DOCUMPNT RESUME TITLE K-12 Science Curriculum Guide. INSTITUTION Reading Community ... · 2013-11-08 · K - 12 SCIENCE. Curriculum Guide 1968-1969. The Reading Community Schools

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TITLE K-12 Science Curriculum Guide.INSTITUTION Reading Community Schools, Ohio.PUB DATE 68NOTE 302p.

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ABSTRACT

EDRS Price MF-$0.65 BC-$13.16Biology, Chemistry, Curriculum, *Curriculum Guides,Earth Science, *Elementary Grades, Elementary SchoolScience, Grade 1, Grade 2, Grade 3, Grade 4, Grade5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10,Grade 11, Grade 12, Intermediate Grades,*Kindergarten, Physics, *Science Curriculum,*Secondary Grades

GRADES OR AGES: K-12. SUBJECT MATTER: Science.ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into threesections, one each for elementary grades, middle grades, and highschool. The first two sections are further subdivided by grade leveland the last section is subdivided by course. Sections are laid outin four columns across two pages. Column headings are concepts,teaching methods and learning activities, resources, and evaluation.The guide is mimeographed and loose -leaf bound with a soft cover.OBJECTIVES AND ACTIVITIES: General objectives are outlined in anintroductory section. Suggested activities are correlated withspecific sciertitic concepts and specific objectives. Activitiesinclude reading, laboratory experiments, lectures by outside experts,field trips, and independent projects. INSTRUCTIONAL MATERIALS:Materials needed for an activity are listed with the activitydescription. The lists include both print and audiovisual materials.Textbooks used in the middle grades are listed at the beginning ofthe section. STUDENT ASSESSMENT: Suggestions for evaluation accompanyeach group of activities correlated with a concept--usually teacherobservation in the lower grades and teacher- developed and textbookquizzes and exans in the upper grades. (PT)

K - 12 SCIENCE

Curriculum Guide

1968-1969

The Reading Community Schools

Reading, Ohio 45215

LI 5. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

r HIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT PO.N1S OF VIEW OR OFINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL JFFICE OF EDU-CATION PDS-T)ON DR POLICY

Robert G. Pickering, Superintendent

Ronald A. Hilvers, Director of Instruction

Faculty Committee:

Richard Thielmeyer

Roger Xersh

Typists:

Doris Bennett

YJilliaia Botch Reva Smith

Wi'l'liam Lague

Nancy Krieger Janet Taylor

FORWARD

The publication ofthis Curriculum Guide represents

the culmination of a year of study. The final editorial

work was carried out by six teams of teachers during

tne summer of 1968. These materials were prepared under

the supervision of Mr. Ronald A. Hilvers, Director of

Instruction.

Teachers are encouraged to refer constantly to this

guide during planning sessions throughout the year. It

should be understood that any resource material cannot

be the final answer to instructional questions, but

rather a tool to direct the thinking process cf the

teacher. Periodically this guide will be updated. In

order to facilitate this process teachers should trite

in suggested chcsges, additions, or deletions to the

spaces left for this purpose. Particular attention should

be paid to sections of the guide which outline expected

outcomes. By paying attention to these objectives, the

teacher should be better able to design and evaluate an

effective program for the children.

The Reading Community Schools

Reading, Ohio

O September, 1968

2

INTRODUCTION

If historians affix a descriptive label to the twentiethcentury, there are good chances that it will be The Age ofScience.' Never before in history has science played so inti-mate a role in the daily life of man. Today science affect:;the manaer of work, the media of communication and travel,the processing of foods, the development of natural resources,man's health and general well-being. In fact, scien...e holdsthe key not only to how man will live but also to whether hewill continue to live.

The science program in the Reading Community Schools isdesigned to help students learn to formulate scientifictheories, to become aware of their own learning processes, andto be prepared to intelligently apply the principles of scienceto life situations. Its goal is to encourage the inquisitivechild to become an inquiring adult - a self-confident,reasonable person %rho can and will investigate the world forhis ownrsatisfaction.

The topics of this guide extend from topics that occur indaily life to relatively advanced subjects of science.In spite of the obvious limitations to any one guide, themeticulous care of the contributors has made poosible theinclusion of a wide selection of unit topics.

PHILOSOPHY

The science program for The Reading Comnmmity Schools isplanned to help in the total development of each dad to thelimits of his capabilities, allowing him many oppoAunitiesto express himself in the direction of his interesi:s. Theprogram is organized so as to help the pupil make consistentgrowth toward becoming the type of individual that can bestadapt himself to the society in which he is living.

To make this possible the science program must be flexible,It must be forever changing if it is to meet the demands of theyouth then participating. If it is to be kept "modern" every-one should. accept the challenge of keeping-up, fostering ascience prograa for the day and for th) future, offering everyopportunity for the students to become acquainted with "What9sNew."

Science is much more than a series of experiences outlined inany given textbcok. The very nature of the subject dictatesthat there are concepts to be learned that are far moreimportant to the proper development of the child than arc theisolated facts to be memorized. Youth should be taught toevaluate what he experiences, what he reads, hears, sees, anddoes. Perhaps the greatest contribution to be made by studyingscience is the development of & way of thinking, a way ofarriving at a solution to a problem. Teachers should takeadvantage cf every opportunity to help children develop ascientific attitude. The individual will then be betterqualified to evaluate, to make better choi'.ea, and to applyits principles intelligently to life situations. Througt,

experiences in science A pupil learns to establish contact withGod, the world, and life upon the earth.

-2-

S

OBJECTIVES

1 To provide children with those understandings of sciencewhich will help them to live in a world of change, ableaccept change, as normal, discerning order and Vhythm in thenrocess of change.

2. To help the children gain some understanding of the scienti-fic method of inquiry or investigation.

3. To maintain and intensify the natural curiosities of thechild in his ever-expanding environment and also to help himto observe these objectively.

4. To develop a better understanding of the natural, physf.calworld.

5. To encourage wide and intelligent use of sources cf informa-tion as well as to acquaint the child with resourca persons,community resources and various reference materials.

6. To provide children with those experiences which will helpthem to feel comfortable with th9 materials and vocabulary ifscience.

7. To learn more about the needs of all living things, inclvdingthe needs of the human body.

8. To assist a child in identifying himself in a universe filledwith a variety of living and non-living objects and an array ofevents and changes.

9. To help children get acquainted with those of times pastand present who have contributed greatly to the field of science.

10. To consider subject matter primarily as a means to an endand not as something to be remembered.

11. To suggest and recommend sciencethose indicating interest, desire and

12. To develop appreciations for andenvironment.

5

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CONCEPTS, - Cont'd Year

EpmExEmlggo in the

Str.ko

Weathering

Flowing Water

Glaciers

Tides

Wind

&perry Svstems

1;20

.1S2lid_Earth

Volcanoes

Igneous Rock

Earthquakes

Oceanography

Ceol,Ngic Eras

The Elevnts of Chenistry

Atom

Periodic Table

Metals and Non- Metal3

Bonding

Compounds

Machines and Energy

Force

Work

Machines

Magnetism

Electricity

The Bioohvsics or Sound

Vibration

Wave Motion

Sound Wave

Sound from Voice

Animal Sounds

The Ear

Elementary

Maddle

Secondary

10

II

SC7 ?CE

CEPTS -Cent td

The Energv of Light

Spectrum

Photosynthesis

The Engrgy 7f The Atom

:radio Activity

Reactors And Accelerators

Electronics

Radio

Computer

from Atmosmhere to Soae

Planes

Rockets

Satellites

00

Life in l_ph791S11Ilorla

.fervour System

Properties of Matter

Prol.oplasm

Carbohydrates

Fats

Proteins

Cell Structure

One-Celled Animas

Kinds of Tissues

Living Things

Classification

Protozoans

Bacteria.

Algae

Non-Vascular Plants

Vascular Plants

Invertebrates

Vertebrates

Elementary

Middle

Secondary

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10

11

12

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SCIENCE CQNMPTS

Conttd Year

77.-pm Life to 1.ife

Heredity

DNA

Cell Division

The Flower

Fruits and Seeds

Cleavage

Chemistry' of Living Things

Solutions

Solvents

Body Temperature

Colloids

Diffusion

Digestive System

22121-4=a31222=11

The Biosphere

Parasites

Ecology

Cycles

Habitats

Food Chain

Symbiosis

Bin:le:wry in Seaga

Concept of Space

Radiation

Elementary

2Middle

Secondary

10

11

READING COMMUNITY SCHOOLS

CURRICULUM GUIDE

SCIENCE

LLEMENTARY

10

Concepts

Kindergarten Science

Spaces and Places1. We are nearer to some things

than to others.2. We are farther from some things

than from others.3. Moving faster gets us there

sooner.

4. Up and down depends on whereyou are.

Whatla Alive1. There are many kinds of living

things.

2. Animals move, eat, breathe,grolhand prntect themselves.

3. Plants are living things .4. Living things change as the

seasons change.

A) Teaching MethodsB) Learning Activities

A) Inquiry, exploration, discovery,experiences, observing, predicting,comparing.

B) Direct the children's thinking byorienting them in the room to oneobject such as the door. Examples"Which table is nearest to thedoor? Which is farthest?"

Have races between two children.One child will walkone run.

Walk in different ways from oneplace to the other.

What is i- front of you? (Glancebehind them. What is in back ofyou?

What is in the front of the room?What is in the back?Mak( straight lines using three orfour children.

Discuss what is high in the room.What is ;ow.

Take a walk around the schoolground.Name the things they see that arealive.

Have a turtle, fish and g. owingplants for the children toobserve. What do they need?

Are you alive? What do you need?Take the same walk. Can you findmore things that are alive?Are insects alive?

S e 1

r A) PrintedB) Audio Visual

Resources C) PeopleD) Places

A) Let's Find Out, CadmusFall is HereWinter is HereSpring is HereSummer is Here=Vs Nest. TNrtlgp. FishWonders of NatureUp Aboveo_d_221.LQ13elarMy Five SensesMy HandsNow I Knowthe Indoor Noisy BookAll Sizes of Noisy PetsLugeZsaAninitas

B) Pictures of Living ThingsPictures of Things that Show the

SeasonsScience and Wondering Charts -

Scott-ForsemenFilmstrips:

Tubby TurtleCopy KittenAnimalsAnimal BabiesAnimals of Sea and ShoreBirdsAutumn is HereWinter is HereSpring is HereSummer is HereMr. and Mrs. Robin and Their

Springtime StoryOn the Farm with Tom and Susan

Use a magnifying glass as oftenas possible.

C) A parent might bring a pet andtell r 'o care for it.

D) FL .1ps:. , the zoo

To a farmTo Sharon Woods

12

A) E:- netted OutemeEvaluation B) Testing Program

A) Are the children more aware ofthe things around them?

Can they draw some of them onpaper in form of pictures ofwhat thgy.see?

Do they collect thir_A such asrucks, shells, etc.?

B) Teacher evaluation throughquestions, showing of interest,participation in activities.

S e 2

Concepts

Discovering Our Senses1. We find out about the world

around us by seeing, hearing,smelling, touching and tasting.

2. Seeing is one way of findingout; we sse with our eyes.

3. Hearing is one. way of findingout; we hear with our ears.

4. Tasting is one way Jf findingout; we taste 1.4ith our L. 'es.

5. Smelling is one way of wingout; we smell with our uosa:;.

6. Touching is one way of findingout; we touch and feel withour fingers and our skin.

7. Lifting is one way of findingout; we lift with muscles inour arms.

Sounie We Hear1. There are many different

sounds around us.2. We can often tell, without

looking, what makes a sound.3. Different sounds are made in

different ways.

Light and Dark1. Light comes from the sun,

moon, electric lights.2. When light is turned off or

blocked, it gets darkJr.3. We can make shadows by blocking

some of the light with anobject.

13


B) Have several familiar things in abag. Blindfold a child-have himtake something iron the bag, lethim tell what he thinks it is.Help him use words such as soft,hard, bumpy, heavy, etc.

Have some "smell" jars for thechildren to guess what they smell.

Have a box of things to feel, suchas fur, sandpaper, rocks, cotton,etc.

Have some sounds behind a screen.Have the children cover theirears. Can they hear? See if theycan recognize some familiarsounds.

Blindfold a child and give himsomething familiar to eat such ascandy, raisins, apple, etc. Canhe guess what it is?

Have three boxes, fill one withstones, one wit'u cotton, one witha book. Which is heavierf,lighter?

What sounds do we hear in ourclassroom?

Co on a "sound hunt".What do you hear at home?Are the sounds 1224 or 2211?Are the sounds high or lih?

What things give. us light?How does the light help us?Make shadows with a variety ofthings. Notice your shadow atdifferent times of the day.

Se 3

A) Printc:a

B) Audio VisualResources C) Peorle

D)

14

A) Expected OutcomeEvaluation B) Testing Program

S e 4

A) Teaching MethodsConcepts B) Learning Activities

Weather1. The sun heats and lights the

earth.

2. The sun helps to dry wet objects.3. Shade is formed where sunlight

is blocked.4. The thermometer shows the

temperature of the air aroundus.

First Year Science

AnimalsQuestion: In what ways are animals

different?1. Animals are different in many

ways.2. Animals differ in size.3. Animals move in different ways.4. Animals have different cover-

ings.

Question: How do animals move andeat?1. Animals move in different ways.2. All animals need food.3. Different animals need differ-

ent kinds of food.Question: Where do animals live?

1. Animals live in many differentplaces.

2. Animals make many differentkinds of homes.

3. Animals are protected by theirhones.

1i

B) How does the sun feel?Where do we play when it is hot?What happens to the sun on acloudy day?

Where Hoes the ;ater go than youhang out vet clothes? Wash thedoll clothes and find out.

Have a large thermometer and Showhow it moves up and down.How can we "keep cool" on a hotday?

A) Heading, discussing, observing,experimenting, investigating.

B) Animal Pictures - either teachercollected or series bought. Besure to have a variety in sizeof the animals.

Act out how animals move.Have a dog, cat, or rabbit in theclassroom. Discuss its home,covering, food. Write an exper-ience chart about it. Drawpictures of it.Bulletin board of differentanimals and their homes.

Make an aquarium.Make animals out of clay.Teacher may read animal storiesat Story Time.Learn a poem abbut an animal.Learn animal songs.This unit should provide thechild tine to do a lot of talk-ing - telling about animals theyknow, etc.

What "story-book animals" can wefind in the loo?Are birds animals?Take a walk to look for birds.How do animal:: protect themselves?What sounds do animals make?

S e 5

A) PrintedB) Audio Visual


A) AlbwLLktrlo_.cAnlInofNortlima,Dougale

LiviaRDinesLetts Get TurtlesxoLlussignillt, Takes a RideText: Looking Into Science.

Jacobsen, et, al.American Book Company.

Scholastic leel "News Ranger"B) Filmstrips:

Where Animals Come FromWhy Animals Need Heat, Food,

and AirHow Animals Protect ThemselvesDifferent Kinds of AnimalsAnimal BabiesAnimals of Sea and ShoreFall is Here

D) Field Trips:Cincinnati ZooPet storeFarmSharon WoodsNatural History MuseumHatchery

16


A) Children show familiarity witha great many different kinds ofanimals and they live in manydifferent environments.Do the children understand theneed for animals to have a goodhome and good food.

B) Evaluation by the teacher byoral questions and discussion.

S e 6

Concepts

RocksQuestion: How are rucks differont?

1. Rocks differ in many ways.2. We group together rocks that

are alike.3. Most systems of classification

in science are based on thephysical characteristics, suchas color and hardness, of thethings to be classified.

Question: How are rocks made andchanged?1. Some rocks are formed under

water.2. Some rocks are formed as hot,

melted rock cools.3. Some rocks are changed by pushes

in the earth.

Day and NightQuestion: How do shadows change?

1. Shadows change in direction andlength during a day.

2. Shadows point in a directionopposite to that of the sun.

3. When the sun is low in the sky,the shadows are long. When thesun is high in the sky, shadowsare short.

Question: What mri.es day and night?1. When our side of the earth is

toward the sun, we have day.When our side of the earth isaway from the sun, we have night.

2. The earth turns around onceeach day.

17


A)

B)

A)B)

Observing, experimenting, talkiNg,fcoling, investigating.Collect rucks. Classify them as tocolor and hardness. Be sure tohave some fossil rocks.Make a collecUon of other obj0,-taand observe size, shape, n,lor,and texture.

Teat the hardness of the rockswith a penny, piece of Elass ora knife.

Think about how rocks are used.Experiment: Melt chocolate andpour out and let cool. This islike molten rock. Observe as itcools.

Make sand by using sandpaper onsoft rocks. Examine the sand witha ziagnifyirg glass.

Reading, discussing, observing.Learn the directions -- north,east, south and west. INt upsigns in the room.

Go outdoors in the morning, asainat noon and late in the after-noon, to observe shadow..Play a game by letting the child-ren go outdoors and try to stepon anotherte shadow. They are outof the gam if someone steps ontheir shadow.

Experiment - Use two balls thesane size. Let a child take it tothe far end of the [email protected] does it look? Compare thenoon and sun to these balls. Youcan use the third ball for thestars and have that ball farther.Use a globe and a flash lightto demonatrate why we have day aand night and why the sun, moon,and stars seem to move across thesky.

S e 7

()



A) First Book of RocksRocks Stories, Fentonand Their

D) Field Trip:A trip to a place where thereare lots of rocks.Write an experience chartabout the trip.

A) How th Sun Helps Us, BloughSun Moon and Stars, FreemanSJhat the Moon is LikeThe Sun, Branleyj j Star Number OneMoon

B) Film Strips:What Do We See in tho SkyOur Sky, Cur MoonNight and Day

18


A) Are the children interested inin rocks?

Are the children able to differ-entiate between the rocks?

Are the children gaining skill inmaking observations?

B) Oral questions by the teacher

A) The child should become moreaware of the day and night sky.The child should acquire aquestioning attitude.

The child should be ably to drawthe Big Dipper.

B) Teacher evaluation throughquestions and discussion.

S e 8

Concepts

Question: What do you see in the sky?1. The sun shines all the time.

Sometimes we cannot see itbecause of the clouds.

2. Big things that are far awayseem small.

3. The sun, moon, and stars seemto move across the sky becausethe earth is turning.

4. The moon looks as big as thesun because it is much cloerto us.

5. There are stars in the sky inthe daytime, but we cannot seethem because the sun is sobright.

Fire and TemperatureQuestion: What is fire?

1. We get heat and light from fire.2. Fuel and oxjgen are needed for

burning.3. Fires can be put out by remov-

ing the fuel or the oxygen.4. Oxygen can combine very slowly

with substances such as iron.In this case, there is noflame.

Question: What is temperature?1. Temperature is the degree of

hotness or coldness.2. Temperature is measured with

a thermometer.

19


Experiment -Make a sundial out ofcardboard. Use it to tell time.Keep a daily .ecord of the day-

time sky. You could draw cloudsor the sun on the calendar orwrite a weather chart.

A) Reading aloud, discussing,observing.

B) Demonstrate with a candle thatfire needs fuel and air.

Demonstrate with a gas stove(school cafeteria) that youcannot see gas but it burns. Itsvalue to us.Put a burning candle out by usingsand.

Let some iron nails stay outsidea few days - note the rest. lookat it under a magnifying glass.

Have a thermometer - large enoughfor the children to be able tosee and understand it. Learn toread it.Keep a temperature chart for aweek.

S e 9

A) Print.4B) Audio Visual


A) Ey Little Book stlimgazU21

MadB) Filmstrips:

Story of Fire - McGraw HillHeat - Filmstrip House

C) Chief Elmer Seibel, Reading FireDepartment

D) Field Trip:Fire station

20

A).Expeoted OutcomeEvaluation B) Testing Program

A) Do the children show by theirquestions and comments anawareness of the imporaneeof fire in their daily livoJYDo the children show that theyunderstand the fact that fireneeds air and fuel?Do the children understand theria of a fire drill?Do the children understand theneed of safety around fire?

B) Teacher evaluation through oraldiscussion.

S e 10

Concepts

MachinesQuestion: What are machines?

1. Machines help us to do differ-ent kinds of jobs.

2. A lever helps us to lift things.3. We can lift heavier things with

a long lever than with a shortone.

Question: What machine helps to movethings?1. A ramp is a machina that can be

used to move things up and down.Question: What machines work together?

1. Several nachines can be usedtogether.

2. Wheels help us to move things.3. Wheels are made up of many

levers.

4. Wheels can be used as pulleysto lift things.

Question: What machine moves throughsomething?1. A wedge is a machine used to

split things.2. A wedge is two ramps back to

back.

RocketsQuestion: Why does a rocket move?

1. For every action there is anequal and opposite reaction.

2. When the air in a balloon movesin one direction, the balloontends to rove in the oppositedirection.

3. When something roves out oneend of a rocket, the rockettends to move in the otherdirection.

21


A) Reading, discussing, observing.B) Bulletin board of zkcilintailt

at. Children could cut thesefrom magazines.Experiment with a balance board.Be sure to use the word equaland that students know what itmeans.Experiment trying to use a lever.Let the children lse a nutcracker.In cracking a nut, how did theydo it?

Experiment with ramps and chutesusing toy cars, chalk erat-ws,books, etc.Play a game: Tie a string betweentwo chairs like a pulley clothesline, Send messagas by clippinga piece of paper and pulling italong the line.The message may tell the childto do something, Example: Singa scng.Take a walk around the black andfind all the ways wheels help us.

Make some wheeled vehicles usingboxes or milk cartons and cardboard wheels put on with paperfasteners.

A) Reading, discussing, observing.B) Experiment with balloons by )low,

ing them up and letting the aircome out. Be sure the childrenknow why they are doing it --that it is a learning experience.Have the children use the count-down procedure.

Bring out the idea that a rocketmust take fuel and oxygen withit while a jet only takes fuel.

e li

4,^

A) Prihted-.0) Audio Visual


A) MachinesWhat Makes the Wheels so Round,Huey

How Things t

Machines at Work, HouseB) Filmstrips:

How Wheels Help UsHow Levers Help UsHou Ramps and Screws Help Us.How Wedges Help Us

D) Field Trips:To a construction site to view

cranes, shovels, wheA.barrows,etc.

To a factory where they couldview a ramp or a chute.

A) -liestien and Ansyer 11,Jok of Space,

SonnJborn

Ro4ets t the Moon, DergauatYo' Wiilfot9.the.Noon, Greeman

B) FiLIStrips:Rocket Power for Space TrrselPb' Ds Rocket

C) The Cincinnati Science Center

22


A) Children have some understandingof machines.

They sho;t knowledge of the impor-tance of machines An their dailylives.

Children have some understandingof the importance of wheels.

B) Teacher evaluation based on in-terest and pecticipation withinthe group.

A) Children show that Cley have someidea of a rocket, how it Lo;lisa!vi its various uses in our

world.II) Teacher evaluation through oral.

questions.

S e 12

Conr.:epts

Question: What r-' s a rocket move?1. When hot gases move out one end

of the rocket, the rocket movesin the opposite direction.

2. Most rockets carry both fueland oxygen.

Question: How does a rocket work?1. Several rockets or rocket

stages are often put together.?linen a stage 11 z used ite fuel,

it drops off to make the rootof the rocket lighter.

4. A rocket carries both its fueland its oxygen.

3. Small rocket;; can be used toturn a rocket in space.

Second Y,I.rScience

The MoonQuestion: How does the noon look to

you?1. The moon seems small because

it is so far away.2. The moon shines.by.the.re- .

fleeted light of the sun.3. The only part of the moon you

can sse is the part that is insunlight.

Question: How does the moon seem tochange its shape?1. The sun is always shining on

Orts half of the moon.

2. The aide of the moon that hasthe sun shining on it is notalways the side turned towardthe earth.

3. The shape of the moon does notchange. You see differentamounts of its lighted surfaceas it revolves about the earth.

23

A) Teaching Method!sB) Learning Activities

Bring a model of a rocket so thechildren can see the three stages.

The children can draw the rocketeither in flight or ready totake off.

A) Reading and discussion.

Questions from the teacher.Questions from the students.Looking through magnifying glassand binoculars.

Discussion of pictures collectedby teacher.

B) Demonstrations:1. Ure a ping-pong ball and a

softball. Look at them Closeand at a distance. Also use aquarter and a dime in the sa7eway.

2. Use a light bulb and a pieceof aluminum foil to explainreflected light.

3. Make the moonls surface usingsand or flour to show the

.

trouble in landing on the moon.

Se 13



A) Text: kunkgSsisactJacobsen, et. al.American Book Company

11913Lorart119ktaiUPLWirif,Branley

Moon Seems to Change, Branley

illaP2ak91lic9114-§SILADSLUALI,Lewellen

trutNam, GreemanThe goon, Brenna

11) Overhead Tranparencies:"Earth Science"

Filmstrips:Night and DayWhat Do We See in the SkyOur Sky, Our MoonThe Earth in Motion

Flannel board - Ideal CompanyPictures collected by teacher£hart en how the coon looks during

a monthFilms:

The 'Z,00n and How It Affects Us,Coronet

A Trip to the MoonD) Trig, to the Museum of Natural

Iii3tory by the parents.


A) Be able to draw how the moonlooks at different times.

Be able to demonstrate and tellabout reflected light.

To show an interest in the sky atnight.

B) Evaluation should come fromteacher through oral questions,signs of interest, participationin class discussion, demonstra-tions, etc.

24

S e 14

Concepts

Question: What does the moon looklike?1. The telescop" is a device which

makes things far away appearcloser.

2. The craters of the :won mayhave been formed when largerocks hit the surface of themoon.

3. You could not live on the moonuse them is no air and

water and beeauso the tempera-tures are too extreme.

PlantsQuestion: In what ways do plants

differ?1. Green plants make their own

food but many other types donot.

2. Some plants have roots, stems,and leaves. Some also haveflowers and fruit.

3. Different TlAnts grew bydifferent L. a3.

4. Plants differ greatly in sizeand shape.

Question: What do plants need to liveand grow?1. Most plants need soil, water,

air and light in order to grow.2. Different plants need different

amounts of soil, water, airand light in order to grow.

3. The structure of plants isrelated to where they grow.

Question: How are plants usedY1. Plants are an important source

of food.2. Different parts of certain

plants are used as food.3. From trees we get paper and

wood.4. Parts of other plants are used

to make clothes.5. From molds, drugs are obtained

which destroy germs.


A) Exhibition of plants to discuss,examine and observe.

Reading and discussion.Questions by teacher.Nature walk to observe.

B) Collection of leaves.Planting of seeds: give some water,some not. Do the salts with lightto prove the need for water andlight.Start some plants from cuttings ofother plants to show all plantsdo not come from seeds.Let bread mold - view it under amagnifying glass.

Make a terrarium.Plant bulbs outdoors, also indoors.When fini,ned blooming be sureto examine the bulb and root

system.Chart on the uses of trees.Example: the different kinds oftrees and what they give us.

S e l5

A) Printed13) Audio Visual


A) Seeingnewthings, FrasierScience Around You, Craig

B) Overhead transparencies:"Seasons and Living Things"

Filmstrips:What Makes Seeds SproutHow Do Plants Get Where TheyGrow

What Makes A Plant GrowHow Do Plants Help UsPlantsTreesSeeds and Seed TravelersHow Apples GrowFinding Out How Plants Grow

Pictures: a good source is seedcatalogs.

C) 1r. Wells, Hamilton County ParkBoard.

D) Field trips:Krohn ConservatorySharon Woods

26

A) Expected Outcomt,

Evaluation B) Testing Program

A) To show an interest in livingplants and treas.To be able to collect and identify

leaves.To be able to identify a few ofthe more common trees.To be able to discuss how plants

are used.B) To be able to answer questions

bout plants and to take part inthe discussion about them.

S e 16

Concepts

SoilQuestion: What is soil?

1. The earth is c7vrered withdifferent layers of soil.

2. Soil is made of pieces ofbroken rock, dead plants, anddead animals.

3. Soil also contains air, water,Ind bacteria.

4. There are different kinds ofsoils. They may vary in colorand composition.

Question: How is soil made?1. Soil is made from plants, ani-

mals, and rock fragments.2. Plants and animals are changed

to soil after they decay.3. Rocky are changed to soil by

the action of plant roots andstems and plant acids.

4. Rocks are changed to soil bythe action of wind, water, andextremes in temperature.

Question: How cnn soil be kept useful:1. People take care of the soil

by fertilizing, cultivating,irrigating, and properlyplanting in it.

2. Plants hold the soil in placeso that water and wind willnot carry it away.

3. Many little animals who livein the soil help make it moreuseful.

4. Farmers have many differentways in which to hold soil inplace.

27


A)

B)

Reading and discussion.Experimenting and observing.Observe an ant farm.Field trip to a building excavation.Collection of soil samples.Use magnifying glass to examinethe soil. List all that is found.

Crush up a rock to make soil.Add water to dry soil and watchfor air bubbles.

Rub a rock with saMpaper to show.the wearing away of rocks bywater or wind.

Freeze water in a ,iar so it breaksthe jar to prove that ice expandsand breaks rocks.Plant beans in good so:a and somein bad soil - note the difference.Put earthworms in a gallon jar withdirt in.it and observe theirworking, Note their value.Make items out of clay and havethe art department "fire" them.

S e 17



B) Filmstrips:The Earth's SurfaceOur Friend the Earthworm

Overhead transparencies:Development of Soil

Pictures collected by teacherfrom magazines.

0) A trip to a stone quarry.

28


A) Children should show an interestin soil and its effect on us.

They should be able to discussthe effects of soil on our lives.

B) Toacher evaluation through oralquestions and discussion.

S e 18

Concepts

Forces and Magnets1. Inertia keeps things that are

at rest where they are.2. Inertia keeps moving things

going.3. Force is needed to make something

move and to make a moving objectstoi. moving.

4. Force:. are pushes and pulls.Question: Wat are some kinds of

forces?1. Gravity and friction are forces.2. Gravity pulls everything toward

the center of the earth.3. The direction Eism is always

toward the center of the earth.4. Frict"on helps make things stop

moving.5. Friction may be helpful at

times and of no help at othertimes.

6. Them are ways in which theforces of friction can bechanged.

7. The force of friction producesheat.

Question: What is magnetism?1. Magnetism is a force.2. Iron and steel things are

attracted to a magnet.3. i1a.gnet.s will attract through

things that are nonmagnetic.4. The two poles of the magnet

have the strongest force.5. Opposite poles attract. Like

poles repel.6. The needle is a magnet, which

is a compass, points to themagnetic poles of the earth.

29

.

A) Teaching lethodsB) Learning Activities

A) Reading and discussing.Exlperimenting and demonstrating.Questions and answers.Observing and investigating.

B) Experiment to find out what theterms force and motion mean.

Experiment with toy cars to showthat they keep going when pusheduntil something stops them.Put something in the cars. Are theyharder or easier tc move?A tug-of-wer game will show theforce of pull.

Demonstrate gravity with a ban,boys cap, an!Tthing else that isdropped.Rub hands together to show friction.Have a box with books in it and tryto push That would happen ifit had Wheels?

Place a little oil on the hands.Do you have as much friction?Use a ma_;net to find all the thingsthat are magnetic in the room.Learn how to use a compass anddiscuss how it works,Game: Draw, color, cut out fishfrom paper. Fasten paper clip toeach fish. Tie a magnet to the endof a piece of string and suspeidfrom a ruler (fishing rod). Gofishing in a bowl. You can usescience wards on the fish.

Se 19


Resoirces C) PeopleD) Places

B) Filmstrips:How Wheels Help UsMagnetsPermanent l:gnets

Overhead transparenciesMagnetism.

D) Field trip:See an electromagnet at work

30

A) Expected OutcomeEvaluation 13) Testing Program

A) The child should be able todemonstrate and explain how amagnet and a compass work..

B) Teacher evaluation through oralquestions and discussion.

Se 20


FoodQuestion: what is food? A)

1. Food is essential to good health B)

and growth.2. Water, while not a food, is

also necessary to health.3. Food and water are necessary

everyday tc maintain goodhealth.

4. A good breakfast helps you getready for work and play afteryou have been asleep for along time.

Question: Why do you need food?1. Food provides energy for the

body.2. The foods that provide energy

are called sugars, starches,and fats.

3. The body stores excess energyfoods as fat.

4. The body cells need proteinfoods to. multiply.

Question: How does your body use food?1. The food you eat must be changed

to liquid before the body canuse it.

2. The body must have oxygen Anorder to use food.

3. The joining of the liquid foodand oxygen in the body providewarmth and energy.

Question: What kinds of food shouldyou eat?1. Starches, sugars and fat are

used by the body for energy.2. Proteins are used by the body

for growth.3. Minerals are necessary for

health.4. Vitamins found in many foods,

help keep us well.

31

Reading and discussing.Demonstrations:1. To prove there is rater in

food place a fresh slice ofbread or a cut potato under aglass and place in sunlight.After a half hour place in ashady place. Water will formon the glass.

2. Testing foods for starch: puta drop of iodine cn bread orcrackers. It will .turn blue.Test non-starch food such asonion.

Charts:Foods Animals EatFoods We Eat

Health booklet:A good breakfastA good lunchA good dinnerA good snack after school or before

bedtimeBrusn your teeth after eating

Take several childrents temperatureand record on board. Compare andlearn to read them.

Se 21

of

A) PrintedB) Audio Visual.


A) Our FoodVhat is a Cow?what, is a Chicken?

True Bookof HealthB) Filmstrips:

HealthBilly Meets Tommy ToothWinning First with TeethFinding Out How You Grow

Charts:The four kinds of food neededeach day.A good dinner with energy foodsand protein.

C) The school nurseA dentistThe district dietician

D) Field trips:The dairyThe bakery

32

A) Expected OutcomaEvaluation B) Testing Program

A) Children should be conscious ofthe health habits regarding food.Their behavior in the lunch roomimproves. They try to eat foodsthey have never eaten before.

B) An oral quiz nn food values andsolloes.

S e 22

Concepts

Exploring SpaceQuestion: What is space like?

1. Space is dark except for themoon, sun and stars.

2. There is no wind or air inspace.

3. There are pieces of dust andgnarl rocks in space.

4. There is radiation in space.Question: What would you need to live

in space?1. Conditions in space are not

favorable for man to live ure-less he takes certain.precautions.

