DOCUMENT RESUME

ED 052 996

TITLE Elementary Science Curriculum, Grade 2.INSTITUTION Stoneham Public Schools, Mass.PUB DATE [70]NOTE 85p.

EDRS PRICEDESCRIPTORS

ABSTRACT

SE 012 154

EDRS Price MF-$0.65 HC-$3.29*Curriculum Guides, *Elementary School Science,General Science, Grade 2, *Instruction, *LaboratoryProcedures, Science Activities, ScientificEnterprise, *Teaching Guides

This is one of a set of curriculum guides for theStoneham Elementary School Science Program (see SE 012 153 - SE 012158). Each guide contains a chart illustrating the scope and sequenceof the physical, life, and earth sciences introduced at each gradelevel. For each of the topics introduced at this grade level, anoverview of the topic, a list of concepts to be developed, motivatingideas, suggested activities to develop each concept, a reading list,a list of supplies needed, and examples of student work sheets areprovided. In most activities, the teacher is expected to involve allstudents in experimenting and applying scientific thinking. Thetopics covered in the grade two guide are: animal structure,molecules, plant diversity and structure, animal diversity andstructure, and fossils and evolution. (AL)

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

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fellelentary

sciencecurriculum

I

S1ONEtfAM PUBLIC SCHOOLSStiNEHAM, MASSACHUSETTS

ELEMENTARY SCIENCE CURRICULUM GUIDE

GRADE 2

SUperintendent of Schools

Assistant BUperintendent

AdMinistratisoe Assistant

Sgpervisor bf Elementa* EdUilatidh

2

Michael,SCarpittbi PH.D.

Daniel W. Hogan, Jre

Thomas L. Wilton

iitth E. Mayo

FOREWORD

These units were written as guides for the teaching of science.The activities suggested are given to assist the teacher inillustratihg the given concepts. In some instances there areseveral activities, but the teacher may use only those whichwill best suit her class. In other cases; the activitiessuggested follow a particular sequence which would encompassseveral days illustrating several related subconcepts alongthe way. It is not expected that the teacher stick rigidlyto her curriculum guide. If deviating to include anotherconcept, however, the teacher is advised to consult theother Stoneham Science Curriculum Guides to be certain thatthe concept is not introduced at another grade level. Theteacher is encouraged to have reference materials in theclass room at all times for each unit.

Whenever possible, the teacher is expected to involve allthe children in experimenting and encouraging applicationof the scientific method and thinking. This would involvethe following skills:

1. to formulate hypothesis2. to reason quantitatively3. to evaluate critically4, to draw conclusions5. to select proceduresO. to define problems7. to create charts and keep records8. to use equipment effectively

It is intended that the teacher will adequately adopt thisguide to her own class needs.

Sue Hopkins-4-- ----- -Grade 1Judith Bowen -Grade 2Bette Littman Grade 3Carol Hearse Grade 4Joan Knipping -Grade 5Linda Young Grade 6 Co-ChairmanMary-White -Grade 6 Co-Chairman

tis

Table of Contents

Page

Statement of Philosophy

Scope and Sequence Chart 2

Unit I - We Grow up 7

Unit 11 - Molecules 18

Unit III - Plants 36

Unit IV - Animals 54

Ur. L V - A Long Time Aco 73

1STATEMENT OF PHILOSOPHY

We have all experienced the confusion of sorting out events

that come at us, seemingly, haphazardly. We try to perciive the link,

the relationship, that will make everything clear, that will help us

decide. In fact, from the time we are born the main activity of our

lives is trying to sense some order in our constantly changing world.

Science is a tool that man uses to seek order. Modern science has

evolved not only as a body of fact, but also as a logical approach to

problem solving. In the elementary school this -spect of science

should not be overlooked. The study of science should encourage

growth in the ability to solve problems, as well as introduce a back -

ground of laiouledge.

To achieve this goal the ewphasis must shift away from

the teaching of "facts" to the development of such abilities as:

observation, collection of information, classification, formation

of hypotheses, data interpretationsgeneralization, and prediction.

Thus the process of learning becomes just as important as the in-

formation obtained.

This approach to teaching science transforms the class-

room into a laboratory and the children into scientists working

within it. The teacher provides enough orientation so that the chil-

dren develop goals of their own, and guides them through concrete

experiences that nurture both technique and knowledge of facts. There

are many outcomes of a lesson: skills, facts, aroused curiosity,ideas,

and discovery of new relationships. The pupils gain confidence in

their otin ability to learn, a process which will be valuable long af-

ter the facts are forgotten.

''',`"1,,T.01..9enntrrenroeng.

SCOPE AND SEQUENCE CHART

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2

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PH

S

C

AL

L

E

3

2

GRADE

SCOPE AND SEQUENCE CHART

GRADE 2 GRADE 3

Chemistry

Changes .in Matter

meltingfreezingheating

Changes in Matter

solidliquidgasmolecular

Magnets

push and pull

Physics

Mamaattractionrepulsion

Simple Machines

their usesrelationships ofapplied force

HumanBody

Growth

bonesteethnutritionhealth

Growth

musclesskeletal structureemotions

Plants

Reproduction

seedsbulbssporesregeneration

Life Activities

structureclassificationseed plantsnon-seed plants

Ecosystem

pond community

Animals

Classification

vertebrates

Life Activities

life cycleinsectsbrine shrimp

7

GRADE 4

- ,

SCOPE AND SEQUENCE CHART

GRADE 5 GRADE 6

4

Molecular Theory

mattermoleculesenergy - relations

Electricity Heat Light,

static-currentproductionconductors

Sound

motionexpansion-contrac-

tionconduction, convec-

tioninsulators

photons-reflectionwavescolor

waves, vibration,pitch, reflection

The Ear

producingand hearingsounds

Cellular Organization Genetics

cellstissuesorgans

hereditygenetic codedominant andrecessive traits

1211MULltiiesis.

leaf structurecarbon cyclt.

Simple and Complex

5 basic life-processescellular structureclassification

a

Animal Behavior

inherited andlearned

Ecology

balance in naturedisbalance

5GRADE 1

SCOPE AND SEQUENCE CHART

GRADE 2 GRADE 3

Earth - Sun - Moon

rotationday and night

Solar Supem

orbitsrevolutionsseasonal change

Meteorology

Changes in Weather

clouds

Fossils

dinosaursfuelsevolution

Earth Composition

soilrock formationclassification

Water Cycle

cloud formationprecipitationweather prediction

'107.00110.=r,.+,

SeoPE ADD SEQUENCE CHART

GRAM 4 GRADE 5

Forces in Space

centrifugalcentripetalgravitational

6

GRADE 6

Motion in Space

movement ofplants

parallax. triangu-lation

gallaxiesatomic energy

Influence on Man

Earth Changes

Surface.

interior

Ocean Environment

waterfoodlifeexploration

airingredients of-

weathereffects of weather

44

'7,12."st

We Grow Up

7

WE GROW UP8

A. Background

All living things are made up of parts that work together.There is a relationship between structure and function.The structure of different parts determines their function.AB We grow, these Structures change, thus changing theirfunction. An example would be our bones, which becomeharder as we grow older, thus changing their fuhction some-what. Our muscles also change. They can become firmer orsofter, depending on their use. Thus, all structure andfunction is related in animals.

B. Concepts

1. The skeleton is made up of many-parts, each with a dif-ferent function.

2. Ann and 1(33 movements are used in large body movements.

3. Urist and finger movements are used in finer body move-ments.

4. Joints allow bones to move in various ways.

5. Muscles help supply the force to move the body.

6. Muscles move in pairs to produce different body move-ments.

7. Good food helps our body to develop properly.

8. Every living organism is different from every otherorganism, with each having different feelings.

C. Motivation

1. Write the word skeleton on the board and ask the classwhat it means. Have the class locate and name all thebones they know.

2. Ask a child to gring in two different photographs ofhimself at different ages. Ask the class to decidehow he has changed in the two photographs.

D. L.ctivitf.es

EONCDPTS

The nkeleton is made up ofmany parts, each with a dif-ferent function.

12

EXPERIENCES

Materials: noneProcedure: Have the class finddifferent bones of their body._and decide how they are used -(skull, arms, legs, fingers, ribs,backbone).

Arm and leg movements areused in large body movements.

Wrist fingait%igittenterftsiatte

:isSed t :titer bodyf.mtivemerits

Joints allow bones to move invarious ways.

i re.

jA

ill,;(.crolas

Muscles help supply the forceto move the body.

Which are used for protection andwhich for movement?

EXTENSION

Have the class bring in differentbones (chicken, ham, turkey.)Point out their relative strength.Can they be used for protection ormovement?

9

Materials: pictures of kangaroo,rabbit, frog.

Procedure: Have the class decidewhich bones ban hold a great dealof weight: Which bones appear tobe stronger? Which bones aid indexterityl Have the class decidewhat the bones in these legs enablethe animal to do7(kangaroo, rabbit,frog.) The children should be ableto describe the movement of a cat'stail and decide whether the bonesare large or small in the tail.

EXTENSION

Make a model of a backbone. Placemilk cartons on a wire. Which canmove more ways, a stick or the"backbone "? Why? Are the honesof the back all large or small?

Materials: hinge

Procedure: Show the class thehinge and have them decide if theyhave any bones that move the way ahinge moves. E. plain that whentwo bones come together they forma hinge which we call a joint.Have the class move their arms andlegs and see if there is any otherway two bones can move. Show howa "ball and socket" joint operates.

EXTENSION

Arrange an exhibit of mechanicalmodels of joints and have the classlabel them.

Materials: hinged door and twoelastic bands

13

Muscles move in pair- to pro-duce different body movements.

10

Procedure: Have a child move thehinge on a door. Explain thatalthough the hinge will bend, thechild's force is needed to move it.It will not move by itself. Havethe class feel their arts. Havethem flex and straighten them. Ex-plain that there are tendons at theend of each muscle and ligamentswhich hold the muscle in place.When we make our arm bulge, is theremore stuff in it? (No) Have theclass pull on two elastic bands.that happens? &plain that mus-cles work in pairs.

Materials: Rubber bands (2), peg-board.

Procedure: Have the class makerubber band models of muscles.Stretch a rubber band between twonails on a pegboard. Attach theother but don't stretch.Have the children write labelsto describe each--"long and thin,""short and thick."

All organisms depend on food Materials: Rulersubstances for growth andenergy. Procedure: Have a child in the

class measure several children inthe room. Have the class decidewhether they are all alike or dif-ferent. Have they grown any sincefirst grade? Discuss what wouldhappen if you didn't cut your hairor nails. Have the class decidewhat has made them grow.

