77p. - ERIC12. WARMING UP / 52 Natural Resources: How does the sun affect the temperature of the Earth? 13. DON'T BREATHE! / 53 Natural Resources: How much pollution is there in the

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Fredericks, Anthony D.; And OthersThe Science Discovery Book Grades.4-6.ISBN-0-673-18344-01 Oct 8677p.Good Year Books, Scott, Foresman and Company, 1900E:ast Lake Ave., Glenview, IL 60025 ($9.95).Guides - Classroom Use - Guides (For Teachers) (052)

MF01 Plus Postage. PC Not Available from EDRS.Biology; Earth Science; Elementary Education;*Elementary School Science; *Experiential Learning;Intermediate Grades; Learning Activities; PhysicalSciences; *Process Education; *Science Activities;Science Education; *Science Experiments; *ScienceInstruction; Skill Development

ABSTRACTDeveloped to supplement and enhance regular science

texts and programs, this collection of activities, experiments, andideas aims to involve middle school students in the processes ofscience. The 42 projects in this book have been drawn from dailyliving experiences and focus on providing students with a betterunderstanding of science related to the life, physical and earthsciences. Different grouping strategies and instructional formats aresuggested for the teacher. Specific directives are provided on how touse this book and guidelines are stated for teaching about theprocesses of science and the scientific inquiry technique. Majorsections include: (1) life science activities (featuring projectsdealing with seeds, plants, trees, animals, and the human body); (2)physical science activities (addressing concepts related to force,water, heat, sound, magnetism, electricity, and light); and (3) earthscience activities (containing materials which focus on weather, thesolar system, soils, water, and the atmosphere). (ML)

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U 8. DEPARTMENT OF EDUCATIONOffice of Educationtil Research and improvement

EDUCATIONAL RESOURCES INFORMATIONkhCENTER (ERIC)

is document has been reproduced asreceived from the person or organizationoriginating it

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cAGOODYEARBOOK a

Good Year Books

are available for preschool through grade 12and for every basic curriculum subject

plus many enrichment areas.For more Good Year Books,

contact your local bookseller or educational dealer.For a complete catalog

with information about other Good Year Books,please write:

Good Year Books1900 East Lake Avenue

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3

GRADES 4-6 TherI

_.14m

BookANTHONY D. FREDERICKS, Ed.D.

BRAD K. CRESSMAN, M.S. Ed.ROBERT D. HASSLER, M. Ed.

Scott, Foresman and CompanyGlenview, Illinois London

4

Copyright C. 1987 Scott, Foresman and Company.All Rights Reserved.Printed in the United States of America.

ISBN 0-673-18344-0

1 2 3 4 5 6MAL-91 90 89 88 87 86

No part of the book may be reproduced in any form or by any means,except those portions intended for classroom use, without permissionin writing from the publisher.

5

11111111=11101111111111111110

To Sid Thomas of the Orme School, who instilled in me a lifelongfascination with the world of science and the joy of its discoveries.

A.D.F.

amommatiminsmiTo Janet, my wife and friend, and to my daughters, Rachel and Jennifer.

B.K.C.

To my niece and nephew, Cortney and David.R.D.I-1.

111111111111131M

6

CONTENTSPreface / xi

How to Use This Book / xiii

The Processes of Science / xvScientific Inquiry Technique / xix

Classroom Kits / xx

Life Science Acfivities1. HEY, WHAT'S INSIDE? (SEEDS, PART I) / 2

Plants: What is inside a seed?

2. THE SOGGY SEED (SEEDS, PART II) i 3Plants: How do plants begin to grow?

3. POP GOES THE PLANT (SEEDS, PART III) / 4Plants: What conditions help plants grow best?

4. ROOTS AND ROUTES / 5Plants: How do plants get their nutrients?

5. GREEN HIGHWAYS / 6Plants.. Why do plants have stems?

6. FEED ME, I'M YOURS / 7Plants: How do plants adapt to different environments?

7. FOLLOW THAT LIGHT / 8Plants: Why do plants grow toward a light source?

8. PLANTS BREATHE, TOO / 9Plants: How do plants take in oxygen?

9. ADOPT A TREE / 10Plants: How do trees grow?

10. THIS CAN'T BE A PLANT / 12Plants: What are the characteristics of nongreen plants?

11. CREEPING AND CRAWLING / 13Animals: What are the characteristics and benefits of worms?

12. FEATHERED FRIENDS / 15Animals: Why do birds behave as they do?

13. MEALWORM MAGIC / 16Animals: How do mealworms help us understand animal behavior?

14. SPEED IT UP! / 18Human Biology: Why are circulation and respiration important?

(------E

Ai' ilm-----=,...r--r

Physical Science Adivities1. THE PLANE FACTS / 22

t"...ce and Machines: How does an inclined plane help us move heavy objects?

2. YOU'RE IN MY SPACE / 23Form/State: How do solids, liquids, and gases take up space?

3. WATER BABIES / 25Water: How does water support various objects?

4. STONE SOUP / 26Water: Why do some objects float and others sink?

5. A PRESSING FACT / 27Air: What are some of the characteristics of air?

6. HEAT IT UP / 28Heat: How does heat travel from one end of an object to another?

7. 1 2 3 PULL! / 29Force and Machines: How does friction help or hinder the movement of an object?

8. SWING FAST, SWING SLOW / 30Force and Machines: How is the speed of a pendulum controlled?

9. JUST STRUMMING ALONG / 31Sound: What factors determine how sound is created?

10. SOLVING MAGNETIC MYSTERIES / 32Magnetism: What materials are attracted to magnets?

11. YOU SHOCK ME! / 34Electricity: How can static electricity be created?

12. COLORIFIC / 35Light/Color: Where do colors come from?

13. RAINBOW RACE / 36Light/Color: How are some colors combined to create new colors?

14. SWIRLS AND WHORLS / 38Science Processes: What are the characteristics of fingerprints?

Earth Science Activities1. SOLAR SYSTEM SEARCH / 40

Solar System: What does our solar system look like?

2. SKY WATCH / 41Solar System: What are some of the features of the night sky?

3. CLOUDS ABOVE / 42Weather and Climate: How are clouds created?

4. THE SHADOW KNOWS / 43Science Processes: How does the movement of the sun create shadows?

5. COOL IT! / 45Weather and Climate: What are some of the factors involved in evaporation?

6. LEAKY SOIL / 46Natural Resources: Why is it important for water to pass through soil?

7. DIRT CHEAP / 47Natural Resources: What are some of the various elements in soil?

8. SOIL SHAKE / 48Natural Resources: How are sediment layers formed in soil?

9. SPLISH SPLASH / 49Earth Changes: How can erosion be controlled?

10. TAKE A DIP / 50Natural Resources: What effect does water have on various objects?

11. PASS THE SALT / 51Natural Resources: How is salt water different from fresh water?

12. WARMING UP / 52Natural Resources: How does the sun affect the temperature of the Earth?

13. DON'T BREATHE! / 53Natural Resources: How much pollution is there in the air?

:14. SLOW DOWN! / 54Science Processes: How do parachutes operate?

Parent Letter / 56Recording Charts / 57

9

This book has been written by working sci-ence teachers who know the value of easy-

to-follow science activities and projects. It canserve as a convenient and ready reference for theelementary teacher who wishes to stimulate andenhance an appreciation of scientific principles instudents. A liberal sprinkling of these projectsthroughout the science curriculum can help de-velop successful thinkers and promote science asa worthwhile and enjoyable subject.

We believe that science instruction is more thanjust a series of classroom experiments. A well-rounded approach to science provides studentswith opportunities to use the processes of inves-tigation and discovery. Meaningful, real-life activ-ities focusing on a discovery approach to sciencehelp students gain a personal understanding ofthe world in which they live.

This book presents a variety of activities, ex-periments, and ideas designed to get childrenaclively involved in the processes of science.These projects will 3timulate students to:

1. Develop appropriate problem-solving tech-niques and critical thinking skills.

2. Use a variety of scientific processes.3. Develop an understanding of basic concepts

through interactions with materials andideas.

4. Solve problems in divergent ways ratherthan look for absolute answers.

5. Use their world, environment, community,and home as a learning laboratory.

The forty-two projects in this book are orga-nized around three areas essential to a well-rounded science education: life science, physicalscience, and earth science. The activities havebeen drawn from daily living experiences in eachof these areas and focus on providing studentswith a better understanding of the scientific prin-ciples that underlie the world in which they live.

Although grade-level designations are pro-vided, teachers will find that these projects can beused over a broad spectrum of pupils, talents,and grades. In fact, each project can be used withremedial, gifted, or "average" students, either inhomogeneous or heterogeneous groups.

Most projects can be conducted in a variety ofgrouping patterns. Many of the activities provide

PREFACE

students with the opportunity to work in smallgroups or pairs. While this may be a departurefrom the traditional whole-clasE presentation ofscience lessons, it does offer pupils the opportu-nity to share ideas, investigate options in a non-threatening environment, and discuss scientificprocesses. Adequate guidance and supervision isnecessary, however, to help each group functionproperly and complete each project successfully.

We encourage you to read through each ac-tivity prior to introducing it to your class. Thisoverview will provide you with the necessarybackground information as well as knowledge ofneeded materials, organizational steps, projectdesign, and other special features. In addition,both the introduction and conclusion of eachactivity contain vital data important to studentsuccess and understanding.

We strongly suggest that you take sufficienttime to discuss the purpose of each project priorto initiating any activity. It will be important forstudents to understand the relevance of specificactivities to their everyday world as well as totheir regular classroom work in science.

We also suggest that you solicit follow-up sug-gestions from your class for selected projects. Ifyou encourage students to share their own view-points, modifications, or alternate procedures,you will be enhancing the learning experienceand motivating students to apply their learningto a variety of other sdentilic encounters.

You are also urged to follow up each projectwith a class discussion. The process approach toscience investigation demands an interactive dia-logue between students and teacher as well as be-tween student and student. Discussions offerstudents a chance to understand the relationshipof these science activities to their own lives. Fol-low-up conversations also provide you with ameans of evaluating the activities and your stu-dents' success in completing them.

One distinctive feature of these projects is theinclusion of two types of questions, closed andopen ended. You have the option of selectingand sharing those questions you feel to be mostrelevant and those with which you are most com-fortable. The open-ended questions allow chil-dren to use divergent thinking skills and to enjoy

1 0 xi

a feeling of success in coming up with their ownanswers. We encourage you to help studentsgenerate a multiplicity of responses to thesequeries and to discuss and evaluate the appro-priateness of each response. The closed ques-tions focus on convergent thinking skills.Although suggested answers are provided foryour use, you may want to explore other optionswith your pupils as well. In fact, science skills willbe enhanced when students realize that theremay be more than one answer to a particularquestion. You are, of course, encouraged to de-velop any additional questions that will assiststudents in their scientific investigations.

Each project in this book can easily be inte-grated with the regular science textan optionthat encourages fuller exploration of a concept or

xii

principle. By matching the objectives listed in theContents with those presented in the classroomscience text you can use both approaches to helpstudents achieve a thorough understanding ofspecific concepts. You will also note a variety ofboth structured and unstructured activities inthis booka feature that increases instructionaloptions and further enhances the regular sciencecurriculum.

Whatever projects, grouping strategies, or in-structional formats you choose, students' mas-tery of scientific principles is ensured through aninterrelated process of concept formation andself-discovery. More important, the ultimate goalof these activitiesto help students appreciatescience as an enjoyable and worthwhile part oftheir liveswill be realized.

1 1

This book is intended to supplement andenhance the regular science text. By inte-

grating these projects into the regular classicomcurriculum you are ensured of a dynamic and in-teresting approach to scientific exploration. Moreimportant, your students will come to sense thevalue of science in their daily lives.

OBTAINING MATERIALSThe projects in this book have been designed touse a minimum of materials and to include itemsnormally available in most schools or easilyobtainable from students. To assist you in obtain-ing sufficient supplies from students, we haveincluded a parent letter following the activity sec-tions. We suggest that you photocopy this letterand the accompanying list of materials and passthem out to students. Ask each child to check onthe list the items he or she can bring to school andtake the list home. Encourage each pupil to con-tribute some materials to the classroom sciencecenter. As the items are brought in they can beassembled into the classroom science kits de-scribed in the next section.

Depending on the size of your class and onhow rapidly materials are consumed, it may benecessary to send a follow-up letter to parentslater in the year. This follow-up letter can be iden-tical to the first one or can be a special one de-signed by you and your students to ask for spe-cific items and materials.

CLASSROOM SCIENCE KITSAll of the necessary science materials can be col-lected and organized into three special kits. Thelists on page xx indicate what should be includedin each kit. We suggest that you copy these listsand store them with their respective kits. Each kitcan be assembled in a cardboard box or plasticcontainer. Students may wish to design a specialarea of the classroom to store the kits.

Each project in this book has been coded so thatyou will know which kits are necessary to carryout the project. The items in the kits will be usedin a number of projects; therefore, you and yourstudents may want to initiate a tracking systemto ensure that adequate supplies are always onhand.

HOWTO USE

THIS BOOK

Some items will only be needed once for cer-tain projects. You may want to send home a spe-cial note with some students in order to obtainthese itemssee the list of special materials onpage xx.

RECORDING CHARTSTo help students record and keep track of the re-sults of their projects, we have provided some re-cording sheets at the end of the book. Thesesheets can be used to develop line or bar graphsand to record information over a specified periodof time. They can also be used as measuring toolsfor certain projects.

You can select the appropriate chart for a par-ticular activity and make sufficient copies to passout to students to record their data. Completedsheets can be kept in a folder or appropriate sci-ence notebook.

PROJECTSEach of the projects in this book is considered tobe complete in and of itself. The grade levels, sug-gested times, organization, materials, procedure,and follow-up activities are designed for ease ofuse and immediate classroom applicability. Inaddition, the introduction and conclusion foreach project provide you with necessary back-ground information. In sum, each project is de-signed to supplement any scienco text as well asstimulate a discovery approach to science.

12

The study of science is dynamic. That is, chil-dren's daily contacts with the scientific

world involve a constant interaction between theknown and the unknown. New ideas are discov-ered and others are modified, strengthened, orrejected. What helps children dcvelop a scientificoutlook is the processes to which they are ex-posed in class. In other words, science should notbe merely a study of finite answers but rather anapplication of processes that aid in discoveringand learning about the world we live in. Theseuniversal processes apply to a wide range oflearning opportunities for studentsopportuni-ties that help them think for themselves and ap-ply more of what happens in the classroom totheir own lives.

A process approach to science stimulates diver-gent thinking and provides a means for childrento investigate their world based on what theyknow as well as en what they wish to discover. Itis the teacher's responsibility to generate situa-tions and opportunities that enable scientificinvestigations to occur both in and out of theclassroom. Instead of creating a subject of factsand figures, teachers can help students explorescience through a questioning process that stimu-lates thinking. The types of questions thatteachers pose can encourage scientific discoveryas a natural part of each lesson. In this way thestudy of science becomes open ended, encourag-ing creativity and divergence while at the sametime respecting individual differences.

The following seven processes, which are usedthroughout this book, are designed to help youenergize your science curriculum, making it rel-evant and practical for each of your students. Wesuggest that you devote the first week or two ofthe school year to an introduction of these pro-cesses. Plan some time for class discussions ofeach process as well as opportunities for a few in-troductory activities. Encourage students to sug-gest other appropriate activities for each process(these suggestions can be recorded in a classnotebook). The enabling questions for each pro-cess provide possibilities for extended class dis-cussions related to all of the projects in the book.

THEPROCESSESOF SCIENCE

We strongly recommend that you include exam-ples of each process within and throughout yourscience curriculum.

ObservingObservation involves all the primary senses:seeing, hearing, smelling, tasting, and touching.It is an immediate reaction to one's environmentand is the source of knowledge that humans em-ploy most. Children sometimes tend to overrelyon their observational powers or do not use themin tandem with other investigative abilities.When students are provided with opportunitiesto evaluate and question their observationalskills, they gain a sense of the importance of thisprocess. Scientific skills are enhanced whenpupils use observation in combination with otherprocesses, such as predicting and experimenting.

INTRODUCTORY ACTIVITIES1. Direct small groups of children to look out a

window for one minute. Afterward, askthem to record everything they saw. Ask thegroups to compare their lists.

2. Ask one child to come into the classroom andperform a series of four or five actions (sit ona chair, tie shoes, point with a pencil, and soon). Ask students to record the actions andcompare their lists.

3. Have students listen to the radio for 30 to 60seconds and afterward discuss all the soundsthey heard.

4. Fill several paper bags with objects that varyin texture (wool, sandpaper, leather, and soon). Direct students to reach into the bag anddescribe the objects they feel.

5. Blindfold a student and ask him or her totaste bites of onion, celery, lettuce, and po-tato and describe the differences in taste. Re-peat with other students.

13 XV

ENABLING QUESTIONS1. How do your observations differ from

(John's, Mary's)?2. Can you offer an explanation for your

observations?3. Have you ever seen or heard anything similar

to this?4. Would your observations be identical if you

were to do the same things again?

ClassifyingClassifying is the process of assigning basic ele-ments (words, thoughts, objects) to specificgroups. All the items within a particular groupshare a basic relationship that may or may not bereflected in other groups. As new ideas are en-countered they are added to previously formu-lated groups on the basis of similar elements.Classifying enhances scientific comprehensionbecause it provides students with the opportu-nity to relate prior knowledge to new concepts.

INTRODUCTORY ACTIVITIES1. Have students cut out magazine pic: ures that

depict a particular class of animals (mam-mals, birds). These pictures may be collectedinto a class scrapbook.

2. Ask students to create mobiles or muralsillustrating a particular class of words(nouns, adjectives).

3. Ask students to bring in different types ofcollections (rocks, butterflies, bottle caps,and so on) to share with the class.

4. Pupils may wish to start specimen boxes ofvarious artifacts (animal bones, arrowheads,leaves, and so on).

ENABLING QUESTIONS1. How are these items related?2. How many different ways can you think of

that these objects could be grouped?3. Are there any similarities between these

items and something else you may have seenat home or in your neighborhood?

4. Are there other categories in which some ofthese items could be placed?

xvi

InferringInferring is the process of making educatedguesses. Students often need to make conjec-tures and suppositions on the basis of a minimumof data. Inferring is of two types: deductive(going from the general to the specific) and induc-tive ( going from the specific to the general). Mak-ing inferences requires students to have a suf-ficient background of personal experiences aswell as opportunities and encouragement todraw tentative conclusions or explanations.

INTRODUCTORY ACTIVITIES1. Have students look at a collection of photo-

graphs. Ask them to describe the emotionsthat various people show.

2. Show a foreign film to the class and ask stu-dents to speculate on what the characters aresaying.

3. Read an exciting story to the class, but stop ata climatic point. Have students speculate asto what may happen next.

4. Show various street signs to the class and askstudents to guess the meaning of each one.

ENABLING QUESTIONS1. Why do you believe that?2. Do you have a reason for saying that?3. Can you think of any other possibilities?4. Why didn't this come out the way we wanted

it to?