2. Food and water must be carriedin space for survival.

3. Oxygen is necessary for therelease of the energy in food.

4. A space suit and spaceship areneeded to protect man in spacefrom lack of air pressure,extremes in temperature,radiation, and meteors.

Question: That happens on a journeyinto spaco?1.. A rocket can carry a man in a

spaceship into space.2. From space you can see the

different parts of the earth.3. In space the earth appears

round.

4, 7o come back to earth, thespaceship must slow down andturn around; it may do so withthe help of small rockets.

33

A) Teaching MethodsB) Learning ActiviiAes

A) Reading and discussing.Experimenting and demonstrating,

B) Show reflected light by using amirror and a flashlight in a darkroom. Remove mirror - the light isstill present. But if yoL turn offthe flashlight the light disappearseven though the mirror is stillin position.Sit in shade and sun - note diff-erence in light and heat alidlon.

Make up menus for space flights.Demonstrate why the spaceship keepsmoving after the rocket has stoppedusing a paper airplane.

S e 23



A) Rockets to the Moon, BergaustRockets. Missilcs and Space Tavel,

Leyd) Pictures of rockets, spa:eships,

launching pads, etc. on bulletinboards. These can be found inmagazines or from NASA.

A cur dnt bulletin board wherechildren bring in pictures fromnewspapers and magazines.

ModelsFilmstrips:Fit Adventure in ;pace

D) Field trips:A trip to Dayton Air Force

Museum.Natural History Naselim. (to view

meteorites).

34


A) To show an interest in toda)osspace program.

To be able to talk about spacetravel with understanding.

To be able to draw a rocket ship.B) Oral quPstions by the teaoher.

Concepts

Science-Third Year

The Air Around YouQuestion: That is air?

1.Although we cannot see it, thereis air all around us.

2. Air is made up of differentgases such as oxygen, nitrogen,and carbon dioxide.

3. Air takes up space and can beweighed.

4. Air presses in all directions.Question: That is the atmosphere?

1. The earth is surrounded by anocean of air called theatmosphere.

2. The atmosphere traps energyfrom the sun and protects usfrom harmful radiation.

3. Because of the weight of theatmosphere there is air pressure.

4. The air pressure becomes lessas we go up in the atmosphere.

Question: What happens when air isheated or cooled?1. When air is heated, it expands.

When it is cooled, it contracts.2. Air that is heated tends to rise.

Air that is cooled ',.nds to sink.3. Water enters warm . faster

than cold air.4. Water may leave the air when

it is cooled.

WeatherQuestion: That is weather?

1. Changes in the air around esare weather.

2. The sun helps make changes inthe air.

3. Some materials are heatedfaster than others.

35

h) Teaching Methods

n) Learning Activities

A) Reading, discussing,Investigating, experimenting

13) Demonstrations:Use a transparent bag- Pullthrough the air and close.Discuss what is inside.

Use a balloon and blow it up.Put hand over it as you let airout. Questions-Do you feelanything? What do you feel?

What is it? Where did it sumo

from? How did it get in theballoon? Did you see it?

Place a large glass jar over aburning candle. Why does the

flame go out?Blow up a balloon-c.irWe:igh a hall-le% the air out andweigh it again. (Children's firstexperience with scales)

Have 2 pats same a,aunt of

water in each. Which evaporatesfirst-cool place-warm place?

Find out how the temperaturevaries in a room.

Chart- Record of air pressure

for a week.

A) Reading, discassionInvestigation, experimenting

S e 25

A) Printed

B) Audio VisualResources C) People

D) Places

A) GollllercyclopecdalEr

World Book EncyclopediaText: Learning in Science

Jacobsen et.al.My WeeKly ReaderNews Trails- Scholastic

WeeklyB) Filmstrips

Air Around UsWhat Makes the WindOur Ocean of Air

C) A person from the Weather Bureau

D) Field TripsGreater Cincinnati Airport'sWather StationWeather Bureau cf one of theTV Stations

36


A) Children show that they are awareof the air pround them, the howand why of air pre..sure.

B) Teacher evaluation through oralquestions and discussion.

S e 26

Co-cepts A) Teaching MethodsB) Learning Activities

stion: How does the moving of air A) Reading, discussion,affect the weather? Investigation, experimenting1. An air mass is a body of air that

has certain characteristics. B)2. The kind of weather we have depends

on the kind of air mass over ourarea.

3. Air masses tend to move from westto east.

4. %Than tw,) different air massesmeet, we usually have bad weather.

5. Winds blow frcm places of highpressure to places of low pres-sure.

Question: How does water affect theweather?1. Water that evaporates from lakes

and oceans enter-, the atmosphereas water vapor.

2. When water vapor is cooled to acertain point, it condenses toliquid water and may take one ofmany forms (clouds, rain, dew,frost, etc,) in the atmosphereor on earth.

3. Water in its vapor form cannot beseen.

The Sun, Seasons, and ClimateQuestion: What is the sun?

1. The sun is a star. It is muchlarger than the earth.

2. The sun is one of a hundredbillion or more stars in theMilky Uay. It is much nearerto us than any other star.

3. The earth is one of nine planetsin our solar system.

4. The sun is the source of most ofour energy.

37

Keep a weather chart.Keep a chart of all the sciencewords used in this unit.Look at dew or frost througha magnifying glass.

Make frost by using one part saltto three parts ice in a tin pan.Let stand and frost will form onthe outside.

Maize a chart of the different cloudforns.

Make weather forecasts by lookingat the clouds and re_ding abarometer.

Note weather maps on TV andreport on them.

S e 27

A) Printed


D) Places

A) How v.,1 Why Wonder Book of WeatherThe ':ghtningBendickWonders of the AtmosphereWeatherRain and HailStormsExploring the WeatherGallantAll About WeatherTannehillHurricane, Tornadoes, BlizzardsHitte

B) Filmstrips:Why Does it RainWhy Do We Have Warm and Cold DaysWhy Do We Have WindLightning and ThunderWeather ExperimentsFinding Out About Weather

Overhead Transparencies:Weather Science

C) A person from the U.S. WeatherBurcau or fromcne of the TVStations

D) Field TripGreater Cincinnati Airport'sWeather StationWeather Butenu of c4le of the IVStations

38


A) Children show understanding ofweather and how it affects us.They actually adjust theiramount of clothing to suit the.weather

B) Teacher evaluation throughoral questions and discussion.

A) Children show through vcrhali7ntiouthat they understand the nature ofvater vapor.

Se 28

Concepts

Qaest.on: What are the seasons on theEarth?I. Many parts of the earth have

four seasons.2. The amount of energy received

by a section of the earth dependsupon the angle at which the sn'srays strike the ground.

3. It takes the earth a year torevolve around the sun.

4. The axis of the earth is alwayspointed in the same direction.

5. When the northern half of theearth is tilted toward the sunthere is summer in the northand winter in the south. Whenthe southern half of the earth istilted toward the sun, there issummer in the south and winterin the north.

Question: What is climate?I. Climats is all the weather a

place has.2. The climate depends on how

much energy a place gets fromthe sun.

3. The climate is affected by theheight, nearness to water, andthe kinds of winds that blow.

SatellitesQuestion: What are satellites?

1. Satellites travel around largerobjects in oval (elliptical)paths.

2. Satellites are held in orbits bythe fore of gravitation.

3. Satellites move faster when theyare near the larger object thanwhen they av:: farther away.

4. We can see earth satellites asthey reflect sunlight to us.They seem to move across the sky.

Question: Hew are Earth satellites putinto orbit?1. Earth satellites are given a push

sideways so that they fall aroundthe earth.

2. Earth satellites are sometimes putin orbit with three-stage rockets.

3q

A) Teaching MethoOsB) Learning Activities

A) Reading, discussing,investigating, experimenting

B) Ma'-ce a chart- what we know aboutthe sun on one side, and what wewant to learn about the sun on theotherWrite a story- the sun takes avacationMake a chart of the sciencewords used in this unit. Bygoing over then eery day forreview they become a part ofthe child's vocabulary.

Mae pictures dc: icting thefour seasons.

Make a chart of the fuur seasonslisting all the concepts learnedin this unit.

Compare our climate with anotherarea such as a country that is

being studied in Social Studies.Bring out how the climate affectsas to how w: live.

Se 29


Resou7ces C) PeopleD) Places

A) Solar EnergySLn: Star Number Onel'e SunBrankyWorlds in theSkyFentonExploring the SkyGallantFun with AstronomySeasons

B) Filmstrips:Moon, Sun and StarsTo Everything a SeasonThe Seasons

C) U.S. Weather BureauHamilton County Weather BureauU.S. Department of Agriculture

D) Visit a PlanetariumVisit an observatory and lookthrough a telescope.

A) Expected. OutcomeEvaluation B) Testing Program

A) Children ask questions about thesun; they tell what they haveobserved about it.

B) Oral questions and discussionA quiz - writ '-en - fill in blanks

40 -

S e 30

Concepts

Question: Hoer do satellites stayin their orbit?1. The force of gravitation plus

the sideways motion impartedto the satellite by a rocketmakes a satellite fall in anoval-shaped orbit.

2. A scale on which an object isweighed in a satellite will showno weight because the scale isfalling as fast as the ouject.

3. A satellite keeps falling aroundthe earth because there is verylittle friction in space to stopit.

Question: How are earth satellitesused?1. Satellites can be used to photo-

graph clouds, send radio andtelevision signals, and studyobjects in space.

2. Radio and television signalstravel in a straight line.

3. Stars anJ planets can be viewedbetter from above the atmos-phere.

Living Things On the Earth

Question: What are living andnonliving things?1. Living things move by themselves,

grow and produce other thingslike themselves.

2. Plants and animals are livingthings.

3. Living things need food and waterand oxygen from the air to stayalive.

4. Living things have adavtationsthat help them to get the thingsthey need.

41


A) leading, discussing,investigating, experimenting

B) Make a chart of the science wordsused in this unit. Be sure thechildren knov them and the,.rmeanings

Draw a picture of the sun an6 itssatellites

Drop a felt piece of paper and acrumpled piece of paper at thesame time from the same heightCompare the paths and the ratesof fall to review the basic:concept of friction

Another friction experiment muldbe:children coast on roller:skates. When do they go thefastest? Do the skates ge.; hot?Why?

Make a chart of what scientistswould like to learn from satellitesand what they have alreadylearned from them.

Have the children make a bulletinboard of the different types ofsatellites.

S e 31


Resout.:es C) People

D) Places

A)S 131aLlacsBradburyFirst. Book of Space ScienceFirst. Men inSpaceRock2ts, Missies and MoonsRockats, Missiles and Space TravelRocloAs to the MoonPolaisBaarR is for RocketBradburySpace Ships and Space TravelRossA Bock of SatellitesCrowell

B) Filaatrips:The Thor Missle StoryTransparencies:

Reflo:tion of Ligat

D) Cincinnati Science CenterUnion Terminal

42


A) The child speaks positivelyabout news reports ofsatellites, etc.

B) Written test of a very simpletype, such as true and false oror fill-in_the_blanks

A) Children show that theycomprehend the n_Aionof friction

S e 32

Concepts

Question: Now do living things grow?'.All living things grow. They grow

from the inside.2. Living things grow as cells

grow and divide.3. Most cells in living things are

periodically replaced by new cells.4. Living things produce new living

things like themselves.

13

A) Teaching .NeC1-10:1J

B) Learning Activities

A) Reading, discussion,investigating, experimenting,research

B) Divide the things in the roominto living and nonliving groupsDiscuss why you put them whereyou do. Where do you go?

-Introduce words such as grazebrowse, and gnaw.-Grow some green plants-beans areeasy to grow. Place one in adark place for a few days. Whathappens to the plant? Put it

back in the sun. Watch to sRe

what happens.-Discuss photosynthesis and what

it means.-Put celery in a glass ofcolored water to show how plantsget water and food from soil-Draw a picture showing how energycomes from the sun.

-Trace some food you eat back tothe sun

-Note the difference betveengetting bigger and growing

-Start some plants such ascoleus or philodendron in water.Watci. root system.-Let bread mold in a plasticbag -Look at it through armnifyini; glass.

S e 33

A) 2rihtedB) Audio Visual


A) Questions and AnswersBook of NatureGrow it BookBaker

Living Thing!Useful Plants and AnimalsHow the Sun Helps UsBlough

B) Filmstrips:What Makes a Seed SproutWhat Makes a Plant GrowWhere Animals Come FromSeeds and Seed TravelersThe Caterpillar's JourneyHow You GrowLiving ThingsBirds that Live Near UsTransparencies:Seasons and Living Things

C) Mr. Wells, Hamilton Park Board

D) Field TripsSharon WoodsKroh;; Conservatory ofFlowersNatural History Museum

44

A)Expected OutcomeEvaluation B) Testing Program

A) The child exp...esses pleasure in

the world around himHe can tell about some of theneeds of all living things,including the needs of thehuman body

B) Oral questions and discussionTests, such as drawing picture.;of living things and nonlivingthings

Se 34

Concepts

The Sounds You HearQuestion: What are Sounds?

1. There are many different kindsof sounds.

2. Sounds are made by vibrations.3. Frequency is the number of times

a second that something vibrates.4. The kind of sound we get depends

on how fast something vibrates.5. The kind of sound we get depends

on how tightly souething isstretched.

Question: How do sounds travel?1. A material substance is needed

for sounds to travel.2. Sounds travel as waves.3. Sound waves can be directed and

reflected.4. Sound waves do not travel as

fast as light.Question: How do you hear sounds?

1. Sound waves are received bythe ear.

2. In the ear, sound waves setup messages that travel to

the brain.3. It is important that our ears

be given proper care.

45


A) Reading, discussing, investigatingexperimenting, researching

B) Give the children a piece ofpaper and a rubber band and

give them a few minutes to seehow many different sounds theycan make.

Make some musical instruments.Place some fine paper on theouter side of a comb and blowthrough the teeth. This is agood way to illustrate vibration.

Fill drinking glasses withdifferent levels of water.Experiment with the differentsounds by hitting the glass withdifferent things.

How can people on the mooncc munifate?ExperLaent with sounds throughsolids, water and other thingsAlso, ¶'ith echoes and how theyhelp us, and ways to stop sounds.Draw a diagram of the earWhy do some animals hear thingswe cannot hear?

Se 35

A) Printed


D) Places

A) All About the Human BodyGlennserYoLt. Ears

Sounds We HearGrosset and Dunlap

8) TransparenciesThe Human Body(section on the ear)

C) Have somecne from the musicdepartment bring in differentinstruments and illustrate thesoundsThe school nurseA doctor

46


A) Children talk intelligentlyabout the sounds around them.They understand the ear and howthey should take care of theirears.

B) Oral testing by the teacher.Let tha chitriveo mnkc op the

quo.5tions.

S e 36

Concepts

Fourth Year. .Science

The Earth and Its HistoryQuestion: How was the earth formed?

1. Hypotheses are scientificsuggestions based on facts andused to find new facts.

2. Several hypotheses hare beenmade to explain how the earthwas formed.

3. Scientists believe that theearth was very hot when it wesformed and it changed as itcooled.

4. The earth is somewhat like asphere but flattened at thepoles.

5. The earth is made up of crust,mantle and core.

6. Age of the earth is estimatedby the layers of rocks.

7. The history of the earth hasbeen divided according to cer-tain characteristics and eventsinto eras.

8. Volcanoes, earthquakes, andglaciers causA great changeson the surface of the earth.

Question: What kincs of rocks arefound on the earth?1. Rocks are groxped according to

how they were .'ormed; the threegroups are igneous, sedimentary,and metamorphic rocks.

2. Igneous rocks are formed fromhot liquid magma which seepsfrom cracks within the earth.

3. Sedimentary rocks are formedfrom the eroded rock materialswhich are carried to bodies ofwater and settle to the bottomin layers.

4. Metamorphic rocks are of ig-neous and sedimentary origin,having been changed ty heatand pressure.

47 .!


A) Reading, discussing, investigating,observing, questioning andtesting.

B) Make a chart of all the Key ScienceWords.

Take a walk around the block tolook for evidence of weatheringand erosion.

Have some pupils report on how deepthe deepest coal mines, diamondmines, and gold mines are. Whatis their temperature?What would happen to the drillhead if it were used to drillvery deep into the earth?

Display a picture of the GrandCanyon. Have a pupil report onthe layers of rock.

Perhaps a Geiger counter could beborrowed iron the high schoolscience department.

Dinosaurs lived during the Mesozoicera. The class will enjoy studyingthem. Pictures and models of thencan be displayed. Reports andstories may be read.

Make a diorama or a large pictureillustrating the various eras.

Make a model of a volcano out ofclay, plaster of Paris or papier-mache.

Have a pupil report on Paricutin.Also on Kilauea Iki.Have a rock collection. Scrape offparticles from shale - look atthem under a magnifying glass.Compare with particles from sani-stone.

Display a piece of coal and reporton its origin, uses, etc.

Se 37


Resources C) People0 Places

A) All Ab0.111.2):229AnatLanaJaLlhaualifsP3ughhe True Book of ocks and MineralsPodendorf

What's Inc -ide the Earth, ZimTrue Book of ConservationAll About the PlanettEarthRocks and Minral2World Book Enc coo1diaComnton/s Picturel EnKclonediaText: EreLizsjiito Science

Jacobsen, et. al.,American Book Company

B) Filmstrips:

Rocks and MineralsThe Earth's SurfaceUp Through the Coal AgeHunting FossilsStories That Fossils TellHow Rocks Are Formed

Overhead transparencies:Earth ScienceRock Cycle

Rock and mineral kitD) Field trips:

Natural History museumCincinnati Scieo,e Center UnionTerminal

48

A) Expected OutcomeEvaluation B) Testing Prcgram

A) Children show an interest in how

our earth was furmed.The children collect rocks andwant to know more about them.

The children show an undect3hnndirgof the natural, physical world.

B) Teacher evaluation through oraldiscussion and questioning.

Teacher made test on the unittesting the points brought out inclass.

Do the test on page 47.A) Children talk about interesting

natural rock formations whichthey have visited with theirfamilies.

S e 38

Concepts

Prehistoric Plants and AnimalsQuestion:1 !hat is known about, pre-

historic times?1. One of the ways scientists

learn about prehistoric lifeis by studying fossils.

2. Minerals in water helped makepetrified fossils.

3. Volcanic ashed helped makemummified fossils.

4. Fossil skeletons have beenfound in amber and in tar andasphalt pits.

5. Scientists devised time chartsto organize knowledge of pre-historic times.

6. Early forms of life slowlychanged from one-celled to many -celled living things.

7. Simple algae and protozoa livedduring the Precambrian era.

Question: What kinds of life were inthe Paleozoic Era?1. The first plants to live both

on land and in water developedduring the Paleozoic Era.

2. Land plants that died in swampslowly changed to coal.

3. Animals more complex thanprotozoa developed during thePaleozoic Era.

4. Fishes were the first verte-brates.

5. Amphibians were the first landvertebrates.

6. Insects and reptiles appearedduring the late Paleozoic Era.

Question: What kinds of life were inthe Mesozoic Era?1. Seed plants developed and spread

during the Mesc:oic Era.2. The first trees were ancestors

of the conifers.3. Many kinds of reptiles developed

during the Mesozoic Era.4. Dinosaurs developed and became

extinct during the Mesozoic Era.5. The first birds developed in

the Mesozoic Era,

49.


A) Reading, discussing, researching,chart-making, demonstrating,Make a chart of the science keywords - go over them every day.

B) Show how a fossil is made usingclay and a leaf.

Have a student report on Mt.Vesuvius and how Pompeii was

covered..Have a piece of petrified wood andfind out more how it was formed.Place a piece of green algae undera microscope - note the cells.Also examine some drops of pondwater.

Demonstrate how sediments settlein water to form layers.

Maybe the children can bring inmodels of dinosaurs.Bring uut the differences betweenmodern birds and flying reptilesof the Mesozoic Era. Also comparereptiles of today with those ofthe Mesozoic Era.Do a series of experiments toprove the strength of seeds,such as freezing some and othersin a very warm place. Plant thenand see if they will grow under .

the same conditions.Point out how animals adapt totheir environment.

Drew pictures of the variousplants and animals that inhabit-ed the earth in the four eras.Find out why the dinosaurs becameextinct.

Crow some live specimens of sire-ple one-celled animals such asparamecium and ameba.

On a map of the United Statescolor in where coal has beenfound.

S e 39



A) Me Grand C Avon HikeAll About Dinosaurs, ArdrewsAll__Alota..;_theSt1:wgeL3,25Ast of the

ad, Andrews: Dinosaurs, ZimPrehistoric America, White

B) Filmstrips:Up Through the Coal AgeWhen Reptiles Ruled the Earth

Overhead transparencies:Earth Science

D) Field trips:Fossil hunting tripNatural History Museum

15,0


A) Children show an interest in thebeginning of our world.They talk about prehistoric timesand collect fossils and dinosaurmodels.

The children listen with interestto others in the class andrespect their viewpoint.

B) Book test page 95.Teacher made test using multiplechoice, essay, and recall.

S e 40

Concepts

Question: What kinds of life were inthe Cenozoic Era'1. The Cenozoic Era started 65.

million years ago.2. Hardwood trees and grasser de-

veloped during the Cenozoic Era3. The first mammals, which are

warm-blooded animals, first ,

appeared about 70 million yearsa3c.

4. The types of mammals that arefound today developed duringthe Cenozoic Era.

5. Man probably appeared on theearth more than one millionyears ago.

6. Scientific knowledge of earlyman comes from the study offossils, skeletons, bones, tools,and such evidence that has beenfound.

7. Man has many advantages, such asa hichly developed brain, thatother forms of life do not have.

eaterials of the EarthQuestion: That is matter?

1. Matter is anything that hasweight and takes up space.

2. The three states of matter aresolid, liquid, and gas.

3. All matter is made up of atomsof which there are more than100 different kinds.

4. Atoms can join together to formmolecules, which are the small-est particles of a substancehaving all the properties ofthat substance.

5. The freedom with which themolecules of a substance canmove deterainco itn etqte.


Make a list of the animals thatare in danger of becoming extinctnow and why they are.

Research on animals such as snails,sponges, coral, etc. as to howthey eat, move, and function.

Make a collection of insects. Whywere there so many insects in thePaleozoic Era?Make a collection of cones of theevergreen trees.

A) Reading, discussing, experiment-ing, observing.

D) Demonstrate that air is matter byplacing a crumpled piece of drypaper in a glass - so it will notfall out. Plunge the invertedglass into a pail of water. Doesthe paper get wet? Do it again -this time tilt the glass so airbubbles can escape.Be sure the pupils can describe aliquid correctly. Experiment withwater in a variety of eontainerrl.

S e 4)



A) grsjga Morose=New Wulde Through the Microscooegalemeas in ScienceEi,r.titja2uuse, Adler=lire-nook o 'Saltj ABC's of Chemistry

B) FilmArips:FireWonders of Chemistry

D) Visit an industrial laborAtory.Watch a chemist at work.Notice the tools he uses.

52


A) The children show awareness ofthe physical and chemical changesthat, they come in contact withevery day.

B) Teacher evaluation through oralquestions, pupil interest,questions and insight.

S e 42

Concepts

Question: What are physical changes?1. A physical change involves only

the shape or state of a sub-stance; the molecules are notaltered.

2. Matter may be changed from onestate to another by raising orlowering its temperature.

3. When a substance is dissolvedin a liquid, it takes anotherform but its molecules remainthe same.

Question: What are chemical changes?1. A chemical change is one in

which the composition or strucy.ture of molecules in a substanceis ohanged.

2. Burning is a chemical change inwhich a fuel combines withoxygen to form carbon dioxide.

3. A fuel, oxygen, and enoughheat are needed for burning tooccur.

I. Oxidation, the chemical unionof oxygen and other suvstances,may be rapid or slow.

-5. Elements are substances made ofatoms which are all alike;elements cannot be broken downinto simpler substances.

6. Compounds are substances madewhen the atoms of two or moreelements join together; allthe molecules of a compound arealike.

7. Mixtures are materials composedof two or more substanceswhich keep their own character-istics; the molecules of amixture are of two or moredifferent kinds.

53


B) To illustrate property of gases-spill some perfume on a sheet ofpaper. You can smell it becauseit changed from a liquid to a gas.Are the molecules of the gas closetogether or far apart? (far apart)What is the container for thegas? (the room)Put water in two containers - onewith a large opening - one with asmall opening. Fut the same amountof water in each. Let stand insun for several days. Which con-tainer lost more water? Why?

"Assolve several things in water;such as sugar, salt, flour, sand.Which can you see? Which can younot see? Let it stand for a fewsays - what can you see then?.

An iron nail placed in.a glass ofwater for a couple of days willshow slow oxidation. A candleburning will show fast oxidation.

Report on the discovery of plastic.What was so good about it?Nake a chart of the physical andchemical characteristics ofseveral common substances.

S e 43


Resources 0 PeopleD) Places

A) Expected OUtcomeevaluation h) Testing Program

S e 4 4

Concepts

Energy to Do WorkQuestion:What are work and energy?

1. Work is done only when something is moved through adistance.

2. The amount of work done dependson how far something is movedand the push or pull needed tomove it.

3. A force is a push or pull;while the force itself is invisible, its results can oftenbe seen and measured.

4. Energy is the ability to do work.5. The energy of moving objects

is called kinetic energy;stored up energy iu calledpotential energy.

Question: What are some forms ofenergy?1. Some forms of energy are

mechanical, light, sound, heat,electrical, and nuclear.

2. Chemical energy can be releasedslowly or rapidly.

3. Sound energy is due to a vibrating object producing soundwaves in the air.

4. At high temperatures moleculesmove very rapidly.

5. Many forms of energy can bechanged into electrical energy.

6. A great deal more energy canbe obtained from nuclear energythan from chemical energy.

Question: How is energy changed?1. Potential energy can be changed

int) kinetic energy and back topotential energy again.

2. One untversal law is that energycan be changed from one form toanother, but the total amountof energy always remains thesame.

3. Under certain conditions mattercan be changed into energy andback again. This is the Law ofConservation of MatterEnergy.


A) Reading, discussing, observing,experimenting, researching.

B) Experiment: Have each child hold abook in one hand and a ruler inthe other. Have them lift the bookas high as the ruler. Did allchildren do the same work? Discussthe amount of work done by theindividual pupils.

Experiment by making scales andbalances or using simple onesthat were bought.

Have the children write a shortparagraph on 'What Goes Up MustCome Down".

Have a tug of war on the playgroundto experiment with the concept of

E211.Look up some facts about weightlifting. Discuss the danger oftrying to lift too heavy objects.

List on a chart or the chalk boardmany kinds of kinetic energy,potential energy, chemical energy.Report may be be made on how run-ning water can produce electridity.List the many places this is done.

Report on 'low we get electricityfor our classroom. What kind ofenergy is used?

Bulletin board Show the sun andthe many ways we can trace energyfrom it.

Have an exhibit of different formsof energy children'S toys areoften run by battery. Some bywind, water, push, etc.Make sure the children knew andunderstand the meaning of thewords congervation and law.A chart can be made of the Uses

ddire.

S e 45



A) Machines at Work, HouseAll About FreemanElectricity in Your LifeMachinesSounds We HearBiagrashyfzrariAlgrn, BranowskiWor2d Book EncyclopediaComptonss Pictured EncyclopediaBritannica Junior Encyclopedia

B) Filmstrips:ElectricityThe Sounds We HearPower

C) The high school science teachermight bring some lab equipmentand do some of the suggestedexperiments.

D) Field trips:Visit an electric generatingplant.

Visit a construction sight toview different forms of energy.

Visit a house that is beingbuilt, before the walls are up,where the electrical wiringcan be seen.


A) Children should demonstrate anunderstanding of the differentforms of energy, and how they areused every day by themselves andtheir parents.Children should have a betterunderstanding of how differentforms of energy are related toone another.

B) The children should be able tocomplete the exercise on page19 in text.

Teacher made test over the unit.Teacher evaluation through oralquestions and discussions.

S e 4 6

A) Teaching Methods

Concepts B) Learning Activities

Exploring the Solar SystemQuestion: What is the solar system?

1. The solar system system is madeup of the sun and all the objectsthat move around the sun.

2. Some of the objects in our solarsystem are: the planets and theirmoons, the asteroids, cometsand meteors.

3. Planets can be distinguishedfrom stars by the light eachgives off and by the fact thatthat the planets seem to moveamong the stars, while theposition of the stars remainsfixed in relation to one another.

4. The planets seem to move acrossthe sky because both they andthe earth are revolving aro..ndthe sun.

Question: What are the planets like?1. Nine planetF revolve allout the

sun,

2. The planets differ in size,distance from the sun, andsurface conditions.

3. Many of the planets have moonsrevolving around them.

4. Between Mars and Jupiter liesa belt of asteroids which aresmall bodies that revolvearound the sun.

Question: Now are telescopes usel?1. Telescopes are instrument: fc:

observing the heavens. They maybe reflectors or refractors.

2. Balloon telescopes make forclearer observing since theybypass the earthls atmosphere.

3. By applying the law of gravi-tation, astronomers have beenable to discover some heavenlybodies which were not previous-ly known.

57

A)

B)

Reading, discussing, observing,experimenting, questioning, andtesting.

The children maG a notebook ofpictures, charts, reports andstories.

More able childr n report on thelives of Copernicus, Galileo andNewton. Also more about Braheand Kepler.

Reinforce the terms revolve,revolution and reflection.Have a pupil report to class aboutany meteorites that have fallento the earth.

Make a mobile using balloonscovered with papier-mache. They .can be painted and hung on a wireto represent the distance from thesun. Moons can be fancy toppedpins.Have a pupil give a report onHalleygs Comet.

Contact Natural History Museum forinformation concerning time andplace for planetry observations.Encourage the children to observeat night. If a telescope isavailable, set it up for anevening. Many children and parentswould be interested.

Divide into eight groups and haveeach group choose a planet aniwrite a story about the life onthat planet.Learn to use the word Losus andexperiment with a magnifying glassto understand the term.

Make a circle in the classroomZOO inches in diam!ter to showthe size of the Hite telescopeill California, Maybe all thechildren can stand in it. Imaginehest much light a telescope likethis ein gathert

S e 47



A) A Book of Satellites, Cromwell__adSunKoolanSt&.ri, Freeman

2ouestic_aallasidgr_kok ofpeace, Sonneborn

The Earth Satellite, LewellenStars in Our HeavensS is forSnaca

Boolia...12CLFor You, Branley

?'non Seers tom, ChanaLt Branley

Book of AsILOALII411/a211,Crowell

First Book of Ska.ce TravelFun with Astrpaza, Freeman

B) Overhead transparencies:Reflection of Light

Filmstrips:Basic AstronomyThe Thor Missile StoryHow We Learn About the SkySun's FamilyThe StarsSolar SystemMultitude of Suns

Bulletin Board:Pictures of solar systemPictures of rockets and spaceprobes with receiving stations

D) Field trip::.Natural History MuseumPlanetarium

58


A) The children should show an awareness of the solar system and theearth's place in it.

The children should showin the space program ofStates.

R) Teacher evaluation through oralquestions and diacussion.Test on page 239.Teacher made test.

an interest

S e 48

Concepts

Question? How are space probes usedto explore the solar system?1. Space probes are laboratories

that are sent into space byrockets.

2. Space probes are carriers ofinstruments that measure manyproperties of space.

3. The instruments in the spaceprobe get electricity from thesun by the use of solar cells.

4, space probes send back theinformation they gather incoded radio signals.

5. A space probe has to be aimedahead of a planet in order toreach it.

6. Much data about Venus has beengathered by the use of spaceprobes.


B) What does decode mc _a? Make up acode that might be used in aspace probe.

Experiment with two pupils - onebeing a planet, the other beinga space probe. Find out how thespace probe could come near theplanet.

Living in SpaceQuestion: That makes life possible on A)

Earth?1. Certain special conditions re B)

needed for life.2. Living things need food, water,

oxygen, and the propertemperature range.

3. The atmosphere exerts a neces-sary pressure against the body.

4. The atmosphere protects managainst radiation.

5. Gravity is much less out inspace.

Question: What affects life in space?1. Outer space is a vacuum which

cannot support life.2. In space there are gases,

meteorites, and almost all kindsof radiation.

3. Sound does not travel througha vacuum.

4. An object has weightlessnessin space.

Readf_ng, discussing, researching,questioning, and testing.

Have the pupils plan a trip to themoon. Class committees can decidewhat they must take with them.Have an able pupil to find out howthe temperature in a satellite iscontrolled.

Have an able pupil find out therelationship between the tidesand the moon.Report on the origin of meteorsand why they burn up.

Report on how the magnetospherewas discovered.Find out what you would weigh onthe different planets.Have the children put on littleskits to demonstrate how theymove or eat in a weightlesscondition.

S e 49


Resources C) PeopleD) Pieces

A) Ihfaita&ak91auce!iravel,Watts

U322-k-alatz2naRts19sauCrowellional CeoRranhic

Other magazines that have picturesand articles on space living.

VSZU110215Falfaa0aftaiiiComnton's PictureqEnosappediAColliers AlualQuILApritanniqA Junior Epsaggpsdla

B) Filmstrips:First Adventures in SpaceSpace and Space Travel

C) A skin diver could tell thechildren how they adjust tochanges in pressure underwateri

D) Field trip:Dayton Air Force Museum

A) Expected OutcoLeEvaluation B) Testing Program

A) The children show an interest inthe space program.The children read stories andbooks on space.The children collect space picturesor models.

B) Teacher evaluation through oralquestions and discussing andinterest shown.

Test on page 287 in text.Teacher made test.

S e 50

Concepts

Question: How can man live in space?1. In a spacecraft man has to have

oxygen, food, water and theproper temperatures.

2. Air pressure must be providedin a spacecraft.

3. The spacecraft has to beprotected from meteors.

6. Plants in a spacecraft canperform many useful functions.

5. A spinning space stationcould have an effect like thatof gravity.

6. Astronauts can use smallrockets to steer spacecraft inspace and radios to communi-cate in space.

7. The shape of the spacecraftand a heat shield protect theastronaut during re-entry.

Fifth Year Science

A) Teaching NethudsB) Learning Activities

B) Bring out how far it is to themoon by saying it would take 500years to walk to the moon, if itwere possible- 50 ti7ousand yearsto walk to Venus.Discuss why instruments are sent tothe moon first. What will manhave to take with him?Discuss the re-entry methods bywhich a spacecraft comes backto earth.Discuss how it would be on themoon.