EXTiNSIat

1. Using the school health records,write each child's weight last yearunder his weight this year. Givethe paper to the class and ask themto compute the weight they havegained or lost.

2. Arrange an exhibit of clothes,toys and photographs of the childrenwhen they were babies and now.

3. Make pictures showing how theclass looked in first grade and howthey look now.

14

11

4. Discuss with the class why theycan run faster now than they coulda year ago. What has helped them torun faster? (They have grown.) De-cide the use that food plays ingrowth as a "fuel."

5. Have the school nurse give a discussion to the class about good foodas related to repair of body parts,and safety and first aid.

6. Prepare a bulletin board on theseven basic foods, having the classcut out pictures. Discuss the foodswe should eat at each meal.

7. Have each child make a bookletof foods for growth.

8. Draw pictures of three goodmeals that the children could eatin one day.

9. Have the class make a three-dimensional bulletin board on food.

ENRICHMENT

Emotions

A. Background,

Our emotions are changing every day of our lives. We feel fear,love, hate, anger and many other emotions in the course of eachday. Children are aware of these emotions but not why theyoccur. They understand that something has changed in their en-vironaent but they are not sure of what or why. For these rea-sons, this section has been included in hopes that it mighthelp children better understand the behavior of themselves andthose around them.

B. Concepts

1. The natural feeling of fear is shared by everyone..

2. People fear different .things, but it is important to beable to distinguish between things that are truly dangerous.

3. Fear often comes from lack of understanding.

4. People are often afraid of what others will think of them.

5. Everybody gets angry at timas.

6. There are many reasons why people get angry.

7.. Some people find it difficult to learn how to lose.

5

12

C. Motivation

Show the class pictures which express different emotions. Dis-cuss what these emotions are and ask the class to think ofother emotions.

D. Activities

CONCEPTS

The natural feeling of fear is$hared by everyone.

People fear different thingsbut it is important to be ableto distinguish between thingsthat are truly dangerous. Fearoften comes from lack of under-standing.

People are often afraid of whatothers will think of them.

Everybodygets angry at times.

EXPERIENCES

Procedure: Discuss with thechildren how they have felt whenthey have taken rides at an amuse-ment park. Why have they felt theway they did? Were they afraid orexcited?

Explain that we learn to fear thingsand there are some fears which haveno basis.

Discuss what happens to our bodywhen we have strong feelings.

EXTENSION

Have the class draw pictures show-ing what they are afraid of.

Procedure: Using the pictures theclass has drawn, ask the class todecide which things they should beafraid of and which things theyshould not be afraid of. Decidewhether the fear shown is based ona rational belief or on lack of un-derstanding.

EXTENSION

Mhke a list, with the class, offears that help keep us alive.

Procedure: Discuss with the classsome dangerous things that theymight have done because they wereafraid of what a friend might sayabnut them. 'dere they. afraid at-

the time? Then, why did they do it?

Procedure: Act out a dare betweentwo children. If one of the childrenreacted angrily call attention to theconsequences. Re-enact the scenewithout emotion.

^0,1111q0/1

There are many reasons whypeople get angry.

Some people find it difficultto learn to lose.

13

Procedure: Discus's why each behav-ior got the response it did. Wasthe person hungry or tired? Dis-cuss things that make the boys andgirls become angry, (being pushedon the playground hay well be one.)

EXTENSION

Make a list of constructive meansof releasing anget.

Procedure: Discuss with the dlasswhat happens when someone stopsplaying a game because he is notwinning. What do the other chil-dren say about him - to him? Ex-plain that whether we are the win-ner or loser, we must be considerateof others. What effect does toneof voice have? What can we do tohelp?

EXTENSION

1. Make a chart showing how to bea good winner and a good loser.

2. Field trip to the Museum ofScience in Boston.

bones

skin

muscles

finger

wrist

arm

leg

skeleton

backbone

joint

ball and socket

hinge

skull

ribs

Vocabulsylist- WE) Grow Up

18

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Worksheet Ideas: We Grow Up

Fr.F.:1-33.7.-17. T. LD

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171(tr-LEIDLITT T-T171

I I a1. Another word for frame is

2. Muscles work in

3. Man has a to hold him up straight.

4. Our help us do work.

5. Our make us feel angry, sad, or afraid.

2. Scrambled words.

a. snsulec

b. ojntis

c. rTro:..t

d. nefiArs

e. keeltsno

3 Fill in the right word.

a. We need for good health.

b. Our work in pairs.

c. Our are like hinges.

d... Man depends on for food.

e. Nhen we are angry we sometimes show our

muscles, joints, food, plants, emotions

19

Bulletin Board Ideas - We Grow Uprsam...mw...

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16

20

BIBLIOGRAPHY

Teacher's Books

17

Brandwein, Paul E. - Concaots in,Scienct2, Harcourt, Brace & Wbrld, Inc.1966

Craig, Daniel - Science For You, Book 2, Ginn & Co., 1965

Jacobson, Willard J. - a2g, American Book Co., 1965

Jacobson, Willard J. - E2archlagInAcience, American Book Co., 1965

Mac Cracken, Helen D. - Science Through_Discovery 2, L.W. Singer Co., Inc.1968

Novak, Joselph - The EJ.cciting World of Science, Bobbs-Merrill Co., Inc.,1966

Smith, Herbert A. - Science 2, Laidlaw Brothers, 1966

Children's Boers

Selsan, Ii llicanc - When An Animal Grows) Harper & Row, Publishers, 1966

- :Qv- Doaa It Grow? St. Ilari;in's Press, 1963

Georgion, Constantine - Whitey and Elliemrs and Food, Harvey House, 1964

Neurath, Mary - 19.122222.4.1) Sterling, 1963

Urdy, Janice May - Betsy - Back - Bin - Bed Albert Whitman & Co., 1963

FILMSTRIPS

Cereals 1-3-C2Vegetables 1-3-C3Fish 1 -3 -Cl

Dairy kroducts 1-3-05Meat 1-3-C4Bread 1-3-C6Eggs 1-3-C7Milk 1-3-C8Fruits 1-3-D1How Your Body Grows 1-5-B4Your MusclesYour Bones

1-5-B2

21

19

EOLECULES

A. Background

In this unit an understanding of the structure of mattershould be developed. The children will handle and ob-serve familiar materials and objects, and use theirsenses to detect things too small to be seen. They willbecome aware that substances are composed of molecules,and that molecules are the smallest substance which re-tains the chemical properties of that substance. Fromthis point, they will discover that molecules are contin-uously in motion; that heat energy determines the rate ofmolecular motion; and the rate of molecular motion de-termines the state of matter; and that the motion ofmolecules can be used to do work.

H. Concepts

1. A molecule is the smallest part of a substance whichretains the chemical properties of that substance.

2. Although molecules are too small to be seen, theyMaybe detected by Other MaterialS.

3. Molecules are too small to be seen, but substancescan be determined by the sense of sMell.

Molecules can sometimes be detected by the sense oftaste.

5. Molecules of one substance can be diffused with mole-cules of another.

6. Molecules of one substance may be evenly dissolvedthrough molecules of another.

7. The motion of molecules determines the state of mat-ter.

8. Every substance has its own particular molecularstructure, which is determined by the kinds, number,and arrangement of atoms within a molecule.

9. Evaporation results when molecules gain enough ener-gy to move apart; from one another.

10. Heat energy causes water to expand.

11. Expansion exerts a force that can be used to do work.

12. Heat energy causes air to expand.

13. Heat energy can be transferred from one place to an-other by molecular collisions.

14. Heat energy causes matter to expand.

15. The temperature of a body increases with an in-crease in the speed of the molecules.

16. Expansion results when molecules move faster.

C. Motivation

Open a bottle of perfume or ammonia in the class-room. Ask the children what the substance is.Keep the bottles out of view so that they must usetheir senses to determine what the smell is. Askthe children how they know what things are withoutseeing them? As for examples. &plain that weare going to find out how we know what these thingsare although we can't see them.

D. Activities

A molecule is the small-est part of substance whichretains the chemical,pro-perties of that substance.

Although mOleculeth are toosmall to be seen they maybe deteCted by otheimethods.

Molecules are too small tobe seen, but substances canbe determined by the senseof smell.

24

Materials: Bring in a vari-ety of strong smelling sub-stan9es: onions, perfume,ammonia, mint, soap:Procedure: Ask the classto identify each substanceWithOut being,told or shownWhat;they sip. Help themto underStatid that we dansmell only when somethingreaches the nose. Discussfood smells and how youknow what your mother iscooking without being inthe room.

Materials: An atomizer orspray with perfume or co-logneProcedure: Spray acrossthe room. Ask someone atthe back to raise theirhand when they can smellit. Decide what has beensmelled and where. Askthe class questions similarto these: What happenedwhen the perfbme came out?(tiny drops could be seenfor a second' or two, thenthey changed into smallerparts.) What happened tothe smaller parts? Throughdiscussion) lead the chil-dren to the following un-derstandings:

20

Molecules chnbe detected through thesense of taste.

25

a. When air is sprayed, thesmall parts of the perfume mixwith the air.

b. tie smell perfume whensome of the smallest partsreach our noses.

c. The smallest parts ofperfume are too small to beseen.

Extension: Make a collectionof substances that can be ree-ognized by smell.

M4brials: cube of dUgar; ma -nifying glass, water

Procedure: Have the class ex-amine a cube of sugar with amagnifying glass. Break up acube of sugar and use a magni-fying glass to look at thegrains. Ask the class if theseare the smallest parts of sugar.Place the sugar cube in water.Use the magnifying glass todetermine if sugar particlescan still be seen. Sugar par-ticles should no longer be visible. How can you tell thesugar molecules are still pres-ent in the glass? Have someonetaste the water. Can a sugarmolecule be tested? Help thechildren understand that amolecule is the smallest part ofsugar and that it is so small itcan't be seen.

Extension: Using a transparentcup, a sugar cube and a magnify-ing glass, watch a sugar cubedissolve. Tiny air bubbles willrise from the cube to the sur-faces without being touched,&eine of sugar break from thecube and move into invisibility.Motion in the water causes spi-raling waves of partially dis-solved sugar. These can best beviewed toward the light.

21

Molecules of one substance Materials: mirror, wet cloth, 2can be diffused with mole- handkerchiefs, 2 sticks and arules of another. string.

