614 School Science and Mathematics Volume/ Measure the amount of water contained in a snowman. Build a snowman Capacity using three spherical sections. Compute the total volume. Make a snow- (IV-6) ball and measure its volume. Bring snowball inside to melt and measure the total water contained in the snowball. Use a simple ratio to compute the estimated total amount of water in the snowman. SPRING Linear Construct different kinds and sizes of kites according to specified dimen- (III-5) sions. Many variables can be tested to determine optimum flying for par- ticular weather conditions. Linear Design and construct your own kite to fly. Maximum height will be meas- (IV-6) ured by using similar triangles. Knowing the angle and length of the kite string and the horizontal distance from flyer to a point directly beneath the kite, the vertical distance can be computed. BIBLIOGRAPHY California State Department of Education. An Introduction to the S.I. Metric System. Sacramento, 1975. COUCHMAN, J. K., J. C. MACBEAN, A. STECHER, D. F. WENTWORTH. Snow and Ice, Examining your Environment. Holt, Rinehart and Winston of Canada, Limited, 1971. EBLEN, W. and R. Experiencing the Total Environment. Scholastic Book Services, New York,1977. KNAPP, C. E. Outdoor Activities for Environmental Studies. The Instructor Publications, Inc., Danville, New York 14437,1971. KUHN, D. J. "Metrication in the Outdoor Environment." Illinois Schools Journal, 58:4 (Winter 1978/79), 20-23. HAMMERMAN, D. R. and W. M. HAMMERMAN. Teaching in the Outdoors. Burgess Publish- ing Company, Minneapolis, 1964. RUSSELL, H. R. Ten-Minute Field Trips. J. G. Ferguson Publishing Company, Chicago, Il- linois, 1973. SCHMITZ, D. C. Kite Flying. Crestwood House, Inc., 1978. SWAN, M. D. Tips and Tricks in Outdoor Education. Danville, Illinois, The Interstate Printers & Publishers, Inc., 1978. VAN DER SMISSEN, B. and 0. H. GOERING. A Leader’s Guide to Nature Oriented Activities. Third Edition, The Iowa State University Press, Ames, Iowa, 1977. AMBIDEXTROUS BRAIN LINKED TO READING PROBLEMS Left and right never mattered much to 12-year-old Mary. She brushes her teeth and throws a ball with her right hand, but she writes and holds a fork with her left hand. Mary’s ambidextrous talent came naturally to her, but in grade school she had trouble with one crucial skill: reading. She stumbled over sentences that other children read easily. Mary and children like her have a special reading problem that may be caused by an unusual division of mental functions in the brain’s right and left sides. These children have no problem in the classroom with vocabulary skills. But when it comes to putting words together into meaningful sentences, they differ drastically from normal readers. About one child in ten has some difficulty learning to read. Hundreds of junior high school pupils have been tested and found that most children with reading problems simply haven’t learned to recognize words. For about a quar- ter of the poor readers that he studied, though, the problem was with sentences, not words. Children tested for lateralityleft or right preferenceand found to be baffled by sentences, tend to be bilateral. That is, they tend to use either hand to do things that require eye-and-hand coordination, such as drawing a circle or using scissors.

AMBIDEXTROUS BRAIN LINKED TO READING PROBLEMS

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Page 1: AMBIDEXTROUS BRAIN LINKED TO READING PROBLEMS

614 School Science and Mathematics

Volume/ Measure the amount of water contained in a snowman. Build a snowmanCapacity using three spherical sections. Compute the total volume. Make a snow-(IV-6) ball and measure its volume. Bring snowball inside to melt and measure

the total water contained in the snowball. Use a simple ratio to computethe estimated total amount of water in the snowman.

SPRINGLinear Construct different kinds and sizes of kites according to specified dimen-(III-5) sions. Many variables can be tested to determine optimum flying for par-

ticular weather conditions.Linear Design and construct your own kite to fly. Maximum height will be meas-(IV-6) ured by using similar triangles. Knowing the angle and length of the kite

string and the horizontal distance from flyer to a point directly beneaththe kite, the vertical distance can be computed.

BIBLIOGRAPHY

California State Department of Education. An Introduction to the S.I. Metric System.Sacramento, 1975.

COUCHMAN, J. K., J. C. MACBEAN, A. STECHER, D. F. WENTWORTH. Snow and Ice,Examining your Environment. Holt, Rinehart and Winston of Canada, Limited, 1971.

EBLEN, W. and R. Experiencing the Total Environment. Scholastic Book Services, NewYork,1977.

KNAPP, C. E. Outdoor Activities for Environmental Studies. The Instructor Publications,Inc., Danville, New York 14437,1971.

KUHN, D. J. "Metrication in the Outdoor Environment." Illinois Schools Journal, 58:4(Winter 1978/79), 20-23.

HAMMERMAN, D. R. and W. M. HAMMERMAN. Teaching in the Outdoors. Burgess Publish-ing Company, Minneapolis, 1964.

RUSSELL, H. R. Ten-Minute Field Trips. J. G. Ferguson Publishing Company, Chicago, Il-linois, 1973.

SCHMITZ, D. C. Kite Flying. Crestwood House, Inc., 1978.SWAN, M. D. Tips and Tricks in Outdoor Education. Danville, Illinois, The Interstate

Printers & Publishers, Inc., 1978.VAN DER SMISSEN, B. and 0. H. GOERING. A Leader’s Guide to Nature Oriented Activities.

Third Edition, The Iowa State University Press, Ames, Iowa, 1977.

AMBIDEXTROUS BRAIN LINKED TO READING PROBLEMS

Left and right never mattered much to 12-year-old Mary. She brushes her teethand throws a ball with her right hand, but she writes and holds a fork with herleft hand. Mary’s ambidextrous talent came naturally to her, but in grade schoolshe had trouble with one crucial skill: reading. She stumbled over sentences thatother children read easily.Mary and children like her have a special reading problem that may be caused

by an unusual division of mental functions in the brain’s right and left sides.These children have no problem in the classroom with vocabulary skills. But

when it comes to putting words together into meaningful sentences, they differdrastically from normal readers.About one child in ten has some difficulty learning to read. Hundreds of

junior high school pupils have been tested and found that most children withreading problems simply haven’t learned to recognize words. For about a quar-ter of the poor readers that he studied, though, the problem was with sentences,not words. Children tested for laterality�left or right preference�and found tobe baffled by sentences, tend to be bilateral. That is, they tend to use either handto do things that require eye-and-hand coordination, such as drawing a circle orusing scissors.