The Earth and Its Changing SurfaceQuestion: How is the surface worn A)

away?1.. Scientists learn about the B)

earth's past by studying thechanges that are occurring inthe present.

2. The earth's surface is alwayschanging; the changes usuallytake place over very longperiods of time.

3. Some changes, such as thosecaused by heat and pressurewithin the earth, tend to buildup the earth's surface. Otherchanges, such as those causedby the action of running water,wind and ice, tend to wear awaythe earth's surface.

61;

Reading, inquiring, observing,questioning, doing.Try to find pictures of theAlaskan earthquake of 1964.Discuss them.Look up the work of a beaver as apreventer of erosion.Have pupils look up and report onsuch terms as: berm. :care, re-

shore, 12.49.ilsuss,=.1.on andheadland.Discuss how we can help preventerosion.

Have a rock collection of granite,limestone, c)nglomerAe, lava, etc.Assign the different volcaniceruptions to several children toreport on. They may bring inpictures, too.

S e 51



A) Text: InguirinzjaajcienceJacobsen, 9131,_.American Book Company

aansaklum Scholastic Class-room Weekly

tis1:12yTeader

1.11111akl.Science YuL=141zult221i

muntaina_sTItLiaa - CowardEAUIPPSA21:17912MAge anclEiv21:ke, Watts

psgpksuualauayza, Dodd119C1.4-ERSILIIBSILILataik

22121Ukag],02911AitalkoatAkungspmgIALUL-

SRAhla, FougbBarth!s.Orlui

B2aL.L.A4dIhalrJ19.rioe, Fenton1.1.4.911.2.44=a4ptah, Schneider

agry of qmss., Sterling


A) The children have a better under-standing of the environment inwhich they live.

B) Review unit using the sectionRemember.

Test on page 62.Teacher made test using about four

essay type questions.

62

S e 52

Concepts

Question: Now is the surface built up?1. Forces are at work which biild

up the surface of the earth.2. Volcanic action builds up the

surface of the earth by trans-porting materials from theinterior to the surface.

3. Mountains are formed by thesideward pressure of rock layers.

4. Deposits of soil by rivers dur-ing flooding build up thesurface of the earth; soildeposited at the mouths ofrivers also builds up land.

Question: What is beneath the surface?1. Most of what we know about the

interior of the earth is aresult of indirect evidence.

2. The earth is made up of three .layers: the crust, mantle, andcore.

3. Earthquakes are sudden sltppingsof rock along a fault; they aremost frequently evidenced incertain areas called earthquakebelts.

63


B) Make a model of a volcano .singpapier-mache.

Report on the meaning of della -bring out New Orleans is built ona delta.

Make a model of the earth usingfour colors of clay - then cutit in two.

Have the children read abouttsunamis of the past and reporton the Hawaiian warning system.

Bring out that whatever forceswere acting in the past are act-ing in the presen. Thereforescientists study the changestaking place today to learn aboutpast changes.

S e 53



A) Expected Outcome


B) Pictures of caves, shores of theocean, different rivers, winderosion, glaciers, and sanddunes.

Filmstrips:The Earth9s SurfaceThe SoilViolent Forces of NatureOur Earth is ChangingStory of RiversOur Ever Changing Earth

Overhead transparenciss:Earth SciencesStructure of the Earth

C)Someone from the weather stationto bring a seismograph andexplain it.

D) Field trips:To the cave at tha Natural

History Museum or Ohio Caverns.Take a walk and note signs of

erosion.Note the Ohio River and MillCreek to answer the question:Is it an old or young river?Note deposits of sand and dirt.Note erosion along the banks.Dies it flood? Why?

64

S e 54

Concepts

Changes in MatterQuestion: What is chemistry?

1. Chemistry is the science thatdeals with matter and thechanges in matter.

2. All matter is made of atoms,which may combine to form molecules.

3. There are three kinds of matter:elements, compounds, andmixtures.

4. An element is the simplest kindof matter. All atoms in anelement are alike. Atoms ofdifferent elements differ.

5. A compound is a substance inwhich each molecule has two 01'more different atoms chemicallycombined.

6. A mixture is a substance inwhich different types ofmolecules are not chemicallycombined.

7. Symbolic expressions are usedin chemistry. A single symbolrepresents an element; acombination of symbols, calleda formula, represents a compound; a chemical equation usessymbols to express a chemicalchange.

Question: What are some importantsubstances?1. Oxygen is necessary for life.2. Carbon dioxide is present in

air, is necessary for photosynthesis and does not burn.

3. Hydrogen is the simplest of allelements.

4. Water exists as a solid, liquid,and gas.

5. The motion of molecules explainsevaporation, while the attraction of water molecules explainscondensation.

6. Pure water, obtained by distil!-lation, filtration, aeration, orchlorination, is necessary forlife.

P, 5


A)

B)

Reading, discussion, questions,cbmonstrations, experiments,otservations.

Relrew What is matter? What isan atom?

What is meant by synthetic materials? List some and discuss howthey are used.Bring out that a uksIBLa can beput together in any proportions,while a compound combines only inone particular proportion. Alsoa mixture retains the propertiesof its individual ingredients,while a compound has cnmplete]y.different properties from thoseof the elements of which it iscomposed.

See if pupils can trace the cycleof oxygen from the air goingthrough the body and eventuallybeing converted back to pureoxygen in the air.

Have a pupil find out what inertalga are? Will oxygen combinewith the inert gases?Is there any water present onanother planet? Why or why not?

What would happen to fish inboiled water that has been cooled?What do they do to water inswimming pools to make it safe?

Have a pupil report on how crude oiloil is refined.Make a coal flower by using salt,bluing and ammonia.Have a pupil report on how plasticis made. List the uses of plastic.Classify them according tophysical properties such asbrittleness, melting point andso forth.

S e 55

A) PrintedD) Audio Visual.


A) Many chemical companies will sendfree copies of charts of atoms.

The Story. of ChemistryThgLarst 29 Dh_orAlter, WattsExperiments for Young_Scientists.LittleMolecules and Atoms

FibersGreat ExperimentersResources for Tomorrow, BeelerSigaLceIpKeriments with Water,

RosenfeldThe True Book of Roc,ke,anduntrals, PodendorfT,ue Book of Chemistry

Eux914124104B) Filmstrips:

Science at WorkAtoms and Their EnergyChemical ChangesAtoms and Molecules

C) Have a high school chemistrystudent bring materials anddemonstrate some of the experi-ments suggested in this chapter.

D) Field trips:Visit a water purification plant.Visit a sewage disposal plant.

66


A) The children show an interest in

chemistry.They find chemistry pretty muchlike a mystery and work to solve

the mystery.n) irno page 110 as a review.

Do test on page 111.Give each child a report to do 011one aspect of chemistry.

S e 56


Question: What is the importance ofcarbon?1. Organic chemistry deals with

the chemistry of carbon com-pounds.

2. Charcoal, graphite, diamond, andcoke are different forms of theelement carbon.

3. There are many hydrocarbons be-cause carbon has the propertyof covalent bonding.

4. Ibomers are hydrocarbons that .have the same number and kindof atoms but different structures.

5. In substitution products,elements are substituted forthe hydrogen in hydrocarbons.

6. Many new hydrocarbons can beproduced.

living Things in Their EnvironmentQuestion: What are the characteristics A)

of living things?1, All living things are alike in B)

certain ways: they can respondto stimuli, move, grow, getand use food, and rerroduce.

2. All living things are made ofone or more cells.

3. Protoplasm is the livingmaterial within each cell.

4. Each cell is surrounded by acell membrane, and is made upof a nucleus and cytoplasm.Only plant cells have cell walls.

5. Cells which are grouped to per-form certain functions formtissues.

6. Different kinds of tissuescombine to for an organ.

7. Organs are organized into suchsystems as the skeletal system,digestive system, excretory sys-tem, respiratory system andnervous system.

67

Reading, observing, examining,experimenting.

Have a puFil report on the historyof microsz,opes.Chart: Plants and animals -- howthey are alike.Look at scum from a pond under amicroscope.Have the children keep a notebookon this unit.Have the pupils make a largediagram of the digestive system.Label each organ - describe itsfunction.Draw the heart - what is itsfunction?Look at a drop of blood under amicroscope. Why are red carry:ciesso important?

Draw the lungs - what is tl,Lirfunction?Draw the brain - what is itsfunction?

Examine some pork or bier' brans.

e 57



1919194.1m20=JkmaaRitauftitayzej2291, BakergaveIfak_Ekaland Animals

arALARAL9S-PluAt, Wattsamtaa019941axdlatliaxide

B) Filmstrips:Finging Out Now Plants GrowUp Through The Coal AgeTo Everything A SeasonSeeds and Seed TravelersOur Friend the EarthwormThe r'aterpillarts JourneyHow Apples GrowPlantsTrees

C) Invite a local florist or gardenerto talk about care of plants.

D) Field trips:ZooKrohn Conservatory

68

A) Expected Outcome


A) The children have an f'terest inthe living things aobut them.

The children approciate the beautyof living things.

The children leaa to not destroyplants and animals.

n) Review with rage 174.Teut on peg.- 175.

Sc'.ence exhibit with all theactivities done in this unit.Invite other classes to look atit.

S e 58

Concepts

Question: How are animals classified?1. Animals are classified

according to structure.2. All animals can be classified . .

as invertebrates (without back-bone) or vertebrates (withbackbones).

3. Protozos, sponges, cuplikeanimals, and arthropods areinvertebrates.

4. Fish, amphibians, reptiles,birds and mammals are vertebratebrates.

5, Mammals are the most complexof vertebrates and wan is themost complex of mamTals.

1-1,W are plants classified?

1, Plants are cla,Afied accord-ing to s.uniAaities in structure.

2. Fungi, the simplest group ofplants, depend on other livingthings for food; they have nosoots, stems, leaves, seeds,or flowers.

3. Bacteria, yeast plants, rust,molds, end mushrooms are fungi.

4. Bacteria are one-celled fungi.5. Yeast plants reproduce by

budding.b. Molds and mushrooms reiroduco

by spore formation.7. Algae are the simplest group

of plants that produce theirown food.

8. ',losses, ferns, and seed plantsare more complex groups ofplants.

9. Two snhgroupc yr a Cad plantsare those that bear uncoveredseeds and those that bee:covered seeds.

89

A) T3aching MethodsB) Learning Activities

B) Dissect a chicken leg to note thefunction of the muscle system.

Have the children bring in picturesof all kinds of animals. Classifythem accordinE, to structure.

Have a pupil report on coral, tell-ing about coral reefs and islandsmade of coral skeletons.Have a pupil report on trichinaand hookworm and their affecton some pe,ple.

Start an aquarium.Make three terraria - a awamp,woodland, and desert.

Take u walk to observe plants.Make a collection of plants.

Experiment with bread and mold tofind out what it needs to grow.Be sure to look at it through amicroprojector.Examine mushroom and ferns forspores.

Examine algae Under Cho mioocoqop_Find out why moss only grows onone side of a tree.

Make a collection of seeds. How arethey different? Why do seed plantsove,rpfoduce?

S e 59



70

A) Expected Out,z,ome


S e 60

A) Teaching MethodsConcepts E) Learning Activities

Question: What are flowering plants? B)I. Conifers are plants that pro

duce seeds that grow on cones.2. Flowering plants are plants

that produce seeds with flowers.

3. Flowering plants have roots,stems, leaves, and flowers;each part has a particularfunction.

4. The root system of a plantholds the plant in the groundand serves as the structurethrough which water passes toother parts of the plant.

5. Plant, stems support other partsof the plant and serve astransportation systems.

6. Leaves make food, take in sunlight and air, and releaseexcess air.

7. The process by which plantswith chlorophyll make food iscalled photosynthesis.

8. Flowers perform the functionof reproduction,

9. Moisture, temperature, and airaffect seed germination.

ElectricityQuestion: What is static electricity?

1. All objects are made of atomswhich in turn are made ofelectrically charged particles.

2. Whet; an object becomes electrically ;hanged, it eitherloses or gains negativelycharged electrons.

3. Static electrical charges donot move easily.

4. Like charges repel and unlikecharges attract.

5. An electroscope will detectcharged particles.

6. Static electricity can bedanger" is.

71

Draw a flowering plant and label

the parts. That is the functionof each part?

You can demonstrate osmosis bypatting Queen Annes Lace incolored water. In a few hours itwill be colored.Examine the woody tissue of a crosssection of a tree.

Make a leaf collection. How elsecan we identify trees?

Examine a slice of a leaf under amicroscope.Place a plant in a plastie bag toshow that leaves release water.Condensation will appear insidethe bag.Examine some flowers for theirdifferent parts.

Draw a series of pctures thatillustrate the life cycle ofseed plants.

Discuss how seeds travel.

A) Reading, discussing, observing,experimenting.

B) Experiment with balloons to bringout that IllsegbAgg=xspel ensmaktshargesatkagi.Have a pupil report on what typeof materials conduct electricalcharges.Have one report on what types ofmaterials are insulators.Discuss the use of lightning rodson a bulking. Discuss where you

(-)should go in an electrical storm.

Discuss the times the childrenhave experienced static electricshocks.

S e 61



A) Magnets, P,Irker611 About Electripity, FreemanThe Worrier of Electricity, RuchlisElectricjitajais=11fAEiallikskial1991La_ksamMorgan

&etgazak.suleslasity, Watts

§ciencelfe4r-ItEld BookDncvolopediaa

72S

A) Expected OutcomeEvaluation P) Testing Program

A) The children are aware of theuses and importance of elec-tricity.

They are aware of the dangers ofelectricity.

They know the safety rul.Y-,

Use them.B) Use page 236 for review.

Use page 238 for the test.Use a teacher made test.

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Concepts

Question: How can electricity beTroduced?1. An electric cell generates

current electricity.2. An electric cell is composed

of two unlike materialsand a chemical that will reactwith them.

3. Current electricity can flowthrough a wire, while staticelectricity is stationary.

I , When R magnet is moved near awire, an electric current isproduced,

Question: How does electricity flow?1. Electricity flows easily

through conductors and notthrough nonconductors orinsulatcra.

2. In order for electricity toflow, there must be a completecumnit.

3. Electricity flowing throughthe filament of a light 1,albproduces both heat and light.

4. The flow of current can bebroken by removing part of thecircuit.

5. When too much current is noting through a house, the fuseor circuit breaker cuts offto remove part of the circuit.

QuAstion: How is electricity used?1. Electricity can be used for

heat, light, and mechanicalener&r,

2. Wires through which largeamounts of electricity flow cangive off he and light.

3. Electricity can be used tomake powerful electromagnets.

4. A telegraph sends messages inMorse lode by spurts ofelectric current over a wire.

5. Electricity can be dangerous.When using electricity, safetyrules must be followed.

73

A) Teaching Methods13) Learning Activities

B) Discuss the danger of staticelectricity and how cne can pre-vent fires.Make a list of all the uses ofelectric current.

Have the ehilril-Hri make the simple

electric battery described.ihl-the textbook on -page 195.Discuss the uses of different typesof batteries.Find out the uses of electr.mnan-i,Discuss why it is dangerous tohave a radio over the bathtubwhile taking a bath.Find out Why birds don't getelectrocuted when they sit onbare electrical wires.

Why doesn't your radio sound clearwhen you are near wires carryinga lot of electricity?

Have the children take apart alight socket trace the circuitcreated when the light bulb isin the circuit, Break the glassof a light bulb and trace thecircuit in the buAb.

Examine a good fuse and a burnedout one.Have a child bring in a toy thatuses batteries. Have him tracethe circuit. How does the motorwork?List electrical appliances usingheat.Bring in a waffle iron - observethe wires getting hot.

Make an eleAromagnet using adry cell. Let the children domany experiments with it.

Bring out the safety rules.Encourage them to examine theirhones and community forviolations.

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B) Filmstrips:Static ElectricityHow Electricity Helps UsMagnetsCurrent ElectricityElectricity At Home

Overhead transparenciesMagnetism and Electricity

C) Have an electrician or a firesafety officer talk to theclass and give demonstrationsof the workings of fuses andcircuit breakers, their usesand safety measures.

Have a man from the telephonecompany to show the electricworkings of the telephone.

A ham radio operator might bringhis "rig" and explain theoperation to the children.

D) Field trip:To a power plant

74

A) Expected OutcoteeEvaluation B) Testing Program

S e 66

Concepts

Distances in SpacaQuestion: What is meant by distance?

1. Distance is the amount oflinear space between two places.

2. Distance may be measured instandard units of length.

3. The English and metric systemsare two systems of measurement.

4. The metric system is based uponunits of ten.

5. A standard is an agreed-uponunit of measurement upon whichall other units are based.

Question: How can time be used tomeasure distance?1. Distance can be measured in

units of time and rate ofmotion.

2. The distance traveled is equalto the average rate of motionmultiplied by time in motion.

3. :Standards based on the speedof light are used for measuringgreat distances in space.

4. A light-year is the distancethat light travels in one year.

5. Distances in space are verygreat.

75

A) Teaching Methods,B) Learning A-Aivities

A) Reading, discussing, questiDning,guiding, problem solving troughinvestigation.

B) Do some measuring of objects inthe room with a ruler and a yardstick.

Use a measuring tape to measurethe room and playground.

Measure th6 desks with the rand-width method. Do the mea surt,mQLqdi.fer? Dring out the importanceof staAard measurement.

Find out the work of the Bureauof Standards. Why are they

necessary?Have the pupils measure somedistances in units of time.Example: length of school building,school yard, or from home to school

Be sure the children know what theword rate means.

Find out why we do not use "sound-years" away.

Make up problems for each otherto do.

The idea of average rate should be

stressed.Provide the distance to certainstars and have the distancechanged into light-years.

Measure some maps and figure thedistance in miles.

How do they measure the distancefrom the earth to the sun?

Experiment with a protractor.Find out vhat the words Azeter.,apeodsmaer, and ollaulkm areand howl,* use them.

Work out the air miles betweentwo cities and the road miles.The difference will proveinteresting.

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1


Resources C) People0 Places

A) Experiments in Optical Illusion,Beeler

Fin With FreemanFirst Book Of Astronomy, WattsThis Way to the Stars, Dutton

EnaY212DediLlB) Filmstrips:

You and The Universe

76

A) Expected OutcomeEvaluatinn B) Testing Program

A) The children are aware of thasize of our universe.

B) Review using page 286.Test on page 287.Teacher made test.

S e 66

Concepts

Question: How is distance in spacemeasured?1. A scale drawing is a useful

tool in measuring distances inspace.

2. Distances can be measured bysighting on an object fromeach end of a base line.

3. The longest base line formeasuring distances to starsis the distance across theorbit of the earth.

4. Parallax is the apparent changein the position of an objectwhen viewed from differentplaces.

5. The farther away objects are,the less parallax effect isseen.

6. From the longest base line,onkr the nearest stars show ameasurable parallax effect.

7. The difference between truebrightness and apparent brightiness helps astronomers measuredistances of stars.

C. The slower a variable starchanges brightness, the bright-er the star is.

The Milky Way and the UniverseWestiont What is the Milky Way?

1. The Milky Way galaxy is a hugesystem of stars, gas, and dust.

2. It is difficult for us todescribe the Milky Way gilaxybecause the earth is inside it.

3. The sun and its planets arelocated on one arm of theMilky Way galaxy.

77


A) Reading, discussing, observing,researching.

B) Have the more able children reporton the modern-day astronomers.Find the meaning of the word

EfilANIETry to get the distance conceptover to the children as t howfar our nearest star is.Draw pictures of the Milky Waygalaxy showing our sun and theplanets of our solar system.

S e 67

A) PrintedB ) Audio Visual


A) t.S BookSLAAME121Et

iumvp Full of StemsItaliventure Bo* of StarsWit, to th2 Stars

B) If a telescope is available, setit .op and view the sky at night.A to t: of parents would be

interested too.Filmtr4s:

AfAr,Aiclny

The SkyMahe Starry Universe

73


A) The children show an appreciationfor the earth.

They show an interest in the skyand use their eyes.

B) Review on page 334.Test on page 335.Po suggestion in teacher's book

on page 334 instead of a teston this unit.

S e 63

Concepts'

Question: Where are you in theuniverse?1. The Milky Way is a spiral galaxy

with a thick central core, athinner disk, and spiral aimscontaining duet in which liewstars are formed.

2. Astronomers learn many thingsabout the stars by examiningthe light coming from them;the light differs in objectsmoving toward us and away froiaus.

3. There is a possibility thatlife as we know it existselsewhere in the universe.

Question: What is the extent of theuniverse?1. Tho size and age of the universe

can be inferred from suchevidences as the speed of re-cession of galaxies and theirdistance from the earth, andfrom radioactive dating ofrocks.

2. The two main concepts describ-ing the beginning of theuniverse are the Big BangTheory and the Steady-StateTheory.

3. Astronomers will be better ableto study the universe from aspace platform outside theearth's interfering atmosp%ericconditions.

79


B) Look up the word grApfl. ] ' ;

to school if possAl . thechildren experiment 1,:tshinin% through it.

Review the conditions nLer-eary forlife on the earth. Do you thrikthere is life on another pianct?Why or why not?De research on the galaxy ofAndromeda.Report on Ed4in Hubble as to whohe was and whEt he did.Find out how to make a simplespectroscope in a 'how-to-do-it"book.Have some pupils find out whatparticles leave a radioactivematerial when it changes toanother material.Review meteorites.Look up the meaning of the words

SLWIllkEY and n2EIRESILX.Build and label models of varioustypes of satellites.

S e 69

A) PrintedH) Audio Visual


D) Field trip:Planetarium - Natural History

Museum.

80


S e 70

Concepts

Question: What are constellations?1. The constellations are groups

of stars which seem to bearranged in patterns.

2. During the night, the t-,arsseem tD move across the skyfrom east to west; thisapparent motion is dua to theearth's rotation.

3. Different constellations areseen at different times of theyear because of the earth's:evolution around the sun.

4. Most of the bestknown constellations appear along theecliptic, which is theapparent path of the sunthrough the sky during theyear.

811


B) Look up the names of the morecommon constellations, what thename means and the arrange: entof stard.'Make.a large pictureof them.

Observe the B51, Dipper dr w thepicture of both Dippers andPolaris.

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()

82

A) Expected OutcomeEvaluation d) Testing Program

S e 72


CURRICULUM GUIDE

SCIENCE

MIDDLE

83

The following texts have been adopted toin The Reading Community Middle School:

further our science programs

;Jame of Year Level Com_ noz Quantity_

Investigating in Science 6 American Book Co.Soience 6 Silver Burdett 35Science a Modern Approach 6 Holt Rinehart Winston 30Science for Today and 6 D. C. Heath & Co. 35Tomorrow

Science for Tomorrow's World 6 McMillan 35Today's Basic Science 6 Harper Row 45

Man Matter and Energy 7 Holt Rinehart Winston 35

Earth Space and Environment 8 Volt Rinehart Winston 35

Investigating Matter 6-7-8 Addison Wesleyand Energy 60

Physical Science 6-7-8 Addison Wesley(A laboratory approach)

Energy and the Atom 7-8 Harper Ro,/ 45Laboratory Text #3 7-8 D. C. Heath & Co. 30Life and the Molecule 7-8 Harper Row 45Our Planet in Space 7-8 Harper Row 3cPatterns and Processesof Science #1

7-8 D. C. Heath & Co. 35

Patterns and Processesof Science #2

7-8 0. C, Heath & Co. 30

S m 1

84

SCIENCE - 6TH YEAR - Jacobsen, Willard J., Lauby, Cecilia J. andKonicek, Richard D., Investigating in Science,American Book Co., New York, 1965

Light And HeatWhat is the Nature of Light?What are Some Properties of Light?What is Heat?How does Heat Affect Matter?

Energy From The SunWhat is the Sun?What is the Source of Solar Energy?How is Solar Energy Controlled?

Insects And SensesWhat are Some Physical Characteristics of Insects?How Do Animals Sense their World?

The OceanHow is the Ocean Studied?What is the Ocean Like?What Kinds of Life Exist in the Ocean?

Exploring the UniverseHow is the Universe Studies?Is there Intelligent Life Elsewhere in the Universe?How Can Men Travel to Distant Stars?

The Atom and Nuclear EnergyWhat is the Structure of the Atom?How is Nuclear Energy Obtained?Hew is Nuclear Energy Used?

85 Srn 2

Concepts

kvestiRating in ScienceLight and HeatA. IntroductionB. What is the Nature of Light?

1. Several theories about thenature of light have beendeveloped. They ave used toexplain the behavior of light.

2. According to the particletheory, light is made up oftiny particles that move atgreat speeds.

3. According to the wave theory,light energy is thoigh of asvibrations.

4. According to a theory thatcombines the particle andwave theories, light energyis made up of photons thattravel in waves.

5. Light appears to travel instraight lines through space.

6. light is reflected by nearlyall surfaces; smooth surfacescause diffuse reflection.

7. Because light travels atdifferent speeds through differ-ent substances, refractionoccurs.

8. Diffraction occurs when lightpasses through an opening.

C. What are Some Properties of L1.ght?1. Visible and invisible liOt

are forms of radiant energy.2. Light travels at a constant

speed. A light-sear is thedistance light travels in oneyear.

3. A prism will separate whitelight into colors of thespectrum.

4. The eye is an organ whichreceives light, forms images,and transmits the images tothe brain.

80

A) Illustration1. Demonstrate regular and

diffuse reflection2. Waves3. Froperties of light4. Heat5. Properties of heat

B) 1. Observation of lighttraveling in straight lines;through a pinhole, andreflection

2. Observation of heat

s m 3


Resources C) People.

D) Places

Learning Center

A) LetaEnentBeeinning_ScienceLight and Color

Reference:

Jacobsen,American, 1965. pp. G22, 023, 024

(.)

87


A) 1. Properties of light are bestexplained through the wavetheory, while other propertiesof light are best explainedby the particle theory.

2. Ways of releasing n2at.3. Ways in which heat affects

matter.

B) Student1. larellitgating. in ssimat,

Jacobsen, et. al.American, 1965. p. Gv

2. What aspect am I interestedin?

3, How will I find out?4. What are some possible

answers?5. What do I want to find out?6. What are my conclusions?

Teacher1. Observe student skills in

experimentation.2. Accuracy of observations.3. Competency in recording data.4. Judgment* in interpreting

data.5. Ability '.;c7) formulate

pertinerr data.6. Clarity and accuracy in

stating conclusions.7. Verifical,ion of findings.8. Note capacity for self

evaluation.9. Student's efforts to convey

what he has learned toothers.

S TR 4


5. Convex lenses cause light toconverge; concave lensescause light to diverge.

6. Light can pass through somematerials but not others.

D. What is Heat?1. Sources of haat are chemical

energy, mechanical energy,and nuclear energy.

2. The ciloric theory of heat,which suggests that heat isa fluid substance, wasdisproved by Count Rumford.

3. Heat is related to the totalkinetic energy of moleculesin a substance.

4. Temperature is a measure ofthe average kinetic energy ofmolecules in a substance.

5, Most thermometers measureheat by the principle ofexpansion; most thermometersuse the Fahrenheit or Celsiusscales.

S m 5

88



89


S m 6


Energy From The SunA. IntroductionB. What is the Sun

1. The sun is the most importantstar to the earth.

2. The sun is one of about100 bilion stars travelingaround the center of theMilky Way.

3. In relation to other stars,the sun is a medium sized starand average in temperature.

4. The sun is in a gaseous state.5. The chemical elements on the

sun can be detected by aspectroscope.

6. Some of the major features ofthe sun are the photosphere,chromosphere, prominences,corona, sunspots, and solarflares.

7. Particles emitted from the suncan disrupt radio communicationson the earth; some nay betrapped in the magnetic fieldof the earth, forming themagnetosphere.

C. How is Solar Energy Controlled?1. Solar energy, concentrated

through photosynthesis, isreleased through the burningof fuels.

2. Solar energy can be concentratedby using concave mirrors andconvex lenses; this energymay be used in solar furnacesand heaters.

3. Solar energy can be usod toconvert seawater to freshwater by using the principlesof the greenhouse effect andhigh heat absorption by darkmaterials.

4. Solar energy can be convertedinto electricity with solarcells which use silicon.

A) Discription, Illustration,Demonstration1. Knowledge of the sun.2. Solar heat.3. Theories of origin of the sun.4. Solar eclipse.

13) 1. Observations and investigationof solar eclipses, spectraof elements, brightness oflight, greenhouse effect,and absorption of solar energy.

S m 7


Resources C) PeopleB) Places

Learning CenterA) The WondersorSzlae

Licht and Color

Outlar111InsectsMan aTd InsectsField Book of InsectsPlanets Starsalaapazt,Chamberlain

Reference:Jacobsen, et& al,&

pp. G42, G43

91


A) 1. The place of the sun in theuniverse and how it relatesto other stars.

2. Source of heat as a nuclearreaction.

3. Uses of solar energy and itscontrol by man

4. The origin and o.i.der of the

universe.

B) (See Evaluation this guide"Light & Heat")

S vt 8

A) Teaching MethodsConcepts D) Darning Activities

Insects And SensesA. IntroductionB. What Ar: Some Physical

Oharacteristcs Of Insects?1. Insects are grouped as

arthropoas because they havejointed legs and exoskeletons.

2. All insects have three pairsof legs.

3. All insects have one pair ofantennae.

4. 411 insects have three parts:head, +horax, and abdomen.

5. The mouth parts of insectsdetermine what insects eat.

6. Many insects undergo meta-morphosis as they develoy.from eggs to adults.

7. Insects are classified onthe basis of their structure.

8. Insects have many self-protecting adaptations.

9. Some insects are beneficialto man; others are harmful.

10. Entomology is the sciencedealing with the study ofinsects.

C. How Do Animals Sense Their World?1. All animals have some type of

nervous system.2. The nervous system controls

body movements and the workof important organs.

3. Reflex actions are those whichrequire no decision by thebrain.

4. The nervous system in manincludes the central nervoussystem and the autonomicnervous system.

5. The eye is the organ of sight;the ear, the main organ ofhearing; the tongue, the mainorgan of taste; the nose,the main organ of smell; andnerve endings in the skin pickup the sensations of heat,cold, pain, pressure, and touch.

92

A) Discussion, Illustration,Dinplay and Demonstration1. Insects and their physical

characteristics, theirhabitats, life cycles. andeffects upon man.

2. Nervous system of man andinsects.

B) Collecting and observinginsects

S in 9

A)

B)

Resources C)D)

PrintedAudio VisualPeoplePlaces

Learning Center

A) InsectsField Book of InsectaThe Lives of Animals

Reference:Jacobsen, et. al.pp. G75, G76

33


A) 1. Insect characteristics2. A comparison and contrast

between human sight andinsect sight.

B) (See evaluation this guide"Light 't Heat")

Sm 10


The OceanA. IntroductionB. How is the Ocean Studied?

1. Oceanography deals withthe study of the ocean andinvolves several basicsciences.

2. Echo sounding is used todetermine ocean depths.

3. Pressure-resistant thermometersand bathythermographs areused to obtain temperaturesof ocean water.

4. Bottom samplers, sound waves,and photography are used tostudy the ocean bottom.

5. The bathysphere and bathyscapheare deep-sea exploration"laboratories."

6. The bathyscaphe opo-ates onthe basis of Archimedes°principle which states thata body inmersed in a liquidis buoyed up by a force equalto the weight of the liquidit displaces.

7. An object that is less densethan water will float inwater; one that is moredense than water will sink.

C. What is the Ocean Like?1. The crust of the earth is

thinner under the floor ofthe ocean than under landareas.

2. The three main pelts of theocean floor are the continentalshelf, the continental slope,and the basin.

3. Hieing from the basin arevolcanoes and huge mountains.

4. Great cracks in the basin aretrenche6, the deepest pointson the earth.

94

A) Introduction; Illustrate1. Hydrometer2. Project Mohole3. Influer e of the sun Lnd

the moon on ocean tides4. Content of sLdwater5. Saltwater aquarium

B) Individual investi6ation

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Learning CenterA) Oceanozorh,1

The Ocean LabQrataa, Spilhaus

Reference:Jacobsen, gt. al.pp. G96, G97, G98


A) 1. Adventures of o::eanography

B) (See evaluation this guide"Light & Heat)

ST1112


5, The ocean floor is made up ofbasalt. Continents lie onbases of granite.

6. Winds, 'later temperature,rotation of the earth, anddeflection by conti;7entsinfluence ocean currentpatterns.

7. Tides are causeu by manyforces, the most importantteing gravitational att "ac-tion of the moon o' the earth.

8. The motion of a wave changeswhen it approaches a shore.

9. There are many minerals,microscopic plants, andanimals in seawater.

10. The 3e. is slowly Increasingits salt content.

D, What Kind of Life Exist in theOcean?1. Plankton, which are tiny

marine plants and animals,begin a series called thefood chain.

2. Life in the ocean is possiblebecause it contains thenecessary water, oxygen,carbon dioxide, and mineralsand because of these propert!esof water: buoyancy andsolvency.

3. Life in the ocean varies fromsmall to large and from th,simple to the complex.

4. Among the groups of animalsliving in the ocean aresponges, coelenterates,mollusks, arthropods, sea stars,fish, and mammals.

5. Many animals which live in theocean are beneficial to man.

6. Some of the plants which growin the ocean are single- andmultiple-celled algae andseed plants.

Sm 13

9 6



97


S m 14


Exploring The UniverseA. IntroductionB. How is the Universe Studied?

1. Electromagnetic energy, givenoff by all bodies in theuniverse, travels throughspace in the form of waves.

2. The type of electromagneticenergy may be determined bythe wavelength; the differenttypes include cosmic, gamma,ultraviolet, and X rays andmicrowaves, radio waves, andvisible light.

3. Optical telescopes, whichgather and concentrate light,are of mainly two types:refractors using lenses andreflectors using mirrors.