CommunicatingCommunication is the means by which informa-tion is shared and disseminated. It involves notonly interacting with others but organizing dataso that it can be effectively passed on to others.Communicating can take many forms, includinggestures, verbal and written responses, reading,listening, showing, and questioning. The effec-tive communicator is one who is able to organizeideas in such a way that they will be immediatelycomprehended by others.

14

INTRODUCTORY ACTIVITIES1. Direct a group of students to create their own

form of sign language and to present a shortdemonstration of the language to the rest ofthe class. You may want to show them a bookon sign language to give them some ideas.

2. Have some students study pictographs orhieroglyphics and make a report to the rest ofthe class.

3. Ask some pupils to choose several sentencesfrom a specific chapter of the science bookand to rewrite the sentences in randomorder. Give them to other students to write inthe correct order.

4. Ask a student to describe an object in theclassroom without using words. Whatmethods of communication are most easilyunderstood?

ENABLING QUESTIONS1. Why is this easy (hard) to understand?2. Can you show us another way to communi-

cate this information?3. What other information do we need to pass

on to others about this project?4. Why is it important for us to write (read, tell)

this Mformation?

MeasuringScientists are constantly measuring. Measuringprovides the scientist with the hard data nec-essary to confirm hypotheses and makepredictions. It yields the first-hand informationnecessary for all other stages of the scientific in-vestigation. Measuring includes gathering dataon size, weight, quantity, and number. For ob-vious reasons it is important that this informationbe accurate and specific.

INTRODUCTORY ACTIVITIES1. Direct groups of students to measure the

height, width, and length of specific items inthe room. Record this information on thechalkboard and question students on anydiscrepancies.

2. Bring in several boxes or bottles of commer-cial food items. Ask students to measure thecontents of each to see whether they matchthe listed proportions and quantities on thepackage labels. Try to arrive at reasons forany differences.

3. Direct students to make charts of items in theroom whose measurements change overtime (kids, plants) and those that remain con-stant (desks, rugs). What characteristics aresimilar? What characteristics are different?

4. Ask students to look through various books(other than science books) and collect exam-ples of words that deal with measurement.Have them organize these examples into aclass notebook.

ENABLING QUESTIONS1. Why do you think these two measurements

differed?2. Do you feel we need more data before we go

on?3. Do you think we should measure these again

to see whether we are truly accurate?4. If the size (weight) of this object were larger

(smaller), how do you think it would affectour experiment?

PredictingScientific investigation is a constant process ofmaking predictions. Predicting is the process ofextrapolating information based on a minimumof data or on information already known. The sci-entist then tries to confirm or refute the pre-diction based on the gathering of new data.Predictions provide scientists with a roadmap bywhich they can conduct their experiments. Theyprovide goalsalbeit tentative onesbut at leastsomething to aim for. The data-gathering processprovides scientists with the evidence they needto verify their original predictions.

INTRODUCTORY ACTIVITIES1. Ask students to make predictions about the

next day's weather. List the predictions onthe chalkboard. On the next day, share theweather report from the newspaper to deter-mine the accuracy of the predictions.

2. Ask some students to predict the heights orweights of their classmates. Question themon how they could prove the accuracy of theirpredictions. Is there any information neededto assist in making such predictions?

xvii

3. Ask students to list the preliminary infor-mation they would need in order to makepredictions concerning (a) the height of abuilding, (b) the length of a pencil, (c) the ageof an adult, or (d) the time necessary to cook afood item.

4. Ask students to look through the newspaperto locate predictions other than the weather(horoscopes, sports scores, and so on). Leada discussion on how these predictions aremade.

ENABLING QUESTIONS1. How did you arrive at your prediction?2. What makes you feel that your prediction is

accurate?3. What evidence do you think we need to

confirm or reject that prediction?4. Do you have a reason for saying that?

ExperimentingBy definition, a true scientist is one who is con-stantly experimenting. Through experimenting,ideas are proven or disproven and hypothesesare confirmed or denied. Experimentation in--Ives the identification and control of variables

)rder to arrive at a cause-effect conclusion. Ex-perimenting also involves manipulating data andassessing the results. Students need to under-stand that they conduct experiments every day,from watching ice cream melt to deciding onwhat clothes to wear outside. Scientific experi-mentation, however, involves a more formalizedprocess, albeit one that also touches our everydayactivities.

xviii

INTRODUCTORY ACTIVITIES1. Direct groups of students to invent a "chalk-

board washer" that improves the way thechalkboard looks in addition to saving timeand labor.

2. Provide students with several thermometers,glass jars, magnifying glasses, and lights.Challenge them to create a situation thatraises the temperature of the air in each glass.Ask them to explain their procedures.

3. Ask students to create a musical scale usingsoda bottles or jars and measured quantitiesof water.

4. Have a group of students design an experi-ment for younger pupils that demonstratesthe processes of condensation and evapora-tion.

ENABLING QUESTIONS1. What else could we have done to arrive at this

conclusion?2. Is there another experiment we might do to

arrive at the same conclusion?3. Do we need any more evidence before we can

say that?4. Why do you think we did this experiment?

16

The Scientific Inquiry Technique is a methodthat stimulates active student involvement

with text materials. It is a procedure teachers canuse to tie the regular curriculum and text with astudent-initiated questioning process to ulti-mately enhance scientific concept formation. Stu-dents are provided with opportunities to initiatetheir own questions, thus laying the foundationsfor text comprehension. This strategy helps stu-dents define the relationships between their ownexperiences and the ideas presented within achapter or unit in their text.

The Scientific Inquiry Technique can be usedin a variety of instructional formats, includingwhole-class and large- or small-group arrange-ments. Most important, it can become a regularfeature of students' discoveries in science.

This technique involves the following steps:

1. A chapter or unit in the science text is chosenfor the class to discuss.

2. The title of the chapter is recorded on thechalkboard, and discussion is initiated con-cerning the questions that students may haveabout the title or subject matter. All questionsare recorded.a. "What questions come to mind when you

see this title?" (INFERRING)

b. "What kinds of questions would you liketo ask the author of this book?"(OBSERVING, CLASSIFYING)

Unit titles can also be recorded, along withrelated student questions.

3. The class discusses the topic, making guessesabout the content of the chapter. The classthen decides on the questions they feel to bemost appropriate for exploration.a. "Are there any questions you would like

to ask that we have used for other chap-ters?" (CLASSIFYING)

b. "What do you think would be an impor-tant question to put on a test about thischapter?" (COMMUNICATING)

4. The class examines any illustrations in thechapter and poses questions about them.a. "What qu.estions would you like to ask the

artist of this drawing?" (OBSERVING)

b. "Can you think of some questions young-er (older) students would ask about theseillustrations?" (INFERRING)

The same procedure can be used for the unitsections as well.

5. The class participates in reading the chapter,looking for answers to their posed questions.

SCIENTIFICINQUIRY

TECHNIQUE

This reading may be oral or silent, dependingon the dynamics of the group. As the selec-tion is read, students are encouraged to de-velop additional questions that can also berecorded on the chalkboard. As answers toquestions are found, the class talks aboutthem and attempts to resolve any discrepan-cies between answers.

6. Upon completion of the chapter, the classdiscusses the recorded questions and theanswers provided in the passage. The groupattempts to reach a commonality of agree-ment on the appropriate answers. Questionsthat were not answered are also discussed,with students suggesting possible answersor reasons why the information was not lo-cated. Students may wish to refer back to thechapter to answer any questions.

7. The group may engage in a follow-up discus-sion using some of the following ideas:a. "What additional information do you feel

should have been included in this chap-ter? What information could have beenleft out?"

b. "Is there a better title for this chapter? Ifso, what would you suggest?"

c. "How would this chapter be differentif . . . ?"

d. "What would happen if.. . . ?"e. "What have you done or seen that may

be similar to the ideas presented in thissection?"

The Scientific Inquiry Technique stimulatesstudents to assume a more active role in discover-ing the processes of science. Based on a modelof reading comprehension, it guides studentstoward higher-level thinking skills and fostersthe development of divergent reasoning. As stu-dents take responsibility for initiatjng andanswering their own questions, they begin toappreciate the dynamic nature of scientific ex-ploration. Facilitating this process can be an im-portant aspect of your classroom science cur-riculum.

1 7xix

KIT 1ART SUPPLIESO food coloring 0O paintO paper clipsO clayO aluminum foilO waxed paperO spongesO crayonsO masking tapeO scissors

Classroom Kitsconstructionpaper

O coloredcellophane

O cottonO graph paperO oaktagO gum erasersO drawing paperO string

O cardboardO newspaperO plastic bagsO cellophane tapeO glue0 wire screeningO paper fastenersO hole puncherO insulated wireO index cards

0 colored pencilsO tablet paperO styrofoam cupsO chalkO plastic wrapone

rollO notebook paper

KIT 2MEASURING SUPPLIESO rulers 0 stopwatchO measuring cups 0 thermometersO spoons 0 test tubesO knives 0 baby food jarsO jars 0 plastic milkO paper cups cartonsO magnifying 0 coat hangers

glasses 0 plastic glasses

KIT 3MISCELLANEOUS

O pill or filmcontainers

CI yogurt containerswith lids

O meter sticksO bobby pinsEl balanceO coffee cans

O sprinkling canO medicine dropperO narrow flaskO spring scaleO microscopeO metric cupsO teaspoons

O paper towels 0 marblesO toothpicks 0 jar lidsO seeds 0 pepperO copper wire 0 batteriesO candles 0 stockingsO magnets 0 petroleum jellyO steel pins 0 shoe boxesO corks 0 golf ballsO sand 0 playground ballsO rubber tubing 0 peat mossO baking soda 0 buttonsO stones 0 paper napkinsO paper bags 0 popsicle sticksO shallow cake dish 0 pencils

SPECIAL MATERIALSO carrots 0O lima beansO five-gallon 0

aquarium or large 0bucket 0

O plastic 0O fur 0O colored sponges 0O two light

projectors 0

XX

O salt0 filter paperEl lima bean seedsO flashlightsEl grass seedO facial tissueO sugarO balloonsO soilO woolO strawsO penniesO matchesO cigar box

O metal washers0 golf teesO clayO combsO radish seedsO birdseedO baseballsO sugar cubesO pebblesO clay soilO bottle capsO hard candy

flat piece ofcardboardcans of 7-Upbleachearthwormspine conespeanut buttercrackersdry soup mixegg

O mealwormsO silicon glueO alcoholO bran, oats, cornflakesEl celeryO emery clothO steel and lead foilO brass foilO aspirinO nickels

O Karo syrupO noodlesO riceO iced tea mixO flourO ice cubesO applesO breadO cranberry juice

Life ScienceACTIV ITIESLife. It's all around us. From Rover barking inthe backyard to the plants in the living room tothe tiny speck of mold on the kitchen counter,we are surrounded by life. Understanding howplants and animals grow and develop as well ashow they interact with each other is an impor-tant part of science. In many ways, life is thearea of the scientific world with which studentsare most familiar and is truly a field ripe for ex-ploration. As students gain an awareness of thelife forms around them, they also develop anappreciation for their own place in the giganticecosystem that we all participate in every day.

This section introduces your students toseveral of the life sciences. Some of the projectsoffer a look into botany: how plants survive,the environments they live in, and how they

reproduce. Other projects provide insights intoecology, the relationship between living thingsand their environment by having studentsconduct population studies and examinecamouflage techniques, for example. Still otheractivities explore physiologyhow the bodyoperatesand zoology, from microscopic life toworms to birds.

The study of life in all its forms is one of thebasics of science. As students learn about pat-terns of growth, ecological relationships, andenvironmental habitats, they gain an apprecia-tion for the majesty of the world around them.This knowledge can then be used in effortsto preserve the living world for successivegenerations.

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FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 scow, FORESMAN AND COMPANY. 1

LIFE 1 SCIENCE

HEY, WHAT'S INSIDE?(SEEDS, PART I)

NEEDED: Kit 1, 2, 3 ITEDL! 4-5SUGGESTEDTIME: Two 50-minute periods

IntroductionStudents will learn first-hand that within eachseed is a tiny plant. They will discover how thistiny plant is able to emerge from the seed and willlearn what conditions favor or hamper seed ger-minaticn. These concepts are developed in thisproject and the next two ("Seeds," parts II andIII). These three activities may be carried out in-dependently of one another or in succession.This initial project provides students with anopportunity to examine the outside and inside ofa seed.

Organization and MaterialsStudents can work individually or in pairs.

Per Group: One lima bean, a magnifying glass,a collection of various kinds of seeds (flower, ap-ple, orange, and so on), paFer, container of water.

Procedure1. Lead a discussion to determine what stu-dents know about seeds. Distribute various kindsof seeds to the class to inspect during the dis-cussion.

"What is a seed?""Where do seeds come from?""Are all seeds the same?""How are they alike? How are they different?""What do we use seeds for?""Where do new plants come `-om?" "How

does this happen?"(Acknowledge all answers for now, but refrain

from confirming or disputing any hypotheses.)(COMMUNICATING, INFERRING, OBSERVING)

2. Distribute a lima bean, a sheet of paper, and amagnifying glass to each student or group. Havethe students examine the seed. Tell them to lookclosely at the seed and then draw what they seeon their paper. (OBSERVING, COMMUNICATING)3. Soak the seeds in water overnight.

4. The next day, distribute the seeds to the stu-dents and have them examine the seeds again,carefully and closely. Instruct them to look forany changes. Discuss the changes they observe.Have the students sketch how the seed appearsto them now. (OBSERVING, COMMUNICATING)5. Have the students gently open the seed alongits natural opening (a demonstration may benecessary). Stress how gently this must bedone. (EXPERIMENTING)6. Have the students observe what they see in-side the seed. (They should be able to find a tinyplant.) (OBSERVING)

7. Discuss the findings."What did you find?""What do you think happens to this tiny plant

when a seed is planted?" (It develops into aplant.)

"What do you think all the material inside theseed is needed for?" (Food.)

"Why is the outside of the seed so hard?" (Pro-tection.)(OBSERVING, COMMUNICATING, INFERRING)

8. Have the siudents make sketches of the insideof their seed. (COMMUNICATING)

ConclusionWithin each seed, a tiny plant is found. This tinyplant, called the embryo, is the beginning of anew plant. The other materials inside the seedprovide the nutrients for the new plant to begingrowing, developing, and thriving until it cantake in sustenance on its own.

Folio tv-up Activities1. See "Seeds" parts II and III (Life Science Activ-ities 2 and 3).2. Investigate other seeds in the same manner.3. Have students try to open a seed withoutsoaking it in water (this leads to "Seeds," Part II).

20

2 FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOTT. FORESMAN AND COMPANY.

LIFE 2 samcn

THE SOGGY SEED(SEEDS, PART II)

II2DED: Kit 1, 2, 3 GRADE 4-6LEVEL:

SUGGESTEDTIME: Two 50-minute periods

IntroductionBy performing an experiment with lima beans,students learn that water enters seeds through atiny opening called the microphyle. This openingis located in the seam, or scar, of the seed andenables the seed to take up water so that it cangerminate.

Organization and MaterialsDivide students into groups of two or three each.

Per Group: Six lima beans (make sure seedcoats are free of any cracks), a container of water,a candle, matches, water-resistant glue, a mag-nifying glass.

Procedure1. Review the concepts developed in "Seeds,"Part I.

"What is inside a seed?". (Tiny plant, embryo.)"When seeds are planted and the plants begin

to grow, where do these plants come from?" (In-side the seed.)

"How were we able to look inside a seed to seethe tiny plant called the embryo?"(COMMUNICATING, INFERRING)2. Distribute six seeds to each group.3. Have the students examine their seed withand without a magnifying glass.

"How could water get inside the seed to softenit?" (Accept all answers.)

"Can you find a spot where the water could getinto the seed?" (OBSERVING, INFERRING)4. "How could we determine whether this spotallows water to enter the seed?" (Have studentsformulate a test to determine whether theirhypothesis is correct. Students should come tothe realization that if the hole is clogged, the seedwill have difficulty absorbing water.)

"How could we clog up this hole?" (Allow stu-dents to offer suggestions.)(INFERRING, COMMUNICATING, PREDICTING)

5. Have students place a drop of candle wax (orany ether waterproof sealant) on the tiny spot ofthree of their six seeds, and tell them to markthese seeds with a water-resistant pen.6. After the drops dry, have students place all theseeds in a container of water to soak overnight.7. The next day, examine the seeds and discussthe findings.

"How have the seeds changed?""Did all the seeds change?""Which seeds did change and which did not

change?" (The seeds that were waterproofed willnot have expanded and cracked as much as thosenot waterproofed.)

"What do your results tell you about seeds?"(The tiny hole in the seed allows water to enter.)

"Why is it important for water to enter a seed?"(To soften it and allow the tiny plant to emerge.)(OBSERVING, COMMUNICATING, INFERRING)

ConclusionThe three seeds whose holes were clogged didnot change. The three plain seeds, without theclogged holes, swelled up and were easy to takeapart. Water enters the seed through the mi-crophyle and softens it so that the embryo canbreak through the covering and begin to grow.

Follow-up Activities1. Have students try the same experiment usingother types of vegetable seeds.2. Have students soak two seeds in water (oneclogged, one unclogged) and plant them alongwith two unsoaked seeds (one clogged, one un-clogged). Ask pupils to predict which seeds willgerminate. Growth patterns can be charted andrecorded.

21FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 scon FORESMAN AND COMPANY. 3

LIVE 3 SCIENCE

POP GOESTHE PLANT

(SEEDS, PART III)E D : 1, 2 GRADE A

LEVEL:

SUGGESTED11ME: One 50-minute period, plus 5-10

minutes per day of observation time

IntroductionSeveral environmental conditions contribute tothe ability of seeds to germinate. How rapidly aseed germinates and how many seeds of a givenspecies will germinate during a given time periodare determined by such factors as temperature,moisture, and oxygen. In th:s activity studentsattempt to germinate seeds to learn about condi-tions that favor and speed germination.

Organization and MaterialsThis activity is best suited for groups of three tofour students.

Per Group: Six radish seeds (or substitute), sixyogurt or milk containers, paper towels (cut to fitthe containers), water, melted wax or siliconglue. (Optional: Six plastic bags to place the con-tainers in for speeding germination.)

Procedure1. Review the concepts presented in "Seeds,"parts I and II.

"What did we find out about seeds?" (Theycontain tiny plants, water is needed to softenthe seed so the plant can emerge, watek enters theseed through a tiny hole in the seed coat,and the seed contains nutrients for the tinyplant.)

"Where does a ne w plant come from when aseed is planted?"

