DOCUMPNT RESUME

ED 051 179 SP 007 242

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

EDRS PRICE EDRS Price MF-$0.65 BC-$13.16

DESCRIPTORS Biology, Chemistry, Curriculum, *Curriculum Guides,
Earth Science, *Elementary Grades, Elementary School
Science, Grade 1, Grade 2, Grade 3, Grade 4, Grade
5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10,
Grade 11, Grade 12, Intermediate Grades,
*Kindergarten, Physics, *Science Curriculum,
*Secondary Grades

ABSTRACT
GRADES OR AGES: K-12. SUBJECT MATTER: Science.
ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into three
sections, one each for elementary grades, middle grades, and high
school. The first two sections are further subdivided by grade level
and the last section is subdivided by course. Sections are laid out
in four columns across two pages. Column headings are concepts,
teaching methods and learning activities, resources, and evaluation.
The guide is mimeographed and loose -leaf bound with a soft cover.
OBJECTIVES AND ACTIVITIES: General objectives are outlined in an
introductory section. Suggested activities are correlated with
specific sciertitic concepts and specific objectives. Activities
include reading, laboratory experiments, lectures by outside experts,
field trips, and independent projects. INSTRUCTIONAL MATERIALS:
Materials needed for an activity are listed with the activity
description. The lists include both print and audiovisual materials.
Textbooks used in the middle grades are listed at the beginning of
the section. STUDENT ASSESSMENT: Suggestions for evaluation accompany
each group of activities correlated with a concept--usually teacher
observation in the lower grades and teacher- developed and textbook
quizzes and exans in the upper grades. (PT)
 LI 5. DEPARTMENT OF HEALTH.
EDUCATION & WELFARE
K - 12 SCIENCE OFFICE OF EDUCATION
r HIS DOCUMENT HAS SEEN REPRO
DUCED EXACTLY AS RECEIVED FROM
THE PERSON OR ORGANIZATION ORIG-
INATING IT PO.N1S OF VIEW OR OFIN
Curriculum Guide IONS STATED DO NOT NECESSARILY
REPRESENT OFFICIAL JFFICE OF EDU-
CATION PDS-T)ON DR POLICY

1968-1969

The Reading Community Schools

Reading, Ohio 45215

Robert G. Pickering, Superintendent

Ronald A. Hilvers, Director of Instruction

Faculty Committee:

Richard Thielmeyer YJilliaia Botch Reva Smith

Roger Xersh Wi'l'liam Lague

Typists:

Doris Bennett Nancy Krieger Janet Taylor

 FORWARD

The publication ofthis Curriculum Guide represents

the culmination of a year of study. The final editorial

work was carried out by six teams of teachers during

tne summer of 1968. These materials were prepared under

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

Instruction.

Teachers are encouraged to refer constantly to this

guide during planning sessions throughout the year. It

should be understood that any resource material cannot

be the final answer to instructional questions, but

rather a tool to direct the thinking process cf the

teacher. Periodically this guide will be updated. In

order to facilitate this process teachers should trite

in suggested chcsges, additions, or deletions to the

spaces left for this purpose. Particular attention should

be paid to sections of the guide which outline expected

outcomes. By paying attention to these objectives, the

teacher should be better able to design and evaluate an

effective program for the children.

The Reading Community Schools

Reading, Ohio

O September, 1968

2
 INTRODUCTION

If historians affix a descriptive label to the twentieth

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

The science program in the Reading Community Schools is

designed to help students learn to formulate scientific
theories, to become aware of their own learning processes, and
to be prepared to intelligently apply the principles of science
to life situations. Its goal is to encourage the inquisitive
child to become an inquiring adult - a self-confident,
reasonable person %rho can and will investigate the world for
his ownrsatisfaction.

The topics of this guide extend from topics that occur in

daily life to relatively advanced subjects of science.
In spite of the obvious limitations to any one guide, the
meticulous care of the contributors has made poosible the
inclusion of a wide selection of unit topics.
 PHILOSOPHY

The science program for The Reading Comnmmity Schools is

planned to help in the total development of each dad to the
limits of his capabilities, allowing him many oppoAunities
to express himself in the direction of his interesi:s. The
program is organized so as to help the pupil make consistent
growth toward becoming the type of individual that can best
adapt himself to the society in which he is living.

To make this possible the science program must be flexible,

It must be forever changing if it is to meet the demands of the
youth then participating. If it is to be kept "modern" every-
one should. accept the challenge of keeping-up, fostering a
science prograa for the day and for th) future, offering every
opportunity for the students to become acquainted with "What9s
New."

Science is much more than a series of experiences outlined in

any given textbcok. The very nature of the subject dictates
that there are concepts to be learned that are far more
important to the proper development of the child than arc the
isolated facts to be memorized. Youth should be taught to
evaluate what he experiences, what he reads, hears, sees, and
does. Perhaps the greatest contribution to be made by studying
science is the development of & way of thinking, a way of
arriving at a solution to a problem. Teachers should take
advantage cf every opportunity to help children develop a
scientific attitude. The individual will then be better
qualified to evaluate, to make better choi'.ea, and to apply
its principles intelligently to life situations. Througt,
experiences in science A pupil learns to establish contact with
God, the world, and life upon the earth.

-2-
 OBJECTIVES

1 To provide children with those understandings of science

which will help them to live in a world of change, able
accept change, as normal, discerning order and Vhythm in the
nrocess of change.

2. To help the children gain some understanding of the scienti-

fic method of inquiry or investigation.

3. To maintain and intensify the natural curiosities of the

child in his ever-expanding environment and also to help him
to observe these objectively.

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

world.

5. To encourage wide and intelligent use of sources cf informa-

tion as well as to acquaint the child with resourca persons,
community resources and various reference materials.

6. To provide children with those experiences which will help

them to feel comfortable with th9 materials and vocabulary if
science.

7. To learn more about the needs of all living things, inclvding

the needs of the human body.

8. To assist a child in identifying himself in a universe filled

with a variety of living and non-living objects and an array of
events and changes.

9. To help children get acquainted with those of times past

and present who have contributed greatly to the field of science.

10. To consider subject matter primarily as a means to an end

and not as something to be remembered.

11. To suggest and recommend science career opportunities to

those indicating interest, desire and ability.

12. To develop appreciations for and attitudes about the

environment.

S
-3-

5
 664

Elementary
Year
altara-SSAISIZT§.

litszizralgua.92mlozilaamigli
E-7
Force:4.61ff
Forms of:
Mechanical. Enerey
Flow of:
Conduction
Convection
Radiation
Solar Energy
The Sun 4-4
Introduction to Earth Science 4-4
gILCCEM-W150-2-t2341"1-143211
Keplorfs laws
Rotation of Earth
C") Velocity
Gravity
Electromagaetio Radiation
Structures of the Atmosphere
5: ere ..-And Cirzles
latitude longitude
Magnetism
Solar 'System

zazzLaz,,m,zumemtatt
MUM=
"Weather
Temperature
Humidity
Air Masses
Ocean
 Elementary Maddle Secondary
scmTE CONCEPTS, - Cont'd Year 10

EpmExEmlggo in the
Str.ko

Weathering
Flowing Water
Glaciers
Tides
Wind

&perry Svstems 1;20.1

S2lid_Earth
Volcanoes
Igneous Rock
Earthquakes
Oceanography
Ceol,Ngic Eras

The Elevnts of Chenistry

Atom
Periodic Table
Metals and Non- Metal3
Bonding
Compounds
II
Machines and Energy
Force
Work
Machines
Magnetism
Electricity

The Bioohvsics or Sound

Vibration
Wave Motion
Sound Wave
Sound from Voice
Animal Sounds
The Ear
 Elementary Middle Secondary
SC7 ?CE CEPTS -Cent td lear 10 11 12

The Energv of Light

Spectrum <
Photosynthesis

The Engrgy 7f The Atom

:radio Activity
Reactors And Accelerators

Electronics
Radio
Computer

from Atmosmhere to Soae

Planes
Rockets
Satellites

00 Life in l_ph791S11Ilorla
.fervour System
Properties of Matter
Prol.oplasm
Carbohydrates
Fats
Proteins
Cell Structure
One-Celled Animas
Kinds of Tissues

Living Things
Classification
Protozoans
Bacteria.
Algae
Non-Vascular Plants
Vascular Plants
Invertebrates
Vertebrates
 Or' )'

Elementary Middle Secondary

SCIENCE CQNMPTS Conttd Year 2 10 11

77.-pm Life to 1.ife

Heredity
DNA
Cell Division
The Flower
Fruits and Seeds
Cleavage

Chemistry' of Living Things

Solutions
Solvents
Body Temperature
Colloids
Diffusion
Digestive System

22121-4=a31222=11
The Biosphere
Parasites
Ecology
Cycles
Habitats
Food Chain
Symbiosis

Bin:le:wry in Seaga
Concept of Space
Radiation
READING COMMUNITY SCHOOLS

CURRICULUM GUIDE

SCIENCE

LLEMENTARY

10
 A) Teaching Methods
Concepts B) Learning Activities

Kindergarten Science

Spaces and Places A) Inquiry, exploration, discovery,

1. We are nearer to some things experiences, observing, predicting,
than to others. comparing.
2. We are farther from some things B) Direct the children's thinking by
than from others. orienting them in the room to one
3. Moving faster gets us there object such as the door. Examples
sooner. "Which table is nearest to the
4. Up and down depends on where door? Which is farthest?"
you are. Have races between two children.
One child will walkone run.
Walk in different ways from one
place to the other.
What is i- front of you? (Glance
behind them. What is in back of
you?
What is in the front of the room?
What is in the back?
Mak( straight lines using three or
four children.
Discuss what is high in the room.
What is ;ow.

Whatla Alive
1. There are many kinds of living Take a walk around the schoolground.
things. Name the things they see that are
2. Animals move, eat, breathe, alive.
grolhand prntect themselves. Have a turtle, fish and g. owing
3. Plants are living things . plants for the children to
4. Living things change as the observe. What do they need?
seasons change. Are you alive? What do you need?
Take the same walk. Can you find
more things that are alive?
Are insects alive?