4. Optical telescopes are limitedin their use by changingatmospheric conditions andinterstellar dust.

5. Radio telescopes concentrateradio waves the way opticaltelescopes concentrate light;however, since radio waves canpenetrate interstellar dust,t! ry can be used to studyhitherto unexplored regions ofthe universe.

C. Is There Intelligent LifeElsewhere in the Universe?1. Certain conditions are necessary

for the survival of Life'water in liquid form; certainchemicals, particularly carbon,hydrogen, and oxygen; light;

and proper temperatures.2. The common characteristics of

all living things includeability to react to stimuli,to reproduce, to grow, to adaptto environment, and to die.

;18

A) Explanation, Discussion,Illustration1, Waves2. Radiometei.

3. Electromagnetic spectrum4. Reflection5. Conditions necessary for plant

life

B) Reading of scientific journalsfor theories.

S m 15



A) Expected OutcomeEvalNation B) Testing Program

Learning Center A) Electromagnetic energyA) Electricity

Reference:Jacobsen, et. al.pp. G115, G116, G117

99

B) (See evaluation this guide"Light ez Heat")

S rn 16

A) Teaching MethodsConcepts 13) Learning Activities

3. If life exists elsewhere inthe universe, it probably wouldbe similar to life on the earth;therefore, similar conditionswould be necessay for lifeelsewhere.

4. There is a good possibilitythat intelligent life existselsewhere in the universe.

5. Intelligent life elsewhere inthe universe probably couldbest be detected by radiocommunication.

D. How Can Men Travel to DistantStars?1. According to Einstein's theory

of relativity, all motion isrelative to some given observer,object, or point.

2. The velocity of light isconstant, independent of thedirection or the velocity ofmotion of an observer.

3. As an object moves faster, itbegins to shrink in thedirection in which it ismoving; this occurrence isnoticeable only as objectsapproach the speed of light.

S u 17

100



101

A) Exp ted Outcol,eEvaluation B) Testing Program

Sm 19

Concepts

The Atom And Nuclear EnergyA. IntroductionB. What is the Structure of the

Atom?1. Most of an atom is space with

electrons moving about a densenucleus of protons and neutrons.

2. Scientists used the cathode-raytube to discover the nature ofthe proton and electron.

3. Rutherford9s experiments helpedhim determine the size of thenucleus.

4. Atoms of different elementsdiffer in the number ofparticles in the nuclei andthe number of electrons.

f;. Symbols con be used torepresent the atomic numberand the atomic mass.

6. Neutrons are good "bullets"for striking atomic nuclei.

7. Isotopes are chemically alikeelements with different masses.

C. How is Nuclear Energy Obtained?1. Radioactive elements may give

off three kinds of rays.2. Geiger counters can detect

these rays.3. Scientists can change many

elements into others.4. Particle accelerators "shoot"

atomic particles at nuclei ofatoms.

5. Uranium-235 can split andrelease a lot of energy whenhit by a neutron.

6. U-235 is separated from U-238by diffusion.

7. A critical size of U-235 isnecessary for a chain reactionin a fission bomb or e nuclearreactor.

102


A) Discussion, Historical Approach,Models1. Atoms2. Static electricity3. Nuclear energy4. Atomic disintegration5. Geiger counter

3) 1. Examining achievements froma historic standpoint.

2. Construction of models.

S m 19


Reso,,rces C) PeopleD) Places

Learning CenterA) Atomic Eriosel

Elect icilyAI2ms,_Eneux,and Machines,McCormick

Reference:Jacobsen, et. al.pp. G137, G138

103

A) Expected OutcomeEvaluation B) Testing Frog/am

A) 1. Nature of the atom.2. Methods of obtaining

nuclear energy.3. Uses of nuclear energy.

B) (See evaluation this guide"Light & Heat')

Sri 20


D. How is Nuclear Energy Used?1. The energy of the atom bohb

comes f.'om mutter beingchanged into energy.

2. In nuclear fusion atomscombine to form larger atoms.

3. There are different types ofnuclear reactors that convertnuclear energy to other formsof energy.

4. Radioisotopes are moleculesthat contin certain radioactiveatom3.

5. Radioactive atoms can be tracedwith a Geiger counter.

6. Radioisotopes can be used totrace the path of mo]ecules inani:Aals and plants.

7. Radioisotoies have many usesin industry.

8. Carbon 14 can be used to dateancient material and to changethe characteristics of plants.

S m 21

104




105 _

S m 22

OVERVIEW

Navarra, Garone,Enerffy_and AtomThe Physical SciencesHarper & Row, New York, 1966

Interaction, A Process of ScienceInteracting and Learning

The Elements of ChemistryThe Structure of the AtomClassifying the ElementsThe Making of Molecules

Machines and EnergyWork acid EnergyMachinesMagnetism and Electricity

The Biophysics of SoundAcoustics, The Study of SoundProducing SoundHearing Sound

The Energy of LightThe Visible SpectrumPhotosynthesis

The Energy of the AtomRadioactivityReactors and Accelerators

ElectronicsMoving ElectronsThe Electronic ComputerInside the Computer

From Atmosphere to SpaceSupersonic nightRockets and RocketrySatellites in Orbit

S rn 23

106

A) Teaching MethodsConcepts B) Leaning Activities

Lnergy and the AtomA. IntroductionB. Interacting Astronomers

1. Ptolemy believed that the sun andthe planets revolved around theearth.

2. Copernicus established the accept-ed belief that the earth revolvesaround the sun.

3. Interactions among astromonershave helped us to understand thesolar system.

C. Your Own Interaction1. Interaction is a give-and-take

experience between two personsand the conditions of his envir-onment.

2. The Eace-and-point method is asystem for locating stars andplanets.

D. Exploring the Sky1. An observer interacts with th.i

stars and planets when he stud-ies the nighttime sky.

2. The stars and planets are inmotion; the sky changes frommonth co month.

The Elements of ChemistryA. IntroductionB. From Dalton vo Bohr

1. All matter is made %I? of atoms.2. Every atom has the same basic

structure consisting of anucleus and orbital electrons.

3. The atoms of different elementcdiffer from one another in thenumber of protons and electronsthey contain.

4. An Atom is three-dimensional; ithas depth and volume, like a ball.

5. A charged atom is known as anion; an Atom becomes ; positiveion when it loses o!. ele:tron; itbecomes a negative ion when itgains an electron.

107

A) Discussion, Reviews Intro-duction, Interaction,Challenge1. Observation of the night

time sky.2. Compare Ptolemaic Systemwith the Copernical System.3. Man of Science biograph-ies of Ptolemy and Copernicus4. Learning Packet (Teacherprepared)

B) Reports on an InteractionSky watch observation

A) Discussion, Illustration,Explanation, Impression.Comparison1. Structure of the Atom.2. Dalton's Contributionto science.3. Electron arrangement4. Diagrams of H, 1:e, and

C atoms.5. Learning packet (Teacherpro?ared)

B) 1. Interaction2. Observation of a massspectogrzTh3. Diagram of Atoms.

S m 24


Resourzes C) PeopleD) Places

Learning CenterA) Printed

Planets, Stars, and Space

ChamberlainSun and its FamilyGalileo and The Magic Numbers

RosenModern Physical Science

Brooks and Tracy, Ho/t,New York, 1957

The Physical SciencesEby, Wauch; Welch, Ginn1950

Reference:Navarra, et. al.

pp.15,16,17.


The Stoti.of Atomic EnergyFermi. Random, 1961

Handbook of Chemistry,Lange, Handbook Publishers1952

First Chemistry Book for Boysand Girls

Scribner, 1550New ChemistryFun with Chemistry,Prec an. Random, 1962

108


ObjectivesA) Interaction among stars

Testing ProgramStudent

1. What aspect am I inter-ested in?2. What do I want to findout?3. How will I find out?4. What are some possibleanswers?5. What are my conclusions?

Teacher1. Manipulation of equip-ment2. Note the accuracy ofobservations3. Note capacity for self-evaluation

ObjectivesA) Use of mass spectograph

Testing ProgramStudent

(See Evaluation this guide'Interaction and Learning")

S m 25

A) Teacting MethodsConcepts B.) Learning Activities

C. Electron Shells1. A flow of electrons gives rise to

an electric current.2. The electrons in an stow are ar-

ranged on energy levels and anenergy sublevel.

3. An electron gives off energy whenit drops from a higher energylevel to a lower energy level

u. Scientists can identify materialsby means of spectrum analysis.

D. The Nucleus1. Protons and neutrons are found

within the nucleus of the atom.2. :Isotopes are different types of

atoms of the same element.3. An isotope of an element differs

from other isotopes of the sameelement only in the number ofneutrons it contains and inatomic weight.

Classifying the ElementsA. Introduction3. The Periodic Table

1. The Periodic Table of the elementsis an orclerly arrangement of the103 chemical elements known toscientists.

2. All the elements are arranged ingroups and periods within thePeriodic Table.

3. Elements belonging to the samegroup have similar properties.

C. Periodic Classification1. The Periodic Table is made up of

three short periods and fourlong periods.

2. The properties of an element aredetermined to a large extent byits electron configuration.

3. Similar properties among elementsrecur peridically; thus, theelements fall into groups withinthe Periodic Table.

109

A) Discussion, suggestion1. Contribution of chemistryto ,,ur way of living2. Interpret the PeriodicTable of elements3. Electron configuration4. Learning Packet(TeacherPrepared)

B) Group activity to exchangeideas with each other

Ingenuity and resource-fulness to depict elements

Writing of electron con-figuration

Observation of the PeriodicTable

Sm 26



Exploring Chemistry,Gallant, Garden City, 1958

Giant MolecuLls

ReferenceNavarra, et.al.pp. 36,37, 38


Atoms (the core of all matter)Korn, Golden Press, 1D-6T--

110


Teacher1. Note clarity and accuracy2. Accuracy of observation.

ObjectivesA) Use of Periodic Table of

Elements8) Testing Prograw Student

(See Evaluation this guide"Interaction and Learning")Testing Program Teacher1. Note willingness to checkresults against the findings

sourcesa reliable2. Recognize the total designof the investigation

S m 27

4


D. Groups and Families1. There are nine groups of elements;

all groups of elements exceptGroup V111 and Group 0 containsubgroups.

2. All the elements vithnn a sub-group have similar properties.

3. Elements with few electrons intheir outer shells are usuallythe most active.

4. An active element combines readilywith other elements; it frequentlyis involved in chemical reactions.

E. Development of the Table1. Mendeleyev devised the Periodic

Table of the Elements.2. Moseley improved the Periodic

Table of the Elements by ar-ranging the elements accordingto their atomic numbers.

The Making of MoleculesA. IntroductionB. Again, the Elements

1. Metals combine with nonmetals

to form oxides, chlorides, acidsulfides.

2. Metals tend to lose electronswhen they combine with otherelements; nonmetals tend to gainelectrons when they combine.

3. In general, the inert gases areinactive, although they canenter into reactions under certainconditions.

C. Chemical Bonding1. A molecule is formed when two

or more atoms are linked together.2. A compound is a substance con-

sisting of two or more elementschemically combined.

3. The smallest whole unit of acompound is a molecule.

4. A structur0 formula shows howthe atoms of a molecule arelinked together.

5. A chemical equation shows theresults of a chemical reaction.

6. Valence is the combining powerof an atom.

7. Electron-dot formulas show thenumber of valence electrons inthe atom.

A) Discussion, Advise, Drill,Suggestion, Review, Quiz1. Chemical formulas2. Chemical bonding andchemical compounds3. Metals, non-metals,and inert gases4. Chemical symbolsS. Acids and Bases6. Learning Packet (TeacherPrepared)

B) Techniques of writingstructural formulas

Observation of character-istics of compounds.

S In 28


Resources C) PeopleIn Places

Reference:Navarra,et.ai.pp. 52,53

112


3. Appraise efforts to conveywhat he has learned to others

4. Assess skills of comm-unication

ObjectivesA) Development of synthetic

fiber

Testing ProgramB) Student

(See evaluation this guide"Interaction and Learning")

Teacher1. Note the accuracy inrecording data.2. Assess ability in formulat-ing pertinent data

Sm 29

A) leaching Method'Concepts B) Learning ActivitiesD. Kinds of Bonds

1. Ionic bonding is the linking ofions; one ion loses an electronand the other gains an electron.

2. The ions of ionic compoundsseparate when the compounddissolves.

3. The full symbol for an ion zhowsits negative valence or positivevalence.

4. The atoms involved in covalentbonding share electrons.

E. Kinds of Compounds1. Inorganic chemistry is largely

a study of ionic compounds;among the ionic compounds areacids, bases, and salts.

2. Organic chemistry is primarilya study of carbon compoundstogether.

Machines and Energy

Work and EnergyA. IntroductionB. Force and Motion

1. Force is any influence that pro-duces motion or that preventsmotion.

2. A body at rest will remain atrest unless an outside forceacts upon it; a body in motionwill remain in motion unless anoutside force acts upon it.

3, The force on a mass is directlyproportional to the accelerationof the mass.

4. For every action thereis an equaland opposite reaction.

C. Work1. Work is the operation of a

force through a chstance.2. Power is the rate of doing work.

D. Energy1. Energy is the ability to do work.2. There are two basic types of energy:

kinetic energy and potential energy.

113

A) Explanation; Guide studentsin making quantitative measure-ments, Discussion1. Work, force, and energy2. Newton's first Law of Motion3. Mass and weight4. Learning Packet (Teacher Pre-pared)

B) 1. Perception of what it meansto be able to do work.2. Enumeration of examplesof work, force, and energy.

S rt 30


Resources C) People

D) Places

ReferenceNavarra, et.al.pp. b8,69,70


Atoms' Energy, and MachinesMcCormick

Wonders of PhysicsAdler

Simple Machines and How they WorkSharp. Random House, 1959

Reference.Navarra, et.al.pp. 86,87

114

A) Teaching MethodsEvaluation B) Testing Pcogram

ObjectivesA) Energy in a model pile driver

Testing ProgranB) Student

(See Evaluation this guide"Interaction and Learning")

Teacher1. Note judgments in inter-preting data2. Assess the application offindings to appropriate situations3. Note willingness to checkresults against fiulings ofreliable authorities.

S m 31

Concepts

MachinesA. IntroductionB. Six Simple Machines

1. A machine is a device that helpsto do work.

2. There are six simple machines:the lever, pulley, wheel and axle,inclined plane, t,adge, and screw.

3. Some machines change the mag-nitude of a force; other machineschange the direction of a force.

C. Mechanical AdvantageI. Effort is the force applied to a

machine.2. Resistance is the force a machine

exerts on an object being moved.3. Mechanical c3-,-an'_age is the ratio

of the resistance force to theeffort force; mechanical advan-tage can also express the ratioof effort distance to resistancedistance.

4. The ratio of resistance forceto effort force is the actualmechanical advantage.

5. The ratio of effort distance to '

resistance distance is the idealmechanical advantage.

6. The efficiency of a machine isthe ratio of its actual mechanicaladvantage to its ideal mechanicaladvantage.

D. Internal Combustion1. The fuel is burned internally in

an internal- combustion engine.2. The pistons and cylinders are

important parts of a gasolineengine.

3. The pistens in the gasolineengine operate on a four-stroke

cycle; intake, compression,power and exhaust.

115


A)Discussion, Demonsti,on1. Arcnimedes2. three kinds of levers3. Effort and Resistance4. internal Combustionengine5. Learning Packet(Teacher Prepared)

B) 1. Concentration on mostessential units or components2. Reports on choice of machine3. Identification of machines

Sin:32



Learning CenterN) Printed

Atoms, Energy, and MachinesMcCormick

MachinesParker. Harper & Row, 1962

Simple Machines and How they WorkSharp. Random House, 1959

ReferenceNavarra et.al.pp. 101

116

A) Teaching MethodsEvaluation B) Testing Program

ObjectivesA) Simple complex machines


(See Evaluation: this guide"Interaction and Learning")

Teacher1. To recognize the total designof the investigation2. Assess competency inrecording data

S m 33

Concepts

Magnetism and ElectricityA. IntroductionB. Magnets

1. A magnet has a north-seekingpole and a south-seeking pole.

2. The poles of a magnet are theregions of strongest attraction.

3. Like poles repel and unlike polesattract; this is the law ofmagnets.

4. A magnetic field surrounds everymagnet.

C. Electromagnetism1. A magnetic field surrounds a

wire trough which an electriccurrent is moving.

2. You can determine the directionof a magnetic field b., applyingthe left-hand rule.

D. Electromagnetic Induction1. Electricity produces magnetism;

magnetism produces electricity.2. A magnetic field induces a current

in a conductor when the conductormoves through the magnetic fieldor when the magnetic field moveswithin the vicinity of the con-ductor.

E. Measuring Electtic Current1. The "Pressure" of an electric

current is known as voltage.2. A volt is a unit of measurement

for voltage.3. The ampere is a unit for measur-

ing the flow rate of an electriccurrent.

4. All conductors resist the flowof electrons to some extent;this opposition of electronflow is known as resistance.

S. The ohm is a unit for measuringresistance.

6. Ohm's law expresses the relation-ship between volts, amperes, and

resistance.

117*


A) Demonstration, DiscussionExplanation; Quiz1. Polarity of magnets2. Energy3. Relationship between magnetismand electricity4. Electromagnetic induction5. Units of measurement in

electricity6. Learning Packet (TeacherPrepared)

B) 1. Compiling of a table in aclass project2. Reading of an electric meter

S in 34




All About ElectricityUrbanowich, Random House, 1957Junior Science Book of ElectricityFervoloMagnetsFervoloMagnetismYates, Harper&Row, 1959Understanding ElectronicsLowellen, Crowell, 1957!tishtning and Ttunder,'Lim, Morrow, 1952

118

A) Expected Outcot.,Evaluation B) Testing Program

ObjectivesA) El.ectric appliances in the home

Testing ProgramB) Students

(see Evaluation this guide"Interaction and Lcsarning")

Teacher1. Appraise the students effortsr nvey what he has learned to_zhers2. Note the extent of open-mindedness as to the variety ofother possibilities

S m 35


F. Magnetism1. Magnetism is a form of energy2. Some materials are magnetic

materials; others are non-magnetic

3. The electron-spin theory is oneexplanation of magnetism

4. Atoms form magnetic domains withinmagnetic materials

The Biophysics of Sound

Acoustics, The Study of Sound

A. IntroductionB. What is Sound?

1. There are two definitions ofsound; a physiological definitionand a physical definition.

2. The physiological definition ofsound requires: a vibration, amedium through which the vibrationsmoves, and a receiving instru-ment which picks up the vibration.

3. According to the physical definitionsound is a disturbance in matter.

C. Vibrations1. A vibration is a disturbance in

matter; it is a movement withinair, wood, steel, or some othermedium.

2. Elasticity and momentum give riseto vibration.

3. A vibration produces sound.4. Among the properties of a vibrating

object are its frequency and amp-litude.

5. A sound can have a high pitch ora low pitch; pitch is a psycho-logical interpretation.

D. Wave Motion1. A vibrating object can cause

another to vibrate.2. The pushing of molecules with air

or some other medium g:ves riseto a sound wave.

3. A sound wave is an orderly sequenceof compressed molecules and rare-fied molecules; compression andrarefaction set up sound waves.

119

A) Play excerpts from Beethoven'sSymphony and Brabm's Symphony

Review;1. Sound2. Vibrations3. Transverse waves andlongitudinal waves4. Learning Packet(reachorPrepared)

B) 1. Identification of variousinstruments producing the sound2. Comparison of sounds

S co 36


Resources Li PeopleD) Places

ReferenceNavarra et.al.pp.114,115


The World of Sound RecordingMurraySoundarson, Garrard, 1962SoundParker, Harper&Row, 1961Animal SoundsMason, Morrow, 1948

B) Audic VisualMeet the instruments of the SymphonyOrchestra 2 color filmstrips

. 1 12 in. LP recordingInstruments of the Band andOrchestraFilmsThe Brasses B&WThe Woodwinds B&4The Percussions B&WThe Strings B&W

aeferenceNavarra, et.al.pp. 131, 132

120

A) Teaching MethodsEvaluation B) Testing Program

ObjectivesA) 1. Interrelationships of

biology to the physicalsciences2. Phenomena of echoes



Teacher1. Recognize the total designof the investigation2. Ncte the accuracy of obser-vations3. Note judgments in inter-preting data4. Clarity and accuracy instating conclusions5. Assess ability to predictin terms of other pertinentproblems

So 37

Concepts

E. The Sound Wave1. In a transverse wave, the par-

ticles of the medium vibrate atright angles to the wave ;Aself.

2. A longitudinal wave moves inthe same direction in whichparticles within the mediumare vibrating,

3. A sound wave is a longitudinalwave.

Producing SoundA. IntroductionB. Strings and Sounds

1. Elasticity and momentum can seta string to vibrating.

2. A string produces a sound wavewhen it vibrates.

3. One kind of wave is known as astanding wave; a node and anantinode are two important partsof a standing wave.

4. A strecched string produces atone known as a fundamentalwhen it vibrates as a whole.

5. A string can vibrate as a wholeand in segments simultaneously,producing a blend of tone.

C. Vibrating Air Columns1. A parcel of air had elasticity.2. Elasticity and momentum can set

a column of air to vibrating.3. A wavil within an air column

consists of a loop. a node' andan antinode.

4. A viorating column of air producesa sound wave.

D. Percussion and Sound1. A percussiob instrument produces

a sound when it is struck; amongthe percussion instruments aredrums, bells, and cymbals.

2. A percussion instrument producesirregular sound waves.

A) Teaching MethodsB) Learning ACtiVities

A) Demonstration of Classroom, bandDiscussion, Comparison1. Waves produced by strings2. Physics of a loop. node,and antinode3. Production of Sound4. Learning Packet (TeacherPrepared)

B) 1. Investigation of waves andwave motion2. Anatomy of the larynx3. Observation of vocal organs

S m 38



Learning CenterA)Printed

World of Sound RecordingMIIrray

HiFiEisenberg, Random House, 1958Animal SoundsMason, Morrow, 1948

B) Audio VisualMeet the instruments of theSymphony Orchestra2 color filmstrips1 12 in. LP recordInstruments of the band andOrchestraFilms;The Brasses B&WThe Woodwinds B&WThe Strings B&'1

The Percussions B&W

122


ObjectivesA) Sounds o f Musical instruments



Teacher1. The purpose of the investi-gation2. Note the accuracy of observa-tions3. Assess the verification offindings

S m 39


E. Sound from th e Voice1. A set of vibrating strings

(the vocal cords) producesthe sound of your voice.

2. The vocal cords consist of twofibrous bands stretched acrossthe voice box, or larynx.

3. The voice box is partly likea wind instrument and partlylike a string instrument; thevocal cords vibrate like strings;4 column of air within the voicebox vibrates along with the vocalcords.

4. The vocal organs consist of thelarynx, lungs, windpipe, throat,nose and mouth.

5. The tone of one voice differsfrom the tone of another voice.

F. Animal Sounds1. Animals have voice boxes and are

able to make sounds.2. The sounds of animals differ among

the various species.G. Noise

1. A sound classified as noiseresults from an irregularvibration.

2. There is no definite borderlinebetween tone and noise.

Hearing SoundA. IntroductionB. The Ear

1. The ear is a sense organ.2. The function of the ear is to

change sound energy into nerveimpulses.

3. The chief parts of the ear arethe outer ear, the middle ear,and the inner ear.

C. Deafness1. Hearing ability can be measured

with an instrument called anaudiometer.

2. Sound energy is measured inunits known ap decibels.

3. Sound waves can be directedaround defective parts of the earby means of hearing aids.

123

A) Encouragement of individualrecords,Present an Overview,1. Structure and function ofthe human ear2. Learning Packez (TeacherPrepared)

B) 1. Observation of the ear2. Measuring Sound

S rt 40


Resources C) PeopleEr) Places

ReferenceNavarra et.al.pp.145,146


World of Sound Recordia&Murrayany Human Senses

FromanSoundAnderson, Garrard, 1962HiFiEisenberg, Random House, 1958

ReferenceNavarra et.al.C pp. 159, 160

124


ObjectivesA) Analysis of Sounds

TestingB) Student


Teacher1. Note the accuracy of obser-vation.2. Assess competency in recordingdata.

Solid

Concepts

The Energy of Light

The Visible Spectrum

A. IntroductionB. Finding out about Light

1. Whitelight breaks apart intosix spectrum colors: red, orangegreen, blue, violet.

2. Light bends, or refracts, uponpassing at an angle from onemedium to another medium.

3. The speed of light is about 186,000 miles per second.

4. The velocity of light is aconstant; it is the highest speedthat anything can attain.

C. Waves or particles1. Newton's corpuscular theory

suggests that light consists ofparticles.

2. Huygens' wave theory suggeststhat light moves in waves, notas particles.

3. Scientists now apply both thecorpuscular theory and the wavetheory to their investigation oflight.

D. Electromagnetic Spectrum1. A Light wave is a transverse

wave; a transverse wave vibratesat a right angle to the path inwhich it travels.

2. Polarized light consists onlyof waves vibrating in the samedirection, or on the same plane.

3. Light can knock electrons offcertain metals; this emissionof electrons is known as thephotoelectric effect.

PhotosynthesisA. IntroductionB. Early Beliefs and Theories

1. Scientists of many years agoconducted various experiments inefforts to learn how plantsget food.

2. Stephen Hales, an Englishman,discovered in the 1700's thatplants remove something from theair. 2


A) Discussion,Review1. Newton's discovery of thesix-color spectrum2. Wave theory and particle theoryof light3. Polarization and the photo-electric effect4. Learning Packet (TeacherPrepared)

B) 1. Explore the properties of light2. Observation of bands of light

S m 42




Learning Center ObjectivesA) Printed A) Illumination

WavesBixby Testing Program

B) Student(See Evaluation this guide"Interaction and Learning")

Teacher1. Note the accuracy ofobservations

ReferenceNavarra et.al.pp178, 179, 180

126,

S ut 43

Concepts

Photosynthesis, con't.

C. The Discovery of Oxygen1. Green plants return oxygen to

the atmosphere.2. The producers of combustion are

water and carbon dioxide.3. Green plants can produce oxygen

only in the presence of light.D. Modern Findings and Theories

1. Light, chlorophyll, water, andcarbon dioxide are necessaryfor photosynthesis.

2. Green plants manufacture food bymeans of photosynthesis.

3. Photosynthesis occurs withinthe leaves of a green plant.

4. Photosynthesis unfolds in twomain stages: the lightreactions and the dark reactions.

E. Making the FoodI. Plants use glucose, the product

of photosynthesis, to make otherfoods; among these other foodsare starches, fats, and proteins.

2. The photosynthetic reactionsoccur in cellular bodies knownas chloroplasts.

The Energy of the Atom

RadioactivityA. IntroductionB. Atoms in Action

1. X rays are a form of radi.2tion;they are a part of the electco-magnetic spectrum.

2. The discovery of X rays led to astudy of radioactivity.

3. Becquerel and the Curies (Marieand Pierre) shared in thediscovery of radioactivity.

4. Radioactive atoms give offalpha particles, gamma rays,and beta r,artieleq.

127

A) Teaching Methods

13) Learning Activities

A) Educational Excursion to aLaboratoryDiscussion, Suggestion1. Methods of experimentation2. Priestley's Experimentfor oxygen

B) 1. Observation of the relation-ship of light to the growth ofplants.

A) Discussion, Introduction toReview, Discussion of Etudentsreports1. Atom2. Henri Becquerel's contributionto radioactivity3. Table of radioactive isotopes4. Radioactive series5. Learning Packet ( TeacherPrepared)

D) 1. Survey of community tolocate facilities which useradioactive mnterials2. A radioactive series

S m 44

A) Printed


D) Places

ReferenceNavarra et.al.pp.193.194


Atems, Ene! andMachinesMcCormickAtomic EnergyAtoms ( The Core of All Matter)Korn, Golden Press, 1961Atomic Power,Simon and Schuster

ReferenceNavarra et.al.pp. 211,212,213

128


ObjectivesA) Illumination and plant growth



Teacher1. Note the extent of open-mindedness as to the varietyof other possibilities thatmight be proposed2. Assess ability to predict interms of other pertinent problems3. Provide for the use of

controls

ObjectivesA) Radioactive Isotopes



Teacher1. Assess competency in recordingdata2. Assess the application offindings to appropriate situations3. Note willingness to checkresults against the findings ofreliable authorities

S m 45

129

Concept

Radioactivity, con't.

C. From Isotope to Isotope1. An isotope is a type of an

element; an isotope of anelement differs from anotherisotope of the same atom onlyin atomic weight, that is, in

the number cf neutrons itcontains.

2. An atom decays and becomes adifferent type of atom when itsnucleus emits an alpha or a betaparticle; such an atom isradioactive.

3. Half-life is the time it takesfor one half of any given quantityof a radioactive element tochange into a new element.

D. Radioactive Series1. The decay of one atom leads to

the decay of other :atoms in aradioactive series.

2. Nuclear physicists writebalanced equations to shownuclear reactions.

Reactors 9nd Accelerators

A. IntroductionB. Splitting the Atom

1. Nuclear fission is the splittingof an atom.

2. The splitting of an atom givesrise to a chain reaction.

3. Energy is released when an atomsplits.

4. Nuclear fusion is the joining ofone atomic nucleus with another.

5. Energy is released in fusion.C. Atomic Power Plants

1. A nuclear reactor is an "atomicfurnace"; the nuclear reactoruses the energy of the atom togenerate heat energy.

2. A nuclear reactor consists of sixmain parts: moderator, coolant,shielding, fuel rods, controlrods and heat exchanger.

3. Nuclear reactors are used tomanufacture radioisotopes.


A) Introductory discussion,Suggestionl.Otto Hahn, Fritz Strassman,and Lise Meitner2. Use of nuclear fuels3. Functions of parts of anuclear reactor4. Accelerators5. Learning Packet (TeacherPrepared)

S m 46


Resources C) People0) Places


Atoms, Energy, and MachinesErabinackAtomic EnergyThe Story of Atomic EnergyFermi, Random HouseAtomic Power,Simon and Schuster

ReferenceNavarra, et.al.pp. 226, 227, 228

130


ObjectivesA) Acceleration of elementary

particles



Teacher1. Note the accuracy ofobservations2. Note judgement in inter-preting data

S m47

131

Concepts

Reactors, con't.

D. The Atom Smashers1. A particle accelerator accelerates

atomic particles to tremendousvelocities; these high-speedparticles then strike the nucleiof target atoms, causing themto split.

2. An accelerator is a researchtool; it enables physicists toobserve the behavior of nuclear

particles.3. There are various kinds of

accelerators.

Electronics

Moving ElectronsA. IntroductionB. Free Electrons

1. The electron is ri particle of

negative electricity.2. Free electrons are apart from

the atom and can give rise toan electric current.

3. Electrons have mass, velocity,and energy.

C. Tubes and Transistors1. The emission of an electric

current by a hot filament isknown as the Edison effect.

2. Transistors and electron tubescan amplify current.

3. A diode serves as a rectifier;a rectifier changes alternatingcurrent into direct current.

4. A transistor is a semiconductor;a semiconductor behaves as aconductor under some circumstancesand functions as an insuJatorunder different conditions.

5. The transistor performs all thefunctions of an electron tube.

D. Now Radio Works1. A radio microphone converts sound

-:raves into electric impulses.

2. A radio transmitter convertselectric impulses to radio.waves.

3. .', :silk) receiver converts radiowaves into sound waves.


A) Explanation, Discussion1. Importance of the radi,),television, radar and com2utersto modern life2. Electrolysis as it relates

to electronics3. Learning Packet (TeacherPrepared)

B) 1. investigation of the electron

S m 48




Masers and Lasers,KleinWorld of Sound Recordin&MurrayBuilding With ElectronicsZarchyRobots & Electronic BrainsUnderstandin5 ElectronicsLewellen , Crowell, 1957HiFiEisenberg, Random House, 1958

Refe...ence

Navarra, et.al.pp. 248, 24 . 250, 251

132


ObjectivesA) Static Electricity

Testing Program8) Student

(SeeEvaluation this guide"Interaction and Learning")

Teacher1. Note the accuracy ofobservations

Sm 49


The Electronic ComputerA. IntroductionB. The Computer, A Processor

1. An electronic computer is adata-processing machine.

2. Data processing consists of sixbasic operations: classifying,sorting, calculating, summarizingrecording, and communicating.

3. The circuits in first-generationcomputers are made up of vacuumtubes; the circuits in second-generation computers consist oftransistors.

C. Kinds of Computers1. The analog computer sets up

a model of the problem beingsolved.

2. The digital computes works withdigits; it processes data.

D. Binary Arithmetic1. Both the decimal system and the

binary system are positionalnumeration systems.

2. The binary numeration systemis a base-two system; it consistsof only tro digits: 0 and 1.

3. In a digital computer, a tube ortransistor signifies 0 when it isof and 1 when it is on.

E. Parts of a Computer1. A digital computer consists offive main parts: input, controlunit, arithmetic unit, memoryunit, and output.

2. The arithmetic unit solves prob-lems; the other parts of thecomputer channel the information.

F. Automation

Dissectograph-Inside the ComputerA. Computer CabinetB. Parts of the ComputerC. Data FlowD. The Circuit CardE. The Computer in Review

133

A) Educational, Discussion,Comparison1. Simple computers2. Analog and digitalcomputers3. Positional systems:decimal; binary4. Five main parts of anelectronic computer5. Learning Packet (TeacherPrepared)

B) 1. Observations of computerson visitation to a computercenter2. Parts and function of anelectronic computer3. Reports on automation

A) Introduction, Review DiscussionGuide students through an i_nvesti-gation of the computer1. Functions2.Cards, magnetic tape, perforatedtlpe3. Learning Packet (TeacherPrepared)

8) 1. Search for facts2. To compile data3. To interpret data

S m 50




Galileo and The Magic NumbersRobots & Electronic Brains--Calcnlators and ComputersKenyon, Harper& Row, 1961

ReferenceNavarra et.al.pp.265


Calculators and ComputersKenyon, Harper & Row

134

A) Expected ResultsEvaluation B) Testing Program

ObjectivesA) The function if electronic

computers


(See Evaluation this guide"Interaction and Learning:)

Teacher1. Note the accuracy ofobservation2. Assess competency inrecording data3. Note judgmente ininterpreting data4. Assess the verificationof findings

ObjectivesA) Analysis of an electronic

computerTesting ProgramB) Student

(See Evaluation this guide"Interaction and Learning")Teacher1. Identify hypothesis

S m 512. Provide for the use o

;controls

Concepts

From Atmovhere to Space

Supersonic FlightA. IntroductionB. Aerodynamics of Flight

1.Acrodynam4cs is the study of airf: low.

