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TITLE Science Curriculum Guide, Level 3.INSTITUTION Newark School District, Del.PUB DATE Sep 75NOTE 202p.; For related documents, see SE 021 939-941;

Contains marginal legibility in Appendices;Bibliography removed due to marginal legibility

EDRS PRICE MF-$0.83 HC-$11.37 Plus Postage.DESCRIPTORS *Curriculum Guides; Educational Objectives;

Elementary School Science; Elementary SecondaryEducation; Enrichment Activities; General Science;Junior High Schools; *Science Activities; *ScienceCurriculum; Science Education; Scientific Concepts;*Secondary School Science

ABSTRACTThe third of four levels in a K-12 science curriculum

is outlined. In Level 3 (grades 6-8), science areas include lifescience, earth science, and physical science (physics and chemistry).Conveniently listed are page locations for educational andinstructional objectives, cross-referenced to science area (i.e.,life science, animals, genetics) and coded for concept. Six majorthemes provide the basis for study in all levels (K-12). These are:Change, Continuity, Diversity, Interaction, Limitation, andOrganization. In Level 3, all six themes are grouped 0.thin a sciencearea. Coded objectives are included for each theme. Activitiesemphasizing science processes are suggested for each objective.(CS)

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CE CURRICULUM GUIDE3

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U S DEPARTMENT OF NEALTN.EDUCATION I WELFARENATIONAL INSTITUTE OF

EDUCATION

DaAntNI HAS BEEN REPRO.OIKED FXACTI Y AS RECEIVED FROMI Hi PERSON OR ORGANIZATION ORIGIN-A T ING IT POINTS OF VIEW OR OPINIONSST Al E. O DO NOT NECESSARILY REFRESENT Oi I IC IA'. NATIONAL INSTITUTE OF

(h./CATION POSITION OR POLICY

OFFICE OF INSTRUCTIONAL SERVICES

NEWARK SCHOOL DISTRICT

NEWARK, DELAWARE 19711

DATE: September,, 1975

SCIENCE CURRICULUM GUIDE

SEPTEMBER, 1975

NEWARK SCHOOL DISTRICT

NEWARK, DELAWARE

Dr. George V. Kirk, SuperintendentDr. John E. Allen, Deputy Superintendent

Dr. Keith E. Stapley, Assistant Superintendent

BOARD OF EDUCATIONNEWARK SCHOOL DISTRICT

Mrs. Priscilla W. Crowder, PresidentMr. William H. Clark, Vice-President

Mr. Randolph Lindell IIIMr. Richard B. NelsonMrs. Dorothy H. Ross

Dr. George V. Kirk, Secretary

TABLE OF CONTENTS

FOREWORD jjjINTRODUCTION ivLOCATION OF OBJECTIVES viiTOPIC INDEX viii

LEVEL THREE (6 - 8) - EARTH SCIENCE

Change 2Continuity 7Diversity 11Interaction 17Limitation 20Organization 23

LEVEL THREE (6 - 3) - LIFE SCIENCE


LEVEL THREE (6 - 8) - PHYSICAL SCIENCE


APPENDICES

Appendix I 89Appendix II 90Appendix III 92Appendix IV 93Appendix V 94

BIBLIOGRAPHY 99

5

FOREWORD

This Science Curriculum Guide is intended to be just that - a guide, While it

does not attempt to mandate the entire science program, K-120 it does furnish an overall

cantext for curriculum and instruction. In whatever way science programs are developed

in the various schools, the curriculum and instruction should be consistent with two sets

of standards: (1) the six curricular and instructional goal's* set forth in the 1974

report of the Program Advance Committee and (2) the goals and objectives in this curric-

ulum guide,

'This guide should be used as a tool to assist you to develop your curriculum and

instruction, By using it as a tool you will increase both your effectiveness and your

efficiency.

Atttw

Loren JiThomp,

Director of Instruction

*The following goals fcii the foundation of Newark's educational program were.accepted

by the Board of Education:

Newark's educational program should prepare people who:

think analytically/critically

think creatively

think and act humanistically

possess basic skills

can enter the job market and/or further education

believe in and practice good citizenship

iii

6

INTRODUCTION

This Science Curriculum Guide has been developed to provide direction to

chers of science in the Newark School District. It fits closely to the goals

ablished by the Science Task Force of the state of Delaware and is patterned

part after the Equinox, a guide prepared by the Department of Public Instruction.

In order to provide flexibility the guide has been organized in four levels:

el One, K-2; Level Two, 3-5; Level Three, 6-8; and Level Four, 9-12. This

RS it adaptable to the non-graded school and at the same time permits teachers

the graded system to select goals and objectives suitable to their students'

ds.

Six major concepts in science provide the goals for this guide: Change (Ch),

Ltinuity (Co), Diversity (D), Interaction (I), Limitation (L) , and Organization

). These have been taken from Concepts in Science, developed by Dr. Kenneth

ding of the State Department of Public Instruction, Madison, Wisconsin. These

Icepts have been sequenced alphabetically rather than in a logical order of

'.urrence. Education and instructional objectives have been grouped under these

icepts with the understanding that there are areas of overlap.

iv

8

In addition to the coding of the concepts a decimal outline system has been

;ed with the number to the left of the decimal representing the level. To the

ght of the decimal two significant places have been used. The tenths place is

,signed to the educational objective(s); and the hundredth, the instructional

jective(s).

Ex:

Ch 2.30 Change Level Two, third educational objective

D 1.24 Diversity Level One, second educational objective, fourth

instructional objective.

Activities suggested for accomplishing the objectives emphasize the processes

science as set forth in Science, A Process Approach. These include: experi-

nting, observing, communicating, classifying, measuring, predicting, inter-

eting data, inferring, formulating questions and hypotheses, making operational

finitions, and formulating models.

Examples of possible resources have been included under Notes in this guide.

r activities in computer simulation one should refer to Appendix B in the

strict's Computer Curriculum Guide.

A wide variety of suitable community resources: i.e. discussion leaders for

e classroom, or tours of facilities, have been cataloged by the Educational

10

!sources Association (ERA) . Teachers need only to contact the ERA office in the

[ministration building to obtain information regarding the desired resource.

In the Notes column of the guide a number of careers have been listed which

!late in part to the educational objectives assigned to the concepts. In using

le guide teachers may wish to make students aware of these and other careers for

rich a science background is needed.

Credit for the production of this curriculum guide goes to several classroom

!achers as well as to other iriterested educators. Staff members who assisted in

:s preparation, either through writing or by leading or participating in workstrops

iclude:

12

Donald AllenSharon AllenJanet BaldwinFrank BensingerClifford BrownRoy BrubakerJeffrey ByremPaula DaitzmanLen Ference

Ralph GrahamBernadette GrauerPatricia GuthrieSusan HartzlerJanice HessRoberta HopkinsRay KenzierskiFaye MarkowitzBeatrice Mathewson

Bertha MorrisRichard PetroskyRobert ReederSandra RichardsonJohn RoggeOra Ann ShultzEdward Stowell, Jr.Verne Wood

Consultants: Thomas Baker, Specialist Del ModCatharine Y. Bonney, Supervisor of ScienceJack Cassidy, Supervisor of ReadingAnthony Cottone, Career Guidance SpecialistJohn Reiher, State Supervisor of ScienceLoren Thompson, Director of InstructionPrimo Toccafondi, Career Education Coordinator

1,4

Catharine V. BonneySupervisor of Science

13

LIFE SCIENCEAnimals

Behavior

Cell

Plants

Protists

LOCATION OF OBJECTIVES

GeneticsFunctionReproductionCell Specialization

PlantsEffects of natural phenomenaEffects of physical factorsInteractions of organisms

AnatomyStructureReproduc'tionFunction - SpecializationFunction

Classification Characteristics of organismsStructureCell specialization

GeneticsFunctionReproductionCell specialization

GeneticsFunctionReproductionInterdependenceCell specialization

Objective

Co 3.20D 3.10D 3.30Or 3.50

Co 3.30D 3.10I 3.10I 3.20

Or 3.10Or 3.20Or 3.30Or 3.40Or 3.50

Ch 3.40D 3.20Or 3.40

Co 3.20D 3.10D 3.30Or 3.50

Co 3.20V 3.10D 3.30Or 3.40Or 3.50

Page

31343855

33344142

5253545455

303554

31343855

3134385455

vii

14

TOPIC INDEX

EARTH SCIENCE

Landforms (mapping) Ch 3.13 Ch 3.31 I 3.15 Or 3.12Ch 3.15 Co 3.21 L 3.21 Or 3.13Ch 3.21 Or 3.11

Rocks and Minerals Ch 3.14 D 3.11 I 3.12 L 3.31Ch 3.13 D 3.12 I 3.13 Or 3.16Co 3.14 I 3.11 I 3.14

Weather Ch 3.15 Ch 3.13 Co 3.17 I 3.16

Ch 3.22 Co 3.15 D 3.14Co 3.11 Co 3.16

Fossils PrehistoricLife D 3.13

Universe Ch 3.11 I 3.18 Or 3.15Ch 3.12 D 3.15 L 3.11

Ch 3.31 L 3.41Ch 3.11 I 3.17 Or 3.14

Oceanography Ch 3.31D 3.14L 3.21

History of Science D 3.21

PHYSICAL SCIENCE

PhysicsLight & Color Co 3.32 I 3.14 Or 3.22

Ch 3.21 I 3.15 Or 3.23Ch 3.22 I 3.16 Or 3.24D 3.33 Or 3.21

Heat & Temperature Co 3.11 D 3.23 Co 3.40Co.3.42 L 3.12 L 3.13

Co 3.43

viii

15 16

Sound and Music I 3.12

Matter Co 3.20 Co 3.21 Co 3.34 Co 3.41Ch 3.30 D 3.24 I 3.10 L 3.10L 3.12 Or 3.20

Electricity andMagnetism Co 3.12 Co 3.31 L 3.14

History of Physig, D 3.41 D 3.42 D 3.40

Energy and SimpleMachines Co 3.12 Co 3.20 Co 3.33 Ch 3.31

Ch 3.32 D 3.24 D 3.30 D 3.31D 3.32 I 3.20 I 3.21 I 3.31

Measurement D 3.34 Or 3.13

Motion & Forces Co 3.10 Co 3.11 Co 3.13 Co 3.14Co 3.20 Co 3.21 Co 3.33 I 3.13I 3.30 L 3.11

ChemistryAtoms and Their

Structure Co 3.50 D 3.21 D 3.22 D 3.25Or 3.12

Physical Pnd ChemicalChar,!,e Ch 3.33 Ch 3.40 Ch 3.41 Ch 3.50

Ch 3.51 Co 3.50 Co 3.51

Element, Compound,and Mixture Co 3.50 D 3.21 D 3.25 Or 3.12

Types of Reactionsand Bonding Ch 3.10 Ch 3.11 Ch 3.12 Ch 3.13

Ch 3.31 Ch 3.32 Ch 3.50 Ch 3.51Co 3.51 Co 3.51 D 3.10 D 3.11D 3.12 D 3.25

ix

4--

18

Properties of Matter Ch 3.33 Co 3.40 Co 3.41 D 3.24D 3.26 L 3.12 L 3.13

Measurement D 3.34 Or 3.13

History of Chemistry D 3.40 D 3.41 D 3.42

1920

SCIENCE CURRICULUM GUIDE

LEVEL 3 (6 - 8)

EARTH SCIENCE

21

Level Three (6-8), Earth ScienceOur environment, living and non-living,microscopic, and macroscopic, is constantlyundergoing change.

OBJECTIVES SUGGESTED ACTIVITIES NOTES

Nature is constantlyinfluencing changesin our environment,

3,11 Give a plausibleexplanation forthe origin of thesolar system.

3.12 Demonstrate howweight of an objectis affected by gra-vitational forceof differentplanets.

3.13 List several waysin which naturechanges the sur-face of the earth.

2 eø

Write a short story and make amodel to show how our solar systemcame into being.

. Research in various scientificjournals and texts, possible ex-planations of the origin of oursolar system.

. Construct a geologic time lineshowing geologic occurences inthe past five billion years

. Make a graph showing the weigh'cof a fifty kilogram man onvarious planets.

Make a chart comparing theMercalli and Richter scales,

Make a model or sketch of aseismograph. (Lab on file.)

Careers:AstronomerCosmologistGeologist*GlaciologistHistorical geologistHydrologistMinerologistPetrologistSeismologistTeacherVulcanologist

*Cnntart the stateGeological Surveyor the state uni-versity for aspeaker.

2

2 3

Objectives

Ch 3.,P4 Describe how olderminerals can bechanged into newminerals.

Suggested Activities

.Place on a map of the world the

locations of earthquakes andvolcanoes that have occurred duringthe last 100 years. Relate tolocations of Delaware earthquakes.

Make graphs showing the namesof cities involved and the costin lives or money for the earth-quakes and volcanoes mentioned inprevious activity.

Report on recent volcanicactivities.

Research how gases, liquids,pressure and heat change sur-rounding minerals to a new type.Ex., dolemite, diopside and/oractinolite.

Research as to how the followingminerals are formed: pyrrhotite,wolframite, zircon, sphalenite,stibnite.

Research and explain how theaction of air and water on min-erals at or near the surface ofthe earth produces new minerals.Ex., azurite, bauxite, pyrolusite.

Research and explain how groundwater and streams carry dis-solved and suspended material tothe sea where new minerals areformed by precipitation ofdissolved material. Ex., calcite,

halite, quartz, siderite.

Notes

Movie: "Birth of aVolcano"(DPI)

25

Objectives :2;nc,elested Activities

3.15 Describe ho76 the

earth's crust under-goes changes at, a

result of wind,running water,glaciers, tides,ground water,weathering, andPressure.

0 Man is constantly in-fluencing changes inhis environment.

3.21 Identify misusesof land areaswithin the schooldistrict and sug-gest possiblecorrective steps.

Notes

SKei01 or diagram the earth'srock cycle:

formation of granite, gabhro,basaltshale, sandstone, limestoneHlist, slate, marble, ser-pentine

Sketch and explain the water cycle.

Use a "square box" to show how anti-clines and synclines are made. (Lab onfil.)

Make an artificial stream ob-serving result on sediments. (Lab onfile.)

, Skecch a map of the United Statesshowing where various glaciers stopped.

. Research the origin of LakeAgassiz, Miscissippi River.

. Over a period of several days bakeand freeze a block of shale. Recordand explain your cbservations.

. Drink of the Nile (Lab on file).

Take pictures of areas around yourneighborhood which are littered andpolluted. Prepare a bulletin boaridisplay.

Earth Science, McGraw-Hill, 1973, p. 135.

Earth Science, McCraw-Mil, 1973, p 135.