The aim of this lesson is for thechildren to recognize that waterevaporates when its moleculesmove into and diffuse with theair. Have someone breathe on amirror. Decide what you see.(water droplets.) What happens tothem? Make a wet spot on thechalk board with a cloth. Whenthe spot disappears ask the classwhat happens to water when some-thing wet gets dry?

Fasten two dry handkerchiefs tothe ends of rod by tying a cornerof each handkerchief around therod or by tyihg the corners onwith small pieces of twine.Second, tie an end of twine tothe middle of the rod. Third,support the balance rod by thetwine. Attach the twine to anysupport that allows the rod tohang free. Fourth, move thetwine on the rod back and forthuntil the rod is balanced.

stick

string

26

wet handkerchief

22

Molecules of one sub-stance can be evenlydissolved through mole-cules of another.

23

Make sure the.children understandthat the rod balances because itis as heavy on:.one end as on theother.Being careful. not to change thebalance, wet ,one of the handker-chiefs. Squeeze out excess water.One side of the balance is nowlower than the other. Ilhyl Askthe class what will happen whenthe handkerchief gets dry? Whywill the rod balance when thehandkerchief gets dry? Where doesthe water go? Explain that a mole-cule of water is the smallest partof water. Can they see a moleculeof water? Where are the water mole-cules when the handkerchief is wet?What happens to the:1i after thehandkerchief is Explain thatthe handkerchief dries because theWater molecules do not stay in thecloth. They escape and go into theair. They become Isler_mpor, whichwe cannot see, taste or smell.

Materials: sugar, cup of water,wide shallow dish, ball of cotton,straw.

Procedure::The aim of: this.:iOsbr the children to discover howsugar dissolyes.in,water.andhow itis:recovered as the water,evapor-

Aites-11.40,twiz:.tPasP904f4f,isugar in half cup,otWater., gave

someone taste thesolutionA Pourthe'water"through:.the:ball bf.cot-ton.; Beme..the,,"teStee:.sipAheSOlutiOn again.,;::14d the sugar

:10-throjIgh.thiii.-99tt9n? ':.P.9.1X4 914

pot beyery,TerY'#/*A.0:1)06:.t.hib,4gk:t40.99t-tOn..PlaCe.thesolUtliiiri4V,icieShall!*.dish:- Ask the:. class Whatwill-01.9144.:07749i0ej_P09146, w4# willreMainbehind2:after:all the_ water1-140evaioSt:c Check this by leav-ingthS:dish. allbWrthe:witertb

04POrite.

Every substance has itsown particular molecularstructure, which is de-termined by the kinds,number and arrangementof atoms within a mole-cule.

2l

EXtension:Using the sugar crystalsleft behind, allow someone to mas-ure the amount left. It will be ap-proximately the same as the amountstarted with. Sugar does not evap-orate.

Materials: granulated sugar, chalkdust

Procedure: The aim of the lesson isfor the children to discover howmodels and other symbols may be usedto represent molecules. Review whatmolecules are.. Using a spanful ofgranulated sugar and a small amountof chalk dust (each should be placedon dark paper), ask how we mightlook at a single grain of sugar.Someone will probably suggest a mag-nifying glass or a microscope. Havesomeone make a drawing of what hesees through the microscope. Explainthat what they have seen is giantsize compared with molecules. Helpthe class speculate gout what amolecule might look like. Explainthat since we haven't seen a watermolecule, we are using our imagina-tion. Show the class four differentrepresentations of a rabbit, a photo-graph, a drawing, a model, the word"rabbit ". You might then ask themto make a model of something theyimagined. Explain that scientistsuse their imagination to make modelsof molecules, because they have notseen what molecules look like.

Extension:

1. Make models with toothpicks, gum-drops, Tinker Toy parts, from pic-tures seen in books.

2. Make solutions of each of thefollowing; sugar, salt, Epsom salts,alum, boric acid. Use very hotwater. Allow the children toserve what happens as the watercools and evaporates. Crystals willbe left behind which can be viewedwith magnifying glasses.

28

Evaporation results whenmolecules gain enoughenergy to move apart fromone another.

Heat energy causes waterto expand.

Materials: mothballs, 4 glasses(one with a cover)

Procedure: Review the experi-ment done with the wet handker-chiefs.Place water in a glass. Whatwill happen to the water eventu-ally? Where did the moleculesof water go? Explain that aslong as the molecules stay closetogether, the water remains aliquid. As the molecules spreadfurther apart, the water changesto gas(water vapor). Hold upseveral mothballs. Ask the classhow they know they are mothballs.(the smell) Molecules of camphorare excaping into the air. De-cide whether camphor is a solid,liquid, or a gas. (A camphor ballis a solid until it evaporatesand becomes a gas.) The mole-cules are close together. Boththe water and the camphor showevaporation. They are differentin that the water is a liquid andthe camphor a solid. Set up thefollowing experiment to investi-gate the evaporation of camphor.In four glasses place each ofthese: one mothball, five moth-balls, one crushed mothball in anopen glass, and one mothball in aclosed glass. Make a note of theday the experiment is begun. Findthe answers to these questions:from which glass does the solidcamphor disappear completely?From which does it disappear mostslowly? Will the camphor ball inthe closed jar ever get anysmaller? Does any of it eirapo-

rate?

Extension: Have the class findout how and why camphor is usedin the home.

Materials: pyrex pot with lid,hot*late.

29

25

Expansion exerts a force Procedure: Fill a pyrex pot halfthat can be used to do - way with water. Help the classwork. to understand that the rest of

the potAs filled with air andlikewise the outside surroundingthe pot. Ask what will happenwhen the water boils? Placethe uncovered pot on a hot plateand heat to boiling. Guide thechildren in observing tiny nirbubbles which collect around thesides of the pot, and the firstbig bubbles of gas that form inthe hottest part and rise to thesurface. When the water boilsvigorously, lay an aluminum pieplate on top of the pot and letthe children watch the lid as itis pushed up by the escapingsteam. Encourage discussionwith the following questions:Where did the heat come from tomake the water boil? What werethe tiny, tiny bubbles that cameout of the water before itboiled? What does water changeto when it evaporates? (We callthis water vapor steam.) We cansay that the big bubbles aremade of water vapor, or we cansay they are made of steam.They form as the water changesto gas. Can you see the bubblesafter they leave the water? Whycan't YOU see them? Can we eversee water vapor? Since steam isanother name for water vapor,can we see steam? (We see atiny cloud outside of the steam.The steam condenses when it hitsthe colder surrounding air.Steam is an invisible gas.) Whenwater changes to steam, is thereenough roam for it in the pot?How do you know that steam takesup more room than the boilingwater did? Evaluate the children'sunderstanding by asking them toimagine what would happen if a lotof water boiled in a pan with atight-fitting lid. What would thesteam do? The steam would blowthe lid off because there wouldnot be room enough inside the panfor all the steam. This is thefirst step in teaching childrenthat expanding steam can do workin engines.

30

27

Materials: teakettlelhot plate,clothes pin, aluminum strips, 2pins

Procedure: Place a teakettle onto boil. While it is heatingreview the concept of steam:What has been changed into steam?Why is ;,he water changing tosteam? Is steam a gas that wecan see?

Take two clothes pins, one shouldhave two aluminum foil streamers,each a foot long and about" wide,thumbtacked to the head; the otherahould have a pin wheel attachedto the end. These should be placedon the spout of the teakettle be-fore it starts to boil.

__aluminum foil strips

_clothespin

teakettle

Notice that steam pushes out of thekettle and goes into the air. Thissteam moves things.

Extension:

1. Have the class examine a whis-tling teakettle at work.2. Place marbles in .the bottom ofa shallow box with an opening outin one side. Call these marblemolecules. Show the children thathappens when the molecules movefarther and farther apart. As thespaces get bigger, more moleculesare forced to leave the box.

Heat energy causes air Materials: balloon, tonic bottle,to expand. pan with water, hot plate

31

Heat energy can be trans-ferred from one place toanother by molecular col-lisions.

28

Procedure: Review what happens whenwater boils. Ask what happens Whenair gets hot. Use an empty tonicbottle to determine that there isair inside as well as outside thebottle: Place a balloon over thetap of the bottle. Heat the bot-tle in a pan of water. Discusswhat happens to the balloon. (Theballoon fills up as the air heatsup.) Explain that molecules ofair filled the bottle. When thebottle was heated, the moleculesmoved faster and expanded, goinginto the balloon.

EXtension: Bring a jar with astrew top which is on tightenough so that no one in theclass can remote the top. Holdthe top under' hot water untilit den be unScrewed: Explainthat the heat causes the metaltop to expand and thus becOmeloose.

Materials: aluminum pie plate,heating element, two chalkyerasers, electric light

Procedure: Invert an aluminumpie plate over a heating ele-ment. While this is heating,ask the class what is becominghot besides the pan. Clap twochalky erasers over the pan. Isthe air going up or down? Dis-cuss with the children what hap-pens to smoke in a fireplace.Use an electric light which maybe plugged in. After it hasbeen lit for a while, ask theclass to feel the air around thebulb. Explain that the heatedbulb has heated the air aroundit. The molecules are warmerand moving faster and bump intoone another more frequently. Re-view the concept that hot airrises by the following illustra-tionss

32

29

cold air

I." cold airheavier

cold air

warm airlighter

It is important that the childrenunderstand that the rod on theright does not balance becauseone end is heavier than the otherend.Additional information to bepresented:

a. A molecule has weight.b. Something is heavier

if it weighs more, andlighter if it weighsless.

c. The heavier end of thebalance is pulled downby gravity.

EXtension: Eking in a number ofballoons and allow the childrento blow them up. Toss the balloonsaround and dbserve that the onlytime the balloons go up is whenthey are tossed and they alwayscome down again. Ask the childrento describe balloons they may haveseen go up. Have the class findout why this is so. (They arefilled with a gas lighter thanair.)

Heat energy causes matter Materials: electric iron, iceto expand. cubes

33

.The-greater-the-sapeed.ofthe molecules, the gretter-the'temperature.of the

--- body.

Expansion results whenmolecules move faster.

Procedure: Review the- fact thatall substances (solids, liquidsand gases) are .composed of mole-cules. Review also that mole-cules move when water evaporatesand air is heated.Explain that molecules are con-stantly in motion but that heatcauses them to move faster.Use an electric iron and someice cubes to help the childrengain these understandings: Inhot steam, the molecules movevery fast. In cold ice, themolecules move slowly. In acold iron, molecules move slowly.Energy from electricity makesthe molecules move faster. Ina hot iron, the molecules movevery fast.

