquarium

PURPOSE OF THE UNIT

An aquarium is an attractive and worth-while project for the first grade. Through this project children see animals that have a way of life entirely different from our own; they learn about a radically new environment.

Interest in an aquarium can be maintained for several weeks while the children are given training in accepting responsibility for the care of living organisms. Much of a good science programme depends upon the study of living things brought into the classroom; we cannot begin too early to train children to care for them intelligently and humanely.

An Aquarium 33

The pictures in this unit are designed to give the pupils practice in following directions. Discuss the pictures with them until you are sure they understand each step to be taken. Then give them every opportunity to follow directions.

PREPARING FOR THE UNIT

The aquarium is the basic item on this list. A rectangular aquarium is best because it has a greater surface area in proportion to its volume and because the flat sides provide better visibility. However, glass globes can be used.

It is customary to use sand on the bottom of the aquarium. Do not use gravel; refuse collects in the spaces between the pebbles and is diflScult to remove.

The unit calls for the use of goldfish in the aquarium, not because native fishes are necessarily less satisfactory, but because children usu- ally know them better, and because they are often more easily pro- cured. However, by all means, if they are available, use the native fishes which are known to survive in an aquarium.

When buying goldfish, buy small, hardy forms. A rule that is some- times given is “one inch of fish to one gallon of water.” Thus a two- gallon fish globe should have only one two-inch fish or two one-inch fishes. The rule may be exceeded somewhat with goldfish, but only if conditions in the aquarium are good.

Water plants for an aquarium may be purchased in a pet store. Some of the cultivated varieties do better in aquariums than do native species.

Prepared fish foods are usually satisfactoiy for goldfish.

Do not forget to have cloths for mopping up the floor.

It is best to delay the purchase of the plants and the fish until the class is ready to use them. For instance, the plants may be bought at the time the class is ready to fill the aquarium. The fish should be bought several days later after the water in the aquarium has had a chance to lose any chlorine it had in it and after the water has reached room temperature.

List of Materials

An aquarium

Clean sand

Water plants

Two or three small fish

A rubber tube three feet long

34 An Aquarium

A pail

A pond snail

Cloths for wiping up water Newspapers

Fish food suitable for the fish being kept

TEACHING THE UNIT

It is best not to hurry this unit but to approach it deliberately, giv- ing time for preliminary discussion and for planning. It is possible to keep an air of suspense for a couple of weeks by carrying out each step properly.

The following procedure has been used successfully:

At the beginning no materials for setting up the aquarium are visi- ble. The class studies the first page of the unit and discusses what they would need to set up an aquarium. The teacher promises to bring in the materials the next day.

On the second day the aquarium and the sand are brought in. A few minutes are used in planning what to do with the sand the next day. On the third day the water plants are brought in at the begin- ning of school and exhibited in a glass jar. Later in the day the sand is washed and put in the aquarium.

On the fourth day the problem of getting water in the aquarium is raised and the book referred to for a solution — the siphon. A rubber tube is provided, the plants are put in place, and the water is added.

The aquarium is then allowed to stand to be sure that there is no chlorine in the water, but the children are promised the fish for it for the next week. On Monday, the teacher may buy the fish, taking two children with her, and should then bring the fish to school Tuesday morning.

The fish are not fed until Thursday or Friday and then the three- day-a-week feeding schedule is outlined to the pupils. The snail can be added a week later.

Pages 30-31

Introduce the unit with a discussion of this page. What is shown in the picture? What kind of fish is shown? Who has goldfish at home? What do you keep the goldfish in? How do you take care of the fish? Does anyone have fish other than goldfish at home? What kinds?

Would the class like to have an aquarium? What things are needed? List the things needed, not forgetting water. Promise the children that you will bring the materials for the next class period.

An Aquarium 35

Page 32

Unless the sand is already clean it should be washed. Pupils may wash it under a faucet or hose nozzle, letting the force of the water stir up the sand in the pail and then pouring off the water. If weather permits, this activity should be carried on out-of-doors.

Sand washing can be a messy process and some teachers will prefer to do it themselves. However, a teacher does rob her pupils of valua- ble experience by so doing.

Page 33

Most water plants look better if their bases are buried in sand. Some species have roots but others live just as well when floating about. To make these plants stay at the bottom, tie them to pebbles with thread.

After the plants are in position, place the aquarium in the location it will finally occupy before filling it. The ledge of a north-facing win- dow is excellent; a table near a window where sunlight will not fall on it can be used. If the aquarium must be placed in a sunny location, shade it with a sheet of cardboard on the sunny side; sunlight warms the water, making it lose oxygen, and it promotes the growth of microscopic green plants which cloud the water and the glass.

Do not put the aquarium near a radiator or other source of heat. The water should be kept as cool as possible.

Keep the aquarium low enough so pupils can watch it easily.

Pages 34-35

These two pages show how to fill an aquarium with a siphon so that the plants and the sand are not disturbed as much as they would be if the water were poured in.

Fill the siphon tube with a bottle of water as shown at the top of the page. Or if there is a faucet in the room, fill the tube at the faucet. When the tube is full, pinch both ends shut as shown. Then put the siphon in position to use and release the ends.

The tube may also be filled by holding it at one end and lowering it into a pail of water. When the tube is completely submerged the ends are pinched shut as before. Although siphons can be filled by sucking on them this is not a hygienic procedure.

It would be remarkable if no water were spilled on the floor and on the children. But water is clean and easily wiped up.

Do not attempt to move a metal-framed aquarium after it is filled. The frame may be twisted and the cement cracked, thus causing a leak.

36 An Aquarium

Page 36

Allow the aquarium to stand for two or three days before adding the fish. This permits the water to warm up and to lose any chlorine that may be in it.

Discuss with the pupils how the fish may be put into the aquarium without injury. Appoint a pupil to submerge the fish container and pour out the fish. Then give the pupils time to watch the fish swim around.

The snail may be added at the same time, but it is usually better to present new material to children at intervals rather than all at once. When the snail is put in, let them watch it and encourage them to talk about it. Tell them that it feeds on dead materials and waste food in the aquarium.

Page 37

Before studying this page ask the children to tell what they know about their fish. Then ask the pupils to open their books and look at the pictures, checking the pictures against the fish themselves. Does a goldfish have eyes? How many? A mouth? Ears like ours? Does it have skin like ours? With what is it covered? Should no one know the answer to this last question, tell them that it is covered with scales.

Does a goldfish have arms and legs? How does it swim about? What does it use when it swims? Introduce the word “fin” if the chil- dren do not know it. How many fins has a goldfish?

Direct the pupils to watch the goldfish. Note that a goldfish uses its tail to move forward and the fins at its sides to keep from tipping over.

Does a goldfish stay under water all the time? Can a person stay under water all the time? What would happen to a person if he tried to stay under water a long time?

Watch the fish’s mouth carefully. Note that the mouth opens and closes all the time. Note that there are openings at the side of the fish’s head and that these open and close all the time. Using the pic- tures in the book, explain that water goes in the fish’s mouth and comes out through the openings at the sides of its head. It is some- thing like breathing. It is not to be expected that pupils will under- stand the actual process of respiration.

At this time there may be some problem about the word “gill.” Gills are actually the fleshy, red objects that can be seen by looking in the openings at the side of a fish’s head. Gills take oxygen from the water and release carbon dioxide. Although many people call the flaps at the sides of the fish’s head the gills, the proper term to use is “gill covers.”

An Aquarium 37

Page 38

Discuss this page with the pupils. What are the children doing? What can goldfish be fed?

Show the package of fish food to the children. Read the directions to the pupils and be sure they understand them. Impress upon them that goldfish should be fed regularly but sparingly. Explain that un- eaten food spoils and makes the fish sick.

Make a little ceremony of feeding the fish. Review the necessity for careful feeding. From the directions determine how much food to give the fish, and measure this out on a sheet of paper. Appoint a pupil to drop part of this food in the water while the others sit about the aquarium and watch. Ask some of the pupils to tell how the fish eat. Add more food until the allotment is gone.

Plan to feed the fish every other day — Monday, Wednesday, Friday. Mark these days on a calendar. Appoint different pupils to feed the fish each time and mark the calendar when they do the feeding.

Page 39

After several days, refuse will collect in the bottom of the aquarium. Ask the pupils to suggest ways for removing it. After some ideas have been suggested, direct them to look in their books to see how the boy is cleaning the aquarium. What is he using?

Review the use of the siphon. Appoint pupils to siphon out the refuse. Do not worry if they siphon out some sand too. It can be re- placed. Appoint other pupils to replace the water siphoned out.

Almost without fail some over-zealous pupil will add too much food when no one is watching. Look daily for uneaten food and siphon it out before it spoils. If the water should turn milky from spoiling ma- terial, siphon off most of the water and replace it with fresh, being sure to look for the source of the milky appearance.

If a large quantity of water must be replaced, use water that has been standing for a few hours so that all the chlorine will have escaped.

Follow-up

The time needed for setting up an aquarium and studying it may require from two to three weeks. Interest in feeding the fish may be maintained for a much longer period.

At intervals the teacher may find it possible to bring in for a day or so other kinds of goldfish such as fantails. She may also show some of the native fish; older boys will usually collect them. It is better to bring in one kind at a time, observe it for a few hours, then return it.

If possible take the children to a pet store. There they may see dif-

38 An Aquarium

ferent kinds of fish such as fancy goldfish and tropicals. Sometimes there are people near the school who make a hobby of goldfish or tropicals, and they may welcome a visit by a well-behaved group.

Encourage the pupils to relate accounts of fishing trips, their own pet fish, and visits to fish ponds, hatcheries, and public aquariums.

POSSIBLE LEARNINGS

Some plants can live under water.

Some animals can live under water.

Fish use their tail fins to move about.

Fish use their other fins to balance themselves and to steer them- selves.

Some fish are covered with scales.

Fish take water in through their mouths and send it out openings at the sides of their heads.

Snails crawl about without having any legs.

Snails have hard shells into which they can pull themselves when frightened.

Things that spoil in an aquarium may harm the fish.

A siphon can be used to fill and empty an aquarium.

BIBLIOGRAPHY

Books

An Aquarium. Glenn O. Blough. Copp Clark: Toronto, 1943. 36 pages. Setting up an aquarium in the schoolroom.

An Aquarium Book for Boys and Girls. Alfred P. Morgan. S. J. Reginald Saunders: Toronto, 1936. 180 pages.

A helpful book for the classroom teacher.

Goldfish. Herbert Zim. George J. McLeod: Toronto, 1947. 64 pages. A simple book of aquariums and goldfish.

Modern Aquarium. William Innes. Innes: Philadelphia, 1949. 62

pages.

The teacher will find this an up-to-date aid.

Film

Life in An Aquarium. Young America Films.

How to set up, stock, and maintain a classroom aquarium.

An Aquarium 39

Signs of Winter

PURPOSE OF THE UNIT

By the time children have entered the first grade, most of them have had numerous experiences with seasonal changes. It is now time to gather these experiences and give them meaning.

It seems best at this time to ignore the relationships between the astronomical phases of seasonal change and the seasonal changes in our environment. We cannot assume, for instance, that first-grade children have noticed the change in the length of the hours of sunlight. Nor can we expect that they have noticed any change in the intensity of sunlight. Indeed, we cannot even expect that they at all appreciate the sun as this world’s source of heat.

Rather at this time we shall concentrate upon the changes in general temperature, in precipitation, and in the reaction of various organisms, including ourselves, to these changes.

This topic touches upon many areas of science. It deals with the change of state of water, with weather, with heat. It lays a foundation for the study of the motions of heavenly bodies. It deals with the re- actions of plants and animals to changes in their environment, and to their adaptations to cold weather. It deals, too, with man’s conscious adaptations to cold weather — his use of fuels, dwellings and clothes, his change in habits of work and play. In later grades many units will build upon the work of this unit.

But the chief purpose of the unit is not one of preparation for later work. Its principal aim is the awakening of an interest in the out-of- doors. By showing children things to look for — changes in plants, animal tracks, bird behaviour, man’s activities when snow comes — we help develop understanding of the environment and we guide them into hobbies which take them into fresh air and sunlight, into woods and fields.

PREPARING FOR THE UNIT

The time to introduce this unit is when autumn has advanced to within two or three weeks of winter. Since winter comes at different times in different localities, the teacher must use her own judgment as to the best time for beginning the unit.

40 Signs of Winter

However, the teacher can build towards this unit almost from the beginning of school. She can call attention to the first changes in leaf colour. Many teachers make use of the class tree. The pupils select a tree as their own. Through the seasons they watch it, collect its leaves in autumn, draw pictures of it in winter, and watch it bud in spring.

A record of the class tree can be kept with a flannel board. A flannel board is made like a small bulletin board, but it is covered with cotton flannel. Cut-outs backed with flannel or felt will adhere to it. An outhne of the trunk and bare branches of the class tree is painted on the flannel board. The pupils put cut-outs of green leaves backed with flannel on the tree in early fall. As leaves outdoors begin to change, the pupils replace the green leaves with coloured leaves. Later they take the coloured leaves from the tree and replace them on the “ground” under the tree. Still later, after a snowfall, they put tufts of cotton on the branches of the tree and on the ground underneath.

The children may be taken on walks to see other seasonal changes. They should notice colour changes in plants other than trees. They should notice the ending of the blooming period for some plants. They should notice the effects of the first frosts.