Careers:Air pollution control

aideAir pollution control

technicianAir quality controllerCity plannerConservation officer

4

27

4iectives_

Ch 3.22 Describe how air

pollution affects

our atmosphere.

Ch3.30 Energy 'an be changed

from one form to

another.

2')0 5

Suggested Activi!ic Notes

Report on how solid wastes are

displaced in your area.

Report on method used by your

city for disposing liquid waste.

(Lab on fill.)

.Note locations of various abandoned

lots and buildings. Write letters to

Representatives, State Senators and

County Zoning Commission,

Find areas which are run down. Form

a group to clean up and make area

useful once again.

. Water: the common waste recipient

(lab on file).

Report on theories which suggest

how air pollution may affect our

climate.

.Devise a single experiment to find

what materials are in the air. Assume

that there is a control.

Obtain data showing figures of

reduced air pollution in your area

Graph the findings.

. Air and life. (Lab on file.)

Ecological technician

Ecologist

Environmentalist

Fish and wildlife

service

Planning aide

Pollution recycling

technician

Sanitation engineer

Sanitarian*

Teacher

*Visit the county

sewage treatment

plant.

Movie: "The Air We

Breathe" '(Shell Oil)

Careers:

Geologist

Geophysicist

Hydrologist

Meteorology

Oceanography

Physicist

29

Objectives Suggested Activities Notes

3.31 Design an experimentillustrating how en-ergy is transformedfrom one form toanother.

Use a solar cell to make a radioflashlight bulb work.

Place a number of plants, twigsand leaves in a jar with a one-holestopper. Insert a glass tube inhole. Make sure there is a good seal.Heat the jar. After a few minutes,heat the gas that comes from the tuba.

. Research how tides are used togenerate energy. (Lab on file.)

.Sketch a model of the sun and

moon and explain how the changingposition of the bodies 'cause tides

. Research as to how geysers arebeing used to provide energy for someparts of the country.

Report on how geo-thermal energycan solve our energy problems.

. Make a model showing how runningwater can be used to produce electri-cal energy.

6

31

NTINUITY Level Three (6-8), Earth ScienceThere is constancy in cause-and-effectrelationships which precludes any abruptreversal in natural phenomena.


1 3.10 Nature has given usreliable, constant andpredictable phenomenaon which to tbserve,form hypotheses andbase conclusions.

Co 3.11 Demonstrate theability to recordinformation byconstructing a graphusing data contain-ing two variables.

Co 3.12 Describe evidence ofpast continentalglaciation.

. Graph the relationship betweenradius and circumference of eachplanet.

. Graph the relationship betweenplanet rotatian time and revolution

time.

. Graph the relationship betweengravitational force of a planet andweight of an object.

. Make a graph comparing averagetemperature and rainfall of citieswith the same latitude.

. Make a graph comparing averagetemperature and rainfall of citieswith the same altitude.

Research present day glaciers.

.Compare pictures of V shaped valleys

to those of U shaped.

Careers:AstronomerBiologistClimatologistConservationistGeologistHydrologistMeteorologist

37

Objectives

3.13 Distinguish howman is directly andindirectly dependentupon soil.

3.14 Demonstrate themethod of deter-mining the specificgravity of rocksand minerals.

3 '

Suggested Activities Notes

Examine and research the geolo-gical history of the Great Lakes.

Sketch moraines which have beenidentified and attributed to glaciersof the United States.

. Get 3 ice cubes of equal size,cover each top with a sheet of asbestos.Leave one as a control. Add a weightof 500 grams to one and a weight of onethousand grams t3 the other. Observe

which one melts fa.Aer.

. Research on how, without soil, foodand biological cycles would not exist.

. Sketch a vertical cut of landfrom soil down to bedrock. List theuses of each layer.

Show which type of soil absorbsmore water. (Lab on file.)

Research data and graph resultsshowing makeup of soil.

Make a chart showing the relation-ships between climate and soilcontent.

Soil pollution (lab on file).

Weigh a mineral specimen. Record thevoltme of water that is displaced by thespecimen (using a graduated cylinder).Calculate the specific gravity of themineral.

Pathways in Science,Earth Science, p. 110

3 3

Oblectivos Sug ested Activities Liotes

Co 3.15 Demonstrate thatthe atmosphere isfilled with gas.

Co 3.16 Demonstrate thatthe atmosphereexerts pressure.

Find the specific gravity of: ,

quartz, pyrite, galena, feldspar,etc. Compare your results to achart of specific gravities.

Given various minerals and theirspecific gravities, determine their

name.

.Specific gravity of minerals (lab

on file).

.Draw a chart or a circle graph to

show the composition of the atmos-

phere,

.Make a chart which shows the layers

and height of our atmosphere.

Obtain a can (a ditto masterfluid can will do) . Boil a smallamount of water in the can. Recapand allow to cool.

. Fill a glass with water. Put a

piece of cardboard over it. Hold

hand on cardboard. Turn glass upside

down. Remove hand. (Lab on file.)

Demonstrate use of Madgeburghemispheres.

Stretch a rubber sheet over a milkbottle fastening it with a rubber band.Glue one end of a wooden splint to thesheet. The other end should point to achart with about 1 mm interval between76.5 cm, 76. cm, 75.5, 75, etc. Comparechart with your newspaper readings.

Objectives Su ested Activities Notes

3.17 Describe how manis directly andindirectly de-pendent upon theweather.

tt4

38

. Fill a small pail with waterUsing a 1/4" - 1/2" diameter hose,siphon the water to a larger pail.

. Construct a generalized map ormodel showing the wind belts of theearth.

. Air has pressure (lab on file).

Construct simple weather instru-ments.

Predict weather based on generalweather phenomena.

Demonstrate convection currentswith a shoe box, candle and asmoking paper towel.

39

ERSITY Level Three (6-8), Earth ScienceThe vast number of natural phenomenawhich can be observed display a widevariety of similarities and differences.

OBJECTI7S

.10 By classifying andidentifying objectson the earth, we findmany similaritiesamong matter. It isonly through carefulobservation and testingof hypotheses that weare able to differen-tiate. In differen-tiating between objectswith apparent similarcharacteristics,physical as weli aschemical propertifthe objects must teused.

D 3.11 Construct a classi-fication key toidentify a smallgroup of commonminerals and rocks.

SUGOES7.ED ACTIVITIES NOTES

Given a mineral or rock, classifyit according to. hardness, luster,color, shape, specific gravity,streak, the action of HC1, and

magnetism. (Lab on file.)

Develop a hardness scale from i to10 using various known objects: dirt,

chalk, etc. State the test as wellas the example. (Lab on file.)

Hardness Test Ex. '

Scratcheseasily whet Talc

finger nail passesovr it.

Careers:AstronomerGeologistHydrologistMining area restora-

tionPetroleum geologistTechnician

41

1]

Objectives

.12 Identify commonrocks: igneous,metamorphic, sedi-mentary.


Place marble chips in HC1 withstopper. Place tube through stopper,one end in jar of chips, the otherin beaker of limewater. Observe.(Lab on file).

Research the names of variousrocks and common minerals. Ex.,

platinum, pyrite.

Research the color of the fol-lowing gems, stating which month hasit for a birthstone: diamond,amethyst, topaz, emerald, sapphire,ruby, jade, lapis, opal.

. Collect and identify some of thenaturally occuring minerals and rocksin your locality.

. Make sedimentary rocks: (Lab onfile).

Mix soil, sand and pebbles wisome water in a jar. Stir -

rouF,h1v. Allow material to settle.

Get a small amount of cement. Pourit over the first batch. Let itharden.

Add a second mixture of soil, sandand pebbles.

After a few days, when all thewater has evaporated, crack thejar carefully.

Notes

A 1 4 3

Objectives

) 3.13 Classify similari-ties and differ-ences in fossilspecimens.


. Using sketches, show how stalagtitesand stalactites develop in caverns.

. Collect pictures of famous monu-ments and building. Label themaccording to the kind of stone used tobuild them.

Ask a stoneman's supply yard forsome samples of various stones.

Show how limestone served as a goodbuilding block by its use in thepyramids.

Start a rock collection. (Lab on

file.)

Make a chart listing various rocksand the chemical elements in them.

Pan for "gold." Use a pie panwith sloping sides; sand (as lightcolored as possible); and pyrite orgalena crushed into sand-size particles.

Boil a small quantity of water.Stir in as much salt as the water willdissolve. Divide solution into twoshallow glass dishes. Heat one dish

gently over a flame until crystals ofsalt form. Other is a control.

Make an artificial "fossil." Pour

a thick plaster of paris paste in a

small box. Gently press a leaf, twigor fruit pits in the plaster. Allow to

dry and remove the implanted material.

Notes

Visit a local gravelpit or stone quarry.

Study Indian artifactsto show the economicimportance of stoneto primitive peoples.

Challenges to Science,Earth Science.

Pathways in Science,Earth Science, p.

13

45

Objectives Suggested activities oces

4 List various formsof energy and givean example of each.

5 Describe conditionsnecessary foreclipse of the sunand moon.

. Make a chart showing and sketchinginvertebrate animals which may befound from Paleozoic time to present:corals, bryozoa, brachiopods, echino-derms, trilobites, cephalopods, gastro-pods, pelecypods. Compare these

sketches with fossils you may have.

. If you have a number of rockswhich contain fossils, calculate theage of the rocks by comparing themto fossils.

. Identify fossils (lab on file).

. Research on how the power of tidescan be used to run generators andturbines.

. Using a solar cell, show how enoughenergy may tie made from it to light asmall flashlight, radio.

. Using "tinker toys," make a smallwindmill. Design your apparatus so thatthe windmill is attached to some devicewhich works only by energy comingfrom windmill.

. Keep a record of sketches of themoon every day for an entire month.(Lab on file.)

Keep records, then plot informationon a graph showing the time of sunriseand sunset each day. Check with dailynewspaper.

Visit the C and DCanal, and the ArmyCizps of Engineers'Museum

Scholastic Newstime,February 28, 1974.

4 7

Objectives

.20. Through researchingand experimenting,man has accumulateda wide variety ofscientific knowledge.

D 3.21 Identify the contri-butions of famousscientists.


. Remove the ocular (focusing) lensfrom a projector. Shine light on

a white wall or screen about 8 feet

away. Hang a basketball from a stringin the path of the light. Repeat with

other figures changing the distanceof the object from the light.Observe.

.Sketch or make a model ofa) Lunar eclipse

b) Solar eclipse (lab on file)

. Using a mechanical planetarium,observe position of earth and sunand moon during Lunar Eclipse, SolarEclipse.

.Research solar and lunar eclipses

and prepare a report on each.

.Use an almanac or a good resource

on astronomy, make a list of dateswhen a lunar eclipse is expected.

.Investigate men of science asso-

ciated with the Earth Sciences. Sug-

gested names are:Tycho Brahe, Nicolaus Copernicus,

Erastosthenes, Galileo, Johannes Kepler,Isaac Newton, Ptolemy, Jean Foucault,Neil Armstrong, Robert Goddard, YuriGagarin, Otto Von Guericke, EvangelistaTorricelli, Robert Wegener, Werner

Von Braun.

Notes

15

4 9

Objectives nggested Activities

Investigate occupations in thearea of the earth sciences. Examples:

surveyor, astronaut, meteorologistradio and television, engineer,photographer, geologist, archaeologist,lab technician, navigator, petrologist,watchmaker.

Notes

Inquire at Getty OilRefinery, DelawareCity, for speakers.

50 51

MACTION Level Three (6-8), Earth ScienceThe interactions of living and non-livingmatter in an environment and the resultingexchange of energy determine the nature ofthe environment.


.10 The composition andstructure of thematerials of the uni-verse are determinedby the conditionsunder which thematerial was formedand under which thematerials exist.Composition andstructure change asconditions change.

I 3.11 Hypothesize howminerals wereformed.

I 3.12 Describe howminerals can bcchanged fromone class toanother.

I 3.13 Explain howminerals formrocks.

. Compare the composition andformulation of quartz, galena,halite, feldspar, mica, gypsumand calcite

. Conduct experiments and makemodels to show how the followingsecondary minerals can be formed:dolomite, chalcopyrite, bauxite,malachite, and siderite.

Conduct experiments to showcrystallization, sedimentation,weathering, lithification, meta-morphism, and melting.

Careers:AstrochemistryAstronomyAstrophysicsClimatologyCosmologyGeologyGlaciologyflathematicsMeteorologyMinerologyPetrologyTeacherVulcanology

17

-Objectives

14 Describe how oneclass of rockscan be changdto another.

15 List ways in whichweathering, masswasting, groundwater, wind, wavesrunning water,glaciers, diastro-phism, and vulcan-ism interact toproduce the land-scape of theUnited States.

Design an experi-ment illustratingand explaininggeneral and localatmospheric circu-lation.

7 Explain how the ob-jects in the uni-verse move togetheras a balanced

mechanical system.

5 4

Suggested ACTIvilTes Notc!-;

. Describe how the minerals areorganized to form rhyolite, porphyry,granite, gabbro, pegmatite, conglo-merate, sandstone, sh,Ale, coquina,shell limestone, coal, marble, quartz-ite, phyllite, slate, schist, andgneiss.

. Make models and describe the forma-tion of anthracite, coal, marble,hornblende, slate, schist, gneiss,quartzite and phyllite.

. Make diagrams and models to explainthe life cycles of mountains, plateaus,plains, lakes and shorelines.

. Examine satellite photographs ofthe Delaware Fay Area

. Construct a generalized map of thepressure and wind belts of the earth.Explain why the prevliling winds blowfrom their respective direction.

. Make a model and explain India'smonsoon winds.

Describe why sea and land breezesexist.

. Conduct experiments and make amodel to explain the Doppler effect.

. Describe the differences betweenthe red and violet shift.

Use ESCPstereoscopic mapmodels

Contact NOAA.

Visit districtplanetarium.

5

Objeaaves

I 3.18 Must-ate andexplain howgravity and radia-tion pressurework together tocause nebularmaterial to pro-duce stars andstar systems.

SugLested Activities

Conduct experiments and explainparallax

Make a sketch to explain planetarymotion.

Discuss how cepheid variable starscan help an astronomer calculatethe distance to a star.

Make models and diagrams to explainthe origin of the universe and explainwhy it is felt that the universe isexpanding.

Conduct an experiment to show theapparent movement of the heavens.

. Describe and make models o showthe life hi'story of a typicp1 star.(Lab on file.)

. Visit a planetarium and/or ob-servatory.

Photograph trails of circumpolarstars.

. Make a simple spectroscope.

. Measure distance to sun/moon.

Notes

7ION Level Three (6-8), Earth ScienceNatural phenomena are limited by the fundamentalnature of matter and energy. There is an overalltendency towards random distribution of energy anda corresponding tendency toward equilibrium in an environment.