S e 1
r A) Printed
B) Audio Visual A) E:- netted Outeme
Resources C) People Evaluation B) Testing Program
D) Places

A) Let's Find Out, Cadmus A) Are the children more aware of

Fall is Here the things around them?
Winter is Here Can they draw some of them on
Spring is Here paper in form of pictures of
Summer is Here what thgy.see?
=Vs Nest. TNrtlgp. Fish Do they collect thir_A such as
Wonders of Nature rucks, shells, etc.?
Up Aboveo_d_221.LQ13elar B) Teacher evaluation through
My Five Senses questions, showing of interest,
My Hands participation in activities.
Now I Know
the Indoor Noisy Book
All Sizes of Noisy Pets
LugeZsaAninitas
B) Pictures of Living Things
Pictures of Things that Show the
Seasons
Science and Wondering Charts -
Scott-Forsemen
Filmstrips:
Tubby Turtle
Copy Kitten
Animals
Animal Babies
Animals of Sea and Shore
Birds
Autumn is Here
Winter is Here
Spring is Here
Summer is Here
Mr. and Mrs. Robin and Their
Springtime Story
On the Farm with Tom and Susan
Use a magnifying glass as often
as possible.
C) A parent might bring a pet and
tell r 'o care for it.
D) FL .1ps:
. , the zoo
To a farm
To Sharon Woods

Se 2

12
 A) Teaching Methods
Concepts B) Learning Activities

Discovering Our Senses

1. We find out about the world B) Have several familiar things in a
around us by seeing, hearing, bag. Blindfold a child-have him
smelling, touching and tasting. take something iron the bag, let
2. Seeing is one way of finding him tell what he thinks it is.
out; we sse with our eyes. Help him use words such as soft,
3. Hearing is one. way of finding hard, bumpy, heavy, etc.
out; we hear with our ears. Have some "smell" jars for the
4. Tasting is one way Jf finding children to guess what they smell.
out; we taste 1.4ith our L. 'es. Have a box of things to feel, such
5. Smelling is one way of wing as fur, sandpaper, rocks, cotton,
out; we smell with our uosa:;. etc.
6. Touching is one way of finding Have some sounds behind a screen.
out; we touch and feel with Have the children cover their
our fingers and our skin. ears. Can they hear? See if they
7. Lifting is one way of finding can recognize some familiar
out; we lift with muscles in sounds.
our arms. Blindfold a child and give him
something familiar to eat such as
candy, raisins, apple, etc. Can
he guess what it is?
Have three boxes, fill one with
stones, one wit'u cotton, one with
a book. Which is heavierf,lighter?

Sounie We Hear
1. There are many different What sounds do we hear in our
sounds around us. classroom?
2. We can often tell, without Co on a "sound hunt".
looking, what makes a sound. What do you hear at home?
3. Different sounds are made in Are the sounds 1224 or 2211?
different ways. Are the sounds high or lih?

Light and Dark

1. Light comes from the sun, What things give. us light?
moon, electric lights. How does the light help us?
2. When light is turned off or Make shadows with a variety of
blocked, it gets darkJr. things. Notice your shadow at
3. We can make shadows by blocking different times of the day.
some of the light with an
object.

Se 3

13
 A) Printc:a
B) Audio Visual A) Expected Outcome
Resources C) Peorle Evaluation B) Testing Program
D)

S e 4

14
 A) Teaching Methods
Concepts B) Learning Activities

Weather
1. The sun heats and lights the B) How does the sun feel?
earth. Where do we play when it is hot?
2. The sun helps to dry wet objects. What happens to the sun on a
3. Shade is formed where sunlight cloudy day?
is blocked. Where Hoes the ;ater go than you
4. The thermometer shows the hang out vet clothes? Wash the
temperature of the air around doll clothes and find out.
us. Have a large thermometer and Show
how it moves up and down.
How can we "keep cool" on a hot
day?

First Year Science

Animals
Question: In what ways are animals A) Heading, discussing, observing,
different? experimenting, investigating.
1. Animals are different in many B) Animal Pictures - either teacher
ways. collected or series bought. Be
2. Animals differ in size. sure to have a variety in size
3. Animals move in different ways. of the animals.
4. Animals have different cover- Act out how animals move.
ings. Have a dog, cat, or rabbit in the
Question: How do animals move and classroom. Discuss its home,
eat? covering, food. Write an exper-
1. Animals move in different ways. ience chart about it. Draw
2. All animals need food. pictures of it.
3. Different animals need differ- Bulletin board of different
ent kinds of food. animals and their homes.
Question: Where do animals live? Make an aquarium.
1. Animals live in many different Make animals out of clay.
places. Teacher may read animal stories
2. Animals make many different at Story Time.
kinds of homes. Learn a poem abbut an animal.
3. Animals are protected by their Learn animal songs.
hones. This unit should provide the
child tine to do a lot of talk-
ing - telling about animals they
know, etc.
What "story-book animals" can we
find in the loo?
Are birds animals?
Take a walk to look for birds.
How do animal:: protect themselves?
What sounds do animals make?
S e 5

1i
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) AlbwLLktrlo_.cAnlInofNortlima, A) Children show familiarity with

Dougale a great many different kinds of
LiviaRDines animals and they live in many
Letts Get Turtles different environments.
xoLlussignillt, Takes a Ride Do the children understand the
Text: Looking Into Science. need for animals to have a good
Jacobsen, et, al. home and good food.
American Book Company. B) Evaluation by the teacher by
Scholastic leel "News Ranger" oral questions and discussion.
B) Filmstrips:
Where Animals Come From
Why Animals Need Heat, Food,
and Air
How Animals Protect Themselves
Different Kinds of Animals
Animal Babies
Animals of Sea and Shore
Fall is Here
D) Field Trips:
Cincinnati Zoo
Pet store
Farm
Sharon Woods
Natural History Museum
Hatchery

S e 6

16
 A) Teaching Methods
Concepts B) Learning Activities

Rocks
Question: How are rucks differont? A) Observing, experimenting, talkiNg,
1. Rocks differ in many ways. fcoling, investigating.
2. We group together rocks that B) Collect rucks. Classify them as to
are alike. color and hardness. Be sure to
3. Most systems of classification have some fossil rocks.
in science are based on the Make a collecUon of other obj0,-ta
physical characteristics, such and observe size, shape, n,lor,
as color and hardness, of the and texture.
things to be classified. Teat the hardness of the rocks
Question: How are rocks made and with a penny, piece of Elass or
changed? a knife.
1. Some rocks are formed under Think about how rocks are used.
water. Experiment: Melt chocolate and
2. Some rocks are formed as hot, pour out and let cool. This is
melted rock cools. like molten rock. Observe as it
3. Some rocks are changed by pushes cools.
in the earth. Make sand by using sandpaper on
soft rocks. Examine the sand with
a ziagnifyirg glass.

Day and Night

Question: How do shadows change? A) Reading, discussing, observing.
1. Shadows change in direction and B) Learn the directions -- north,
length during a day. east, south and west. INt up
2. Shadows point in a direction signs in the room.
opposite to that of the sun. Go outdoors in the morning, asain
3. When the sun is low in the sky, at noon and late in the after-
the shadows are long. When the noon, to observe shadow..
sun is high in the sky, shadows Play a game by letting the child-
are short. ren go outdoors and try to step
Question: What mri.es day and night? on anotherte shadow. They are out
1. When our side of the earth is of the gam if someone steps on
toward the sun, we have day. their shadow.
When our side of the earth is Experiment - Use two balls the
away from the sun, we have night. sane size. Let a child take it to
2. The earth turns around once the far end of the play@round.
each day. How does it look? Compare the
noon and sun to these balls. You
can use the third ball for the
stars and have that ball farther.
Use a globe and a flash light
to demonatrate why we have day a ()
and night and why the sun, moon,
and stars seem to move across the
sky.

S e 7
17
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) First Book of Rocks A) Are the children interested in

Rocks and Their Stories, Fenton in rocks?
D) Field Trip: Are the children able to differ-
A trip to a place where there entiate between the rocks?
are lots of rocks. Are the children gaining skill in
Write an experience chart making observations?
about the trip. B) Oral questions by the teacher

A) How th Sun Helps Us, Blough A) The child should become more
Sun Moon and Stars, Freeman aware of the day and night sky.
SJhat the Moon is Like The child should acquire a
The Sun, Branley questioning attitude.
j j Star Number One The child should be ably to draw
Moon the Big Dipper.
B) Film Strips: B) Teacher evaluation through
What Do We See in tho Sky questions and discussion.
Our Sky, Cur Moon
Night and Day

S e 8
18
 A) Teaching Methods
Concepts B) Learning Activities

Question: What do you see in the sky? Experiment -Make a sundial out of
1. The sun shines all the time. cardboard. Use it to tell time.
Sometimes we cannot see it Keep a daily .ecord of the day-
because of the clouds. time sky. You could draw clouds
2. Big things that are far away or the sun on the calendar or
seem small. write a weather chart.
3. The sun, moon, and stars seem
to move across the sky because
the earth is turning.
4. The moon looks as big as the
sun because it is much cloer
to us.
5. There are stars in the sky in
the daytime, but we cannot see
them because the sun is so
bright.

Fire and Temperature

Question: What is fire? A) Reading aloud, discussing,
1. We get heat and light from fire. observing.
2. Fuel and oxjgen are needed for B) Demonstrate with a candle that
burning. fire needs fuel and air.
3. Fires can be put out by remov- Demonstrate with a gas stove
ing the fuel or the oxygen. (school cafeteria) that you
4. Oxygen can combine very slowly cannot see gas but it burns. Its
with substances such as iron. value to us.
In this case, there is no Put a burning candle out by using
flame. sand.
Question: What is temperature? Let some iron nails stay outside
1. Temperature is the degree of a few days - note the rest. look
hotness or coldness. at it under a magnifying glass.
2. Temperature is measured with Have a thermometer - large enough
a thermometer. for the children to be able to
see and understand it. Learn to
read it.
Keep a temperature chart for a
week.

S e 9

19
 A) Print.4
B) Audio Visual A).Expeoted Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Ey Little Book stlimgazU21 A) Do the children show by their

questions and comments an
Mad awareness of the imporanee
B) Filmstrips: of fire in their daily livoJY
Story of Fire - McGraw Hill Do the children show that they
Heat - Filmstrip House understand the fact that fire
C) Chief Elmer Seibel, Reading Fire needs air and fuel?
Department Do the children understand the
D) Field Trip: ria of a fire drill?
Fire station Do the children understand the
need of safety around fire?
B) Teacher evaluation through oral
discussion.