2. our forces act upon an airplanein flight; these forces aregravity, lift, thrust, and drag.

3. For every action, there is anopposite and equal reaction.

C. Faster than Sound1, A supersonic ai-raft flies

faster than sound.2. The gas molecules of air carry

pressure waves which we hearas sound waves.

3. The speed of sound varies withair temperature and altitude.

4. A measurement of Mach 1 indicatesthat an airplane is flying at thespeed of sound; at Mach 2, theairplane is flying at twice thespeed of sound.

D. Buffeting at Mach 11. At less than the speed of sound,

an airplane sets up a normal prepressure(sound wave); this waveclears a path for the airplaneas it advances through the air.

2. Flying at the speed of sound,an airplane catches up with itsown pressure wave; it smashesinto the forward air, creatinga tremendous shock wave.

3. When the airplane exceeds thespeed of sound, the shock wavespreads out and moves alongwith the aircraft; theturbulence subsides.

E. Guided Missies1. A Missile is anything thrown as

a weapon; a rocket is a missile

when used as a weapon.2. A guided missile is an aerial

vehicle directed to its targetwhile in flight.

3. Some guided missiles are pro-pelled by jet engines; suchmissiles have rudders, elevatorsand ailerons,

A) Teaching Methods r


A) Introductory Review ofElementary ae,:odynamics,Discussion, Suggestion1. Bernoulli's Principle2. Newton's third law ofmotion3. The Mad', system4. Learning Packet (TeacherPrepared)

11) 1. Writing Reports

S m 52

A) PrintesB) Audio Visual



America's Explorers of SpaceGoingLinto Space,ClarkeSpace PioneersNortonInto Space with the AstronautsThe Wonders of SpaceRockets and Missles

ReferenceNavarra, et.al.pp. 286,297

136


ObjectivesA) Supersonic Flight

B) Testing ProgramStudent(See Evaluation this guide"Interaction and Learning")Teacher1. Note the accuracyof observations

S m 53


Rockets and Rocketry

A. IntrodoctionB. The Rocket

1. A rocket carries its own oxygen;it is not dependent upon theatmosphere for the firing of itsengine.

2. A propellant consists of a fueland an oxidizer; the oxidizercontains oxygen.

3. A liquid-propellant rocket usesa liquid fuel and a liquidoxidizer; a solid-propellantrocket burns a solid propellantconsisting of both fuel andoxidizer.

C. Rocket ?ropulsion1. Newton's third law of motion

explains the lift-off of arocket: for every action thereis an equal and oppositereaction.

2. Mass ratio is the relationshipof the weight of a rocket toits own weight: plus the weight ofits propellant and payload.

3. The mass ratio of a rocketdetermines its velocity.

D. Speed of the Rocket1. The greater tha exhaust velocity,

the greater is the forwardvelocity of tha rockel, itself.

2. In rocketry, thrust is acapability to move weight; thethrust of a rocket is measuredin pounds.

3. The clustering of engines increasesthe thrust of a rocket.

4. Specific impulse is a measure ofa rocket's performance.

5. Specific impulse is the numberof pounds of thrust obtainedfor each pound of propellantburned in one second.

E. The Nuclear Rocket

137

A) Relate content to currentevents, DiscussionExplanation1. Various Rockets2. Liquid-Propellant andsolid-propellant Lockets3. Escape velocity4. Velocity and mass ratio5. Learning Packet (TeacherPrepared)

B) 1. Inveatigation of rocketry2. ConDtructmodets ofrockets

S rn 54




America's Explorers of Space

22111giata§aPS'AClarke.

Space PioneersNortonInto Space with the AstronautsThe Wonders of SpaceRockets and MissiesSpace Flight, Golden Library

of KnowledgeSatellites, Rockets and Outer SpaceLey

ReferenceNavarra, et.al.pp,300,301

138

Expected OutcomeEvaluation B) Testing Program

ObjectivesA) Testing of Saturn V

Testing ProgramB) Stidemt


Teacher1. The purpose of theinvestigation2. Recognize the totaldesign of the investigation3. Note judgments ininterpreting data4. Note the extent ofopen-mindedness as tothe variety of other possibilitiesthat might be proposed

S m 55

Concepts

Satellites in Orbit

A. IntroductionB. Satellites in Orbit

1. The moon is a natural satelliteof the earth.

2. Such satellites as Telstar anCTiros are artificial earthsatellites; they are man-mademoons.

3. Gravity holds an artificialearth satellite in orbit; gravitypulls the satellite around theearth.

4. A certain velocity is requiredto keep a satellite in orbitat a specified altitude.

5. As the altitude of a satelliteincreases, the size of itsorbit increases.

C. Telemetry1. Telemetry is the transmission

of physical data from a sourceof information toa point somedistance from the source.

2. The three requirements of atelemetry system are (1) a signal(2) a means of transmission, andthe (3) conversion of the signalinto a readable message.

3. There are three kinds of tele-metry: mechanical, electrical,and radio.

D. Communication in Space1. Communications is a method of

sending information from placeto place.

2. Microwaves are extremely high-frequency radio waves.

B. Man in Space1. A docking maneuver is necessary

for a flight to the moon.2. Astronautics is the science of

space travel.

139

A) Teaching Methods


A) Discussion, Suggestion1. Artificial earth satellites2. Everyday uses o2 telemetry3. Latest exploits in space4. Learning Packet (TeacherPrepared)

B) 1. To determine altitude velocity2. Observation of velocitychanges the path of a projectile3. Observation of radio telemetry

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America's Explorers of SpaceGoing Into SpaceClarkeSpace PioneersNortonInto Sce with the AstronautsThe Wonders of SpaceRockets and Missiesaace StationsBergaust, 1963

ReferenceNavarra, et.al.pp. 312, 313

140

A) Exper:ted OutcomeEvaluation B) Testing Program

ObjectivesA) Satellite communication



Teacher1. Define the purpose of theinvestigation2. Recognize the total design ofthe investigation3. Note the accuracy ofobservati,ns

S m 57

SCIENCE - 7TH AND 8TH YEAR - Navarra, Strahler,Our ___PlanetinSn_aceThe Earth SciencesHarper & Row, New York, 1967

Inte '. Our Earth Through Energy SystemsInterpr,,,ation, A Process of ScienceEnergyThe SunThe Earth Sciences

Energy Systems of Planet EarthThe Earth in MotionEnergy Balance Between Earth and SunThe Energy ExchangeThe Solav WindThe Energy of ImpactsThe Stars, Energy Systems Uke our Own

Energy Systems of Atmosphere and OceansEnergy Exchanges by Atmospheric CirculationExchanges of Heat Energy on Land and SeaEnergy Exchanges Through Atmospheric MoistureEnergy Releases in the AtmosphereEnergy Exchanges Within the Oceans

Energy Exchanges in the Land - Surface ZoneEnergy Expended at the Land-Atmosphere InterfaceThe Energy of Flowing WaterWork of Glacial Ice Upon the LandsWork of Waves and Tides Upon the ShoreWork of Winds Upon the Land

Energy Systems in the Soli.. EarthRise of Molten Rock in the Earth's CrustBending and Breaking of the Earth's CrustRifting of Ocean Basins and ContinentsEnergy Systems Through Geolrgic Time

Sm 58

141


Our Planet in SpaceInterpretationA Process of ScienceA. IntroductionB. Explaining Things

1. To interpret is to explain,or to set fcrth the meaning ofobservable phenomena or themeaning of observable conditions.

2. Interpretation is an importantprocess of science.

C. Ways of Reasoning1. Inductive reasoning is a

method of moving from theparticular to the general anddeductive reasoning moves fromthe general to the particular.

2. Scientists. use both t!'e inductivemethod and the deductive method.

D. Earth and Energy1. Energy is constantly bringing

about changes on the earth andin the earth.

2. Ar energy system is an arrange-ment of substances in whichenergy or ratter flows fromone part to another.

BranA. introductionB. Physics and Forms

1. Energy is the ability to dowork.

2. A force is a push or pull onsomething; it is any influencethat produces motion orprevents motion.

3. Work is the operation of aforce through distance.

4. Motion is movement; somethingmoves Nhen work is being done.

5. There are various forms ofenergy: mechanical, electrical,light, heat, chemical, nuclear.

14a

A) Lecture, Demonstration,Suggestion, Explanation,Discussion1. Inductive and deductive

methods.2. Learning Packet

(teacher prepared)

B) Observation of weather andearth rotation.

A) Lecture, Demonstration,Discusoion, Oral Quiz1. Interrelationships2. Properties of matter.3. Learning Packet

(teacher prepared)

B) Survey of energy of the homeand community.

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Learning CenterA) The Eart,1-1,

Ames and WylerYour World in MotionThe Planet Earth

Reference:Navarra, et. al.pp. 11, 12, 13

Learning CenterA) Atoms EllamanUa211e...g6

McCormickWonders of PhyslaaEllecaaod Power, .

Golden Library of Knowledge

Reference:Navarra, et. ak.pp. 23, 24, 25


A) 1. Interpretation2. Direct investigation of

planet earth

B) Student1. What aspect am I interested

in?2. What do I want to find out?3. How will I find out?4. What are some possible

answers?5. What are my conclusions?

Teacher1. Accuracy of observations.2. Skills in experimentation.3. Competency in recording data.4. Identification of hypotheses.5. Clarity and accuracy in

stating conclusions.6. Note capacity for self

evaluation.

A) Practical uses of energy.

B) Student(See evaluation this guide"Interpretation")

143 ,

Teacher1. Skills in experimentation.2. Note judgments in interpreting

data.3. Accuracy of observations.

S m 60


C. Moving or Stored1. Kinetic energy is energy of

motion.2. Potential energy is stored

energy.D. Flow of Energy

1. Energy io constantly flowingfrom on point on the earth toanother point.

2. The flow of energy brings aboutchanges on the earth and in theearth.

3. Energy flows by means ofconduction, convection, andradiation.

4. Heat moves naturally from a hotobject to a cold object.

The SunA. IntroductionB. An Ordinary Star

1. The sun is a hot ball of gas.2. The sun is a medium sized star.3. The sun is in motion; it

travels through space androtates on its axis.

G. Regions of the Sun1. The surface of the sun is

known as the photosphere.2. The sun has an "atmosphere"

consisting of the chromosphereand the corona.

3. A connective zone and aradiative zone aro foundwithin the interior of the sun.

4. The sun has a core consistingof hot, dense gases; the coreis the source of most of thesun's energy.

5. Sunspots can be seen on thesurface of the sun; the sunspotsprovide evidence of the sun'srotation.

144

A) Lecture, Demonstration,Class Discussion, Illustra-tion, Review1. Density2. Chromosphere, photosphere,

ani the core of the sun.3. Learning Packet

(teacher prepared)

B) Observation of the sun.

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Learning CenterA) Sun and Its Family

The Sman; Star NumberDneWimmer, Crowell, 1964

B) Reference:Navarra, et. al.

PP. 38, 39


A) Sunspot activity


Teacher1. Skills in experimentation.2. Accuracy of observations.3. Judgments in interpretini.

145 l't .

S al 62

A) Teaching Methods


D. Fusion and Energy1. Nuclear fusion gives rise to

the sun's energy.2. Hydrogen nuclei in the core of

the sun fuse into heliumnuclei.

E. The Sun's Future

The Earth SciencesA. IntroductionB. Matter and Parts

1. The earth consists of threemain parts - the lithosphere,hydrosphere, and atmosphere.

2. The lithosphere is solid;the hydrosphere liquid;the atmosphere gaseous.

C. Sciences of Earth Sciences1. The earth scientist applies

several disciplines to hisinvestigation of the earth.

2. Among the various earthsciences are the geosciences,oceanography, and solar-systemastronomy.

D. Interacting Spheres1. The lithosphere, hydrosphere,

and atmosphere react andinteract with one another.

2. The exchange of energy betweenparts of the earth occurswithin special zones known asinterfaces.

E. Interdisciplinary Science1. Earth science is an inter-

disciplinary science.2. The earth sciences deal largely

with objects and forms thatcan readily'be.observed.

146

A) Lecture, Demonstration,Student Suggestions,Illustration, Review1. Lithosphere, hydrosphere

and atmosphere.2. Various branches of earth

science.

3. Learning Packet(teacher prepared)

B) 1. Observation of identifyingfeatures of the earthsciences.

S m



Learning CenterA) The Earth's Story,

Ames and Wiler

Reference:Navarra, 11,41.PP. 53, 54, 55


A) Scope of earth sciences.


147

Teacher1. Accuracy of observation.2. Ability in formulating

pertinent data.3. Appraise the student's

efforts to convey that hehas learned to others;assess the skills ofcommunication.

S co 64

Concepts

The Earth in MotionA. IntroductionP. Energy of Motion

1. The solar system possesseskinetic energy.

2. The earth/5 orbit around thesun is an ellipse.

3. Keplerls laws of planetarymotion explain the motions ofthe planets.

4. The angular momentum of theearth in orbit is constant.

C. Rotation of the Earth1. The earth rotates in a w,,st-

to-east direction; it spinsin a counterclockwise direction.

2. The earth's axis is inclinedwith respect to the plans ofits orbit.

3. The sidereal day is measuredin reference to a star; thesolar day is measured inreference to the sun.

4. The earth's speed of rotationcan be measured according toangular velocity and alsoaccording to linear velocity.

D. The Circular Path1. Inertia is the tendency of an

object in motion to remain inmotion,

2. Centripetal force tends to pulla moving object toward a centerof rotation.

3. Inertia keeps the earth inmotion; centripetal force pullsit into a nearly circular pathin its revolution around thesun.

E. Gravity and Mass1. Each body of matter is

attracted to every other bodyin the universe; this forceis gravitation.

2. Gravity pulls things toward thecenter of the earth.

3. Acceleration of gravity is32 feet per second per second.

148


A) Review Concepts, Discussion,Demonstrate, Experimentation1. Kepler/9 three laws of

planetary motion.2. Tiltirg of the earth's axis.3. Angular velocity and

jineAr velocity.4. Universal law of gravitation.

5. loarning Packet(teacher prepared)

B) Obernration of planetarymoUen.

S m 65



Learning CenterA) Stars

The Stars, Adler


A) Tracking the stars photographically.

B) Student.

(See evalvEtion this guide"Interpretation")

Reference: TeacherNavarra, et. al. 1. Purpose of the investigation.

PP. 74, 75, 76 2. Judgmems in interpretingdata.

3. Competency ir, recording data.4. Assess the verification of

findings.

S na 66

149

Concepts

Energy BalanceBetween Earth and SunA. IntroductionB. Electromagnetic Radiation

1. Solar energy radiates outwardfrom the sun.

2. The Sunvs energy reaches theearth in the form of electro-magnetic radiation.

3. The electromagnetic spectrumis made up of various formsof radiation.

C. Energy and Atmosphere1. Solar radiation passes through

the atmosphere before itreaches the surface of the earth.

2. Earth scientists can measure theamount of solar radiationreaching the earth.

D. Structure of the Atmosphere1. The atmosphere is a mixture of

gases consisting chiefly ofnitrogen.

2. The atmosphere is divided intotwo main zones: the homosphereand the heterosphere.

E. Througi, the Atmosphere1. Within the atmosphere there are

areas with special characteris-tics: the ionosphere, and theozone layer.

2. Free electrons set up anelectric current within theionosphere.

3. Atoms within the ionsphereundergo ionization; that is,they lme,. electrons and becomepositively charged.

150


A) Review, Lecture, Demonstration1. Absorption of solar radiation.2. Homosphere and heterosphere.3. Learning Packet

(teacher prepared)

B) Observation and experimentationof the electromagnetic spectrum.

S m 67




PP. 92, 93


A) Experimental absorption andradiation of heat energy.

B) Student

(See evaluation this guide`Interpretation")

151

Teacher1. Observe the student9s skills

in experimentation.2. Note judgments in interpreting

data.3. Note the accuracy of

observations.4. Assess competency in recording

data.

S m (8


F. Earth's Heat Energy1. Solar radiation reaching the

earth is absorbed and trans-formed into heat energy.

2. The earth radiates heat energyback into the lower atmosphere.

3. Water vapor and carbon dioxidewithin the lower atmospheretrap the heat waves radiatingfrom the earth. This is thegreenhouse effect.

G. Outgoing Energy1. The earth gives off the amount

of heat which it absorbs.2. Everything having a temperature

above absolute zero radiatesenergy.

3. The earth's planetary tempera-ture (-9.4° F) enables it togive off as much radiation asit receives

The Energy ExchangeA. IntroductionB. Energy and Latitude

1. Solar radiation heats thesurface of the. earth unequally.

2. Air circulation and thecirculation of ocean waterbring about a transfer of heatbetween the equatorial beltand the arctic regions.

C. Energy Exchange and Seasons1. Two conditions influence the

amount of solar radiationfalling upon the earth:(1) the angle between thesurface and the sun's rays;(2) the length of time thesurface is exposed to the sun'srays.

2. Half of the earth's surfacelice in the sun's rays; halfof the surface lies in theshadow.

152

A) Lecture, Demonstration,Discussion1. Latitude, seasons and

rotation.2. Parallels, meridians,

small circles, and greatcircles.


B) 1. Experiment2. Graphs3. Interpretation4. Duplication of diagrams

S m 69




153

A) Expected OutcomeEvaluation b) Testing Program

A) Atmospheric effects on solarradiation


Teacher1. Observe the studen...ts skills

in experimentation.2. Assess competency in

recording and interpretingdata.

3. Ability in formulatingpertinent data.

S 70

A) Teaching MethodsConcepts D) Learning Activities

3. The circle of illumination isthe dividing line between thesunlit portion of the earthand the darkened side of theearth.

4. The circle of illuminationpasses through the poles ofthe earth twice during a year:(1) at the vernal equinox and(2) at the autumnal equinox.

5. Twice during a year the sunseems to change its directionin its north-to-south movement:(1) at the winter solstice and(2) at the summer solstice.

6. As the earth revolves, firstthe Northern Hemisphere andthen the Southern Hemisphereis tilted toward the sun.

D. Earth's Rotation1. There !a a daily variation in

the amount of energy reachingthe earth and in the amountleaving the earth.

2. The daily cycle of solar ,,,nergy

changes through the seasons.3. Rotation sets up the cycle of

Incoming and outgoing energy.

The Solar WindA. Introduction

Solar Plasma1. solar plasma is a cloud of gas;

it is an extension of the sun'sccrona.

2. Like all plasma, solar plasmaconsists of free electrons andpoaitive ions.

3. The electrons and hydrogen ionswhich make up uclar flarescome together to foril an ioncloud; this clout is plasma.

154

A) Suggestion, Discussion,Lecture, Investigation,Demonstration, Problem-Solving1. Solar wind2. Photosphere, sunspots and

solar prominences3. Orated's experiment4. Learning Packet

(teacher prepared)

B) 1.

2.

3.

4.

5.

6.

BxperimentLabelingObservationOutlineHap readingUse of compass

S m 71



Reference:Navarra, 214_al.pp. 121, 322

155


A) Magnetic declination


Teacher1. Skills in experimentation.2. Competency in recording data.3. Accuracy of observation.4. Judgments in interpreting

data.5. Manipulation of equipment.

S m 72


C. The Magnetic Earth1. The solal wind is a steady flow

of plasma moving outward fromthe sun toward outer space.

2. The solar wind is closelyassociated with the sun'scorona; it flows within thecorona.

3. Compared with the speed ofelectromagnetic radiation, thesolar wind moves slowly throughspace.

D. The Out^r Field1. Magnetic lines of force extend

from the earth in great loopsto form a pattern similar tothe lines of force around adipole magnet.

2. The solar wind exerts pressureon the earth's magnetic linesof force, creating a distortionin the doughnut-shaped patternwhich the lines of forcenormally would form.

3. Solar plasma forms a sharpouter boundary which surroundsthe earth's magnetic field;this boundary, the magnetopause,enclosed the magnetosphere.

4. The magnetosphere is a regionof trapped particles.

5. The Van Allen radiation beltslie within the magnetosphere.

E. Aurora Borealis1. Scientists believe the electrons

and protons of the outerVan Allen radiation belt giverise to the auroras.

2. Electrons and protons of theVan Allen radiation belt strikegas molecules in the ionosphere;with this collision, themolecules emit the light whichproduces the auroras.

S m 73

156



157


S m 74


The E.,ergy of ImpactsA. IntroductionB. Asteroids

1. An asteroid is a small planetrevolving around the sunbetween Mars and Jupiter.

2. Astronomers have photographedat least 40,000 asteroids.

3. Asteroids possibly are thefragments df afial-Sized.fdanetwhich disintegrated.

C. Meteoroids1. A meteoroid is a particle of

matter moving through space.2. A meteor is a meteoroid that

enters the atmosphere.3. A meteor which strikes the

ground is known as a meteorite.4. Meteoroids sometimes enter the

atmosphere in great numbersand give rise to a meteorshower.

5. Large meteorites form meteoritecraters when they hit theground with tremendous force.

D. Comets1. An object which travels in an

orbit around a planet is amoon, or a satellite.

2. All the planets except Mercury,Venus, and Pluto have satellites.

3. All but six of the planets'moons revolve in a counterclockwise direction; sixrevolve in retrograde, orbackward, orbits.

4. A comet is a luminous objectwhich revolves around the sunin a wide orbit; it consistsof a "head," and a longstreaming "tail."

5. A comet is made up of dustparticles and gaseous matter;it has low density.

158

A) Discussion, Demonstration1. The solar system2. Asteroids3. Meteoroids4. Comets5. Learning Packets

(teacher prepared)

B) 1. Experiment with eclipses.2. Observation of the moon.

S m 75



Learning CenterA) Moon

Th,r> Yo f,,, Binder,

Golden ;dbrary ot Knowledge

Reference:Navarra, et. al.pp. 136, 137, 138, 139

159

A) Expected Out.7.ome

Evaluation B) Testing Prograll

A) Movements of the moon.

B) Studsnt(See evaluation this guide"Interpretation")

Teacher1. Accuracy of observations.2. Skills in experimentation.3. Appraise the student's

efforts to convey what hehas learned to others;assess the skills ofcommunication.

S m 76

Concepts

E. The Earth's Moon1. The mc'n is a huge ball of rock.2. The moon rotates on its axis

and revolves around the earthin an elliptical orbit.

3. The moon shows up in phases asit revolves around the earth.

4. A lunar eclipse occurs whenthe earth's shadow falls uponthe moon.

5. Only one side of the moon isvisible from the earth becauseth6 moon's rotation is in stepwith its revolution.

The Moon's Sorface/. The energy of impacts has

helped to shape the surface ofthe moon.

2. The moon has an irregularsurface consisting of plains,mountains, and craters.

The Stars, Energy Systems LikeOur OwnA. IntroductionB. Finding Out

1. An astronomer learns about astar by analyzing its radiatedenergy.

2. The light of a star enables an.stronomer to determine itslocation.

3. An astronomer observes thedirection of a starve beam;he measures the star's brightness; he analyzes its spectrum.

C. Directions and Distances1. All stars have a position in

the celestial sphere.2. An astronomer can measure the

distance of a star by means oftriangulation.

3. The parallax effect enables anastronomer to measure distanceof a star.

160


A) Review, Suggestion,Demonstration1. The astronomer.2. Charting the sky.3. Various types of telescopes.4. Learning Packet

(teacher prepared)

B) Observation of constellations.

S m 77




Learning Center A) Locating constellations.A) klamets. Stars. and SrAOL, Conceptualization of an energy

Chamberlain and Nicholson system.

tax2

B) Planetarium and Star ChartsB) Students

(See evaluation this guide"Interpretation")

Teachers1. Accuracy of observation.2. Skills in axperimentation.3. Ability in formulating

Reference: pertinent data.

Navarra, et. a1.pp. 151, 152, 153

S m 78

161


D. Brightness of Stars1. The apparent brightness of a

star is called its magnitude.2. Scientists have worked out a

scale of magnitude; thisscale represents a system forclassifying stars according totheir magnitude.

3. Luminosity, or actual bright-ness, is the light output ofa star.

E. Mass and Luminosity1. The quantity of matter in a

star is its mass.2. The greater the mass, the

greater is the luminosity ofa ,tar.

F. The Radiation Spectrum1. The spectroscope is the

astronomer's tool for analyzingstarlight.

2. Au absorption spectrum revealsthe make-up of a star.

3. The Doppler effect reveals thedirection of a star's motion.

4. Having different temperatures,stars have different colors.

G. A Stares Life Cycle1. A diffused cloud of cold gases

and cold dust gives birth toa star.

2. As the temperature of a starrises, hydrogen atoms begin tofuse into helium.

:1. A star eventually loses itsenergy; it becomes a cold,burned-out object in space.

4. The life cycle of a star spansbillions of years.

H. Our Galaxy and Others1. The solar system (including

the earth) lies within anassembly of stars known asOur Galaxy.

2. There are many galaxies inspace.

S m 7S

162



163


S m 80

A) Teach3nF, MethodsConcepts B) Learning kctivities

Energy Exchanges By AtmosphericCirculationA. Introdl.,ction

D. Wind1. The atmosphere pressea down

upon the surface e the earth;it has pressure.

2. Wind is moving air; differ-ences in air pressure causewinds to blow.

3. Air moves as wind from regionsof high pressure towardregions of low pressure.

C. Convection1. Convection is the vertical

movement of currents.2. Convective circulation occurs

within the atmosphere whencold air moves in to replacqrising warm air.

3. A pocket of warm air createsa canter of low pressure,or a low; a region of coldair creates a center of highpressure, or a high.

4. The pressure-gradient force isthe driving force of all winds.

5. Local winds such as sea breezesand land breezes are examplesof convective circulation.

D. Planetary Circulation1. The planetary circulation of

the atmosphere is broken upinto a pattern of wind belts.

2. The Coriblis effect influencesthe pattern of generalcirculation.

3. A band of fast westerly windssweeps through the atmosphereat altitudes above 20,000 feet;this band is known as the jetstream.

164

A) Introductory Lecture,Demonstration, Review1. The barometer2. Westher bureau maps.3. Learning Packet

(teacher prepared)

P) IntelTret maps.

S n 81

A) PrintedB) Audic Visual


Learning CenterA) The Wm of the Weather, Spar

Weather

Reference:Navarra, et. al. Teacherpp. 171, 172, 173 1. Skills in experimentation.

2. Judgments in interpretingdata.


A) 1. Inductive reasoning2. Charting the wind.


STD 82

1 65

Concepts

Exchanges of Heat Energyon Land and SeaA. Introduction

1. There are various kinds ofthermometers.

2. The meteorologist uses aliquid-in-glass thermometer tomeasure air temperature.

3. The commonly used temperaturescales are the Fahrenheitscale and the centigrade scale.

B. Land and Water1. Land surfaces tend to heat

more rapidly and reach higherte7)eratures than do watersurfaces.

2. Land surfaces tend to coolmore rapidly and reach lowertemperatures than do watersurfaces.

3. Temperatures vary only slightlyfrom day to night in coastalregions; there is a markeddifference between daytimetemperatures and nighttimetemperatures in inland regions.

4. Water has a high specific heat.5. Evaporation is a cooling

process.C. Cycles and Temperature

1. There are seasonal variationsin the amount of solar energywhich the earth receives.In winter, solar energy is low;in summer, it is high.

2. The earth radiates most of theheat it receives from the sunback into the atmosphere.

3. A process known as conductioncarries some of the earth'sincoming heat slowly downwardinto the lower layers of soil.

4. There are seasonal temperaturecycles in lakes and oceans;daily differences are verysmall.

106

A) Teaching Methods


A) Lecture, Display, Demonstration1. Thermometers2. Variation of temperatures.3. Learning Packet

(teacher prepared)

B) 1. Summarize data2. Comparisons

s e3



Reference:Navarra, et. al.PP. 184, 185, 186

167


A) Temperature; variation in afresh-water body.


Teacher1. Clarity and accuracy in stating

conclusions.2. Assess the verification of

findings.3. Application of findings to

appropriate situations.4. Ability to predict in terms

of other pertinent problems.

S m 84

Concepts

Energy Exchanges ThroughAtmospheric MoistureA. IntroductionB. Changes of State

1. As matter, water can changein state: it can be a solid,a gas, or a liquLd.

2. Evaporation is a coolingprocess; the liberation ofheat accompanies condensation.

3. Freezing is the change of alivid to the solid state.This change causes heat to begiven off.

4. Melting is the change of asolid into a liquid.

5. Sublimation is the change ofa solid directly into a gas;it is also the change of agas directly into a solid.

C. Measuring Water Vapor1. Vapor pressure contributes to

the pressure of the air.2. The amount of water vapor held

by the air is its humidity.3. Water condenses out of the air

when the dew point is reached.

163


A) Discussion, Suggestion1. Evaporation, condensation,

freezing, melting andsublimation.

2. Graphs of relative humidity.3. Cload nomenclature.4. Learning Packet

(teacher prepared)

B) Graphing

S m 85




Learning Center A) Charting, the cloudsA) Bisjyathe Weather, Spa.:

B) S.:udent

(see evaluation this tuide"Interpretation)

Reference:Navarra, et. al. TeacherPP. 199, 200 1. Ability in formulating

pertinent data.2. Verification of findings.

S m 86

.169

Concepts

Energy Releases in the AtmosphereA. IntroductiwlB. Air Masses

1, An air mass is a large bodyof air spreading across avast area of the earthlssurface.

2. An air mass taker on the basiccharacteristics of its sourceregion; for example, airwhich accumulates over thearctic becomes extremely cold.

3. Air masses are classifiedaccording to the regions inwhich they are formed.

4. There are four basic types ofair masses: arctic, polar,tropical, equatorial.

C. Adiabatic Temperature Changes1. Adiabatic cooling is the

cooling of a gas brought aboutby a change in pressure;the release of pressure coolsa gas.

2. A sinking or rising of largeair masses is the principalcause of a change in temper-ature.

3. Air cools when it rises; it

warms when it sinks.4. The relative humidity

automatically increases asthe air temperature decreases.

5. Water vapor in the air beginsto condense when the airreaches its dew-point tempera-ture.

D. Weather Frontsl. A cold front develops when a

cold air mass invades a regionoccupied by a warm air mass.

2. A warm front develops when awarm air mass moves into aregion occupied by a cold airmass.

3, An occluded front forms whena warm front is cut off fromcontact with the ground.

110


A) Involvement, Discussion, Review1. Meteorologist2. Records of movement of air

masses3. Adiabatic cooling4. Weather fronts5. Learning Packet

(teacher prepared)

B) Interpret Graphs

Sm 87

A) PriLtedB) Audio Visual


Learning CenterA) The W3 of the Weather, Spar

WeatherThglpx1sillWeather, SRAEallriazgieWeather,Gallant, Garden City, 1957Junior ScienceBook of Rain,autwd11917,Larrick, Garrard tress, 1961

Reference:Navarra, et. al.pp. 210, al

171


A) The behavior of L. cyclonicstorm.

B) Student(See evaluation th23 guide"Interpretation")

Teacher1. Ability in formulating

pertinent data.2. Application of findings to

appropriate situations.3. Willingness to check results

against the findings ofreliable authorities.

S m 88

Concepts

E. Cyclones and Storms1. A low is a center of low

barometric pressure; a highis a center of high barometricpressure.

2. A low is known to the weatherman as a cyclone.

3. A tornado is a very small butparticularly destructive andviolent cyclone.

4. The tropical cyclone is large,violent, and destructive;such a cyclone is known as ahurrican in the llest Indiesand as a typhoon in thewestern Pacific.

Energy Exchanges Within the OceansA. IntroductionB. Make Up of Sea Water

1. The water of the ocean is asolution of dissolved salts;it is brine.

2. Flowing rivers carry saltsfrom the land into the ocean.

3. Water that evaporates from theocean leaves the salts behind.

C. Physical Properties1. Salinity is the weight of

dissolved solids in sea watercompared with the weight ofthe water itself; salinityis a ratio.

2. Surface water tends to bewarmer than the water at thebottom of the oceans in thelow latitudes and middlelatitudes.

3. The density of sea water isgreater than the density offresh water.

4. Water pressure increases indirect proportion to the depth.

172


A) Explanatioz, Discussion,Student Resources1. Properties of the sea.2. Visualization of a wave.3. Learning Packet

;teacher prepared)

B) Ocean maping by use of pilotcharts.

S in 89



Learning CenterA) The 0,-...ean Laboratory, Spilhaus

Waves, Bixby

Reference:Navarra, et. al.pp. 223, 224

173


A) Waves and wind action


Teacher1. Competency in recording data.2. Access the verification of

findings.

S in 90

A) Teaching Methods


D. Waves and wind1. Winds product Jcean 'raves

classified as progiessivewaves; one wave followsanother.

2. The principal parts of a waveare the crest and the trough.The still-water level existswhen there are no waves.

3. The pressure of wind has adirect bearing on the build-upof a wave.

E. Ocean Currents1. An ocean current is any flow

of water within the ocean.2. There are two principal causes

of ocean currents: wind andunequal water densi:-Ies.

3. Ocean currents flow as gyresin both the Atlantic Oceanand the Pacific Ocean.

Energy Expended at the Land -

Atmosphere Interface

A. IntroductionB. Weathering

1. Weathering is a geologicprocess in which sedimentbecomes available for trans-portation by wind and streams.

2. Both mechanical operations andchemical reactions causeweathering.

3. The weathering and breaking upof rocks is accompanied bymass '.casting.

C. Soil Forming Process1. Soil forms a thir, layer over

the land surfece of the earth.2. Various processes (bi ological,

chemical, physical) go intothe making of soil.

3. Many soils show horizontallayers which show up in atarrangement, known as a soil

profile.