"How does the new plant get out of the seed?""What does the seed need to have in order for

the new plant to be able to grow?"(COMMUNICATING, INFERRING)2. Have the students set up the milk or yogurtcontainers as follows: (a) Moisten a piece of papertowel and place it in each container. (b) Put a seedin each container. (c) Vary conditions for the con-tainers as follows:Container 1paper towel, water, no light, roomtemperature.Container 2paper towel, water, light, roomtemperature.

*der) no libehO

Container 3paper towel, no water, light, roomtemperature.Container 4no paper towel (seed floating inwater), light, room temperature.Container 5paper towel, water, no light, keptin refrigerator or freezer.Container 6paper towel, no water, no light,room temperature, seed covered with wax.(EXPERIMENTING)

3. Have students record the germination dateson the containers as they occur.4. Discuss the results.

"Which seeds germinated?""Is light (water, temperature, growing me-

dium) needed for a seed to germinate?" (Waterand favorable temperature are necessary.)

"What conditions hamper the germination ofseeds?" (Lack of moisture, extreme tempera-tures, and wax covering.)(COMMUNICATING, INFERRING, CLASSIFYING)

ConclusionSeeds need favorable temperature, adequatemoisture, and oxygen to germinate. Light is notneeded for germination.

Follow-up Activities1. Have students perform the same experimentwith a variety of other seeds.2. Have students alter the environmental condi-tions (heat, light, nutrients) for selected seedsand chart the germination patterns over an ex-tended period of time.

4 FROM THE SCIENCE DISCOVER ZOK. COPYRIGHT C 1987 soon FORESMAN AND COMPANY.

LIR: 4 SCIENCE

ROOTS AND ROUTESPIZED: Kit 2, 3 GRADE

LEVEL: 4-6SUGGESTEDTIME: One 50-minute period, plus follow-up

observations

IntroductionFor plants and animals to grow, they must take innutrients. We know how that is done by animals,but what about plantshow do they obtain nu-trients? In this activity students will learn that theroot system collects and transports the water andnutrients the plant needs. A familiar root, the car-rot, helps demonstrate this process.

organization and MaterialsThis lesson is intended for small-group demon-strations. Divide the class into groups of no morethan four students each.

Per Group: A jar or glass, two carrots, water,sugar water (4 tablespoons of sugar to 1 quart ofwater), knife, paper towels.

Note: Keep carrots refrigerated until ready foruse.

Procedure1. Cut off the tops of two carrots and hollow outthe centers to a depth of one inch.2. Have each group fill a glass with tap water towithin two inches of the top.

"Why don't we fill the glass all the way to thetop?" (When the carrots are put into the glass, thewater will flow over the top.) (INFERRING)

3. Have the groups set two carrots in each glass(cut portion on top).

"What do you observe about the water level inthe glass when the carrots are put in?" (The waterlevel rises.) (OBSERVING)

4. Have students fill the hollow part of one carrotwith tap water and the hollow part of the othercarrot with sugar water (each should be filledhalfway to the top).

"Is it important to put the same amount ofliquid in each carrot?" "Why?" (All the variablesmust be controlled.)(INFERRING, EXPERIMENTING)

5. Place each glass away from the sun until thefollowing day.

"Why is it better to place the glass away fromthe sun?" (?NFERRING)

"Do you think any other factors in the roomwill affect the outcome of the experiment?"(INFERRING)

6. The next day observe the carrots and note anychanges.

"How can you account for the difference in thewater levels inside the two carrots?" (Refer to theConclusion.)

"Why would this be important to the survivalof carrots or any other plants?"(OBSERVING, INFERRING)

23FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOTT, FORESMAN AND COMPANY. 5

7. Have the students repeat this experiment withother plants (turnips, beets, celery, potatoes,corn stalks, and so on).

"What differences do you note between plantsnormally grown underground and those grownabove ground?"

"What differences do you note between plantswith a high sugar content (beets, corn) and thosewith a low sugar content (celery)?" (OBSERVING)

ConclusionThe students should see that the carrot contain-ing sugar water has more water in its hollow theday after the project began. This is because thenatural sugars found in plants are attracted bythe sugar water. These sugars are acting as thenutrients of the plant.

Follow-up Activities1. Have the students repeat the experiment usingother substances in place of sugar (salt, juice,gelatin) to determine whether these substancescould be used as nutrients for plants.2. Fill a glass with water half way. Invert the car-rot in a clear glass, making sure no water entersthe hollow. Have students predict how the hol-low will look when the carrot is immersed in var-ious liquids.

LIVE 5 SCIHNG11

GREEN HIGHWAYSKITSNEEDED; Kit GLE RVAED

LE: 4-6SUGGESTEDTIME: One 50-minute period, plus periodic

observations

IntroductionThe stem of a plant is responsible for transportingwater Lnd nutrients to the rest of the plant. Con-ducting tubes in the stem carry water upward tothe branches, leaves, and flowers.

Organization and MaterialsDivide the class into groups of three or four.

Per Group: One stalk of celery, two glasses ofwater, red food coloring, knife.

Note: The celery stalks can be precut, except forone to be used as a demonstration. If possible,complete this experiment early in the day.

Procedure1. Have each group fill one glass with clear waterand the other with water containing four drops ofred food coloring.

"Does it matter if the glasses are equally full?"(Yes.)

"Why?" (It is important to control all variables.)(INFERRING)

2. Have students cut one inch off the bottom ofeach celery stalk.

"Why is it important to cut the bottom off thecelery?" (By cutting the bottom off the plant, youremove the bacteria that would block the entry ofwater.) (INFERRING)

3. Ask students to cut each stalk up the middleabout halfway, then put one of the celery ends inthe glass containing clear water and the other endin the glass containing red food coloring.4. Have students observe the celery every hourand note all changes.

"Why is it important to record this informationaccurately?" (Careful record keeping is importantin science.) (OBSERVING)

"Is the change in the celery sudden or grad-ual?" "Why?" (INFERRING)

5. Have students record results the next day bycutting both bottom sides every inch and notingthe location of the red water.

"What causes the celery to get red?" (The flowof red water throughout the plant.) (INFERRING)

246 FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOTT, FORESMAN AND COMPANY.

ConclusionNutrients dissolved in water travel from theground up the stems of a plant in conduct-ing tubes. In th's way all parts of the plant get thewater and nourishment they need to grow anddevelop.

Follow-up Activities1. Have students repeat the experiment usingfresh-cut flowers (carnations work well).2. Have students cut a large celery stalk into fourparts, putting each part into a different color ofwater.3. Have students experiment with other edibleplants by placing them in colored water and re-cording the results.

6 SCIENCE

FEED ME I'M YOURSKIIS Kit 2 GRADELA. 5

EVEL:

SUGGESTEDTIME: One 50-minute period, plus four

weeks of brief daily observations

IntroductionFresh-cut flowers brighten the day, no matterwhat the occasion. Unfortunately, the time of en-joyment is short-lived, as most flowers quicklybegin to turn brown and wither. If we give themthe proper nourishment, however, we canlengthen the time of enjoyment considerably.

organization and MaterialsBecause of the ongoing nature of this project, it isbest to divide the class into three groups, er ch fol-lowing the same steps.

Per Group: Several flowers (carnations areideal), one can of lemon-lime soda, two aspirin,one can of water, two teaspoons of sugar, fourquart jars, liquid bleach.

Procedure1. With the class, list the basic needs of plants.Discuss how these needs might change when theplant is cut, thus leaving it wi thou t a root system.

"What will happen if we cut a flower?"(PREDICTING)

2. Instruct the groups to cut off the bottom ofeach flower at the base of the stem. (Hint: Thestem's surface area is increased if it is cut off at anangle.)

"Why would it be beneficial to cut the stem onan angle?" (Refer to hint.) (INFERRING)

3. Have students mix thc following solutionsseparately and add them to the jars: Jar Aplainwater: Jar Bdissolved aspirin in water: Jar Cdissolved sugar in water: Jar Done-half can oflemon-lime soda, one-half can of water, sevendrops of liquid bleach (the bleach provides a de-terrent to bacteria buildup at the base of the stem,thus allowing the soda solution to travel up thestem).

"What reasons can you offer for trying thedifferent types of solutions?" (To see whetherplants respond differently to various solutions;to identify those components necessary for plantsurvival.) (INFERRING)

2 5

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987SCOM FORESMAN AND COMPANY. 7

4. Tell students to put two flowers into each ofthe four jars.

"Which group of flowers will last the longest?""Why?" (PREDICTING, INFERRING)5. Have the students draw pictures of the flow-ers as they appear on this date.6. Direct students to record daily observationsor notes on a chart for four weeks, noting anychanges in the appearance of the flowers.

ConclusionPlants need water and food to survive. The typesof nutrients a plant gets from its environment willdetermine, in large measure, how well it will en-dure and thrive. In this activity the sugar acts asthe necessary food for the flower. Plants prosperbecause they have adapted to those environmen-tal conditions that facilitate their survival.

Follow-up Activities1. Have students repeat the activity changingeither the type of flower or the solutions.2. Have students attempt to reproduce the soda-bleach solution in dry form by getting the ingre-dients off the labels.

8

FOLLOW THAT LIGHTKITSNEEDED: K 1 t 19 3 GRADE 4 5

LEVE1.:

SUGGESTEDTIME: One 50-minute period, plus several

periodic observations

IntroductionPlants need sunlight to survive. Through a pro-cess withii plants known as phototropism, theycontinually seek a light source. The normal ver-tical growth pattern of plants will change to sat-isfy this need.

Organization and MaterialsThis activity is best suited for groups of three orfour students.

Per Group: Two shoe boxes, one bean plant,scisE,ors.

Procedure1. Have s'udents label their shoe boxes Box Aand Box F Tell them to cut off the end of Box Aand cut o. :Hon the same size in the middle of along sid ,x B. The cut ends should be placedtogether t a T (see illustration).2. Instruct sh-dentE: to cut a 2-inch hole at oneend of Box B.3. Have students place the bean plant in Box A atthe end farthest from Box B, then place both lidson the boxes (the lids may need to be cut to size)and tape them.

2 6

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT. FORESMAN AND COMPANY.

4. Have students position the boxes so that thehole is facing a source of light.

"How will the bean plant react to this situa-tion?" (The plant will grow toward the light.)(INFERRING)

5. Every two days, have students carefully re-move the lids to water the plant and record anygrowth that has taken place. Have them drawand measure the progress of the plant.

"Why is the plant reacting in this manner?"(The plant is seeking a light source.)(COMMUNICATING, INFERRING)

6. Have students continue to observe and recordthe growth rate and direction of growth for athree-week period.

"Is the direction of growth with this plant anydifferent than the growth observed in other nor-mally growing plants?" "Why?" (Yes. Mostplants, under normal growing conditions, willgrow in a vertical direction.)

"What would happen if we put a hole in bothends of Box B?" (The plant would grow towardthe stronger light source.) (INFERRING)

ConclusionPlants seek out light. For plants to find light, theymust make adjustments in their normal growthpattern.

Follow-up Activities1. Have students 1-epeat the activity alteringeither the intensity or c, 7.or of the light. Comparethe results.2. Have students construct several mazes inwhich plants must seek a light source.

LIFE 8 SCIENCE

PLANTSBREATHE, TOO

KITSNEEDED: Kit 1, 2, 3 GRADE

LEVEL: 4-6SUGGESTEDTIME: One 50-minute period, followed by

two weeks of observations

IntroductionThe needs of a green plant are most easily metwhen that plant is situated in the proper environ-ment. These needs include water, sunlight, heat,and air. When any of these needs are not met,proper growth of the plant is no longer possible.

Organization and MaterialsThis activity is best suited for groups of four orfive studen ts.

Per Group: Three bean plants, petroleum jelly,drawing paper, ruler.

Procedure1. Have students position bean plants so thateach will receive equal amounts of sunlight andwater. The plants should be :labeled A, B, and C.2. Have students draw a picture of each plantand measure and record the height of each.(OBSERVING, MEASURING)

3. Direct students to rub petroleum jelly on thetop side of all the leaves of Plant A and on theunderside of the leaves of Plant B.

"Do you think that the petroleum jelly willcause a change in the leaves of these plants?"

"If there is a change in the plants, can you pre-dict what that change will be?"(INFERRING, PREDICTING)

4. Allow the third plant to remain as it isto actas a control.

"Why do you think a 'control' is an importantpart of any experiment?" (It is necessary to have anormal plant with which to compare the oth-ers.) (COMMUNICATING, INFERRING)

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FROM THE SCIENCE DISCOVERY Br C, COPYRIGHT 01987 SCOTT, FORESMAN AND COMPANY. 9

5. Every other day, have students record theheight of each plant and draw pictures showingany changes that have taken place.

"Can you explain why the growth rates in theplants are different?"

"What conclusion can be drawn from observ-ing Plants A and B?" (Refer to the Conclu-sion.) (INFERRING, OBSERVING, COMMUNICATING,MEASURING)

ConclusionAir is a necessary component for the chemicalreaction called photosynthesis. The air enters theplant through the underside of the leaves. Thisexplains why Plant B reacted as it did.

Follow-up Activities1. Have students repeat this activity but this timeput petroleum jelly on both the upper and lowersides of only certain leaves of a plant.2. Have students experiment with other plantsto see whether air is taken in by any other means.A plastic bag could be taped around the base ofone plant, covering the soil and the container, un-covering only to water. Petroleum jelly could berubbed onto the stem of another plant. Have stu-dents compare the results.

10

LIFE 9 SCIENCE

ADOPT A TREENZDED Kit I, 2 GRADE 4 6

LEVEL:

SUGGESTEDTIME: Throughout the entire school year

IntroductionTrees, by the very nature of their size and abun-dance, are probably the most familiar of plants.Not only are they enjoyed for their beauty, butthey also provide us with oxygen, food, and shel-ter. It is through a better understanding of treesthat we can guarantee their preservation.

Organization and MaterialEThis is a whole class activity.

Per Class: String, ruler, crayons, drawing pa-per, writing paper.

Note: this activity is intended to be pursuedthroughout the school year. Steps 2 through 5should be repeated during each of the four sea-sons (depending on your area of the country). Anongoing, cumulative display of the project willhelp motivate the students.

Procedure1. Locate a deciduous tree close to your school.(Hint: Deciduous trees are those that shed theirleaves annually.)2. Have students draw a picture of the tree'sgeneral appearance and record any peculiarities.

"What distinguishing characteristics do younotice?"

"Why would the tree have these character-istics?"

"What changes have taken place since the treewas last observed?" (OBSERVING, INFERRING)

28

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOTT, FORESMAN AND COMPANY.

3. Measure three feet up the tree from theground and wrap the piece of string around thetree at that point. Measure the string to deter-mine the circumference of the trunk.

"Do you believe the circumference of the treechanges with the seasons?"

"Why did we put the string exactly three feetfrom the bottom?" (The string serves as a point ofreference for future observations.)(INFERRING, MEASURING)

4. Have students take several leaves back to theclassroom. Direct them to place a leaf, vein sideup, on a desk. Have them lay a piece of paper ontop of the leaf and crayon the paper until the out-line of the leaf appears.

"What similarities or differences can you see inthe vein patterns of the various leaves?" (Recordthese observations on the chalkboard.)(OBSERVING)

5. Direct students to hold a piece of paper againstthe bark of the tree. With a crayon, have them rubthe paper until the bark pattern appears.6. Repeat steps 2 through 5 at periodic intervalsthroughout the year. Compare and discuss theresults. (OBSERVING, COMMUNICATING)7. Optional: Take photographs of the tree at var-ious times during the year. Mount them in a classscrapbook along with leaf samples and bark rub-bings obtained at the same times the photos weretaken.

ConclusionEach season brings about changes in plant life.These changes are a necessary function of theplant for it to adjust to the environment.

Follow-up Activities1. Using the fallen seeds from your )ptedtree, have the class attempt to grow mo, _ trees.The seeds can be planted during an Arbor Dayceremony.2. Have students write and distribute a brochureexplaining the changes a tree goes through anddescribing how to properly care for it. Check withyour county agricultural agent or local forestrydepartment to obtain some sample leaflets orbrochures.

2 9FROM THE 5CIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 sant FORESM AN AND COMPANY. 11

LIFE 10 SCIENCE

THIS CAN'TBE A PLANT

=ED llat 1, 2 GRADELEVEL: 6A

SUGGESTEDTIME: One 50-minute period, plus 10-15

minutes per day thereafter for 5-8days

IntroductionQuite often we think of plants as green organismswith stems and leaves. But a wide variety ofplants do not have these characteristics. In thisactivity students gro . some simple nongreenplants and study the conditions affecting plantgrowth.

Organization and MaterialsStudents should be divided into groups of threeor four each.

Per Group: One moldy piece of apple ororange, several plastic sandwich bags, baby foodjars and lids (or plastic cups with covers), speci-mens to be tested (be sure to include one foodspecimen with moisture, such as bread, and onenonfood specimen without moisture, such asa stone), water, an eyedropper (or plastic straw),graph paper or a ruler to measure growth, col-ored pencils, magnifying glass.

Note: By enclosing the specimens in plasticsandwich bags, students can observe and mea-sure specimen growth without handling themold. Graph paper can be used to measuregrowth by placing the appropriate-size paperover the growth and counting squares.

Procedure1. Have the students discuss and describe thetypes of plants with which they are most familiar(students will most likely list various greenplants).

"This activity will introduce you to some plantsthat are very different from the ones you knowbest." (COMMUNICATING)2. Show the class the moldy fruit and have thestudents observe and discuss the mold's charac-teristics. (OBSERVING, COMMUNICATING)

12

3. "Have you ever seen this type of plant be-fore?" "Where?" (Accept various answers.)

"What characteristics make it different fromother plants?" (Not leafy or green.)

"What characteristics make it similar to otherplants?" (It is living and has "roots.")(COMMUNICAMG)4. "Why does it grow on this substance?" (Foodis available.)

"Are there similr substances it might growon?" (Accept all hypotheses.)

"What characteristics does this substance havethat may be conducive to growth?" (Moisture,food source.) (INFERRING, COMMUNICATING)

5. Distribute the remainder of materials andhave the students set up growth mediums ac-cording to the following conditions (with uppergrades, have pupils suggest their own conditionsto be tested):

Speci- Sub- Mois- Temper- Lightnessmen stance ture ature

1 bread dry room light2 bread dry room dark3 bread wet room light4 bread wet room dark5 bread dry cold light6 bread dry cold dark7 bread wet cold light8 bread wet cold dark

Place a piece of bread in each baby food jar. Usethe eyedropper to add water if necessary.

Note: The same experiment can be done for anonliving specimen, such as stone. Also, thenumber of variables can be reduced for simplerstudies.6. Have each group record (a) the specimens andconditions, (b) the beginning date, (c) the date ofthe first sign of growth, (d) the amount of growthfrom daily observations, and (e) periodic draw-ings of the growth.

3 0

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOTT, FORESMAN AND COMPANY.