S e 10

20
 4,^

A) Teaching Methods
Concepts B) Learning Activities

Machines
Question: What are machines? A) Reading, discussing, observing.
1. Machines help us to do differ- B) Bulletin board of zkcilintailt
ent kinds of jobs. at. Children could cut these
2. A lever helps us to lift things. from magazines.
3. We can lift heavier things with Experiment with a balance board.
a long lever than with a short Be sure to use the word equal
one. and that students know what it
Question: What machine helps to move means.
things? Experiment trying to use a lever.
1. A ramp is a machina that can be Let the children lse a nutcracker.
used to move things up and down. In cracking a nut, how did they
Question: What machines work together? do it?
1. Several nachines can be used Experiment with ramps and chutes
together. using toy cars, chalk erat-ws,
2. Wheels help us to move things. books, etc.
3. Wheels are made up of many Play a game: Tie a string between
levers. two chairs like a pulley clothes
4. Wheels can be used as pulleys line, Send messagas by clipping
to lift things. a piece of paper and pulling it
Question: What machine moves through along the line.
something? The message may tell the child
1. A wedge is a machine used to to do something, Example: Sing
split things. a scng.
2. A wedge is two ramps back to Take a walk around the black and
back. find all the ways wheels help us.
Make some wheeled vehicles using
boxes or milk cartons and card
board wheels put on with paper
fasteners.

Rockets
Question: Why does a rocket move? A) Reading, discussing, observing.
1. For every action there is an B) Experiment with balloons by )low,
equal and opposite reaction. ing them up and letting the air
2. When the air in a balloon moves come out. Be sure the children
in one direction, the balloon know why they are doing it --
tends to rove in the opposite that it is a learning experience.
direction. Have the children use the count-
3. When something roves out one down procedure.
end of a rocket, the rocket Bring out the idea that a rocket
tends to move in the other must take fuel and oxygen with
direction. it while a jet only takes fuel.

e li
21
 A) Prihted
-.0) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Machines A) Children have some understanding

What Makes the Wheels so Round, of machines.
Huey They sho;t knowledge of the impor-
How Things t tance of machines An their daily
Machines at Work, House lives.
B) Filmstrips: Children have some understanding
How Wheels Help Us of the importance of wheels.
How Levers Help Us B) Teacher evaluation based on in-
Hou Ramps and Screws Help Us. terest and pecticipation within
How Wedges Help Us the group.
D) Field Trips:
To a construction site to view
cranes, shovels, wheA.barrows,
etc.
To a factory where they could
view a ramp or a chute.

A) -liestien and Ansyer 11,Jok of Space, A) Children show that Cley have some
SonnJborn idea of a rocket, how it Lo;lis
a!vi its various uses in our
Ro4ets t the Moon, Dergauat world.
Yo' Wiilfot9.the.Noon, Greeman II) Teacher evaluation through oral.
B) FiLIStrips: questions.
Rocket Power for Space Trrsel
Pb' Ds Rocket
C) The Cincinnati Science Center

S e 12

22
 A) Teaching Method!s
Conr.:epts B) Learning Activities

Question: What r-' s a rocket move? Bring a model of a rocket so the

1. When hot gases move out one end children can see the three stages.
of the rocket, the rocket moves The children can draw the rocket
in the opposite direction. either in flight or ready to
2. Most rockets carry both fuel take off.
and oxygen.
Question: How does a rocket work?
1. Several rockets or rocket
stages are often put together.
?linen a stage 11 z used ite fuel,
it drops off to make the root
of the rocket lighter.
4. A rocket carries both its fuel
and its oxygen.
3. Small rocket;; can be used to
turn a rocket in space.

Second Y,I.rScience

The Moon
Question: How does the noon look to A) Reading and discussion.
you? Questions from the teacher.
1. The moon seems small because Questions from the students.
it is so far away.
Looking through magnifying glass
2. The moon shines.by.the.re- .
and binoculars.
fleeted light of the sun. Discussion of pictures collected
3. The only part of the moon you by teacher.
can sse is the part that is in B) Demonstrations:
sunlight. 1. Ure a ping-pong ball and a
Question: How does the moon seem to softball. Look at them Close
change its shape? and at a distance. Also use a
1. The sun is always shining on quarter and a dime in the sa7e
Orts half of the moon. way.
2. The aide of the moon that has 2. Use a light bulb and a piece
the sun shining on it is not of aluminum foil to explain
always the side turned toward reflected light.
the earth. 3. Make the moonls surface using
3. The shape of the moon does not sand or flour to show the .

change. You see different trouble in landing on the moon.

amounts of its lighted surface
as it revolves about the earth.

Se 13

23
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Text: kunkgSsisact A) Be able to draw how the moon

Jacobsen, et. al. looks at different times.
American Book Company Be able to demonstrate and tell
11913Lorart119ktaiUPLWirif, about reflected light.
Branley To show an interest in the sky at
Moon Seems to Change, Branley night.
illaP2ak91lic9114-§SILADSLUALI, B) Evaluation should come from
Lewellen teacher through oral questions,
trutNam, Greeman signs of interest, participation
The goon, Brenna in class discussion, demonstra-
11) Overhead Tranparencies: tions, etc.
"Earth Science"
Filmstrips:
Night and Day
What Do We See in the Sky
Our Sky, Our Moon
The Earth in Motion
Flannel board - Ideal Company
Pictures collected by teacher
£hart en how the coon looks during
a month
Films:
The 'Z,00n and How It Affects Us,
Coronet
A Trip to the Moon S e 14
D) Trig, to the Museum of Natural
Iii3tory by the parents.
24
 A) Teaching Methods
Concepts B) Learning Activities

Question: What does the moon look

like?
1. The telescop" is a device which
makes things far away appear
closer.
2. The craters of the :won may
have been formed when large
rocks hit the surface of the
moon.
3. You could not live on the moon
use them is no air and
water and beeauso the tempera-
tures are too extreme.

Plants
Question: In what ways do plants A) Exhibition of plants to discuss,
differ? examine and observe.
1. Green plants make their own Reading and discussion.
food but many other types do Questions by teacher.
not. Nature walk to observe.
2. Some plants have roots, stems, B) Collection of leaves.
and leaves. Some also have Planting of seeds: give some water,
flowers and fruit. some not. Do the salts with light
3. Different TlAnts grew by to prove the need for water and
different L. a3. light.
4. Plants differ greatly in size Start some plants from cuttings of
and shape. other plants to show all plants
Question: What do plants need to live do not come from seeds.
and grow? Let bread mold - view it under a
1. Most plants need soil, water, magnifying glass.
air and light in order to grow. Make a terrarium.
2. Different plants need different Plant bulbs outdoors, also indoors.
amounts of soil, water, air When fini,ned blooming be sure
and light in order to grow. to examine the bulb and root
3. The structure of plants is system.
related to where they grow. Chart on the uses of trees.
Question: How are plants usedY Example: the different kinds of
1. Plants are an important source trees and what they give us.
of food.
2. Different parts of certain
plants are used as food.
3. From trees we get paper and
wood.
4. Parts of other plants are used
to make clothes.
5. From molds, drugs are obtained
which destroy germs. S e l5
 A) Printed
13) Audio Visual A) Expected Outcomt,
Resources C) People Evaluation B) Testing Program
D) Places

A) Seeingnewthings, Frasier A) To show an interest in living

Science Around You, Craig plants and treas.
B) Overhead transparencies: To be able to collect and identify
"Seasons and Living Things" leaves.
Filmstrips: To be able to identify a few of
What Makes Seeds Sprout the more common trees.
How Do Plants Get Where They To be able to discuss how plants
Grow are used.
What Makes A Plant Grow B) To be able to answer questions
How Do Plants Help Us bout plants and to take part in
Plants the discussion about them.
Trees
Seeds and Seed Travelers
How Apples Grow
Finding Out How Plants Grow
Pictures: a good source is seed
catalogs.
C) 1r. Wells, Hamilton County Park
Board.
D) Field trips:
Krohn Conservatory
Sharon Woods

S e 16

26
 A) Teaching Methods
Concepts B) Learning Activities

Soil
Question: What is soil? A) Reading and discussion.
1. The earth is c7vrered with Experimenting and observing.
different layers of soil. B) Observe an ant farm.
2. Soil is made of pieces of Field trip to a building excavation.
broken rock, dead plants, and Collection of soil samples.
dead animals. Use magnifying glass to examine
3. Soil also contains air, water, the soil. List all that is found.
Ind bacteria. Crush up a rock to make soil.
4. There are different kinds of Add water to dry soil and watch
soils. They may vary in color for air bubbles.
and composition. Rub a rock with saMpaper to show.
Question: How is soil made? the wearing away of rocks by
1. Soil is made from plants, ani- water or wind.
mals, and rock fragments. Freeze water in a ,iar so it breaks
2. Plants and animals are changed the jar to prove that ice expands
to soil after they decay. and breaks rocks.
3. Rocky are changed to soil by Plant beans in good so:a and some
the action of plant roots and in bad soil - note the difference.
stems and plant acids. Put earthworms in a gallon jar with
4. Rocks are changed to soil by dirt in.it and observe their
the action of wind, water, and working, Note their value.
extremes in temperature. Make items out of clay and have
Question: How cnn soil be kept useful: the art department "fire" them.
1. People take care of the soil
by fertilizing, cultivating,
irrigating, and properly
planting in it.
2. Plants hold the soil in place
so that water and wind will
not carry it away.
3. Many little animals who live
in the soil help make it more
useful.
4. Farmers have many different
ways in which to hold soil in
place.

S e 17

27
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

B) Filmstrips: A) Children should show an interest

The Earth's Surface in soil and its effect on us.
Our Friend the Earthworm They should be able to discuss
Overhead transparencies: the effects of soil on our lives.
Development of Soil B) Toacher evaluation through oral
Pictures collected by teacher questions and discussion.
from magazines.
0) A trip to a stone quarry.

S e 18

28
 A) Teaching lethods
Concepts B) Learning Activities

Forces and Magnets

1. Inertia keeps things that are A) Reading and discussing.
at rest where they are. Exlperimenting and demonstrating.
2. Inertia keeps moving things Questions and answers.
going. Observing and investigating.
3. Force is needed to make something . B) Experiment to find out what the
move and to make a moving object terms force and motion mean.
stoi. moving. Experiment with toy cars to show
4. Force:. are pushes and pulls. that they keep going when pushed
Question: Wat are some kinds of until something stops them.
forces? Put something in the cars. Are they
1. Gravity and friction are forces. harder or easier tc move?
2. Gravity pulls everything toward A tug-of-wer game will show the
the center of the earth. force of pull.
3. The direction Eism is always Demonstrate gravity with a ban,
toward the center of the earth. boys cap, an!Tthing else that is
4. Frict"on helps make things stop dropped.
moving. Rub hands together to show friction.
5. Friction may be helpful at Have a box with books in it and try
times and of no help at other to push That would happen if
times. it had Wheels?
6. Them are ways in which the Place a little oil on the hands.
forces of friction can be Do you have as much friction?
changed. Use a ma_;net to find all the things
7. The force of friction produces that are magnetic in the room.
heat. Learn how to use a compass and
Question: What is magnetism? discuss how it works,
1. Magnetism is a force. Game: Draw, color, cut out fish
2. Iron and steel things are from paper. Fasten paper clip to
attracted to a magnet. each fish. Tie a magnet to the end
3. i1a.gnet.s will attract through of a piece of string and suspeid
things that are nonmagnetic. from a ruler (fishing rod). Go
4. The two poles of the magnet fishing in a bowl. You can use
have the strongest force. science wards on the fish.
5. Opposite poles attract. Like
poles repel.
6. The needle is a magnet, which
is a compass, points to the
magnetic poles of the earth.