Some regions have no winter in the generally accepted sense. Con- sequently there are fewer possible first-hand experiences with signs of winter. It is suggested that in these localities less time be given to the study of this unit. Instead, the emphasis should be put on other units which have more direct applications to the immediate environment. However, the teacher may feel that a study of the signs of winter will have a strong appeal to children who have never lived in a region where winter brings cold, snow, and ice.

List of Materials

Pans in which to melt snowballs Pan in which to freeze water

TEACHING THE UNIT

Although this unit can be taught chiefly through discussion, it is hoped that teachers will make every effort to take children outside to see the many aspects of approaching winter. We cannot expect each child by himself to make the observations that give him a truly broad experience.

Signs of Winter 41

Pages 40-41

On these pages are some signs that tell us the weather is growing colder. What are they? Who knows what they are?

What would the boy and girl be wearing if the weather were warm? How are they keeping warm today? What do people wear to keep their hands warm? Their feet warm? Their heads warm?

Where are the leaves coming from? What happens to the leaves when the wind blows? Where do the leaves go? How do people get the leaves olf their lawns? What do they do with the leaves they rake up? What happens to the leaves that fall in the street?

What do you think the man is doing in his garden? Why are the plants brown? What will the man do with the dead plants? What does your father do with his garden when winter is coming?

Take trips to look for signs of coming winter — fallen leaves, bare trees, dead garden plants, also people raking and burning leaves, cleaning up their gardens, digging their vegetables, covering roses and other tender plants.

Some schools have small rakes for the children. Let the pupils rake leaves and thus participate in this activity that marks the end of the growing season.

Let the children tell about other signs of approaching winter. ' Let them dictate stories and draw pictures appropriate to the seasoilV

Pages 42-43

Begin the study of trees that are losing their leaves. Tell the story of the trees as shown in these pictures. An oak and a spruce are shown in summer (No. 1), in autumn (No. 2), and in early winter (No. 3). Do the same things happen to the trees outdoors?

Take a trip to collect coloured leaves. Bring them inside and press them between blotters or newspapers until they are dry. Then mount them on sheets of card.

The pupils may also collect coloured leaves and trace round them, colouring in the outlines afterward. Although identification is not a major aim of the science programme, some of the pupils quickly grasp the characteristics of some of the major groups such as oaks and maples. , „

Raise the problem of whether all trees lose their leaves in winter. Take a trip to find out. Oak trees and beech trees often hold their dead leaves for a long time. Evergreen trees and bushes, such as spruce trees and rhododendrons, have living leaves all winter. It will probably be necessary to tell the pupils that needles are leaves.

42 Signs of Winter

Page 44

What kind of weather does this picture show? How do you know it is a windy day? How do you know it is cold?

What is the man wearing to keep warm? What is the woman wear- ing? What are the boy and girl wearing?

Do you usually feel colder on a windy winter day or a still winter day? What warm clothes do you wear on windy days in winter?

Ask the children to make pictures showing people dressed for cold days. Let them clip pictures of winter clothing from magazines for the bulletin board.

Page 45

What is the man in the picture doing? Why doesn’t he need win- dow screens any more this year? Has your father taken the screens from his house?

, Have you seen any flies lately? Have you seen any butterflies and caterpillars lately? Tell the children that many insects die in cold weather and that other insects crawl into protected places until the cold weather is over.

In parts of the country where storm windows are used, call atten- tion to the storm window in the picture. Explain that a storm win- dow helps to keep cold winter winds from blowing into our homes. Perhaps a visit to a nearby home that has storm windows can be arranged; if possible have the owner unhook one window anil move it so that the pupils can see that there are really two windows — the regular window and the storm sash.

Pages 46-47

Discuss the picture on page 46. What is the man doing? How many pupils have fireplaces at home? What do you bum in them? When do you have fires in your fireplaces? Do fireplaces help to keep people warm?

What is the man in the picture on page 47 doing? Why is he doing this? What is a furnace for? What time of year do people have their furnaces burning?

How many pupils have furnaces like this at home? What do you bum in your furnaces? Ask the pupils to find out from their parents what is used to heat their homes.

How is coal brought into a home? How is wood brought in? How is oil brought to a home? How is gas brought to a home?

If possible, arrange a visit to a nearby home or building that has a coal-burning furnace. Let the children look in and see the fire. Visit

Signs of Winter 43

the school heating plant and see what is burned to heat the school. Sometimes it is possible to find out when coal or oil is being delivered to nearby homes, and the pupils can be taken to see the process. Visits to coal-yards and oil tanks will make it possible to see the trucks being loaded.

An exhibit of diflFerent kinds of fuels may be prepared for the class- room.

Pages 48-49

Some day the children may wake up to find their homes looking like this. What has happened? How will the snow feel? How will the air feel?

Study the first picture. Has anyone walked along the street since the snow fell? How do you know? Who do you think it might have been?

What will the people who live in the house have to do very soon? If the snow gets any deeper what will be done in the streets?

Did the snow fall on everything? Is there snow on the roof of the house? On the bushes? On the trees? What is hanging from the eaves of the house? What are they made of?

Now study the next page. Tell about the different things you see happening.

The pupils will enjoy making pictures of winter activities and telling about their own activities in the snow. Let them dictate a story for the blackboard.

Pages 50-51

The concept to be developed on these pages is obvious — that snow turns to water if it is heated enough and that water turns to ice if it is cooled enough.

Besides carrying out the activities suggested, there are many others that help to develop the concept. Make a miniature snowman, put it in a pan and bring it inside. Make several snowballs, put some in a cold place, put some in a warm place, and put the remainder in a hot place; see which melt fastest. Bring icicles and bits of ice from frozen puddles indoors and watch them melt. Call attention to snow melting on clothes or on the floor where it has been tracked in.

To show children that snow may not be clean even though it looks clean, bring in a large pan of snow and let it melt. Strain the water through white cloth and note the dirt which collects on the cloth. This may convince them that they should not eat snow.

44 Signs of Winter

Continue observations of melting snow and ice in outdoors situa- tions. On sunny days note dripping eaves and melting icicles. Check daily the wasting away of a snowman. Measure on succeeding days the depth of the snow by making marks on a stick.

It may be harder to show the freezing of water because very cold weather is needed to freeze water in the daytime. If the region is one where there are cold nights, the pan of water may be kept out over- night. Failing this, it may be possible to put the pan of water in the freezing compartment of a refrigerator.

Outdoors, the freezing of puddles and pools near the school may be noted. It may be possible to visit a frozen pond. In the last case, try to make arrangements to cut a hole in the ice, thus showing that the ice is at the top only, and that fish and plants can still live underneath.

Pages 52-53

We can tell where animals have been by their tracks in the snow. What do rabbit tracks look like? What do dog tracks look like? Draw dog tracks and rabbit tracks on the blackboard.

What keeps dogs warm in winter? What keeps rabbits warm in winter? Do we ever use fur to help to keep us warm? How?

What keeps birds warm in winter? Where do birds go at night?

The second picture shows what some animals eat in winter. The downy woodpecker (No. 1) is looking for insects and insect eggs. The tree sparrow (No. 2) is eating weed seeds, and the gray squirrel (No. 3) has found an acorn.

Perhaps someone has a winter bird-feeding station nearby. Take the class to see the birds feeding. Arrangements should be made with the owner as to the best time to go.

If there are fields or a park near the school, take a trip to see animal tracks and watch the activities of some of the animals. Dog, cat, squirrel, and rabbit tracks are usually common, and some birds are almost always active. Tracks of common animals can be found in Palmers Fieldhook of Natural History. (See page 93.)

Follow-up

This unit may continue over many weeks, even while other units in science are being studied. In a sense the unit presents its own fol- low-up. As new situations arise teachers can always take advantage of them. New snowfalls, sudden thaws, fresh tracks, a frozen milk bottle, all of these present new opportunities to build concepts.

Signs of Winter 45

POSSIBLE LEARNINGS

Many plants die when cold weather comes.

Many trees lose their leaves when cold weather comes.

People should wear warmer clothes in cold weather.

Flies and other insects are not so common in cold weather.

Storm windows help to keep cold winds from buildings.

People have different ways of heating their homes in cold weather. Snow falls instead of rain if the weather is cold enough.

Water becomes ice if it is cooled enough.

Snow and ice become water when they are heated enough.

Many animals must find food during the winter.

After winter, spring comes again.

BIBLIOGRAPHY

Books

I Like Winter. Lois Lenski. Oxford University Press: Toronto, 1950. 48 pages.

Pictures and tunes about winter for very young readers.

Snow. Gates et al. Brett-Macmillan: Toronto, 1951. 32 pages. Things children do in the snow.

White Snow, Bright Snow. Alvin R. Tresselt. Ambassador Books: Toronto, 1947. 33 pages.

The magical beauty of a snowfall is described for little children.

Film

Animals in Winter. Encyclopaedia Britannica Films. Ontario Depart- ment of Education: SN-99.

Woodchucks, caterpillars, chipmunks, rabbits, and^btlieP anihiais as they prepare for and live through the winter season.

Colours

PURPOSE OF THE UNIT

Children should recognize and learn the names of common colours as soon as possible after entering school. The addition of descriptive words to the vocabulary is especially important in science because so many things must be identified by appearance.

46 Colours

Colour consciousness is something to be developed early and well. Its value ranges from the strictly utilitarian, as when noting traffie lights, to the esthetic, as when appreciating the colour shadings in the sunset sky. The habit of using the senses to the utmost is an important outcome of the science programme.

This unit introduces the study of light; it forms a foundation on which is built the continued study of this subject through the succeed- ing books of the Exploring Science Series. It also calls attention to the problem of giving colour to things that we use. Children tend to take their green sweaters and their red wagons for granted without wondering how the colours came to be. We should try to arouse their curiosity about such things, satisfying it on their level, but leaving them with the desire to find out more. The stimulation of curiosity and the awakening of the desire to learn are both important aims of the seience programme.

In addition to the study of colour as such, the unit touches on the study of the human body by calling attention to differences in eye and hair colour, and it includes important work on safety through its treat- ment of traffic lights. These are areas that make up an important part of a good science programme.

PREPARING FOR THE UNIT

This unit may be taught in formal fashion at any time during the year, but the informal study of colours should start with the first day of school. The teacher should use colour names at every opportunity. Fresh flowers on the teacher’s desk may be discussed; children’s clothes may be commented on; pencils and other personal possessions may be described. If name cards are used to identify coat hooks or lockers, these may be made in different colours. Much of this preliminary study of colour will be closely associated with the children’s art work.

The colour-blind pupil is a special problem. It is likely that his weakness has not yet been discovered when he comes to school for the first time. The teacher must avoid embarrassing the colour-blind pupil, but at the same time she must not ignore him because he must learn to distinguish traffic lights for safety’s sake.

There are different degrees of colour blindness. Some people see no colours; others can distinguish only a few colours; and a large number of people have trouble with a few shades. The child v'ho cannot dis- tinguish red from green must learn to identify the stop and go lights of traffic signals by their positions. There are many other ways for him to compensate for this weakness, but he needs special assistance and

Colours 47

should be referred to the proper authorities whenever help is available.

The materials needed for the unit are in general a part of most school supplies— crayons, coloured chalk, water paints, coloured paper. The teacher will probably need to buy some dyes for cloth. Food dyes and Easter egg dyes make interesting things to experiment with. A number of small mirrors are useful when the children are studying their own hair and eye colours.

List of Materials Coloured crayons Coloured chalk Coloured paper Water paints Paint brushes

Clothing dyes or Easter egg dyes Pans for dyes

TEACHING THE UNIT

This is a flexible unit; it consists of a number of short topics that may be taken up in any order. It is not even necessary to reach the indi- vidual topics as one block; there may be situations in which some of the topics can be taught more effectively at different times during the school year.

Pages 54-55

These pages suggest an introduction to the unit. Provide the chil- dren with crayons in the major colours. Ask them to make pictures of oranges, bananas, or other things having simple coloration. Check their choice of colours. Refer to colours by name and ask the children to name the colours they are using.

One way of checking their knowledge of colour names is to ask them to pick out a crayon with a certain colour and make marks with it. Check to see if the proper selection has been made. Tiy other colours but do not continue this formal procedure through many colours unless the children are well acquainted with colour names.

Ask the pupils to make lines of different colours on a sheet of paper. Direct one pupil to hold his paper before the class and ask others to identify the colours. Again, do not extend this formal procedure over a long period, but rather come back to colour identification at intervals.

Turn now to the introductory pages and ask the pupils to identify the colours of the crayons that the girl is using.

48 Colours

Page 56

Choose a clear day for the study of this page. What are the colours of the things the boy and girl see outdoors?

What colours can you see outdoors today? Notice the colours of the sky, clouds, grass, trees, buildings and so on. Ask the pupils to make pictures of some of the things they see.

A walk for noticing colours is appropriate at this time. The class may visit a flower garden. They may walk in a field. They may count the houses of different colours in one block if the variety is not too great.

Children are interested in automobile colours. They may report on the colours of their own automobiles. They may make pictures of them. They may be taken to a nearby parking lot to see the colours of automobiles. They may clip coloured advertisements from maga- zines for display on the bulletin board.