Extension: Secure a screw witha large head and a screw eyejust big enough for the screwto pass through it. Screweach into the end of shortlengths of dowel rod. Aboutan inch of metal should be ex-tending beyond the wo4d. Allowthe children to screw the headin and out through the screweyed Then heat the screw ina flame and try to put it throughthe eye. It will not passthrough. If the screw eye isalso heated, however, the screwwill go through.

Materials: thermometer twodishes of water

Procedure: Allow the class toexamine and read the temperatureon a thermometer. Explain thatthe thermometer shows the temper-ature of the air around it. Dis-cuss what would happen if therewere more heat in the room. Ifthe room cooled off? How doesa thermometer show the temperatureof something? Why does the liq-uid go up and down in the tube?Use two dishes of water) onewtammer than the other. Have some-one try to tell the temperatureby placing their hands in eachdish. Use a thermometer to find

30

the actual temperature. Explainthat the warm molecules move far-ther apart and thus cause theliquid to expand and move up thetube.

Extension: Begin a daily rec-ord of the outdoor temperature.Choose someone to read and re-cord this on a chart. Explainthe rise and fall of temperaturein terms of heat from the sun.

35

31

Vocabulary List - Molecules,

nose heat

senses expand

taste air

touch weight

smell weigh

sight temperature

hearing degrees

molecule thermometer

sugar

investigate

balance

water

watervapor

evaporate

dissolve

solution

solid

liquid

gas

model

drawing

imacination

boil

steam

32

1.

Molecules - Worksheet Ideas

i7L.24.

I

I-117 7 -1

r- -1-- 4

1E

IL -lir" 1-

1. We measure the temperature of the air with a

2. Water is a

3. We can not molecules of air.

4. We can make a of sugar and wafer.

5. When sugar is added to water, the sugar will

2. Yes or No.

1. Cold air rises.

2. We can sometimes smell molecules.

3. Nolecules are very small.

4. Wet things get dry when water evaporates.

We can see molecules.5.

3. Fill in the missing letters.

a. rat._

b. e_pa

c. s of n

di apor

e. eam

37

33

344. Fill in the blank.

1. Molecules move when water foils.(slowerpfaster)

2, When water boils: water changes to .(steampwater)

3.. A of sugar is the smallest part. (grain,molecule)

4. Molecules are too to be seen. (large, small)

5. Molecules move of the time. (all, none)

38

^`!:!rrtc...nflt-rtstvrtmr.........

35

Bibliography

Teachers' .Hooks

Barnard, J. Darrell. Science for Tomorrow's World. T.E. The MacMillan Co., 1966.

Brandwein, Paul F. Concepts In Science.2 T.E. Harcourt,Brace and Worlds Inc.1966.

Freeman, Mae and Ira. Fun With CheiniStry. Scholastic Book Services, 1944.

Jacobson, Willard J. Materials of the Earth. American Bopk Company, 1965.

Jacobson, Willard J. Fir! e and Temperature. American Book Company, 1965.

Jacobson, Willard J. Light and Heat. American Book Company, 1965.

Tannenbaum, Harold E. 11221.. McGraw-Hill, Inc., 1967.

Tannenbaum, Harold E. Hot and Cold. McGraw-Hill, Inc., 1967.

Childrens' Books

Barnard, Jr. Darrell. Science for Tomorrow's World. The MacMillan Co., 1966

Brandwein, Paul F. Concepts in Science 2 Harcourt, Brace and World, Inc.,1966.

Branley, Franklin E4 Reader's Digest Science Reader. Reader's Digest Services,Inc., 1963.

Air in ActionSomethings DissolveAir All About VsWhat Is Heat?Heat Changes Things

Filmstrips

3 -3 -B53 - 5 - D1Robin Hood SchoolJunior HighJunior High

Finding Out HOU' Things Change SVEFihding Out About Heating, Solids; Liquids and Gases

Heat and How We Use ItThings Expand When HeatedWater and What It Does

Films

EBFMcG.EBF

SVE

37

Plants

A. Background

The aim of this unit is to show the interdependency of all life.If an environment does not provide for an organism's needs, theorganism will perish. However, an organism may survive a6 apoorly developed specimen if the environment is only partiallyadequate.

A second important aspect of this unit is to show that heredityand environment work together to produce all organisms.seed will determine the type of plant to be formed. The h-.Iredity

of the plant is determined in the seed. The environment ftisseed faces in its growing process may also help to determine thetype of plant formed.

We will begin with a review of the differences between animal andplant life and the many different kinds of plants we see. Vie

then look at the parts of a plant and how they function. The nextpart of the unit will be concerned with the necessities of seedsand plants.

Finally we will spend time showing how man is dependent on plants,either directly or indirectly, for all his food.

B. Concerts

1. All plants and animals are products of heredity and environment.

2. There are many kinds of plants.

3. Plants are made up of different parts, each having a specialfunction.

4. Leeds need Lrood soil, trambh and light to sprout and grow.

5. A good place for one kind of plant may not be a good placefor another.

6. Plants are directly or indirectly the source of all food forman and animals.

7. Green plants make their own food but many other types do not.

8. Different plants grow by different means.

C. Motivation

1. Make a field trip to a greenhouse.

2. Make a display of living and non-living substances, such asrocks, marbles, seeds, plants, etc.

41

L.

D. Activities

CONCEPT

All plants and animalsare products of heredityand an37iromienb.

There are many kinds ofplants.

Plants are made up ofdifferent parts, eachhaving a special func-tion.

38

EXPERIENCE

Materials: Pictures of many differentkinds of plants

Procedure: Have the children examinethese pictures and determine how theseplants are all alike. When this isdone,, ask the class to determine howthey are all different. Help theclass to chart these similarities anddifferences.

Extension

1. Make a chart showing how plantsand animals are similar and dis-similar.

2. Make a display of differentkinds of plants.

3. Take a nature walk. Ask theclass to notice all the differentplants they see. Have the class drawpictures of as many as possible whenthey come back to the classroom.

Materials: You will need some plantparts such as, leaves, stems, flowers,a carrot with rootlets and hairs stillattached; a weed or a tuft of grass, acomplete stalk of celery; a geraniumor other flowering plant.

Procedure: Place these on a shelf:prtable and allow the children to exam-ine and discuss them. Ask where theroots, leaves, stems, etc. came from.As the children name each part, writeits name on the board. Through ap-propriate questioning, guide the classto these understandings:

A flowering plant has roots, stems,leaves and flowers.

The roots grow downward and spreadout in the soil.

The stems grow upward and spread outabove the ground.

42

39

The leaves, which are green, growout from the stems.

The flowers, which may or may notbe brightly colored, also grow outof the stems.

Materials: radish,seeds, twoglasses or transparent plasticjars with walls lined with blot-ting paper; some water

Procedure: If necessary, brieflyreview the parts of a floweringplant. Choose a couple of care-ful workers and help them withthe following procedures:

a. Fill the blotter-lined jarswith water. Allow the waterto remain in the jars untilthe blotters become thor-oughly soaked. Then pourout all the water.

b. Place radish seeds betweenthe blotter and the wall ofeach jar. Seeds should beabout an inch apart and aninch and a half below thetop edge of the blotter.Kaep the blotting paper intwo radish-seeds jars alwaysdamp by having a small a-mount of water at the bottomof each jar. As soon as theradish sprouts show a goodroot growth (several days)turn one of the jars on itsbide. After the top rootshave changed direction,stand the roots upside downtill the roots again pointdownward. Then turn the jaron its other side, and fi-nally back to its originalposition. By continuing tomove the jar, it is possibleto cause the roots to grow ina circle as they continuouslygrow downward regardless ofthe position of the jar. Thechildren should be guided tothe following understandingsby having comple,ed this ex-periment.

43

Stems have specialfunctions.

44

40

Roots absorb water from the soil.

The absorbed water moves throughthe roots and up to the stem.

Roots anchor the plant in the cail

EXtenSion

1. Encourage the children to bring insamples of root vegetables: carrot,;turnip, beet, radish. Ask the classnot to clean the vegetables first ascleaning may remove the root hairs.Keep the vegetables between foldsof damp paper toweling and let chil-dren take turns examining the roothairs through a magnifying glass.

2. To show that new stems and leavescan grow from part of a root, placea slice from the top of a beet, car-rot, or turnip root in a pan of wetgravel. New green growth will formas a complete plant grows from theold root. A yam or sweet potatowith wide end placed in water willgrow stems and leaves and become ahandsome plant for the classroom.

Materials: red ink, liquid foodcolor, a knife and several stalksof celery with leaves

Procedure: Help the children toidentify the stem and leaves of thecelery. A "bunch" of celery mightbe useful at this point to showwhere the roots would grow. Explainthat the experiment we are going todo shows the important job done bythe stem. Cut the bottom of the cel-ery obliquely and immerse it in thered ink. If the celery is kept inbright sunlight for a few hours, thered color will show clearly in thestern and perhaps even in the leaves.Without bright light, the liquidwill rise more slowly. A magnify-ing glass will help the childrenmake the following observations:

There are many "strings" that goupward in a celery stem.

Each of the strings is really avery thick tube or pipe.

Green leaves make foodfor the plant.-

45

The rod liquid goes up the tubes inthe stem and out to the leaves.

Water travels from the roots in thesoil to the stems.

The stems carry food to all parts ofthe plant.

As soon as the celery has become quitered, remove it from the ink. Pullseveral "strings" and let children ex-amine the ink-filled tubes. Then Cutthe stem into cross-sectional pieGesand distribute them around the class.Encourage the class to examine these..

Extension

Make strong blue, green and yellowsolutions from liquid food color.Take a wide stem of pale celery andmake three lengthwise cut, stoppingjust short of the leaves. You note

have a three-fingered stem toppedwith leaves. Spread the fingersapart, trim the bottom of each withan oblique cut, and leaves shouldhe tri-colored. Encourage the chil-dren to explore with various kindsof stems, leaves, and flowers.

Materials: various kinds of greenleaves, some of which should beattached to their stems. If thereare a few green leaves availableoutdoors at this time of the year,use some of the following: beet,carrot, turnip, radish or celerytops; leaves of lettuce of spinach;leaves from house plants

Procedure: Arrange the leaves on ashelf or table and give the childrentime to examine and handll them.Guide the children's observations byasking them to notice the differencesin size, shape, texture and shade ofgreen. Help the children to expressideas like these:

Leaves are green.

A leaf makes food for the plant.

Flowers produce seeds.