Se 19

29
 A) Printed
B) Audio Visual A) Expected Outcome
Resoirces C) People Evaluation 13) Testing Program
D) Places

B) Filmstrips: A) The child should be able to

How Wheels Help Us demonstrate and explain how a
Magnets magnet and a compass work..
Permanent l:gnets B) Teacher evaluation through oral
Overhead transparencies questions and discussion.
Magnetism.
D) Field trip:
See an electromagnet at work

Se 20

30
 of

A) Teaching Methods
Concepts B) Learning Activities

Food
Question: what is food? A) Reading and discussing.
1. Food is essential to good health B) Demonstrations:
and growth. 1. To prove there is rater in
2. Water, while not a food, is food place a fresh slice of
also necessary to health. bread or a cut potato under a
3. Food and water are necessary glass and place in sunlight.
everyday tc maintain good After a half hour place in a
health. shady place. Water will form
4. A good breakfast helps you get on the glass.
ready for work and play after 2. Testing foods for starch: put
you have been asleep for a a drop of iodine cn bread or
long time. crackers. It will .turn blue.
Question: Why do you need food? Test non-starch food such as
1. Food provides energy for the onion.
body. Charts:
2. The foods that provide energy Foods Animals Eat
are called sugars, starches, Foods We Eat
and fats. Health booklet:
3. The body stores excess energy A good breakfast
foods as fat. A good lunch
4. The body cells need protein A good dinner
foods to. multiply. A good snack after school or before
Question: How does your body use food? bedtime
1. The food you eat must be changed Brusn your teeth after eating
to liquid before the body can Take several childrents temperature
use it. and record on board. Compare and
2. The body must have oxygen An learn to read them.
order to use food.
3. The joining of the liquid food
and oxygen in the body provide
warmth and energy.
Question: What kinds of food should
you eat?
1. Starches, sugars and fat are
used by the body for energy.
2. Proteins are used by the body
for growth.
3. Minerals are necessary for
health.
4. Vitamins found in many foods,
help keep us well.

Se 21

31
 A) Printed
B) Audio Visual. A) Expected Outcoma
Resources C) People Evaluation B) Testing Program
D) Places

A) Our Food A) Children should be conscious of

Vhat is a Cow? the health habits regarding food.
what, is a Chicken? Their behavior in the lunch room
True Book of Health improves. They try to eat foods
B) Filmstrips: they have never eaten before.
Health B) An oral quiz nn food values and
Billy Meets Tommy Tooth solloes.
Winning First with Teeth
Finding Out How You Grow
Charts:
The four kinds of food needed
each day.
A good dinner with energy foods
and protein.
C) The school nurse
A dentist
The district dietician
D) Field trips:
The dairy
The bakery

S e 22

32
 A) Teaching Methods
Concepts B) Learning ActiviiAes

Exploring Space
Question: What is space like? A) Reading and discussing.
1. Space is dark except for the Experimenting and demonstrating,
moon, sun and stars. B) Show reflected light by using a
2. There is no wind or air in mirror and a flashlight in a dark
space. room. Remove mirror - the light is
3. There are pieces of dust and still present. But if yoL turn off
gnarl rocks in space. the flashlight the light disappears
4. There is radiation in space. even though the mirror is still
Question: What would you need to live in position.
in space? Sit in shade and sun - note diff-
1. Conditions in space are not erence in light and heat alidlon.
favorable for man to live ure- Make up menus for space flights.
less he takes certain. Demonstrate why the spaceship keeps
precautions. moving after the rocket has stopped
2. Food and water must be carried using a paper airplane.
in space for survival.
3. Oxygen is necessary for the
release of the energy in food.
4. A space suit and spaceship are
needed to protect man in space
from lack of air pressure,
extremes in temperature,
radiation, and meteors.
Question: That happens on a journey
into spaco?
1.. A rocket can carry a man in a
spaceship into space.
2. From space you can see the
different parts of the earth.
3. In space the earth appears
round.
4, 7o come back to earth, the
spaceship must slow down and
turn around; it may do so with
the help of small rockets.

S e 23

33
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Rockets to the Moon, Bergaust A) To show an interest in toda)os

Rockets. Missilcs and Space Tavel, space program.
Ley To be able to talk about space
d) Pictures of rockets, spa:eships, travel with understanding.
launching pads, etc. on bulletin To be able to draw a rocket ship.
boards. These can be found in B) Oral quPstions by the teaoher.
magazines or from NASA.
A cur dnt bulletin board where
children bring in pictures from
newspapers and magazines.
Models
Filmstrips:
Fit Adventure in ;pace
D) Field trips:
A trip to Dayton Air Force
Museum.
Natural History Naselim. (to view
meteorites).

34
 h) Teaching Methods
Concepts n) Learning Activities

Science-Third Year

The Air Around You A) Reading, discussing,

Question: That is air? Investigating, experimenting
1.Although we cannot see it, there 13) Demonstrations:
is air all around us. Use a transparent bag- Pull
2. Air is made up of different through the air and close.
gases such as oxygen, nitrogen, Discuss what is inside.
and carbon dioxide. Use a balloon and blow it up.
3. Air takes up space and can be Put hand over it as you let air
weighed. out. Questions-Do you feel
4. Air presses in all directions. anything? What do you feel?
Question: That is the atmosphere? What is it? Where did it sumo
1. The earth is surrounded by an from? How did it get in the
ocean of air called the balloon? Did you see it?
atmosphere. Place a large glass jar over a
2. The atmosphere traps energy burning candle. Why does the
from the sun and protects us flame go out?
from harmful radiation. Blow up a balloon-c.ir
3. Because of the weight of the We:igh a hall-le% the air out and
atmosphere there is air pressure. weigh it again. (Children's first
4. The air pressure becomes less experience with scales)
as we go up in the atmosphere. Have 2 pats same a,aunt of
Question: What happens when air is water in each. Which evaporates
heated or cooled? first-cool place-warm place?
1. When air is heated, it expands. Find out how the temperature
When it is cooled, it contracts. varies in a room.
2. Air that is heated tends to rise. Chart- Record of air pressure
Air that is cooled ',.nds to sink. for a week.
3. Water enters warm . faster
than cold air.
4. Water may leave the air when
it is cooled.

Weather A) Reading, discassion

Question: That is weather? Investigation, experimenting
1. Changes in the air around es
are weather.
2. The sun helps make changes in
the air.
3. Some materials are heated
faster than others.

S e 25

35
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) GollllercyclopecdalEr A) Children show that they are aware

World Book Encyclopedia of the air pround them, the how
Text: Learning in Science and why of air pre..sure.
Jacobsen et.al.
My WeeKly Reader B) Teacher evaluation through oral
News Trails- Scholastic questions and discussion.
Weekly
B) Filmstrips
Air Around Us
What Makes the Wind
Our Ocean of Air

C) A person from the Weather Bureau

D) Field Trips
Greater Cincinnati Airport's
Wather Station
Weather Bureau cf one of the
TV Stations

S e 26

36
Co-cepts A) Teaching Methods
B) Learning Activities

stion: How does the moving of air A) Reading, discussion,

affect the weather? Investigation, experimenting
1. An air mass is a body of air that
has certain characteristics. B) Keep a weather chart.
2. The kind of weather we have depends Keep a chart of all the science
on the kind of air mass over our words used in this unit.
area. Look at dew or frost through
3. Air masses tend to move from west a magnifying glass.
to east. Make frost by using one part salt
4. %Than tw,) different air masses to three parts ice in a tin pan.
meet, we usually have bad weather. Let stand and frost will form on
5. Winds blow frcm places of high the outside.
pressure to places of low pres- Maize a chart of the different cloud
sure. forns.
Question: How does water affect the Make weather forecasts by looking
weather? at the clouds and re_ding a
1. Water that evaporates from lakes barometer.
and oceans enter-, the atmosphere Note weather maps on TV and
as water vapor. report on them.
2. When water vapor is cooled to a
certain point, it condenses to
liquid water and may take one of
many forms (clouds, rain, dew,
frost, etc,) in the atmosphere
or on earth.
3. Water in its vapor form cannot be
seen.

The Sun, Seasons, and Climate

Question: What is the sun?
1. The sun is a star. It is much
larger than the earth.
2. The sun is one of a hundred
billion or more stars in the
Milky Uay. It is much nearer
to us than any other star.
3. The earth is one of nine planets
in our solar system.
4. The sun is the source of most of
our energy.

S e 27

37
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) How v.,1 Why Wonder Book of Weather A) Children show understanding of

The ':ghtning weather and how it affects us.
Bendick They actually adjust their
Wonders of the Atmosphere amount of clothing to suit the.
Weather weather
Rain and Hail
Storms B) Teacher evaluation through
Exploring the Weather oral questions and discussion.
Gallant
All About Weather
Tannehill
Hurricane, Tornadoes, Blizzards
Hitte
A) Children show through vcrhali7ntiou
B) Filmstrips: that they understand the nature of
Why Does it Rain vater vapor.
Why Do We Have Warm and Cold Days
Why Do We Have Wind
Lightning and Thunder
Weather Experiments
Finding Out About Weather
Overhead Transparencies:
Weather Science

C) A person from the U.S. Weather

Burcau or fromcne of the TV
Stations

D) Field Trip
Greater Cincinnati Airport's
Weather Station
Weather Butenu of c4le of the IV
Stations

Se 28
38
 A) Teaching MethoOs
Concepts B) Learning Activities

Qaest.on: What are the seasons on the A) Reading, discussing,

Earth? investigating, experimenting
I. Many parts of the earth have
four seasons. B) Ma'-ce a chart- what we know about
2. The amount of energy received the sun on one side, and what we
by a section of the earth depends want to learn about the sun on the
upon the angle at which the sn's other
rays strike the ground. Write a story- the sun takes a
3. It takes the earth a year to vacation
revolve around the sun. Make a chart of the science
4. The axis of the earth is always words used in this unit. By
pointed in the same direction. going over then eery day for
5. When the northern half of the review they become a part of
earth is tilted toward the sun the child's vocabulary.
there is summer in the north Mae pictures dc: icting the
and winter in the south. When four seasons.
the southern half of the earth is Make a chart of the fuur seasons
tilted toward the sun, there is listing all the concepts learned
summer in the south and winter in this unit.
in the north. Compare our climate with another
Question: What is climate? area such as a country that is
I. Climats is all the weather a being studied in Social Studies.
place has. Bring out how the climate affects
2. The climate depends on how as to how w: live.
much energy a place gets from
the sun.
3. The climate is affected by the
height, nearness to water, and
the kinds of winds that blow.