174

A) Discussion, Suggestion, Review1. Geomorphology2. Geometry of rock disinte-

gration3. Learning Packet

(teacher prepared)

B) Investigating weathering

S m 91




PP. 242, 243

175

A) ENpected OutcomeEvaluation B) Testing Program

A) Rock weathering


TeacherAccess the application offindings to appropriatesituations.

S m 92


The Energy of Flowing WaterA. IntroductionB. The Hydrological Cycle

1. Water constantly is leavingthe oceans and returning tothe oceans in a process knownas the hydrologic cycle.

2. Hydrologists measure both therainfall intensity and therunoff of water.

3. Soil erosion is the removalof soil; the flow of watercauses soil erosion.

4. The concentrated flow of watercarves out a stream channel,

5. At its source a streampossesses potential energy;the potential energy is trans-formed into kinetic energy asthe stream flows.

C. The Work of Streams1. Stream erosion is the progres-

sive removal of material fromthe surfaces of a streamchannel.

2. Streams transport materials bymeans of traction, suspension,and solution.

3. The amount of sediment whichmoves past a fixed crosssection of a stream is knownas the solid load; the loadis Oke:1 il a unit of time,su,.;n 4,,,72.s per day.

4. Streams perform three closelyrelated forms of geologlwork: erosion, transportation,deposition.

D. Stream Development1. A stream begins to form when

surface runup a

drainage syste'l,

2. The developmet -r dreamgives rise tovalleys, and roe1

3. A stream is graded ::.en theentering sediment matches thestream's capacity to carry thesediment.

171;

A) Explanation, Demonstration,D'Lscussion

1. Hydrologist2. Water, cycle3. Loads and stream transport4. Learning Packet

(teacher prepared)

D) 1. Reading2. Topographical maps

S n .1



Learning CenterA) RixszabAt TheaA2,

Crosby & Larrick


A) The content of stream water

B) Student(See evaluation thig guide"Interpretation")

Reference:Navarra, et. Teacherpp. 258, 259 Appraise the students effort

to convey what he has learnedto others; assess the skillsof ccmmunication.

S In 94

177

Concepts

E. Water Underground

1. Water collects beneath the sur,face of the earth; this water

is known as ground water.-2. The upper surface of the

ground-water zone is the watertable.

3. Ground water moves beneath the8 surface of the earth, but there

is much resistance to thismovement.

Work of Glacial Ice upon the LandsA. How Glaciers Form

1. Glaciers can form only whenfalling snow accumulatesfaster than it melts orevaporates.

2. A mass of snow becomes greatlycompacted when covered by newsnow layers.

3. Heavily compacted snow cventual-ly becomes glacial ice.

9. Classification and Movement1. There are two kinds of glaciers:

a valley glacier and acontinental glacier.

2. A valley glacier is dividedinto two parts: the zone ofaccumulation and the ..;one of

ablation.3, Glaciers move slowly; the

center portion of a glaciermoves faster than the edges.

C. Erosion by Glaciers1. A glacier is an energy system

which does geologic work.2. A glacier causes the erosion

of soil and rocks as it travels;it carves out landforms.

178

A) Teaching MethodsEms) Learning Activities

A. Students work independently:DemonstrationDiscussion1. Pressure and compaction2. Valley and continental glaciers3. Lateral and terminal morains4. Learning Packet (teacher

prepared)B. Observations and experimentation

S m 95

A)B)

Resources C)D)


Reference:Navarra, et ,. al.

pp. 25b,259


Icebergs and GlacierLauber. Garrard, 1961

Reference:Navarra,pp. 271,272

179


A) Progressive changes in snowE) Student


Teacher1. Willingness to check results

against the findings of

sources.9. A,011,,,,y or rl,f,rvvations

S m 96

Concepts

Work cf Waves and Tides upon theShoreA. The Surf Zone

1. Breakers and surf carve outlandforms on the shores of theocean.

2. Waves roll over abrasion plat-forms and pound aglinst marinecliffs; with this action, thewaves shape and reshape ashoreline.

3. A beach is an accumulation ofsand, gravel, or cobbles inthe zone of breakers and surf;it is a depositional landform.

B. Coast Line Development1. A coast line develops into an

embayed coast when ocean watersubmerges a coast having manydivides and stream valleys..

2. Various geological processescause the development of simplegently sloping coast lines.

C. Wave Refraction1. Wave refraction is a change in

the direction in which a waveis traveling.

2. Wave refraction tends tostraighten the shoreline.

D. Tidal Energy1. Ocear tides cause currents to

flow in the shallow shore zone;these currents perform geologicwork.

2. The earth--moon pair revolvesaround a common center ofgravity.

3. The tides are caused by thetide-raising force. The gravi-tational force of the moon isstronger than the centrifugalforce of the earth-moon pair.This difference in forces isthe tidal-raising force.

180

A) Teaching Methods


A) Description, DemonstrationReview Discussion, Explanation1. Ocean waves2. Marine cliffs, shingle beach

and picket beaches3. Tidal currents4. Learning packet (teacher pre-

pared)B) Reading

ObservationAnalyzeExperiment

S m 97


. Resources C) PeopleD) Places

Learning CenterA) The Ocean 1412ratory, Spilhaus

Waves, Bixby

Q921122gLaRhmLety.,Emlore the ShoreThe Riat_and F 11 of the SeallplaStory of the Tides, Brindze.Harcourt, 1964

The Sea Around Us, Carson. Oxford,1961

Reference:Navarra, Pt. al.

PP. 287,288

181

A) Expected OutcomEvaluation B) Testing Program

A) Student should be able to Cescribebeach erosion


Teacher1. Accuracy of observations2. Observe the students skills in

experimentation3. Assess the application of findings

to appropriate situations4. Assess the verification of

findings

Su 98

Concepts

E. Tf.dal Currents1, As the tide rises, a flow of

water toward the land producesa flood current; a fallingtide eves rise to an ebb cur-rent, which is a flow of wateraway from the land.The tidal currents function asan energy system working inconjunction with the energysystem of breaking waves.

F. Tidal Deposits1. Sand deposited by waves builds

up into a barrier bew,h alongsome coast lines.

2. Salt marshes form within thebays and lagoons protected bybarrier beaches and baymouthbars.

Work of Winds upon the LandsA. Wild Erosion and Dust Storms

I. Wind causes erosion; it carriesaway particles of clay, silt,Ind sand.

2. The lifting of small particlesis a type of wind erosionknown as deflation.

3. Sand-blast action is a type oferosion in which the wind picksup hard mineral grains anddrives them against rock sur-faces; this action carves outnotches and hollows at the basesof cliffs.

182


A) Explanation, Overview, Suggestion1. Wind erosion and its hazards2. Loess deposits3. Learning packets (teacher

prepared)B) Maps of loess deposits

ReadingOutlineObservation

S m 99

A) PrintedB) Audio visual

Resources C) People

D) Places

Learning CenterA) Storms, Adler. John Day, 1963

The Wav of the Weather, Spar.Creative Ed. Soc., 1967

183


A) Loess and its propertiesB) Student


Teacher1. Assess competency in recording

data2. Appraise students efforts to

convey what he has learned3. Assess ability in formulating

pertinent data1. Accuracy of observations

S m 10)

ConceptsA) Teaching MethodsB) Learning Activities

B. Loess1. Thick deposits of dust have

accumulated as loess in theNorth Central States and else-where in the United Statesand in Europe and Asia,generally in or near glaciatedregions.

2. The windblown dust which formedduring the Pleistocene Epoch(the Ice Age) apparently laterdeveloped into loess.

3. Loess is a layer of subsoilconsisting of a porous,yellowish sediment.

C. Transport of Sand1. Wind serves as a sediment-.

sorting agent; it separatessand from ,;ravel and dust.

2. A sand drift remains in onespot; a sand dune often movesin the direction of the wind.

3. A sand grain hits the groundand rebounds into the air inan action known as saltation.

4. grain impact produces a slowforward surface creep of thesand.

D. Drifts and Dunesl. The saltation and the surface

creep of loose sand gives riseto two distinctive landforms,the said drift and the sanddune.

2. The buildup of a sand driftsometimes is the startingpoint of a sand dune.

3. A sand dune can take many forms,the simplest is called theBarchan dune.

184

S m 101




PP. 300

185


Sill 102


Energy Systems in the Solid Earth

Rise of Molten Rock in the Earth'sCrustA. The Solid Earth

1. The three main parts of theearth are the crust, the mantle,and the core.

2, The crust of the earth is thin;the mantle lies beneath thecrust.

3. A study of earthquake waves hasgiven geologists informationabout the earth's interior.

4. The boundary between the crustand the mantle is known as theMohorovicic discontinuity, orMoho.

5. The core consists of an outercore and an inner core.

D. Earth's Internal Heat1. The radioactive decay of

elements deep within theinterior of the earth generatesheat energy known as radiogenicheat.

2. Radiogenic heat causes theearth's interior to be extremelyhot.

3. The earth's internal heat risesto the surface by means of conduction; rock serves as theconductor.

C. Igneous Rock1. Igneous rocks are formed when

nagma solidifies.2. Igneous rocks which solidify

beneath the earth's surface areknown as intrusive igneous rocks;those which form above the sun:-face are classed as extrusiveigneous rocks.

3. Among the intrusive igneousrocks are granatic rocks,basaltic rocks.

18E3

A) Challenge, Historical Review,Discussion, Interpretation1. Common igneous rocks2. Volcanism

B) InterpretationInvestigation

S m 103


ResourcesC) PeopleD) Places

Learning CenterA)Jt Field Guide to Rocks and

MineralsThe Earth's Story., Ames and WilerGem Test.kgRocks and IlineraleRocks and Minerals. A Guide to

Familiar Minerals. Gems_. Ores,and Rocks, Zim. Golden Press,1957

All About Volcanoes and Earth-quakes, Pough. Random, 1953Volcanoes and Earth uakes, Irving.

Knopf, 1962

Reference:Navarra, al, al.pp. 317,318,319

187

A)Expected OutcomeEvaluation B)Testing Program

Igneous RocksB) Students(See evaluation this guide"Interpretation")

Teacher1. Purpose of the investigation2. Total design of the investi-

gation3. Accuracy of observations4. Verification of findings5. Assess the application of find-

ings to appropriate situations

S m 104


D; Volcanoes1. Volcanism is the movement of

magma outward through tubesand cracks onto the eart:i?ssurface.

2. One example of volcanism is avolcanic eruption; volcanismgives rise to a volcano.

3. Volcanism is a mountain-building process.

Bending and Breaking of the Earth'sCrustA. Earthquakes

1. An earthquake is a trembling ofthe ground; destructive earth-quakes may leave wide, gapingcracks in the ground.

2. A movement of the earth'scrust known as faulting causesearthquakes.

3. Earthquake waves, or seismicwaves, move out in alldirections.

4. Scientists use an instrumentcalled the seismograph todetect seismic waves.

5. Scientists learn about theinterior of the earth bystudying seismic waves.

188

A) Discussion, Illustration,Demonstration1. Elastic-rebound theory2. Folding and Faulting3. Learning packet (teacher

prepares)B) Recall

Observation of EarthquakesExperimentCompilation of Records

Sri 105



Learning CenterA) The Earth's Story, Ames and W:zler

Birth of an Island, Selsam. 1966All About Volcanoes andEarth-

wama, Pough. Random, 1953Volcalusand Earthquakea, Irving.

Knopf,-1962Mountains. Goetz. Morrow, 1962


pp 332, 333

189


A) EarthquakesVolcanoes

B) Student(See evaluation in this guide"Interpretation")

Teacher1. Appraise the student's efforts

to convey what he has learnedto others

2. Accuracy of observation3. Skills in experimentation4. Competency in recording data

Stc 106


B. Mcuntains1. Diastrophism has brought about

the buildup of mountains onthe surface of the earth.

2. A broadly curved formation cfmountains is called a mountainarc. Arcs connected end toend form chains that nearlyspan the earth--the two majorones being the eircum-Pacificbelt and the Eurasian-Melanesian belt.

3. Lowlands and trenches on theocean floor parallel themountain arcs of the continentsin some places, indicating thata single set of forces raisedthe earth's crust along oneline and depresses it along aparallel line.

4. The buildup of sediment withina trough known as a ge.mynclineis the first stage in thedevelopment of some mountains.

5. The crust of the earth floatson the mantle; this floating isknown as isostasy.

C. Mountain- Building Forces1. Faulting and folding are not

forces in themselves; they arethe result of underlying forces.

2. Heat apparently gives rise toconvection currents within theearth's interior.

3. The convection currents com-press the crust; with thiscompression, mountains comeinto existence,

S m 107

190



191


S m 108


Rifting of Ocean Basins andContinentsA. Mapping the Ocean Floor

1. Oceanographers have learnedabout the ocean floor by meansof indirect observation.

2. The ocean floor has anirregular surface very differ-ent from that of the continents.

3. The three major divisions ofthe ocean basins are the con-tinental margins, the ocean-basin floors, and the mid-oceanridges.

4. Oceanographers obtain samplesof ocean-bottom sediments bydredging and core sampling.

B. Mid-Ocean Ridge System1. A chain of mountains known as

the mid-ocean ridge system liesbeneath the waters of theAtlantic Ocean, the PacificOcean and the Indian Ocean.

2. Oceanographers believe thatthe rise of mantle rock beneaththe oceans has produced themid-ocean ridge system.

C. The Earth's Continents1. The oceans and continents

apparently have never changedplaces on the face of the earth.

2. The mid-ocean ridge systemextends into the continents.

3. Faults in Nevada, Utah, andsouthern Oregon have producedfault-block mountains.

192

A) Explanation, SuggestionExperimentation1. Oceanography2. Learning packet (teacher

prepared)B) Research of Inner Space-the

OceansMapping Underwater

S m 109



Learning CenterA) The Ocean Laboratory, Spilhaus

OceanograshxUnderwater and Sea Adventure


pp. 346, 347

193


A) Mapping the Ocean FloorB) Student

(See evaluation this guide"Interpretation").

Teacher1. Recording data2. Interpreting data3. Formulating pertinent data4. Verification of findings5. Accuracy in stating conclusions6. Application of findings to

appropriate situations

S m 110

Concepts

Energy Systems Throughout GeologicTimeA. The Colorado Plateau

1. the rocks of the ColoradoPlateau span all the eras ofgeologic time.

2. Sedimentary rock layers in theGrand Canyon are arranged fromthe bottom to the top in theorder of decreasing age; thisarrangement follows the law ofsuperposition.

3. Fossils often reveal the age ofa formation in which they arefound.

B. The Geologic Eras1. Plant and animal life has

existed prominently in threemajor divisions of geologictime; the Paleozoic era, theMesozoic era, and the Cenozoicera.

2. Primitive life first appearedon earth during Precambriantime.

Science Fair

1 94


A) Explanation, Illustration,Discussion1. Grand Canyon, Bryce Canyon,

and Zion Canyon2. Law of superposition and

principle of continuity3. Learning packet (teacher

prepared)B) Reading of Historical Geology

Observation of the GeologicalEras

To provide opportunities for thepursuit of established interest andthe development of new interest.To enco:Irage individuals toparticipate in science and mathematics activities.

Sta 111



Learning CenterA) The Earth's Stork;, Ames and Wiler

The Fossil BookEmbistripApirgla, Epstein.Anthropologist,

MeadRociszoayhat Thajell112, Del

Ray. Whitman Publishing, 1961Story_al:Caves, Sterling.

Doubleday, 1956Good Diszikz, Samachson. Garrett,

1964Life Through the Ages, Knight.

Knopf, 1946Prehiskrialtmerisa, White.

Random, 1951All_About Dinosaurs:, Andrews.

Random, 1953

Ish1A:torigaftatiluAncl01124Augusta. 1961

Reference:Navarra, 21AAlApp. 357, 358, 359

People:Various local and area industriesprovide scientists who act asjudges.

195


A) Interpretation of FossilsB) Student

(See evaluation this guide'Interpretation')

Teacher1. Judgments in interpretation of

data2. Accuracy of observations3. Efforts to convey what he has

learned to others4. Extent of open-mindedness as to

the variety of other possibilitiesthat might be proposed

Students should show the ability towork on projects independently.Students should express an interestin science activities outside theschool environment.

S n 112

OVERVIEW

Navarra, Zafforoni, Garone"Life And The Molecule"The Biological Sciences

Harper & Row, Evanston, Ill., 1966

Perception and SciencePerceiving Things

Life in a Physical WorldSubstance and MatterLiving MatterThe Living CellCell Organization

Living ThingsClassifying Living ThingsProtistsPlantsAnimalsThe Human Body, A Dissectograph

From Life to LifeGenetics, The Study of HeredityEmbryology, The Beginning of Life

Chemistry of Living ThingsSolutes and SolventsSolutions in the BodyThe Digestion of Foods

The Living BiosphereBasic Elements of EcologyThe Biotic Community

Biology in SpaceSpace and EcologyLife and Survival

S m 113

196

Concepts

Life And The MoleculePerception And Science

PerceivinR ThingsA. Introduction

1. Perception is the act ofperceiving, or of becomingaware of sonething throughthe senses.

2. Some form of energy must beavailable if we are to perceive;energy makes it possible forus to see, hear, feel, smell,and taste.

B. The Stimulus of Energy1. A stimulus is energy that

activates a part of the body.2. To perceive, a person first

must make a contact with anobject, a situation, or event;a stimulus provides thiscontact.

3. A stimulus can come fromoutside the body or fromwithin the body.

C. Detecting Energy1. Sense cells and sense organs

detect the energy whichenables us to perceive.

2. The five basic senses are thesenses of sight, hearing,smell, taste, and touch;in a21, the human body respondsto more than twenty sensations.

3. The eye is an important senseorgan; it gives us the senseof sight.

4. A combination of stimulisharpens our perceptions;eyes and ears, for example,often work together.

197


A) Discussion, Quiz, Stress,Experimentation, Review1. Perception of a broken-letter

title.2. Stress the importance of a

stimulus to the act ofperceiving.

3. Call attention to the flagobservation.

4. Examine scientific journalsfor communications in science.

5. Call attention to thethumbnail biography ofAugust Ferdinand Mobius.

6. Review the content of thischapter.


B) Record keeping of pertinentdata.

S te. 114

A) PrintedB) Audio Vsual


Learning CenterA) You and Your Brain,

Groch

B) Filmstrips:Biolab Tachniques

Reference:Life And The Molecule,Navarra, et. al.Harper Row, 1966pp. 19, 20, 21

198

A) Expected OutconEvaluation B) Testing Program

A) 1. Perception of each individualand how science is a way ofperceiving.

2. Properties of the MobiusStrip

3. kppreciation of the radiotelescope

B) Student1. What, aspect. Am T interc6t,o1

in?2. What do I want to find wit?3. How will I find out?4. What are some possible

answers?5. What are my conclusions?

Teacher1. Assess the ability to record

data2. Note eapar:Ay for self-

evaluation3. Observe E.pproach to

experiments

S m 115

A) Teaching MethodsConcepts 2) Learning Activities

D, Transmitting Energy1. The nervous system serves as

a communications network forthe human body.

2. The brain and the spinal cordmake up the central nervoussystem; neurons, or nervecells, form a subdivisionknown as the peripheralnervous system.

3. The autonomic nervous systemcontrols involuntary actionof various body organs (theheart, stomach, and colon,for example).

4. The brain consists of threemin parts: the cerebrum,the cerebellum, and themedulla.

5. Many impulses pass throughthe spinal cord on their wayto the brain.

E. Perception in Science1. Science is a way of perceiving.2. Scientists solve problems and

make discoveries by makingcontact, detecting energy,transmitting energy, andreceiving energy.

so 116

199



f

200

A) Expected OutcomeEvaluation s) Testing Program

Sin 117

Concepts

Substance AGJAAIter.A. IntroductionB. Life and Energy

1. Matter, energy, and lifeare closely linked.

2. Life is difficult to define;it involves a series ofprocesses, or applicationsof energy.

3. Life is a condition oforganisms.

4. Energy is a capacity, or anability; it is the abilityto do work.

C. Properties of Matter1. Matter is anything that has

mass and takes up space.2. There are three states of

matter: solid, liquid, gas.3. Mass and weight are not the

same; weight is a measure ofthe pull of gravity; mass isthe amount of matter an objectcontains.

4. Inertia is the tendency of abody at rest to remain atrest and of a body in motionto remain in motion.

5. The greater the mass of abody, the greater is theinertia of the body.

D. Classifying Matter1. A substance is a particular

kind of matter having specificproperties.

2. An element is a pure substancethat cannot be broken downinto other substances byordinary chemical means.

3. An isotope of an elementdiffert from another isotopeof the same element in thenumber of neutrons it containsand in atomic weight.

4. A compound is a combinationof two or more elements.

X01


A) Discussion, Explanation,Demonstration1. Discuss the mearing of the

term matter - basic statesgas, liquid, solid.

2. Explain the principle of thejumping bean.

3. Demonstrate inertia.4. Stress the periclic table of

elements.5. Learning Packet

(teacher prepared)

B) 1. Observation of a bird in atree, record notes anddetermine what makes the birdalive, tree alive, and dothe bird and the tree sharetraits in common.

2. Periodic table of elementsas a reference.

Sr 118



Learning CenterA) Observations audgmeriments

inaNatural HistoryCh_ emistry - Matter. Molecules.Alma, ParkerAtoms. Energy. and Machines,McCcrxickMatter, Life Science LibraryChemistry

B) Filmstrips: Pictorial Chemistry


PP. 39,40

202


A) 1. Changes from living matterto non-living matter

2. Processes described in thelanguage of the chemist,matter, mass, weight, andinertia.

B) Student(See evaluation this guide"Perceiving Things")

Teacher1. Note the accuracy of

observations.2. Assess competency in

recording data.3. Note judgments in inter-

preting data4. Assess ability in formu-

lating pertinent data.5. Assess ability of thought

and discussion.

S m 119

Concepts

5. A molecule is the smallestwhole piece of a particularsubstance; there are iloleculesof elements and molecules ofcompounds.

E. Changes in Matter1. A physical change alters the

state, shape, size, position,or other observable propertiesof matter, but it does notaffect the make-up of thesubstance.

2. A chemical change producesnew substances; the originalsubstance turns into somethingelse when it undergoes achemical change.

Living:MatterA. IntroductionB. Protoplasm

1. Protoplasm is living matter.2. As living matter, protoplasm

is always changing; it isnot a definite, fixedsubstance.

3. Protoplasm consists mostly ofwater; it also containsmineral solids and carboncompounds.

C. Carbon Compounds1. A chemical bond joins the

atoms that make up a molecule.2. Atoms either transfer electrons

or share electrons to form achemical bond.

3. Carbon joins readily withother elements because thecarbon atom can form ''ourbonds.

4. (ironic chemistry is thestudy of carbon compounds.

203


A) Suggestion, Discussion1. Suggest to your students that

they read For Perceiving andLearning."

2. Students to define protoplasm.3. Refer to sources other than

textbooks.4. Test for sugar with Benedict9s

Solution.5. Learning Packet

(teacher peepared)

B) 1, Observation of protoplasm.2. Structural formulas of

organic chemistry.

S m 120

A) PrintedB) Audio IlifAml



Learning Center A) 1. Deldelopment of experimentalA) Food And Life skills.

Ames and Wyler 2. The chemical analysis of milk.Great Nutrition PuzzleCallahan


Teacher1. The purpose of the investi-

gation.2. Recognize the total design

of the investigation.3. Note the accuracy of

observation.

S m 121

204


D. Proteins1. About 15 per cent of

protoplasm ccnsists ofprotein.

2. Proteins are body builders;they are a necessary partof the diet.

3. Proteins are made up ofamino acids.

4. Nucleic acids controlbiochemical reactions withinthe cell.

E. Carbohydrates1. There are two kinds of

carbohydrates: sugar andstarch.

2. All carbohydrates are madeup of carbon, hydrogen,and oxygen.

3. Carbohydrates release energywhen they break down in thedigestive process.

4. Sugars and starches arefuel nutrients.

P. Fats1. About 13 per cent of proto-

plasm is made up of fats.2. Energy is released when fat

is broken down in thedigestive process.

3. Fat is a fuel nutrient.

S m 122

203



cs

206


S m 123


The Living CellA. Introduction

1. One of the most importanttheories of science is thecell theory.

2. The cell theory is a statemntthat all living things arecomposed of cells; cells arethe "building blocks" ofliving things.

B. Parts of the Cell1. All cells differ from one

another, but there are alsobasic similarities amongcells.

2. Being alive, a cell is neverat rest; it is a changing,reacting unit of a livingthing.

3. Every cell consists of twobasic subdivisions: the

nucleus and the cytoplasm.C. Size and Shape

1. Cells tend to to spherical,but they are usually jammedtogether and flattened.

2. Moat cells are small; therelationship between thenucleus and the cytoplasmseems to liat their growth.

3. Large organisms do not as arule have larger cells thando small, organisms; largeorganisms simplr have morecells than do small ones.

D. Observing the Cell1. Cytology is a study of the

cell,

2. The cytologist employsvarious methods and toolsin his study of the cell.

3. An electron microscope formsan image with electronsinstead of with light waves.

20 /

A) Suggestion1. The relationships of

structure and functionof cells.


B) Observing the cell.

S m 124



Learning Center

A) ,c;..9.11§.

You And:Lar.1t1221Schneider

B) Filmstrips:Biolab Technicruls

Referents:Navarra, et. al.pp. 72, 73, 74

208


Objectives1. Cells that are everchanging.2. Factors that promote the

growth of yeast.3. Chemical analy3is of the

cell.

B) Studei.

(See evaluation this guide"Per.loiving Things")

?Teacher1. Ability to read illustrations.2. Observe the students skills

in performing experiments.

Sm 125

Concepts

Cell OrganizationA. IntroductionB. One-celled Organization

1. The world of living thingsconsists largely of micro-organisms.

2. A one-celled organism isnot necessarily simple instructure and function;it may have achieved a highlevel of organization.

3 Some one-celled organismsexhibit little internalspecialization; others arehighly specialized.

4. Microorganisms can easilybe cultured and observed.

C. Many-celled Organisms1. Many lower forms of life are

many-celled; all higherforms of life are many-celled.

2. The rells of higher forms oflife are grouped into threelevels of structure andfunction: (1) tissues,(2) organs, and (3) systems.

D. Kinds of Tissues1. There are five basic kinds of

tissues in the higherorganisms: (1) epithelial,(2) muscle, (3) connective,(4) nerve, and (5) blcod.

2. Some of the five main kindsof tis3ues are furtherdivided into subtypes.

209


A) Stress, Review, Discussion1. Cells are structural units.2. Review bacteria, fungi,

algae, and protozoans.3. Call attention to the

drawings and photomicro-graphs of parameciumand ameba.

4. Organization of complexorganisms.


B) 1. Students observe samples oftissue under the microscope.

2. Observation of bone slidesand the haversian system.

S in 126



Learning CenterA) Cells

You and Your CellsSchneider


210


A) 1. Opportunity to study thecell organization of anotherplant in the fungi group,the bread mold.

B) StudentSee evaluation this guide"Perceiving Things")

Teacher1. Assess the ability to make

comparisons.2. Note the accuracy of

observations.3. Assess competency in recording

dea.

S m 127

Concepts

Livinp ThingsClassiW22Lings

A. IntroductionB. Classifying Organisms

1. Modern classification dividesliving things into threekingdoms: the animalkingdom, the plant kingdom,and th 6. protist kingdom.

2. There are seven levels ofciassific,Ation: kingdom,phylum, class, order, fcmily,genus, species.

C. The Seven Levels1. A phylum is a large

subdivision of a kingdom.2. Organisms within a phylum

are similar in structure,function, and development.

3. Living things within a phylumare further divided intoorders, families, genera,and *ecies.

EnlistA. IntroductionB. Protozoans

1. Taxonomists place theprotozoans In four phyla-phylum Sarcodina, phylumMastigophora, phylumCiliophora, phylum Sporc.zoa.

2. The protozoans in the variousphyla move in different ways.

3. Locomotion is one way toclassify protozoans.

C. Phylum Schizomycetes1. There are three kinds of

bacteria: cocci, bacilli,spirilla.

2. Bacteria adapt readily tovarious environments.

3. Some bacteria are harmful;others are helpful.

4. Spiroch.tes and rickettsiasare similar to bacteria.

211

A) Teaching !lethods


A) Discussion, Stress1. Cite examples of classifi-

cation in relation toeveryday examples.

2. Stress the importance ofthe phylum.

3. Learning Packe.6(teacher prepared)

B) Associate a common plant oranimal with each phyla.

A) Clarify misconceptions, Stress,Involvement1. Clarify students understanding

of classification.2. Stress the difference iz

the movement of theseanimals.

3. Involve the entire classin a compilation of atable of protists.

4. Learning Packet(teache prepared)

B) Microorganisms under themicroscope with stress uponcell organization and diversityamon living things.

S m 128



Learning Center

A) The Lives of Arima1.1,Anderson

Reference:Navarra, et. alZD. 107, 108, 109

Leazning CenterA) ExolorilLyith your Microscope

7trouRh the Microsaul,Andersonniamlnes-ence P :Mein

agEL9SALCX°12Schatz, Harper, 1952


212

A) Expczted OutcomeEvaluation 2) Testing Program

A) The techniques of classificationof plants and animals.


TeacherNote judgments in formulatingpertinent data.

A) 1. Single-cell animals in adrop of pond water.

2. Classification is basedupon differences.

3. Protist a third dimensionto t. . animal group.


Teacher1, Note the accuracy of

observations.2. Note judgments in

interpreting data.

Sm 129

Concepts

D. Slime Molds1. A slime mold undergoes a

metamorphosi s.2. Slime molds reproduce by

means of spores.E. Viruses

1. Viruses are tiny; theycannot be seen with anordinary light microscope.

2. Scientists do not knowwhether they should classifyviruses as living things oras nonliving things.

3. A viiis takes on the propertyof a liv11,6 thing only whenit is lodged within the livingcell of a host organism.

4. There are three main ':findsof viruses: bacteriophages,plant viruses, animal viruses.

AnimalA. Introduczion

1. Animals differ from oneanother in many ways.

2. Animals are alike in some ways.D. Alive, Yet Different

1. Plants and animals both carryon life functions.

2. Among the life functions aregrowth, motion, irritabilit:,and metabolism.

3. Animals tend to move about;plant- do not movo from oneplace tc another.

4. Lnimals have v. more responsivenervous system than do plants.

5. Plants make food for taem-selves; animas are dependentupon plants f.n, their food.

213


A) Discussion, Comparison,Illustration1. Refer to the various life

functions.2. Illustrate the most familiar

invertebrates and the mostfamiliar verteb).?.tes.

3. Compare likenesses anddifferences of animals.


B) Display of various animals.

S m 130

A) Prin'-ed

B) Audi, VisualResources C) People

D) Places

Learning CenterA) Fortes

§AMBEllialdg11221ilestNorman

Eah:UralEfg,04123

Er§21.41.4-1114Moyer, Ronald Press, 1953Anima.14111MIeS.Buchsbaum, University of Chicago,

1948anasta, Zim, Morrow, :.949Alligam and Crocodilos,Zim, Morrow, 1952

Reference:Navarra, gam.pp. 149, 150, 151

214


A) Animals in the community andtheir habitat.


Teacher1. Observe individual interaction.2. Assess ability to oe critical.3. Note ability of scientific

attitudes.

S m 131

A) Teac'aing Methods


C. Lower Invertebrates1. An invertebrate is an animal

without a backbone.2. A vertebrate is an animal

with a backbone.3. The simplest of animals are

invertebrates.D. Moluska

1. Mollusks have soft bodies.2. Mollusks are more complicated

in structure and functionthan the lower vertebrates.

3. There are three principalclasses of mollusks:Pelecypoda, Gastropoda, andCephalopoda.

E. Arthropods1. The phylum Arth-;.opoda is the

largest of animal phyla.2. Among the arthropods are

insects and spiders.3. An insect is a six-legged

animal with a three-part body.4. Spiders are arachnids, not

insects.5. Sunh crustaceans as crabs and

lobsters are arthropods.F. Starfish

1. The starfish and otherechinodems have an advanceddevelopment.

2. Echinoderms have spiny skinsand vascular water systems.

G. Animals With Backbones1. Animals with backbones are

known as vertebrates.2. There are five classes of

vertebrates: fish,amphibians, reptiles, birds,mammals.

3. The vertebrates are higherfoams of animal life.

S m 132

2 1 5



216


Sm 133

A) Teaching MethodsConcepts B) Jaarning Activities

The human BodvDissectogrash

A. IntroductionB. The Human BodyC. Major SystemsD. The Body in Review

GeneticsThe Stud Heredity

A. Introduction1. Heredity is the passing along

of traits from parants tooffspring.

2. Genetics is the study ofheredity.

B. Heredity1. A gene is a carrier of

hereditary traits.2. The cells of living things

carry dominant, gees andrecessive geneu.

3. Genes are found within thechromosomes of cells;chromosomes are within thenucleus.

21

A) Read, Experiment, Observe,Discover, Discussion1. Investigation of hormones

and endocrinology.2. Studies of organs, systems,

and functions.3. Illustration of all plates.4. Introduce terms:

anteriorposteriordorsalventralmedianlateral


B) Independent summarizing ofknowledge of the huxuan body.

A) Discussion, Explanation,Illustration1. Explain DNA; Heredity2. Refer to the work of

geneticist.3. Urge the study of illustra-

tions of the DNA molecule.4. Illustrate the chief

difference between mitosisand meiosis.


S m 134


Resoues G) PeoplD) Place:;

Learn g Center

A) Iii2m_21azt&maliaJialaAna_ tome

Medicine From nprohes:The Story of AntibioticsWilliamsrt,acal_Biologv At Home,.?avory

:42410.122Latij-cine, Fox1,;)..m Bones To Bodies, Fox

aliaman Senses, FromanYou and Your Brain, GrochOur Wonderful Eyes, PerryLifeline: The Story22L2tala

Circulatory System,Schneider

Many Human Senses, Froman


Reference:Navarra, et. alt.

PP. 182, 183, 184

218


A) 1. Discoveries in medicine andanatomy.

2. An understanding of thestructure of the body andof the major organs thatEre parts of the body.


Teacher1. Assess the ability to

observe.2. Assess the verification of

findings.