As man lives on theearth and exploresthe universe he be-comes increasinglymore aware of hislimitations.

11 Identify the adapt-tations man mustmake when heleaves the eaLLIand enters space.

. Write a short story using thetitle, "My Trip to Mars."

. Report on weightlessness.

. Research on how man foun .solutions for:

getting a payload into orbitprotecting capsulehuman needs of astronautsguiding capsulereturning capsule to earth

Report on Van Allen's belt and':how it affects man's space travel.

Research on the "escape velocity"of the earth. Moon.

. Make a "Who's Who in the Worldof Astronauts."d In this bookletshow the life, background, schooling.

Careers:

AstrobiologistAstrochemistAstronautAstronautical engineerAstrophysicist

Coca-Cola game: Tripto Mars

5

20

Objectives

3.20 The earth is limitedin handling man's waste.

L 3.21 Demonstrate how theearth is limited inregarding ways tohandle man's waste.

3.30 The composition andcharacteristics ofearth materials aredetermined by the com-position of the origi-nal substances andconditions under whichthe new materials areformed.

SunesterActivities

. Make a chart of United States andRussian space adventures showingdates of accomplishments and high-lights. Show how highlights correlatewith each of man's problems which hadto be overcome.

. Stranded on the moon, studentslist 20 items necessary for survival.

Make a time line for space programsof the USSR and the U.S.

Cut one 2.50 x 8.00 cm strip ofnewspaper, tissue paper, typing paper,

etc. Label one end so that the dif-ferent kinds of paper can be identi-fied. Obtain 16 similar cans of garden

soil. Place one piece of paper in eachcan covering it partially with soil.

Water occasionally. Record data for

1, 2, 3, 4 weeks.

Make a display or sketch of "foreignmaterial" man places in the air.

Notes

Careers:City Council memberClimatologistEcologistMeteorologistRegional plannerSanitation engineer

Careers:GeologistMine conservation

technicianMineralogistPetrologist

61

Objectives S gested Activities

31 Describe how olderrocks and mineralscan be reorganizedinto new mineralsand rocks.

The revolutional periodof a planet varies di-recrA_v with its dis-tance from the sun.

41 Describe the variousfacets of planetarymotion.

6 2

Make models to show how new mineralscan be formed from older ones byweathering, sedimentary and metamorphicactivity.

Report how increased heat and pres-sure will affect sandstone, limestone,shale, conglomerate, granite, gabbro,basalt, andesite and rhyolite.

. Design and conduct experiments whichclewly demonstrate and explain Kepler'sTheee Laws of Planetary Motion.

. List the period of revolution of thenine major planets.

Notes

Careers:

AstronomerStatistician

GANIZATION

0:i:ECTIVES

Level Three (6-8) , Earth ScienceSystematic relationships exist innatural phenomena. Systems withinsystems comprise the universe.

3.10 ihra exists a rela-7ionship between dif-.Lrtnt geologic features0E the earth which can1Y:edict and explaintv.tural phenomena.

O 3.11 Identify a currentarticle from a popu-lar periodic litera-ture as to itsprobable scientificcredibility.

Or 3.12 Demonstrate abilityto use and interprettypes of maps.

SUGGESTED ACTIVITIES NOTES

. Read a "Breaking of Panzea."

. Read magazine and newspaper arti-cles. Categorize them as to theones which are fact or fiction. Tellwhy, supporting ypur conclusions.

. Cut out continents and try tocreate Panzea with the pieces.

. Compare a topographic map witha geographic one.

. Write the U. S. Geologic SurveyDept. of Interior, Washington, D.C.for a topographic map of your areaas well as other parts of the countryCompa-,7e the areas. Also contactDelaware Geological Survey, PennyHall, University of Delaware.

. Collect maps showing landformsand water depths. Make a model orchart showing this information.

. Using paper-mache, make a reliefmap of you/ locality.

CareersCartographerHistorical geologistOceanographerSurveyorTopographer

Scientific American,October, 1970.

AstronomerCosmologistMinerologistPetrologistPhysiographerStratigrapher

2 3

6 5

Objectives Suggested Activities

.13 Identify the vari-ous "layers" ofthe earth.

.14 Demonstrate theearth's rotationand :evolution.

Draw a "walking map" from yourhouse to school. Make sure youhave a scale and that directions areindicated.

Using a topographic map, point outhills and their elevation, length ofrivers, scale contour intervals,slopes of hills.

Longitude and time (lab on file).

. Topography (lab on file).

. Make a model, cutaway view, of theearth showing inner and outer core,mantle and crust.

Make a model of earth with varioustyp )f colored clay in proportionto t.:.e earth's layer. Bore a mediumdiameter glass tube through yourearth to show how readings of earth'sinterior are taken.

Crust 1 mmMantle 5 cm.

Outercoru - 4.5 cm.Innercore - 1.8 cm.

Research on what the constructionof the earth's layers may infer as toits origin.

Construct a graph which shows theelements in the earth's crust.

. In a gym attach a 7 kg. shot toa brass wire at least 4 meters long.Hook one end of the wire to ceiling.Pull shot to one side, draw a linewhich shows which way shot will move.

Notes,

Objectives

Or 3.15 List several waysthat man has "seen"his solar systemthroughout history.

Or 3.16 Identify, explainand list the chemi-cal classes ofminerals.


Place a paper cup next to line.Pull shot again, carefully let goObserve shot for about 1 hour.

Sketch the eliptical orbit ofearth by using a string with a 36 cm.loop, cardboard and two pins 15 cm.apart. Put pencil in loop, keepstring taut as you sketch.

Make a model of different planetsshowing their relationship to thesun as seen by Copernicus.

Research how the different planetsreceived their names.

. t;ake a sketch or a model of theuniverse as Ptol&ny saw it.

. Chemically test and explain thedifferences in the compositionbetween gypsum, quartz, biotite, halite,galena; graphite., pyrite and calcite.

LEVEL THREE

LIFE SCIENCE

7 0

Level Three (6-8), Life ScienceOur environment, living and nonliving,microscopic, and macroscopic, is constantlyundergoing change.


D In nature changes con-stantly occur in habi-tats tphat result inchanges in the organismsthat live there.

i 11 Describe the organ-isms that mdke upthe local climaxcommunity.

1

. Make a trip to a wooded area4. Notethe variety of organisms that maRe upthe community. Compare it with an un-disturbed field, or an establishedclimax deciduous woods. (DelawareNature Center Wood lot almost climax.)

Make a display that compares lifespan of various organisms found. Usea bar graph to compare average lifespans. Develop a lesson on popula-tion controls and survival curves.

Record population number in a sm 11nearby area. Keep seasonal records anduse for comparison from one year tonext.

Research other Delaware habitats:salt water marsh, ocean, and beachcommunities (Newark AT on Salt Marsh).

Use film, A Light in

Nature, Shell Oil Co.WoTigscientists atwork on frontiers ofknowledge from satel-lites to bathyscapheand from bevatron toradio telescope.

AT574.92

An imaginarytrip througha marsh

27

72


3.20 Man's technologicalknow how has broughtabout great changesin his environment.

Ch 3.21 Trace what happenswhen man changesthe habitat oforganisms.

. Influence of varying salt concentra-tions on England (Lab on file).

. Protective coloration (lab on file).

Distribution of microorganisms aroundthe school building (lab on file).

Identify places in the community whereconservation practices might be improved.

. Investigate what steps local industryhas employec to meet conservation re-quirements.

List the present animal species foundin local rivers, streams, woods andcompare it to records of 50-100 yearsago.

. Have a bulletin board of recentlyextinct species. Add to it the investi-gations of students in establishing anendangered species list.

If the factors for extinction areidentified, try to determine what isbeing done to change the pattern leadingto extinction.

Careers:

ConservaCion officeEcologistEntomologistHerpetologistIchthyologistZoologist

. 14

Ob ectives Su ested Activities

) A record of changesin plants and animalshas been establishedthrough fossilstudies.

3.31 Describe the pro-cess of fossilformation.

1.32 Students will tracehistorical record.

75

Notes

Discuss the need for state pal<s,national parks, forests, water area,nature sanctuaries and arboretwas,and why their location is impc,1._ant.

Resource Guide to the film:Endangered Shore (Lesson plan on file).

. Where have all the menhader gone?(Lab on file.)

. Have students make p1F-Jer moldsand casts of plant parts cy. in3ects,shells, etc.

A fossil hunting field(Earth Science, See ObjectiveD3.130 and activities)

Display fossils, pictures offossils, visit a museum collterion.

. Use slides and filmpLrir_,, toreview the historical

Fill in a time-reccv-i chart withmajor olant and animal .hanges.

. Create classroom murals of geolo-gical periods.

, Using reference:, trace developmentof the present-day camel, (elephant,dog, cat, horse, etc.). Preparebulletin board of pictures or drawingsof the animals "family rree."

Careers:Forest rangerHistorical geologistPaleobotanistPaleontologistPaleozoologist

qtr

Films: Story in theRocks (Shell Oil77Fossil Story (ShellOil), This Land (ShellOil), Dr. LaWiy andthe Dawn of Man CEEnaIIuranceF

29

7 6


1 3.40 All fotms of lifehave common ancestralbackgrounds as evidencedby the fact that theyall possess character-istics which are commonto other forms.

Ch 3.41 List and describecharacteristics thatall living thingshave in commonwhich distinguishthem from non-living things.

1 3.50 All living thingsare constantly under-going change throughthe processes ofgenetic variabilityand natural selection.

10

. Observe and study several livingthings in and around the school andcompare their characteristics toseveral non-living things in theimmediate environment.

. Find out if plants require thesame nutrient materials as animals.Make a chart indicating thenutrient materials required byplants, by animals, and by bothplants and animals.

Careers:BiochemistBiology teacherBiophysicist

78

NUITY Level Three (6-8), Life ScienceThere is constancy in cause-and-effectrelationships wbich preclude any abruptreversal in natural phenomena.


LO Scientific principlesare based on observing,hypothesizing, experi-menting, recording andinterpreting data.

3.11 Identify the vari-able and the con-trol in an appro-priate experiment.

3,12 Distinguish be-tween statementsthat are hypothe-ses and thosethat are not.

0 Basic characteristicsof organisms aretransmitted to theorganisms being pro-duced.

79

Contrast the concept of spon-taneous generation and biogenesis.Duplicate in class or show by illus-tration Pasteur's experiments sup-porting biogenesis. Emphasizeexperimental procedures used in"modern" science.

. Compare the work of Lamarch withthe work of Mendel. Present basicideas of Mendel's hypothesis

pg.

Students will choose hypothesesfrom a list of statements.

. Present genetic symbols.

Show illustrations of phenotypeswith appropriate genotype,

Consult with health teacher tocorrelate genetic study.

. Conduct simple population geneticstudies, such as PTC tasting, bloodtyping, tongue curling, etc.

Careers:BotanistFish and wildlife

serviceGame and farmmanagement

GardenerGeneticistHorticulturistZoologist

Careers:.Animal pathologistBiochemistGeneticistPlant pathologist

See district HealthCurriculum Guide

31

so

Objectives

Co 3.21 The student willparticipate in anindividual or classexperiment to showgenetic transmission.

Co .),L! From a study ofmelosis the studentwill describe howorganisms transmitinheriLed character-istics.

Co 3.23 Students will recog-nize that changes inhereditary materialresult in inheritedchanges

Co 3.24 Describe how manuses genetic studiesfor breeding ofplants and animals.

este Activities otes

Have a class experiment to runduring genetics study. Plant seedsof an F2 cingle character cross.(Albinism or dwarfness in corn) orobtain pure fruit fly cultures for asingle character (eye color, wings -not sex-linked) and mate virgin flieswith wild type for two generations.Record data, form hypothesis andcompare with results from otherclasses.

. Use A.T. on Mitosis/Mciosis

. Discuss sex-determinoL'on andEex linkage.

. Discuss chromosomal mutations.

. Have photomicrographs of chromo-somes and chromosome maps.

. Explore DNA and the results of achange in DNA^.- gene mutation.

Explore sickle-cell anemia orother inherited disorders.

. Us,2 resource people from Univer-sit', of Delaware Department ofAgriculture for research programsthere tomato wilt, etc.

Films: The Threadof Life--TBar'rle.)Mendel's Laws (DPI)

AT Mitosis574.87

AT Meiosis574.37Hm

Consider a trip toDept. of Agricultureat Beltsville, MD

8'


0 Plants exhibit be-havior that ishereditary.

3.31 Locate areas ofrapid growth in abean plant.

3.32 Observe the effectgravity has uponthe direction ofstem growth.

3.33 Observe how a con-trolled source oflight affects thegrowth of a greenplant.

3.34 Determine the ef-fect of gibberellicacid on the growthof corn seedlings.

8 3

Conduct an experiment to deter-mine where growth takes place in aroot.

Root growth (lab on file).

Conduct an experiment to determine1.7hat effect gravity has upon plantgrowth.

Conduct an experiment to findhow plants respond to light.

Conduct an experiment to find theeffect gibberellic acid has on plantgrowth.

Careers:

BiochemistBotanistFarmerHorticulturistNurseryman

IIVERSITY

OBJECTIVES

Level Three (6-8), Life ScienceThe vast number of natural phenomenawhich can be observed display a widevariety of similarities and differences.

SUOGESTED ACTIVIfIES

3.10 Living things performbasic functions whichmust occur together tobe considered alive.

D .11 From laboratorydemonstrations, textand class dis-cussions, the stu-dent will describethe chracteristicsof a living organism.

NOTES

. Use simple experiments to show eachcharacteristic.

Respiration: Fill several testtubes 1'4 full of a liquid CO9 indica-tor. Place screen over liquid andplace in one tube a live insect, anothera rock, another germinating radish seeds,another non-germinated seeds. Cork andobserve results.

Growth: Observe radish seeds onwet papei toweling. Feed a caterpillar(Moharch) on milkweed and measure lengthof leaves, weight inrake and cater-pillar; ubserve insect excrementexcretior.

Stimuli.: For touch - plant mimosapedurca. Alsj, earthworm behavior(lab on fqe).

Temperature: Show effect of varyingtemperature on earthworm hearts.

Reproduction: Have student col-lcct various local plant seeds; havea bulletin board display of animalsand young, bring in egg cases, cocoons,etc.

areers:Biological aideBiology teacherBotanistGardenerNurseryman

pasic Life ScienceTeaciiTiTs Manual

34

Objectives

Living things areorganized into groupsby differences instructure.

.21 By comparing varioussystems of classifi-cation, the studentwill identify themajor criterion forthe establishmentof classificationlevels.

8'


. Seed germination (iab on file)

Determine the weakpoints in theclassification systems of Aristotle,Latin descriptions of Middle tges,and John Ray's system.