Satellites
Question: What are satellites?
1. Satellites travel around larger
objects in oval (elliptical)
paths.
2. Satellites are held in orbits by
the fore of gravitation.
3. Satellites move faster when they
are near the larger object than
when they av:: farther away.
4. We can see earth satellites as
they reflect sunlight to us.
They seem to move across the sky.
Question: Hew are Earth satellites put
into orbit?
1. Earth satellites are given a push
sideways so that they fall around
the earth. Se 29
2. Earth satellites are sometimes put
in orbit with three-stage rockets.
3q
 A) Printed
B) Audio Visual A) Expected. Outcome
Resou7ces C) People Evaluation B) Testing Program
D) Places

A) Solar Energy A) Children ask questions about the

SLn: Star Number One sun; they tell what they have
l'e Sun observed about it.
Branky
Worlds in theSky B) Oral questions and discussion
Fenton A quiz - writ '-en - fill in blanks
Exploring the Sky
Gallant
Fun with Astronomy
Seasons

B) Filmstrips:
Moon, Sun and Stars
To Everything a Season
The Seasons

C) U.S. Weather Bureau

Hamilton County Weather Bureau
U.S. Department of Agriculture

D) Visit a Planetarium
Visit an observatory and look
through a telescope.

S e 30

40 -
 A) Teaching Methods
Concepts B) Learning Activities

Question: Hoer do satellites stay A) leading, discussing,

in their orbit? investigating, experimenting
1. The force of gravitation plus
the sideways motion imparted B) Make a chart of the science words
to the satellite by a rocket used in this unit. Be sure the
makes a satellite fall in an children knov them and the,.r
oval-shaped orbit. meanings
2. A scale on which an object is Draw a picture of the sun an6 its
weighed in a satellite will show satellites
no weight because the scale is Drop a felt piece of paper and a
falling as fast as the ouject. crumpled piece of paper at the
3. A satellite keeps falling around same time from the same height
the earth because there is very Compare the paths and the rates
little friction in space to stop of fall to review the basic:
it. concept of friction
Question: How are earth satellites Another friction experiment muld
used? be:children coast on roller:
1. Satellites can be used to photo- skates. When do they go the
graph clouds, send radio and fastest? Do the skates ge.; hot?
television signals, and study Why?
objects in space. Make a chart of what scientists
2. Radio and television signals would like to learn from satellites
travel in a straight line. and what they have already
3. Stars anJ planets can be viewed learned from them.
better from above the atmos- Have the children make a bulletin
phere. board of the different types of
satellites.

Living Things On the Earth

Question: What are living and

nonliving things?
1. Living things move by themselves,
grow and produce other things
like themselves.
2. Plants and animals are living
things.
3. Living things need food and water
and oxygen from the air to stay
alive.
4. Living things have adavtations
that help them to get the things
they need.

S e 31

41
 A) Printed
B) Audio Visual A) Expected Outcome
Resout.:es C) People Evaluation B) Testing Program
D) Places

A)S 131aLlacs A) The child speaks positively

Bradbury about news reports of
First. Book of Space Science satellites, etc.
First. Men inSpace
Rock2ts, Missies and Moons B) Written test of a very simple
Rockats, Missiles and Space Travel type, such as true and false or
RocloAs to the Moon or fill-in_the_blanks
Polais
Baar
R is for Rocket
Bradbury
Space Ships and Space Travel
Ross
A Bock of Satellites A) Children show that they
Crowell comprehend the n_Aion
of friction
B) Filaatrips:
The Thor Missle Story
Transparencies:
Reflo:tion of Ligat

D) Cincinnati Science Center

Union Terminal

S e 32

42
 A) Teaching .NeC1-10:1J
Concepts B) Learning Activities

Question: Now do living things grow? A) Reading, discussion,

'.All living things grow. They grow investigating, experimenting,
from the inside. research
2. Living things grow as cells
grow and divide. B) Divide the things in the room
3. Most cells in living things are into living and nonliving groups
periodically replaced by new cells. Discuss why you put them where
4. Living things produce new living you do. Where do you go?
things like themselves. -Introduce words such as graze
browse, and gnaw.
-Grow some green plants-beans are
easy to grow. Place one in a
dark place for a few days. What
happens to the plant? Put it
back in the sun. Watch to sRe
what happens.
-Discuss photosynthesis and what
it means.
-Put celery in a glass of
colored water to show how plants
get water and food from soil
-Draw a picture showing how energy
comes from the sun.

-Trace some food you eat back to

the sun
-Note the difference betveen
getting bigger and growing
-Start some plants such as
coleus or philodendron in water.
Watci. root system.
-Let bread mold in a plastic
bag -Look at it through a
rmnifyini; glass.

S e 33

13
 A) 2rihted
B) Audio Visual A)Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Questions and Answers A) The child exp...esses pleasure in

Book of Nature the world around him
Grow it Book He can tell about some of the
Baker needs of all living things,
Living Thing! including the needs of the
Useful Plants and Animals human body
How the Sun Helps Us
Blough B) Oral questions and discussion
Tests, such as drawing picture.;
B) Filmstrips: of living things and nonliving
What Makes a Seed Sprout things
What Makes a Plant Grow
Where Animals Come From
Seeds and Seed Travelers
The Caterpillar's Journey
How You Grow
Living Things
Birds that Live Near Us
Transparencies:
Seasons and Living Things

C) Mr. Wells, Hamilton Park Board

D) Field Trips
Sharon Woods
Kroh;; Conservatory of
Flowers
Natural History Museum

Se 34

44
 A) Teaching Methods
Concepts B) Learning Activities

The Sounds You Hear A) Reading, discussing, investigating

Question: What are Sounds? experimenting, researching
1. There are many different kinds
of sounds. B) Give the children a piece of
2. Sounds are made by vibrations. paper and a rubber band and
3. Frequency is the number of times give them a few minutes to see
a second that something vibrates. how many different sounds they
4. The kind of sound we get depends can make.
on how fast something vibrates. Make some musical instruments.
5. The kind of sound we get depends Place some fine paper on the
on how tightly souething is outer side of a comb and blow
stretched. through the teeth. This is a
Question: How do sounds travel? good way to illustrate vibration.
1. A material substance is needed Fill drinking glasses with
for sounds to travel. different levels of water.
2. Sounds travel as waves. Experiment with the different
3. Sound waves can be directed and sounds by hitting the glass with
reflected. different things.
4. Sound waves do not travel as How can people on the moon
fast as light. cc munifate?
Question: How do you hear sounds? ExperLaent with sounds through
1. Sound waves are received by solids, water and other things
the ear. Also, ¶'ith echoes and how they
2. In the ear, sound waves set help us, and ways to stop sounds.
up messages that travel to Draw a diagram of the ear
the brain. Why do some animals hear things
3. It is important that our ears we cannot hear?
be given proper care.

Se 35

45
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) All About the Human Body A) Children talk intelligently

Glennser about the sounds around them.
YoLt. Ears They understand the ear and how
Sounds We Hear they should take care of their
Grosset and Dunlap ears.

8) Transparencies B) Oral testing by the teacher.

The Human Body(section on the ear) Let tha chitriveo mnkc op the
quo.5tions.
C) Have somecne from the music
department bring in different
instruments and illustrate the
sounds
The school nurse
A doctor

S e 36

46
 A) Teaching Methods
Concepts B) Learning Activities

Fourth Year. .Science

The Earth and Its History

Question: How was the earth formed? A) Reading, discussing, investigating,
1. Hypotheses are scientific observing, questioning and
suggestions based on facts and testing.
used to find new facts. B) Make a chart of all the Key Science
2. Several hypotheses hare been Words.
made to explain how the earth Take a walk around the block to
was formed. look for evidence of weathering
3. Scientists believe that the and erosion.
earth was very hot when it wes Have some pupils report on how deep
formed and it changed as it the deepest coal mines, diamond
cooled. mines, and gold mines are. What
4. The earth is somewhat like a is their temperature?
sphere but flattened at the What would happen to the drill
poles. head if it were used to drill
5. The earth is made up of crust, very deep into the earth?
mantle and core. Display a picture of the Grand
6. Age of the earth is estimated Canyon. Have a pupil report on
by the layers of rocks. the layers of rock.
7. The history of the earth has Perhaps a Geiger counter could be
been divided according to cer- borrowed iron the high school
tain characteristics and events science department.
into eras. Dinosaurs lived during the Mesozoic
8. Volcanoes, earthquakes, and era. The class will enjoy studying
glaciers causA great changes them. Pictures and models of then
on the surface of the earth. can be displayed. Reports and
Question: What kincs of rocks are stories may be read.
found on the earth? Make a diorama or a large picture
1. Rocks are groxped according to illustrating the various eras.
how they were .'ormed; the three Make a model of a volcano out of
groups are igneous, sedimentary, clay, plaster of Paris or papier-
and metamorphic rocks. mache.
2. Igneous rocks are formed from Have a pupil report on Paricutin.
hot liquid magma which seeps Also on Kilauea Iki.
from cracks within the earth. Have a rock collection. Scrape off
3. Sedimentary rocks are formed particles from shale - look at
from the eroded rock materials them under a magnifying glass.
which are carried to bodies of Compare with particles from sani-
water and settle to the bottom stone.
in layers. Display a piece of coal and report
4. Metamorphic rocks are of ig- on its origin, uses, etc.
neous and sedimentary origin,
having been changed ty heat
and pressure.