Page 57

What are the colours of your homes? How are houses made white or red or green? If some pupils know about the painting process let them tell about it.

Study this page. The picture tells how a house is painted. What does the man use to put the paint on with? Where is the paint? What does he use to paint high parts of the house? Where is a safe place for the boy and girl to be while they watch the man paint? Where should they not be? Why?

If a nearby house is being painted, take a trip to see the process. Later talk about what was seen. Let the children make pictures of house painting.

Pupils can paint things, too. They can paint blocks or boxes with water paints. Be sure to use newspapers to catch the drippings and have plenty of cloths around to wipe up drops of paint.

Perhaps the class would like to make a village of cardboard boxes. Then they may paint the houses in this village.

Page 58

This page suggests a study of the colour of clothes. What is the little girl going to buy? What are the colours of the sweaters that are for sale? What colour would you buy? What colour do you like best for a sweater?

The colour of the clothes of the pupils can be observed. Ask all those wearing something red to stand. Then ask all those wearing something black to stand. Continue until all major colours are men- tioned. Some shades may be hard to classify, and the teacher must

. Colours 49

make the decision. Children like this study and will happily repeat it many times.

Pupils like to cut out pictures of people dressed in different colours and they like to paint pictures of people wearing diflEerent colours. These may be arranged on the bulletin board with cards bearing the names of the principal colours.

Page 59

First have the pupils discuss the pictures on this page. What does the girl have in her hands? What does she do with it? What hap- pens?

Mix up small quantities of dyes in separate bowls, following direc- tions on the packages. Put the bowls on several layers of newspapers to catch the drippings. Give each pupil a square of cotton cloth such as may be ripped from old sheets. Let the pupils decide upon the in- dividual colours they wish to use. Then direct them to go in turn to the bowl of chosen dye and dip the pieces of cloth. They should then hang the cloths on a line that is provided. Put more newspapers under the line to catch the drippings.

Pages 60-61

In what way are the boys and girls on these pages different? How many hair colours are there? What are the hair colours? How many colours of eyes are there? What are the eye colours?

If possible give the pupils small mirrors to study their own eye and hair colours. If not, let them look at each other. Who has brown hair? Who has black hair? Red hair? Yellow hair? In some cases the teacher may have to make the final decision. Who has blue eyes? Gray eyes? Brown eyes? Green eyes?

Place a card naming a hair colour in each corner of the room. Direct the pupils to go to the corner of the room that is marked with the proper hair colour. Do the same with eye colours. Be careful lest some one pupil be isolated by this activity; children often feel strongly about being different from the others. Do this activity only if there are two or more pupils in each group.

The pupils may be asked to note the hair and eye colours of their parents and then report on these colours the next day.

Pages 62-63

These pages show pictures of four different pets. No. 1 is an albino rabbit. No. 2 is a black cat. No. 3 is a cocker spaniel. No. 4 is a guinea- pig. What is the colour of the hair of each one? What is the colour of the eyes of each one?

50 Colours

If the class have animals in the classroom, study the colours of the animals. What is the colour of the scales of the goldfish? What colour are the eyes of the goldfish?

Ask the children to look at their own pets and report their colours to the class.

Some schools sponsor an annual pet day. Try to have one for the first grade if at all practicable. Such a show requires considerable planning if it is to run smoothly, but parents are often willing to help with the planning as well as with the actual show itself. During the show, as the pupils announce the names and kinds of their pets, have them mention their colours as well. “ ^

Pages 64-65

First discuss these pages. Ask the pupils to tell the story and explain why the boy and girl cross only when the light turns green.

Make a model traffic signal. Use a shoebox for the light. Cut two disks of red paper and two of green paper. Hold the shoebox on end and paste one of the disks on each side, with the red colours opposite each other. The “lights” can be changed by turning the box. The box may be mounted on the end of a four-foot stick with thumb-tacks. The stick can be held upright by setting it in a pail of sand.

Mark lines on the floor or playground to represent a street intersec- tion. Put the light in the centre of the intersection. Practise crossing the street safely. If there is a toy wagon or automobile available this could also be used to give greater reality to the situation.

It may be desirable to visit an intersection and study the way the lights change and the way the traffic moves.

Page 66

Explain to the pupils that red colours are often used as danger signals. This page shows some ways red is used. What is the red sign for? How does it help an automobile driver? How does it help the men who are working?

Why is there a red cloth on the end of the pole? How does it help?

Why is the man holding out a red flag? Why does he want the cars to stop? What will he do when the cars are stopped?

Page 67

Discuss the lights on the back of an automobile. Why are there lights on the back of the car? What other things have red lights on the back? Where else have you seen red lights used?

Colours 51

Follow-up

Continue to use colour names at every opportunity. Ask the children to describe the things they see in school and out in terms of colours. Provide numerous opportunities for children to use colours for painting.

From time to time new animals will be brought to school. Let the description of their colours be a part of the discussion each time. The same may be true as new flowers or other nature materials are brought in.

Buildings in the vicinity may receive new coats of paint. Call attention to each one. Ask the children to tell about painting that goes on at their own homes.

At Easter time there is an opportunity for the children to dye eggs. If at all possible let them do this. If the school has facilities for cook- ing, food dyes may be used to colour foods such as “Junket.” If there is an oven it is possible to bake coloured cakes and cookies. There are usually numerous other opportunities for showing pupils how things may be given colour.

POSSIBLE LEARNINGS

There are several common colours.

We often know things by their colours.

Houses and automobiles are painted to give them colours.

Cloth is dyed to give it colour.

People have different colours in their eyes and hair.

Plants and animals have many colours.

We often use red as a danger signal.

We often use green as a safe signal.

We should always watch for signals that mean danger and safety.

BIBLIOGRAPHY

Books

Safety Can Be Fun. Munro Leaf. Frederick A. Stokes: New York, 1938. 49 pages.

People who disregard traflSc light colours are “nitwits”.

We Work and Play. Wilbur S. Gray, et al. W. J. Gage: Toronto, 1951. 64 pages.

Sections of this primer deal with painting chairs and toy boats, making things of coloured paper, sewing clothes of different colours and making toys of different colours.

52 Colours

what Wildflower Is It? Anna Pistorious. Ambassador Books: Toronto, 1950. 24 pages.

Learning the wild-flowers helps children to appreciate colours. Films

We Print Design and Pictures. Encyclopaedia Britannica Films.

We Work With Paper and Scissors. Encyclopaedia Britannica Films.

Magnets

PURPOSE OF THE UNIT

No other area of science has had more impact on modern civiliza- tion than that of electricity and magnetism. Every science programme must give this area consideration.

Fortunately the fleld of electricity and magnetism is rich with activi- ties which are fascinating and meaningful to children. To introduce this field, the study of magnets has been chosen for the first grade. Only simple concepts are developed on this level, but the work of the succeeding grades is based on this foundation. In Exploring Science T wo a magnet is used as a test for iron in the unit “Rust.” In Exploring Science Three Unit Nine deals with magnetic poles and the concepts of repulsion and attraction. On higher levels come electromagnetism and increased applications.

The work with magnets on the first-grade level calls for a great deal of individual manipulation. This feature may be considered one of the greatest strengths of the unit. Pupils learn a great deal by watching others, but their learnings are limited to what they can see or hear others describe. But when they do things themselves they learn through all the senses, including some that are rarely considered, such as the kinesthetic sense.

Manipulation also develops muscular co-ordination, an important contribution to the education of children and one often forgotten. In this respect girls are more neglected than boys who learn much through manipulation outside of school. A teacher must be sure that the girls in a class have as much opportunity for manipulation as the boys.

Magnets 53

Another value of the unit is its possibilities for training in following directions. True, children will be following pictorial directions rather than printed words, but more and more directions are being given in picture form.

PREPARING FOR THE UNIT

This unit can be taught at any time during the year. No particular introduction is needed. Of course if some magnetic toy is brought to class by one of the pupils, this makes an excellent way to start the unit informally.

It is well to collect most of the materials before beginning the unit. Some, like the magnets, must be purchased.

A generous supply of magnets is a necessary requirement. If we are to give each child an opportunity to manipulate — to learn through doing, to develop his several senses — -we must provide him with things to work with. One magnet for each child or one for each pair of chil- dren gives the best results. Fewer magnets can be used but at the expense of sound learning.

Inexpensive steel magnets serve satisfactorily, but much better are the far stronger and longer-lasting “alnico” magnets. Even if there is not enough money to buy alnico magnets in quantity, a few should be provided for special demonstrations.

The unit ealls for horseshoe-shaped magnets for most of its aetivi- ties. It is desirable, however^ to have magnets of other shapes also, so that children do not associate magnetism with the horseshoe shape. Recommended are bar magnets, both round and rectangular in cross- section, and U-shaped magnets.

Most of the other materials needed are of the sort usually found around the sehool room — paper clips, steel pen points, thumb-tacks, and the like. Iron filings are often recommended, but the teacher will find that a box of small nails called “brads” are cleaner, easier to handle, and serve a greater variety of uses.

There are a number of magnetic toys on the market and some of these may be included in the equipment list.

List of Materials

Small horseshoe magnets

Paper clips

Nails

Small brads

Boxes in which to put magnetic and non-magnetic materials 54 Magnets

Box for fish pond

Stick and string for fish pole

Steel key or large nail

Sheet of stiff cardboard or thin construction board

TEACHING THE UNIT

Pages 68-69

This unit may be introduced either by demonstrating some magnetic toy or by letting some pupil demonstrate the activity described on these pages.

Ask for the name of the device used. Introduce the word “magnet” if necessary. Let the children tell about magnets they may have at home. Then give each child a magnet and a number of paper clips. How many paper clips can the magnet pick up? How many paper clips can be held as a chain like the one in the picture? Show the children how to make a train of cars with the clips, laying the clips on the desk and pulling them along with the magnet.

Do not hurry the children through these activities. Let them try the experiment again and again as long as they seem interested. The learning is taking place through the doing, not through talking or rushing into a new activity.

Page 70

This page introduces a concept important in our understanding of magnetism and mechanics in general — that a force acts both ways. In other words, the magnet pulls on the nail and the nail pulls on the magnet. It is not necessary to broaden the concept to other situa- tions at this time, but pupils should recognize its application to this particular situation.

Page 71

The activities possible with a magnet and a box of brads are almost limitless in variety. Children can determine the maximum number of brads each magnet can hold. They can make ropes, swings, and ladders, of brads. The teacher should be cautioned again not to hurry the children or try to force them into any discussion of principles.

Pages 72-73

This is a picture story. Let the children read it to themselves. Then ask a pupil to tell the story. Ask another to act it out.

Magnets 55

Discuss situations in which pupils might make use of the technique described — as when mother spills a box of pins.

Show the children how a magnet can sometimes be used to recover things that are dropped in a hole or in deep water.

Pages 74-75

On these pages is described an experiment of great importance. The children will discover that a magnet can pick up some things but not others. The children often do this experiment again and again, sort- ing the materials, mixing them up, and sorting them again.

The teacher should refrain from asking the pupils to generalize about the things a magnet can pick up and cannot pick up. Although they may sense a similarity between some of the things the magnet attracts, it is doubtful whether they can identify objects as being made of iron. This concept is reserved for careful development in later grades.

Page 76

Although the activity suggested on this page seems to be little more than a pleasant trick, it involves an important principle of physics — a piece of iron held near a magnet becomes a magnet itself. With “soft” iron, the magnetic eflfect is almost completely lost when the magnet is removed; with “hard” steel the magnetic effect may be retained in some degree.

Let the pupils try the same experiment with a large nail and then with a paper clip in place of the key. Do not expect any generaliza- tions.

Page 77

Children enjoy little tricks like this one, which was invented by a first-grade child. At first glance the magnet seems to be picking up and holding a piece of card. Of course it isn’t, as the explanation on the page reveals.

When pupils do this trick they are dealing with another important principle, that magnetic forces can act through substances like paper.

Pages 78-79

These pages build on the previous page. Now the pupils discover that not only does the magnet attract through a piece of card but that it can make something move. Can the children make things other than paper clips move by moving the magnet under the card? Can they move nails, brads, pen points? Can they make them move on some- thing other than card? How about thin wood, glass, and aluminum cookie sheets, a piece of tin can?

56 Magnets

The next activity is purely a play activity, “just for fun.” But it involves more manipulation, more muscular co-ordination, and more experience with scientific principles. The children love to make the paper figures move across the little stage.

The paper figures may be made free-hand or traced from colour books. Some greeting cards bear interesting figures that may be cut out. Remember to keep the figures small so that the force of the magnet can move them easily.

Besides pictures of people, the children may use pictures of animals, automobiles, trains, and boats. A more elaborate stage may be made from a cardboard box, and plays such as “The Three Billy Goats Gruff” may be acted out.

A street may be marked out on thin but rigid cardboard and plastic cars may be made to move along the street if a nail is taped to the bottom of each car and a magnet is moved about under the cardboard. In similar fashion little wooden boats can be made to move about on an aluminum tray full of water.

Pages 80-81

The magnetic fishpond has always been a popular toy. Although one may buy a set, a perfectly satisfactory one can be made in a few minutes. Trace or draw the fish on light card. Colour the fish as desired to give them appeal. Slip a paper clip over the mouth of each fish. The fishpond may be any card box decorated as desired. The magnet with which the fish are caught can be a small steel horseshoe magnet, preferably not too strong.