7. Discuss the results. (Refer to the Conclusion.)"Which specimens showed mold growth?""Which did not?" "Why do you think they

didn't?""What conditions caused the mold to grow the

most?"(CLASSIFYING, INFERRING, COMMUNICATING)

ConclusionMolds need substances with moisture and asource of food in order to grow. Moisture,warmth, and darkness increase the rate ofgrowth.

Follow-up Activities1. Have students test other host specimens andconditions.2. Direct students to collect various kinds ofmold specimens from inside and outside theirhomes. What similarities or differences in thespecimens can they discover?

31

LIFE 11 SCIENCE

CREEPINGAND CRAWLING

KrisNEEDED: lat 1, 2 11,2! 5-6SUGGESTEDTIME: One 50-minute period, followed by


IntroductionAlthough the sight of a crawling earthworm maycause some to shy away, the benefits this lowlycreature provides for humans far outweigh anyfeelings of revulsion. Not only are earthworms avaluable food source for many animals, but, be-cause of their presence in the soil, humans areable to produce better crops.

Organization and MaterialsThis activity is best suited for groups of three orfour students.

Per Group: Large jar, can, soil, five earth-worms, container of water, construction paper,balance scale, ruler, paper, pencils.

Procedure1. Have students prepare "worm observationlabs" by placing a tin can upright in the center ofeach jar. Tell students to record the weight of thesoil before placing it in the space between the canand the jar to a height equal to the top of the can.2. Direct students to place the worms on the con-struction paper. Have the students observe theworms, noting their apparent lack of physicalcharacteristics.

"How do you think a worm eats?"(INFERRING, OBSERVING)

3. Have students dip the worms in a container ofwater, place them back on the construction pa-per, and observe the paths created by the move-ment of the worms.

"What advantages are there for the worm tomove in this manner?" (The worm covers morearea this way.) (INFERRING, OBSERVING)

4. Have students measure each worm and drawa picture of it.

FROM THE SCIENCE DISCOVERY BOOK. COPYRIGHT 0 1987 SCOTT, FORESMAN AND COMPANY. 13

5. Tell students to place the worms into the soiland wrap dark construction paper around theoutside of the jar. Direct them to cover the jar andlet it stand until the next day.

"Why would it be helpful to cover the jar withdark paper?" (This simulates the darkness foundin the worm's natural environment.)(INFERRING)

14

6. Have students remove the paper each day andobserve any changes in the soil. (OBSERVING)

7. After two weeks of observations, instruct stu-dents to remove and measure the worms again.They should also weigh the soil and compare themeasurements with those taken previously.

"How have the worms changed?""How has the weight or consistency of the soil

changed?"(OBSERVING, EXPERIMENTING, MEASURING)

8. Release the worms outside in an area contain-ing soil.

ConclusionWorms feed by taking soil through their bodies,creating tunnels as they go. These tunnels allowfor better aeration of the soil, providing plantswith the oxygen they need for growth.

Follow-up Activities1. Have students construct a large observationlab (an aquarium or terrarium) where worms canbe observed over a long period. Direct students torecord growth rates, reproduction rates, and soilchanges.2. Provide several different soil conditions inwhich the worms can live (sand, clay, humus).Have students record the worms' adaptabilityto each.

32

FROM THE SCIENCE DISCOVERY BOOK,COPYRIGHT 0 1987 SCOTT. FORFSMAN AND COMPANY.

LIFE a SCIENCE

FEATHERED FRIENDSKrIsNEEDED: Ki tS 1, 2, 3 GRADE 4 5

LEVEL:

SUGGESTED11ME: Three 50-minute periods, followed by


IntroductionBirds give us a great deal of pleasure with theirbeauty and song. These aren't the only benefitswe gain from our feathered friends, though. Byclosely observing the local bird population, stu-dents can gain increased knowledge and appre-ciation of birds' relation to humans.

Organization and MaterialsThis activity is best suited as a class project, withcertain aspects handled by smaller groups.

Per Class: Construction paper, plastic milk car-tons, birdseed, pine cones, crayons, peanut but-ter, string.

Procedure1. Locate an outdoor area near your school thatlends itself to attracting birds.2. Have students cut a rectangular section out ofthe side of a plastic milk carton, leaving at least atwo-inch border of plastic around the bottom. In-struct them to fill the container with birdseed andhang it in the outdoor area.

"How can we change the appearance of thefeeder to better blend into the surroundings?"(Glue leaves on the container, paint the con-tainer, and so on.)

"Why would we want to do that?" (So birdswill be attracted to it.) (INFERRING)

3. Have students mix the peanut butter withbirdseed and insert the mixture into the hollowsections of the pine cones. They should tie a piecea string to each pine cone and hang them in theobservation area.

4. Establish a time schedule whereby the stu-dents can observe the birds attracted to theobservation area. If possible, arrange for the stu-dents to observe at the same time each day.

"Why would it be to our advantage to observethe birds at the same time each day?"(INFERRING)

33FROM THE SCIENCE DISCOVERY BOOK.COPYRIGHT 0 1987 SC017. FORESMAN AND COMPANY. 15

5. While observing the birds at the feeding sta-tion, have students: (a) Draw pictures of thevarious birth. (b) Record the number of birds en-tering the area. (c) Note the number of differentspecies of birds seen.

"How do different birds obtain their food?""Which birds seem to prefer one food over

another?""What advantages might humans derive from

these and other birds?" (Birds provide us withbeauty and song. They also help to control in-sects.) (OBSERVING, INFERRING)

6. Continue to maintain the feeding stationthroughout the year. Have students record anychanges in either the number or types of birdsobserved. (OBSERVING)

7. Have st udents develop graphs that record thenumber at birds seen in relation to the seasons ofthe year.

"Why are more birds seen during one seasonthan another?" (INFERRING)

ConclusionOrnithology, or the study of birds, can be a fasci-nating subject for students. Pupils gain an appre-ciation for the different species of birds native totheir part of the country as well as an understand-ing of some of the birds' habits. The appearanceand behavior of birds reflect not only climaticconditions but also the effects of adaptation andevolution.

Follow-up Activities1. Have students construct a wall chart showingthe various birds living in your area. They caninclude the information gathered from their ob-servations.2. Have students research the migratory pat-terns of birds and relate their findings to the datathey have already gathered.

16

LIM 13 SCIENCE

MEALWORM MAGIC=ED: Kit 1, 2, 3 `'"E 4-6LEVEL:


IntroductionMealworms are the larval stage of the darklingbeetle. As mealworms develop, they undergo acomplete metamorphosis (egg, larva, pupa, bee-tle). Their life cycle is influenced to a great extentby temperature, with cooler temperatures de-laying their development.

Mealworms provide students with an oppor-tunity to study animal behavior. This investiga-tion is divided into two distinct parts, whichshould be performed in succession. Part I intro-duces students to the mealworm and its charac-teristics through the use of observation, mea-surement, and communication skills. Part II is anunstructured activity allowing students to workindependently, devising experiments, collectingdata, and drawing conclusions while discoveringhow animals react to various conditions.

MaterialsPer Student: One mealworm (mealworms may bepurchased inexpensively at most pet stores), aruler, a magnifying glass, a toothpick (to examineand move the mealworm), drawing paper, amealworm home (plastic container with holes inthe lid, a layer of bran, oats, or cornflakes, and aslice of apple to provide moisture), plus variousother materials as determined by student inves-tigations in Part II.

ProcedurePART I

1. Instruct students to spend time observingtheir mealworm using the magnifying glass,toothpick, and ruler. Have them list the charac-teristics they observe. Stress that the mealwormsshould be observed carefully so as not to harmthem in any way.(OBSERVING, MEASURING, COMMUNICATING)

34

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 1987 SCOTT, FORESMAN AND COMPANY.

2. Discuss the students' observations."What did you find out about your mea!-

worm?" (Allow time for students to examine theirmealworms as characteristics are discussed.Possible observations are: size, feel, color, smell,and physical featureseyes, mouth, ears, anten-nae, legs, body structure, and so on.)

"1-1:w does it move?"(CommUNICATING, OBSERVING)3. After the students have had ample time toobserve and discuss the characteristics of theirmealworms, have each one draw a picture of hisor her specimen. (COMMUNICATING, MEASURING)

PART II

This activity deals with how mealworms reactto various conditions as investigated by thestudents.1. "What else wo, Id you like to learn about yourmealworms?" Accept student suggestions anddiscuss methods of investigating these character-istics. List five to ten of the suggestions on theboard. Allow students to select one of the sug-gested investigations. (COmmUNICATING)2. Possible investigations include:

"Do the mealworms prefer light over dark, onecolor over another, hot over cold? Do they prefercrumbled cornflakes, bran flakes, sugar, bread,or apple as food?"

"How do mealworms react to various sub-stances, such as vinegar, alcohol, water, ormilk?" (Drops of these substances should beplaced next to each mealworm.) "How do theyreact to touch by various objects?"

"How far does the mealworm move in oneminute under varying surface conditionssmooth, rough, warm, cold, lumpy, and so on?"

"Does the mealworm move in a straight line?Can a pattern be traced?"

"How does the mealworm move when placedin an empty box?"

These activities are only suggestions. Studentsshould be allowed to formulate their own experi-ments as long as they do not harm the meal-worms. Step-by-step procedures have beendeliberately omitted, since we are striving toencourage development of problem-solving,data collection, interpretation, and evaluationskills in this activity.3. As students perform their experiments, havethem record conditions and results, which can bediscussed when the experimonts are concluded.

ConclusionIn L ath parts of this activity, the focus is not thefactual information gathered but rather the de-velopment of measuring, observing, communi-cating, investigating, and problem-solving skills.

Follow-up Activities1. Have students construct bar graphs and tablesdepicting mealworm reactions, sizes, and so on.2. Direct students to study the growth of themealworms and their life cycle over time.

35

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 1987 Karr. FORESMAN AND COMPANY. 17

LIVE 14 SGIIINGH

SPEED IT UP!KffSNEEDED: Kit 3 GRADE 4-6LEVEL:

SUGGESTED11ME: One or two 50-minute periods

IntroductionWe don't often think about our respiration or cir-culation, yet they are vital to our functioning andsurvival. In this activity, students will learnsomething about how these physiological actionsoperate with respect to their own bodies. Stu-dents will count, record, and compare theirbreaths and heartbeats both before and aftervigorous exercise. They will then determine thetime required to return to normal respiration andpulse. (Parts I and II may be done together or in-dependently. )

Organization and MaterialsDivide the class into groups of three.

Per Group: Three three-by-ten-centimeterstrips of tissue, a clock or watch with a secondhand.

Procedure1. Have students perform a vigorous physicalactivity (step-ups, jumping jacks, running inplace) for thirty to forty-five seconds and discusshow their bodies reacted (breathed harder, heartbeat faster, legs hurt).(OBSERVING, COMMUNICATING)2. Have the students rest for two to three min-utes while you explain that they are going to in-vestigate how fast they breathe and how fast theirheart beats before and after exercise.

18

PART I

1. Demonstrate how to record the number ofhreaths per minute: (a) Have Student 1 place oneend of the tissue strip on the tip of his or her noseso the other end of the strip extends over themouth. (b) Instruct Student 1 to breathe normallywith his or her mouth open. (c) Student 2 acts asthe timer. (d) Student 3 counts the number ofbreaths in one minute by noting the number oftimes the tissue is blown. (e) Have each studentrecord the number of breaths per minute he orshe makes. (More advanced classes may performadditional trials and determine an average.)(OBSERVING, MEASURING, COMMUNICATING)2. Repeat Step 1 immediately after the students(one by one) take part in vigorous exercise forthirty to forty-five seconds. Have students recordbreaths per minute at one-minute intervals untilbreathing returns to normal.(OBSERVING, MEASURING, COMMUNICATING)3. Compare and discuss the results.

"How many times did you breathe per minutebefore exercising?"

"Did everyone breathe the same number oftimes per minute?" (No)

"Why do you think we breathe differently?"(Some work harder than others; some are in bet-ter physical condition.)

"How long did it take for your breathing to re-turn to normal?" (Answers will vary.)

"Why is it necessary for the body to breathefaster after exercise?"

"Do athletes (such as long-distance runners)have different rates of respiration than you do?""Why?" (Conditioning.)(COMMUNICATING, CLASSIFYING, INFERRING)

36

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCO1T, FORESMAN AND COMPANY.

PART II

1. Demonstrate how to count the number oftimes the human heart beats in one minute bylocating and counting pulse beats. (Note: Do nothave students use their thumbs to feel for a pulsesince thumbs have a faint pulse themselves.)2. Allow students time to practice locating andcounting their pulses. (MEASURING)3. Have students count and record their pulsebeats in one minute. Have one student time, onecount his or her pulse beats, and the third studentrecord. (MEASURING, COMMUNICATING)4. Repeat the count after students take part invigorous exercise for thirty to forty-five seconds.Record pulse beats per minute at one-minuteintervals until pulse returns to normal.(MEASURING, COMMUNICATING)

5. Compare and discuss results."How long did it take for your pulse rate to re-

turn to normal?" (Answers will vary.)"Which increased the most, your breathing or

your pulse rate?""Why do you think this was so?""Which returned to normal first?""Why does your heart beat faster after exer-

cise?" (Various parts of the body need more ox-ygen, which is received from circulating blood.)

"Do athletes (such as long-distance runners)have different heart rates than you do?" "Why?"(Conditioning.) (COMMUNICATING, INFERRING)

ConclusionBreathing and pulse rate increase as one exer-cises. The lungs must take in more oxygen to helpone breathe, while the heart is required to workharder to pump blood to the various parts of thebody.

Follow-up Activities1. Have students perform additional trials anddetermine averages.2. Direct students to measure their breathingand pulse rates when lying down, standing, andso on.

3 7FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT. FORESMAN AND COMPANY. 19

PhyOcal ScienceA I V I T IES

From the time we get up in the morning untilwe climb back into bed at night, our lives areinfluenced by a countless variety of scientificlaws and principles. Although we may give lit-tle thought to the soap floating in the bathtub,the static electricity in the carpet, or the me-chanical can opener on the kitchen counter,they are all governed by basic tenets of science.The need to understand the forces that regulateour lives underscores the importance of physi-cal science.

In this section your students will learn aboutsimple machines such as pulleys, levers, andinclined planes. They will examine the laws ofphysics as they apply to color formation, static

electricity, vibrations, force, and inertia. Stu-dents will also explore such scientific prereq-uisites as measuring and classifying. Finally,discoveries on the nature of fingerprints and themagic of magnets will open their eyes to the fas-cination of science.

Understanding our world means understand-ing the forces that influence it. As students ex-plore the dimensions of their physical worldthrough the processes of science, their curiositywill be aroused and their interest stimulated. Inturn, they will develop a deeper appreciationfor the physical principles and precepts of na-ture and learn to work in harmony with theseprecepts.

38

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGI-1T 0 1987 SCOTT, FORESMAN AND COMPANY. 21

PHYSICAL 1 SCIENCE

THE PLANE FACTSNEEDED: Kit 1, 2KITS

SUGGESTEDTIME: One 50-minute ve!

GRADE ,/LEVEL! -11r

. -

IntroductionMoving heavy objects from one level to another isa common problem. Whether the tk t.ing boxes from a truck or moving a wheelchairfrom one floor to another, the use of ramps or in-clined planes makes the job much easier. Using aplane increases the distance the object must bemoved while decreasing the amount of forcenecessary for its movement.

Organization and MaterialsThis activity is best suited for groups of four orfive students.

Per Group: One six-inch by three-foot piece ofwood (measurements can vary), one chair, onespring scale, a string, two books.

Procedure1. Tell students to tie the string around a book ina tight criss-cross manner.2. Have students record the weight of the bookas it hangs freely from the spring scale.(MEASURING)

3. Direct students to place one end of the boardon top of the seat of the chair, allowing the otherend to rest on the floor, thus forming a ramp.4. Instruct students to use the spring scale to pullthe book up the ramp, recording its weight asthey pull.

"Why does the weight of the book change as itgoes up the ramp?" (The book is being movedover a longer distance.)

"How can you explain the difference in weightbetween holding and pulling the book?"(INFERRING, OBSERVING)

5. Have students repeat the procedure using thesame book balanced on end. They should recordthe results.

"What variable has changed in this trial?"(Area of the book, which affects friction.)

"How can you explain the difference in theforce needed to move the on-end book up theramp?" (Refer to the Conclusion.)(INFERRING, COMMUNICATING)

6. Direct students to decrease the angle of theramp by laying one end of the board on tcp of abook standing on end and resting the other endof the board on the floor.

39

22 FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 190 scum FORESMAN AND COMPANY.

7. Have the students pull the other book up thisramp using the spring scale, recording the book'sweight as they pull.

"What factor do you think is responsible for thechange in force necessary to pull the book up thisnew ramp?" (INFERRING, COMMUNICATING)8. Instruct students to transfer the results of thisexperiment to the chart.

ConclusionUsing an inclined plane enables one to lessen theamount of force necessary to move an object. Tobenefit from this advantage, however, the dis-tance that the object travels must be increased.Also, less surface area in contact with the inclinedplane means less energy needed to move an ob-ject up the plane.

Follow-up Activities1. Have students measure the distance the booktravels relative to the amount of force necessaryto move it over that distance; for example, howmuch force is necessary to move the book onefoot compared with the force necessary to move itthree feet. Ask them to conduct different experi-ments and chart the results.2. Have students repeat Step 4 altering thesurface of the board. (Hint: Suggest puttingwaxed paper on the surface or putting roundpencils under the book.) They should record thechanges.

PHYSICAL 2 SCIPACH

YOU'RE IN MY SPACEKITS GRADE A 5NEEDED: Kit 2, 3 LEVEL: '"A'SUGGESTEDTIME: One 50-minute period

IntroductionAll states of matter (solids, liquids, and gases)occupy three dimensions and thus can be mea-sured in volume. Although all three may differ inweight, density, and physical characteristics,they are similar in that each takes up spacebutnever the same space at the same time.


Per Group: One coffee can, some clay, a plasticstraw, several large corks, three balloons, somelarge stones (able to fit into the cans), a string, onetest tube, water, crayon.

Procedure1. Using a sharp objecE:, puncture a hole thewidth of a straw in the si le of each coffee can ex-actly two inches from the top of the can.2. Have students cut a two-inch section of strawand insert it into the hole in their can, securingthe straw with a piece of clay. (Hint: Precuttingthe straws on an angle will expedite the activity.)3. Have each group calibrate the test tube using awax crayon.

"Why is it important for us to mark the test tubein equal segments?" (All variables must be con-trolled.) (INFERRING, MEASURING)4. Direct students to push the test tube bottominto a small ball of clay and position it under theend of the straw outside the can.5. Tell students to fill the can with water untilwater flows from the straw.