Se 37

47 .!
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Prcgram
0 Places

A) All Ab0.111.2):229AnatLanaJaLlhaualifs A) Children show an interest in how

P3ugh
our earth was furmed.
he True Book of ocks and Minerals
The children collect rocks and
Podendorf
want to know more about them.
What's Inc -ide the Earth, Zim
The children show an undect3hnndirg
True Book of Conservation
of the natural, physical world.
All About the PlanettEarth B) Teacher evaluation through oral
Rocks and Minral2 discussion and questioning.
World Book Enc coo1dia Teacher made test on the unit
Comnton/s Picturel EnKclonedia testing the points brought out in
Text: EreLizsjiito Science class.
Jacobsen, et. al., Do the test on page 47.
American Book Company A) Children talk about interesting
B) Filmstrips:
natural rock formations which
Rocks and Minerals they have visited with their
The Earth's Surface families.
Up Through the Coal Age
Hunting Fossils
Stories That Fossils Tell
How Rocks Are Formed
Overhead transparencies:
Earth Science
Rock Cycle
Rock and mineral kit
D) Field trips:
Natural History museum
Cincinnati Scieo,e Center Union
Terminal

S e 38

48
 A) Teaching Methods
Concepts B) Learning Activities

Prehistoric Plants and Animals

Question:1 !hat is known about, pre- A) Reading, discussing, researching,
historic times? chart-making, demonstrating,
1. One of the ways scientists Make a chart of the science key
learn about prehistoric life words - go over them every day.
is by studying fossils. B) Show how a fossil is made using
2. Minerals in water helped make clay and a leaf.
petrified fossils. Have a student report on Mt.
3. Volcanic ashed helped make Vesuvius and how Pompeii was
mummified fossils. covered..
4. Fossil skeletons have been Have a piece of petrified wood and
found in amber and in tar and find out more how it was formed.
asphalt pits. Place a piece of green algae under
5. Scientists devised time charts a microscope - note the cells.
to organize knowledge of pre- Also examine some drops of pond
historic times. water.
6. Early forms of life slowly Demonstrate how sediments settle
changed from one-celled to many - in water to form layers.
celled living things. Maybe the children can bring in
7. Simple algae and protozoa lived models of dinosaurs.
during the Precambrian era. Bring uut the differences between
Question: What kinds of life were in modern birds and flying reptiles
the Paleozoic Era? of the Mesozoic Era. Also compare
1. The first plants to live both reptiles of today with those of
on land and in water developed the Mesozoic Era.
during the Paleozoic Era. Do a series of experiments to
2. Land plants that died in swamp prove the strength of seeds,
slowly changed to coal. such as freezing some and others
3. Animals more complex than in a very warm place. Plant then
protozoa developed during the and see if they will grow under .

Paleozoic Era. the same conditions.

4. Fishes were the first verte- Point out how animals adapt to
brates. their environment.
5. Amphibians were the first land Drew pictures of the various
vertebrates. plants and animals that inhabit-
6. Insects and reptiles appeared ed the earth in the four eras.
during the late Paleozoic Era. Find out why the dinosaurs became
Question: What kinds of life were in extinct.
the Mesozoic Era? Crow some live specimens of sire-
1. Seed plants developed and spread ple one-celled animals such as
during the Mesc:oic Era. paramecium and ameba.
2. The first trees were ancestors On a map of the United States
of the conifers. color in where coal has been
3. Many kinds of reptiles developed found.
during the Mesozoic Era.
4. Dinosaurs developed and became
extinct during the Mesozoic Era.
S e 39
5. The first birds developed in
the Mesozoic Era,
49.
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Me Grand C Avon Hike A) Children show an interest in the

All About Dinosaurs, Ardrews beginning of our world.
All__Alota..;_theSt1:wgeL3,25Ast of the They talk about prehistoric times
ad, Andrews and collect fossils and dinosaur
: Dinosaurs, Zim models.
Prehistoric America, White The children listen with interest
B) Filmstrips: to others in the class and
Up Through the Coal Age respect their viewpoint.
When Reptiles Ruled the Earth B) Book test page 95.
Overhead transparencies: Teacher made test using multiple
Earth Science choice, essay, and recall.
D) Field trips:
Fossil hunting trip
Natural History Museum

S e 40

15,0
 A) Teaching Methods
Concepts B) Learning Activities

Question: What kinds of life were in Make a list of the animals that
the Cenozoic Era' are in danger of becoming extinct
1. The Cenozoic Era started 65. now and why they are.
million years ago. Research on animals such as snails,
2. Hardwood trees and grasser de- sponges, coral, etc. as to how
veloped during the Cenozoic Era they eat, move, and function.
3. The first mammals, which are Make a collection of insects. Why
warm-blooded animals, first , were there so many insects in the
appeared about 70 million years Paleozoic Era?
a3c. Make a collection of cones of the
4. The types of mammals that are evergreen trees.
found today developed during
the Cenozoic Era.
5. Man probably appeared on the
earth more than one million
years ago.
6. Scientific knowledge of early
man comes from the study of
fossils, skeletons, bones, tools,
and such evidence that has been
found.
7. Man has many advantages, such as
a hichly developed brain, that
other forms of life do not have.

eaterials of the Earth

Question: That is matter? A) Reading, discussing, experiment-
1. Matter is anything that has ing, observing.
weight and takes up space. D) Demonstrate that air is matter by
2. The three states of matter are placing a crumpled piece of dry
solid, liquid, and gas. paper in a glass - so it will not
3. All matter is made up of atoms fall out. Plunge the inverted
of which there are more than glass into a pail of water. Does
100 different kinds. the paper get wet? Do it again -
4. Atoms can join together to form this time tilt the glass so air
molecules, which are the small- bubbles can escape.
est particles of a substance Be sure the pupils can describe a
having all the properties of liquid correctly. Experiment with
that substance. water in a variety of eontainerrl.
5. The freedom with which the
molecules of a substance can
move deterainco itn etqte.

S e 4)
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) grsjga Morose= A) The children show awareness of

New Wulde Through the Microscooe the physical and chemical changes
galemeas in Science that, they come in contact with
Ei,r.titja2uuse, Adler every day.
=lire-nook o 'Salt B) Teacher evaluation through oral
j ABC's of Chemistry questions, pupil interest,
B) FilmArips: questions and insight.
Fire
Wonders of Chemistry
D) Visit an industrial laborAtory.
Watch a chemist at work.
Notice the tools he uses.

S e 42

52
 A) Teaching Methods
Concepts B) Learning Activities

Question: What are physical changes? B) To illustrate property of gases-

1. A physical change involves only spill some perfume on a sheet of
the shape or state of a sub- paper. You can smell it because
stance; the molecules are not it changed from a liquid to a gas.
altered. Are the molecules of the gas close
2. Matter may be changed from one together or far apart? (far apart)
state to another by raising or What is the container for the
lowering its temperature. gas? (the room)
3. When a substance is dissolved Put water in two containers - one
in a liquid, it takes another with a large opening - one with a
form but its molecules remain small opening. Fut the same amount
the same. of water in each. Let stand in
Question: What are chemical changes? sun for several days. Which con-
1. A chemical change is one in tainer lost more water? Why?
which the composition or strucy. "Assolve several things in water;
ture of molecules in a substance such as sugar, salt, flour, sand.
is ohanged. Which can you see? Which can you
2. Burning is a chemical change in not see? Let it stand for a few
which a fuel combines with says - what can you see then?.
oxygen to form carbon dioxide. An iron nail placed in.a glass of
3. A fuel, oxygen, and enough water for a couple of days will
heat are needed for burning to show slow oxidation. A candle
occur. burning will show fast oxidation.
I. Oxidation, the chemical union Report on the discovery of plastic.
of oxygen and other suvstances, What was so good about it?
may be rapid or slow. Nake a chart of the physical and
-5. Elements are substances made of chemical characteristics of
atoms which are all alike; several common substances.
elements cannot be broken down
into simpler substances.
6. Compounds are substances made
when the atoms of two or more
elements join together; all
the molecules of a compound are
alike.
7. Mixtures are materials composed
of two or more substances
which keep their own character-
istics; the molecules of a
mixture are of two or more
different kinds.

S e 43

53
 A) Printed
B) Audio Visual A) Expected OUtcome
Resources 0 People evaluation h) Testing Program
D) Places

S e 44
 A) Teaching Methods
Concepts B) Learning Activities

Energy to Do Work
Question:What are work and energy? A) Reading, discussing, observing,
1. Work is done only when some experimenting, researching.
thing is moved through a B) Experiment: Have each child hold a
distance. book in one hand and a ruler in
2. The amount of work done depends the other. Have them lift the book
on how far something is moved as high as the ruler. Did all
and the push or pull needed to children do the same work? Discuss
move it. the amount of work done by the
3. A force is a push or pull; individual pupils.
while the force itself is in Experiment by making scales and
visible, its results can often balances or using simple ones
be seen and measured. that were bought.
4. Energy is the ability to do work. Have the children write a short
5. The energy of moving objects paragraph on 'What Goes Up Must
is called kinetic energy; Come Down".
stored up energy iu called Have a tug of war on the playground
potential energy. to experiment with the concept of
Question: What are some forms of E211.
energy? Look up some facts about weight
1. Some forms of energy are lifting. Discuss the danger of
mechanical, light, sound, heat, trying to lift too heavy objects.
electrical, and nuclear. List on a chart or the chalk board
2. Chemical energy can be released many kinds of kinetic energy,
slowly or rapidly. potential energy, chemical energy.
3. Sound energy is due to a vib Report may be be made on how run-
rating object producing sound ning water can produce electridity.
waves in the air. List the many places this is done.
4. At high temperatures molecules Report on 'low we get electricity
move very rapidly. for our classroom. What kind of
5. Many forms of energy can be energy is used?
changed into electrical energy. Bulletin board Show the sun and
6. A great deal more energy can the many ways we can trace energy
be obtained from nuclear energy from it.
than from chemical energy. Have an exhibit of different forms
Question: How is energy changed? of energy children'S toys are
1. Potential energy can be changed often run by battery. Some by
int) kinetic energy and back to wind, water, push, etc.
potential energy again. Make sure the children knew and
2. One untversal law is that energy understand the meaning of the
can be changed from one form to words congervation and law.
another, but the total amount A chart can be made of the Uses
of energy always remains the ddire.
same.
3. Under certain conditions matter
can be changed into energy and
back again. This is the Law of
S e 45
Conservation of MatterEnergy.
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Machines at Work, House A) Children should demonstrate an

All About Freeman understanding of the different
Electricity in Your Life forms of energy, and how they are
Machines used every day by themselves and
Sounds We Hear their parents.
BiagrashyfzrariAlgrn, Branowski Children should have a better
Wor2d Book Encyclopedia understanding of how different
Comptonss Pictured Encyclopedia forms of energy are related to
Britannica Junior Encyclopedia one another.
B) Filmstrips: B) The children should be able to
Electricity complete the exercise on page
The Sounds We Hear 19 in text.
Power Teacher made test over the unit.
C) The high school science teacher Teacher evaluation through oral
might bring some lab equipment questions and discussions.
and do some of the suggested
experiments.
D) Field trips:
Visit an electric generating
plant.
Visit a construction sight to
view different forms of energy.
Visit a house that is being
built, before the walls are up,
where the electrical wiring
can be seen.