Compare Linnaean system of 1700'swith the use of binomial nomenclaturetoday.

List classification system Eiroup-ings of Kingdom, Phylum, Clacs, Order,Family, Genus, and Species. Usingreferences classify several commonplants and animals.

List common names of var'.ousplants and animals in the commurity.Using reference books, find seentificname. Try to find out what scier,.ificname means. Does it descr_e specimed?

. Linnaeus and I (lab on fil ) .

Differeoc2s in living tHngs :lab onfile).

. Leaf type veination (lab on file)

Woody stem - external struL4 lre (laoon file).

. Hydra lab sheet (lab on file).

Notes

Careers:AlgologistBiochemistBotanistEcologist

EntomologistForest rangerNurseryman

Taxonomist

88

Objectives

D 3.22 Given the majorclassificationkingdoms of plant,animal, and protist,the student willdescribe majorcharacteristics ofeach.

D 3.23 Descr,the and com-

pare the life cy-cles of differentinvertebrates,vertebrates.

Su ested Activities Notes

Find out if plants rNuire hcsame nutrient materials as anlmalsrequire. Make a char_indicatingthe nutrient materials requ'ITed byanimals, plants, by both plants andanimals.

Make a comparison of plant andanimal cells.

Observe Euglena specimens.

Draw or fill in a tree of plantand animal life. Use phyla namesfor branches. Have a class projectfor a permanent room-sized chartwith pictures of representativeorganisms as well as names. Useas classroom reference source.

. Monocot and dicot stems (lab onfile).

. Monocot and dicot seeds (lab onfile).

Plant types (lab on file).

. Plant and animal cellS (lab onfile).

. Study lift cycle and structureof selected invertebrat,ls andvertebrates by direct observation,filma, preserved specimns,charts, texts, etc.

. Conduct a taxonomy lusson onanimals by a trip to a zoo.

9 0


.24 Compare the repro-ductive methodsof plants andorder them on thebasis of complexi-ty. (See alsoD 3.360)

.25 Describe how atree meets itsbasic needs.

91

. Observe algae in pond water.

Collect various fungi plarts andmake spore patterns.

. Study mosses and observe fruitingspecimens in appropriate season.

. Ferns: combine with above landspecies in a terrarium and maintainthroughout school year.

. Make own miniature terrarium.

. Gymnosperms and Angiosperms,sexual reproduction: Make classcollection of cones and fruit(nuts, seeds) for display andreference.

. Life Cycle of a Plant (EBfilm strip lesson plan on file).

Different parts of a fruit (labon file).

. Pollen (lab on file).

Seed dispersal (lab on file)

Use the Green Plant Unit. BiologyTeachers HaRECia tor experiments onphotosynthesis, root absorption,transpiration, tropisms, plant pigments,reproduction, growing pollen.

Leaf anatomy - cross section of aleaf (lab on file)

Good diatoms from localclay bottom streams.

An ecological walkthru White Clay CreekValley

92

Objectives

D 3.26 Using a tool ofa taxonomist thestudent will beable to "key" anexample of a localtree or insect.

3.30 Theru are many ways inwhich living thingsreproduce. All of theprocesses may be classi-fied as asexual orsexual.

D 3.31 Describe and ex-plain the struc-tures and functionsin vertebratereproduction.

71-.Tgested Activities

Wn cr tranport in a celery plant(lab on file).

Plants and gas (lab on file).

Transpiration in plants (lab onfile).

Using the dichotomous key fordeciduous trees (Cwinn) or insectkey identify as to the genus levelfor trees, order level for insects.After claSsroom study take walkon school or adjacent grounds and"key' trees.

Organize a classroom collectionof tree leaf specimens and insectvarieties, properly mounted andidentified. A neighborhood mapmarked with collection sites wouldbe helpful in later studies ofecology.

. Students construct a key usingpreserved specimens.

. Dissec:. a male and female frog andma:te a diagram showing the parts oftheir reproduction system and explainthe role played by each part.

Notes

Interaction of Manand the Biosphure"nassification"

Careers:HorticulturistZoologist

38

94

1.25

2 5

2 2

I 8

I 6

Objectives

D 3.35 Investigate hownon-floweringplants reproduce.

D 3.36 Determine whatparts of a flowerare concerned withthe process of re-production.


. Collect and observe livingplants until you locate ones whichare preparing to, or are, reproducing.

Construct diagrams or models toexplain how these forms of life pro-duce more of their own kind.

In a living plant locate the partsinvolved in sexual reproduction.

. Make a diagrammatic sketch shmdnithese parts, label each port andexplain its role in reproduction.

Notes

ACTION

OBJECTIVES

Level Three (6-8) , Life ScienceThe interactions of living and non-livingmatter in an environment and the resultingexchange of energy determine the nature ofthe environment.


0 Living things existin an environmentthat is affected bya wide range ofphysical factors.

$ .11 Recognize how thei:actors whichmake up the physi-cal environmentaffect variousliving organisms.

3.12 Investigate theeffect of one ofthe physical fac-tors on a livingplant.

9 9

. l'resen!: a study on physical sub-stances: soil, water, air pressure,gravity, conditions of light andtemperature.

Analysis of aquatic e"cosystems(5 labs on file).

. Effects of DDT on Osprey repro-duction (lab on file).

. Present a number of basic ex-periments to show role of soil,temperature, air, light, water ongerminating seeds.

Have students vary resource ex-periments and present originalthinking. Review procedures fromContinuity Unit on controls,variables, recording data andinterpretation.

Experiments to show the effectsof phosphates and pollutants onplant growth.

Careers:BotanistEcologistFisheries scientistHorticulturistRange scientistSoil scientistWater resource

investigatorWildlife technician

See Green Plant Unit,Biology Teacher sHan book

13041

ablectives

3.13 Demonstrate theability to recordinformation byconstructing agraph using datacontaining twovariables.

1 3.14 Del:lonst,rate a method

1'.ol analysis of asystem by identify-ing source of thep:0Mom and de-

Loing a methodto test for eachproblem identified:e 0 a seed that.v.,will not germinate.

.20 Living things affectother living things in.an environment,

I 3.21 Identify examples ofinteraction betweenliving organisms.

I 3.22 Identify ways inwhich plants and.animals compete torbasic needs in theirenvironment.

SugLested Activities

Set up citss experiment that in-volves two measureable factors (ex.temperatur, water) and see effects onroot Ieng0 of a germinating bean, peaseed. Have class graph results.

PlAnt treated and untreated parsleyseedb and analyze results.

Through slides, pictures, films.show examples of predation, com-mensalism, parasitism, mutualisl.'..

. Dissect intestinal tract oftermite to view protozoan, (Main-

tain chemical internal envilonmenton slide.)

Use physical factors to showcompetition among plants. (crc,0 lgof seedliwgs on limited soil; 1 tad

water, light, etc.)

Notes

Student should re-cognize basic ex-perimental procedureand the basic needof a germinative seedin order to analyzethis problem.

Careers:EnvironmentalistFisheries technician

Contact secretary ofDNEC or Divisionof Natural Re-sources for speakers,beekeepers, fish andwildlife officials,entomologists, etc.


,.23 Construct a diagramor model to show thepattern of transferof energy from or-ganism to organism.

.24 Students will beable to interpretan illustration ofvarious cycles in-volving livingthings such aswater, carbon andoxygen cycles.

Organisms are foundliving together inrelationships whichare mutually benefi-cial, mutually detri-mental, or beneficialto one at the expenseof the other.

.31 Investigate howplants help otherplants.

1 0

Distinguish how man is directlyor indirectly dependent upon thesoil.

Choose a specific local herbivoreor carnivore and trace its food chainback to the primary producer and anyother consumer.

. Use AT on Food Chains and Food Web.

Construct a cycle on feltboardmaking their own illustrations anddemonstrate to class members.

. Use AT on Cycles.

Find a sweet clover, alfalfa and/or soy bean plant. Carefully dig upthe plant and wash away the soil fromthe roots. Dig up a few other kindsof plants and compare their roots tothe clover, alfalfa and soy bean.

. Prepare a report pertaining tohow alfalfa, clover, and soy beanshelp other plants.

Use the Audobon FoodChain Charts

AT Ecology-Energy591.53 Relationships

AT Cycles591.51

Careers:BiochemistDieticianEcologistEntomologistHydrologistOrnithologist

10

43

Objectives Suzgested Activities

I 3.32 Research how plantshelp animals.

I 3.33 Determine howplants help man.

3.34 Animals helpplants.

.4.

I ,3.35 Animals helpeach other.

Design and conduct an experimentto determine if oxygen is given offduring photosynthesis.

Take a trip to a nearby park, woodsor meadow. Observe and list as manyways as possible in vhich plants arehelping animals.

. Compare the amount of water whichflows away during a rain from an areacovered with grass with an area whichhas no vegetation Account for thisdifprence.

. Make a list of plants whichserved you in some way yesterday,and indicate the use you made of theplant.

Make a report on how the follow-ing plants help man: yeast,sassafras, pine tree, flax, rose,spearmint, castor bean, cassava,poppy, cactus, chinchona, camphor,hemp, quinine, ebony, cotton,indigo, Spanish moss, and algae.

. Take a field trip to find waysanimals help plants.

. Make a list of ways animals helpplants.

Locate an ant hill. Observeants leaving and returning to theirnest. Observe and record what theydo. What do ants do when their nestis destroyed?

Notes

Iuo


3.36 Animals help man.

3.37 Plants can hinderother plants.

3.38 Plants hinder man.

3.39 Animals hinderother animals.

107

. Watch birds feeding. Recordwhat they are eating. Estimatetheir daily food intake.

. Prepare a report in which youtell of the benefit to man of honey-bee, silkworm, whale, oakgall, lady-bug, dog, cow, scale insect,brachonid wasp and carrionbeetle.

. Examine fruits, vegetables and theleaves of these plants for diseases;examine the plants carefully to deter-mine if it is the surface only whichis damaged.

. Make a list of the effects offungus diseases on plants.

. Find as many examples of plantshindering other plants in yourneighborhood as you can. Try toobtain pictures of what you see, andreport to the class.

. Examine dodder.

. Make a report on examples of howplants hinder man.

. List some ways you have been in-jured by plants.

. Collect and identify weeds whichhinder man. Also list how theyhinder man.

. Make a report and poster on waysanimals hinder other animals.

Notes

Contact Delaware Bee-'keepers Association

45108

I . 2 5-=

2 5

2 2

I 8

I 6

Objectives

D 3.35 Investigate hownon-floweringplants reproduce.

D 3.36 Determine whatparts of a flowerare concerned withthe process of re-production.

SuEgsted Activities

. Collect and observe livingplants until you locate ones whichare preparing to, or are, reproducing.

. Construct diagrams or models toexplain how these forms of life pro-duce more of their own kind.

. In a living plant locate the partsinvolved in sexual reproduction.

. Make a diagrammatic sketch shm,inthese parts, labe each part andexplain its role in reproduction.

Notes

lION Level Three (('-8), Life ScienceThe interactions of living and non-livingmatter in an environment and the resultingexchange of energy determine the nature ofthe environment.

OBJECTIVES

Living things existin an environmentthat is affected bya wide range ofphysical factors.

Recognize how thefactors whichmake up the physi-cal environmentaffect variousliving orgasisms.

Investigate theeffect of one ofthe physical fac-tors on a livingplant.

9 9


. Present a study oh physical sub-stances: soil, water, air pressure,gravity, conditions of light andtemperature.

. Analysis of aquatic ecosystems(5 labs on file).

Effects of DDT on Osprey repro-duction (lab on file).

Present a number of basic ex-periments to show role of soil,temperature, air, light, water ongerminating seeds.

Have students vary resource ex-periments and present originalthinking. Review procedures fromContinuity Unit on controls,variables, recording data andinterpretation,

Experiments to show the effectsof phosphates and pollutants onplant growth.

Careers:BotanistEcologistFisheries scientistHorticulturistRange scientistSoil scientstWater resource

investigatorWildlife technician

See Green Plant Unit,Biology Teacher sHan book

13041

Objectives

I 3.13 Demonstrate theability to recordinformation byconstructing Li

graph using datacontaining twovariables.

Sugilestea Activities

. Set up 4ss experiment that in-volves two measureable factors (ex.temperatur, water) and see effects onroot Ienoll of a germinating bean, peaseed. Have class graph results.

1 3.14 Demonst.rate a method . PlAnt treated and untreated parsleyfoi analysis of a seedi and analyze results.system by identify-ing source of thevoM2m and de-s,..loing a methodto test for eachproblem identified:u.g., a seed thatwill not germinate.

.20 Living things affectother living things in.an environment.

I 3.21 Identify examples ofinteraction betweenliving organisms.

I 3.22 Identify ways inwhich plants andanimals compete forbasic needs in theirenvironment.

Through slides, pictures, films,show examples of predation, com-mensalism, parasitism, mutualis:.'..

Dissect intestinal tract oftermite to view protozoan. (Main-

tain chemical internal envizonmenton slide.)

Use physical factors to showcompetition among plants. (crc,0 lgof seedlings on limited soil; 1 t2d

water, light, etc.)

Notes

Student should re-cognize basic ex-perimental procedureand the basic needof a germinatIve seedin order to analyzethis problem.

Careers:EnvironmentalistFisheries technician

Contact secretary ofDNEC or Divisionof Natural Re-sources for speakers,beekeepers, fish andwildlife officials,entomologists, etc.

. Objectives, Suggested Activities Notes

3.23 Construct a diagramor model to show thepattern of transferof energy from or-ganism to organism.

3.24 Students will beable to interpretan illustration ofvarious cycles in-volving livingthings such aswater, carbon andoxygen cycles.

) Organisms are foundliving together inrelationships whichare mutually benefi-cial, mutually detri-mental, or beneficialto one at the expenseof the other.

1.31 Investigate howplants help otherplants.

Distinguish how man is directlyor indirectly dependent upon thesoil.

Choose a specific local herbivoreor carnivore and trace its food chainback to the primary producer and anyother consumer.

. Use AT on Food Chains and Food Web.

Construct a cycle on feltboardmaking their own illustrations anddemonstrate to class members.

. Use AT on Cycles.

. Find a sweet clover, alfalfa and/or soy bean plant. Carefully dig upthe plant and wash away the soil fromthe roots. Dig up a few other kindsof plants and compare their roots tothe clover, alfalfa and soy bean.

Prepare a r,eport pertaining tohow alfalfa, clover, and soy beanshelp other plants.

Use the Audobon FoodChain Charts

AT Ecology-Energy591.53 Relationships

AT Cycles591.51

Careers:BiochemistDieticianEcologistEntomologistHydrologistOrnithologist


I 3.32 Research how plantshelp animals.

I 3.33 Determine howplants help man.

I 3.34 Animals helpplants.