A) The heredity of fruit flies.


Teacher1. Observe the response to

curiosity and fascinationto the basic principles.

2. Ability to identify atheory.

ST12135

A) Teaching MethodsConcepts B) Learning A&ivities

4. A mutation is a change ingenetic make-up. As a resultof mutation, the offspringdiffers from its parent in e.marked characteristic.

C. DNA, A Master Code1. The gene is believed to consist

of a DMA molecule.2. : IA transmits hereditary

; :formation from parent tooffspring.

3. 'ne DNA molecule takes theNape of a double helix, or

a "twisted ladder.h

4, he arrangement of the "rungs"dthin the DNA ladder spello't ae genetic code.A DNA molecule can break apartand form two new DNA molecules.

6. DNA dictates all tie processesoccurring within the plant oranimal cell.

7. Chromosomes are made up of DNAmolecules.

D. Cell Division1. Mitosis is the division of a

single cell into two new cellslike the parent 'Jell.

2. Meiosis is a cell division inwhich reproductive cells areformed.

3. The cells formed as a resultof meiosis have half thenumber of chromosomes foundin the parent cell.

01(1

b) Diagram of the DN., moleculeand its code-caryingproperty which is identifieias a theory.

S m 136



220

A) Expected OutcomeEvaluation D) Testing Program

S m 137


EmbryologyThed3eLinningo_flife.

A. Introduction1. An emb7yo is a living thing -

a plant or an animal - in itsfirst stage of development.

2. All the cells of an organismdeveloped from a singlefertilized egg cell.

3. Embryology is the study ofhow organisms develop fromzygotes (fertilized egg cells).

4. A growing embryo developsaccording to its built-ingenetic instruction.

5. A series of orderly changesoccurs with an embryo as itgrows and develops.

B. Plant Embryology1. The main parts of a flower

are the sepals, petals,stamens, and pistils.

2. The stamens and pistils arethe reproductive parts of aflower.

3. A fruit is a ripened ovary.4. A plant embryo consists of

four rajor parts: cotyledon,hypocotyl, plumule, andrudimentary root.

5. A monocotyledon contains onlyone cotyledon; a dicotyledoncontains two cotyledons.

C. Animal Embryology1. Maw animals pass through

three major stage: in embryonicdevelopment: cleavage,gastrula, and organ-forming.

2. Cleavage is the splitting, ordividing, of the zygote.

3. The division of many cellsbrings about the developmentof a mature organism.

221

A) Discussion, Stress1. Single germ cell.2. Early development of the

bird, amphibian, andmammal.

3. Metamorphosis4. Stress the relationship of

genetics to embryology.5. Gestation periods.6. Planets and animals begin

life as embryos.7. Learning Packet

(teacher prepared)

0 Examination of a flower

S In 138




A) How Scientist Find Out, A) 1. The embryology of brineLotspeich shrimp.Trees 2. Mathematics of genetics.


Teacher1. Note accuracy of

Reference: observations.Navarra, et....212 2. Assess ability inpp. 197, 19B, 199 formulating pertinent

data.

S m 119

222

Concepts

The Chemistry of Living Thin sSolutes and Solvents

A. IntroductionB. Solutions

1. A solution is a mixturecomposed of individualmolecules and atoms.

2. A solution consists of twoparts: a solvent and asolute.

C. Water, A Solvent1. Water is an important solvent

used for many purposes.2. An element tends to be

chemically active it itsoutermost shell is not filledwith electrons.

3. Water is a polar compound;the water molecule carries anelectric charge.

4. There are five general typesof solutions: solid intoliquid, gas into liquid, gasinto gas, liquid into liquid,and solid into solid.

D. Solubility1. The solubility of a substance

is the specific amount thatdissolves in a given volumeof a solvent.

2. A greater amount of the soluteis likely to dissolve in ahot solvent than in a coldsolvent.

3. Pressure increases the solubility of gases.

4. A saturated solution containsall the solute it is capableof holding.

5. A dilute solution contains asmall amount of solute;a concentrated solutioncontains a large amount ofsolute.

223

A) Teaching MethcisB) Learning Activities

A) Explanation, Discussion,Investigation, Review1. Biology, Chemistry, and

Physics.2. Review atomic structure.3. Express concentrations

of solutions.4. References to experiments.5. Learning Packet

(teacher prepared)

B) Observations and colYectionof data.

S m 140

A) PrintedB) l'aldio Visual


A) Expected OutcomeEvaluation.-B) Testing Program

Learning Center A) Properties of solutions

A) 0.1.012141

B) Filmstrips:Pictorial Chemistry

Refe?enceiNavarra, 11A_Alxpp. 216, 217, 218

224

B) Students(See evaluation this guide"Perceiving Things")

Teacher1. Note accuracy of observations.2. Assess competency in

recording data.

S cm 141


Solution6 in the BodyA. IntroductionB. Colloids

1. A colloid is a dispersion oftiny particles usually largerthan molecules.

2. Colloidal particles cannotordinarily be filtered fromthe dispersing medium-

3. There are eight kinds ofcolloidal suspensions:liquid in gas, solid in gas,gas in liquid, liquid inliquid, solid in liquid, gasin solid, liquid in solid,and solid in solid.

4. Man's body is a mass oforganized colloids.

C. Diffusion1. A membrane is a thin layer

of tissue that serves as acovering.

2. Solutions can diffuse, orscatt3r, through membranes;collids do not readily diffusethrough membranes.

3. Osmosis is the diffusionthrough a membrane intoanother fluid.

4. ftbsorption is the taking inof a substance by anothersubstance.

5. Adsorption is the clinging ofone substance to the surfaceof another substance.

223

A) Discuss1. Solutions and their

properties.2. The Tyndall effect.3. Learning Packet

(teacher prepared)

B) Devising of a series ofexperiments.

S m 142



Learning CenterA) Chemidry

B) Filmstrips: Pictorial Chemistry

Reference: Navarra, et. al.pp. 230, 231

226


A) Comparison of solutions,colloids, and suspensions.


Teacher1. Observe the students skills

in experimentation.2. Assess competency in recording

and interpreting data.

S m 143

A) Teaching IethodsConcepts B) Learning Activities

The Digestion of FoodsA. IntroductionB. Foods and Digestion

1. Digestion is the ch .icalchange of foods into particlesthat can be absorbed by thebody cells.

2. Such foods as water andvitamins require no digestion;they diffuse directly intoth blood stream.

3. Fats, proteins, and carbo-hydrates are broken downthrough the digestive process;they are broken down intomolecules that can diffusethrough the intestinal walls.

4. Hydrolysis is the breakingdown of a compound bycombining it with water.

5. An enzyme is a catalyst thatspeeds the hidrolysis offoods.

6. Glands produce digestivejuices containing enzymes.

C. The Alimentary Canal1. The alimentary canal consists

of five main parts: themonth, esophagus, stomach,small intestine, largeintestine.

2. Digestion occurs in the mouth,in the stomach, and in themall intestine.

221

A) Demonstration1. Artificial digestion of

fat and egg white.2. Learning Packet

(teacher prepared)

B) Practical cn the digestivesystem of E fish.

S m 144



Learning CenterA) poetical BiolegyatHome,

SavoryFood and Life

Reference:Navarra, etr al.pp. 245, 246

228

A) Expected OutcomeEvaluation D.) Testing Program

S m 145

A) Teaching MethodsConcepts B) learning Activities

The LivijagBjssp_LJere.

Basic Elements of EcologyA. Introduction

1. Ecology is the study of theinterrelationships of livingthings to their environmentand to each other.

2. All living things interactwith the nonliving things oftheir environment.

B. The Biosphere1. Living things and their

environment are interdependent.2. The biosphere is the layer of

living matter spanning the.earth from within its crustto its upper atmosphere.

3. Great variety exists amongliving organisms.

4. Every plant and animal isdependent in some way on otherliving organisms.

5. The highest level in theorganization of living thingsrepresents a web of lift.

C. Producers and Consumers1. An interplay of matter and

energy holds the web of lifetogether.

2. Plants aro the food-makers;animals are the consumers.

3. Green plants manufacture foodby achieving photosynthesis.

D. Ecological Niche1. Animals within the biosphere

fall into a niche, or job;a niche represents a way ofliving.

2. A niche reflects an animal'sadaptation to its environment.

E. Cycles Within the Biosphere1. Various cycles within the

biosphere are a part of theinterrelationships among livingthings and their environment.

2. Among the important cycles arethe carbon cycle, the watercycle, and the calcium cycle.

229

A) Discussion, Comparison'1. Test a soil sample.2. The Biosphere3. Compare the work ut the

ecologist to that of thegeoloist, meteorologist,and the oceanographer.

4. Niches a.:t. basic to a plantand animal: community andare highly specialized.

5. Explore the relationshipsamong ._Aring things andthe physical conditionsof the biosphere.

6. Learning Packet(teacher prJparel)

B) Reporting on producers andconsumers.

Sm 146




Learning Center A) Ecological SuccessionA) Livina Community Hirsch

Reference:Navarra, et al

pp. 264, 2 5

30


Teacher1. Assess accuracy of

observations.2. Competency in recording

data.3. Ability to formulate

pertinent data

Sta )47


The Biotic CommunityA. Introduction

1. Plants and animals livingtogether in the sameenvironment form a bioticcommunity.

2. The interaction between livingthings and the non-living thingsof their environment representsa pattern of activity known asan ecosystem.

B. Life and the Ecosystem1. There is an interplay of matter,

energy, and life within anecosystem.

2. There are aquatic communitiesand terrestrial communities.

3. One species usually dominatesthe other species within acommunity.

C. Food For Living Things1. Living things interact with one

another in their efforts toobtain food.

2. The food-getting relationshipsamong the living things of acommunity are intricatelyjoined together in a food web.

D. Friend or Enemy1. Some relationships among living

things are helpful to theindividual organisms and to thecommunity.

2. Some relationships among livingthings are harmful to individuals;relationships which harm anindividual organism can behelpful to a community.

R. Seecessicn1. Succession occurs when the

balance in nature is upset.2. There are two kinds of

succession: primary successionand secondary succession.

231

A) Impression, EducationalExcursions, Discussion1. A community is a group of

living things.2. Food habits of various

living things.3. Three forms of symbiosis.4. Work of the conservationist.5. Learning Packet

(teacher prepared)

B) 1. Explore plant and animalcommunities.

2. Communities of livingorganisms in own locality.

S m 148


Resources C) PeopleD) Plar;es

Learning CenterA) Livirg_Communitx, Hirsch

Wonders of theAuDrium,Lavine, Dodd-Mead, 1956


232

A) Expected OutcomeEvaluation B) Testing Program.

A) A pond, a biotic community

B) Student(See evaluation this guide"Perceiving Things'')

TeacherNote the accuracy ofobservations.

Su i4')


F. Community Laws1. Adaptation, succession, and

multiplication all contributeto the survival of livingthings.

2. A community not survivewithout a bal,nce in nature.

G. Man and the Community1. Natural resources are either

renewable or nonrenewable.2. Man seeks to protect our

natural resources.

Biology in SpaceSpace and Ecology

A. IntroductionB. The Concept of Space

1. Distances beyond the solarsystem are measured in lightyears instead of in miles.

2. Space is not empty; it containsradiation, atomic particles,and magnetic fields.

C. Radiation, A Problem1. Radiation is constantly

;streaming through space.

2. A band of particles known asthe magnetosphere surroundsthe earth.

D. Man in Space1. An earthlike environment is

necessary for the vurvival ofman in space.

2. Weightlessness is one of themajo problems of :;paceexploration.

E. The Search For Life1. biologists are exploring the

powdbility of extraterrestriallife.

2. A knowledge of physics andbiochemistry has been appliedto the development of lifedetection instruments.

'33

A) Stress, Explanation,Illustration1. Contributions that the

biologist and the ecologisthave made toward mannedspace flight.

2. Use of current events.3. Electromagnetic spectrum.4. Role of biologist and

ecologist have made inspace exploration.


B) Sun,ary of investigationsof space flight, radiationand other ha- is.

S co 150



Learning CenterA) America's Ealorers of Snace

Survival On the Moon, MaisakSoave Pioneers, NortonGoing_intoaace, ClarkeInto Space with the AstronautsThe Wonderz_of SoaceRockets_andasslesSatellituLagskets andOuter Space, Ley


Pp. 294, 295,

234

A) Expected OutcomeEvaluation Es) Testing Program

A) Space exploration


TeacherNote accuracy ofobservations.

S m 151


Life and SurvivalA. IntroductionB. The Closed Ecological System

1. Man must establish a closedecological system to survivein space.

2. A balanced aquarium is aclosed racolegical system.

C. An Earthly Environment1. Scientizi hope to develop a

self-sustaining system forthe protection and support ofmen in space.

2. A life-support system 1:11-71;

supply the bad.° needs of men:water, food, and oxygen.

0r"

r,

A) Discussion1. Analogy between the earth

and a space ship.2. Learning Packet

(teacher prepared)

B) Writing a space Story ofscience fiction.

S m 152

(-


Resources C) People0) Places

Learning CenterA) America'. ExolorersoUilace

Survival on the Moon, MaisakGpamintoaace, Clarkeace Pionem, Norton

Rockets and Hisolea,Wonder] of the Aquarium,Lavine, Cod-Mead, 1956

Reference:Navarra, et. al.pp. 305, 306

236

A) F:xpected OutcomeEvaluation. B) Testing Program

A) 1. U. S. Apollo program.2. Observation of a closed

ecological system.


TeacherNote accuracy ofobservations.

S rn 151


CURRICITAM GUIDE

SCIENCE

HIGH SCHOOL

237

.-.-

5k.,..,

a YY.c+

0.-t

Behavior Animals vs. plant-Virus

Introduction

wH

ri

o0-<

w0

CD

1-4

tm

t,

e4

BacteriaEcology

AnimalClassification

Solving BiologicalProblems

CyclesFood ChainsDistribution

DigestionMolds, Yeast,

HistoricalstoricalBiologicalProblemsAlgasStructuralCytology

Mankind

Circulation OrTransportation

Mosses AndVascular Plants

Respiration Leaves AndPhotosynthesis

BasicFunctions

Heredity Excretion Roots And Stems Biochemistry

Sensitivity AndCoordination

Reproduction ofFlowering Plants PhysiologicalPhy

Cytology

Evolution

Support AndLocomotion

Review_MitosisMeiosis

Reproduction'nd

__

Embryology

Projects

DNARNAExams

____

Exams

Chordata

Vertebrate

Classes

Protozoa

--

Porifera

-_

Coelenterata

Platyhelminthes

Nemathelminthes

RotiferaBryozoa

Molluscs

Annelids

Echinodermata

Arthropods

Thallophyta

Bryophyte

Introduction

t"H

t4

cnC)

Htd

zat4

Cells AsBuildingUnits

Pteridophyta

SpermatophyteThe HumanBody

Chemicals AsThe BuildingMaterials

RootsStemsLeavesFlowec..s

Fruits, Seeds

LifeProcesses

Ecology

ElectiveTopic Elective

Topics

---,---

Projects

Exams

__

Exams

S a 1

238

Histology

Skeletal System Pisces

Muscular System

Nutrition

Digestion

RespirationExcretion

MolluscaIntnAuction

J.

Echinodermata

ArthropodaAmphibia

Crustacea PorV era

Protozoa

Inrcta Cconnterata

Reptilia

Circulation

Exams

AvesChordata

vertebrates

Mammalia

Anthropology

Pre Cambrian

Paleozoic

Mesozoic

Cenozoic

Prehistoric Man

Atmosphere

Air Masses

Weather

Exams

DestructionForces

Weatheri ;

Erosion

ProjeAs

xares

Platyheminthes

Nemathelminthes

Annelida

ConstructionForces

Diastrophism

Vulcanism

Conservation

PhysiographicProvinces

MineralsMetric

Oceans

Lakes

Oceanography

O

O0

--MeavIrementc

r)res Conversions

Fuels Stara

GalaxiesSun

Igneous Rocks Planets

Sedimentary

Space ProgramMettlmorphic

TopographicMaps

YAMS

239

Earth

Moon

Seasons

4-Time

Location

S s 2

F.CI

.r.,-..

u.,

t:L,i &

1-4ul

,i

Nat iral

Radioactivity--

ArtificialRadioactivity

Gas Laws._

Molecular Weight& Volume

Relationshipsof Gases

Valence & Bonds

Formulas

Equations

Equations& Weight

Introduction

MeastrementsConversions

ClassificationOf Matter AndIts Changes :17.'

Od

:.

HEn

0-3

0-4

Metals

Alkali Metals--Its

Nitrogen..._

Oxygen

Halogens

Carbon andOxides

--t-

Hydrocarbons

OrganicCompounds

Solutions -Crystals

Ions & Electricity

Acids, Banes,_SaltsChemicalReactions_

AtomicS tructw e

ElectronicConfiguration

PeriodicLaw

Projects

Exams Exams

Bohr

Plank's Constant

Photons

Statistical Tech.

Radiation

Atomic Particles

Isotop.is

Plcoics RelatedTo Other Science3

Electrical Charge

Fields of Force .'.rchimedes

D.C. Current

Ohm's Law

Mole Concept

Electrochemistry

.C. Current ,Motors

Communications

Density & S. G.States of Matter

Prin.

Introduction

.1.1

x0 -4

c.r:

Hnu)

Astronomy AndHistorical Physic:Potential &

Kinetic

EnergyMotion

Vectors

AccelerationHeat &Temperature

Gas

Laws

Motion & MaMaps

Circular Motion

Newton's Laws

Acceleration

Gravitation

Conservationof MassMomentum

Sound

Light

Optics

eflection

Refraction

liffraction

Atomics

Quantum Theory

Review

Elective Topics

Specific Heat

Calorimetry

Equilalent of Hea'

Engines

Review

LE.xers Exams

S e a

7 40

A) Teaching MethodsConcepts II) Learning Activities

Unit 1IntroductionI. The High School Science

Department

2. Notebook Rules

3. Project Rules

LIFE SCIENCE

Lecture

Lecture and Sample NotebooksLecture and Past Projectsas Examples

Unit 2Cells Read Chapter 1

Lecture, Questions, DiscussionLabs: The Microscope

Human Cell Types (10)

Unit 3Chemicals of Life

Unit 4Life Processes

Unit 5Elective Topics

241

Read Chapt,r- 2Lecture, Questions, DiscussionDemonstrations: Tests for protein,fats, starches, glucose

Read Chapter 3Lecture, Questions, DiscussionLabs: Observe Living CulturesUnder The Microscope;SpirogyrP Conjugation Slides

Teacher offers elective topicsfor group or groups to choosefrom and pArsue based uponindividual interests

S s4



B) "Safety in the BiologyLab"-F.O.M.

B) "Animal Care in the Lab"-P.O.M.A) Handout NotesA) Handout Notes

A) Cell DrawingsB) Microscopic SlidesB) "How Cells Divide"-F.O.M.

"Tissue Cultures"-F.O.M.B) "D.N.A. A Key To A]1

Life"-LifeB) Cell Model

B) "The /tom "-LifeB) "Chromatography in

Biological Analysis"-F.O.M.

B) "Loeuwonhock"-E,B.F.B) "Life Cycle of a Plant"-E.B.F.B) Movement"-F.O.M.B) "The Mechanics of

Sensation"-F.O.M.A) 10 Life Function Handout Notes

A) Biology, KooberA) Modern Biology, MoonA) Reference Books in

Science Dept.A) Library

242

A) Expected OutcomeB) Testing Program

A) Freshmen Science Orientation

A) Complete Semester NotebookA) Complete Semester Project;

demonstrate ability to solvescientific problems in anorganized manner.

A) Understand the cell partfunctions and their relationshipto the whole organism.

B) Test

A) Understand that living matteris made up of non-living matter

B) Test

A) Appreciation of the 10 lifefunctions

B) Test

A) Individual or group showsability to pursue choo3eninterests.

B) Test(s)

S s $


LIFE SCIENCE

Unit 6Classification Read Chapter 4Thallophyta Lecture, Questions, DiscussionBryophyta Labs: Local Fungi, Algae,

and Moss Specimens

Unit 7Pteridophyta Read Chapter 5Spermatophyta Lecture, Questions, DiL,:ussion

Labs: Local and Household FernsBean and Corn Seed DissectionExamine other seed specimens

Unit 8Roots Read Chapter 10Stems Lecture, Questions, DiscussionLeaves Labs: Tropism ExperimentsFlowers Geranium Patch ExperimentFruits and Seeds Transpiration Experiment

Aquatic Plant -U2 Experiment

Seed Germination

Projects

Exams

2/13

Each student is given 7 minutesio present his semester projectto the class.

S s 6


Resources G) PeopleD) Places

B)

B)

B)B)

B)

B)

B)

A)

B)

B)

B)

B)

A)

A)

B)

B)

B)

B)

A)

B)

B)


"How Plants Are Classified"-E.B.F. A)"Garolus Linnaeus"-E.B.F."Bacteria " - E.B.F.

''Fungi and Slime Molds"-E.B.F."Algae-E.B.F."Bryophytes"-E.B.F.Preserved SpecimensField Guides to Mosses andFerns, Science Dept.

'Fern end Fern Allies''-E.B.F.''Gymnosperms"-E.B.F.'Vonocetyledons"-E.B.F."Dicotyledons " - E.B.F.

Field Guides to Plants,Science Dept.

Van Helmont's Experiment in"Great Experiments inBiology" - Science Dept."Roots of Plants"-E.B.F."Stems of Plantq"-E.B.F."Leaves of Plants"-E.B.F."Flowers and Fruits"-E.B.F.

Project Rules (previouslyhanded out)Past Projects (1) models(2) charts (3) 35 mm slidesProject Books and Pamphlets -Science Dept.

244

Shows appreciation for thevariety of plant sizes,complexities and means ofcarrying on life activities.

A) Realize the effects of vasculartissue upon size

A) Realize the advantages of the seedB) Test

A) Appreciate the complexity ofthe plant and the interrelationshipof it's parts.

B) Test

A) The student experiences achallenging and lengthy scientificproblem on his own.

B) Teacher evaluates the project

S s 7

Teaching MethodsConcepts B) Learning Activities

LIFE SCIENCE

Unit 9Protozoa Read Chapter 6

Lecture, Questions, DiscussionLabs: Microscope Protozoa Cultures

Porifera

Coelenterata

Platyheminthes

Nemathelminthes

Lecture, Questions, DiscussionExamine Preserved and Conmercialsponges

Lecture, Questions, DiscussionLab: Hydra Specimens

Lecture, Questions, DiscussionLab: Planaria Beilavior

Lecture, Questions, DiscussionLab: none

Rotifera Lecture, Questions, DiscussionBryozoa Labs: Rotifera Culture

Bryozoa fossil specimens

Mollusca

Echinodermata

Arthropods

Lecture, Questions, DiscussionLab: Clam, optior2i1Read Chapter 7

Lecture, Questions, DiscussionLab: Starfish, optional

Read Chapter 8i:cture, Questions, Discus icnLab: Grasshopper dissection

Crayfish, optional

S s g



B) "How Animals AreClassified"-E.B.F.The Protozoa"-E.B.F.

A) "Fieldguide to Protozoa"Science Dept.

A) "Taxonomic Key to Animals" -Science Dept.

B) "Sponges and Coelenterates" -E.B.F.

B) Preserved Specimen Collection

B) Coral SpecimensB) Preserved Specimen Collection

B) "The Flatworms"B) Preserved Specimen CollectionB) Parasite Specimens

B) "Roundworms"-E.B.F.B; Preserved Specimen CollectionB) Parasite Specimens

B) Review Minor Phyla portion B) Testof "Roundworm" filmstrip-E.B.F. or

Quiz


B) Test or Quiz

B) Test or Quiz

B) Testor

Quiz

A) In this lengthy seriesof units the studentshould appreciate thephylo-gentic ascentas it applies tostructural changes,evolution and comparethese to man from

B) Test each life functionor aspect.

Quiz

B) "Chalons, Tooth Shells,etc."-E.B.F.

B) "Snails and Slugs"-E.B.F.B) Preserved Specimen CollectionB) Marine Collection

B) "Sea Stars and TheirRelatives"-E.B.F.

B) Preserved Specimen CollectionB) Marine Collection

B) "Arachnids, Centipedes,ani Millipedes"-E.B.F.

B) "The Crustaceans"-E.B.F.B) The Insect Series (12) E.B.F.B) Preserved Specimen Collection

246

B) Testor

Quiz

B) Testor

Quiz

B) Testor

Quiz

S s 9


LIFE SCIENCE

Chordata Read Chapter 9Lecture, Qrestions, DiscussionLab: View Aiphioxus Specimens

Perch, optionalFrog, optional

Unit 10The Human Body Read Chapter 12

Lecture, Questions, DiscussionLabs: Beef Heart Dissection

Beef Lung DissectionBeef Kidney DissectionBeef Liver

Unit 11Ecology Read Chapter 24

Lecture, Questions, DiscussionFieldtrip

Elective Topics

Exam

247

Teacher offers elective topicsfor group or groups to choosefrom and pursue based uponindividual interest.

S s 10



B) Skeleton SpecimensB) Preserved Specimen CollectionB) Classes of Vertebrate

Series of E.B.F. Filmstrips

B) "William Harvey"-E.B.F.B) "Circulatory Control"-F.O.M.B) "Smoking And Health"-F.O.M.B) Torso, Skeleton, Heart,

Eye, Ear, Urinary Systemmodels

C) Specimens can be obtainedthrough a local grocer.

B) Life Filmstrip Series (6)on Ecology

D) Possible Fieldtrip Sitesto Ccnsider: School Yard,Sharon Woods, CincinnatiScience Center,Cincinnati Matuve Center

A) Biology, Kroeber, ScienceDept.

A) Modern Biology, Moon,Science Dept.

A) Reference Books inScienec rcpt.

TO Libraly

248


B) Testor

Quiz

A) Develop an appreciation ofones body realizing that manis the finest of all organisms.

B) Test

A) Appreciate the complexityof the interrelationship ofliving things.

A) An oppetunity for anindividual or group topursue chooser interests.

R) Test(s)

Ss 11

Course Content

Unit I- NefletkrePPIlts

and Conversion fromthe English to MetricSystem.

Unit II- AstronomyA. Stara and Galaxies

The Sun and ItsPlanets

B. Satellites and U.S.Space Program

C. Earth and the Moon

D. Earth's Motions, SeasonsTime and Location.

B

1Teaching AethodsLearning Activities

EARTH SCIENCE

243.

A) LectureDiscussionInstrumanize of measure

B) "Specific Gravity"

A) LectureDiscussionUse of planetarium"Solar System

2/11 LectureDiscussion

B) "Plotting; Orbits ofMan-Made Satellites""Orbit Volocity ofan Earth Satellite"

A) LectureDiscussionPlaaetarinm

B) "Phases of Moon""Eclipsoe of Moon and Sun"

A) LectureDiscussionPlanetarium

B) "The Seasons""Location and Time on Globe""Problems in Longitude and

Time""Standard Time"

S s 12

A) PrintedB Audio Visual

Resources C PeopleD Places

A) Problems on conversionusing the factor-lablemethod.

A) "The Solar Systems AGuide to the Nine Planets"U.S. Air Force

B) "Our Mr. Sun"C. and S. Boll Telephone

"Man Becomes An Astronomer"EBF= Encyclopedia Britannia

Filmstrip:"Tho Starry Universe" - Li2e"The Sun's Awesome Impact;' - Life

B) "Man Learns To Fly""Man in Flight""Man in Space" EBF"Flight into Space""Flight to Mars"

B) "Man and the Moon" EBF"Plight around the Moon"

B) Relief Globe of Earth

250


B) QuizTest

:B) (.111i2.:Z03

Test

A) A useful commandof the metricsystem

A) An appreciation of ouruniverse and its influenceupon man

B) QuizTest

B) QuizTest

B) QuizzesTest

A) To appreciate how the earthsposition effects man'senvironment

S s 13

Course Content B

1Teaching MethodsLearning Activities

EARY.11 SCIENCE

Unit I:I- Earth and ItsLand Forms

A. Minerals, Ores and A) LectureFuels Discussion

Samples of minerals and oresDemonstrations:

1) Geiger-Muller CounterRadioactive minerals

2) Fluorescent minerals

3) Gem mineralsB) Mineral Set67 Wards

"Hardness Scale of Minerals""Properties of Rock-Forming

Minerals""Important Metallic Minerals""Important Non-metallic Minerals"

B. 'Mocks A) LectureDiscussionRock Samples

B) "Igneous Rocks""Sedimentary Rocks""Metamorphic Rocks"

Combined study and reviewof all rocks and minerals.

C. Topographic Maps A) LectureDiscussionDemonstrations-Use ofSand to show Bendingof Contour Lines.

B) "Introduction to Contour Maps""Reading a Topographic Map"

D. Destruction Forces A) Lecture

Weathering and Erosion DiscussionDemonstration-"Hard and

Soft Water"B) "Action of Ground Water"

"Great Rivers of the U.S.""Flood Plains ond Bluffs""Profiles of Rivers""Action of Wind"`10laciated Region"'Shore Features"'Flood Plains, Levees & Swar,,ps"

S s 34

251


Resources C) PeopleD) Plae,Js

A) "Petrolzum Pamphlet andCharts" American Petroleum

InstituteB) "Oil Fr :m The Earth To

You"- Axerican PetroleumInstitute

"How Steel Is Made"U.S. Steel Corp.

"Ohio ILneral Resources"Staniard Oil Co.

"The No So Solid Earth"-Life"The Minerals"-Wards" Identification of Minorals"-Wards

A) Chart on Types of Rocsand They ::' Relationships.

B) "The Rocks"41ards"Igneous Rocks" Wards"Sedimentary Rocks"-Wards"Metamorphic Rocks"-Wards

A) Topographic Maps-

United States GeologicalSurvey.

Chart on Maps

B) "Weathering & Erosion"-Wards"Streams & Rivers"-Wards"Claciers"-Wards


B) QuizzesTest

A) To identify specimens ofminerals and ores

I) QuizzesTestPractical Lab Test onthe Identification ofRocks and Minerals.

B) QuizzesTest

A) To be able to anayze.maps

B) QuizzesTests

252 S s 15

A) Teaching MethodsCourse Content B) Learning Activities

E. Constructional ForcesDiastrophism and Volcanism

F. Conservation andThe PhysiographicProvinces

Unit IV- Oceans and LakesOceanography

Unit V- Historical GeologyA. Pre-Cambrian Tine

B. Paleozoic and osozoioEras

C. Cenozoic Era andPrehistoric an

Unit VI- AtmosphereNature of AtmosphereAir Masses and Weather

EARTH SCIENCE

253

A) Lecture

DiscussionModels

B) "Plateau""Folded Mountains""Fault and Block Mountains""A Volcano"

A) Lecture

DiscussionB) "Fhysiographic Features

of the U.S."

A) Lecture

DiscussionB) "Ocean Currents"

A) LectureDiscussion

B) "Study of Period Fossils"A) Lecture

DiscussionB) "Study of Period Fossils"A) Lecture

DiscussionB) "Study of Period Fossils"

A) LectureDiscussion

Demonstrations1) Atmospheric Pressure2) Convection Currents3) Thermometers

4) BarometersB) "Distribution of Insolation"

"Absorption and Radiation"'Relation of Altitude to

Atmospheric Pressure""Dew Point"

S s 16



B) "Volcanism" -Wards"Mountains"-Wards

B) "Cloud over Ohio"Standard Oil Cc.

B) Hydrographic Globe of Earth"Lakes and Oceans"-Wards"Project Mohole-Phase One"

American Petroleum Institute"The Miracle of the Sea"-Life

B) "The Earth Is Bore-Life"Discovering Fossils"-EBF"The Story Fossils Tell"-EBF

B) "The Coming of Reptiles"-EBF"The Rise of Dinosaurs"-EBF"Triumph of Dinosaurs"-EBF

B) "Age of Mammals"-EBF"Man Inherits The Earth"-Life"Stone Age People Of Today"-Life


B) QuizzesTeets

A) Show appreciation for theconstantly opposing forces atwork upon the earth.

B) QuizzesTests

B) QuizTest

AO Show an understanding of theexpanse of the earth's waterysurface and the wealth andopportunity that lies within.

B) QuizTest

B) QuizTest

B) QuizTest

A) Show an understandingof the physical andbiological trendsthroughout the earth'seras.

B) QuizzesTests

A) Have a working knowledge of theatmosphere's influence upon manand how he attempts to predict,utilize and control it.

S s 17


B.S.C.S. YELLOW

Unit 1Introduction1. High School Science Lecture

Department2. Notebook Rules Lecture and Example Notebooks

3. Drawing Rules Lecture

4. Project Rules Lecture and Past Projects5. Branches of Science Lecture

Unit 2Solving Biological Problems Questions on Student

Interpretations of Chapter 1

Unit 3Historical Biological Problems

Unit 4Structural Cytology

Unit 5Basic Functions

Read Chapter 2Discussion, QuestionsSelected R-adingsLab: Spontaneou.s. Generation

Read Chapter 3Lecture, DL,cu,,,ic.1, Questions

Selected ReadinLsLabs, The Micrcmcc;Student Pigment Charts

Read ChantsSelected Readi4.;Discus: on, Q1.1. ns

S s 18

A) PrintedB) A idio Vieual


B) "Safety in the BiologyLaboratory" F.O.M.

A) Handout Notes (2)A) Handout Notes (2)A) Handout Notes (1)A) Handout Notes (1)

B) "Origin of Living Things"-F.O.M.

A) "Great Experiments in Biology"p. 106,110,187,189 PaperbackFrentice-Hall

A) 'Frontiers of Biology" PaperbackB) "Pasteur"-E.B.F.

"Leeuwenhock"-E.B.F.

A) "Great Experiments in Biology"p. 3, 6, 9, 12.

A) "Scientific American", Sept. 61

A) Life & Properties Notes (1)A) Protoplasm Notes (1)A) Cell Drawings (3)B) Cell ModelB) "Tissue Culture"-F.O.M.


A) Demonstrate an understandingof freshmen science program

A) Complete Semester Notebook

A) Complete Semester ProjectA) Identify Potential Occupations

A) Solve selected biologicalproblems

A) Show an appreciation ofpreviously solved biologicalproblems

B) Test

A) Realize that the cell is thebasic unit of life.