To raise a problem, make a paper clip of copper wire and put it on one fish. The children will not be able to “catch” this fish and will wonder why.

One may pattern some of the fish after local species and so gain ad- ditional teaching possibilities.

Follow-up

Experience has shown that an excellent way to follow up the work of this unit is to give the pupils opportunities to repeat the activities as they desire. A small table, to be called the “Science Table,” may serve as the centre of these activities. Put magnets and materials on this table for a few days, changing them often, and let the pupils use them in their free time.

During this follow-up work it will be helpful if magnets of different shapes are put out for the children to work with. Thus the children learn that magnets do not have to have the traditional horseshoe shape.

Magnets 57

If a teacher desires, she may show the children how to magnetize pen points, needles, and screwdrivers. Small steel objects may be magnetized by stroking them with one pole of a magnet, moving the magnet in one direction only from one end of the object to the other. (See “Making a Magnet,” Exploring Science Three, page 134.)

POSSIBLE LEARNINGS

Magnets pick up some things.

Magnets do not pick up some things.

Magnets can be useful.

A magnet can make some things into magnets.

Magnets have different shapes.

The pull of a magnet can act through thin sheets of many things.

BIBLIOGRAPHY

Books

The Boy’s Book of Magnetism. Raymond Yates. Musson: Toronto, 1941. 166 pages.

Gives clear directions for tricks and games with magnets.

Magnets. Bertha Parker. Copp Clark: Toronto, 1944. 36 pages. The teacher will find this useful and interesting to children.

Film

Magnets. Gateway.

From toy magnets to big lifting magnets.

Air

PURPOSE OF THE UNIT

Air is an intangible substance which we cannot see, feel, taste, or smell. Usually we are totally unaware of its presence; we say, for in- stance, that a bottle filled with air is empty.

Young children are often taught to say, “Wind is moving air.” “We breathe air.” “Water evaporates into the air,” and “Air holds up air- planes.” Unless children have a genuine appreciation of air as a real substance, statements like these are just empty verbalizations.

58 Air

In the Exploring Science Series, the basic concepts of air are de- veloped carefully. In the first grade, children are shown that air takes up space. Common applications, such as breathing and filling auto- mobile tires, help children to think of air as being a real substance. Upon this understanding the work of later grades builds concepts of wind, fire, airplanes, respiration, evaporation, weather, and numerous other phenomena.

A major function of the unit is the development of the concept already mentioned, but the unit has other important values as well. It encourages manipulation both in school and out. The unit gives training in following directions through the use of sequential pictures which describe how to carry out simple experiments. The abihty to follow directions is considered an important part of education.

PREPARING FOR THE UNIT

Besides collecting materials needed for the experiments described in the text, a teacher will do well to look up ideas for additional experi- ments to enrich the work of this unit. Good science teaching calls for many related experiences in the development of one concept.

A trip to an automobile service station to see the compressed air system helps pupils to gain the feeling that air is something real. A teacher should look for such a station near enough to the school for a visit by the class.

The most important single item of equipment is a large glass vessel. A rectangular glass aquarium is best suited for this purpose because its flat sides cause less distortion of things seen within. However, a gallon cylindrical jar of glass, called a battery jar, will serve almost as well. A pail may be used, but it is the least satisfactory because only a few children can see what is happening.

Additional items include hollow rubber toys, glass tumblers and bottles, soda straws, and rubber balloons. Other items to enrich the unit will suggest themselves — a medicine dropper, a sponge, metal cans, or anything that can be used to show that there is air in the space we usually call empty.

A tire pump, an inner tube, and a tub of water can be used to show that tires contain air. A football, basketball, or plastic beach ball can be inflated and then held so that the filling tube is under water. The escaping air makes bubbles. The experience with the can of tomato juice as described in the text should be duplicated with a real can of juice. A quart jar with a metal screw-on cap can be used to show what happens in the juice can by punching holes in the cap.

Air 59

List of Materials

Aquarium or large glass jar

Hollow rubber ball and other similar toys

Sponge

Rubber tube

Drinking glass

Cork or wooden boat

Narrow-mouthed bottle

Can of fruit juice

Can opener

Rubber balloons

Soap bubble pipes and soap

TEACHING THE UNIT

Although children cannot see air as such, they can see bubbles of air in water. Because such bubbles are a common experience to children they are used in this unit to make air seem more of a real substance.

At the beginning the children will refer to the bubbles as simply “bubbles” and no more. Soon, however, one should tell the children that they are looking at “bubbles of air.” Later, when the two terms have almost the same meaning, in activities like the ones suggested, the forepart of the phrase can be dropped and the word “air” used in all discussions.

Pages 82-83

All children who take baths in tubs have probably played with hol- low rubber toys in the water. They will recognize the sequence of events implied by this picture. At this time do not insist that pupils say that air is coming from the toy, but be sure that they recognize that bubbles escape when the toy is squeezed.

A good procedure is to bring in a hollow rubber toy and after some discussion of past experiences, give the children opportunity to pro- duce bubbles in the water. Do not be content with a single experi- ence. Let several pupils duplicate the activity. If possible, use other types of toys, such as whistling dolls and animals.

Pages 84-85

An interesting approach to these pages is for the teacher to announce that she will perform a magic trick. She crumples a sheet of paper, stuffs it into a dry tumbler, and thrusts the inverted tumbler to the bottom of the water without tipping it. A few moments later she lifts

60 Air

the tumbler, again without tipping it, pulls out the paper and shows that it is perfectly dry.

This sets the stage for the experiment described on these pages. A cork, or better still a tiny boat with a coloured paper sail, is floated on the water and the inverted tumbler is pushed down over it. The pupils can now see that the water does not rise in the tumbler.

Repeat this experience several times to be sure that every pupil has seen what is intended.

Pages 86-87

When a pupil tips the inverted tumbler, bubbles come out. The boat and the water then rise in the tumbler. It is at this time that we shall begin to refer to the bubbles as air. Do not hurry the children through this step. Let them repeat the experience just described sev- eral times. Constantly refer to the bubbles as air. Suggest related activities; let them submerge bottles and cans, let them squeeze sponges and medicine droppers and hollow rubber toys under water. The more things that can be used, the better.

Pages 88-89

These pages describe an interesting stunt which can be called, “Pouring a glass of air.” The glass tumbler is submerged and then inverted; it is then full of water. The bottle is inverted first and then submerged; it is full of air. If the bottle is tipped and its neck held under the tumbler, bubbles of air will leave the bottle and go into the tumbler. Sometimes air may be “spilled.” The glass may be filled until it “runs over.” This all adds to the fun. And such terminology as pouring, spilling, and full, when applied to air, help to make air seem like a real substance.

Pages 90-91

The relationship between the water and the air is brought out on these two pages. Water goes in if air goes out, and water goes out when air goes in. These help to point up the concept that air takes up space. Allow plenty of opportunity for the pupils to repeat the ex- perience and to talk about their observations.

Sentences are introduced here for the first time in this book. Except for the word “air,” the words are all common ones and are probably known to the pupils. It is, however, always well to study the pictures first and carry out the activities suggested before turning to the sen- tences which sum up the content of the experience.

Air 61

Pages 92-93

These two pages tell a story with pictures and use some simple sen- tences to confirm the picture story. Ask the children to look at the pictures and tell the story. Then ask them to read the sentences. The word “juice” is not usually in the reading vocabulary of children on this level, but after the children have told the story from the pic- tures they should have no difficulty in learning the word.

Following the study of these two pages, ask the children to tell about their own experiences with opening juice cans at home.

Now bring in a can of juice and let the pupils try the experiment.

To show the children what happens inside the juice can, fill ^ith water a quart jar that has a metal screw-on top. Screw the top on tightly. Now punch one hole in the cap with a can opener. Try to pour out the water. Punch a second hole. Try to pour out the water. Notice the bubbles of air entering as the water goes out. Cover the upper hole with a finger and notice that the water stops flowing again. Air must go in if the water is to run out.

Page 94

This page suggests additional experiences to help to build up the concept of air as a substance. The experiences with balloons and soap bubbles, supplemented by such activities as blowing through soda straws into water, introduce the thought that we blow .air from our mouths, thus preparing the way for a later study of breathing.

Any work done with blowing through straws and through soap bubble pipes presents an opportunity for a discussion of why chil- dren should not use a straw or a pipe that someone else has used.

Page 95

The study of this page may well be preeeded with some activities involving a tire pump. Children may use the pump to inflate a foot- ball, a basketball, or a plastic beach ball. Some kinds of balls can also be inflated with a tire pump.

Experiences with tires come early in the lives of many children. They may have watehed their parents or garage attendants test tire pressures and add air to the tire. Some of them have experienced a “flat tire” or have heard their parents speak of one. Many of them have seen bicycle tires “go flat.”

Try to borrow an inner tube and a tire pump. Let the children inflate the tube and deflate it by pressing on the valve in the end of the valve stem. Hold the valve stem under water and deflate the tube so that the pupils ean see the air eseaping as bubbles. Explain what a punctured tire is. Explain what a “blow out” is. ' -

62 Air

If possible plan a trip to an automobile service station. If an at- tendant is not too busy he will show the children how he puts air in a tire, and he will show the children the air compressor and the tank where the air is stored. He may also show how he uses water to locate a leak in a tube.

Follow-up

During the remainder of the school year there will be many times when pupils see bubbles in water and encounter things filled with air. A brief moment of discussion to connect with this unit each of these new experiences as it arises further strengthens the concepts which the unit has introduced.

It is also good teaching practice to repeat occasionally one of the activities described in this unit. This gives the children an opportunity to recall what they have learned and practise the verbalizations they have acquired.

POSSIBLE LEARNINGS

There is air in many things we call empty.

Air can keep water out of hollow things.

If air can leave a container, water can enter.

If air cannot enter a container, water cannot leave. We use air in such things as balloons and tires.

BIBLIOGRAPHY

Books

Let’s Find Out. Herman and Nina Schneider. S. J. Reginald Saunders: Toronto, 1946. 38 pages. - '

A first experiment book, mostly about air and water.

The Little Airplane. Lois Lenski. Oxford University Press: Toronto, 1938. 48 pages.

Answers questions young boys and girls ask.

See for Yourself. Nancy Larrick. Smithers and Bonellie: Toronto, 1952. 47 pages. c

A well-illustrated primer with very simple experiments on air and water.

Air 63

Films

Air. Gateway.

Air pressure is explained by demonstrations which the very young child can perform himself.

Nothing hut Air. Instructional Films.

How Billy’s living and playing are affected by the invisible but very real air around him.

We Are Growing

PURPOSE OF THE UNIT

One of the most valuable outcomes of any educational programme is to help to develop a sound understanding of the normal, healthy human body. People who know about themselves are more apt to take good care of their bodies, to avoid practices that abuse their health, and to ignore foolish fads and quackery.

The time to begin the study of the human body is as early as pos- sible, in order to develop desirable attitudes from the beginning. Good health is as much a matter of healthy attitudes as it is of physi- cal well-being. But so often we find that undesirable attitudes have originated during the early years and these are so firmly fixed that they are never truly eliminated.

One can sometimes see immediate results from the early introduc- tion of the study of the human body. Children lose some of their fear of doctors, or never develop it at all, because they are interested in what the doctor is doing. They will have the proper perspective on something like a broken arm, which to non-informed children is com- parable to the broken arm of a doll. And bones, which are too often associated with horror stories, become interesting parts of their own anatomy.

“We Are Growing” is the first in a series of units in the Exploring Science Series acquainting pupils with their bodies. Following it are units dealing with respiration, circulation, ears, teeth, eyes, muscles, and digestion. Together they form the foundation for the study of health. Without such a foundation, health teaching becomes little more than propaganda.

Specifically, this unit deals with the growth of various parts of our bodies and touches upon the need for satisfactory diet to maintain good growth. Two pages of reference to the growth of young animals is included for comparison and contrast.

64 We Are Growing

PREPARING FOR THE UNIT

This unit may be taught at any time. Little advance preparation is required. However, a teacher may begin collecting weight and height records early in the school year; the units of measurement may mean little to children of this age, but they are able to grasp the idea of an increase.

Only a few specific materials are called for. A long sheet of brown paper is needed in the study of hand growth. A set of scales is de- sirable for weighing the pupils. Pictures of baby and adult animals are helpful.

List of Materials

Scales for weighing pupils

Tape for measuring height

Nail file

Long sheet of wrapping paper for frieze

TEACHING THE UNIT

Pages 96-97

What is happening in the picture? Does anyone know how much he weighs? Have you always weighed that much?

Are you taller now than you used to be? How do you know? How else do you know that you are bigger than you used to be?

How big were you when you were a baby? About how long were you? How much did you weigh? Ask your mother.

If scales are available, weigh each pupil and make a record of his weight. Also measure his height and record it.

If there is any weight and height data available from earlier meas- urements, compare the figures to see if there is an increase. Explain carefully to the children that not everyone grows at the same rate. Some people grow steadily; others grow rapidly for a while and then stop growing for a while.

Page 98

What is happening to the boy? Has any boy in the class just had his hair cut? What does the barber do? Let the boys explain the process. Have any girls had their hair cut? Let them tell about how it was done.

Look at the three pictures at the bottom of the page. What story do these pictures tell? Which one shows the boy when he needs a

Wc Are Growing 65

haircut? Discuss the improved appearance of the boy after he has had a haircut.