I 3.35 Animals helpeach other.

Design and conduct an experimentto determine if oxygen is given offduring photosynthesis.

Take a trip to a nearby park, woodsor meadow. Observe and list as manyways as possible in which plants arehelping animals.

. Compare the amount of water whichflows away during a rain from an areacovered with grass with an area whichhas no vegetation Account for thisdifprence.

Make a list of plants whichserved you in some way yesterday,and indicate the use you made of theplant.

. Make a report on how the follow-ing plants help man: yeast,sassafras, pine tree, flax, rose,spearmint, castor bean, cassava,poppy, cactus, chinchona, camphor,hemp, quinine, ebony, cotton,indigo, Spanish moss, and algae.

. Take a field trip to find waysanimals help plants.

. Make a list of ways animals helpplants.

. Locate an ant hill. Observeants leaving and returning to theirnest. Observe and record what theydo. What do ants do when their nestis destroyed?

Objectives

.36 Animals help man.

.37 Plants can hinderother plants.

.38 Plants hinder man.

.39 Animals hinderother animals.

107


Watch birds feeding. Recordwhat they are eating. Estimatetheir daily food intake.

. Prepare a report in which youtell of the benefit to man of honey-bee, silkworm, whale, oakgall, lady-bug, dog, cow, scale insert,brachonid wasp and carrionbeetle.

. Examine fruits, vegetables and theleaves of these plants for diseases;examine the plants carefully to deter-mine if it is the surface only whichis damaged.

Make a list of the effects offungus diseases on plants.

Find as many examples of plantshindering other plants in yourneighborhood as you can. Try toobtain pictures of what you see, andreport to the class.

Examine dodder.

. Make a report on examples of howplants hinder man.

. List some ways you have been in-jured by plants.

. Collect and identify weeds whichhinder man. Also list how theyhinder man.

Make a report and poster on waysanimals hinder other animals.

Contact Delaware Bee-'keepers Association

45108


Visit a flower garden, vegetablegarden, cultivated field, and aforcst, and make a collection ofplants or parts of plants whichhave been damaged or destroyed byinsects.

Notes

Visit UniversityInsectory

110

LTION Level Three (6-8) , Life ScienceNatural phenomena are limited by the fundamental natureof matter and energy. There is an overall tendency towardrandom distribution of energy and a corresponding tendencytoward equilibrium in an environment.


the biotic communityis in dynamic equili-brium dependent onchanges in solarenergy and availablematter.

.11 Identify five dif-ferent biomes andgive examples ofmajor plants oranimals that livethere.

.12 Describe the changesin local plants andanimals as the sea-sons change.

1.1

. Use films and filmstrips to showbiomes: plants and animals.

. Color-code the biomes on a worldmap. Compare insolation factor bylatitude and altitude.

. Compare biomes by physical fac-tors and draw similarities: arctic,desert, water-availability, humidity,temperature.

. Consult with social studiesteacher to correlate terminology,etc. with lessonsin geography.

. Make a bulletin board of picturesof local trees, plants, insects, etc.taken during the four seasons.

. Have students collect seed pods,press plant leaves, flowers, as aseasonal project for display.

Careers:BiophysicistBotanistClimatologistEntomologistOrnithologist

Objectives

.20 Patterns and rhythmsin nature are re-sponses to maintainequilibrium.

L 3.21 Compare seasonalpatterns inous biomes.

L 3.22 Investigate therelationship be-tween seasonalpatterns and thereproductive cy-cle of plantsand animals.


. Have students keep a diary of aseason: e.g., Spring: recordaverage temperature of the week; re-cord first leaves or flower buds ontrees; first insect activity, mi-grating birds, rainfall, etc. Usephotographs to show changes in aspecific small area.

Have students investigate howplants and animals adapt to thechanges in the biome area: Wet,dry; marine biome - e.g., changes inplankton growth as seasons change,tidal patterns.

Have students investigate mi-gratory patterns of birds, eels,whales, seals, etc.

Students investigate hiberna-tion and aestivation.

Compare bird beaks and claws totheir respective environments topredict where unknown birds willlive.

Have available articles on re-productive cycles and life his-tories of plants and animals.

. Investigate tidal patterns inthe reproduction of grunion andAtlantic fireworm.

Careers:EcologistForesterGame wardenOceanographer

Use Audobon Chartsof beak and tlawtypes

(Basic Life ScienceChapter 4 & 5),Science World Magazin

114

Objectives

,23 Define "biologi-cal clock."

The physical environ-kMent limits the life

forms which can existwithin it.

31 Describe how vari-ous factors suchas soil, water, air,temperature, andlight, which makeup the physical en-vironment, affector limit life-formsthat exist in thatarea.

115

"Sagested ActivitiesJ

Notes

Investigate how periods of lightand darkness affect the growth ofplants.

. Investigate effect of period oflight on insect life cycles andvertebrates, i.e., salmon andmigration of biroks.

. State ways in which living thingsare related to air, water, soil,food, minerals, light and heat.

Name five places or conditions inwhich little or no life appears.

Conduct an experiment to determinehow much oxygen a man uses in a day.

. Set up an experiment to show whathappens to corn or potato plants whenthe oxygen supply,is cut off from thefoots (cover roots with water).

Obtain some decaying wood anddevise an experiment to show that theprocess of decay produces carbondioxide.

Basic Life Science,page 88.

Basic Life Science,page 98

Careers:

Biological aideBiophysicistEnvironmentalistGardenerHorticulturistNursery manTaxonomist

Film: "Delaware andits Soils" (DPI)

49

116

Sua ested Activities Notes

Conduct an experiment to showthat plants and animals add watervapor to the air.

. Conduct an experiment to showhow the humidity of the air affeCtsthe rate of evaporation of water andtemperature of a moist body.

. Conduct an experiment to determineif germinating seeds need water.

. Conduct an experiment to determinewhat are some factors which determinethe heating effect of radiant energyfrom the sun.

. Conduct an experiment to find howheat affects the growth of micro-organisms.

Conduct an experiment to determineif light is necessary for the growthof green plants.

Explain why rosebuds keep betterin a refrigerator than ir a warmroom.

. Why is it more difficult toexercise at high altitudes than loweraltitudes?

Contact a local farmeras a guest speaker.

118

Objectives

119

estee Activities Notes

Take a trip to a park or woods.Observe and identify the kinds ofplants which grow in the shade. In

what ways do they differ from plantswhich grow in direct sunlight? Do

you find the same kind of plantsgrowing on the north side of largetrees as you do on the south side?How do you 'explain the difference?

I

. The Unoesireables (lab on file).

. Humidity and the Dew Point (labon file).

. Photosynthesis (lab on file).

120

51

;ANIZATION Level Three (6-8), Life ScienceSystematic relationship exists in naturalphenomena. Systems within systems com-prise the universe.


3.10 The microscope is abasic instrument forstudying small livingunits.

Or 3.11 Demonstrate theability to properlyuse, handle andcare for a micro-

. scope.

Or 3.12 Mount a slide onthe stage of amicroscope andfocus the scopeusing both lowand high powerobjectives.

Or 3.13 Given a diagramof a generalizedplant or animalcell, the studentwill identifythose structuresvisible usinga compoundmicroscope.

. 3 labs on file

. Draw and label parts of a com-pound microscope.

Demonstrate and show pictures ofother classroom and scientifi: toolsof magnification: micro-projector,electron microscope, etc.

Demonstrate the proper way toprepare a wet mount. Make slidesfrom elodea, onion, cheek cells,etc. (Lab on file.)

. The student should focus on lowand high power and sketch what hesees. He should be able to relatefield of vision and depth. (Lab

on file.)

Make an onion skin slide andidentify the cell membrane, cyto-plasm, nucleus and vacuoles.

. Make an elodea leaf slide andidentify chloroplast, nucleus,vacuoles and cell wall. Notecytoplasmic streaming.

Careers:

Biological aideLaboratory techni-

cianMicrobiology techni-

cianNurse

8.17 Equinox

8.18 Equinox

1 2

52

Objectives

20 Living things are com-posed of cells thatvary in size and struc-tu-re.

3.21 Make a comparisonof plant and animalcells by structure.

3.22 Describe the func-tion of the parrsof a generalizedcell.

123

Su rested Activities Notes

Make a model of a cell usingmaterials found at home. (Plasticboxes, clay, string or bags, etc.)

Compare and contrast a plantand animal cell specimen under themicroscope or use micro-projectoras a class activity (lab on file).

. Using resource materials sketchor label a diagram of the parts ofa generalized plant and animalcell.

. Cell structure (lab on file).

Have students act out functionof key cell scructures:

nucleus, direction of acti-vities - cell membrane andits selectivity, etc.

Bring,out as a summation thatmost all of the basic functions oflife are represented. (Excretion,movement, respiration, reproduction,etc.)

Set up experiments to demonstratepermeability and osmosis (2 labson file).

8.54 Equinox

Careers:Cytologist

124

Objectives Su ested Activities Notes

: 3.30 New cells are pro-duced by two differ-ent but relatedprocesses.

Or 3.31 Compare and contrastthe production ofnew cells by mitosisand meiosis.

73.40 Unicellular organ-isms functiod as,independent livingthings, multi-cellular organismsfunction as spe-cialized cells thatwork together anddepend upon eachother.

Or 3.41 Unicellular organismsfunction as inde-pendent livingthings.

Stucture and function in a plantcell (lab on file).

. Chloroplasts (lab on file).

Use prepared slides of mitosisin starfish eggs, ascaris, etc. toshow stages of cell division ne-cessary to produce a cell of similarcharacteristics.

IA

. Have available the Newark produced AT MitosisT program on Mitosis and Meiosis. 574.87

H

Water drop zoo (lab on file).

AT Meiosis574.87Hm

54

126

----Wjectives Suggested Activities Notes

3.42 From a study ofcellular organiza-tion the studentwill distinguishthe complexity oftissues, organsand systems.

30 Specialized cells inliving things worktogether and aremodified to performspecial functions.

3.51 Observe the dif-ferent types andnumbers of cellsbound in the epi-dermis of severaldifferent leaves.Learn how thesecells worktogether to per-form their function.

3.52 Observe the dif-ferent types ofcells and tissues

,

found inside a leaf.Learn how thesecells function to-gether to carry onphotosynthesis.

127

. Have a bulletin board of picturesand models of unicellular organismsand colonies, and multicellular or-ganisms as tissues, (i.e., muscletissue, bone cells).

. Mascerate muscle tissue in nitricacid and plant conductive tissuefrom stems. (Jeffrey's liquid)Stain and view fragmented tissueunder microscope.

Masceration of plant tissue (labon file).

Conduct an experiment to findwhat different kinds of cells arefound in the epidermis of leaves.

Conduct an experiment to findwhat special cells and tissues may befound in a leaf cross section.

Chlorophyll (lab on file).

Careers:BotanistZoologist

123


Or 3.53 Observe how severaltissues or organswork together in anorganism to carryout special func-tions.

Or 3.54 Locate the differ-ent organs in thedigestive systemof an organism.Relate the struc-ture of the diges-tive organs totheir function inthe organ system.

-Or 3.55 Identify major or-gans and systemsof the human bodyand their functions.

Conduct an experiment to findwhat special structures arevisible in the organ systems ofan earthworm, frog, etc. (5 labson file).

. A comparative study of clamand squid (lab on file).

. Conduct an experiment to deter-mire what organs may be found inthe digestive system of an earth-worm, frog, etc.

Using a model of the humantorso locate and identify the or-gans of a system.

LEVEL THREE

PHYSICAL SCIENCE

131

Level Three (6-8), Physical ScienceOur entire physical environment is in a constantstate of change. Living and nonliving, microscopicas well as macroscopic are effecting changes whichare sometimes immediate, sometimes distant.


.0 Nature is constantlyinfluencing changesin our physical en-vironment.

3.11 State an opera-tional definitionof a variable.

3.12 State and dis-tinguish betweenphysical andchemical pro-perties of agiven substance.

3.13 State an opera-tional definitionof accelerationand deceleration.

. Give several practical examplesof a variable; define variableoperationally.

. Plot variable in relation totime. Example: water boiling ina beaker, change in temperaturerelated to time.

. Students can select a variablefrom an experimental design.

Given several basic elements,zinc, magnesium, sulfur, copper-compare physical and chemical proper-ties in various states: as is,heated, in acid, in water. Makeobservation before, during andafter each stage.

. Activities related to elements:generation of hydrogen, generationof oxygen.

. Use a watch to time how longit takes for an object to fall 2metres, 8 metres, and 32 metres.

Careers:

ChemistExperimental vehicle

driverLaboratory technicianMetallurgistPaint and dye workerPhysicistRace driverRocket designerTeacher

58

ectives

3.20 Man acting with oragainst nature canchange his physicalenvironment in botha negative and posi-tive way.

Ch 3.21 Identify plane,convex and con-cave reflectorsand describe whateach does tolight raysstriking them.

Suggeted Activities Notes

Make an accelerometer to find outwhen a vehicle is accelerating ordecelerating.

. Calculate the acceleration of amarble and steel ball rolling down a

wooden grooved track.

. Acceleration of a falling ball

(lab on file).

Gravity's affect on the motion offalling bodies (lab on file).

In a "lightbox," place a pieceof smooth aluminum foil as directed.Change shape of foil and notepaths of light.

Make a reflector from an overheadprojector. Test reflector by puttinga flashlight lamp at focus to see if

the light is reflected outward inparallel beams.

Use E light meter to registerlight reflected from differentsurfaces.

See page 173 - Explor-LE Physical Science

Careers:Lens grinderMin-or maker/in-

stallerOptometristPhysicistTelescope repairman

See page 254, Explor-LE Physical Science

135

Objectives

0 Living things are com-posed of cells thatvary in size and struc-ture.

3.21 Make a comparisonof plant and animalcells by structure.

3.22 Describe the func-tion of the parrsof a generalizedcell.

123

Su:jested Activities Notes

Make a model of a cell usingmaterials found at home. (Plasticboxes, clay, string or bags, etc.)

Compare and contrast a plantand animal cell specimen under themicroscope or use micro-projecturas a class activity (lab on file).

. Using resource materials sketchor label a diagram of the parts ofa generalized plant and animalcell.

. Cell structure (lab on file).

Have students act out functionof key cell scructures:

nucleus, direction of acti-vities - cell membrane andits selectivity, etc.

Bringtout as a summation thatmost all of the basic functions oflife are represented. (Excretion,movement, respiration, reproduction,etc.)

Set up experiments to demonstratepermeability and osmosis (2 labson file).

8.54 Equinox

Careers:

Cytologist

124


3.30 New cells are pro-duced by two differ-ent but relatedprocesses.

Or 3.31 Compare and contrastthe production ofnew cells by mitosisand meiosis.