S e 4 6
 A) Teaching Methods
Concepts B) Learning Activities

Exploring the Solar System

Question: What is the solar system? A) Reading, discussing, observing,
1. The solar system system is made experimenting, questioning, and
up of the sun and all the objects testing.
that move around the sun. B) The children maG a notebook of
2. Some of the objects in our solar pictures, charts, reports and
system are: the planets and their stories.
moons, the asteroids, comets More able childr n report on the
and meteors. lives of Copernicus, Galileo and
3. Planets can be distinguished Newton. Also more about Brahe
from stars by the light each and Kepler.
gives off and by the fact that Reinforce the terms revolve,
that the planets seem to move revolution and reflection.
among the stars, while the Have a pupil report to class about
position of the stars remains any meteorites that have fallen
fixed in relation to one another. to the earth.
4. The planets seem to move across Make a mobile using balloons
the sky because both they and covered with papier-mache. They .
the earth are revolving aro..nd can be painted and hung on a wire
the sun. to represent the distance from the
Question: What are the planets like? sun. Moons can be fancy topped
1. Nine planetF revolve allout the pins.
sun, Have a pupil give a report on
2. The planets differ in size, Halleygs Comet.
distance from the sun, and Contact Natural History Museum for
surface conditions. information concerning time and
3. Many of the planets have moons place for planetry observations.
revolving around them. Encourage the children to observe
4. Between Mars and Jupiter lies at night. If a telescope is
a belt of asteroids which are available, set it up for an
small bodies that revolve evening. Many children and parents
around the sun. would be interested.
Question: Now are telescopes usel? Divide into eight groups and have
1. Telescopes are instrument: fc: each group choose a planet ani
observing the heavens. They may write a story about the life on
be reflectors or refractors. that planet.
2. Balloon telescopes make for Learn to use the word Losus and
clearer observing since they experiment with a magnifying glass
bypass the earthls atmosphere. to understand the term.
3. By applying the law of gravi- Make a circle in the classroom
tation, astronomers have been ZOO inches in diam!ter to show
able to discover some heavenly the size of the Hite telescope
bodies which were not previous- ill California, Maybe all the
ly known. children can stand in it. Imagine
hest much light a telescope like
this ein gathert

S e 47

57
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) A Book of Satellites, Cromwell A) The children should show an aware

__adSunKoolanSt&.ri, Freeman ness of the solar system and the
2ouestic_aallasidgr_kok of earth's place in it.
peace, Sonneborn The children should show an interest
The Earth Satellite, Lewellen in the space program of
Stars in Our Heavens States.
S is forSnaca R) Teacher evaluation through oral
Boolia...12CL
For You, Branley
questions and diacussion.
Test on page 239.
?'non Seers ChanaLt Branley
tom,
Teacher made test.
Book of AsILOALII411/a211,
Crowell
First Book of Ska.ce Travel
Fun with Astrpaza, Freeman
B) Overhead transparencies:
Reflection of Light
Filmstrips:
Basic Astronomy
The Thor Missile Story
How We Learn About the Sky
Sun's Family
The Stars
Solar System
Multitude of Suns
Bulletin Board:
Pictures of solar system
Pictures of rockets and space
probes with receiving stations
D) Field trip::.
Natural History Museum
Planetarium

S e 48

58
 A) Teaching Methods
Concepts B) Learning Activities

Question? How are space probes used B) What does decode mc _a? Make up a
to explore the solar system? code that might be used in a
1. Space probes are laboratories space probe.
that are sent into space by Experiment with two pupils - one
rockets. being a planet, the other being
2. Space probes are carriers of a space probe. Find out how the
instruments that measure many space probe could come near the
properties of space. planet.
3. The instruments in the space
probe get electricity from the
sun by the use of solar cells.
4, space probes send back the
information they gather in
coded radio signals.
5. A space probe has to be aimed
ahead of a planet in order to
reach it.
6. Much data about Venus has been
gathered by the use of space
probes.

Living in Space
Question: That makes life possible on A) Readf_ng, discussing, researching,
Earth? questioning, and testing.
1. Certain special conditions re B) Have the pupils plan a trip to the
needed for life. moon. Class committees can decide
2. Living things need food, water, what they must take with them.
oxygen, and the proper Have an able pupil to find out how
temperature range. the temperature in a satellite is
3. The atmosphere exerts a neces- controlled.
sary pressure against the body. Have an able pupil find out the
4. The atmosphere protects man relationship between the tides
against radiation. and the moon.
5. Gravity is much less out in Report on the origin of meteors
space. and why they burn up.
Question: What affects life in space? Report on how the magnetosphere
1. Outer space is a vacuum which was discovered.
cannot support life. Find out what you would weigh on
2. In space there are gases, the different planets.
meteorites, and almost all kinds Have the children put on little
of radiation. skits to demonstrate how they
3. Sound does not travel through move or eat in a weightless
a vacuum. condition.
4. An object has weightlessness
in space.
S e 49
 A) Printed
B) Audio Visual A) Expected OutcoLe
Resources C) People Evaluation B) Testing Program
D) Pieces

A) Ihfaita&ak91auce!iravel, A) The children show an interest in

Watts the space program.
U322-k-alatz2naRts19sau The children read stories and
Crowell books on space.
ional CeoRranhic The children collect space pictures
Other magazines that have pictures or models.
and articles on space living. B) Teacher evaluation through oral
VSZU110215Falfaa0aftaiii questions and discussing and
Comnton's PictureqEnosappediA interest shown.
Colliers AlualQuILA Test on page 287 in text.
pritanniqA Junior Epsaggpsdla Teacher made test.
B) Filmstrips:
First Adventures in Space
Space and Space Travel
C) A skin diver could tell the
children how they adjust to
changes in pressure underwateri
D) Field trip:
Dayton Air Force Museum

S e 50
 A) Teaching Nethuds
Concepts B) Learning Activities

Question: How can man live in space? B) Bring out how far it is to the
1. In a spacecraft man has to have moon by saying it would take 500
oxygen, food, water and the years to walk to the moon, if it
proper temperatures. were possible- 50 ti7ousand years
2. Air pressure must be provided to walk to Venus.
in a spacecraft. Discuss why instruments are sent to
3. The spacecraft has to be the moon first. What will man
protected from meteors. have to take with him?
6. Plants in a spacecraft can Discuss the re-entry methods by
perform many useful functions. which a spacecraft comes back
5. A spinning space station to earth.
could have an effect like that Discuss how it would be on the
of gravity. moon.
6. Astronauts can use small
rockets to steer spacecraft in
space and radios to communi-
cate in space.
7. The shape of the spacecraft
and a heat shield protect the
astronaut during re-entry.

Fifth Year Science

The Earth and Its Changing Surface

Question: How is the surface worn A) Reading, inquiring, observing,
away? questioning, doing.
1.. Scientists learn about the B) Try to find pictures of the
earth's past by studying the Alaskan earthquake of 1964.
changes that are occurring in Discuss them.
the present. Look up the work of a beaver as a
2. The earth's surface is always preventer of erosion.
changing; the changes usually Have pupils look up and report on
take place over very long such terms as: berm. :care, re-
periods of time. shore, 12.49.ilsuss,=.1.on and
3. Some changes, such as those headland.
caused by heat and pressure Discuss how we can help prevent
within the earth, tend to build erosion.
up the earth's surface. Other Have a rock collection of granite,
changes, such as those caused limestone, c)nglomerAe, lava, etc.
by the action of running water, Assign the different volcanic
wind and ice, tend to wear away eruptions to several children to
the earth's surface. report on. They may bring in
pictures, too.

S e 51

61;
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation 3) Testing Program
D) Places

A) Text: Inguirinzjaajcience A) The children have a better under-

Jacobsen, 9131,_. standing of the environment in
American Book Company which they live.
aansaklum Scholastic Class- B) Review unit using the section
room Weekly Remember.
tis1:12yTeader Test on page 62.
1.11111akl. Teacher made test using about four
Science YuL=141zult221i essay type questions.
muntaina_sTItLiaa - Coward
EAUIPPSA21:17912MAge ancl
Eiv21:ke, Watts
psgpksuualauayza, Dodd
119C1.4-ERSILIIBSILILataik

22121Ukag],02911A
italkoatAkungspmgIALUL-
SRAhla, Fougb
Barth!s.Orlui
B2aL.L.A4dIhalrJ19.rioe, Fenton
1.1.4.911.2.44=a4 S e 52
ptah, Schneider
agry of qmss., Sterling

62
 A) Teaching Methods
Concepts B) Learning Activities

Question: Now is the surface built up? B) Make a model of a volcano .sing
1. Forces are at work which biild papier-mache.
up the surface of the earth. Report on the meaning of della -
2. Volcanic action builds up the bring out New Orleans is built on
surface of the earth by trans- a delta.
porting materials from the Make a model of the earth using
interior to the surface. four colors of clay - then cut
3. Mountains are formed by the it in two.
sideward pressure of rock layers. Have the children read about
4. Deposits of soil by rivers dur- tsunamis of the past and report
ing flooding build up the on the Hawaiian warning system.
surface of the earth; soil Bring out that whatever forces
deposited at the mouths of were acting in the past are act-
rivers also builds up land. ing in the presen. Therefore
Question: What is beneath the surface? scientists study the changes
1. Most of what we know about the taking place today to learn about
interior of the earth is a past changes.
result of indirect evidence.
2. The earth is made up of three .
layers: the crust, mantle, and
core.
3. Earthquakes are sudden sltppings
of rock along a fault; they are
most frequently evidenced in
certain areas called earthquake
belts.

S e 53

63
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

B) Pictures of caves, shores of the

ocean, different rivers, wind
erosion, glaciers, and sand
dunes.
Filmstrips:
The Earth9s Surface
The Soil
Violent Forces of Nature
Our Earth is Changing
Story of Rivers
Our Ever Changing Earth
Overhead transparenciss:
Earth Sciences
Structure of the Earth
C)Someone from the weather station
to bring a seismograph and
explain it.
D) Field trips:
To the cave at tha Natural
History Museum or Ohio Caverns.
Take a walk and note signs of
erosion.
Note the Ohio River and Mill
Creek to answer the question:
Is it an old or young river?
Note deposits of sand and dirt.
Note erosion along the banks.
Dies it flood? Why?