"By filling the can to its overflow point, whatdoes this assure us of?" (Equal amounts of waterwill be in each can.) (INFERRING, EXPERIMENTING)

i 0

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 soon, FORESMAN AND COMPANY. 23

6. Have students begin lowering corks andstones into the water, noting on the test tube theamount of water each displaces. After each objecthas been removed from the can, the water levelmust be restored according to Step 5, and the testtube emptied. This procedure should be repeatedtwo times for each object.

"Does the weight of the object seem to affectthe amount of water it displaces?"

"Does the amount of time the object is keptunder the water affect its ability for displace-ment?"(EXPERIMENTING, MEASURING, OBSERVING)

24

7. Have the students blow up the three balloonsto different sizes, each able to fit into the can.

"Can you predict which balloon will displacethe most and which the least amount of water?Why?" (PREDICTING, INFERRING)8. Instruct each group to force one balloon at atime into the can, recording the amount of watereach displaces. (They will need to refill the canwith water after each trial.)

"What is responsible for the different amountsof water being displaced?" (The size of the ob-jects.)

"Would balloons of different shapes yield dif-ferent results?"(INFERRING, EXPERIMENTING, MEASURING)

9. Have the students record the information on achart. (COMMUNICATING, MEASURING)

ConclusionAlthough both the weight and shape of an objectwould seem to indicate its potential for occupy-ing space, the only factor responsible for deter-mining the amount of space an object takes is itsvolume.

Followup Activities1. Have the students repeat Step 6 comparingthe weights of the objects to their ability to dis-place water.2. Have students repeat the activity using solu-tions other than water (salt water, sugar water,milk shake, and so on).

41FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 1987 SCOTT, FORESMAN AND COMPANY.

PHYSICAL 3 SCIENCE

WATER BABIESKITS2:0ED: ifit 1, 29 3 GRADE 4-6LEVEL:

SUGGESTEDTIME: One 50-minute period

IntroductionThe ability of water to Support an object is deter-mined by the weight of the water the object dis-places. This Principle allows a large metal ship tofloat yet causes a small pi.hble to 1.;ink.

Organization and materialsThis activity is best suited for groups of three orfour students.

Per Group: Six-inch by six-inch piece of alumi-num foil, one large jar or can, several paper clips,cork, pencil, crayon, twenty pennies.

Procedure1. Pass out all materials and have students listobjects to be tested on one of the charts in theappendix. Also, have each group record theirprediction as to whether each object will float orsink. (PREDICTING)2. Have students fill the large jar with water towithin two inches of the top.3. Direct students to place objects into the waterone by one and record the results.

"List several possibilities as to why some ob-jects float while others do not." (Weight, shape,composition.) (INFERRING, EXPERIMENTING)

4. Tell students to tear a piece approximately twoinches by two inches from the square of alumi-num foil and tightly squeeze the foil to form asmall, hard ball.

"What do you think will happen to the ball Pffoil when it is dropped into the water?"(PREDICTING)5. Have students drop the ball into the water andrecord the results. (OBSERVING)

6. Using the remaining piece of toil, have eachgroup construct a boa tlike structure consi3ting ofa base and four sides.

"What will happen when you set the boat onthe water?" "Why?" (INFERRING, PREDICTING)

7. Direct students to carefully set the boat on thewater and slowly add pennies to it. Record thetotal number of pennies each group puts in theirboat before the boat tips or sinks.

"Why did the larger piece of aluminum floatwhile the smaller one sank?" (Refer to the Con-clusion.) (INFERRING)

ConclusionWater has the ability to keep certain objecIsafloat. This ability depends on the volume ofwater displaced in relation to the weight of theobject.

Follow-up Activities1. Have the students construct several alumi-num boats of various sizes and shapes. Each canbe tested for its ability to support weight.2. Through testing and observation, have stu-dents identify those materials best suited for thebuilding of a ship. If possible, provide opportuni-ties for students to build and test their ideas.

4 2

FROM THE SCIENCE DISCOVERY BOOR, COPYRIGFIT 0 1987 SCOTT, FORESMAN AND COMPANY. 2.5

PHYSICAL 4 SCIENCE

STONE SOUPKrisNEEDED: Kit 1, 2, 3 GRADE A

LEVEL:


IntroductionThe upward push of water causes some materialsto float and others to weigh less when sub-merged. The density, or thickness of the water,determines the amount of push it is capable ofproviding.

Organization and MaterialsThis activity is suited for groups of three to fourstudents.

Per Group: Two coffee cans, some string, aspring scale, some salt, a spoon, three different-sized stones.

Procedure1. Have each group fill their cans with water towithin two inches of the top.2. Instruct students to tie a piece of string to eachof the stones and to weigh the stones one at a timeby tying the other end of the string to the springscale.3. Have students record the weights of the threestones.

"Does the size of the stone seem to affect itsweight?" "How?" (MEASURING, INFERRING)4. Have students submerge each stone in the wa-ter and record the new weights. (The stonesshould not touch bc.ttom.)

"What can we conclude about the weight of anobject submerged in water?" (The weight de-creases.) (INFERRING)

26

5. Have students add salt to the water in one ofthe cans, stirring until the water is saturated.6. Repeat Step 4 using the salt water. Record theresults.

"How can you explain the difference in theweights of the stones submerged in the two typesof water?" (Refer to the Conclusion.)(INFERRING)

ConclusionThe density of a liquid determines the amount offorce it is able to exert upward on an object. Be-cause salt water is thicker than tap water, itpushes upward with a greater force.

Follow-up Activities1. Using the two solutions prepared for thisactivity, have the students check other materialsfor buoyancy. (Hint: An egg demonstrates thisprinciple very well.)2. Have students attempt to graph the buoyancyof other liquids, such as paint or molasses, usinga single weight as a constant.

43

FROM THE SCIENCE DISCOVERY BOOK. COPYRIGHT 1987 SCOTT, FORESMAN AND COMPANY.

PHYSICAL 5 SCIENCE

A PRESSING FACTrrs

NEEDED: Kit 2, 3 GRADE ALEVEL:


introductionAir is a substance that takes up space and hasweight. Although this fact is not easily seen,it can be demonstrated with the following ex-periment.

Organization and MaterialsThis project can be done initially as a demonstra-tion. The class can then be divided into groups oftwo to four to experiment on their own.

Per Group: One large container in which to putwater (such as a five-gallon aquarium or a largebucket), one clear glass, several dry tissues orpaper towels, one cork.

Procedure1. Place at least eight inches of water in a largecontainer. (MEASURING)

2. Push a dry paper towel into a dry glass."What do you think will happen if we push the

glass under the water?" (PREDICTING)

"Why is it important for the entire towel to beinside the glass?" (The accuracy of the activity de-pends on this.) (OBSERVING, INFERRING)

3. Holding the glass upside down, push it underthe water. (EXPERIMENTING)

"Why must the glass enter the water with thetop horizontal to the water?" (To prevent waterfrom displacing the air inside the glass.)(INFERRING)4. Remove the glass and allow students to in-spect the paper towel. (OBSERVING)

5. Discuss results with the students.(COMMUNICATING)

"What do you notice about the paper towel?"(OBSERVING)

"Why do you think the towel remained dry?"(The air pressure kept the water out.)(INFERRING)

How long could the glass remain under the wa-ter without the towel getting wet?" "Why?"

"Would the towel stay dry if the glass was sub-merged at different angles?" (No.)(EXPERIMENTING, INFERRING)

Paper &ale/

6. Remove the paper towel from the glass andfloat a cork in the large container.(EXPERIMENTING)

7. Ask the class to predict what will occur whenthe glass is placed over the cork and submerged.(PREDICTING)

3. Discuss results with the class."Why did the cork behave the way it did?" (The

air pressure forced the cork as well as the water.)"Would the cork ever travel up the trapped air

inside the glass?" (COMMUNICATING)

ConclusionNo two substances can occupy the same space atthe same time. As long as air occupied the spaceinside the glass, no water was able to enterthuskeeping the paper towel dry and pushing thecork to the bottom of the large container.

Follow-up Activiti1. Have students 1/4. ,plete the activity usingother materials that float.2. Have students conduct the activity using liq-uids of different density (vinegar, salad oil, rub-bing alcohol, orange juice, and so on). It may benecessary to reduce the quantity of a chosen liq-uid as well as the size of the other materials. Askstudents to predict whether the results will be thesame for all liquids.

4 4

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987SCOTT, FORESMAN AND COMPANY. 27

PHYSICAL 6 sculnct:

HEAT IT UPKns Kit 1, 3 MDL!4-6NEEDED:


IntroductionThe movement of heat through material is calledconduction. When atoms (or molecules) areheated, they vibrate faster and faster, strikingneighboring atoms. These atoms, in turn, strikeadjoining atoms. In this way, heat travels fromone end of an object to another.

Organization and MaterialsBecause this experiment uses fire, it is advisablefor the teacher to conduct it as a demonstration,with the class assisting up to the point of lightingthe candle.

Six paper clips, a watch with a second hand,seventeen inches of bare copper wire, one can-dle, modeling clay, one piece of aluminum foil,stopwatch.

Procedure1. Bend the copper wire and insert both endsinto the clay (see drawing).2. Melt some wax onto a piece of aluminum foil.This wax should be soft enough to use for thenext step.3. Hang the paper clips about one inch apartalong the wire, attaching them with the wax.

"Why don't we hang the paper clips at varyingdistances?" (INFERRING)

"What would be the effect of hanging the clipsat two-inch intervals, rather than one-inch inter-vals?" (It would take longer to heat each clip.)(INFERRING)

4. Place the lighted candle at one end of the wireso the flame touches the wire. 'EXPERIMENTING)

28

5.per clips.

"Why is it important to be accurate in timingthese intervals?" (Accurate measurements arenecessary for reliable results.) (MEASURING)6. Have students record the results by creating abar graph. (MEASURING, EXPERIMENTING)

Time the intervals between the dropping pa-

ConclusionAs the atoms or molecules in the copper wire areheated, their movement increases, causing themto bump into each other. This chain reactionsteadily continues away from the heat source.The farther the clips are from the heat source, thelonger it takes for the heat to reach them.

Follow-up Activities1. Complete this experiment using other types ofwire and compare times. The difference in timeswill show the ability of the wire to be a conductor.2. Repeat this experiment using two candlesplaced at opposite ends of the wire. Have stu-dents record the results.

46

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 01987 SCOTT, FORESMAN AND COMPANY.

PHYSICAL 7 SCIENCE

1-2-3 PULL!KITS Kit 1, 2, 3NEEDED:

GRADELEVEL:


introductionWhen one object moves across another, frictionis created. Various surfaces help or hinder themovement of one object across another. Studentsuse manipulative, measurement, and recordingskills as they construct a device to move a loadacross a given surface.

Organization and MaterialsGroups of three to four students are necessary forthis activity.

Per Group: One yogurt container and lid, tape,a plastic or paper cup, water, one piece of string(sixty centimeters long), twenty pennies, varioussurfaces (rough wood, carpet, sandpaper, styro-foam, tin foil, construction paperwhatever isavailable).

Procedure1. Direct students to cover a desk surface withconstruction paper and mark off a starting pointin the middle of the desk.2. Have the students securely tape one end of thestring to the yogurt lid and the other end to theyogurt container. The cup should be filled withapproximately 80 millileters of water and placedon top of the lid at the starting point on the desk.(The amount of water should be adjusted asneeded to counterbalance the weight of theyogurt container when it is suspended over theside of the table.) (MEASURING)3. "How can we move our water-loaded lid to theedge of the desk?" (Accept all answers.)(COMMUNICATING)

4. "How many pennies placed in the yogurt con-tainer do you think it will take to move the lid tothe end of the desk? Record your prediction."(PREDICTING, COMMUNICATING)

VVIIMI141 AlliVaiWPAV

N \N. \kZN\\'0

5. Have the students place pennies (one by one)in the container until the lid moves all the way tothe end of the desk. Record the results. (For olderstudents, a system can be set up to measure thedistance each weight causes the lid to move.)(MEASURING, COMMUNICATING)6. "How can we move the water-loaded lid moreeasily with fewer pennies?" (Accept all hypoth-eses.) (INFERRING, COMMUNICATING)

7. Discuss the various surfaces you have avail-able and have the students predict how manyperm:es will be needed to move the lid to the edgeof the desk and record their predictions.(COMMUNICATING, PREDICTING)

8. Allow the students to test their hypothesesand record their results.(EXPERIMENTING, COMMUNICATING)

9. Discuss the results. (COMMUNICATING)

4 6

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT. FORESMAN AND COMPANY. 29

10. "Why and where might rougher surfaces beused to slow down movement?"

"Can you think of other places rough surfacesare used?" (Bathtubs, locker room floors, stairs.)(COMMUNICATING, INFERRING)

ConclusionObjects move more easily over smoother surfacesthan they do over rough surfaces. This is becausethere is less friction on smoother surfaces.

Follow-up Activities1. Have students measure the distance the lidmoves each time a penny is added to the cup.2. Challenge students to devise a surface thatwill allow a given object to move a specified dis-tance using a given number of pennies (studentsmay combine surfaces).3. Restrict students to the use of one type of sur-face and have them discover ways to make the lidmove more easily (students may alter the surfaceof the materialwax it, wet it, and so on).

30

KITSNEEDED:

PHYSICAL 8 SCIENCE

SWING FAST,SWING SLOW

Kit 1, 2, 3 GRADE 6LEVEL: UP


IntroductionThe length of a pendulum arm affects the speedof a pendulum. As the length of the arm in-creases, the speed of the pendulum decreases.Conversely, as the length of the pendulum arm isshortened, the speed of the arm increases.

Organization and MaterialsEach group should have two students.

Per Group: One thirty-inch piece of string,pendulum weights (washers, nuts, or paperclips), ruler, stopwatch or watch with a secondhand.

Procedure1. Discuss what a pendulum is and how it isused. (COMMUNICATION)2. Demonstrate how to construct a pendulum(slip a weight over one end of a string and fold thestring in half).3. Make sure the length of the string is teninches, and wrap the excess around your hand.4. Hold the string between your thumb and fore-finger. With the other hand, hold the weight atany angle and ask the students to predict howmany times the pendulum will make a completeswing (back and forth) in thirty seconds. Recordthe predictions on the board. Let go of the weightand have students count the number of swings.(OBSERVING, PREDICTING, COMMUNICATING)

5. Distribute the materials and have the studentsset up their own pendulums.6. Have students in each group perform twotrials and record the results.(EXPERIMENTING, COMMUNICATING)

FROM THE SCIENCE DISCOVERY BOOK. COPYRIGHT C 1987 SCOTT, FORESMAN AND COMPANY.

7. "How could we change the number of swingsof the pendulum arm in thirty seconds?" List thevarious hypotheses on the board.(INFERRING, COMMUNICATING)

8. Have the students test the various hypothesesone by one by (a) listing each hypothesis orchanged condition on their chart, (b) making andrecording predictions for each condition, and (c)testing and recording the results of each trial.(PREDICTING, EXPERIMENTING, MEASURING,COMMUNICATING)

9. Discuss the results.

ConclusionThe length of a pendulum affects the number ofswings (speed) in a given time period. A shorterarc produces a faster swing and hence moreswings. A longer arm produces a slower swingand fewer swings.

Follow-up Activities1. Have students construct a graph indicatinghow the length of the pendulum arm affects theswing of the arm.2. A specified number of trials may be performedfor each condition, leading students to arrive atan average for each of several conditions.3. Stationary pendulums could be constructedand collision reactions between pairs observedand measured.4. Have students determine a way to measurethe length of the arc of the swing using graphpaper.5. Have students predict and investigate howlong (in minutes or seconds) the pendulum armwill swing.

PHYSICAL 9 SCIENCE

JUSTSTRUMMING ALONG

KITSNEEDED. Kit 2 GRADE 4-6LEVEL:


IntroductionThe speed at which an object vibrates determinesthe pitch of the sound it produces. By and large,when an object vibrates rapidly it produces ahigher-pitched sound than when it vibratesslowly.

Organization and MaterialsStudents can work individually or in groups oftwo.

Per Group: One plastic ruler.

Procedure1. "Can anyone explain how to make a soundwith this ruler?" (Have students demonstratetheir answers.) (COMMUNICATING)

2. Have the students strum their rulers by plac-ing part of the ruler on the desk and flicking theend that extends out from the desk, making sureto hold the other end firmly. "Besides the soundproduced, what else do you observe?" (The rulervibrates.) (OBSERVING, COMMUNICATING)

3. Instruct students to place the rulers so that thetwenty-centimeter mark is at the edge of the desk(the one-centimeter mark should extend over theedge of the desk). (MEASURING)

4 8FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 scorr, FORESMAN AND COMPANY. 31

4. Have the students flick the end of the ruler."How do you know the ruler is moving (vibrat-

ing)?" (Students will be able to see the ibrationsbetter if they crouch down even with the edge ofthe ruler.)

"Describe the movement (vibration)."(OBSERVING, COMMUNICATING)5. "Now place the fourteen-centimeter mark atthe edge of the desk and flick the ruler again."(Instruct students to try to flick the ruler with thesame force each time.)

"What do you observe about the movement(vibration) of the ruler?" (The ruler is movingfaster; it is becoming more difficult to see the dou-ble image.)

Students may want to try the twenty-five-centimeter mark for comparison.(OBSERVING, EXPERIMENTING)

6. "What other differences did you notice?" (Thesound is different.) (COMMUNICATING)7. Allow students to experiment with their rulersbeginning at the twenty-centimeter mark andmoving the ruler two centimeters thereafter, re-cording (a) the centimPs.e mark, (b) the speed ofthe movement (vibration) in comparison to theprevious trial, and (c) the sound made in com-parison to the previous trial.

Example: "20 cmslowlow; 18 cmfasterhigher; 16 cmfasterhigher."(EXPERIMENTING, MEASURING, OBSERVING)

8. "What did you conclude?" (Have the studentsdemonstrate to support their conclusions.)(INFERRING, COMMUNICATING)

ConclusionThe shorter the ruler, the faster it vibrates. Anobject vibrating at a higher speed produces ahigher-pitched sound than an object vibra ting ata slower speed.

Follow-up Activities1. Have students test materials other than plas-tic, such as wood, metal, cardboard, or rubberbands.2. Challenge students to produce varioussounds.3. Have students construct musical instrumentsusing the vibration principle.

32

PHYSICAL SCIENCL:

SOLVING MAGNETICMYSTERIES

NILED Kit 3 LGITEL 4-5SUGGESTEDTIME: One 50-minute period

IntroductionWe have all seen magnets sticking to refrigera-tors, stoves, some school blackboards, and othermetallic objects. But why aren't all keys, whichare made of metal, attracted to a magnet? In thisactivity, students will learn what kinds of mate-rials (steel) are attracted to magnets.

Organization and MaterialsThis activity is appropriate for individuals, pairs,or small groups, depending on availability ofmaterials.