.3.40 Unicellular organ-isms functicA as,independent livingthings, multi-cellular organismsfunction as spe-cialized cells thatwork together anddepend upon eachother.

Or 3.41 Unicellular organismsfunction as inde-pendent livingthings.

. Stucture and function in a plantcell (lab on file).

Chloroplasts (lab on file).

. Use prepared slides of mitosisin starfish eggs, ascaris, etc. toshow stages of cell division ne-cessary to produce a cell of similarcharacteristics.

. Have available the Newark produced AT Mitosis

IA

T program on Mitosis and Meiosis. 574.87H

. Water drop zoo (lab on file).

AT Meiosis574.87Hm

54

126


3.42 From a study ofcellular organiza-tion the studentwill distinguishthe complexity oftissues, organsand systems.

iO Specialized cells inliving things worktogether and aremodified to performspecial functions.

3.51 Observe the dif-ferent types andnumbers of cellsbound in the epi-dermis of severaldifferent leaves.Learn how thesecells worktogether to per-form their function.

3.52 Observe the dif-ferent types ofcells and tissues

,

found inside a leaf.Learn how thesecells function to-gether to carry onphotosynthesis.

127

. Have a bulletin board of picturesand models of unicellular organismsand colonies, and multicellular or-ganisms as tissues, (i.e., muscletissue, bone cells).

Mascerate muscle tissue in nitricacid and plant conductive tissuefrom stems. (Jeffrey's liquid)Stain and view fragmented tissueunder microscope.

Masceration of plant tissue (labon file).

. Conduct an experiment to findwhat different kinds of cells arefound in the epidermis of leaves.

. Conduct an experiment to findwhat special cells and tissues may befound in a leaf cross section.

. Chlorophyll (lab on file).

Careers:

BotanistZoologist

128

Objectives

Or 3.53 Observe how severaltissues or organswork together in anorganism to carryout special func-tions.

Or 3.54 Locate the differ-ent organs in thedigestive systemof an organism.Relate the struc-ture of the diges-tive organs totheir function inthe organ system.

-Or 3.55 Identify major or-gans and systemsof the human bodyand their functions.


Conduct an experiment to findwhat special structures arevisible in the organ systems ofan earthworm, frog, etc. (5 labson file).

. A comparative study of clamand squid (lab oa file).

Notes

. Conduct an experiment to deter-mire what organs may be found inthe digestive system of an earth-worm, frog, etc.

. Using a model of the humantorso locate and identify the or-gans of a system.

1 30

LEVEL THREE

PHYSICAL SCIENCE

131

Level Three (6-8) , Physical ScienceOur entire physical environment is in a constantstate of change. Living and nonliving, microscopicas well as macroscopic are effecting changes whichare sometimes immediate, sometimes distant.


) Nature is constantlyinfluencing changesin our physical en-vironment.

L11 State an opera-tional definitionof a variable.

.12 State and dis-tinguish betweenphysical andchemical pro-perties of agiven substance.

.13 State an opera-tional definitionof accelerationand deceleration.

132

Give several practical examplesof a variable; define variableoperationally.

. Plot variable in relation totime. Example: water boiling ina beaker, change in temperaturerelated to time.

. Students can select a variablefrom an experimental design.

Given several basic elements,zinc, magnesium, sulfur, copper-compare physical and chemical proper-ties in various states: as is,heated, in acid, in water. Makeobservation before, during andafter each stage.

. Activities related to elements:generation of hydrogen, generationof oxygen.

. Use a watch to time how longit takes for an object to fall 2metres, 8 metres, and 32 metres.

Careers:

ChemistExperimental vehicle

driverLaboratory technicianMetallurgistPaint and dye workerPhysicistRace driverRocket designerTeacher

58

1'33

ectives

3.20 Man acting with oragainst nature canchange his physicalenvironment in botha negative and posi-tive way.

Ch 3.21 Identify plane,convex and con-cave reflectorsand describe whateach does tolight raysstriking them.

Suggetted Activities Notes

Make an accelerometer to find outwhen a vehicle is accelerating ordecelerating.

. Calculate the acceleration of amarble and steel ball rolling down a

wooden grooved track.

.Acceleration of a falling ball

(lab on file).

.Gravity's affect on the motion of

falling bodies (lab on file).

. In a "lightbox," place a pieceof smooth aluminum foil as directed.Change shape of foil and notepaths of light.

. Make a reflector from an overheadprojector. Test reflector by putting

a flashlight lamp at focus to see if

the light is reflected outward inparallel beams.

. Use E light meter to registerlight reflected from differentsurfaces.

See page 173 - Explor-ing Physical Science

Careers:Lens grinderMin-or maker/in-

stallerOptometristPhysicistTelescope repairman

See page 254, Explor-ing Physical Science

135

0 ectives

1 3.22 Describe and demon-strate how a prismaffects a light ray.

30 Forms of matterand energy areconstantly changing.

3.31 Describe and demon-strate how energyis transformedfrom one formto another.

130

7'nggeste Activit es

Study light as it passes throughone prism. Pass light from oneprism to another, try different lightsources.

Make a chart to show pan t. of lightthrough binocular field glasses.Show location of lenses and prismsidentifying type and explaining pur-pose of each.

. Design an experiment illustratingtransformation of energy.

Example: zinc and copper sulfatereaction.

Make a chart showing energy changesthat take place.

Example: sun to a lighted bulb.

Perform activities which show howvarious forms of energy can be re-leased through oxidation.

Examples:2Mg + 02--t2Mg0, 2H2 + 02-42H20

. Measure potenti.4l energy of aspring attached to a wall before andafter stretching.

, Make posters with pictures in twocolumns, one side for those that re-present potential energy and one forkinetic energy.

Notes

Careers:

Nuclear engineerOil refinery tech-nician

Oil well drillerSolar engineerTank cleaner

137

60

ectives

Ch 3.32 State the Laws ofConservation ofMatter and Energyand identify someof the excepLionsthat are knowntoday.

Ch 3.33 Describe how matteron earth is con-stantly undergoingchange.

1 3.40 Physical changes occurwhen there are changesin the position and motion of particles ofall sizes which bringabout different re-lationships betweenparticles withoutchanging the compo-sition of the matter.

51


Electrical energy transformed toelectromagnetic energy (lab on file).

Electricity, heat, light andmotion (lab on file).

Given a simple chemical reactionwrite an abbreviated statement eitherin words or in symbols indicatingchanges that take place.

Example: seashell pieces in asealed plastic bag with hydro-chloric acid.

Activities in ionic and covalentbonding.

Describe and illustrate methodsthat man can use to conserve heatenergy.

Conduct series of activities toshow how matter is changed.

See ISCS textbook

139

0 ectives

1 3.41 Observe physicalchanges and learnseveral methods ofreclaiming theoriginal materialsfrom the mixture.

50 Chemical changes in-volve energy exchange.Also, changes takeplace between parti-cles within moleculesor crystals of matter.

3.51 Observe severalchemical changesand learn how torecognize a chem-ical change.

1 0

Suggeste ctivities Notes

Conduct a series of experimentsshowing physical changes.

Examples: melting ice, cuttingpaper, breaking chalk, etc.

Physical and chemical changes(lab on file).

Conduct a series of expermentson how to determine if a chemicalchange takes place.

. Experiments to demonstrate chemi-cal changes.

Examples:a. burning a matchb. carbon dioxide and limewaterc. saliva, starch and sugard. zinc and copper sulfatee. sulfuric acid and sugarf. potassium iodide and lead

nitrate

NTINUITY Level Three (6-8) , Physical ScienceThere is a constancy in cause and effect relationshipswhich precludes any abrupt reversal in natural phenomena.


3.10 Laws of gravity, motionand matter appear to'beconstant. This pro-vides nature with aconstant continualaction.

Co 3.11 Demonstrate abilityto read and con-struct the appropri-ate graphing system:bar, line or circle,using data contain-ing two variables.

Co 3.12 Identify, manipu-late and operation-ally define anindependent anddependent variable.

Co 3.13 Identify ways thatindicate gravity tobe the most commonforce in nature.

Give pertinent information relativeto plot, example: population increase,oil depletion, fuel adjustment cost,etc.

. Whenever an experiment permits it,include an accurate graph conveyinginformation derived.

Label independent and dependentvariables in such activities as:

light on eyeheating air in balloonlevel of water on tone ofdrinking glass

distance on force exertedby magnet

Compare rate of fall for projectedobject and for dropped object.

Careers:

Aerospace engineerAirplane pilotAstronauticsAstronomyCar, boat, plant

designerNuclear physicistSecurity person

Population educationlesson: Car Versusthe Bus.

63

1/1


3.14 Describe and demon-strate the basicLaws of Gravita-tion:

Newton's First LawNewtdh's Second LawNewton's Third Law

1.44

List forces which make workdifficult to do. Designatethem by the terms gravity, inertia,and friction.

Write biographical sketches onsome of the men responsible forour knowledge of gravity.

. Sketch and label various "per-petual motion" machines.

Place object on tablecloth,then pull cloth away quickly.

Place coin on cardboard overglass; use finger to snap cardoff of glass.

List a number of everyday hap-penings which may be attributedto inertia.

. Use a spring-balance to com-pare the force needed to accelerateobjects of different masses.

. Throw a ball while standing ona skateboard.

. Use example of person shootinga gun on iceskates. Determinerelationship to Newton's Third Law.

. To show some affects of inertia(lab on file).

4,

See IME text foractivities.

Pendulation toys andmodels.

115

Objectives

3.20 In cx.:r physical world

there exists a rela-tionship betweenmatter and energyenabling it to becontinuous.

Co 3.21 Describe the rela-tionship betweenmatter and energythat is evidencedin a nuclear reac-tion.

3.30 Nature and man havegiven us very reli-able, constant, andpredictable pheno-mena to study, formhypotheses and baseconclusions.

Co 3.310 Construct paral-lel and seriescircuits showingadvantages anddisadvantages ofeach.


. Describe in simple terms actiontaking place in nuclear reactor.

Notes

. Set up dominoes or mousetraps todemonstrate chain reaction.

. Visit Peachbottom atomic energyfacility.

. Compare nuclear fuel withstandard fuels for cost, pollution,etc.

. Using Einstein's theory, E=mc2show how small mass can be convertedto high amount of energy.

. Connect three 1.5 V drycells toa voltmeter in series and inparallel circuits and record re-sulting voltage in each case.

Careers:Electronics engineerElectronics techniciLaboratory techniciaNuclear engineerOptometrist

Careers:

Civil engineerHydraulics techni-

cianOptometrist

65

147

Ob ectives u ested Activities

3.32 Demonstrate thatlight passes in astraight llrie ex-

cept when passingfrom one mediumto another.

148

Notes

Connect lamps attached to abattery in series constantlymaking observations as additionallamps are added. Repeat using aparallel system. Diagram andcompare sketches and results.

Conduct activities with elec-trical models.

. Series and parallel connections(lab on file).

. Place a coin in the bottom ofcup. Push cup away from you untilthe coin is hidden by the edge ofcup. Have someone pour water intocup. Describe what you see.

. Fill aquarium with water towhich a few drops of milk has beenadded, shine a beam of light throughwater. (The milk shows the path ofthe light passing through the water.)Smoke or chalk.dust can be used toshow path of light in air aboveaquarium.

How are light rays bent? (Labon file)

. Refraction of light (2 labs onfile).

149


Co 3.33 Demonstrate rela-tionship betweenlevel arm, forceapplied and resis-tance.

Co 3.34 Demonstrate methodof determiningspecific gravityof an object.

Given a wooden board, a fulcrumand another student (resistance)use this material to find easiestway to lift stude:A.

Given above example calculatemechanical advantage.

. Given resistance on a certainpoint of bar, demonstrate severalways to "balance" bar.

. Prepare demonstration to illus-trate classes of levers.

. List various instruments whichuse principle of a lever.

. Research specific gravities ofvarious elements and plot on graph.

. Use hydrometer to determine spe-cific gravity of an automobile sto-rage battery fully charged, notfully charged.

. Use hydrorftter to estimatefreezing point of nntifreeze andwater.

. Given quantity of sea water andan equal quantity of pure waterdetermine specific gravity of seawater.

. Classify objects using specificgravity as one of ca-.egories.

Notes

Use extreme cautionwhen using automobilbattery.

67

151

ObjectivesI SuggesteActivities Notes

) 3.35 Demonstrate methodof determiningdensity of an ob-ject.

40 Heat energy tendsto move from region ofhigh temperature toregion of lowtemperature.

3.41 Demonstrate ef-fect of heaton solids, li-quids and gases.

3.42 Discover hat dif-ferent mat,rialshave differentheat capacities.

3.43 Investigate ex-change of heat en-ergy between hotand cold formsof matter.

162

Conduct experiment to determinewhat happens when heat energy isadded to solids, liquids and gases.

. Expansion and contraction ofmatter (2 labs on file).

Conduct experiment to measureamount of heat energy gained b/different materials. Compare re-sults.

Conduct experiment to determineif heat energy lost by hot watercompares to heat energy gained bycold water.

Design an experiment to measureheat los from water to air.

. Conduction of heat (lab on file).

. Heat by radiation (lab on file).

Careers:

Aeronautical engineerAnnealerBiochemist

Chemical engineerCivil engineerGeologistGeophysicistLaboratory technicianMetallurgistMeteorologistMining engineerNuclear engineerPhysical chemistPollution recycling

technicianProcessing engineer

163


Co 3.50 In chemical changesmatter is conserved,and the number ofatoms of each elementinvolved remains thesame.

Co 3.51 Show relationshipbetween mass ofthe reactants andmass of the pro-ducts in a chemicalreaction. Observeany different prop-erties of productsof a chemal reac-tion.

Conduct an experiment to learnif matter is conserved in a chemicalreaction.

Activities to demonstrate types ofreactions: direct combination,simple replacement, double replace-ment and decomposition.

See ISCS, Chapter 2

155

69

>ITY Level Three (6-8) , Physical ScienceMany phenomena in man's physical world can be observeddisplaying a wide variety of similarities and differences.


) In using scientificmethod to investigateone's physical environ-ment, man must be care-ful to categorize anddifferentiate betweenvarious findings: ob-servations, hypotheses,inferences, etc.

.11 Distinguish state-ments which are hy-potheses and thosewhich are not.

.12 Identify data col-lected from a testconducted by studentwhich support or donot support one'shypothesis.

153

. Research, identify and statethe hypotheses of men of scienceat various times in history.

Use list of statements from_ a

recentexperiment or-event and identi-fy those which are hypotheses.

. After identifying the hypothesesof scientists in the past, identifyand state ways in which statementsabout these persons were supported orcontradicted.

Tell whether or not an individual'shypothesis was accepted or rejectedduring his lifetime/today.