Does this show that a boy’s hair grows? Does a girl’s hair grow? Does it hurt to have a haircut?

Do eyebrows and eyelashes need to be cut? Does the hair in them grow? Explain that when an eyelash falls out or is cut off, the hair grows until it is the same length as before and then it stops growing.

Page 99

What is the boy doing? Why is he doing it?

What do you do to your fingernails when they grow long? When did you file your nails last? Have your nails grown since then?

What are some reasons you should keep your fingernails trimmed? Discuss also the reasons for cleaning fingernails.

Use a nail file to show the children how to clean and file nails prop- erly. Try to make the children conscious of fingernail appearance.

Pages 100-101

What are the boy and the girl doing in the picture? Who would like to do this too? Give the pupils large sheets of blank paper and show them how to trace round their hands. Show them too, how to sketch in the fingernails.

How many hands does each person have? How many fingers on one hand? How many fingers on both hands? Are all the fingers alike? Which is longest? Which is shortest? What is the short, thick finger called? If the pupils seem interested teach them the names of the fingers — thumb, fore, middle, ring, and little fingers.

Are the two hands alike? How are they different?

Does hair grow on your hands? Where? Notice that the palms of your hands are bare.

Do you think that your hands grow? What makes you think so? Are the hands of older boys and girls bigger than yours?

Plan a frieze to display across the top of the blackboard or bulletin board. Start by tracing the hand of the youngest pupil in the class. Add a tracing of the hands of children of increasing age, “borrowing” pupils from upper grades to complete the series. Write the name and age of each pupil near the tracing of his hand.

As an extra project at this time the pupils may make clay plaques of their hands to take home. Fill small pie or cake plates with modelling clay and press the hand of each pupil in a plate of clay. Dry the clay for a few days and remove the plate. Let the pupils paint their plaques with water paint.

66 We Are Growing

Pages 102-103

Review the structure of the hands and then direct the pupils to pinch the fingers of one hand with the fingers of the other. Can you feel something hard inside? Is there something hard inside each finger?

Ask them to look at their books and notice that the girl is pinching her finger. The picture beside the girl shows what is inside her finger. The hard parts are called bones. How many bones are there in each finger? Feel your own fingers and see if there are three in each one. Are there three bones in the thumb?

What happens when a finger is bent? The boy in the picture is bending his finger. The picture beside him shows what the bones do.

Look at the pictures of the hands on the next page. They show the bones in the whole hand. Can you feel some of them in your own hands? What do these pictures show about the growth of bones?

Do you have bones in other parts of your bodies? Can you find any bones in your arm? In your legs? Where are your ribs? Can you feel your backbone? Feel the bone in your jaw. Feel the top of your head. Is there a bone there?

This portion of the unit may be enriched by showing the pupils a real skeleton or a chart of a skeleton. The pupils may then try to locate some of the larger bones on themselves. Obviously there is no value in using the technical names of the bones.

Do any pets have bones? Have you noticed the backbones of dogs and cats when you pat them? Do chickens have bones? What other animals do you know that have bones?

Some bones from a meat market or from home may be brought in for display. They become clean and white, if boiled in soapy water.

Pages I04-I05

These two pages show four pictures of a boy at different ages — ^six months, six years, nine years, and twelve years. Use them to begin a discussion of growth. Discuss what the boy can do and what he can- not do at each age. Discuss what he wears at each age. Then give the discussion a personal slant by discussing the past and future acti- vities of the children in the classroom.

Pages I06-I07

These two pages are also discussion pages. Let the pupils select from the adult animals on page 107 the parent of the young animal on page 106. Let them talk about the growth of their own pets.

If separate pictures of young and adult animals are available, make these into a game of matching.

We Are Growing 67

Page 108

This page is designed to make the pupils conscious of the role of food in growth. Talk over with them some of the foods they should eat every day — a green food, a yellow vegetable, milk, meat of some kind or eggs, and so on. Let them tell about their own meals they have eaten recently. Help them to plan good meals.

Page 109

This study of the foods of pets is introduced to emphasize the im- portance of good food and to help also in developing a spirit of humaneness. It is chiefly a subject for discussion.

Find out what foods the children feed their pets. Bring in and dis- play some of these foods. Encourage the children to make pictures of pets eating proper foods.

If there is a dog fancier or other specialist in the community, per- haps he will be willing to talk with the children about the proper feeding of some of their pets.

Follow-up

There are several stories about growing up that have been written for children of this age. Put these in the hands of children at different times and provide an opportunity for discussion of them after they have been read.

Be sure to follow up some of the weight and height records. Also call attention to haircuts, as boys and girls have them.

Sometimes a child near the school has a baby animal given to him. Perhaps arrangements can be made to see this animal two or three times. The first time, the height and length of the animal can be marked off on a sheet of paper for comparison with later observations.

Commonly a child hears of someone who has broken a limb. He often believes the limb is broken off like a doll’s limb. If the subject arises, take time to show with a diagram on the blackboard that it is the bone that is broken, usually only cracked, and that after the doctor puts the parts back together properly, the bone will grow together again.

POSSIBLE LEARNINGS

Children grow from the time they are babies until they are “grown up.”

Some parts of our bodies grow rapidly.

Some parts of our bodies grow slowly.

68 We Are Growing

We have bones inside our bodies that grow too.

We need good food to grow properly.

BIBLIOGRAPHY

Books

Bigger and Bigger. Inez Hogan. Copp Clark: Toronto, 1946. 48

pages.

Twin boys grow up.

Growing Story. Ruth Krauss. Musson: Toronto, 1947. 32 pages.

A small boy realizes he is growing when he puts on his last year’s clothes.

Story Book of Things We Use. Maude and Miska Petersham. Win- ston: Toronto, 1933. 128 pages.

Films

Animals Growing Up. Encyclopaedia Britannica Films. Ontario Department of Education: SN-95.

Growth and development of puppies, a calf, and chicks during the first few weeks of life.

Baby Beavers. Encyclopaedia Britannica Films.

A mother beaver and her family.

Ten Little People and Their Teeth. National Film Board.

Planting Seeds

PURPOSE OF THE UNIT

Nothing in the area of plant study interests small children more than planting seeds and watching them grow. For this reason the study of seeds is chosen to give introductory experiences with the reproduction of plants.

In this unit children learn of some of the conditions usually neces- sary for plant growth — soil, moisture, light — -although as yet they will make no formal study of these factors. The children also have an opportunity to observe at close hand the development of seedlings, an experience they might otherwise never have.

One of the major principles of science states that organisms produce their own kind; for example, bean plants produce only bean plants and

Planting Seeds 69

rabbits produce only rabbits. In this unit we are beginning to develop this principle, although pupils must have many, many more experi- ences before we can expect them to generalize so broadly.

This early study of garden seeds encourages pupils to be more observant of plants and plant development. The acquired experi- ences give a background for later study of seed dispersal and flower functions. As such, this unit fits into a planned sequence of units on reproduction, giving elementary treatment of sex education. The third- grade unit “Travelling Seeds” and the fifth-grade unit “Flowers and Their Work” will be based on this unit.

This unit has another function: it is designed to foster an interest in the out-of-doors, which can be a source of great personal satisfaction to many. This unit may influence some of the pupils to take up gar- dening as a hobby in later life.

PREPARING FOR THE UNIT

With parents making plans for gardens and with new seed cata- logues arriving in the mails, early spring is the logical time for the study of seeds. But one must not start too early; some schools with- out adequate air conditioning are so arid in cold weather that seed- lings cannot thrive in the classrooms. This unit has been put early enough in the sequence of units so that seedlings will have time to develop. In some regions, however, it may be well to take up the unit at a later time.

Seeds of various kinds are a necessity and so are containers of soil to plant them in. Hardy seeds that germinate quickly are best for these lessons. Radish seeds are very satisfactory: young plants appear from them in less than a week. Corn, beans, squash, pumpkins, and tomatoes germinate quickly and produce large seedlings. Carrots, on the other hand, germinate slowly and the tiny seeds are difiicult to handle.

Soil may be taken from any garden or flower bed that produces healthy plants. Avoid sticky clay soils. If soil is not available, buy potting soil from a florist or greenhouse.

The importance of giving each child his own container cannot be over-emphasized. The realization that something is his, and his alone, gives it new value in the pupil’s eyes; he will follow more eagerly the development of his own seedling than a pot of seedlings belonging to the class as a whole.

The text suggests halves of eggshells for seed containers. Eggshells are usually available and though fragile are easily replaced. But other

70 Planting Seeds

types of containers are equally well suited — waxed paper (“Dixie”) cups, ice cream containers, small flower pots, metal cans. Whenever water-tight containers are used, be sure to punch holes in the bottom so that excess water drains out.

List of Materials

Eggshells or other individual seed containers Garden soil Radish seeds

Flower pots or tin cans with drainage holes in the bottom Seeds of several different kinds, including bean, corn, pumpkin, and the like

TEACHING THE UNIT

There are many possible approaches to this unit. The most satis- factory introduction takes advantage of some situation that arises naturally — parents may be starting a garden, older pupils may be planning a school garden, farmers may be doing spring planting. These events precipitate classroom discussion of seeds.

It will be noticed that the word “plant” has two meanings as it is used in this unit. It is worth while to take time when the second mean- ing has been encountered to talk about the two meanings of the word.

Pages 110-111

What are the children doing? What does the man have in his hands? What has he been doing with it? What is the boy holding? What is he doing with it? What is the girl doing?

Who has seen a garden being made? Who has helped to make a garden? Who had a garden of his own last year?

What tools are used in making gardens? What are the tools used for?

Let the experienee and the interests of the children be a guide to the amount of time spent on these pages. In some situations these pages may have little signifieanee and should be treated quickly.

Pages 112-113

These two pages give a picture story and at the same time give direetions for important aetivities. Eaeh ehild should plant a seed that is specifieally his, just as shown in the text.

Radish seeds are reeommended for this first experience because the seeds germinate quickly and the plants grow rapidly. Children ean

Planting Seeds 71

watch a radish grow from a seed to an edible plant in a few weeks.

The pictures show eggshells being used as miniature flower pots. There was a time when many home gardeners used eggshells for starting seedlings. Despite their fragility, they have advantages — small size and ease of transplanting. Sometimes teachers collect Easter eggshells for this unit.

Direct the children to write their names on individual shells and fill them with soil. Give each pupil a single radish seed and explain how he is to push the seed just beneath the surface of the soil. Also plant some seeds in extra eggshells so that if some of the pupils’ seeds do not develop, there will be replacements for them. Then put the eggshells in a pan of loose soil or sawdust and set the pan on a window ledge or table. Dampen the soil in the eggshells. If possible, put a pane of glass over the pan to reduce evaporation; cover the sharp edges of the glass with adhesive tape or cellulose tape.

Children are likely to over-water their plants. The soil must be kept damp but not saturated; water should not stand in the containers. If metal cans or waxed cups are used, punch drainage holes in them. It is not necessary to puncture eggshells since they are porous.

When the radish plants are about an inch high, it is time to trans- plant them. Each pupil may take home his own plant in a pasteboard carton packed with crumpled paper. Thereafter he will report on its growth. If the children do not have access to even a flower pot or a window box at home, arrange to have a place at school for them.

Pages 114-115

These pages depict garden scenes. What time of year is represented by the first picture? How do you know? What time of year is repre- sented in the second picture? How do you know?

What must be done to a garden before it is planted? If the children have never seen a garden being made, try to arrange a trip to a nearby home garden where they can see the processes. Even in cities there are usually flower gardens in parks, and arrangements can often be made to see some of the important steps of soil preparation.

What kinds of vegetables are being raised in the garden in the picture? What kinds of seeds were planted?

Bring in packets of different kinds of seeds. Prepare an exhibit of seeds. Put seeds in vials or transparent envelopes and put them on the bulletin board together with pictures of the proper vegetables and flowers. The pictures can be cut from seed eatalogues.

The children may paint pictures showing the steps in preparing a garden. They may act out the steps. They may set up miniature

72 Planting Seeds

diagrams of gardening scenes. They may put garden tools on display.

Pages 116-117

These pages give in picture story form the plant cycle from seed to seed. The story points out that from a bean seed comes a plant that produces more bean seeds. It is part of the broader concept that “like produces like.”

Ask the children to read the story to themselves. Then let them tell what happens in each picture. No. 1 shows the package of beans; 2, the seedling of the bean just emerging from the ground; 3, the seed- ling as the leaves begin to unfold; 4, the seedling with additional leaves; 5, flowers appearing on the bean plant; 6, young green beans or bean pods; 7, the green beans turned yellow; and 8, beans in one of the dried bean pods. Be sure that they note that small bean pods come from the flowers and that these small pods grow into large pods.

Let the children plant some beans and watch the first steps of this story. The beans may be planted in a flower pot or a seed flat. They can also plant other species — corn, squash, pumpkin and the like. Label the pots both with pictures and names. Beans and tomatoes will flower in the classroom and sometimes start fruit, if pollen is trans- ferred from one flower to another with a water-colour brush.

Pages 118-119

These pages show that a wild plant, the dandelion, also produces seeds. Let the children tell the story. Take them outdoors and let them look for plants that have buds, for plants that have flowers, and for plants that have seeds. Let them mark one budded plant and watch it daily to see development. Bring in some of the dandelion heads and look at the seeds with a hand lens.