Per Group: Magnets, various materials to betested (emery cloth, plastic, steel foil, lead foil,waxed paper, paper clips, fur, aluminum foil,paper, brass foil, sponge squares of two differentcolors, and so on). In preparing the spongesquares, select one of the colors and hide steelpins (with points and heads cut off) inside. Becareful that the ends are not sticking out. Test tomake sure that the sponges are attracted to amagnet. Have sponges available in sufficientquantities so that half of the class receives onecolor and the other half receives the color with thesteel pins.

(Note: Foil squares and magnets are availablefrom Delta Education, Box M, Nashua, N.H.03061 at reasonable prices and in sufficient quan-tity for an entire class.)

4FROM THE SCIENCE DISCOVERY BOOK. COPYRIGHT © 1987 SCOTT, FOR ESMA N AND COMPANY.

Procedure1. Conduct a brief discussion to determine whatthe students already know about magnets andmagnetism. Students might be asked:

"Who can explain what this is?" (Magnet.)"What do magnets do?" (They attract various

objects.)"What kinds of objects do magnets attract?"

(Accept all answers for now and if disagreementsarise, explain that students will discover theanswers as the activity progresses.)(COMMUNICATING)

2. Distribute materials to be tested and discussthe characteristics of each.

Note: All materials to be tested can be stored inlarge envelopes to make dispersal and collectioneasier.(CLASSIFYING, COMMUNICATING, OBSERVING)

3. Instruct students to carefully examine thematerials and predict which are magnetic.(OBSERVING, INFERRING)

4. When all students have completed their pre-dictions, class totals can be listed on the board.(This will serve to extend the recording process aswell as help integrate math procedures into theexperiment. For "xample, "If there are twenty-five students in the class and nineteen predictedthat emery cloth is magnetic, how many pre-dicted that it is not?")(COMMUNICATING, MEASURING, CLASSIFYING)5. Distribute the bar magnets and allow studentsto test their predictions. Have the students recordtheir findings on a worksheet as they proceed.Have them use a mark that will differentiate theactual results from their predictions.(EXPERIMENTING, OBSERVING, COMMUNICATING)6. Results can be listed on the board as in Step 4,if desired. (COMMUNICATING)7. Discuss the findings with the class.

"Which materials were magnetic?"

"There seem to be some different findings as towhether sponges are magnetic. Can someone ex-plain this?" (Students may decide that the color isthe determining factor. If so, ask how this theorycan be proven. One solution: Different colors ofpaper, plastic, cic.th, or wood could be tested.This question could be left open to be explored inthe follow-up activities. The purpose of the tricksponges is to challenge the students to use higherlevels of thinking and to use a scientific approachto explaining unusual.)

"Can you think of other objects or materialsthat may be magnetic?"(COMMUNICATING, CLASSIFYING, INFERRING,PREDICTING)

ConclusionMaterials must be made of or contain steel inorder to be magnetic.

Followup Activities1. Demonstrate a magnet picking up one pin butnot another (steel versus aluminum).

"What is the problem here?" (One pin iF notmade of steel.)

"What does this show about whether an objectis magnetic or not?" (It must be steel.)2. Test the ability of magnetism to pass throughthe objects tested.3. If possible, allow students to keep their barmagnets at their desk or on a table to investigateother materials.4. Have the students list some of the ways mag-nets are used in our everyday world (refrigeratormagnets, metallic weatherstripping for doors,cranes in junkyards, and so on).

50FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT, FORESMAN AND COMPANY. 33

PHYSICAL 1 1 SCILINCP,

YOU SHOCK ME!KITS GRADE A 5NEEDED: Kit 3 LEVEL: "IC

SUGGESTED11ME: One 50-minute period

IntroductionYour hair is uncontrollable and stands on end,your dress or slacks cling to your legs, yoursweater crackles as you take it off, and the styro-foam packing pieces mysteriously fly all over asyou unpack your book order. Static electricity isthe cause of these unusual happenings. Studentswill learn that static electricity may be created byrubbing objects together, that it causes objects toattract or repel other objects, and that it may beremoved from an object by rubbing it with certainother objects.

Organization and MaterialsStudents can work alone or in pairs.

Per Group: One inflated balloon for each stu-dent, a six-inch piece of string or yarn (attached t,the inflated balloon).

Note: This activity should be conducted oncold, crisp days (low humidity). Caution stu-dents that static electricity experiments shouldnot be tried with current electricity (outlets,lights, and so on).

Procedure1. Introduce this activity with a discussion onelectricity.

"What is electricity?""How is electricity used?""Where does electricity come from?"Explain that there are two kinds of electricity:

current electricity (the type used in our homes forlight and electrical power) and static electricity(the type experienced when we receive a shockfrom touching another person).(COMMUNICATING, INFERRING)

34

2. Supply each student with an inflated balloon.Have the students stand next to some object inthe room (wall, chalkboard, door, window). Askthem to hold their balloons against the object andcarefully let it go.

"What happens?" (The balloon falls to thefloor.)

"Does anyone know how we can make the bal-loon stick to the object?" (From past experiencestudents will probably suggest rubbing the bal-loon against something such as their hair, asweater, a rug, and so on).(OBSERVING, COMMUNICATING, EXPERIMENTING)3. Have the students rub their balloons on theirhair or clothing.

"Now hold the balloon against the wall (door,window) and let it go. What happens?" (The bal-loon sticks.)

"What caused the balloon to stick to the objectthis time?" (An in-depth scientific explanation isnot necessary"Rubbing it against my head" issufficient.)

"How long will your balloon stay there?"(Allow an extra balloon to remain on the wall toobserve as the activity continues.)

"cFRVING, COMMUNICATING, EXPERIMENTING,JNG, PREDICTING, MEASURING)

4. Have the students remove their balloons fromthe wall and rub their hands over the entire bal-loon a couple of times.

"Now try to stick the balloon to the wall again.What happens?" (The balloon falls to the floor.)

"Can you explain this?" (The electrical chargewas removed.)

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 01987 SC017, FORESMAN AND COMPANY.

"Does rubbing the balloon against your handsdo the same thing to the balloon as rubbing itagainst your hair or sweater does?"

"What does this tell you?" (Not all objectscause a static charge when rubbed against eachother.)(OBEERVING, COMMUNICATING, INFERRING)

5. Have one student charge his or her balloonand hold it above the hair of another student.

"What happened? Is this similar to the balloonsticking to the wall?"

Allow all students to perform this trick.6. Have all the students charge their balloonsagain. Have two students hold their balloons bythe strings and bring them together.

"What happened?" (The balloons pushedapart.)

"Why do you think this happened?""What did we do differently this time?"

(EXPERIMENTING, OBSERVING, INFERRING)

7. Have students cite examples of other forms ofstatic electricity they have experienced in theireveryday lives. (COMMUNICATING)

ConclusionStatic electricity is caused by rubbing certaintypes of objects together. When an object ischarged, it may attract or stick to other objects.When two like objects are charged, they push orrepel each other. However, static electricity doesnot last long.

Follow-up Activities1. Students can test materials besides balloons tosee whether they can be charged to attract var-ious objects.2. Using strips of newspaper, have studentsplace one strip on top of another and rub themwith a pencil. Both strips should then be held be-tween the forefinger and thumb. Have studentsobserve and record the results. Repeat the activ-ity, but have students place the strips side by sidewhen rubbing.

1.111.NICAL 12 MUNCH

COLORIFICNILED t 1 GRADE 4 6

LEVEL:


introductionColor is everywhere. Clothing, homes, comput-ers, billboardsall exhibit many beautiful colors.But where do these colors come from? All colorscome from the spectrum of white light. Whenseparated from white light these colors includered, yellow, and blue, the primary colors. Theprimary colors, when combined in variousamounts, produce all the other colors around us.

Organization and MaterialsThis project is designed as a class demonstration,followed by individual work using the informa-tion obtained during the demonstration.

Per Class: A large piece of construction paper(white), colored cellophane (red, yellow, green,blue), two light projectors, tape.

Procedure1. Hang the piece of white paper on the wall orchalkboard.2. Have the students look at the white paperthrough individual pieces of colored cellophaneand through overlapping colors of cellophane.

"What happens to the color of the white paperas you look at it?" (The color changes.)(OBSERVING)

3. Darken the room.4. With a light projector, shine a beam of lightthrough the red cellophane onto the white paper.

"What color do you see on the white paper?"(Red.) (OBSERVING)

5. Continue this process with the other colors ofcellophane. Have the students record the variouscolors on a chart. (EXPERIMENTING, OBSERVING)

52FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT, FORESMAN AND COMPANY. 35

6. Use tape to cover two light projectors, eachwith a different color of cellophane.7. Shine the two lights together on the whitepaper. Ask students to record the results on achart. Repeat this process with other colors of cel-lophane until all possible combinations are pro-duced.

"What combinations produce the brightestcolors?"

"What combinations produce completely newcolors?"

"What combination' Ire most like primarycolors?"

"Which ones are least like primary colors?"(OBSER! 'ING, EXPERIMENTING)

ConclusionBy analyzing the charts, students should be ableto conclude that when the primary colors aremixed together in various combinations thesecondary colors are produced.

Follow-up Activities1. Provide red, blue, and yellow paint to allowstudents to create and experiment with ;he pri-mary colors. (Note: Results may be somewhat dif-ferent from results obtained by mixing light.)2. Direct students to find a way, without using aprism, to separate the colors found in white light.

36

PIHNICAl. SCIPNCII

RAINBOW RACEKITS lc it 1, 2, 3 GRADE 5-6NEEDED: LEVEL:


IntroductionOnly one end of an alcohol burner's wick is in thealcohol, but the other end is also wetthe samewould not happen if the wick was replaced with apopsicle stick. Certain materials permit liquids topermeate them. Students will observe the speedof various liquids moving up a strip of paper,over colored dots, breaking these colors apartand leaving behind a colorful path.

Organization and MaterialsStudents should work individually or in pairs.

For Display: One paper towel strip (six bytwenty-five centimeters), one plastic cup or glasswith four centimeters of water.

Per Group: At least two paper towel strips (sixby twelve centimeters), three strips of spacklingtape or blotter paper (six by twelve centimeters),a centimeter ruler, various water-soluble coloredmarkers, water, two clear plastic cups or glasses,a timing device.

Procedure1. Display a strip of paper towel with one end in

a liquid (water) and the rest draped over the edgeof the cup.

"How did the paper towel above the liquid getwet?" (A discussion of capillary action may behelpful at this time, depending on lie age of thestudents.) (INFERRING, COMMLNICAIING)2. Have the students fold one of their paper

towel strips in half, lengthwise.

53

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOIT. FORESMAN AND COMPANY.

3. Instruct students to use a colored marker toplace a solid dot (about the size of a dime) on oneside of the paper towel approximately five centi-meters from the bottom. They should do thesame on the other side of the fold using a differ-ent color. (MEASURING)

4. Direct students to pour two to three centi-meters of water into a plastic glass. (MEASURING)

5. Tell students to place the dotted end of thepaper into the cup and to record the starting time.(COMMUNICATING)6. "What do you observe?" (Water begins to

move up the strip.)(OBSERVING, COMMUNICATING)7. Have students record the time the water

reaches the colored dots."How long did it take for the liquid to reach the

dots?"(OBSERVING, MEASURING, COMMUNICATING)

8. "What happened as the liquid passed overthe colored dots?" (The dots began to spread overthe strip in various colors.)

"Where do you think the various colors comefrom?" (A review of primary and secondary col-ors may be helpful.) (OBSERVING, INFERRING)9. "What if we use a different kind of paper?"

(Pass out strips of spackling tape and have thestudents examine it and predict how they thinkthe liquid will travel up it.)(OBSERVING, INFERRING, PREDICTING)

10. Have students set up another trial (repeatsteps 3 through 8) using the spackling tape in-stead of the paper towel.

11. "How fast does the water travel up the spack-ling tape as compared to the paper towel?"

"What do you think causes the difference?"(OBSERVING, MEASLIRING, INFERRING)

12. "Can you think of any other factors that mayaffect the speed the liquid moves?"

ConclusionThe composition of the paper affects the speedthat the water moves up a strip of material. As theliquid moves over the colored dots, it separatesthe colors into their component colors.

Follow-up Activities1. Have students try other kinds of paper andcompare results to those for the paper towel andspackling tape.2. Have students test other factors that mayaffect the speed of capillary movement (the typeof liquid, various types of colorscrayons, pens,food coloring, and so on).

5 4

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOTT, FORESMAN AND COMPANY. 37

PHYSICAL 14 SCIENCE

SWIRLS AND WHORLSKITS Icit 1, 2NEEDED:

GRADELEVEL: 4-6

SUGGESTED11ME: Two 50-minute periods

IntroductionStudents can fine-tune their observational skillsas they study the individuality of fingerprints.Although similarities do exist from one set ofprints to another, no two sets are ever exactlyalike.

Organization and MaterialsThis activity is best completed individually byeach student.

Per Student: One three-by-five index card, onesheet of plain paper, five one-inch pieces of cel-lophane tape, one magnifying glass, a pencil.

Procedure1. Give each student a plain piece of paper anda three-by-five card. Have each student lightlyprint his or her name on the back of each.2. Have each student use the side of a pencil tocolor a dark area (approximately two inches bytwo inches) at the top of the plain white paper.3. Have each student apply pressure to the col-ored area using the right index finger.4. Being careful not to smudge the coloredfinger, have each student slowly press a piece ofcellophane tape against the finger, remove thetape, and place the tape on the plain side of theindex card, leaving room for the other four finger-prints.5. Have students repeat this procedure with theother fingers of the right hand. (Hint: In betweenfingers, have students recolor the pencilled area.)

"Is there anything unique or unusual aboutyour fingerprints?" (OBSERVING)

38

6. Collect all the cards. Divide the class intogroups of eight to twelve and pass out a card andmagnifying lens to each person in the group.Have each group examine the cards and placethem into piles exhibiting similar chat, :

"Does any one pattern appear more often thanothers?"

"How many different patterns do ycycz see?":OBSERVING, CLASSIFYING)

7. Display all the index c irds in the front of theclassroom. Have each student select one card andmatch fingerprints to an individual in the room.After all the cards have been assigned, check thenames on the backs.

"What special characteristics did you note onyour card?" (COMMUNICATING)

ConclusionAlthough there may be only three 4,7 fou .:. basicfingerprint patterns, there are a cour num-ber of irregularities that distinguish any one pat-tern from all others.

Follow-up Activities1. Have students expand this activity to includeseveral other classes.2. Ask students to research the patterns of peo-ple of different ages. Students may then reporttheir findings, making generalizations concern-ing each age group along with possible reasonsfor differences observed.3. Students may wish to construct a class scrap-book of fingerprints, organized into differentcategories (patterns).

56

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT0 1987 SCOTT. FORESMAN AND COMPANY.

Earth ScienceA C T IV I TIES

Four and a half billion. It's a number almost toolarge to comprehend. Yet that's how many yearsthe Earth has been in existence. During thattime it has undergone some remarkablechanges. Rocks have formed, primeval seashave ebbed and flowed across vast continents,and dramatic weather conditions have contrib-uted to the geography and structure of ourplanet. Still, it's amazing to realize that thisplanet is only a microcosm in the vastness ofthe universe. It is but one particle in a galaxy ofstars, satellites, meteorites, and other celestialbodies. The beauty of our world and its place inthe universe are areas ripe for exploration.

Knowledge of our world contributes not only toan appreciation of its existence but to an initia-tive to preserve it as well.

In this section students learn about the geol-ogy of the Earthits rocks, sand, and soilandabout how the forces of nature contribute toerosion, the Earth's temperature changes, andcrystal formation. They also examine the effectsof pollution and litter and develop some poten-tial solutions to these problems. In addition,students develop an appreciation for the placeof our planet in the heavens by exploring thesolar system.

5 6.113MININF NEM11121=11k

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 scorr, FORESMAN AND COMPANY. 39

EARTH 1 SCIENCE

SOLARSYSTEM SEARCH

KITS Kit 1, 2, 3NEEDED:GRADE 3 6LEVEL:

SUGGESTEDTIME: Two or three 50-minute periods

IntroductionOur solar system is composed of galaxies, stars,and planets. Our life on the planet Earth isaffected to a certain degree by our planet's rela-tionship to other objects in space. In this activitystudents build a model of the solar system togather data and develop concepts about the rela-tion of the planets.

Organization and MaterialsThe class should be divided into groups of four tofive students each.

Per Group: Clay, ruler, planet and positionchart, flashlight, construction paper, scissors,candles, thermometer.

Hint: Prior to the activity have a group of stu-dents build a model of the sun (five feet in di-ameter) out of construction paper and hang itnear the center of the room. A discussion of scaleand the scale chart may be helpful prior to thisactivity.

Procedure1. Instruct students to form the clay into theplanets, using the following diameters:

Mercui y 1/8"

Venus 5/16"

Earth 5/16"

Mars 3/46"

Jupiter 3 3/4"

Saturn 2 3/4"

Uranus 1 Vs"

NeptunePluto 1/8"

40

Have groups cut rings from construction paperto form the rings around Saturn.(MEASURING, COMMUNICATING)2. As the groups complete their models, have thestudents label and arrange the planets on desksfacing the sun in accordance with the positionchart. (Note: The relative distances of the planetsfrom the sun has been purposely eliminated. Infact, in using the scale indicated, the model of theplanet Pluto would have to be placed 970 feetaway from the model of the sun. Since the dis-tance between planets is difficult to simulate, youmay wish to have students consult a solar systemmap and then place their planci s at distancesthey feel to be appropriate.)(MEASURING, OBSERVING, COMMUNICATING)

3. Engage students in some of the following sam-ple questions and activities. (Select, modify, anddevelop your own questions based on the abilityand ages of your students. Encourage students touse their models to explain and support re-sponses.)

"How many planets are there?" (Nine.)(OBSERVING)

"Which planet is the largest?" (Jupiter.) "Thesmallest?" (Pluto; although Mercury is very smalltoo.) "The same size as Earth?" (Venus.)(OBSERVING, CLASSIFYING)

"How many planets are closer to the sun thanEarth?" (Two.) (OBSERVING)

"Which planet is the closest to the sun?" (Mer-cury.) (OBSERVING)

"Which planet is the farthest from the sun?"(Pluto.) (OBSERVING)

"Which planet would be the hottest?" (Mer-cury.) "Why?" "Can you provide an answer fromyour everyday life to back up your answer?" (Thecloser one's hand is held to a heat sourcea can-dle or lightbulbthe greater the temperaturefelt.) (INFERRING, PREDICTING)

5

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 scorr, FORESMAN AND COMPANY.