Use an electric inference boardto develop a hypothesis, then collectdata as to how the board is wired.

Careers:Carpenter inspector-maintenance

Electrical inspectorEquipment inspectorMeteorologistTesting and regulating

technician

70

16'7

Ob'ectives Su ested Activities

D 3.13 bemonstrate a methodfor analysis of asystem by identify-ing sources of theproblems. Describea method to testfor each problemidentified.

3.20 Terms used by man toexplain his physicalenvironment are some-times related inmeaning.

D 3.21 Distinguish betweenatoms and molecules;compounds and ele-ments.

Notes

Create a situation involving anappliance that does not work. Listhypotheses for testing where theproblem is (example: lamp that does

not work).

. Activities to develop student ob-servation skills.

Use several beakers, some con-taining bases and others acids. Dis-

tinguish the contents of each beaker,using litmus paper or phenolphthaleinsolution.

. Use an electric circuit that doesnot work. Analyze and identify prob-lems, then develop sequence andmethod for solving.

. Demonstrate the use of mercuricoxide to produce mercury and oxygen.

Draw or make models of moleculesof compounds: water, ammonia, etc.

. Trace through man's history hisdifferent ideas of atoms and mole-

cules.

Careers:

ChemistEcologistGeologistInstrument repairman

Caution' Use a hood':

169


.22 C'Jnscruct classifi-c4ti3n system where-by it:ems can beidentified on basisof observable prop-erties.

23 DiAtinguish betweenheat and temperature.

24 Describe the basicproperties of allmatter and energy.

160

Make a compound. Example: ironplus sulphur.

Make molecule models using ballsof clay or molecule model kits.

. Classify various common objectsbased on color, texture, hardness,shape and/or size, magnetic/notmagnetic, transparent/opaque.

Using litmus paper classify variouschemical solutions.

Show the relation of temperatureand heat by weighing 1.000 grams ofwater in a beaker and then placingthe beaker over a flame.

. Make a candle out of butter,placing a string in melted butter.Then light the string. Make analogyof butter as energy in form ofcandle and how your body uses heatenergy of butter to help you keepwarm and help you move.

. Calibrate a thermometer.

. Select various objects which ap-pear to be different. State ways inwhich one is common to another, twocommon to a third, all are common.

. Select objects which are eithersolid, liquid or gas and comparethem to light, sound, heat, etc.Are there things which these have incommon?

Raising temperature 1degree C. = 1 calorieof heat energy.

See IME text

72 161


D 3.25 Define element,compound, mixture,and state proper-ties t-at dis-tingu- , one fromanother.

. Classify elements on the basis ofstudent observation

. Classify elements on the basis ofchemical properties, such as reactionto water and reaction to acid.

Demonstrate that by heating mercuricoxide a breakdown occurs. Observewhat happens when heated; observe whathappens when heat is withdrawn.

. Fill container with mixture of finesand, pebbles, small stones, andlarger stones. Mix together. Askstudents for various ways to separatethese again.

Make observations, hypotheses and(L....w conclusions as to how a vacuum

cleaner works removing dust and dirtfrom objects but emitting clean air.

. Distill sea water, salt water andwood.

. Set up a filter through whichmuddy water is poured.

Research the discoverer and datediscovered of each element on theperiodic chart.

. Given a list of cammon compounds,state what elements are found in each.

. Compare the physical properties ofcompounds with the elements containedin them.

aution: use a hood:

ectives

.26 Distinguish be- ..4

tween physical andchemical propertiesof a given substance.

Various forms of energydisplay many similari-ties as well as dif-ferences.

31 Explain the dif-ference betweenkinetic and po-tential energy.

32 List various formsof energy and cate-gorize them as tothose which can beused directly fromsource, and thosewhich must be usedfrom an indirectsource.

33 Distinguish betweenconcave-convex lensexplaining how eachaffects light rays.

164


Mixtures and compounds (labon file).

Notes

Use metals such as zinc andmagnesium strip. Make a series oftests to find reaction with water,acids, fire, etc. List physicalreactions and chemical reactions.List physical/chemical propertiesfound through different stages ofthe activities.

Use a main spring or springwhich can be wound and then released.

Show a pendulum bob pulled toone side and then released.

Sketch the sequence in orderLou': solar energy, heat energy,uclear energy, and chemical energy.

Make a sketch showing how equip-ent on a ship, plane, car, or

space craft is provided with energy.

Let sunlight pass through eachlens onto a piece of paper. Movelens closer and farther from paper.Compare results.

Compare the focal distance ofoth lenses.

Use safety in handlingacids.

Careers:

Aeronautical engineerAerospace technicianBoiler inspectorCivil engineerEstimator and inspectoiInstrumentation te().Laboratory technicianOptometristPhysical chemist

74

163


D 3.34 Demonstrate how es-timated measurement's(measurements notinvolving directmeasures) are radi-cally different,depending on theindividmal and hisconLep ,f thatunit.

3.40 Through his researchand experimenting,man has contributed awide variety of scien-tific knowledge.

Research as to which type of lenswould be used for a near-sighted aswell as a far-sighted person.

Use a medicine dropper tu put adrnp of water on a loop of wire. Makethe loop about 4 mm. in diameter.What type of lens is this?

Com?are the various lenses nature hasmade - eyes of animals and man - withman-made lenses in telescopes, micro-se:opes, projectors, and cameras.

. Use object around the classroom andhave students estimate in metric units -without moving from their seats - thelength, width and weight of: floor,tile, chalk board, desk, window, etc.Record, compare, find average, compareaverage with actual measurementdetermined by teacher prior to activity.

. Using objects around the classroomand a measuring device, have studentsmeasure in metric units the length,width and height. Record, compare,find average.

16

Objectives

41 Identify the con-tribution of famousscientists.

42 Investigate occu-pations relating tophysical sciences.

163


Investigate the contribution offamous scientists: Dimitri Meldalc N,Rutherford, Bohr, Antoine Lavoi,.i-r,Joseph Priestly, Daniel Bernoulli,Robert Boyle, J.A.C. Charles, LordKelvin, Blaise Pascal, ArchimedeIsaac Newton, James Joule, CountRumford, Oersted, Coulomb Van de Graff,Curie, Pauling.

. Write an occupational brief for thefollowing related careers:

Architect, civil engineer, nuclearengineer, physical chemist,mining engineer, optometrist, in-strumentation technician, exca-vation technician, pollution re-cycling technician, aeronauticalengineer, lithographer, labtechnician.

Notes

TERACTION Level Thiee (6-8), Physical ScienceThe interactions of living and non-living matterin an environment and the resulting exchange ofenergy determine the nature of the environment.


3.10 Matter as well asnon-matter, often hasone nature when iso-lated, but sometimestakes on another na-ture or quality duringor after an interaction.

I 3.11 Identify constantand manipulatedvariables in for-mation of typesof energy.

I 3.12 Demonstrate theneed for a media toenable sound totravel.

. Prepare a chart showing stepswhich appear to be constant in forma-tion process of coal and otherfossil fuels. Identify constant andmanipulated variables.

Prepare a chart showing processof formation of a diamond and graphite -note similarities and differences.

Have-doorbell attached to cell.Complete circuit in normal atmosphereComplete circuit in vacuum

. Graph approximate speed of 'id

through various media.

areers:

Atomic physicistBiochemistBroadcasting tech.Dirc jockeyDry cleaner workerElectronics engineerGeophysicistLand development tecMining engineerNuclear engineerOpthalmnlogistOptometristT.V. - radio annou.c

77

171

Ob ectives ested Activities

.13 Determine by experi-ment effects ofmass, size of arcand length of stringon time required forthe swing of a pendu-lum.

14 Identify problemsand determine properlens to be used.

15 IkLonstrate thatwhlte light is acombination of allcolors of thespectrum.

172

Notes

By changing variables, completea chart similar to the followingmaking conclusions: (use 200 gramsand 500 grams.)

A. Distanc:: RuundFrom ip

Rest PerPosition Minute

20 cm.

15 cm.

10 cm.5 cm.

Period(Secondsfor one

Round Trip)

Length Distance Roundof from rest Trips

String Position Per Min. Period

9 dm.7 dm.

5 dm.

3 dm.

10 cm.10 cm.

10 cm.

10 cm.

. Given the focal point of a far-sightedperson determine effects of a concave andconvex lens. Show by use of models ordiagrams co-cect lens as well as effect.

Repeat above for near-sighted indi-vidual.

. Allow a ray of light to pass throughtwo prisms, the first fortaing a spectrumand the second combining all colors intowhite again.

173

Objectives

I 3.16 Demonstrate thatwhen light travelsthrough a moredense substance,it will slow downa small amount.

3.20 Living and non-livingmatter and non-matterall interact to pro-duca forms of energy.

I 3.21 Identify how vari-ous living and non-living thingsproduce energy.

Suggested Activitie3

Mix colors of light and mix samecolors of paint pigments. Compareresults.

Research the cause of rainbows.

4 labs on file: light and spectrums.

Place two stirring rods in abeaker. Have rods form an "x." Viewrods from the side.

Draw a sketch of how animalsand trees over a period of timeproduce fossil fuels.

Demonstrate how man can makeelectrical energy by using magnetsand coils of wire.

. Describe how an electric eelproduces electricity.

. Describe and illustrate howlightning bugs produce light.

. Make a study of Franklin's ex-periments on lightning.

Notes

Careers:BiochemistBiophysicistElectrical engineelEngineer-miningEntomologistGeologistMoverService station

attendantTruck driver

175

79


I 3.30 Force is needed tochange either thespeed or direction ofa stationary ormoving object.

_I 3.31 Determine howpulleys may beused as a simplemachine.

i 3.40 Electricity andmagnetism areinterrelated.

80 178

Make a battery using copper,zinc, and a desk blotter dipped inan electrolyte. Check currentusing a voltmeter.

. Make a battery from pennies andaluminum foil. Test with a millia-meter.

3 labs on file: electricitymagnetism.

. Design a system to test materialsfor electrical conductivity.

. Conduct chromatography experiments.

. Lift a weight with a single pulley,moveable pulley, block and tackle, etc.,comparing force or direction.

. Using as many simple machines aspossible, combine them in such a waythat they all work in sequence toaccomplish a given task.

. Inclined plane (lab on file).

. Lever (lab on file).

.' Pulley (lab on file).


I 3.41 Demonstrate the re-lationship betweenelectricity and mag-netism.

Attach terminals uf a coilof insulated wire to ammeter;rotate coil in a magnetic field.Observe.

. Wrap insulated wire around nail.Try 10 turns, 20 turns, and 30 turns.Attach terminals to dry cell. Bringhead of nail to pile of tacks andobserve. Compare results producedby different numbers of turns.

Wind 50 turns of insulated wire on5 cm. piece of glass tubing. Attachterminals to dry cell. 'Use a compassto check magnetic field near coil.Reverse terminals and observe.

1 7 '1

LION Level Three (6-8) , Physical ScienceNatural phenomena are limited by the fundamental natureof matter and energy. There is an overall tendency towardsrandom distribution of energy and a corresponding tendencytoward equilibrium in an environment.


Matter and energy inthe universe is inequilibrium. Each formof matter and energyhas specific propertiesanz Lilaracteristics ina specific environment.If the environm,mtchanges or the matteror energy is placedin a different environ-ment, the matter andenergy will undergochanges ia responseto the new conditionsand maintain theirequilibrium.

.11 Explain how andwhy an objectmoving throughits environmentwill give upenergy to itssurroundingsuntil it comesto rest.

113

. Conduct experiments, record ob-servations, and draw hypotheses per-taining to experiments with: .

Falling objectsThe natural condition of an objectSpeedForce - aending and stretchingFriction (lab on file)Motion and force of gravity (lab

on file)Acceleration (lab on file)

Careers:Aerospace technicianBoiler operatorBoiler repairmanCivil engineerFuel truck driverInstrumentation techLab technicianMining engineerPhysicistProcessing engineerRooferService stationattendant

82

179

Objectives

83


L 3.12 The phase of matteris determined by thetemperature andpressure of itsenvironment. In agiven environmenta material can haveonly one phase. Ifthe environment ischanged drastically,there may be achange in phase ofthe matter.

L 3.13 The rate at whichheat energy can beexchanged betweena given mass andits environment islimited by specialproperties of themass.

Mass - compared to speed andacceleration

Analysis of momentum (lab onfile)

Energy of motionStudy of the pendulum

. Design and conduct experiments,record observations, make modelsand draw conclusions to explainthe results of your experimentsconcerning:

a. Calibrating a thermometerb. Water and icec. Structure of water moleculed. Boiling temperature of water

containing various solutese. Behavior of matter under

conditions of high and lowtemperatures

Conduct experiments, recordresults, develop models to explainthe results and draw conclusionsabout experiments concerning.

a. Energy transferb. Heat storagec. Heat and temperatured. Heat and volumee. Heat and molecular attractionf. Heat flow (lab on file)g. Color and heat

130

Objectives

1. 3.140 Electr..city movesfrom one point toanother when thedifference in po-tential betweenthe points islarge enough toovercome theresistance. Inthis the changeslose energy totheir surrounding,3.

L 3.150 Electricity andmagnetism areinterrelated


Conduct experiments, keeprecords, make models, and drawconclusions to explain theresults of these experiments:

a. How to produce an electriccurrent.

b. How to detect electriccurrent.

c. How to construct a gal-vanometer

d. What factors affect thestrength of an electro-magnet?

e. How to construct a simpleelectric motor

f. How does an electric trans-former work?What is an electrical cir-cuit? (lab on file)How to measure electricityin a circuit.

i. How do series and paral-lel power sources affectthe flow of electrons?

j. How to construct a simplechemical cell (lab on file)

g.

Activities to show electro-magnetic fields. Example: sprinklingiron filings in a magnetic field.

. Activities of attraction andrepulsion of a magnet.

18_1

RGANIZATION Level Three (6-8), Physical Science

A systematic relationship exists in our physicalenvironment. Systems within systems comprise theuniverse.

OBJECTIVES

r 3.10 A relationship existsbetween sets of ob-servations, hypothe-ses, and theoriessupported by theseobservations.

Or 3.LI Construct hypothe-ses from a setobservation.

Or 3.12 Use a periodic

table to show howto find the massand atomic numberof an element.

SUff,ESTED ACTIVIlIES NOTES

Presented an actual incident,list a numbPr of observations aswell as inferences which can bederived, stating which it, an ob-servation, wnich is an inference.Develop hypotheses based on theobservations.

. :liven a ktrnel of unpopped pop-corn, list a number of observations.Develop a hypothesis based on theseobservations as to what will happento this corn when hea'_ed.

. Make a chart showing when and bywhom various elemeats were dis-covered.

Make a ?eriedic table which showselements: atomic weight and mass.