46

42

In a leaf, energy from the sun isused to change materials from waterand air into food for the plant.

Evaluate the children's oomprehen-sion of the function of leaves byPresenting some problems for dis-cussion.

If all the leaves were cut off agreen plant, could it live long?Why not?

Why can a green plant not grow inthe dark?

Why can a green plant not make foodif it gets no air or water? Ifplants could not manufacture food,what would we have to eat?

Extension

Encourage children to collect andstudy different kinds of leaves.Press specimens between magazines.When the leaves are flat and dry,help children to mount them onsheets of drawing paper.

Materials: several flowers, fruits,and their seeds, such as: peachblossom, peach and seed; bean blos-som, bean and seed; cherry or ap-ple, etc.

Procedure: Review the parts of aplant. Allow the class to exam-ine these. Ask the class to thinkabout an apple tree. What havethey seen first on the tree, theblossom or the apple? Through dis-cussion, help the children to under-stand that flowers bloom on thetree in the spring. After a whilethe petals fade and fall off thetree. The bottom part of the flow-ers, however, stays on the tree. Inthis part, a seed grows. At firstthe seed is covered by a littlehard, green ball. As the seedgrows, its covering grows, too, andbecomes a ripe apple. Try to makesure that all children understandthat the fruit with the seed insidecomes after the flower. Childrenshould reach the following under-standings:

Seeds need good soil, warmth,and light to sprout and groh.

47

)43

A flower produces seeds.

Fruit grows around the seeds thatare made in the flower.

Every kind of seed plant has itsown kind of seeds enclosed in itsown kind of fruit.

A seed can grow into a new plantof the same kind as the plant fromwhich it grey.

A few questions, such as the fol-lowing, might be presented to em-phasize the flower's dependenceon its environment:

Suppose there is no water in thesoil? Can a plant grow flowersin such a soil? Why not?Can a plant develop flowers ifno light shines on its leaves?Why not? Why does a flower wiltand die when it is picked andthe stem is not put into water?

Extension

1. Have the class bring in dif-ferent kinds of seeds. Breakthese open, and find the new plantand its food.

2. Encourage the class to bringin different kinds of seeds whichcan be planted in the class. La-bel each and help each child tokeep a progress chart of how hisplant grows.

Materials: two pots of sandysoil, two pots of claysoil, twopots of loam, sunflower and pump-kin seeds.

Procedure: Review from first`trade the need of plants to be insunlight. .wide the children to-ward the understanding that plantsalso need good soil to grow by do-ing the following experiment.

1. Plant five sunflower seeds inone pot of sandy soil. Plant fivepumpkin seeds in the other pot ofsandy soil. Plant them just asdeep as you did the sunflower seeds.Label each pot.

44

2. Do the same thing with the potsof clay soil and loam.

3. Put the pots where they willhave sunlight.

4. Give all the pots of soil thesame amount of water each day.'

5. Observe the growth of eachplant and chart its growth.

Extension

Make a picture story. Show howthe plants in each pot grew andchanged.

. A good place for one kind Materials: some fresh seaweed andof plant may not be a good a water lily, a cactus and a beanplace for another. plant.

Procedure: Encourage the class toobserve and discuss these plants.Let them determine how they are allalike and yet all different. Guidethem to the understanding that al-though they are all plants, they donot all live in the same type ofenvironment. To determine whatwould happen if these plants wereplaced in another kind of environ-ment place each type of plant insalt water, fresh water, land anddesert climates. You can use fourboxes and similate a climate foreach type of plant. Record the re-sults. Which plants live in whichclimates?

Extension

If the materials are available, youcould develop a woodland terrariumand a swampland terrarium. Observethe differences between the two cli-mates. Directions for both typesof terrariums maybe found in theTeacher's Manual for Living Thingsby Harold E. Tannenbaum. Thedirections for setting up a wood-land terrarium may also be foundin the 3rd grade curriculum guidefor science.

Plants are directly or in-directly the source of allfood for man and animals.

49

45

Procedure: Ask the children to nameplants or parts of plants they ateyesterday. Through discussion de-velop the idea that a great pro-portion of our daily food consistsof plant materials. Review theparts of a flowering plant. Havethe class find pictures in maga-zines of plants. Once these arecollected allow the children toobserve and discuss them carefully. Through discussion andstudy of the pictures, childrenshould reach the following under-standings:

We use many kinds of plants as food.

We eat different parts of differentplants.

We eat roots, stems, leaves, flow-ers, seeds and fruits.

Encourage the class to find pic-tures of animals feeding. Discusswhat these animals are feeding on.In every case there will be a linkdirectly or indirectly with plants.Help the children to understandthat many farm animals use plantsas food. liany other kinds of ani-mals also use plants as food.

Extension

1. Suggest that children bring inwell-washed cans, cardboard cartons,and frozen food packages (with la-bels intact) for a display illus-trating the theme: "Plant partsfueeat." Let the children classifythe exhibit to show foods fromroots, stems, leaves, flowers,fruits, and seeds.

Have children wash hands well andplace a small clean piece of papertoweling on their desks. Give eachchild samples of different kinds offruits, strawberries, raspberries,black mulberries, or other smalledible fruits. Help the childrento be aware of the variety in fruit-seed arrangements. Some fruits,like cherries, peaches, and plums,

Green plants make theirown food but many' othertynes do not.

46

hold a s:ingle seed within. Some, likestrawberries, have seeds on the outersurface.

3. Make papier mache' models of plants.that we eat.

4. Make a diagram showing how animalsneed plants to live.

5. Ask the children whether or not anAfrican lion that catches a grass-eat-ing zebra and feeds on it is dependenton plants for food. Have pupils ex-plain their answers.

6. Make a display of clothes That

are made from plants.

Materials: Mushrooms

Procedure: Review what was learnedin first grade concerning the needfor sunlight in growing plants.Help the children to understand thatthe sun helps the plant make its ownfood.

Explain also that there are otherplants which cannot make their ownfood. They get their food fromother things living and non.-living.

At this point you will need somemushrooms. Allow the class to ex-amine and discuss them. Guide the,

class toward the understandingthat mushrooms are not green plantsand therefore cannot make their ownfood. The children should be ableto tell where they have seen mush-rooms growing before. Emphasizethat mushrooms should not be eatenunless identified as edible by anexpert. Encuurage the childrento examine the mushrooMs carefullyfor a fruit or flower. If thereare n'fruit or flower how does themushroom make new plants? Breakopen the cap of the mushroom.Have the children note the largequantity of spores. Examine themwith a hand lens. Guide the chil-dren to the following understand-ings:

mmrrurnrrmomrv,,wvrltrMPnt'6WTVnt,':;X;!!:

47

You are most likely to find mushroomsin warm, damp weather.

Mushrooms get their food from thesoil or decaying logs.

Mushrooms are a kind of fungu0 (i)and belongs to the same family asmolds.

Extension

Grow bread mold.

Expose some moistened bread and somedry bread to the air for severaldays. On which does mold begin toform first? Bread mold needs mois-ture to grow; bread molds form morereadily in humid weather. Exposetwo slices of moistened bread for24 Jours. Then put one slice in arefrigerator. Observe the rate ofgrowth of the mold on each slice.

Different plants grow by Materials: onion, waterdifferent means.

Procedure: Review how seed plantsgrow. Explain that not alll plantsgrow this way: Mu will need anonion that is beginning sprout,as a example of a bulb. Cut theonion open. Have the childrenidentify the part that will grow.Grow an onion in water for a time.Explain that this will eventuallyhave to be transferred to soil ifit is to continue to grow.

Extension

Plant bulbs in a container withpebbles, a few bits of charcoal,and water. The children can feelthe bulb from time to time to seehow its volume diminishes as thenew plant sprouts.

Materials: You will need cuttingsfrom a geranium, coleus, begonia,philodendren or ivy. Do not havetoo long a cutting or the plantwill have too many leaves to besupplied with water.

48

Procedure: Put the cutting in waterand leave it there until small root'hairs develop. When a root systemis plainly visible, the new plantmay be put in soil. Guide the chil-dren to the understailding that plantsmay also be grown from "cuttings" ofanother plant.

Extension.

Gut a pOtato (containing buds)into three pieces. Place one pieceon wax paper, one in soil, and onein water. Record the results.

2. Draw pictures showing the dif-ferent ways plants may be grown.

root

stem

leaves

flower

leaf

geranium

trunk

branch

roothairs

petal

seeds

bulb

cutting

mold

embryo

Vocabulqa List -- Plants.

149

1. Tell the word

lr

2. Name the parts

Plants -- Worksheet Ideas,

Yl/

3Iwo ,M AMmo =NM .0 Ow. MIIINNOINY

stemleaves

3.

51

41.0001 I ammo. ISZ1Mr.

LI I

I S41_1_ ; _

1. An opion Jim example of a

2. Plants can grow by making

3. Many green plants grow from

4. Fill in the blanks.

a. Plants get energy froM the

b. Plants drink water from the

c. The produce food for man.

d. Plants needto grow.

and

e. Mhny plants have flowers or

'stem t

J

roots

Bulletin Board Ideas - Plants

ifower-

Parts of a plant

G

1 fruit tI I

I

st

,I

52

53

Bibliography

Teachers Books

Barnard, J. Darrell. Science For Tomorrow:s World. The Macmillan Company,1966.

Brandwein, Paul. F. Concepts In Science 2. Harcourt,Brace, and World, Inc.,1966

Craig, Gerald S. Science For You. Ginn and Company, 1965.

Jacobson, Willard J. Searching In Science. American Book Company, 1965.

MacCracken, Helen Doman, Science Through Discovery: L. W. Singer, Company,Inc.,1968.

Tannenbaum, Harold E. Adaptations. McGraw-Hill Book Co., 1967.

Tannenbaum, Harold E. Living Things. MacGraw-Hill Book Co., 1967.

Tannenbaum, Harold Plants In Spring. McGraw-Hill Book Co., 1967.

Children's Books

Allen, Gertrude E. Everyday VIildflowers. Houghton Mifflin Company, 1965.

Bartlett, NarLareb F. Down The 421212L22.11, William R. Scott, Inc., 1963.

Jordan, Helene J. Seeds B Wind and Water. Thomas Y. Crowell Company, 1962.

McFall, Christie. Wonders of Sand. Dodd, Mead & Company, 1966.

Syrocki, B. John. What Is Soil? Benefic Press, 1961.

Webber, Irma E. Travelers All: How Plants Go Places,, William R. Scott,Inc., 1944.