Follow-up

Watching the development of the seedlings that have been planted by the children will continue until the end of the school year. The children should be encouraged to tell stories and draw pictures of their observations.

It may also be possible to take several trips around the neighbour- hood and watch the progress of some of the gardens. Sometimes it is possible to take a trip to a farm to see some of the crops beginning to grow.

Planting Seeds 73

POSSIBLE LEARNINGS

Seeds are usually planted in soil.

Seeds need moisture to start growing.

Seeds grow into plants.

Many plants have roots, stems, and leaves.

Each kind of seed develops into one kind of plant.

Each kind of plant has its own kind of seeds.

BIBLIOGRAPHY

Books

The First Book of Plants. Alice Dickinson. Ambassador Books: To- ronto, 1953. 93 pages.

Tells what plants are, what they do, and how they help mankind.

Up Above and Down Below. Irma Webber. S. J. Reginald Saunders: Toronto, 1943. 31 pages.

Concerned with plant reproduction, and usable by the teacher.

What’s Inside of Plants? Herbert Zim. George J. McLeod: Toronto, 1952. 32 pages.

What is inside the leaves, stem, roots, and flowers of a plant is explained in this book.

Film

Seed Dispersal. Ontario Board of Education.

Time-lapse photography and microscopic enlargements are used to show the action of the poppy, nightshade, thistle, bean and others. Movements of the seeds in germinating and sprouting are shown in slow-motion.

Things|That Float

PURPOSE OF THE UNIT

One of the large areas of human experience is that of the mechanics of liquids. Boating, swimming, even bathing in a bath-tub, makes one conscious of the buoyant force of water. Children enter school with a considerable background of experiences with buoyancy, and they are ready to organize and extend their knowledge of this subject.

74 Things That Float

In our study we continually encounter situations which permit us to stress some of the safety aspects of water. Safety around boats and while swimming should be emphasized. We do not need to frighten the children; rather we must try to show them that swimming is not dijBBcult and that everyone should master it. Our goal is to give them a healthy respect for the water.

The experiments suggested in this unit, as well as the ones sug- gested for enrichment by this manual, deal with simple cause-and- effect relationships. One aspect of science education is the encourage- ment to look for such relationships. So give pupils plenty of time to express their own ideas about cause and effect, do not ridicule their mistakes, and do not press them with leading questions which might set the children guessing without really thinking. Remember that any real understanding of cause and effect requires considerable maturity of experience.

This unit calls for a large amount of manipulation in the classroom and encourages even more in out-of-school situations. Give the chil- dren adequate time for these activities. Remember that education is not just the development of formal ideas, but is the development of the whole child including his ability to manipulate and his habit of using all his senses.

PREPARING FOR THE UNIT

The unit may be taught at any time of the year but field work is best carried out when the weather is pleasant. However, if field work is possible, and the unit comes most conveniently in winter, the field work may be saved as part of the follow-up.

The teacher should investigate the possibilities for field experiences early in the year. If the school is near a lake, river, or seacoast, it may be possible to take the children to see ships loading and unloading, and it may be possible to see smaller boats in use.

For demonstrations, a large glass vessel is needed. A rectangular aquarium provides the best visibility, but cylindrical gallon jars called “battery” jars can be used. For individual experimentation, small pails or large (No. 10) cans are satisfactory.

The text calls for small bottles, metal cans, a floating bath-tub toy, and other small items. Many other things not specifically mentioned will suggest themselves.

A few new words are introduced in the reading matter, most of them recognizable from the pictures. Some help will be needed with the word “float.” On page 124 the word “can” is used with one mean-

Things That Float 75

ing, and on page 130 with another meaning. Take time to compare.

List of Materials

Aquarium or large glass jar

Tin cans

Bottle with cork

Sand

Celluloid bath-tub toy

Newspapers to soak up water

Wiping cloths

TEACHING THE UNIT

Pages 120-121

This page sets the stage for the unit by introducing a scene which has probably made a distinct impression on any child who has visited a lake shore or a seashore.

Who has been to the shore? Let the children relate some of their experiences. Did you see any of the things that are in the picture? What else did you see?

What things in the picture ean float? What are some other things one might see at the shore that can float?

Why is there a rope round one place next to the shore? Why should poor swimmers stay within the rope? What does the man on the platform do? Does the raft that is out in the water move around or is it fastened in one place? Does anyone know how it is kept in one place?

Let the interest of the children determine the attention given to this page. Perhaps, if the children have never been to the shore, this page will have less appeal for them.

If a water-tight sand table is available, the work on this page may be enriched by letting the pupils reproduce the shore scene. Corks, pieces of wood, celluloid toys, toy boats, dolls and similar things may be used. This will not be just a play activity if the objects can really be placed in water and if the buoy and the raft can really be anchored.

Pages 122-123

The activities suggested on these pages are self-evident. Use a demonstration first, letting the pupils guess which objects will float and which will sink. The pupils may then repeat the experiments, putting the objects in two piles or in two boxes — one for those that float, and one for those that sink.

76 Things That Float

In addition to the things shown, try as many more as possible. Add things like a cork with many nails stuck into it, and a closed metal can with sand in it.

Do not hurry the children through these experiments. They will test the objects again and again if they have the opportunity. And every time they do, they are learning through their muscular sense, the so-called “kinesthetic sense,” about density in a way they can never learn it from reading alone.

Pages 124-125

These pages suggest experiments that are basic to an understanding of the laws of floating bodies. Let the pupils take turns demonstrating. Give plenty of time for speculation and comment.

In these experiments the pupils are testing the effect of making float- ing bodies heavier. Adults frequently attribute the floating of empty bottles and cans to some magical property of the air contained in them. To avoid this misconception, talk always about the weight of the float- ing object. For instance, as sand is added to the can it becomes heavier and sinks deeper in the water; when it is heavy enough it will no longer float.

After experimenting with the sand, empty the can and repeat the experiment. Then try other things such as pebbles, nails, and water.

Try the same experiments with the stoppered bottle, trying to add enough water so that the bottle neither sinks nor floats at the top.

Similar experiments can be performed with a medicine dropper and a hollow rubber ball. If either of these is squeezed under water a little air is forced out, and a little water goes in when the pressure is released. By repeated squeezings, the object can be made to float lower and lower in the water until it finally sinks.

Pages 126—127

These pages tell a story that can now be explained in terms of the experiments just carried out.

To give greater reality to the story, ask the children to bring in toy boats and see if added loads make these toys sink deeper. They may also use toy ships and pretend that they are adding cargoes to the ships.

Some schools will be near enough to docks so that the children can be taken to see the loading and unloading of large ships. They may record their observations by making pictures.

Things That Float 77

Pages 128-129

The story told in these pictures builds not only on the present unit but also on Unit Seven — ^“Air.” Let the children tell the story and then experiment with a real bath-tub toy.

Page 130

This is chiefly a discussion page to be used as much as the past ex- periences of the children make worth while. Let them talk about the plants and animals they have seen floating in the water, and about the ones they have heard about. Refer to the classroom aquarium if there is one. Trips to pet stores and to places where there are aquar- iums may give them new experiences.

Page 131

This is another discussion page. Use it to stimulate an interest in swimming. Ask who has been swimming. Who can swim? Who can float? Let them relate their own experiences.

Look at the picture of the nearest boy floating. Notice that he floats like a piece of wood. Notice that most of him is under water. What parts are out of water?

What are the other boys using to help them to float? What is the girl using? What other things can people use to help them to float?

Turn the discussion to swimming. Why should everyone know how to swim? Where can you learn to swim?

Follow-up

Whenever pupils encounter something that is floating call their at- tention to it. Perhaps a trip may be arranged to a garden pool or a small pond in the spring. Have the children note the plants and ani- mals they see floating on the water. Whenever the situation seems worth while, let them draw pictures and tell stories about the things they see floating in the water.

POSSIBLE LEARNINGS

Some things float.

Some things do not float.

When floating things are made heavier they go deeper in the water. If floating things are made heavy enough they sink.

Some plants and animals float.

People ean float.

People can use things to help them to float.

78 Things That Float

BIBLIOGRAPHY

Books

At the Lake. Gates et al. Brett-Macmillan: Toronto, 1951. 48 pages. A family takes their boat to the lake for some fun.

The Boats on the River. Marjorie Flack. Macmillan of Canada: To- ronto, 1946. 31 pages. Illustrated by J. Hyde Barnum.

Ferryboats, ocean liners, tugboats, barges, sailboats, rowboats, freighters, submarines and warships — they are all here in realistic and beautiful coloured pictures.

Film

Boats. Encyclopaedia Britannica Films,

Nancy and Roger take a river trip and see all kinds of boats.

Spring Is Here

PURPOSE OF THE UNIT

Spring, with all its rapid changes, is as exciting to children as it is to adults. It is a season to make much of.

No other outcome of the unit can be more important than a height- ened interest in the outdoors. There are so many opportunities for exciting observations in the city as well as in the country — developing buds, birds building nests, new flowers, people at work in gardens. Once the pupils have had pleasant experiences of this kind, they enjoy repeating them and they are apt to extend their interests into related areas.

The spring season is also a good time to encourage the use of all the senses, to awaken a new awareness of scents and sounds and feel- ings, as well as sights, because there are so many stimulating sensations possible out-of-doors when dealing with new growth of plants and in- creased activity of animals.

Spring is a time that encourages children to follow special interests and to develop individual initiative; there are so many different things going on, and there are so many different things to do. The teacher does well to encourage a great deal of independent work when teach- ing this unit.

There will be many opportunities to bring some of the outdoors into the classroom, and thus to freshen up a place that has become a bit too familiar through the winter months. The season may be antici- pated by bringing in buds and potted bulbs. Later, new flowers and

Spring Is Here 79

frogs and insects keep interest high. Almost every day some new bit of nature may be put on exhibition.

The content of the unit fits into the planned sequence of experiences dealing with seasonal changes. The influence of increasing tempera- tures on plant growth is part of the study of the relations between living things and their physical environment. In addition, many later units dealing with plants and animals will build upon the experiences gained at this time.

PREPARING FOR THE UNIT

The pictures in the text suggest that the formal study of this unit should begin about the time crocuses bloom and daffodils begin to appear. However, there are many things that can be done in anticipa- tion of the season.

Unit Nine, “Planting Seeds,” has already suggested some activities that lead into this unit. The forcing of the buds of woody plants represents another set of activities that set the children watching for changes outdoors. Forsythia twigs are especially satisfactory be- cause they burst quickly into a mass of golden bloom. There are other species equally good — pussy willows, aspens, cultivated cherries — and it is always interesting to experiment with new kinds.

Pots of flowering bulbs can be purchased and brought into the class- room. The kinds usually on sale are tulips, hyacinths, and iris. How- ever, if one has facilities, the bulbs may be purchased in the fall and potted according to the directions given with each. Usually these bulbs are potted, buried in the soil, or kept in a cold place until mid- winter. Then they are transferred to a dark cool place until leaf growth is well started, after which they are kept in a cool, light place until budded.

Experiences with such things as seedlings, developing buds, and flowering bulbs give the children a taste of what is coming and sharp- en their interest in looking for similar happenings outdoors.

Changes in the weather are an important part of the study of spring. Call attention to indications that the weather is warmer. There will be rain instead of snow, ice on ponds will melt, and people will be wearing clothes that are not so heavy. Use pictures that the pupils have made of scenes in winter for contrast.

List of Materials

Spade or spading fork

Large pan or deep tray for sod

80 Spring Is Here

TEACHING THE UNIT

This is a unit that can well be extended over ten or more weeks, with most of the work on an informal and incidental basis. This book describes only a few of the many things ehildren can do; many other activities will suggest themselves as conditions change through the season.

Elasticity in the general programme will help greatly in making this unit more effective. Many things will happen that have not been planned, but which should be utilized immediately. A butterfly or moth may emerge. Someone may notice a new bird outside the win- dow. Frog eggs may begin to wriggle.

Observational trips should be planned whenever possible, but there are many eonditions that will upset plans. Bad weather will require cancellation of a trip or a delay to a more pleasant day. And some- times something new in the neighbourhood will make possible a valu- able trip for which no planning is possible. Complete flexibility of programming is most desirable when making use of field trips.

Pages 132-133

These pages show ehildren looking at a bed of crocuses. Ask who has flowers like them at home. Where are they growing? Does the sun shine on them? What are their colours? What are the colours of the ones in the picture? Call attention to the clothes of the children in the picture. What story do these clothes tell?

If possible, take the class to see some eroeuses on a warm sunny day. Notiee the colours. It is interesting to revisit the crocuses on a cold dull day; the flowers are then tightly closed but will reopen when the sun warms them again.

A croeus flower may be displayed to the class and the name intro- duced if a field trip is not possible. However, crocuses do not make good cut flowers beeause they close quickly indoors.

Crocus bulbs can be potted in the fall and kept buried outdoors until spring when they can be brought indoors. They develop best if they are kept in a cool room until the buds are ready to open. It is also possible to lift a clump of the bulbs in early spring by driving a spading fork deep into the ground so as not to break off the roots. The flowers will not be completely satisfactory because they usually close as soon as the sun stops shining on them.