"Which planet would be the coldest?" (Pluto.)"Why?" (It's the farthest from the sun.) "Can youprovide an example from your everyday life toback up your answer?" (INFERRING, PREDICTING)

"What does the Earth receive from the sun?"(Heat and light.) (INFERRING)

"How could you show which planet would bethe hottest?" "The coldest?" (INFERRING)

"Can you demonstrate what causes day andnight?" (INFERRING)

"Which planet would make the farthest triparound the sun?" (Pluto.) "The shortest?" (Mer-cury.) "Demonstrate with your model."(INFERRING, PREDICTING)

ConclusionOur solar system is made up of nine planets ofvarying sizes. Their proximity to the sun affectsthe amount of heat and light they receive. Earth islocated just the right distance from the sun tosupport life (as we know it). Day and night arecaused by the rotation of the Earth. The distancefrom the sun determines the length of time ittakes a planet to complete an orbit.

Follow-up Activities1. Have students make up their own qbased on their models.2. Have students compare the Lizes of theplanets to determine how many times largersome are than others. They can use a ruler to helpdetermine comparative sizes.

EARTH 2 SCIENCE

SKY WATCHKITSNEEDED: Kit 1 3 GRADE

LEVEL: 4-6SUGGESTEDTIME: Two 50-minute periods, with periodic

observations

IntroductionThe night sky offers a wide variety of interestingsights for scientific study. Stars seem to changetheir position, shadows are cast upon the surfaceof the moon, and the Earth continues to movethrough the heavens. These factors set the stagefor the study of stars.

Organization and MaterialsThis activity should be done by each studentindividually.

Per Student: Thread, metal washer, oaktagpaper, pencil, marker, clear acetate, drawingpaper, tape, protractor, scissors. (Note: An over-head projector will be needed for class use.)

Procedure1. Have students construct a "moon tracker" asfollows: Draw a six-inch circle on oaktag and cut itout, then cut the circle in half. Mark the curvedpart in equal increments of 10, beginning at 10and ending with 180. Tie the washer to the threadand tape the thread to the middle of the straightedge of the half-circle.

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTI FORESMAN AND COMPANY. 41

2. Tell students how to use the moon tracker bypositioning the straight edge between one's eyeand the top of the moon and reading the numberunder the thread. Direct students to take read-ings of the moon at the same time each night(weather permitting) for one month.

"How does the position (height) of the moonchange as the month progresses?" (OBSERVING)3. Have students draw a picture of the mooneach night, noting the changes taking place as themonth progresses.

"What happens to the shape of the moon as themonth progresses?" (Refer to the Conclusion.)(OBSERVING)

4. Direct students to tape a piece of acetate to theinside of a house window. Have them use amarker to indicate the positions of notable groupsof stars.5. Using the overhead projector and the acetatesheets, observe the placement of the plottedstars. Have students attempt to name as manyconstellations as possible.

"Would these groups of stars always be at thesame location throughout the year?" "Why?"(Refer to the Conclusion.) (INFERRING)

ConclusionAs the moon revolves around the Earth, its shapechanges according to the shadow placed on it bythe Earth. Stars also change their position relativeto the Earth as the Earth orbits the sun.

Follow-up Activities1. Have students locate several constellations.Direct them to draw the primary stars associatedwith each constellation and sketch the objectsidentitied with each constellation. Resourcebooks may need to be checked.2. Have students construct a working model of aplanetarium, focusing on the moon's phases andseveral constellations. (Punch holes, for themoon and stars, in one end of a shoebox; make alarger peephole in the other end. Shine a flash-light at the "stars" end and look through thepeephole.)

42

EARTII 3 SCIENCE

CLOUDS ABOVEKITSNEEDED: licit 2, 3 MT! 4-5SUGGESTEDTIME: Three 50-minute periods, separated by

several hours each

IntroductionAs water evaporates frora streams, ponds,oceans, and soil it rises into the upper atmo-sphere. Upon reaching the cooler air currents,the %rate) vapor gathering onto small dustlikeparticles, thus formin clouds. Each cloud is ca-pable of releasing it& moisture onto the Earthagain, setting the stage for the process to repeatitself.


Per Group: Three large jars, two small jars, wa-ter, soil, ice, one cut plant (flower, apple, celery,etc.).

Procedure1. Have students fill one small jar with moist soiland tl other with water.2. Direct students to cover each small jar with alarge jar and to cover the plant with a large jar.

"What do you think will happen to the mate,rials inside the jars or even to the ja s them-selves?" (PREDICTING)

59FROM TUE SCIENCE DISCOVERY BOOK. COPYRIGI1T © 1987 scorr, FORESMAN A ND COMPANY.

3. Have students lay several ice cubes on top ofthe large jars. Allow the jars to stand for severalhours and observe the results.

"What changes have taken place inside thejars?"

"Where did the water on the inside of the largejars come from?"(OBSERVING, INFERRING, EXPERIMENTING)

4. Students should remove the ice and dry the in-side of the large jars completely. Have them re-peat the procedure by placing the jars on a shelfovernight (do not include ice in the proceduiethis time).

"What do you think will happen to the inside ofthe containers this time?"

"By not using ice, will the results be differ-ent?" (PREDICTING)

5. Have students examine the jars the followingday, recording all similarities and differences be-tween the trial using ice and the trial without ice.

"How can you explain the results observed inb o th trials?" (COMMUNICATING)

ConclusionEvaporation is the physical change that takesplace as water is transformed from a liquid into agas. This gas, upon striking the cool outer jar,condensed, reversing the process and forming aliquid. This is analogous to the process that oc-curs during cloud formation.

Follow-up Activities1. Using the concepts of evaporation and con-densation, have students construct a diagram ofthe water cycle.2. Direct pupils to complete a research projectclassifying clouds according to their types andfunctions.

HARTII 4 SCIHNCI:

THE SHADOW KNOWSKITS Kit 1, 2, 3 GRADE 4-6NEEDED. LEVEL:

SUGGESTEDTIME: Two 50-minute periods, with periodic

observations

IntroductionIn the northern hemisphere the sun is always tothe south of us at high noon. This position pro-duces a shadow on the northern side of an object.By examining shadows produced by the sun, stu-dents can learn much about the direction andmovement of this star.


Per Group: Playground ball, ruler, yardstick,golf tee, flashlight, large sheet of constructionpaper (light colored).

Procedure1. Direct students to stand a golf tee on end on asheet of large construction paper.2. Have students hold a flashlight so that itshines at different angles on the golf tee, formingvarious shadows on the paper.

"What happens to the shadow as the flashlightis moved to a position over the top of the tee?" (Itbecomes smaller.) (OBSERVING)

3. Have students measure the shadows at theirlongest and shortest lengths.

"What can you infer about the relation of theposition of the light to the length of the shadow?"(Refer to the Conclusion.) (INFERRING)

0FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOTT, FORESMAN AND COMPANY. 43

4. Direct students to take a ruler, a yardstick, anda ball outside during the morning and place theobjects on the ground (stand the ruler and yard-stick on end). Have pupils record the length ofthe shadow formed by each object as well as thetime of day each shadow was measured. Alsohave them measure the length of the shadowfrom another student and from a nearby tree.

"Do the tallest objects make the longest shad-ows?" "Why?" (OBSERVING, INFERRING)5. Repeat Step 4 at noon and again several hourslater. Have students compare these results withtheir morning measurements.

"How does the length of the shadow change asthe day progresses?" (Refer to the Conclusion.)(OBSERVING)

6. Instruct groups to construct graphs showingthe lengths of the shadows observed at varioustimes.7. Repeat steps 4 through 6 during the remainingseasons of the year. Compare the results to thosepreviously gathered.

"What happens to the shadows during theother seasons?" "Why?"(OBSERVING, INFERRING)

ConclusionShadows are longest when the sun is at the hori-zon and shortest when the sun is overhead. Thelength of shadows is also determined by the sea-son of the year. The relative position of the Earthto the sun affects the length of an object's shadowthroughout the year.

Follow-up Activities1. Have students draw the shapes created by theshadows of various three-dimensional objects.2. Have students calculate the height of nearbystructures by using the following formula:

Height (x) RulerObject's shadow Ruler's shadow

Example for finding the height of a tree whoseshadow is fifty inches long when a ruler'sshadow is three inches long:

x 1250 33x = 600x = 200

6 1

44 T HE ". 1 riscovrRY BOOK, COPYRIGHT C 1987 SCOTT, FORESMAN AND COMPANY,

EARTH 5 SCIENCE

COOL IT!NILED Kit 1, 2 ffr 4-6SUGGESTEDT1ME: One 50-minute period

IntroductionAnyone getting out of a swimming pool or a bath-tub is familiar with the sudden cooling off thattakes place as soon as air hits the skin. This sud-den change in temperature is due to the rela-tionship that exists between air, water, and heat.These three elements, as factors in evaporation,are responsible for many aspects of our weather.

Organization and MaterialsThere should be two to four students per groupfor this activity.

Per Group: One ball of cotton, two thermom-eters, one piece of cardboard, water.

Procedure1. Have each student place several drnps of wa-ter on the back of his or her hand and spread itaround.

"What does it feel like?"(OBSERVING, INFERRING)

2. Have each student fan his or her hand with thepiece of cardboard.

"Describe the change you feel and tell whatyou think is responsible for that change."

"Can you discover another way to cause thisfeeling?"(EXPERIMENTING, OBSERVING, COMMUNICATING)

3. Direct pupils to wet the cotton ball and wrap itaround the bulb of one of the thermometers. Re-cord the temperature of both thermometers.(MEASURING)

4. Have students fan the cotton-wrapped ther-mometer for one to two minutes.(EXPERIMENTING)

5. Ask students to record the temperature of thecotton-wrapped thermometer after the fanning.(MEASURING)

6. Have students fan the thermometer withoutthe cotton and record its temperature.(EXPERIMENTING, MEASURING)

"Is it important to fan both thermometers thesame way?" "Why?" (Different methods of fan-ning cause variations in the results.)(INFERRING)

7. Pupils can complete the activity by wrappingdry cotton around a thermometer and recordingthe temperature both before and after fanning.Also, have them put the bulb of one thermometerin water and record the results.

"Can you observe any differences in the tem-perature if the bulb is deep in the water ratherthan near the surface?"(EXPERIMENTING, MEASURING, OBSERVING)

ConclusionThe process of cooling that took place is a result ofevaporation. The heat from both the back of thehand and the mercury inside the thermometerwas transferred to the air. The cooling of the mer-cury caused it to contract, thus lowering thetemperature. The rate of evaporation, or cooling,was determined by the rate of fanning.

Follow-up Activities1. Using the same setup, have students experi-ment with various fabrics and liquids to deter-mine whether either the rate or the time of evap-oration can be altered significantly or stabilized.2. Complete this experiment on a dry day and ona wet day (or in a shower stall). Let studentsdetermine whether the surrounding environ-ment (relative humidity) affects the rate of evap-oration.

62FROM T9E SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT, FORESMAN AND COMPANY. 45

EARTH 6 SCid.NCL1

LEAKY SOILKITSNEEDED: Kit 1, 2, 3 GRADE 4 6

LEVEL:

SUGGESTEDIIME: One 50-minute period

IntroductionMany types of materials cover the surface of theEarth. Each of these materials has characteristicsand qualities that can be both advantageous anddisadvantageous to the animals and plants thatinhabit the surroundings. This project examinesthe ability of water to pass through various typesof soilan important consideration for farmersand home gardeners.

Organization and MaterialsThis project is best suited for groups of two tothree students.

Per Group: Various soil samples to be studied(peat moss, potting soil, sand, pebbles, clay soil,and so on)one-half metric cup of each, papercups, plastic cups, pencils, two popsicle sticksper cup, one paper towel, water, a clock or watchwith a second hand.

Procedure1. Have students examine each sample and listits characteristics.(OBSERVING, COMMUNICATING)

2. Direct pupils to use a pencil to poke ten ortwelve holes in the bottom of each paper cup.3. Have students place a piece of paper towel inthe bottom of each paper cup to prevent the gran-ules of each sample from falling out.4. Ask students to fill each of the cups exactlyhalf-full with the various samples and label eachcontainer with the name of its contents.5. Instruct students to place two popsicle sticksacross the tops of the plastic cups to form a bridgeand to set the paper cups on top of the sticks (thisallows water to flow into the plastic cups).6. Tell students to fill each paper cup (one byone) with water and time how long it takes beforewater begins to seep through into the plasticcups. Have them record the results.(MEASURING, COMMUNICATING)

7. Discuss the findings. (Refer to the Conclu-sion.)

"Which sample permitted water to seepthrough first?"

46

"Which sample was the slowest in showingsigns of water seeping through?"

"Did each sample allow the same amount ofwater to seep through?"

"Can you explain why?""Where is the remainder of the water?"

(COMMUNICATING, CLASSIFYING, MEASURING,INFERRING)

"What advantages or disadvantages wouldeach of the samples have if it co iered the Earth ina particular area?"

"How would the plants and animals have toadapt to each area?"(INFERRING, COMMUNICATING)

ConclusionResults will depend on the samples used. Somesamples (peat moss, potting soil) allow water topass through very quickly compared to others,such as sand. However, those same samples re-tain more water than sand does.

Follow-up Activities1. Have students measure the amount of waterretained by each sample (amount poured inminus the amount collected in the plastic cup).2. Ask students to predict which samples wouldbe most conducive to the growth of various kindsof plant life (such as sand for cactus, peat moss forferns). Provide opportunities for pupils to growvarious varieties of plants in different soil sam-ples and recfsclitheir results.

FROM THE SCIENCE DISCOVERY ROOS, COPYRIGHT 1987 SCOTT. FORESMAN AND COMI'ANY.

UAHT11 7 SCIENCP.

DIRT CHEAPKITSNEEDED: Kit 1, 2, 3 GRADE

LEVEL:


IntroductionDepending on the geographical location, the sur-rounding environment, climatic conditions, ant.:other factors, soil can be composed of many dif-ferent materials. Soil composition in turn affectsthe plant lifeand subsequently the animallifethat inhabits the particular area.

Organization and MaterialsIndividuals or pairs of students can complete thisactivity.

Per Group: Newspaper to cover desk, a plasticbag of soil, a piece of white construction paper(twelve inches by seventeen inches), one largetoothpick, a magnifying glass, and a sheet of pa-per to record data.

Note: Prior to beginning this activity, direct stu-dents to cover their desks with newspaper. Uponcompletion of the activity, have students work inpairs to carefully fold the white paper and funnelthe soil back into the bags.

Procedure1. Begin the activity with a brief discussion ofwhat covers the Earth.

"What is the composition of the Earth?" (Rock,soil, sand, water, and so on.)

"What covers the Earth?" (Soil, plants, and soon.) (COMMUNICATING, OBSERVING)2. "Today we are going to look at one of thematerials that cover our Earthsoil. Does any-one know what soil is?" (Accept answers that stu-dents can support with evidence.)(Comm UNICATING, INFERRING)

3. Distribute the soil samples, white construc-tion paper, toothpicks, and magnifying glasses.

6,4

4. Instruct the students to empty the bag of soilonto the white paper. Students should be encour-aged to keep the soil on the white paper through-out the activity. After the bags have beenemptied, have the students observe their sam-ples, instructing them to (a) separate into groupsthe various kinds of substances they find (usingthe toothpick), and (b) make a list of the varioussubstances discovered.(OBSERVING, CLASSIFYING, COMMUNICATING)5. After five to ten minutes, discuss the findingswith the class.

"What types of substances did you find in thesoil?" (Roots, leaves, small stones, possibly deadinsects, and so on.)

"Where do we usually find these kinds of sub-stances?" (Growing or living near or in the soil.)

"How do you think these substances got intothe soil?"

"What did you find the most?""Describe (or list) the characteristics of each

substance.""Where does soil originate?" (Refer to the Con-

clusion.) (OBSERVING, CLASSIFYING,COMMUNICATING, INFERRING, PREDICTING)

ConclusionSoil is composed of bits of wood, leaves, roots, in-sects, plants, and small stones. As the organicsubstances die and decay, they turn into soil.

Follow-up Activities1. Ask students whether there is anything in thesoil that they were unable to see with their eyes orthe magnifying lens. If students say water or air,ask them how they can prove this. (To check forwater, soil can be heated to detect steam. Tocheck for air, water can be added to a small soilsample and observed for the appearance ofbubbles.)2. Have students collect and examine soil fromvarious outdoor areas (woods, stream bank,open field) and discuss and chart their findings.

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT, FORESMAN AND COMPANY. 47

EARTI1 8 SCIENCE

SOIL SHAKEKITS GRADENEEDED: Kit 2, 3 LEVEL: 5-6SUGGESTEDTIME: One 50-minute period

IntroductionAs we dig in our gardens or yards we often noticethat the composition of the soil changes thedeeper we dig. The many different kinds of mate-rials that make up soil form layers, depending ontheir composition or relative weights. In this proj-ect various soil samples are mixed with water todemonstrate how sediment layers are formed.

Organization and MaterialsDivide the class into groups of three to four each.

Per Group: Soil samples (approximately one-half metric cup each of humus, garden soil, peatmoss, clay, and so on), a jar and lid for each sam-ple, water, magnifying glass.

Procedure1. Have the students place approximately sixcentimeters of each soil sample in clean jars andlabel each jar. (COMMUNICATING)2. Instruct the students to examine the soil sam-ple in Jar 1 and list its characteristics.(OBSERVING, COMMUNICATING)

3. Have students fill the rest of the jar with waterand put the lid on.4. "Shake the jar for thirty seconds and observeand describe the results."

"Has the water changed?""Describe the soil at the bottom?" (Bigger par-

ticles.) (OBSERVING, COMMUNICATING)5. Have the students observe the soil and waterin the jar for one or two minutes and list theirobservations. (OBSERVING, COMMUNICATING)6. Have students repeat steps 2 through 5 foreach sample. (OBSERVING, COMMUNICATING)

48

7. Have students compare the findings for thevarious samples.

"How does the water of one sample compare tothat of another?"

"Are the layers of sediment the same or differ-ent between samples?"

"How do the layers differ between individualsamples?"

ConclusionSoil is composed of numerous particles, rangingfrom minute sandlike pieces to somewhat largerpieces of gravel or wood. When soil is mixed withwater and allowed to settle, layers are formed.The bottom layer contains the largest andheaviest particles, with successively higherlayers containing smaller and smaller particles.The lightest particles float on the surface of thewater.

Follow-up Activities1. Have students pour the samples into papercups and place them in the sun. Allow the waterto evaporate (it can be removed with an eyedrop-per for faster results). When soil samples dry,have students peel off the paper cups and ex-amine the sediments formed.2. Have students measure and record the dailyevaporation of the water from each sample.

"Does the composition of the soil affect theevaporation rate of the water?"

"What soil characteristics foster slower evap-oration rates?"

"Would this information be helpful to know?""Why?"

FROM THE SCIENCE DISCOVERY BOOK. COPYRIGHT 0 1987 SCOTF, FORESMAN AND COMPANY.

BARTH 9 scluNcli

SPLISH SPLASHKIETSEDED: KN it 2, 3 GRADE

LEA 5

VEL:


IntroductionErosion is responsible for the loss of a great dealof land and coastal property. Such loss can be re-duced, however, by use of careful planning andcorrective measures.