. Make a diagram of the outershell of various elements comparingthis to atomic number diagrams.

Careers:

ChemistLab technicianNavigatorsOb3erverSports announcerTeacher

1.83

85

Objectives

3.13 Demonstratemethods for mea-suring in themetric system.(Lab on file.)

) The ability of matterto emit and absorbradiant energy isdetermined by theorganization of elec-trically chargedparticles in thematter.

t.21 Determine the pat-tern of reflectionand the distance ofimages from reflect-ing surface.

184


. Calculate number of protons,neutrons and electrons from theperiodic table.

. Identify characteristics of ameasurement system such as standardi-zation of units.

. Give length of an object using ametre stick and metric units andreport answer ± 0.5 cm

. Determine weight of an object 'isinga pan balance and metric weights ± .1 g.

. Demonstrate skill uc..ing a graduatedcylinder i 5 ml.

. Learn to spell metric units inaccordance with SI system. Exmetre, litre, etc.

Conduct ex/Jeriments on howlight is reflected from variou.'surfaces. (2 labs on file.)

Notes

Careers:Lens grinder/polisherObservatory technicianOptical instruments

salesman

185


Or 3.22 Study the path oflight as it travelsthrough water andair.

Or 3.23 Determine how lensesand prisms affectthe path of a beamof light.

Or 3.30 Prolier safety measuresare important in theclassroom.

Or 3.31 The student con-structs and handleslaboratory apparatusin a skillful manner,giving due attentionto accident pre-vention.

1 8 3

. Conduct experiments o showhow light waves are b(.1t as theytravel through different med4a.

. Conduct a series of experimentsto show how lenses bend light rays.

. Conduct a series of experimentsto determine how various types ofmetal filaments emit different in-tensities of light.

Student produced safety postersshould be displayed in room.

APP:NDICES

18':i

APPENDIX I

RLCOMMENDED TIME ALLOTMENT FOR SCIP,CE

At the kindergarten level it is recommended that the teacher spend a minimumof 20 minutes three days a week exploring natural science with the students.

At the first grade level it is recommended that the teacher spend a minimumof 20 minutes five days a week exploring natural science with the students.

At the 2nd, 3rd, and 4th grade teaching level it is recommended that theteacher spend a minimum of 30 minutes a day five days a week exploring naturalsciences with the students.

At the junicr high and/or middle school level, (grades 5 to 8) it is recommendedthat the teacher g)end a minimum of 40 minutes.a day five days a week exploringnatural science with the students.

Instructional time spent in related areas of natural science such as health,drug, sex and/or emergency preparedness is not part of this basic time allotment.

This time allotment complies with the suggested time allotments adopted by theDelaware State Board of Education on May 15, la69.

188 89189

.!'i-TNDIX II

SCIENCE COURSES1

1. CONCEPTUALLY ORIENTED PROGRAM IN ELEMENTARY SCIENCE (COPES). 1972-1973.Morris H. Shamos, Department of Physics, New York University, 4 WashingtonPlace, New York, New York 10003.

Digest.. COPES is a science program for students in grades K-s. The curriculummaterials developed by the project consist, in the main, of teacher guides thatprovide understanding of the science involved and permit teachers to guidepupils through the student-oriented activities.

9. ELEMENTARY SCIENCE STUDY (ESS). 1962-1973. Joseph Griffith, EducationDevelopment Center, Inc., 55 Chapel Street, Newton, Massachusetts 02160.

Digest. The Elementary Science Study project developed 56 units for use inscience programs from kindergarten through the 8th grade. Each unit is designedto be used over a range of grade levels, depending on the scope and depth of theapproach. ESS units do not comprise an elementary school science curriculum.Rather, teachers may select from them to construct a course to meet local needsor to supplement existing courses. Their adaptability enables use in conventionalor "open" classroom settings.

3. SCIENCE CURRICULUM IMPROVEMENT STUDY (SCIS). 1962- . Robert Karplus,Lawre7:ce Hall of Science, University of California, Berkeley, California 94720.

Digest. The SCIS project has developed ungraded sequential physical and lifescience programs for the elementary sc:ool that are designed to turn the classroominto a library.

4. SCIENCE - A PROCESS APPROACH (SAPA): COMMISSION ON SCIENCE EDUCATION. 1962-1971.John R. Mayor, American Association :or the Advancement of Science, 1515Massachusetts Avenue, N.W. Tashington, D.C. 20005.

;National Science Foundation, Course and Curriculum Improvement Projects,1974, p. 6-8.

1 0 90191

Motor: Fine

C,ather

irease on paper plate. (',

Plaster Leaf Print

needed if usin(; milk cartons.)

Mi\ water in plaster of s to :oarirg corsistcncy. Pour intomold.

4. Atter it hardens a little, press a leaf on it firm. i and remove.

5. ir-rr ha irpin for hancer.

0. 'e:hee dry, reniove and paint.

Yrni need:

Leaves, small fluted paper plates or milk cartons cut off aninch from the bottom, plaster of Paris, water, containtrto mix it in, petroleum jelly, hairpin, paints.

9 7

Nature's Numbers

Try thH:

'Aive .tudert a can with a specific nL;mber of objects in it (usingthe nu that you are working with). Example: one leaf, twotwi, three flowers, etc. Hold up the beaded number card withouttr,11irg tho child what the number is. The child looks into the cantc ird the nut)er of objects i'Aicated. Do this until you havec:c:*leted all of the numbers that you want the child to know.

the chld for success by verbal praise.

,:rass, tree twigs, sticks, flowers, open-top can

'1!

Thr class should r:o on a walk prior to this activity, identifyingJrld ,-,n1;ectinq things we see in nature: trees, leaves, jrass, flowers,et... The teacher needs a medium size, open-top can, beaded numbercards.

93

Awareness The Nose Knows

Try tnis:

1. Go outside and smell the air after it rains.

2. Smell grass, flowers, dirt.

3. Does this thinrj have a smell? (rock, flower, grass)

4. Is the smell good or bad?

5. Compare smell of flowers to perfume.

You need:

Perfume

9 9

Motor Pea and Toothpick Building

Try this:

Soak a package of dried peas for at least six hours. Be sure they arecovered by water. Get a box or two of round toothpicks. Stick thetoothpicks into the peas; they will serve as connectors. Build houses,buildings, shapes. As the peas dry, they will make a strong joint.Houses may be covered with tissue paper.

You need:Dried peasRound toothpicksLarge bowlWater

Hints:

Soak peas overnight or at least 6-7 hours. Be sure they are coveredby at least an inch of water.

100

Motor: Fine Plants and Paste

Trv this:1. Take the children outdoors and ask them to pick up small natural

objects such as rocks, twigs, leaves, seeds, pods, etc., and toput them into a t'ag.

Return to the classroom and gather around a table.3. Give each a sheet of heavy paper. Each child is to choose

several of the found objects and glue them on his/her paper.

More:The natural objes may be glued on in designs or patterns.

You need:Bag, heavy paper for each child, glue

Hints:Survey the area to be sure there is a diverse array of small naturalobjects to be found.

101

%umt,ers Colors

Tr:, this:

1. 6ive students a color card (ex. green). Have them take the cardwth and find somethirio the same color as their card (grass,leaves).

Show students a qt-een card for a few seconds.

11 students to find something green.

You need:

Color cards, paint chips

Hints:

Be sure there are materials outsidP that match the colors you wantthe students to find.'

102

7',

Sho J".;e

1 (Ji! rPH (,f d t-ree , flo er , etc.

ro :10i-t to Ort: like it in

e. :

the outdoor environment.

T'i,tures or objects the teacher knows wila

l be in the area inich the activity will tke place.

103

Awareness: Visual Lucky Clovers

Try this:

Go outside and hunt for four-leaf clovers.

Hints:

Locate an area with clover.

104

Science: Plant Growth Terrarium for the Classroom

Try this:

1. Glther plants with leaf mold, moss, small pit:cPs of wood, rocks.

2. Put pieces of moss on bottom of container upsidedown. Add rocks,peat moss and plants. Put a few pieces of charcoal on the ffloss.

3. Pour in water. Add small, ceramic animals.

4. Seal with plastic wrap and put in a cool window.

You need:

Glass jar, fish bowl, or aquarium, plants Oth leaf mold,mosses, bird gravel or rocks, peat moss, a few piecesof charcoal, plastic wrap, long handled spoon, containerfor water.

105

Science Seeds

Try this:

Children will visit an outdoor area and find three or four differentkinds of seeds. Example: pine cones, milkweed pods. Classify themaccording to how they travel--air, hitch-hikers, pop from plants.

You need:

Assorted seeds

10(3

Awareness Some Like Water ;Then It's Hot

Try this:

Demonstrate effect of w1Ler on plants.

1. Place two plants in same window sill.

2. Water only one plant.

3. Record on calendar.

4. Observe differences in two plants as time passes.

You need:

Two small plants

107

AV;0,!fl,i'55 Pe.inut Butter Snack for the hirds

Try

1. Mi' pearHt L':uLter cornrr,eo. or oats.

,1 knife to sore1 d. it or pre cones.

Tie :3 s'.rin around eaoh cone.

6o for a walk alA tie the oin; cones to bushes and low tree limbs.

5. 'v:at.j. for 5ird!7.

You need:

Pine cones, oeanut butter, oats or cornneal, knife, string.

f H d .) I i) rar

t

r! t ' .4 0 C4 t the ovs, or the top. Cutdrou r 1 t r 1 a t the totton e a F0 1d dowt--thi.', 011 te

t (..hCfiS e S c.sr1 pi,..turer, from card,., and mdqd-Coy ' :n111 ith citic. fl1e Luck of Lox.

1., H t v ;, r, f r44 (11 of pict.urer,.

ft per i Fie a i lii 1 e a i 1 (1 101).

r: d I r

) ;;,! ,

r, 0 H 1 I c

iOi

1

Pu sy 1 1 ov, P L) t) i t

ror 1 f1(1 t t

(.1 . i 1 ') ')! t:1 C her s

4 ' I, 1 f ,)h I r .

I ' , rdtri tern , wh i

11 'id

Awareness Weather

flar1 hoard to illustrate clothes for warm and cold weather.,,tudents differentiate between warm and cold by putting theirc)1_ tI .;,ir(Anw, their hand on a radiator, feeling the

r t !' or feeling warm and cold water fror7 bathroom

r 1 d r rr 1 ; 0 d r d

t'lres--one dressed for cold and one for hot weather

Dress Hp

thi

c!it-out dolls with ;:!.it-out clothes or use pictures(1 . the children decide what to wear in vacious kinds

. ;ou hlve the WrAls, have the children put the clothesyr or kt:: select tne picture of what clothes ace appropriate.

cold, have ther select a warm coat, mittens, a hat,.

lcthes .!seasonal clothes) ort, vii`J-, seasonal clothes

1

Awareness Falling Leaves

Try this:

Rake piles of leaves, kick, tumble, bury one another, feel , smell, listento the noise the leaves make.

You need:

Leaves

Hints:

Locate safe area where there is no dangerous litter or debris.

it 3

Awareness Seasonal Sort

Try this:

A table game to help the pupil identify the characteristics of eachseason.

Print name of season at top of each large card.

Glue seasonal pictures on small cards.

File in a large manila envelope.

You need:

Four cardboard cards 6 x 8

Sixteen cardboard cards 3 x 4

Seasonal pictures - cardsW.ildlife stamps, magazines

114

8ware!-4:ss

Try

Weatherperson

Jaiiy weater o teach the children about weater. MakeLip a calendar wit-, lare spaces for each day. Cover it with clearcontact paper.

Mae weather sy7tols. Example: a sun with a smiley face for a sunnyJay, a cloud with raindrops for a day, etc.

Each day have the children notice the weather. Discuss it. Assignone child each day to be the "weatherperson." Select the weatherYym,hol which fits the day'. Then help place it on the calendar ontnr! proper day.

You r.eed:

Calendar covered with contact paperVeather symbols backed with tape

ScienCe

Try this:

Winter

Collect snow and frozen soil, let children feel the cold. Melt it.Observe soil becoming moist and then softening. After melting, feeltextures of soil and melting snow.

You need:

Snow and frozen soil

116

SciellCe Spring Bloomers

Brin(1 in Lr3nches from early-blooming plants. Place the stems inwater in a warm place to force the leaves and blossoms (pussywillow, for ,ythia, flowering crab). Keep a record of the number of(1,72ys that H,!. before they bloom.

You need:

Brarche, jar and water

Motor: Fine Skills Weed Seed Art

Try this:

Go outside and gather dry weeds (some with roots), seeds, and leavesfor a picture.

Let pupils pick favorite color for background. Glue seeds, plants,and leaves on paper. Dot open areas with glue and sprinkle on bitsof colored tissue paper. Cover with plastic wrap and staple on ablack paper frame.

You need:

Dry weeds, seeds, and leaves, construction paper, tissuepaper, stapler.

Hints:

Survey area for dry weeds and leaves. Cut black construction paperframes.

Science Watching Trees

Try this:

Select a tree for the class to observe during the school year (at leastfour times). Visit or observe tree. Draw a picture as a record ofseasonal chanc:es.

You need:

Tree, crayon, drawing paper

119

Awareness: Spring Egg Shell Pictures

Try this:

Students place egg shells on the window sills and watch the warm sun-light dry them out during the day. After the shells have dried out,use water colors to paint them in a variety cf pastel shades. Gluethe pieces of painted egg shells to mlke pictures that have been out-lined on construction paper.

You

-s, water colors, paint brushes, glue, pictures outlined on-..ruction paper

Hints:

Teacher and prils bring egg shells from home. The teacher outlinespictures on construction paper.

14,0

Numbers Sand Numbers

Try this:

The class needs to go on a walk to fill medium size containers withdry sand. Use cardboard squares size 9 in. by 11 in. to write thenumbers from 1 to 10, using a separate card for e,ch number. Use anytype of commerci,' glue to trace over the numbers that have beenwritten in pencil. Before *he glue dries, sprinkle the sand over thenumbers, shaking off any excess. Allow all of the numbers to dry.The finished product of this activity will be hard, raised numbersmade of sand, which serves for good tactile experiences in learningto read numbers understandably.

You need:

Sand, commercial type glue, size 9 in. by 12 in. paper, pencils

Hints:

The teacher should be sure that an area is available fo, obtainingsand.

121

Awareness: Tactile Sand Play

Try this:

Sit around a sand pile. Let the children sift through the sand withfingers and toes. They can pour sand into containers or from containerto container.

More:

Wet the sand and build a castle.

You need:

Bucket of waterEmpty containersSmall hand shovel

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2 0 - ERICRobert Reeder Sandra Richardson John Rogge Ora Ann Shultz Edward Stowell, Jr. Verne Wood....

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