Filmstrips

Autumn Is An Adventure RObin Hood SchoolLiving and Non-Living Things II II

Spring Is An Adventure II II II

We Explore The Woodland II II II

Plants and Parts 3 - 1 - B8Plants. Grow and Change 3 - 4 - E6Plants 3 - 5 - A5plants and Seeds 3 - 5 - A6

Animals

58

54

55

Animals

A. Background

Children in the second grade have had experience with ani-mals of some kind. They are aware of the great varieby ofliving creat-.:78 on the earth.

In this unit the interdependency of animals and plants isstressed. No animal can make its own food; plants must dothis.

This unit also stresses the importance of heredity and en-vironment in determining the type animal we find.

Insects, amphibians and reptiles will be examined in depth.Brine shrimp will be dealt with as an example of how ani-mals grow and live. The children can become acquaintedwith some of the problems of living organisms as they be=come involved with brine shrimp's daily fight fel. survival.

3. Concepts

1. All animals depend on food from plants for energy andgrowth.

2. The food requirements of living things may vary.

3. There are different forms of living things.

4. Living things are products of heredity and environment.

5. Insects have six legs and a body with three parts.

a. A female moth lays her eggs on a leaf. A cater-pillar emerges from the eggs. Each caterpillareats, grows, and k;heds its skin several times.Then, spinning a cocoon of silk around itself,a caterpillar charges into a pupa inside thecocoon. A pupa, undergoing many changes with-in the cocoon, emerges from it as a moth. Newfemale moths lay eggs to start the life storyof her eggs on a leaf.

b. A female butterfly lays her eggs on a leaf.The eggs hatch a tiny caterpillar emerges fromeach egg. Each caterpillar eats and grows,shedding its skin several times. After shed-ding its skin for the last time, a caterpillarchanges into a pupa called a chrysalis. Apupa undergoes many changes, finally emergingfrom the skin of the chrysalis as a but*-rfly.New female butterflies lay the eggs, beginningthe life story of a butterfly over again.

.5?

56c. Grasshoppers feed on many plants.

Many animals eat grasshoppers.Grasshopper eggs are laid in the ground in the fall.Young grasshoppers usually hatch in the spring.Grasshoppers grow by shedding their skins.Grasshoppers have two large eyes, three smaller eyes.Grasshoppers crawl, jump, or fly.Grasshoppers move their jaws sidewards when eating.There are several different kinds of grasshoppers.Young grasshoppers look much like older grasshoppers

but are smaller.Grasshoppers are less active when it is cold.Grasshoppers can make sounds.

d. female mosquitos lay their eggs on the surface of thewater. Tiny wigglers emerge from the eggs in thewater. Nigglers eat and grot.irshedding their skinsfour times. Wigglers then become pupae In less than'a week the skin breaks and a mosquito emerges fromthe skin of the pupa. The mosquito can now fly andthe story begins again.

Amphibians live part of their life in water and part onland.

7. Turtles belong to the group of animals known as reptiles.

8. There are many kinds of fish.

9. The brine shrimp is an example of a crustacean.

C. Motivation

1. If this unit is initiated in the fall, a field tripmight be taken to capture some grasshoppers.

2. If the unit is initiated in the spring, collectturtle or frog eggs and watch their development.

3. Observe the development of brine shrimp.

L. liele a pictoral display of developmental changes invarious orcanisms.

5. Show a filmstrip on the development of the frog orother animal.

D. Activities

CONCEPT

All animals depend on food Materials: unopened cans of fishfrom plants for energy andgrowth. Procedure: Allow the class to ex-

amineand discuss the cans. Guidethe class to the follbwing under-standings:

60

57Vie eat some kinds of fish.

Some fish feed on other fish.

The tiniest fish feed on tiny greenplants.

Without green plants there would benothing for fish to eat.

Present the following problems fordiscussion:

1. Bettt's cat eats only canned tuna.From that Betty's cat depends forits food on green plants that growin the ocean.

2. Jeff said that he is sure that theremust be some sunlight shining on thegreen plants that grow in the ocean.Agree or disagree. Explain youranswer.

Extension

1. Secure, from an aquarium supplystore, a jar of water from a tank inwhich water plants have been growing.Place the jar in a light place, andlet children observe it over a periodof time, as tiny green water. plantsmultiply and give the water a murkygreen or brownish-green color. Explainthat green plants like these serve asfood for tadpoles§ fish, and otheranimals that live in fresh water.

2. Take a field trip to the ocean atlow tide. Allow the class to disdoverthe seaweed and other algae in tidepools.

3. Make an aquarium for the classroom.

Display pictures of cows. Allow theclass to observe and discuss these pic-tures. Help the children to recall thedifferent foods we get from cows. Showa picture of a dairy cow. Explain thatthese cows are often called milk (nilch)cows because they are raised to supplymilk. Through discussion lead the chil-dren to the following understandings:

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58

Cows eat green plants or dried plantsthat were once green.

Within a cow's body, green plants areconverted to milk.

When we drink milk or eat foods madefrom milk, we get food that was madein green plants.

Present the following problem fordiscussion:

What would happen if a cow had plentyof water to drink, but no food to eat?Could it keep on giving milk?Explain your answer.

Extension

1. Male a field trip to a dairy.

2. Collect twenty empty-milk cartons.Let the children see how many cartonscould be filled by milk from a singledairy cow in a day. Develop the factthat four quarts equal one gallon4

3. Make a chart shwwing what can bemade from five gallons of milk. Useoutline drawings or cutouts to rep-resent the approximate quantities ofthe dairy-products listed below:

from five gallons of milk

Evaporated mflk (21 large cans)American cheese (4 lbs)butter (about 1-3/4 lbs)dry whole milk (5 lbs)

4. Make a display using wrappers fromdifferent dairy products.

Materials: one hen's egg, bird pictures(One should be a hen)

Prooedure: Display the egg. Encouragearzugm about it. Show the bird pic-tures and deterinine which bird the eggcame from.

Review from first grade the followingconcepts:

Birds have feathers.

They have two legs and two wings.

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The food requirements ,oflivihg things may vary.

There are different formsof living things.

Living things are productsof heredity and environment.

59They lay hard-shelled eggs.

Through discussion let the childrenexpress ideas like these:

Some eggs are used to hatch into newchickens.

Some eggs are used as food for us.

Hans get food from plants.

Some of the food is changed in thehen's body to eggs.

Eggs contain food that was made inplants.

When we eat we get food from greenplants.

Extension

1. Bring in a fresh egg. Break thiscarefully into a saucer. Help thechildren identify the white and yolk.Then located the germ, a very smalllight spot at the top of the yolk.If this were an egg from which a chickwere to grow, the germ would developinto the baby chick. The white andyolk would provide the chick with food.

Conclude by explaining that the eggswe eat could aot develop into babychicks, therefore we can eat as manyas we like.

2. Use empty egg cartons to discoverthat 12 makes a dozen, 6 a half-dozenand several other fiactional parts.

3. Watch the development of a babychick by the use of an incubator.

Materials: Pictures or a collection ofinsects

Procedure: Allow the class to observeand discuss the pictures or collectionof insects. Help the children to no-tice the many different types of in-sects. Explain that insects are justone group of animals. Allow the classto speculate (some may already know)

Inaects have six legs anda body with three parts.

A female moth lays her eggson a leaf. A caterpillaremerges from the eggs. Eachcaterpillar eats, grows,and sheds its skin severaltimes. Then, spinning acocoon of silk around it-self, a caterpillar changesinto a pupa inside the co-coon. A pupa, undergoingmany changes within thecocoon, emerges from it asa moth. New female mothslay eggs to start the lifestory of her eggs on aleaf.

6o

as to what these insects eat. Use amagnifying glass to examine these in-sects closely if at all possible.Guide the children to notice that in-sects have six legs and three bodyparts. Conclude by asking the classwhat these insects would eat if therewere not,Plants to eat.

Extension

1. Make an insect collection.

2. Make a live collection of as manyinsects as possible. Observe theirgrowth. Some will die. Allow theclass to speculate why.

Materials: caterpillar, cheesecloth,wide-mouth glass jar, leaves of thetype the insect was found on paperand rubber band.

Procedure: Have the children collectcaterpillars. Note the different typesbrought in. Build homes for the cater-pillars by them in the jarswith the cheesecloth and rubber bandson top. Remind the children to bringfresh leaves every day to refill thejar. They shoudd remove all old leavescarefully so that the caterpillar isnot pulled off the leaf. Record thenumber of days the caterpillar eats.If the caterpillar stops eating, thechildren may note that it either shedsits skin or builds a cocoon. Drawpictures to show what is happening.

Extension

If possible locate a dead moth. Scrapeoff the "dust" from the wings. Theseare really tiny colored scales whichhelp give moths and butterflies theircolors.

Observe the development of the moth.Record your observations. Guide thechildren to an understanding of themoth's life story. Note that the chil-dren will be able to distinguish amoth from a butterfly by its furryantennae.

A female butterfly laysher eggs on a leaf. Theeggs hatch and a tinycaterpillar emerges fromthe egg. Each caterpillareats and grows, sheddingits skin several times.After shedding its skinfor the last time, a cat-erpillar changes into apupa called a chrysalis.A pupa undergoes manychanges, finally emergingfrom the skin of thechrysalis as a butterfly.New female butterflieslay the ecs, beginningthe life story of a but-terfly over again.

Grasshoppers feed on manyplants.

Many animals eat grasshoppers.

Grasshopper eggs are laidin the ground in the fall.

Young grasshoppers usuallyhatch in the spring.

Grasshoppers grow by shed-ding their skins.

Grasshoppers have two largeeyes, three smaller eyes.

Grasshoppers crawl, jump orfly.

Grasshoppers move their jawssidewards when eating.

There are several differentkinds of grasshoppers

Young grasshoppers lookmuch like older grasshopphers but are smaller.

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61

Materialst dead blitterflies, models orpictures

Allow the clasb to observe and discussthese. Note the antdnnae which areslim and long with knobs at the und ofeach. Note also the tongue, a longtube-like structure, through which itsucks out nester froi flowers.

Help the children to determine the lifestory of the butterfly by reviewing thelife story of the moth.

Extension

Make mobiles of moths and butterflies.

Materials: Grasshoppers, jars forhomes, magnifying glasses

Procedure: Having collected severalgrasshoppers ahead of time, keep themin jars until ready for use.