Organization and MaterialsThis activity is best completed in groups of six toseven students. Each group should use a differ-ent soil medium.

Per Group: One twelve-by-eighteen container(cake dish), a soil sample, modeling clay, a mar-ble, a golfball, a baseball, rulers.

Procedure1. Tell students to place soil at one end of thecontainer, being certain that the soil is at least ashigh as the container's side.2. Have pupils fill the remainder of the containerwith water (the water level should be no morethan hal.1 p the medium).3. Direct u its to drop each of the followinginto the wa,.; several times and observe themedium's redctiln to the waves as they strike it:marble, golfball, baseball.

"What conclusion can be drawn about thelarger objects dropped into the water?" (Thelarger the object, the larger the wave.)(OBSERVING, INFERRING)

4. Have students alter the frequency of the objectdropping (every four seconds, then every threeseconds, and so on). Observe and record thechanges that take place.

"What happens to both the water and themedium as the frequency of the dropping is in-creased?" (OBSERVING)

5. "Which of the mediums seems to erode thequickest?" "The least?" "Why?"(EXPERIMENTING, OBSERVING, INFERRING)6. Discuss with students how constant wave ac-tion affects the shoreline of an ocean or lake.

"How would waves affect the erosion of ashoreline?" (They would increase the rate ofshoreline erosion.)

"What measures could be used to retard thiserosion?" (Shoreline plantings or rocks placedalong the shore.) (INFERRING, COMMUNICATING)7. Have students use rulers or clay to constructbreakwaters or jettys in their containers to slowdown or prevent wave damage. Pictures of har-bors may be shown to illustrate this principle.

"Why are these jettys important?" (They stopthe waves and thereby reduce the amount oferosion.)

"Should humans interfere with the naturalcourse of nature?" (INFERRING)

ConclusionThe more compact the soil, the less likely it is tobe influenced by the forces responsible for ero-sion. Likewise, when soil is protected by otherbarriers its rate of erosion can be greatly reducedor even eliminated.

Follow-up Activities1. Have students repeat this activity altering thedirection and force of the waves by holding aruler on the surface of the water.2. Have students plant grass seed on the soil andcompare the results of wave action on bothplanted and unplanted surfaces.

66FROM TUE SCIENCE DISCOVERY BOOK. COPYRIGHT 01987 SCOTT', FORESMAN AND COMPANY. 49

HAHTII 10 SCIPACH

TAKE A DIPNKIE LEVEL:TSEDED: Ici t 2, 3 GRADE A 5SUGGESTEDTIME: One 50-minute period

IntroductionWater has varying effects on different sub-stances. It my be extremely damaging or haveno effect at all. The consistency of the object, thewater temperature, movement or stillness of thewater, and content of the water are factors thatmust be considered. In this activity students willobserve the effects water has on objects. Variousobjects are observed both before and after beingplaced in water.

Organization and MaterialsDivide class into groups of two to four each.

Per Group: Items to be tested (three samples ofeach, with one serving as a control): sugar cubes,salt, crackers, soil, chalk, iced tea mix, buttons,paper towels, dried soup, flour, and so on; a mag-nifying glass, a jar and plastic cup for each of thetested samples, warm and cold water.

Procedure1. "What happens to various objects whenplaced in water?" (They become soft, fall apart,get wet, and so on.)(INFERRING, COMMUNICATING)

2. Have the students observe and list the charac-teristics of each of the samples to be tested. Havethem use magnifying glasses to double-checktheir observations, and discuss the findings.(OBSERVING, COMMUNICATING)3. Have the students place the items to be testedin jars of cold water and observe the results. Havethem list the changes observed and record thetime needed for items to change.(OBSERVING, COMMUNICATING, MEASURING)

50

4. Discuss the results. Have the students de-scribe each substance and the changes observedafter one to two minutes. (COMMUNICATING)5. "Is there anything that can be done to the wa-ter that may change the results for a particularitem?" Have students predict results for eachchange (stirring the water, warming the water,adding salt, and so on). (PREPICTING)6. Have the students test each object in warmwater and discuss the results.(OBSERVING, MEASURING, COMMUNICATING)

7. Have students compare results for warm wa-ter versus those obtained in cold water.

"Did the objects change faster or more slowly?"(CLASSIFYING, COMMUNICATING)

8. Ask students to brainstorm a list of items thatare changed as a result of being immersed in wa-ter and a list of those that do not change. Havestudents bring in various items for testing. Pro-vide opportunities for students to chart theirresults.

ConclusionWater may or may not have an effect on itemsplaced in it. Sometimes both the water and theitem change noticeably, sometimes only the itemchanges, and sometimes neither changes. Warmwater speeds up changes, whereas cold watertends to slow down any changes.

Follow-up Activities1. Have students test objects in salt water, vine-gar, and other liquids.2. Have students test the long-term effects ofemersing various items in water.3. "Is there a way to slow down the changes thatoccur?"

6FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT, FORESMAN AND COMPANY.

BARTH 11 SCIRNCR

PASS THE SALTKITSNEEDED: Kit 2 3 GRADE

LEVEL: 4-6SUGGESTEDTIME: C.30ne 50-minute period

IntroductionThe Earth is covered by various types of water.These types have many differences. Salt water isless transparent, has a stronger smell, is denser,and impedes the dissolving rate of many mate-rials in comparison to fresh water. In this projectsome of the characteristics of salt water and freshwater are explored. Students test the buoyancyand dissolving rates of various objects whenplaced in both kinds of water.

Organization and MaterialsThis activity is designed for groups of three tofour students.

Per Group: Two tall glasses or jars, water, twoteaspoons of salt, a stirrer, a magnifying glass,two sugar cubes, two pieces of hard candy, otherobjects to be tested (such as noodles, small piecesof carrot, rice).

Procedure1. Have groups fill two tall glasses with ten totwenty centimeters of water. They should placetwo spoonfuls of salt in one of the glasses and stiruntil dissolved. (MEASURING)2. Have the students observe, list, and discussthe characteristics of the contents of both glasses.(For example: Salt Watercloudy, appearsthicker, smells; Plain Waterclear, contains tinybubbles.)(OBSERVING, COMMUNICATING, CLASSIFYING)

68

3. Have students place a pair of objects to betested (such as noodles, rice) in the two glassessimultaneously and record observations (a watchor clock with a second hand may be used to re-cord sinking, floating, or dissolving rates). Havestudents remove the objects from both glasses be-fore testing another pair.

"Did the (object tested) sink or float?""Did the two objects sink at the same speed?""Did the objects react differently in the two

liquids?""Why do you think the objects behaved the

way they did?"(OBSURVING, MEASURING, COMMUNICATING,

PREDICT)NG)

4. "Now place a sugar cube in each glass andobserve what happens."

"In which glass did the sugar dissolve thefastest?"

"Did they dissolve differently?"5. "Place a small piece of hard candy in each glassand compare dissolving rates again."

"Describe what happened."(OBSERVING, COMMUNICATING)

ConclusionCertain materials are more buoyant in salt waterthan plain water, because of the higher density ofsalt water. The density of salt water also impedesthe dissolving rate of many materials.

Follow-up Activities1. Have students time the dissolving rates of var-ious objects.2. Have pupils determine the buoyancy of var-ious liquids. This can be done by floating a jar lidon the surface of each liquid and calculating theamount of weight needed to sink the lid by plac-ing pennies (one by one) on the lid.

FROM THE SCIENCE DISCOVERY BOOK. COPYRIGHT 0 1987 scarr. FORESMAN AND COMPANY. 51

EARTH 12 SCIENCE

WARMING UPKITSNEEDED: Kit 2, 3 GRADE

LEVEL: 4-6SUGGESTEDTIME: On:. 50-minute period

IntroductionSand, soil, air, and water are some of the sub-stances that make up the surface of our Earth.However, they are affected differently by theheat from the sun.

Organization and MaterialsThis activity is intended for groups of two to fourstudents and should be done on a sunny day.

Per Group: One to four thermometers, mag-nifying glasses, various samples three-fourthscup each of tap water, soil, and sand.

Procedure1. Hand out materials. "Carefully examine all thesamples and list their characteristics."(OBSERVING, COMMUNICATING)

2. Discuss the students' observations."Describe each of the samples.""How do the samples differ? How are they

alike?""Which samples do you think will warm up

most when placed in a sunny area?"(COMMUNICATING, CLASSIFYING, INFERRING)

3. Have the students measure and record (a) theair temperature, (b) the temperature of a cup ofwater, (c) the soil temperature (by carefully in-serting the thermometer into the soil), and (d) thesand temperature.(MEASURING, COMMUNICATING)4. Discuss and compare readings.

"Were all readings the same?" (I.:. )

"Look at each sample again anet oefer to yourearlier observations. Can you explain the differ-ent temperatures recorded?" (Accept all hypoth-eses.) (COMMUNICATING, INFERRING)

52

5. Direct students to place each sample in thesunlight for twenty to twenty-five minutes.While waiting, students can predict and recordwhat they think will occur, continue the discus-sion from Step 4, or construct graphs of tempera-ture readings from Step 3.(PREDICTING, COMMUNICATING, MEASURING)6. After twenty to twenty-five minutes, have thestudents measure and record the temperature ofeach sample. (MEASURING, COMMUNICATING)7. Compare and discuss readings.

"What happened to the readings?""Did all of the readings increase?""Did the readings increase by the same

amount?""Can you offer possible explanations based on

your previous observations?" (Refer to the Con-clusion.)(CLASSIFYING, COMMUNICATING, MEASURING,INFERRING)

ConclusionThe soil sample should register the greatest gainin temperature, while the sand, water, and airsamples follow in order. The dark color of the soilmakes it absorb more heat than the other sub-stances, hence increasing the temperature faster.

Follow-up Activities1. Have students measure and record heat losswhen samples are placed in ice or in cold water.2. Students can measure temperature gain forvarious containers (dark, tin foiled), with andwithout lids.3. Have students initiate long-term studies on avariety of samples (leaves, grass, polluted pondwater, lemonade, clay, humus, wood chips, andso on) and chart the variations in temperature.

6 9

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 scan; FORESMAN AND COMPANY.

EARTH 13 SCIENCE

DON'T BREATHE!KITSNEEDED: KitI. 2 GRADE A

LEVEL:


IntroductionMany kinds of particulate matter pollute our air.Both natural and human-made situations are re-3ponsible for these pollutants. By closely examin-ing our environment we can locate some of thecauses of this pollution and can better control it.


Per Group: Clear cellophane, petroleum jelly,index cards, drawing paper, a magnifying glass,a microscope, tape.

Procedure1. Direct students to tape a two-i:ich by two-inchpiece of clear cellophane on the back of an indexcard (each group should prepare five of thesecards).2. Have pupils rub a thin film of petroleum jellyonto the cellophane and number each card.3. Direct students to prepare an outline map ofthe inside of your school building.4. Have students mount the cards throughoutthe school, recording the location of each card onthe map. (Hint: Place the cards in locations whereactivities differ. Also, mount them at differentheights.)

"Why is it beneficial to hang the cards at &it--ent heights in different areas of the school?"(Pollution rates may vary according to height.)(INFERRING)

5. After one week have students collect thecards.6. Have students examine the cards closely usingeither a magnifying glass or a microscope. Havestudents classify the cards according to degreesof pollutants found on each.

"Which area in the school seems to have thomost air pollution?"

"How can this be explained?"(OBSERVING, INFERRING)7. Graph the results and discuss ideas for im-proving the air in your building. (MEASURING)

Air pollution levels vary depending on the typeof activity taking place in a specific area. Thispollution becomes part of the air we breathe. Thecumulative eff pollutants may eventuallyaffect our level of activity.

Follow-up Activities1. Expand the activity by having students ex-amine the amount of air pollution throughoutyour community. Pollution cards can be placed inseveral stores or municipal buildings as well asvarious outdoor locations.2. Have students present a plan to the proper au-thorities suggesting ways to decrease the amountof air pollution in the school or community.

70FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 scon FORESMAN AND COMPANY. 53

EARTH 14 SCIENCE

SLOW DOWN!%%ED Kit 1, 2, 3 GRADE A

LEVEL 6SUGGESTEDTIME One 50-minute period

IntroductionSeeing a person slowly and safely falling to earthbeneath a parachute is quite intriguing. How-ever, not just any piece of cloth will provide a safedescent. The proper type and amount of chuteand length of rope or string determine theefficient operation of the device. Students con-struct a parachute that fails to work properly. Inturn, they are challenged to use problem-solvingskills to devise a better chute and develop an ex-planation as to why it operates more efficiently.

Organization and MaterialsDivide class into groups of to to three each.

Demonstration Materials: Pencil, ball, egg.Per Group: One paper cup, cellophane tape,

approximately thirty centimeters of string, five toten small washers, large pan.

Additional Chute Materials: Paper napkin,paper towel, plastic sandwich bag, newspapersheet.

Procedure1. Demonstrate the principle of gravity. "Whathappens if I let go of this pencil, this ball, or thisegg?" (Drop the egg over a large pan.)(OBSERVING, COMMUNICATING)2. "Do you know what causes the objects to fallto the ground?" (Accept answers that studentsare able to conceptualize based on age and abil-ityweight, size, gravity, and so on.)(INFERRING, COMMUNICATING)

54

3. "Suppose you were to fall out of an airplane.What would happen?"(INFERRING, COMMUNICATING)4. "Is there any way you could slow down yourfall?" (INFERRING, COMMUNICATING)

"Let's investigate and construct parachutes."5. Give each group a paper cup, string, tape, anda small washer. Have the students construct aparachute by taping or tying strings at equal in-tervals around the rim of the cup and tying thewasher to the end of the stTings.6. Instruct the students to stand on a chair anddrop the cup parachute.

"Did it"What happened?"

(OBSERVING, COAT MUNICATING)

7. "How could improve our parachute?" (Stu-dents may suggest longer or shorter strings, lessweight, and so on.)

Allow students to test their hypotheses (noneof the suggested changes will radically improvethe ch since the problem is the weight of thecup itsell). (COMMUNICATING, INFERRING)

71

FROM THE SCILNCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCO1T, FORESMAN AND COMPANY.

8. Permit students to use the additional chutema terials or other svbstitutions to develop thebest possible parachute.

"Which material worked best? Can you explainwhy?"

"Did the newspaper sheet work as well as thepaper napkin?" (No.)

"What do you think the problem may haw,been with the newspaper?" (Too large or tooheavy.)

"What slows the parachute down?" or "What isunder the paper as it falls?" (Air. )(OBSERVING, EXPERIMENTING, COMMUNICATING,

INFERRING)

ConclusionLarger parachutes have more air benea th themand consequently fall more slowly. However, apoint is reached at which a chute becomes toolarge or heavy for the suspended weight anddoes not function properly.

Follow-up Activities1. Have the students attach fragile items (such asraw eggs) to various chutes to determine the mosteffluent relationship between weight and chutesize. Mor(- advar :ed students may wish to con-struct special ch.:-.rts that plot weight versus chutesize versus string length to determine optimumcharacteristics.2. Have students compare equal-sized chutesof various materials (cloth, paper, plastic, andso on).

7 2

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT, FORESMAN AND COMPANY. 55

Dear Parents,

Helping your child grow in science will be an important part of ourstudies this year. Your child will be able to examine the wide world of sci-ence through a variety of exciting and interesting science projects.

Many of our projects will require the use of materials commonlyfound in the home. Could you please assist us by offering to donate someof the items on the attached list? Your child has checked those that he orshe feels you may be able to contribute. Whatever else you can donatewill certainly be appreciated. Please feel free to contact me if you haveany questions or concerns. Thank you in advance.

O food coloringO clayO waxed paperO crayonsO scissorsO measuring cupO knivesO paper cupsO stopwatchO stringLI paper towelsO seedsO candlesD sugarO cardboardEl cotton ballsD saltD woolO bobby pinsO pepperO wire

Sincerely,

o plastic wrapone rollO coat hangersEj marbleso birdseedo paintID aluminum foilo spongesO masking tapeo colored cellophaneEl spoonso jarsO magnifying glassO thermometer

newspaperO toothpickso copper wireO magnetsEl baking sodaLI plastic bagso coffee canso cigar box

7,3

O corksO petroleum jellyO stockingsLI styrofoam cupsO baby food jarsO teaspoonsCI jar lidsO baseballO liquid bleachO paper bagsO golf teesO golf ballsO silicon glueD strawsO metal washersO shoe boxeso pill or film containersD plastic gallon milk cartonsO yogurt containers lidso shallow cake dishO cereal

56 FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 0 1987 SCOTT, FORESMAN AND CO

One of the most important aspects of a pro-cess approach to science is the recording of

data. The recorded information helps studentsunderstand relationships, patterns, and the long-term results of their projects. Recording data alsohelps students value their investigations as wellas their accumulation of new knowledge.

The charts that follow are generic; that is, theyhave been designed to be used for a variety ofprojects and activities. You are encouraged towork with your students in selecting not only anappropriate chart for any project but also the wayin which the resultant data will be recorded.

These charts can also be used as measuring de-vices for selected activities. When placed behinda plant or under a worm they are appropriate forrecording growth or movement. Students may

RECORDINGCHARTS

want to note their measurements in terms of stan-dard or metric units or by "squares."

You may want to duplicate these charts andlaminate them. This option permits students touse the charts over and over again throughoutthe year. Another possibility would be to transferthe charts to overhead transparencies in order touse them for whole-class viewing. However youplan to use the charts, they can and should be avaluable part of each student's investigations intothe world of science.

7 4

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT 1987 SC011'. FORESMAN AND COMPANY. 57

58 FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT D 1987 SCOTT, FORESMAN AND COMPANY.

FROM THE SCIENCE DISCOVERY BOOK, COPYRIGHT C 1987 SCOTT, FORESMAN AND COAPAtk 59

Using your students' everyday environment as a learning lab, activities like

will delight and fascinate all your students.

THE SCIENCE DISCOVERY BOOK helps students appreciate science as an enjoyable andimportant part of their daily lives. Forty-two hands-on activities in the life, physical, and earth

sciences are geared for a wide range of student abilities, stimulating your students' naturalcuriosity in a nonthreatening way. With numerous open-ended questions in the activities, thereis plenty of opportunity for students to interact successfully with the investigation and discovery

processes while developing problem-solving and critical-thinking skills.

THE SCIENCE DISCOVERY BOOK gives you all the background information vou need onthe process approach, how to use the book, and the scientific principles used

in the activities. Objectives listed in the table of contents help youcorrelate the material with your textbook for complete exploration ofconcepts and principles. In addition, each activity is presented in an

easy-to-use format with

Regardless of your own science background, vou can showyour students how to use a variety of scientific

processes to discover and understand theworld in which they live.

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Documents

77p. - ERIC12. WARMING UP / 52 Natural Resources: How does the sun affect the temperature of the Earth? 13. DON'T BREATHE! / 53 Natural Resources: How much pollution is there in the