Pages 134-135

These pages suggest a series of observations that ean be made during

Spring Is Here 81

field trips and during independent observations outside of school. Find out from a nearby homeowner or from a gardener in a park where daffodils may be seen pushing from the ground. Then visit the plants several times and watch their development.

If desired, a few daffodils may be purchased from a greenhouse or florist so that the children will know ahead of time what will come from the plants they are watching. It is also possible to pot daffodil bulbs in the fall, following the directions for the crocus bulbs.

Some schools are landscaped with shrubs around the foundation. Daffodils may be planted among these shrubs in the autumn and studied in the spring as they grow.

Encourage the children to look for daffodils at home, in parks, and in door-yards on the way to school. Use pictures from catalogues to show some of the forms and colours of daffodils.

Encourage the children to keep picture records of the observations of these flowers.

Pages 136-137

These pages suggest observations of the developing buds on shrubs and trees. The children will see leaves beginning to grow on some twigs and they will see flowers growing on others. Later in the season they will see both leaves and flowers on the same twigs. Page 136 shows a barberry branch; page 137, a forsythia bush.

As mentioned earlier, it is helpful to bring in twigs of woody plants and put them in water. Most of the buds will show enough develop- ment to stimulate the children to increased observations of twigs out- doors.

Before beginning any forcing of buds in the classroom, it is desirable to talk over with the pupils the reasons for not breaking off twigs from shrubs without the consent and advice of the owner of the shrubs.

Pages 138-139

New grass is one of the prominent features of the spring landscape. In order to see its growth at close hand bring in a piece of sod as de- scribed here. There should be no difficulty in procuring a piece of sod; usually a lawn tends to encroach upon flower beds or gardens, and sod must be trimmed away each spring.

Put the sod in a deep pan of soil and keep it moist. If the air in the room is very dry cover the pan with a pane of glass. Growth of grass is usually rapid.

Study the plants that grow in the pan, then go to a lawn and try to find some of the same plants. Some teachers also like to plant grass

82 Spring Is Here

seed in a pot or pan so that children can see the grass seedlings de- velop.

A good project at this time is to prepare the soil and seed with grass any bare spots in the school lawn. This helps to give children a personal interest in the appearance of their school.

Pages 140-141-142

These three pages dealing with grass are to be treated as discussion pages except where the local situation permits first-hand observations. Ask the children to describe their observations of situations like those in the pictures. Discuss the uses of grass shown here. Encourage the children to make pictures of animals eating grass and people taking care of their lawns.

Page 143

People often transplant small plants from greenhouses in their flower beds and vegetable gardens. Pupils may see this process at home or on field trips. Try to demonstrate the process to them, showing the rooted parts of the plants, how the hole is dug, how the plants are watered, and how the soil is packed firmly about the roots. Perhaps the class can be taken to a greenhouse to see the small plants ready for sale.

Pages 144-145

Opportunities for watching birds singing and building nests vary with local conditions. Birds differ much in their periods of activity, and therefore trips taken just to see birds may be disappointing. It is usually more satisfactory to plan trips to see other things, and then take advantage of opportunities to study birds that are seen.

It is not necessary to name all the birds seen in the field. The chil- dren can learn the names of a few common and distinctly marked species. For instance, the robin shown on these pages is easy to recog- nize. But the song sparrow on page 144 shown singing, and the Eng- lish sparrows on page 145 building a nest are not so easy for children to distinguish; they may be treated just as “birds” or “sparrows” until the children are older.

Follow-up

Observations started in this unit can continue until school is over. It is not enough just to watch a bud develop into a bloom; it should also be watched as it withers and falls off. Children may be able to see a bird build its nest and raise a family. They may have some frog

Spring Is Here 83

eggs and watch them develop. Almost all study of plants and animals after this unit is completed will be in the nature of follow-up.

Encourage the children to tell about their observations of things outdoors. Encourage them to take little trips of their own and report to the class. And encourage them to make pictures that represent their impressions of what they have seen.

POSSIBLE LEARNINGS

Spring comes after winter.

Weather becomes warmer as spring comes.

Plants grow rapidly when spring comes.

Some plants grow from under the ground in spring. Some plants stay alive above the ground all winter. Many plants have leaves and flowers.

We use grass around our homes and to feed our animals. Birds sing and build nests in spring.

BIBLIOGRAPHY

Books

Hi, Mister Robin! Alvin Tresselt. Ambassador Books; Toronto, 1950. 26 pages.

The first signs of spring are described in simple text with illustra- tions.

Spring Is Here. Lois Lenski. Oxford University Press: Toronto, 1945. 48 pages.

A picture book of springtime scenes and activities.

When the Root Children Wake Up. Helen D. Fish. Longmans Green: Toronto, 1930. 21 pages.

A new edition of a German picture book about spring flowers.

Films

Robin Redbreast. Encyclopaedia Britannica Films.

The stoiy of a robin family from the time of the nest-building until the young robins can take care of themselves.

Wonders in Your Own Backyard. Ontario Department of Education. Interesting and simple presentation of common creatures that children can End in most backyards.

84 Spring Is Here

Recordings

Canadian Bird Songs Album. Cornell University. Thomas Allen: Toronto.

American Bird Songs — Vol. 2. Comstock. Thomas Allen: Toronto. Sounds of Nature — Vol. 1. Federation of Ontario Naturalists. Songbirds of America. Soundbook. Thomas Allen: Toronto.

Watching the Flag

PURPOSE OF THE UNIT

The Canadian flag flying from a flagpole is a part of almost every school. Besides being a symbol of our nation and appealing to our patriotic emotions, the flag presents a number of unique teaching pos- sibilities.

First there is the pulley by which the flag is hoisted to the top of the pole. Here are possibilities for some lessons in elementary me- chanics.

The periodic raising and lowering of the flag marks the beginning and ending of the working day. This presents us with a study in time measurement.

The flagpole casts a shadow on sunny days but not on cloudy days. Attention given to this phenomenon involves us in a study of light and weather.

The shadow of the pole moves throughout the day because the sun moves across the sky. When pupils notice this they are studying astronomy.

A flag waves in a breeze or hangs quietly in a calm, thus indicating wind velocity and wind direction. Again we are studying weather.

The most desirable outcome from this unit is not so much the subject matter itself but the realization that science deals with the common

Watching the Flag 85

things around us. We need only to look at things with curiosity to find them interesting and profitable.

PREPARING FOR THE UNIT

This unit has been placed last in the year because some of its con- cepts require a certain amount of maturity of experience. But it may be taught at any time with profit.

A flagpole provides nearly all the equipment that is needed. If the flagpole of the school is not accessible, it may be possible to find one in the community that is. The teacher should make arrangements with the proper authority to permit the pupils to raise the flag on one or more occasions.

The text suggests that pupils also make their own flagpole. A tall stick, some cord, and an awning pulley are called for. The pulley can be purchased in a variety store or a hardware store.

List of Materials An awning pulley Some heavy cord A long slender pole for a flagpole A small Canadian flag for the flagpole

TEACHING THE UNIT

To be most effective, this unit requires frequent short observations rather than a few long periods of intensive study. It is helpful to have for several days a few minutes of shadow observations — early in the morning, at noon, and the last thing in the afternoon. It is helpful to be able to stop other work for a few minutes to call attention to a change in the speed or the direction of the wind. An elastic programme is much to be desired for good science teaching.

Pages 146-147

Begin with a study of the colours of the flag. Let the children make pictures of the flag, both flat and unfurled on a flagpole.

Study the pictures on these pages. Why is the flag furled? Why does it stand out instead of hanging down? How many things in the picture tell you that the wind is blowing? Which way is it blowing? Watch the school flag to see if it looks the same.

86 Watching the Flaa

o o

Pages 148-149

These pages deal with the flag as a wind indicator. Let the children discuss the pictures and answer the questions. Then take them to see the school flag and compare it with the pictures.

If the flag is visible from the classroom make a practice of asking the class each morning whether the wind is blowing and which way it is blowing'.

The children need not know compass directions for this work on winds. They need only indicate direction by pointing.

If they know directions, and if it is felt they can identify winds by name, remember that a wind is named for the direction from which it is blowing — in other words, a north wind blows from the north, to- wards the south.

Pages 150-151

This picture shows a group of pupils putting up the flag. It is an experience all children should have again and again. They can be much impressed with the dignity of the occasion and the reverence paid to the flag.

After the flag has been raised once or twice, call the attention of the pupils to the pulley at the top of the pole. Show a pulley to the class so that they can see how it is made. Introduce the term “pulley” and use it frequently. Look at the picture in the book to see how it is used. Discuss the advantages of using the pulley at the top of the pole.

Ask the pupils to tell where they have seen pulleys in use.

Pages 152-153

Suggest that the class might make their own flagpole and put up their own flag every day. Let them study the pictures to see what is needed.

The pole may be a stick cut in the school shop, or a bamboo fish- pole, or a straight sapling with the branches trimmed.

The picture in the text shows one way of fastening the pulley at the top, but the children may think of other ways of fastening it. Perhaps someone will suggest using a nail or a screw eye. Or someone may try wrapping wire tightly round the top of the pole, forming a loop.

Fasten the flag to the rope with safety pins.

There are also various ways of holding up the flagpole. The pole can be set in a pail of sand as shown in the picture. A Christmas tree holder may be used. But more stable than either of these is a nail keg full of pebbles. For use outdoors, drive a short length of pipe of the proper size into the ground and insert the pole into it.

Watching the Flag 87

Pages 154-155

The study of these pages is best carried out early in the morning and late in the afternoon of the same day. Ask the pupils to look at the pages and compare the shadows of the flagpole in each. Be sure they notice that the other shadows in each picture point in the same direc- tion as the shadow of the flagpole.

Ask them to notice the sun. How did it change?

Does the sun make the shadows? Test the conclusion in various ways.

Take the children outdoors to note the position of the sun and the shadows around their own school. Make a mark at the end of the shadow of the flagpole. Look at the shadow a little later. Has it moved?

In the afternoon take the children out again and look at the posi- tions of the sun and shadows.

A single observation of this sort is not enough. Continue them for several mornings. Mark other shadows besides the flagpole shadows. Take a trip to find out which rooms are sunny in the morning and which are sunny in the afternoon. They can find where one would put a chair to be in the shade in the morning and where to put it to be in the shade in the afternoon. They should be encouraged to look for similar things at home.

Pages 156-157

Ask the pupils to read this picture story. Then ask individuals to tell the story, picture by picture. Be sure they notice such things as the shadows and the wind direction. Ask them to decide where the sun is in each picture.

Have them compare the picture story with conditions around their own flagpole. Let them make picture stories for their own flag and flagpole.

Follow-up

Continue to keep track of shadows at different times of day. Also continue to observe the flag to see if the wind is blowing and which way it is blowing.

POSSIBLE LEARNINGS

Pulleys help us to raise things.

Shadows move throughout the day.

The sun moves across the sky every day.

88 Watching the Flag

Wind makes things move.

Some days there is a wind; some days there is not. The wind blows from different directions.

BIBLIOGRAPHY

Books

How Things Work. Creiehton Peet. George T. McLeod: Toronto, 1941. 115 pages.

Interesting information about elementary mechanics.

Lefs Find Out. Herman and Nina Schneider. S. J. Reginald Saunders: Toronto, 1946. 38 pages.

Air, heat, weather— a picture science book.

Film

Blow, Wind, Blow. Coronet. Ontario Department of Education: SG-56.

Designed to develop a background for the understanding of poems, songs and stories about the wind.

Watching the Flag

89

List of Science Materials

( Class of Thirty Pupils )

QUANTITY ITEM

1	Canadian flag aquarium plants
1	awning pulley bottles, assorted
1 box	brads or small nails
1	can opener cardboard
	cardboard cartons
1	celluloid bath-tub toy cheesecloth clean sand cloths coloured chalk
	coloured crayons coloured paper cord
	drinking glasses dyes for cloth
	eggshells
1 pkg.	fish food flower pots
1 can	fruit juice gallon glass jars garden soil glass jars
1	hollow rubber ball
2-15	horseshoe magnets

REMARKS

about two feet long small size

One should be fitted with a cork.

one-inch length bayonet type

One for a fishpond (Unit 6). A toy swan is excellent, for covering jars

for wiping up water

for use on the flagpole (Unit

12)

Easter egg dyes may also be used.

These make good individual seed containers. Dixie cups may be substituted.

Tin cans may be substituted, small size, inexpensive brand Paste-jar type is good.

assorted sizes with screw caps

Alnico magnets preferred. One magnet for each two pupils is recommended.

List of Science Materials 91

QUANTITY

2

1

1

1

1

1

1

1 pkg.

2

2

1

2-3

1

1

1

1

ITEM	REMABKS
house plants key or long nail	Should be same size. Coleus is recommended.
long pole	for use as a flagpole (Unit 12)
measuring tape nail file nails, assorted	for measuring children’s height
old newspapers pail paint brushes pans, assorted sizes paper clips pond snail radish seeds	for soaking up water
rectangular aquariums rubber balloons rubber bands	About 10" X 10" X 15". Large glass jars can be substi- tuted, but are not as satis- factory.
rubber tube	Three feet long, for use as a siphon.
scales	for weighing children
seeds, assorted	Bean, corn, and pumpkin are recommended.
small fish	Goldfish are satisfactory.
small toy boat soap bubble pipes spade or spading fork sponge	A cork may be substituted.
stick string tin cans, assorted sizes water paints	for use as a fish-pole
wrapping paper	A long sheet for making a

frieze.