Arrange the class in a circle on thefloor. Hand out enough magnifyingglasses for every two or three people.Allow the class time to observe thegrasshopper in the jars. Help themnote how the grasshopper climbs theside Of the jdr. Noticd the stronghind legs are used in jumping. Re-lease the grasshopper in the cil.qe.Some grasshoppers jump ten timestheir own body height and twenty timestheir body length. Guide the childrento understand the life story of thegrasshopper. Many summer animals eatgrasshoppers. Their color makes themhard to see in the grass. The childrenshould be able tic name other animalsthat are protected by their coloring.

atmsion

1. Find pictures of different kinds ofgrasshoppers and make a chart of them.

2. Place one jar of grasshoppers in acool area and keep another jar at roomtemperature. This will demonstratethat grasshoppers move less when thetemperature is reduced.

Female mosquitoes laytheir eggs on the sur-2ace o the water. Tinywigglers emerge fromthe eggs in the water.Wigglers eat and grow,shedding their skinsfour times. Wigglersthen become pupa. Inless than a week theskin breaks and a mos-quito ewerges from theskin of the pupa.The mosquito can nowfly and the story be-gins all over again.

Amphibians live part oftheir life in water andpart on land.

62

3. Different species of grapShoppersproduce sound in various waysl Someadvanced students maybe assigned tofind out how grasshoppers make sounds.

Materials: Pictures of mosquitoes andhopefully some showing theirilife cy-cle, several dead mosquitoes, magni-fying glass

Procedure: Pass out several mosqui,rtoes and several magnifying glasses.Allow the class time to observe theseinsects by themselves. When suffi.4cient time has passed, ask the chil-dren how they know the mosquito isan insect. Help the children to no-tice how the mosquito eats. Discusshow mosquitoes spend their lives.Pictures might be helpful at thispoint. The children should be ableto tell how the mosquito can be harm-ful to man. They may also be ableto miggest ways in which we can getrid of mosquitoes.

Extension

1. To show the effect oil op watercan produce on wigglers you might trythis experiment.

Materials: two glass jars with covers,water with mosquitoes wigglers in it,,and some oil,.

Procedure: Place some of the wigglersand water in each jar. Look at thejars in! the light. Now place some oilin one 'jar. Observe what happens. Thqwigglers will suffocate.

Make a large circle with a piece ofvery light wire. Place this on theground. Count the number of insectsyou see. Count the different kindsof insects. Repeat this for severaldays. Record your findings.

Materials: toad and frog

Procedure: Have one of the childrenfeel the two animals. Determine howthey are similar and dissimilar. Youmight prepare a chart similar to this:

63

How does it feel?

Smooth Rough Bumpy Dry Wet Slippery

Toad

Frog

The question mark indicates that thetoad's skin is dry in comparison to thefrog's, although both are moist.

Explain that since toads spend most oftheir lives away from water, they haveto depend upon moist soil to dampentheir skin so that oxygen from the airwill pass through.

Extension

Make a terrarium for the frog and toadi.Feed them insects daily. ?

Ask the children a question such asthe following:

How is the frog dependent an greenplants? What would happen if there

were no green plants to eat? &plainyour answer.

Materials: frog and, or toad eggs,tadpoles

ri4Obeduna Allow the children to Oh,-serve the eggs for a short pe±'iod oftime. Note that the toad eggs arelaid in a string, whereas frog eggs arelaid in amass. Both eggs hatch inthe water into tadpoles. They bothgradually become frogs or toads. Toadswill live on land away from water mostof their lives, whereas frogs will livenear water after they change from tad-poles. Draw pictures of the differentstages you see.

Extension

If the eggs can be kept long enough,observe their development into tadpoles.Record what you see.

67

Turtles belong to thegroup of animals knownas reptiles.

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64

Materials: turtle food, lettuce, meatterrarium, turtle and worms

Procedure: Allow the class to ob-serve the turtle. Help them note theway the turtle moves, tile hardness ofthe Shell, the claws and its tail.

Do hot feed the turtle for several daysprior to the lesson. Then supply itwith a few pieces of food. The classwill discover that the turtle will pro-bably eat a variety of food. Determinewhich type your turtle likes best.Keep the turtle in a terrarium and ob-serve its habits. Explain that the tur-tle belongs to the reptile family.Other reptiles are snakes, lizards,and alligators.

Extension

Make a chart showing various reptilesthat the children know.

Materials: Pictures of a turtle's lifestory.

Procedure: Ask the class to tell asmuch about the pictures as possible.Help them to note that the female tur7tle lays in soil near water. First,she digs a hole With her back feet,then she lays the eggs. She coversthem with soil and walks away. Thesun warms the soil and the eggs.When the little turtles have grownlarge enough, they hatch, lookingvery much like their parents. Theythen come out of the soil and lookfor food. Compare this with the de-velopment of the frog and an insect.

Extension

Draw pictures showing the developmentof a turtle.

There are many kinds of Materials: An aquarium with fish andplantsfish.

Procedure: One of the children willprobably have an aquarium at home whichhe will be able to bring in. Help theclass to observe the things that arein the aquarium. They should understandthat plants are necessary to clear the

The brine shrimp is anexample of a crustacean.

65

water and provide a place for fish tohide. Note how the fish move. Theirfins are very important. The chil-dren should see'that the eyes do notclose, thus it is difficult to tellwhen a fish is asleep. Explain alsothat the mouth and gill covers enablethe fish to take water into its mouth.The water, which contains air, passesfront the mouth over the gills. Oxygenis absOrbed into the bloodstreamthrongh the gills. Note what yourfish eats. How are they dependenton green plants?

Extension

1. Show the filmstrip, "How Fish GetTheir Food." (3 - 1 E3)

2. Some children maybe able to doresearch to find out how fish reproduce.

Materials:. brine shrimp eggs - one ortwo vials, 3 lbs. marine salt (aboutfour cups,)30 containers (one for eachchild) - clear plastic or glass, 30hand lenses (4x10) 30 plastic spoons,',crayons, paper, masking tape. Thesemaybe obtained from any pet storeor ordered from Ward's Natural ScienceEstablishment, Inc., P.O. Box 1712,Rochester, New York, 14603. Ordertwo 2? ounce packages @ $1.951 cata-logue number 21W7353.

For additional information refer toBrine Shrimp published by the Elemen-tary Science Study of Educttion,Development Center, Inc., 51 ChapelStreet, Newton, Mass. 02160. Thispamphlet is available through MissMayo's office.

Procedure: Sprinkle some eggs onthe paper and allow each child tolook at the eggs with a hand lens.Let the class speculate-a' to whatthey see. Pass around a jar withthe marine salt and allow the chil-dren to guess at what it is. Explain that this helps the eggs hatch.A, tablespoon of salt to a cup of wa-ter should produce live brine shrimp.Only a few eggs are needed and thewater should be replenished frequent-

69 ly so that the salt concentration

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does not become too strong. Saltwater algae and bacteria are thenatural food of the brine shrimp.You may add food yourself such aspcmdared dry yeast. Watch thedevelopment of the brine shrimp andrecord what ytu see.

&tension

1. Set up single jars with amountsof salt differing from thatoriginally suggested.

2. Set up two jars; one with 1 tea-spoon of salt, one with 8.

3. Set up two jars; one with 1 tea-spoon, one with none.

4. Set up ten jars; each with 1more teaspoon of salt than thepreceding one.

Vocabulary

salmon

sardine

tuna

schools

fish

Holstein

Jersey

Guernsey

udder

milk

butterfat

butter

hen

chicken

rooster

comb

butterfly

chrysalis

nectar

caterpillar

insect

Pupa

grasshopper

antennae

71

moth

nose

legs

turtle

amphibian

reptile

frog

toad

mosquito

wiggler

aquarium

terrarium

brine shrimp

67

Animals - Worksheet Ideaa

1. Word - Recognition Game.

On cards, print the name of various adult and immature animals,one word to a card. Call on individual to "Find the parent" or"Find the Young" - placing the. cards together in pairs. Hereare some words to use:

cow - calfhen - chickdog - puppyspider - spiderling

cat - kittenbutterfly - caterpillarladybug - grubsheep - lamb

2. If the sentence is true write yes) if it is false write no.

a. All animals must ea:.b. All animals make their own food.c. Animals depend on plants for food.d. All animals live in the ground.e. All animals are insects.

3. Fill in the blanks.

a. mho ,Tasshalper has uings and six jointed legs. The grass-ho))er is an

68

b. Frogs and toads belong to the group of animals called

c. An has six legs and three body parts.

d. Fish breathe through

e. A turtle is a

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1 c4)ful

1. These animals live in water all. their lives and breathethrough gills.

2. The frog belongs to this family.

3. Turtles and alligators belong to this family.

4. All these animals have two antennae and six legs.

72

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Bulletin Board Ideas - Animals

If You were a Fish, how would you

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BibliograplE

Teacher's Books

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70

Brandwein, Paul F. Concepts In Science. Harcourt, Brace & World, Inc.,1966.

Farb, Peter, and the Editors of Life. The Insects. Time, Inc., 1962.

Hegner, Robert. Parade of the Animal Kingdom. The MacMillan Co., 1966.

Hone, Elizabeth B., Joseph, Alexander and Victor, Edward. A SourcebookFor Elementary Science. Harcourt, Brace & World, Inc.,1962.

Mac Cracken, Helen Dolman. Science Through Discovery. L. W. Singer Co.,Inc., 1968.

Metcalfe, C. L. Destructive and Useful Insects. McGraw-Hill Book Company,Inc., 1951.

Novak, Joseph D. The Exciting World of Science. Hobbs Merrill Col, Inc.,1966.

Otto, James H. and Towle, Albert. Modern Biology. Holt, Rinehart andWinston, Inc., 1965.

Schneider, Herman and Nina. Science For Here and Now. D. C. Heath andCompany, 1965.

Silvan, James. Raising Laboratory Animals. The Natural History Press, .

1966.

Storer, Tracey Z., and Usinger, Robert I. General Zoology. McGraw-HillBook Company,Inc., 1965.

Thurber, Walter A. gmlEDig_pcience Two. Allyn and Bacon, Inc., 1966.

Zim, Herbert S. and Cattam, Clarence. Insects. Golden Press, Inc.,1956.

Zim, Herbert S. and Smith, Hobart M. Reptiles and Amphibians. Simon andSchuster,Inc.,1965.

Brine Shrimp, Elementary Science Study. 1968 Education DevelopmentCenter, Inc.

Children's Books

Dugan, William. The Bu Book. Golden Press, Inc., 1965.

Earle, Olive L. Crickets. William Morrow and Company, Inc., 1956.