A) Operation and understandingof efficient microscopictechnique.

B) Test

A) "Great Experiments in Biology" A) Understand selected basic

p. 155 principles of science

B)

S s 19

256


Unit 6Biochemistry

BIOLOGY, B.S.C.D. YELLOW

Read Chapter 5DiscussionLectureDemonstration Tests for:protein, fats, sta...:7hes, glucose

Unit 7Physiological Read Chapter 6Cytology Lecture, Discussion, Questions

Labs: Cell and Its Parts

Unit 8Mitosis Read Chapter 7Meiosis Lecture, Disucssion, Questions

Labs: Cell Reproduction

Unit 9DNARNA

Unit 10Virus

Read Chapter 6Lecture, Discussion, Questions


Unit 11Bacteria Read Chapters 10 & 11

Lecture, Discussion, QuestionsLabs: Bacteria

Unit 12Mold, Yeast and Microbes

!).5 7

Read C;la!iter 12

Lector.', DJ.,:cussion, Questions

Labs: Fungi

S s 20



A) Handout Notes (5)B) Photosynthesis ModelB) "Chromatography in Biological

Analysis"-F.O.M.B) "The Atom"-Life


A) Comprehend that living matteris composed of non-livingmatter

B) Te3t

A) Cell Drawing Handout Notes A) Appreciate the complexityA) "Scientific American" Sept. 1961 of the cell although its theB) "Cracking The Code of Life" basic unit of structure.

American Cancer Society Movie B) Test

B) Microscope Slides A) Demonstrate understanding ofB) "Maturation of Gametes"-F.O.M. idea that life begets life.B) "How Cells Divide " - F.O.M. A) Understand necessity of

reduction division.B) Test

B) "Investigations into BacterialHeredity"-F.O.M.

A) Appreciation of the complexityof inheritance

B) "DNA - A Key To All Life"-Life B) Test

B) "The Virus: New Discoveries"F.O.M.

A) Are viruses the threshold oflife?

"Origin of Living Things"-F.O.M. B) Test

B) Bacterial Microscope Slides"Bacteria"-E.B.F.

A) Understand the nature ofdiseases and their treatments.

B) Test

B) "How Plants Are Classified"-E.R.F.B) T

B) "Fungi And Slime Molds"-E.B.F.

Ss 21

Or; R

A) Teaching MethcdsCourse Content B) Learning Activities

BIOLOGY, B.S.C.S. YELLOW

Unit 13Algae Read Chapter 13

Lecture, Discussion, QuestionsLab: Algae

Unit 14Mosses AndVascular Plants

Read Chapter 14Lecture, Discussion, QuestionsLabs: Mosses, Ferns

Unit 15Leaves And Read Chapter 15Photosynthesis Lecture, Discussion, Questions

Bulletin BoardLabs: Leaves

Unit 16Roots And Stems

Unit 17Reproiuction AndDevelopnlont OfFlowering Plants

Review

Read Chapter 16Lecture, Discussion, QuestionsLab: Roots and Stems

Read Chapter 17Lecture, Discussion, QuestionsLabs: Flowers, Seeds

S s 22



B) Microscope SlidesB) "Algae"-E.B.F.

B) "Bryophytes"-E.B.F."Ferns and Allies"-E.B.F."Gymnosperms"-E.B.F."Monocotyledons"-E.B.F."Dicotyledons"-E.B.F.

A) Leaf DrawingsB) "Leaves of Plants"-E.B.F.B) Leaf ModelB) Photosynthesis Model

B)

B)

A)

A)

Root Tip Model"Roots of Plants"-E.B.F."Stems of Plants"-E.B.F.Stem Tropism Handout Drawings (4)Root and Stem Handout Drawings (4)

A) Flower and See HandoutDrawings (4)

B) "Flowers and Seeds"-E.B.F.

21 0


A) Understand concept of the trendtowards complexity in greenplants.

B) Test

A) Asexual reporduction andthe significance of the seedfrom "trends" standpoint.

B) Test

A) See biochemical relationshipbetween leaf structure,energy and food

B) Test

A) Show understanding ofabsorption and conductionaspects.

B) Test

A) Demonstrate knowledge of thevalue of the seed and hormoneeffects.

B) Test

Ss 73


Projects

Midterm Exam


Each student is given 7 minutesto present his semester projectto the class.

Unit 18Animals Compared to Plants

Unit 19Classification ofAnimals

Read Chapter 18Lecture, Discussion, QuestionsLab: None


Unit 20Digestion Read Chapter 20

Lecture, Discussion, QuestionsDemonstrations of Enzyme Actions

Unit 21Circulation And Read Chapter 21

Transportation Lecture, Discussion, QuestionsLabs (3) and Microscopic Slides

S s 24

IA) PrintedB) Audio Visual

Resources C) PeopleD) ?laces

A) Project Rules (previouslyhanded out)

B) Past Protects1. models2. charts3. 35mm slides

B) Project books and pamphletsfrom Science Dept. Collection.

A) Expectcl OutcomeEvaluation B) Testing Program

A) The student experiences achallenging and lengthyscientific problem on hisOwn.

B) Teacher evaluates the project.

A) 10 Life Function Handout Notes A) Demonstrate the similaritiesB) "Homeostatic Relations " - F.O.M. and differences between plants

and animals.A) Understand HomeostasisB) Test

A) Handout Sheets on Taxonomy A) Appreciate the phylogeneticB) "Carolus Linnaeus"-E.B.F. ascent.B) 'How Animals are Classified"-E.B.F B) TestB) Preserved Specimen Collection

A) Digestion Handout Drawing A) Understand the chemicalB) Torso aspects of digestion.

B) Test

B) 'William Harvey"-E.B.F. A) Realize the necessity ofB) "Circulatory Control"-F.O.M. circulation to size ofB) Torso organism.B) Heart V,odel B) TestB) Microscopic Slides of Blood

262Ss 25

A) Teaching MethodCourse Content B) Learning Activities

BIOLOGY, B.S,C.S. YELLOW

Unit 22Respiration Read Chapter 22

Lecture, DiscIssion, QuestionsLab: (1) Lung Dissection

Unit 23Excretion Read Chapter 23

Lecture, Discussion, QuestionsLab: (1)

Unit 24Sensitivity And Read Chapter 24Coordination Lecture, Discussion, Questions

Lab: (1)

Unit 25Support And Locomotion Read Chapter 25

Lecture, Discussion, QuestionsLab: Microscope

Unit 26Reproduction And Read Chapters 26, 27, 28Embryology Lecture, Discussion, Questions

Labs: Microscope

Unit 27Behavior Read Chapter 35

Lecture, Discussion, QuestionsLab: Maze ObservationsAquarium Observations

Ss 26

263



B)

B)

D)

"Smoking And Health"-F.O.M.TorsoObtain lung specimen fromgrocer

B) TorsoB) Urinary ModelB) Review "Homeostatic Control" -

F.O.M.

B)

B)

B)

B)

B)

"Photoperiodism InAnimals"-F.O.M."The Mechanics of Sensation"-

TorsoSkull and BrainMicroscopic Slides of NerveCells

B) Skeleton and Muscle ChartsB) "Cell Movement"F.O.M.B) Microscope Slides,

3 muscle cell types

B) Zygote Formation ModelsB) Chick Embryo Specimens

B) Observe: Fish in AquariumB) Observe: Rat or Mouse MazeB) "Biological Societies"-F.O.M.

264


A) Understand the differencebetween breathing andrespiration and principlesof each.

B) Teat

A) Show appreciation of theNecessity of excretorystructures increasing incomplexity as organisms do.

B) Test

A) Show comprehension of thevalue of the nervous systemto the complexity of anorganism.

B) Test

A) Demonstrate understandingof the trends in locomotion;the bone muscle relationship.

A) Outline different methodsOf reproduction and stagesof embryo development.

A) Show understanding of variousbehavior ranges, complexity,and problems involved.

B) Test

S927

A) Teaching Methods

Course Content B) Learning Activities


Unit 28Ecology Read Chapters 36 and 37Cycles Lecture, Discussion, QuestionsFood Chains LabsDistribution

Unit 29Mankind Read Chapter 38

Lecture, Discussion, Questions

Unit 30Heredity Read Chapters 29 and 30

Lecture, Discussion, Questionslabs: HeredityHeredity Problem Charts

Unit 31Evolution Read Chapters 31, 32, 33

Lecture, Discussion, QuestionsLabs: None

Exams

r;S s 28

A) PrintedB) Audio Visual.

Resources 0) PeopleD) Places

A) Ecology Handout NotesB) "Life In The Ocean"-F.O.M.

"The Miracle of The Sea"-Life"The Coral Reef"-Life"The Woods of Home"-Life"The Desert"-Life"The Tundra"-Life"The Rain Forest"-Life

B) "Man Inherits The Earth"-Life"Stone Age People Of Today" -

Life

"Evolution Today"-Life"Anthropology"-F.O.M.

B) "Gregor Mendel"-E.B.F.B) Review "Investigations Into

Bacterial Heredity"-F.O.M.

B) "Charles Darwin " - E.B.F.

See the E.B.F. series of6 filmstrips involvingprehistoric life.See filmstrips under Unit 29

266


A) Demonstrate appreciation forthe complexity of theinterrelationships of livingthings.

B) Tests (2)

A) Demonstrate appreciation forthe magnitude of manesproblems.

B) Tests

A) Show comprehension of themechanics, results andsignificance of heredity.

B) Test (2)

A) Detail the factors underlyingevolution, variations, andanthropology.

S 8

Course Content A) Teaching MethodsB) Learning Activities

ADVANCED BIOLOGY

This course is a 10th gradeelective but is highly recommendedto be part of all academic orcollege bothiu students. Theprerequisite is Biology and

instructor approval. The course isone r:redito five periods perweek. The first semester deals withthe lower animals, zoology and thesecond semester with nan, toinclude anthropology, anatomyand physiology.

Unit I INTRODUCTION1. Introduction2. Review 10 Life Functions3. Origin of Life.

Unit IIPHYLUM PROTOZOA

Unit IIIPHYLUM PORIFERA andPHYLUM COELENTERATA

Unit IVPHYLUM PLATYHELMINTHES

26 7

The basic theme of the course isto help the student to fullyappreciate his fine body and mindby cac.paring himself to lowerforms studied within thephylc-genetic ascent of thiscourse.

LectureLectureLectureReference

LectureLab: Ameba

ParameciumEuglenaStentor

LectureLab: Hydra

Preserved Specimens

LectureLab: Planaria Tropisms

Preserved Specin2ns

S s 30


Resources C) PeopleD) Flaceo

Handout NotesHandout Notes (1)Test and AWB Chapter #1"Origin of Life" Fihmtrip-F.O.M."Virus" Filmstrip-F.O.N.

Handout Notes (3)Filmstrip -"Protozoa"- EBFProtozoa Drawing

Handout dotes (5)

Filnstrip "Porifera andCoelenterate"- EBF

Sponge DrawingHydra Drawing

Handout Notes (3)Filmstrip The EDFPleneria DrawingFluke Cycle Drawing

268


Student Orientation10 Life Function QuizOrigin of Life Quiz

Chapter #3 AWB QuizChapter #5 AWB QuizProtozoa TestA) Develop an lindersEanding of

protozoa as the basis ofanimal life, land formers,and parazites

Porifera and Coelenterate TestA) Show the spccializM-Aon of

cells and its effects onhigher phyla

Chapter #10 AVB quizChapter #11 and 12 AWB QuizPlatyhelminthes TestA) Understand the complexity

and involvement of parasitesA) Emphasize the appearance of

organs and systems and itsimpact on higher phyla

S s 31


Unit VPHYLUM NEHATHELMINWES

PHYLUM ANNELIDA

Unit VIPHYLUM MOLLUSCA

Unit VIIPHYLUM ECHINODERMATA

Unit VIIIPHYLUM ARTITROPODA

Unit IXINVERTEBRATE CHORDATES

ADVANCED BIOLOGY

LectureLab: None

Preserved Specimen

LectureLab: Earthworm

Preserved Specimens

LectureLab: Clam

Shell CollectionPreserved Specimen

LectureLab: Starfish

Preserved Specimens

LectureLab: Grasshopper

CrayfishInsect CollectionPreserved Specimens

LectureLab: Amphioxus

Preserved Specimens

S s 32



Handout Notes (1)Filmstrip: 'Roundworms " - EBF

Handout Notes (3)Filmstrip: "Segmented Worms"- EBFEarthworm Drawing

Handout Notes (3)Filmstrip: "Snails and Slugs"- FBF

"Chitons and Clans" - EBFClam Drawing

Handout Notes (3)Filmstrip: 'ntarfish and

Relatives"- EBFStarfish Drawing

Handout NotesFilmstrips: (14 EBF)4 on Insects8 on insects Orders1 on Arachnids etc.1 on Crustaceans

Crayfish Drawing (1)Grasshopper Drawing (2)

Handout Notes (2)Filmstrip: NoneAmphioxus DrawingClasens Drawing


Roundworm QuizA) Emphasize principles of

parasitology

Earthworm Drawing QuizAnnolida QuizRoundworm and Annelida Test

Clam Drawing QuizMollusca Test

Starfish Drawing QuizEchinodermata Test

Chapter 24 Text Quiz #1Chapter 22 AWB Quiz #2Chaptor 25 Text Quiz #3Chapter 26 Text Quiz #1Chaptor 23 AWB Quiz #5Crayfish Drawing Quiz #6Grasshopper Drawing Quiz #7Arthropoda Test

Amphioxus Drawing QuizInwrtebrato Chordate Test

270

S 33

Course Content A) Teaching AthodsB) Learning Activities

PROJECT 'AMEach student gives a 7 minutepresentation to the class. The

top ten in each course goes tothe Reading High School ScienceFair.

EXAI4 WEEK

Unit XCLASS PISCES

Unit XICLASS AMPHIDIA

Unit X11OIASS REPTILIA

ADVANCED BIOLOGY

LectureLab: Yellot Perch

Preserved. SpecimensFish Bulletin Board

LectureLab: Frog

Plastic SpecimensPreserved Specimens

LectureLab: Nene

Preserved Spocimens

Unit XIIICLASS AVES Lecture

Bulletin BoardLab: None

S s 34

f) 7 I



Handout Notes (3)Filmstrips:

4 Fish- EBFMovies

2 Fish- Ohio Dept. Nat. Res.Porch Drawings (2)

Handout Notes (3)Filmstrip, -Viphibians"- EBF6 Frog Drawings

Handout Notes (2)Filmstrips: (6 EBF)"Crocodilians""Snakes""Lizards"

3 Fossil - Reptiles

Handout Notes (3)Filmstrips:

5 Birds( ) Movies (O.D.N.R.)

1 Quail or M. Dove1 Ducks

Bird Drawing (1)


Porch Drawing QuizPisces QuizA) Transition from Invertebrate

to Vertebrates

Frog Brain Drawing Quiz #1Frog Urogonital Drawing Quiz #2Frog Embryology Drawing Quiz #3Frog Internal Organs Drawing

Quiz #1

Frog Muscles Drawinz Quiz #5Frog Skeleton Drawing Quiz #6fizgohibia Test

A) Transition from waterto l&nd

Roptilia TestA) Emphasize the significance of

the egg upon a completelyterrestrial 1ifo

Bird Drawing QuizVoluntary Bird TostAvos TestA) Stress adaptations or

specializations

272

Ss 35

Courso Content A) Teaching MethodsB) Learning Activities

ADVANCED BIOLOGY

Unl t XIVCLASS MAITAL and Lecture

ORDER PRIMATES Lab : Nono

Unit XVANTHROPOLOGY Locturo

Lab : None

Unit XVIHISTOLOGY Lecturo

Lab Coll Slick's

Unit XVIIBONES Lecture

Lab : Human Skoloton

Unit XVIIIMUSCLES Locture

Lab : Nono

Unit XIXVITAMINES and III/H,RALS 1,3cture

Lob Nono

Unit XXDIGESTION Lo c tura

Lab t Boef StomachTorso Modol

S s 36

273


.11sources C) PeopleD) Places

Handout Notes (2)1 Mammals1 Primates

Filmstrips (EBF)6 Mammals

Movies (0.D.N.R.)2 Mammals


13 Orders QuizMammal and Primates TestA) Aress effects of arboreal

life upon structure

Handout Notes (3) Anthropology QuizOpaque Projection of Anthropolo&v Test

Anthropology and PrimatesBulletin BoardAnthropology Filmstrips (4)"Anthropology"-F.O.M."Evolution Today"-EBF"Man Inherits The Earth"-"Stone AgeHandout (1) People"-EBF Histology TestSkin Filmstrip'by Jergens

Lotion Co.

Handout NotesSkull Drawing 1)

"Coll MOvemont"Wall Charts - MuscleHandout Notes (4)Head Muscle Drawing (1)

Bone Test

Muscle Test

Handout Notes (1) Vitamin Test

Handout Notes (0)Demonstrations

ges ti Ilizynen

Digestion Test

274

S s 37


ADVANCED BIOLOGY

Unit XXIRESPIRATION and EXCRETION Lecture

Lab: Beef Lung and Kidney

Unit XXIICIRCULATION and BLOOD Lecture

Lab: Beef Heart

Unit XXIIIPLAN A:

2nd Semester Biology ProjectsPlan B:

Genetics

FINAL E7A1 S

275S s 33

(A) PrintedB) Audio Visual


Handout Notes (0)Torso ModelUrinary Model

Handout Notes (1)Heart Model"William Harvey" Filmstrip EBF"Circiaatory Control" Filmstrip FOM


Respiration and Excretion Test

Circulation Test

97n

S s 39

Course Content

Unit I- Basis of ChemistryA. Science of Chemistry

Systems of MeasurementConversion

B. Classification ofMatter and Its Changes

Unit II- Organization ofChemistry.

A. Atomic Structure andElectronic ConfigaTation

B. Periodic Law


CREnSTRY

A. LectureDiscussionDemonstrations

B. Lab Check InGraduated Test tube and

Specific GravityA. Lecture, Discussion and

DemonstrationsB. Bunsen Burner and Glass-

workingChemical Changes

A. Lecture, Discussion andDemonstrations

B. Properties of substances.Formation and decompositionof compounds


B.' Prep. and Prop. of OxygenCombustion and Dust Explosions

Unit III- Chemical Formulasand Yquations.

A. Lecture, Discussion, Demonstrations

A. Valence and Chemical Bonds B. Prep. and Prop. of Hydr^genSystematic Naming of

Compounds

B. Formulas and Composition B. Distillation and PurficationIndicators and Yater of

Crystallization

C. Chemical Equations1. Ordinary

P. Wrogen and Carbonas reducing Agents

2. (xidation-PoinetionsD. Equations and Their Wight

Relationships

277 S s 40

A)

B)sources C)

D)


A. "History of Measurement"Ford Motor Co.

B. Unfinished Rainbows"AlcoaAlumiuum

A. Practice sheets forelectrc placement

B. "Man Discovers the Atcn"- EBF"Our Friend the Atom"- EBF"Atomic Orbital :art"- Cenco"The Atom " - Life°Atom Chart

Denpyer-Gepport"B. "Periodic Table" Canco

A. Practice sheets for ionicvalence, formulas, ardnAming,sof compounds

A. Practice sheets forwriting and balanningequations

A) Expected OutcomeEvalution B) Testing Program

B. QuizzesTest

A. Be efficient in converting andmeasuring in both the metricand English systems. Show anunderstanding of matter and itsability to change chemically.

B. Test

B. Quizzes-est

A. Show an understanding of the basicstructure of the atom and be ableto apply this information towardsdet,rmining the principles thatcan Leo extracted from the periodic

B. Test table.

B. QuizzesTest

B. Test

B. QuizzesTest

B. Test

A. Bo able to properly write andname formulas.

A. Be able to properly write andbalance equations.

278S s 41

Course Content

Unit IV- Solutions, Ions, andEquilibria.

A. Solutions and Crystals

B. Ions and ElectricityC. Acids, Bases, Salts

and OxidesD. Principles of Chemical

ReactionsUnitV-Behavior of

GasesA. Gas LawsB. Molecular Weight and

Volume Relationshipsof Gases

Unit VI- Carbon and ItsCompounds

A. The Forms of Carbonand Its Oxides

B. HydrocarbonsC. Classes of Organic

CompoundsUnit VII- Nuclear Chemistry

A. Natural Radioactivity

B. Artifical RadioactivityChanging Concepts InScience: Aristotle

NewtonEinstein

279

A) Teaching MethodsS) Learning Activities

CHEMISTRY

A. Lecture, Discussion, Demonstrations

E. Cation AnalysisTitrations:

Acids vs. BasesAgN01 vs. NaC1Solubility Curves

B. Cation AnalysisB. Cation Analysis

Prep. of Acids and BasesE. Cation Analysis

Electromotive SeriesA. Lecture, Discussion and

Demonstrations.B. Cation AnalysisB. Cation Analysis


B. Cation Analysis

B. Anion AnalysisB. Anion Analysis

Preparetion pf soapA. Lecture, Discussion and

DemonstrationsB. Anion Analysis

Plateaus of GM CounterAbsorption of Radiation

R. Anion Analysis

S s 42


Resources C) PeopleD) Place

A. Mimeo sheets onconcentrations ofsolutions

B. pH Meter and its use.

A. Mimeo sheets forpractice innomenclature, aswell as writingformftlas from names

A. Practice sheet on.tluing lbutuoo

A. Mimeo Sheets on ol-)rationof Geigqr- Muller TubeAnd Counter

B.

oMystery of Tine"Moody Cnionre TuutAAAAA


B. Test A) Show an understanding ofthe principles involved andoperation of: preparing solutions,pH meter and titration.

B. QuizB. Test

B. Test

B. TestB. Test

A) Be able to understandand solve gas lawproblems.

B. Quizzes A) Be able to write andidentify organiccompounds.

B. Test

B. QuizzesTest

A) Show an understanding ofewtioucLivity and the operationof the Goigor MUllor counter.

280S s 43

Course Content

Unit VIII- Families

A. Metals and AlkaliMetals

B. Nitrogen FamilyC. Oxygen FamilyD. Halogen Family

281


CHEnSTRY

A. Lecture, Discussion, andDemonstrations

B. General Unknown

B.

B.

B.

General UnknownGeneral UnknownPrep. and -'rop. ofPrep. and Prop. ofPrep. and Prop, of

ChlorineBromineIodine

S s 44

t

I


Resources C) PeopleD) Place

A) Expected OutcomeEvaluation B) Testing Prograr

B. Test A) Show understanding ofB. Test the preparation andB. Test properities of the

halogens.B. Test A) Show the utilization of

the principles andExam techniques in determining

unknowns.

282S 45

Course Content

let Weok

IntroductionScienceMagicReligion

HistoricalPurpose of PhysicsMethods3 Levels of thinkingFactsPriacipleswrlys of thinking

Quantitative ao ofposed to qualitativeRelation to althematicsPhysics & the UnivorsoSciontific Revolution

2nd Week

AstronomyHistorical Physics

1. Starsa. notionb. constellationsc. Earth and Sun

2. ristanco3. Tine4. Measurement

a, distanceb. tinec. massd. tepporaturo

5. Dinansions6. Aristotlo

PtolemyCopernicus

7. Volocity

83

,,A. Teaching Methods13.-rearnin6Acti'vities

PHYSICS

LectureDiscussion in classStress importance of

native language as atool for thinking

1. Photographs cf Star Trials2. Photographs of Constellations

3. Exporinont with Gnomon'

4. Problemsa. Metric 3-yet/Bra:it/ye to

English systemb. Dimensional Analysis

5. Handout shoots6. Domonstration of Stroboscope

7. Graphing3. Point out common exporiences ro-

lativo to courso content

S s 46

Resources se Printed Evaluationb. Audio Visual a. Expected Outcomec, People b, Testing Programd. Places

Paper tacks Students are expected to begin toNewspaper articles think about science in differentStudy sheets lightText

Paper backs--

Iteopornican RevolutionThomas Kuhn

Test over discussion

-A. Str.donts are expected to have

a working ability with Metric. System. Understand:

1. Time

2, Distance3. Light Year to small dis-

tances

`284

B. Poet over Ibtric System andDimensional Analysis

S s 47

Course Content

3rd to 5th Week

Motion1. Distance relative to Time2. Vector e: Scalar Quantities3. Critical View cf Vectors

a.-Sam direction-opposite right angles-Law of Sines-Law of Cosines-Bearing

L. GalileoAcceleration d

5. Graphing, Acceleration, Velocity6. Proportionality, Constant

5th to 10th Weeks

Force and Momentuma. Laws of motion 14.th mass as factorb. Circular motion- 1Lnplo harnonic

motionc. flewtonis three lawsd. ;.cceleration as change in

directione. Newton's universal law of

gravitationI. Galileo2. Tycho Brahe3. Kepler

Three irris of univcr6o4. Christian Huygens5. Newton

f. Conservation of1. Mass2. Momentum

g. Significance of mentionedin "0 above

285

A. Teaching MethodsB. Learning Activities

PHYSICS

Demonstration of inclired planeExperimentProblems

Demonstrations1.Nomentum2.Foccec.Circulor notion

Experiment circular motionProblems concerned with aspoc.,; offorce montumExooriment1. Hooks Law2. Pendulum

S s

Resources a. Printedb. Audio Visualc. Peopled. Places

Film - Frames of Reference-ModernLearning Aids

Paper backs1. Physics the Pioneer Science,

by Lloyd Taylor2. The Birth of a New Physics,

Bernard Colen3. Reference-

a. History of Mathematicsedited by James R. Newman

b. Great Books

Pape?: back-Birth of a New Physics-Bernard Cohen

Library references1. Great P':,oks

2. Phy neer Science, LloydTay,.

Evaluationa. Expected Outcomeb. Testing Program

Students are expected to:1. Comprehend significance of

Galileo's work2. Understand Laws of motion3. Solve problems concerning sit-

uations involving motion4. Test on Vectors, Velocity,

Acceleration

Students are expected to resolve pro-blems into specific parts in dealingwith physical systems concerning forcesand momeLtum.

Solve prof elms concerning Force andMomentum.

Test over:1. Force and Momentum2. Circular motion3. Mid-term test over entire material

covered to date.

286

S a 49

Course Content A. Teaching MethodsB. Learning Activities

2nd Ten Weeks11th Week

Review every aspect ofa. Astronomyb. Motionc. Vectorsd. Momentume. Force

Newton

Conservation ofa. Energyb. Momentumc. Mass

Introduce Density and SpecificGravity

Introduce Matter, Solids, Liquids,and Gases

Archimedes Principle

Bernoulli's Principle

12th-13th Week

Potential and Kinetic Energy

Significance:a. Socialb. Historical

2 81

PHYSICS

Notes

Problems

Discussion

Demonstration:1. Wind Tunnel & Air Foil2. Density

Demonstration

Experiment equating Epconservation of energyinclined plane, spring

Problems illustrating

Ek to provewith pendulum,& Hooke's Law

FP&Ek

S s 50

Resources a. Printed Evaluationb. Audio Visual a. Expected Outcomec, People b. Testing Programd Places

Handout sheets

IllustrativeMaterial-Magazines

a. Refresh principles stressed during1st quarter.

b. Test on Qualitative Aspects ofMatter

Students are expected to comprehendE & Ek Quantitatively and Qualitatively

Handout sheets Test on Ep 6 Ek

Ss 51

288

Course Content A. Teaching MethodsB. Learning Act/ities

PHYSICS

14th Week

Heat Demonstration of Air 'thermometera. Form of Energyb. Qualitative- Problems

1. temperature2. Fahrenheit Lecture3. Celsius4. Kelvin Demonstration of Expansion of air to

deduce absolute temperature scaleDevelopment of Kelvin scalein depth

15th-16th Week

Ideal Gas Law and Kinetic Molecular DemonstrationTheory of Cases

Law of:a. Charlesb. Gay Lussacc. Boyle

Universal gas constant

Avagadro's Number Gas Law asEnergy Pressure (atmosphericpressure and weather)

2 f)

Laboratory experiment on pressure olgas

Problems

S s 52

fResources a. Printed Evaluation

b. Audio Visual a. Expected Outcomec. People b. Testing Programd. Places

Handout sheets

Handout sheets

Magazine articles

Students are expected to understand andcomprehend tie origins and significanceof Temperature

Quiz on temperature - conversion andcomparison of temperature F S C.

Students are expected to comprehendsignificance of Ideal Gas Lawapplied to chemistry as well as Physics

Teat over applications of Gas Lawsand Gas Constant

220.Ss 53

Course Content A. Teaching Methot:s

B. Learning Activities

PHYSICS

17th-18th Week

.74itept of heat capacity and Laboratory - Calorimetry experimentpitecific heat

a. Heat capacity of metal Problemsb. Heat of fusion of ice

LecturePoint out:Corre'ation of cnergy, Gas Lawand Calorimetry

Enthropy - definedEnthalpy

Mechanical equivalent of heat - Joule

Engines-Carnot Cycle

19th-20th Week

Review entire main stream of physicsfrom Motion to Calorimetry stressingconcepts and universal constantsfrom the historical approach.Time also to allow flexibility ormore difficult aspects.

291

Primary-Discussion

Secondary-Lecture

S s 54

Resources a. Printed Evaluation

b. Audio Visual a. Expected Outcome

c. People b. Testing Program

d. Places

Handout sheet

Library References

Handout sheets

Students are expected to be experi-mentally proficient and conceptuallyaware of heat capacity

Test over heat caoicity

Organize development of physicshistorically and summarize big

ideas

Semester Final-Comprehensive

292 Ss 55

'ourse Content

20th-30th Weeks

ElectricityA. Qualitative S Historical

1. Early historya. chargeb. electroscope

1. induction2. conduction

B. Quantitatively1. Fields

a. gravitationalb. magneticc. electrical

2. Current-D.C.3. Unit of charge-the Coulomb4. Unit of Intensity-intensity5. Unit of potential difference-

volt

23rd Week

OHM's Law introducv.e.

The Mole Concept and Avogadro'sNumber

Electrochemistry

293


PHYSICS

Experiment with1. electroscope2. Van Der Graaf generator3. magnets

Problems concerning quantitativeasrects of fields and currents and:':fination of units.

Experiment-Electrolysis

Problems dealing with Electrochemistry

Ss 56

Resources a. Printed Evaluationb. Audio Visual a. Expected Outcomec. People b. Testing Programd. Places

Handout sheets Students are expected to comprehendsignificance of electricity in daily

living

Test over Problems

Handout sheets Teat over OHM's Law and Electrolysis

Periodic Table

294Ss 57

Course Content

24th-25th Week

Consideration of interreldtion ofchemistry and physics and the roleof electricity in both quantitativesciences

Introduction of the Atom

A.C. Currenta. Voltb. OHMc. Amphered. Watt

Common experience with electricitya. motorsb. radioC. t.v.d. communication

26th-27th Week

RADIANT ENERGYLight & Sounda. waves

1. sound2. optics

a. reflectionb. refractionc. diffractiond. mirrors

295


PHYSICS

Experiment-A.C. Current

Demonstrationsa. motorb. t.v.c. Crooke's tubes

Experiment with circuits

Problems

Experiment-demonstration of sound

Experiment with mirrors

Problems concerning waves and use ofmirrors

S 58


Material from Bell Telephone,General Electric

Handout sheets


Students are expected to grasp theimportance of electricity boththeoretically and practically

Work problems concerning householdcurrent and circuit problems

Test over household problems andmole concept and communication

Handout sheets Test over fundamentals of sound andoptics

Ss 59

296

Course Content A. Teaching MethodsB. Learning Activities

PHYSICS

28th30th Week

The Atom Demonstrationa. Greek view 1. Wave Theory of lightb. Dalton 2. Crookes tube and electron dischargec. Rutherford 3. Bohr's study of hydrogen waved. Bohr length with diffraction gcadiente. Einstein problems

Light-Energy

Quantum Theory

Review

31st Week

Continuation of Bohr AtomPlanck's constant

Compare classical Newtonian Physicswith "modern" Quantum physics

Introduce Photons & Matter

Photoelectric effect

Statistical techniques-1. emphasize2. increasing3. importance of mathematics

297

Demonstration of Photoelectric effect

Problems

Lecture

S s 60

Resources a. Printed Evaluationb. Audio Visual a. Expected Outcomec. People b. Testing Programd. Places

Handout sheets Students are expected to understand thedevelopment of "Modern" science

Qualitative test over history of atomand light as energy

Quarter test

Handout Sheets Test on qualitative discussion of atom,photoelectric effect

Text

2.98

S s 61

Course Content A. Teaching MethodB. Learning Activities

32nd Week

Nucleus of atomsa. compositionb. changes in compositionc. N/P ratiod. Radiation

1. Measurementa. Curieb. Roentgen

33rd Week

Particles

Inverse Square Law

Half life-Isotopes

299

PHYSICS

Lecture

Demonstration of radio activity andisotopes

Problems concerning radiation

Discussion and problems on half-life

S s 62

rResources a. Printed Evaluation

b. Audio Visual a. Expected Outcomec. People b. Testing Programd. Places

Literature from A.E.C.

Handout sheets

Students expected to understand funda-mental principles of radiation andits significance in modern application

Test over Quantitative aspoota of N/Pradio, radiation and half-life

300

5363

Course Content A. Learning ActivitiesB. Teaching Methods

PHYSICS

34th-35th Week

Review all that has been covered Lecture

Emphasis on:a. big ideasb. men and their workc. developme,.: of modern thoughtd. relationship to biology, chem-

istry and significance ofmathematics

36th-40th Week

This period is reserved for flex-ibility in schedule, special topicsfor which students have interest

Demonstration and emphasis on what iscurrently going on in physics and inspace

301

Class discussion

S a 64


Magazines

Literature from industry

!


Students are expected to begin torealize the wLat, why, and how the worldtheyknow is and has developed aadhopefully tale= less of it for granted

Exam

302

S s 65

Documents

DOCUMPNT RESUME TITLE K-12 Science Curriculum Guide. INSTITUTION Reading Community ... · 2013-11-08 · K - 12 SCIENCE. Curriculum Guide 1968-1969. The Reading Community Schools