92 List of Science Materials

General References for the Teacher

Audubon Nature Bulletins. Prepared and published by the National Audubon Society, New York. 4 pages each.

These bulletins contain background information on the things of our natural environment. List sent by the Society upon request.

Cornell Rural School Leaflets. Prepared and published by Cornell University, Ithaca, New York.

These leaflets contain background information and suggestions for teaching almost every science topic. Consult the list of titles.

Fieldbook of Natural History. E. Laurence Palmer. McGraw-^Hill: Toronto, 1949. 664 pages.

Condensed information on a wide variety of plants, animals, rocks, and minerals.

Golden Treasury of Natural History. Bertha Parker. Musson: To- ronto, 1952. 216 pages.

Interesting background information for the teacher.

Handbook of Nature Study. Anna B. Comstock. Thomas Allen: To- ronto, 1939 ed. 937 pages.

Valuable for a general reference and teaching guide. An excellent source of information on common plants and animals.

Elementary School Science and Hotv To Teach It. Glenn O. Blough and Albert J. Hugget. Macmillan of Canada, 1951.

Among the main headings are: The Earth and the Universe; Living Things; Matter and Energy; Conservation of Our Re- sources; Fire and Prevention; The Behaviour and Habits of Animals.

Natural Science Through the Seasons. J. A. Partridge. Macmillan of Canada, Revised Edition, 1955.

A practical and informative text for teachers of Grades I-VI.

Science for the Elementary-School Teacher. Gerald S. Craig. Ginn: Toronto, 1947. 551 pages.

Background information in a wide variety of science fields to- gether with specific suggestions for teaching this material.

General References 93

Conservation and Nature Activities. Audubon Society of Canada: Toronto.

Making and Using Classroom Science Materials in the Elementary School. Glenn O. Blough and Marjorie H. Campbell. Macmillan of Canada: Toronto, 1954. 229 pages.

A practical book with descriptions of appropriate activities including photographs and drawings and carefully prepared lists of source material.

Film Sources

Coronet Films. Sovereign Film Distributors Limited, 277 Victoria Street, Toronto.

Eneyclopaedia Britanniea Films. General Films Limited, 18 Bread- albane Street, Toronto.

Federation of Ontario Naturalists, 187 Highbourne Road, Toronto.

Gateway Produetions Incorporated. Canadian Film Institute, 142 Sparks Street, Ottawa.

Instructional Films. Canadian Film Institute, 142 Sparks Street, Ottawa.

National Film Board, 71 Bank Street, Ottawa.

Ontario Department of Education, Visual Education Branch, 244 Col- lege Street, Toronto.

Young Ameriea Films. General Films Limited, 18 Breadalbane Street, Toronto.

Publishers’ Addresses

Thomas Allen Limited, 266 King Street West, Toronto.

Ambassador Books Limited, 1149 King Street West, Toronto.

Audubon Soeiety of Canada, 181 Jarvis Street, Toronto.

Book Soeiety of Canada Limited, Sheppard Avenue, Agincourt.

Brett-Macmillan Limited, 25 Hollinger Road, Toronto.

The Copp Clark Publishing Company Limited, 517 Wellington Street West, Toronto.

94 General References

W. J. Gage and Company Limited, 82 Spadina Avenue, Toronto.

Ginn and Company, 1331 Yonge Street, Toronto.

Longmans, Green & Company, 20 Cranfield Road, Toronto.

The Macmillan Company of Canada Limited, 70 Bond Street, Toronto.

McGraw-Hill Company of Canada Limited, 253 Spadina Road, Toronto.

George J. McLeod Limited, 73 Bathurst Street, Toronto.

Musson Book Company Limited, 103-107 Vanderhoof Avenue, To- ronto.

National Audubon Society, 1000 Fifth Avenue, New York.

Oxford University Press, 480 University Avenue, Toronto.

Random House of Canada Limited, 1149 King Street West, Toronto.

S. J. Reginald Saunders & Company Limited, 266 King Street West, Toronto.

Smithers & Bonellie Limited, 266 King Street West, Toronto.

The John C. Winston Company Limited, 130 Evans Avenue, Toronto.

General Referenees

95

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EXPLORING

by Walter A. Thurber

Edited by Paul E, Smith

THE MACMILLAN COMPANY OF CANADA LIMITED

TORONTO

EXPLORING SCIENCE SERIES

One ■ Two ■ Three ■ Four Five • Six

READING

CONSULTANT

Linda C. Smith

EDUCATIONAL

CONSULTANT

Dorothy G. Atwater

THE MACMILLAN COMPANY OF CANADA LIMITED

Printed in Canada Originally published by ALLYN AND BACON, INC.

Due acknowledgment is made to H. A. MacGregor, M.S. (Comell), Ed.D. (Oregon State) , F acuity of Education, University of Alberta, Edmonton, for his advice in the editing of the Canadian edition.

Caterpillars ^ 4

Rain ~ 16

An Aquarium ~ 30

Signs of Winter ~ 40

Colours ~ 54

Magnets ~ 68

Air ~ 82

We Are Growing ~ 96

Planting Seeds ~ 110

Things That Float 120

Spring Is Here ~ 132

Watching the Flag ~ 146

Index ~ 158

Illustrated by

Constance Helfron

and

Robert Candy

Caterpillars

/

6

7

8

9

10

2

4

12

14

15

18

19

20

21

22

23

^r///

24

Hy\3^

25

28

29

1‘	1	"
■: /■ ■ i	i
		r 1

An Aquarium

31

32

33

35

36

37

3z;:zz

39

41

42

43

44

45

46

47

48

49

50

1

2

51

53

Colours

55

I

58

60

61

62

63

64

65

mm

\ DANGER / Men WOf?K(NG

66

67

Magnets

70

71

		m.
Things a magnet		Things a magnet
will pick up		will not pick up

75

76

77

78

79

80

81

Air

84

85

86

89

Air is going out. Water is going in.

90

Air is going in.

91

Air is not going in. Juice is not going out.

92

93

Air is going in.

Air is going out.

Air is going in.

94

Air is going in.

95

We Are Growing*

96

97

Our hair is growing.

98

o

99

100

5 years 6 years /years Syears 9 years

Our hands are growing.

101

We have bones.

102

•*. 'I

» I

■' "

I ■' i

-V *5-

Our bones are growing.

103

We grow for many years.

104

How do you know that you are growing?

Animals grow too.

These are baby animals. They will grow up.

106

Now they are grown up. Find them.

107

We need good food so we can grow.

108

Do baby animals need good food too? What do they eat?

109

Planting Seeds

Put soil in an eggshell. Plant a radish seed in it.

112

Put water on the seed. A little plant will grow from the seed.

113

What kinds of seeds are these people planting?

What kinds of plants grew from the seeds?

Plant a bean seed. Watch it grow.

116

This is what happens. Tell the story.

117

118

119

Things That Float

121

I

I

f

Some things float.

Some things do not float.

122

Which of these things will float?

Which of these things will not float?

123

This can floats.

Put some sand in the can What happens?

This bottle floats.

Put some water in the bottle. What happens?

1

2

These people are going for a ride.

126

What happens to the boat?

127

Ned has some toys that float. There are two holes in one toy.

128

Air goes out.

Water goes in.

What happens to the toy?

129

Some animals can float. Some plants can float.

130

People can float too.

131

pring Is Here

/ -

‘•J> t A./

132

133

Spring is here. Look for plants beginning to grow.

134

Look for flowers growing from plants.

135

Look for leaves growing on bushes.

136

/

Look for flowers growing on bushes.

138

Watch grass grow from the sod.

Do other plants grow from the sod?

139

Look for animals eating new grass.

140

Look for people cutting new grass.

141

Look for people raking their grass.

I

142

Look for people planting gardens.

143

Look for birds singing.

144

Look for birds building nests.

Watching the Flag

r

147

Which way is the wind blowing?

Which way is the wind blowing?

148

Is the wind blowing?

Watch the flag at your school.

The children are putting up the flag.

Tell how they put it up.

What is at the top of the flagpole?

How does it help to put up the flag?

You can make your own flagpole.

152

Then you can put up your own flag every day.

153

*1

■ I

! I

■ii .

It is morning.

Look at the shadow of the flagpole.

Which way does it point?

154

It is afternoon.

Look at the shadow of the flagpole.

Which way does it point?

155

These two pages tell a story.

156

Now you tell the story in your own words.

The Major Topics Presented in Each Unit

Unit 1 — Caterpillars. How caterpillars live. How cater- pillars affect plants. What caterpillars become.

*Unit 2 — Rain. How rain is helpful to us. What people do when it rains. What some animals do when it rains.

Unit 3 — An Aquarium. How to set up an aquarium. Some plants and animals that live in water. How to care for an aquarium.

*Unit 4 — Signs of Winter. How we know that winter is coming. What people do when winter comes. What some animals do when winter comes.

*Unit 5 — Colours. The colours of things around us. How we colour things we use. How we use colour for safety.

Unit 6 — Magnets. What magnets can do. Some ways we use magnets.

Unit 7 — Air. How we know there is air. Some things air can do. Some ways we use air.

'“'Unit 8 — We Are Growing. How we know that we are growing. What we need for good growth.

Unit 9 — Planting Seeds. How to plant seeds. What comes from seeds. Where seeds come from.

*Unit 10 — Things That Float. Some things that float. Some things that sink. What happens when floating things are made heavier.

Unit 11 — Spring Is Here. What to look for in spring. What plants do in spring. What birds do in spring.

Unit 12 — Watching the Flag. What the flag does when the wind blows. How a pulley helps us. How shadows change through the day.

These units include health and safety material.

158

Subject Index

The topics covered by Exploring Science One have been indexed for the convenience of teachers who wish to refer quickly to specific subjects. Most of the references are to pictures, pic- tures having been employed in this first book to give information and directions for activities.

Words that are starred will be found in the reading material for the children, which begins on page 90. These words represent the special science vocabulary developed by Exploring Science One. All other words appearing in the reading material have been checked against standard word lists for the first grade. The general reading level is that of the usual primers. A complete list of the 130 words used in the book is in the Teachers’ Edition.

*air, 82-95, 125, 128-129 aquarium, 30-39, 54-55 automobiles, 16, 56, 64-67 autumn, 40-45 balloon, 94 barberry, 136 *beans, 116-117 *birds, 28-29, 53, 109, 144-145

boats, 120-121, 126-127 *bones, 102-103 bubbles, 82-83, 86, 89-94 buds, 132-137 butterfly, 12-15 canary, 109

cat, 28, 62, 106-107, 109 caterpillar, 4-11, 14 chicken, 28, 106-107 chrysalid, 10-14

clothes

colours of, 58-59 buying, 58, 105 rain, 16-18, 21 warm, 41, 44, 49-50 clouds, 26-28, 156-157 colour, 54-67 cow, 106-107, 140 crocus, 132-133 daffodil, 134-135 dandelion, 118-119 diet, 108-109 dog, 52, 63, 109 duck, 28, 106-107, 130 dye, 58-59 egg, insect, 14 eggshells, 112-113 eyes, 60-63 feathers, 28-29

159

finger, 100-103 fire, 46-47 fireplace, 46 *flag, 146-157 ^flagpole, 152 *floating things, 120-131 ^flowers, 14-15, 116-119, 130, 132-135, 137 *food, 38, 53, 108-109

forsythia, 137 freezing, 48-49, 51 frog, 130 fuel, 46-47, 49 fur, 52, 62-63 furnace, 47

♦garden, 24-25, 110-111, 114-115, 143 tools, 110, 114, 141-143 goldfish, 30-39, 54-55 ♦grass, 138-142 ♦growing, 96-119, 132, 143 guinea pig, 63 ♦hand, 100-103 ♦hair, 60-63, 98 health, 16-17, 41, 44, 108 heat, 45-47, 49-50 horse, 140 ice, 48-51 ♦juice, 92-93 ♦leaves, 40-44, 136 magnetic fishpond, 80-81 magnetic theatre, 79 magnets, 68-81 melting, 50 ♦nails, 99

♦nest, bird, 29, 145 paint, 56-57 pig, 106-107

plants and water, 22-25

pullejs 151-153 rabbit, 52, 62, 106-107 ♦radish, 112-113 rain, 16-29 robin, 29, 144 safety, 16-17, 48-49, 64- 67, 120-121, 126-127 ♦sand, 32, 39, 124 scales, fish, 37 screens, 45 ♦seeds, 110-119 ♦shadows, 154-157 sheep, 140 signals, 64-67 sinking things, 122-125 siphon, 34-35, 39 snail, 30-31, 38 snow, 43, 48-50, 52 sod, 138

sparrow, 53, 144-145 ♦spring, 132-145 squirrel, 53 storm window, 45 stream, 20-21 sun, 26-28, 154-157 swimming, 121, 130-131 tire, automobile, 95 tracks in snow, 48-49, 52 trees, 40-44, 49 turtle, 130 vegetables, 114-117 ♦water, 16-29, 34-35, 48- 51, 82-91, 120-131 water plants, 30-39, 130 weighing, 96-97, 104 ♦wind, 44, 148-149, 156 winter, 40-53 woodpecker, 53

160

100