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71

(Bibliography continued)

Eberle, IrMengarde., A Chipmunk Lives Here. Doubleday & Company, Inc.,1966.

Eberle, Irmengarde, and Scott, Myron E. Robins On The Window Sill.Thomas Y. BrowellCompany, 1963.

Goudey, Alice 1. Here Come The Bees! Charles Scribner's Sons, 1960.

Hogner, Dorothy Childs. Butterflies. Thomas Y Crowell Company, 1962.

Marcher, Marion W. Monarch batter Fla Holiday House, Inc., 1954.

McClung, Robert M. Bufo: Th9 Story Of A Toad. William MorroW andCompany, Inc., 1954.

Reich, Hanns. Baby Animals and Their Mothers. Hill and Wang, Inc.;1965.

Sears, Paul M. Firefly. Holiday House, Inc., 1956.

Selsam, Millicent. All About Ems. William R. Scott, Inc., 1952.

Sterling, Dorothy. atemiLara. Doubleday & Company, Inc., 1961.

Tee-Van, Helen bahirosch: psects Are Where You Find Them. Alfred E.Knopf, Inc.,1963.

Zim, Herbert S. Frogs and Toads. William Morrow and Company, Inc.,1950.

Filmstrips

Farmyard babies

How Animals Live In Water

Robin Hood School

Robin Hood School

The Brook 1 - 6 - El

Looking For Animals 3 - 1 - D1

Reptiles 3 - 1 - D3

Cows 3 - 1 - D4

Fish 3 - 1 - D5

Cats 3 - 1 - D6

75

I.

(Filmstrips continued)

Snakes 3 - 1 - D8

Mbody. Woodpecker 1 - 5 - Cl

Rudy and Trudy. Bear 1 - 5 - C2

Needles Porcupine 1 - 5 - C3

How .Amphibians Get Their Food 3 - 1 - E2

The Turtles 1 - 5 - E4

Animals Of The Pond 3 - 1 - B3

Just Animals 3 - 4 - E4

Animals Grow and Change 3 - 4 - ES

How Animals Live 3 - 5 - A4

76

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A Long. Time Ago

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74

A LONG TIME AGO

A. Background

The earth has changed over the millions of years of itsexistence and will continue to change as long as it ex-ists. Every child has heard about the great animalscalled dinosaurs which once roamed our planet. Somechildren have seen fossils left behind as a reminder ofa previous existence. Many fossils show animals whichonly vaguely resemble animals that we know today.Changeshave occurred over the millions of years because ofenvironment and heredity. In this unit we hope to learnsomething about our earth's past and how we got to wherewe are.

B. Concepts

1. Organisms have changed over the years.

2. Organisms are products of heredity and environment.

3. The earth has changed over the years.

4. Changes in the environment affect the life, growthand development of other organisms.

C. Motivation

1. Show filmstrips:

Animals of Long AgoOur Changing Earth

2. Make a display of fossils.

3. Make a display of dinosaurs.

D. Activities

CONCEPT EXPERIENCES

Organisms have changed over the Materials: examples of fossils.years.

Procedure: Decide how fossils lookOrganisms are :products of hered- as compared with plants and ani-ity and environment. mals today. Where are fossils

found? What are til3y made of? Askthe class to look for picturesthat might show how the worldlooked millions of years ago.

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75

EXTENSION

1. Make clay fossil imprints andlabel them.

2. Show the class pictures of thecoal age. Decide how it differs fromthe earth today. Use this oppor-tunity to explain the derivation ofthe term "Coal Age."

EXTENSION

Make dioramas of the Coal Age. Usea shoe box with part of the bottomremoved and replaced with blue tis-sue paper. Have the children fillin the plants, animals and background.

The earth has changed over Materials: seaweedthe years.

Procedure: Collect seaweed and ex-amine the pieces. Since life beganin the ocean, discuss what the firstplants should have looked like.Assign someone to go to the libraryand find a book showing what lifelooked like then.

EXTENSION

Make a seaweed garden. Place in ajar of fresh or salt water pieces ofseaweed, pebbles, clean sand andshells. Cover the jar securely witha screw cap.

79

Changes in environmentaffect the life and growthof organisms.

76

Materials: Show pictures of fish.

Procedure: Discuss how fish breathethrough gills. Explain that, the

first fish were forced to move outof the water as the lakes and pondsbegan to dry up. They grew bonesand muscles in their fins whichhelped them move On land. They al-so developed lungs. What mightthese fish have been looking for?(Food and air.) Could they movequickly? Explain that theos fishprobably didn't go too far from thewater, as water was probably neededto keep their bodies wet and cool.They laid their eggs in water andwere probably the first land ani-mals. Discuss whether dinosaurscame after or before these fish.

Materials: a flower of any kind,a fern or mature fern frond, anda magnifying glass.

Procedure: Review with class thatseeds are made in flowers. Discusshow flowering plants begin. Theybegin in seeds. Hold up the fernand ask what it is. Explain thatferns never make seeds or have flow..ers. Show the fern fronds (fernleaves.) On the underside shouldbe small brown or yellow dots. These"cases" are filled with spores.These fall to the ground when ripeand can be seen only with a micronscope. They grow in the warmthand moisture of the ground. Howis a spore like a seed? (A newplant can grow from it.)

Materials: salamander.

Prodedure: Explain that as a Sala-mander lays its eggs in waterstheseeggs hatch into babies with lungs.As they grow older, they form lungsand move to land. &plain that thefirst land animals that developedafter the Coal Age probably lookeda lot like the salamander but weremuch bigger. These were the firstamphibians. Frogs and toads aretwo other amphibians.

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Materials: a turtle

Procedure: Write the word reptile onthe board. Explain that they layeggs with thick, tough shells on land.The babies that hatch look like theirparents. The first reptiles probably'came at the end of the Coal Age asthe land was cooling off and becomingdrier. Ponds were beginning to dis-appear and the plants that had pre-viously thrived were drying out. Des-erts were forming. This was the Ageof Reptiles. This was the era of thedinosaur. Compare pictures or modelsof dinosaurs which are in the classwith the turtle. Discuss how thetwo reptiles differ. How are theyalike?

Materials: a.dead dragon fly

Procedure: Ask someone to measurethe wings. Explain that during theCoal Age the dragon fly had wingsthat were two feet across. Havesomeone measure the aistance onthe board. Cockroaches were thesize of mice. We find these insects

as fossils today. Observe the sim-ilarities and differences of thedragon fly of the Coal Age and to-day's dragon fly. Eggs are laid onwater - Nymphs (six-legged creaturesthat breathe through gills) emerge.After approximately a year of waterlife, they change into adult dragon-flies. It climbs the stem of a wa-ter plant, the skin splits, and theadult insect emerges and dries itswings.

EXTENSION

1.. Make pictures of lungfish thatlived in the Coal Age.

2. Write stories about "The FishThat Walked."

3. Bring a backbone from a fish.Place this in salt water and have theclass examine it. Relate this to thelungfish.

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4. Make a terrarium. You will needa feur pieces of charcoal vn the bottom.Cover this with sand and then a layerof damp woodland soil or leaf mold.Mold this to form a hill at one endand a pool at the other. Use an alu-minum foil pan for the pool. Rim thepan with rocks and pebbles that makethe pond look natural. Add tiny ferns,baby tears, wandering jew or othersmall shade plants, from the backyard.Add lichen-covered bark and severalsmall pieces of rotting wood. Placea sheet of glass, taped on all sidesfor safety, on top of the terrarium.No watering should be necessary asthe dampness fram the plants andsoil will condense on the sides andtops of the terrarium.

5. Make an environment a turtlecould live in. You will need a wide,shallow container. Make a pond in onepart by using a shallow glass or pot-tery bowl among rocks and sand. Makesome "caves" from rocks or wood forprotection from heat.

6. The Peabody Museum at HarvardUniversity has an excellent displayof pre-historic animals. This wouldmake an excellent field trip.

7,11.?:!7.72MTV117^,Inteonttnitu.rnvam.mr

Coal Age

swamp

reptile

fossil

lunLass

backbone

gills

lungs

spore

spore case

fern, frond

amphibian

salamander

.toad

tadpole

frog

dinosaur

turtle

cocLroacli

dragonfly

nymph

Vocabulary List - A Lan Time Ago

83

79

Workshest Ideas: Long Ago,

1. Fill in the Missing Letters.

a. din saub. fosc. Co_...1 A e

d. back onedraonfl.

f.

g. 1 ngfi hh. tur lo

i; br pith

j

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2. Cross out the word that doesn't belong.

a; A dragonfly is an insect roybilo.

b. ho lungfish learned to breathe on land through gills lungs.

c. A turtle is a reptile insect.

d. A baby dragonfly does does not look like its parents.

o. The earth has has not changed over many years.

1

iiL_I_L_I

1. Mon we say wood is as hard as stone we use this word.

of the first animals was probably one of these.

3. 7.:.r.,r.nts of animals from long ago are called this.

It. This animal lived during the Coal Age.

5. These were the largest of tho prehistoric animals.

6. The lungfish first came to land at this time.

8 4

,1',7,1nrecM "r.

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BIBLIOGRAPHY

Teacher's DeemAurars

Barnard, J. Darrell - Science Por Tomorrow's World, MacMillan Company,1966

Barnet, L. - The Tprld UTO tiO_In, Simon and Schuster, 1956

Brandwein, Paul F. - Concepts In Science 2, Harcourt, Brace & World,Inc., 1966

Jacobson, Willard J. - Prehistoric Plants and Animals, American BookCompany, 1968

MacCracken, Helen Dolman - Science Through Discovery 2) L.W. SingerCo.,Inc., 1968

Schneider, Herman and Nina - Science For Today and Tomorrow 6, D.C.Heath andCo.,1968

Children's Books

Ballard, Lois - True Book of Reptilas, Children's Press, Inc., 1962

Frost, Bruno - A Child's Book of Prehistoric Animals, Maxton PublishingCorp., 1956

Holgart, Eunice - Dinosaurs, Holt, Rinehart and Winston, Inc., 1959

Kramer, Bettina Leonard - About Big Beasts, Delmont Publishers, Inc.,1963

Swinton, William E. - Digging For Dinosaurs, Doubleday and Co., Inc.,1964

FILMSTRIPS

Animals of Long Ago

Our Changing Earth - Encyclopedia Britanica

Discovering Fossils - It

How Rocks Are Formed - Jim Handy Organization

How We Think Our Earth Came To Be - Jim Handy Organization

Man of Long Ago - Curriculum Materials Corp.

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