S e 54

64
 A) Teaching Methods
Concepts B) Learning Activities

Changes in Matter
Question: What is chemistry? A) Reading, discussion, questions,
1. Chemistry is the science that cbmonstrations, experiments,
deals with matter and the otservations.
changes in matter. B) Relrew What is matter? What is
2. All matter is made of atoms, an atom?
which may combine to form mole What is meant by synthetic materi
cules. als? List some and discuss how
3. There are three kinds of matter: they are used.
elements, compounds, and Bring out that a uksIBLa can be
mixtures. put together in any proportions,
4. An element is the simplest kind while a compound combines only in
of matter. All atoms in an one particular proportion. Also
element are alike. Atoms of a mixture retains the properties
different elements differ. of its individual ingredients,
5. A compound is a substance in while a compound has cnmplete]y.
which each molecule has two 01' different properties from those
more different atoms chemically of the elements of which it is
combined. composed.
6. A mixture is a substance in See if pupils can trace the cycle
which different types of of oxygen from the air going
molecules are not chemically through the body and eventually
combined. being converted back to pure
7. Symbolic expressions are used oxygen in the air.
in chemistry. A single symbol Have a pupil find out what inert
represents an element; a alga are? Will oxygen combine
combination of symbols, called with the inert gases?
a formula, represents a com Is there any water present on
pound; a chemical equation uses another planet? Why or why not?
symbols to express a chemical What would happen to fish in
change. boiled water that has been cooled?
Question: What are some important What do they do to water in
substances? swimming pools to make it safe?
1. Oxygen is necessary for life. Have a pupil report on how crude oil
2. Carbon dioxide is present in oil is refined.
air, is necessary for photosyn Make a coal flower by using salt,
thesis and does not burn. bluing and ammonia.
3. Hydrogen is the simplest of all Have a pupil report on how plastic
elements. is made. List the uses of plastic.
4. Water exists as a solid, liquid, Classify them according to
and gas. physical properties such as
5. The motion of molecules explains brittleness, melting point and
evaporation, while the attrac so forth.
tion of water molecules explains
condensation.
6. Pure water, obtained by distil!-
lation, filtration, aeration, or S e 55
chlorination, is necessary for
life.
P, 5
 A) Printed
D) Audio Visual. A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Many chemical companies will send A) The children show an interest in

free copies of charts of atoms. chemistry.
The Story. of Chemistry They find chemistry pretty much
ThgLarst 29 Dh_orAlter, Watts like a mystery and work to solve
Experiments for Young_Scientists. the mystery.
Little n) irno page 110 as a review.
Molecules and Atoms Do test on page 111.
Fibers Give each child a report to do 011
Great Experimenters one aspect of chemistry.
Resources for Tomorrow, Beeler
SigaLceIpKeriments with Water,
Rosenfeld
The True Book of Roc,ke,and
untrals, Podendorf
T,ue Book of Chemistry
Eux914124104
B) Filmstrips:
Science at Work
Atoms and Their Energy
Chemical Changes
Atoms and Molecules
C) Have a high school chemistry
student bring materials and
demonstrate some of the experi-
ments suggested in this chapter.
D) Field trips:
Visit a water purification plant.
Visit a sewage disposal plant.

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 A) Teaching Methods
Concepts B) Learning Activities

Question: What is the importance of

carbon?
1. Organic chemistry deals with
the chemistry of carbon com-
pounds.
2. Charcoal, graphite, diamond, and
coke are different forms of the
element carbon.
3. There are many hydrocarbons be-
cause carbon has the property
of covalent bonding.
4. Ibomers are hydrocarbons that .
have the same number and kind
of atoms but different structures.
5. In substitution products,
elements are substituted for
the hydrogen in hydrocarbons.
6. Many new hydrocarbons can be
produced.

living Things in Their Environment

Question: What are the characteristics A) Reading, observing, examining,
of living things? experimenting.
1, All living things are alike in B) Have a puFil report on the history
certain ways: they can respond of microsz,opes.
to stimuli, move, grow, get Chart: Plants and animals -- how
and use food, and rerroduce. they are alike.
2. All living things are made of Look at scum from a pond under a
one or more cells. microscope.
3. Protoplasm is the living Have the children keep a notebook
material within each cell. on this unit.
4. Each cell is surrounded by a Have the pupils make a large
cell membrane, and is made up diagram of the digestive system.
of a nucleus and cytoplasm. Label each organ - describe its
Only plant cells have cell walls. function.
5. Cells which are grouped to per- Draw the heart - what is its
form certain functions form function?
tissues. Look at a drop of blood under a
6. Different kinds of tissues microscope. Why are red carry:cies
combine to for an organ. so important?
7. Organs are organized into such Draw the lungs - what is tl,Lir
systems as the skeletal system, function?
digestive system, excretory sys- Draw the brain - what is its
tem, respiratory system and function?
nervous system. Examine some pork or bier' brans.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

1919194.1m20=JkmaaRitauft A) The children have an f'terest in

itayzej2291, Baker the living things aobut them.
gave The children approciate the beauty
Ifak_Ekaland Animals of living things.
arALARAL9S-PluAt, Watts The children leaa to not destroy
amtaa019941axdlatliaxide plants and animals.
B) Filmstrips: n) Review with rage 174.
Finging Out Now Plants Grow Teut on peg.- 175.
Up Through The Coal Age Sc'.ence exhibit with all the
To Everything A Season activities done in this unit.
Seeds and Seed Travelers Invite other classes to look at
Our Friend the Earthworm it.
The r'aterpillarts Journey
How Apples Grow
Plants
Trees
C) Invite a local florist or gardener
to talk about care of plants.
D) Field trips:
Zoo
Krohn Conservatory

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 A) T3aching Methods
Concepts B) Learning Activities

Question: How are animals classified? B) Dissect a chicken leg to note the
1. Animals are classified function of the muscle system.
according to structure. Have the children bring in pictures
2. All animals can be classified . .

of all kinds of animals. Classify

as invertebrates (without back- them accordinE, to structure.
bone) or vertebrates (with Have a pupil report on coral, tell-
backbones). ing about coral reefs and islands
3. Protozos, sponges, cuplike made of coral skeletons.
animals, and arthropods are Have a pupil report on trichina
invertebrates. and hookworm and their affect
4. Fish, amphibians, reptiles, on some pe,ple.
birds and mammals are vertebrate Start an aquarium.
brates. Make three terraria - a awamp,
5, Mammals are the most complex woodland, and desert.
of vertebrates and wan is the Take u walk to observe plants.
most complex of mamTals. Make a collection of plants.
1-1,W are plants classified?
Experiment with bread and mold to
1, Plants are cla,Afied accord- find out what it needs to grow.
ing to s.uniAaities in structure. Be sure to look at it through a
2. Fungi, the simplest group of microprojector.
plants, depend on other living Examine mushroom and ferns for
things for food; they have no spores.
soots, stems, leaves, seeds, Examine algae Under Cho mioocoqop_
or flowers. Find out why moss only grows on
3. Bacteria, yeast plants, rust, one side of a tree.
molds, end mushrooms are fungi. Make a collection of seeds. How are
4. Bacteria are one-celled fungi. they different? Why do seed plants
5. Yeast plants reproduce by ove,rpfoduce?
budding.
b. Molds and mushrooms reiroduco
by spore formation.
7. Algae are the simplest group
of plants that produce their
own food.
8. ',losses, ferns, and seed plants
are more complex groups of
plants.
9. Two snhgroupc yr a Cad plants
are those that bear uncovered
seeds and those that bee:
covered seeds.

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 A) Printed
B) Audio Visual A) Expected Out,z,ome
Resources C) People Evaluation B) Testing Program
D) Places

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 A) Teaching Methods
Concepts E) Learning Activities

Question: What are flowering plants? B) Draw a flowering plant and label
I. Conifers are plants that pro the parts. That is the function
duce seeds that grow on cones. of each part?
2. Flowering plants are plants You can demonstrate osmosis by
that produce seeds with flo patting Queen Annes Lace in
wers. colored water. In a few hours it
3. Flowering plants have roots, will be colored.
stems, leaves, and flowers; Examine the woody tissue of a cross
each part has a particular section of a tree.
function. Make a leaf collection. How else
4. The root system of a plant can we identify trees?
holds the plant in the ground Examine a slice of a leaf under a
and serves as the structure microscope.
through which water passes to Place a plant in a plastie bag to
other parts of the plant. show that leaves release water.
5. Plant, stems support other parts Condensation will appear inside
of the plant and serve as the bag.
transportation systems. Examine some flowers for their
6. Leaves make food, take in sun different parts.
light and air, and release Draw a series of pctures that
excess air. illustrate the life cycle of
7. The process by which plants seed plants.
with chlorophyll make food is Discuss how seeds travel.
called photosynthesis.
8. Flowers perform the function
of reproduction,
9. Moisture, temperature, and air
affect seed germination.

Electricity
Question: What is static electricity? A) Reading, discussing, observing,
1. All objects are made of atoms experimenting.
which in turn are made of B) Experiment with balloons to bring
electrically charged particles. out that IllsegbAgg=xspel ens
2. Whet; an object becomes elec maktshargesatkagi.
trically ;hanged, it either Have a pupil report on what type
loses or gains negatively of materials conduct electrical
charged electrons. charges.
3. Static electrical charges do Have one report on what types of
not move easily. materials are insulators.
4. Like charges repel and unlike Discuss the use of lightning rods
charges attract. on a bulking. Discuss where you (-)
5. An electroscope will detect should go in an electrical storm.
charged particles. Discuss the times the children
6. Static electricity can be have experienced static electric
danger" is. shocks.
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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation P) Testing Program
D) Places

A) Magnets, P,Irker A) The children are aware of the

611 About Electripity, Freeman uses and importance of elec-
The Worrier of Electricity, Ruchlis tricity.
Electricjitajais=11fA They are aware of the dangers of
Eiallikskial1991La_ksam electricity.
Morgan They know the safety rul.Y-,
&et Use them.
gazak.suleslasity, Watts B) Use page 236 for review.
§ciencelfe4r-ItEld Book Use page 238 for the test.
Dncvolopediaa Use a teacher made test.

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 A) Teaching Methods
Concepts 13) Learning Activities

Question: How can electricity be B) Discuss the danger of static

Troduced? electricity and how cne can pre-
1. An electric cell generates vent fires.
current electricity. Make a list of all the uses of
2. An electric cell is composed electric current.
of two unlike materials Have the ehilril-Hri make the simple
and a chemical that will react electric battery described.ihl-
with them. the textbook on -page 195.
3. Current electricity can flow Discuss the uses of different types
through a wire, while static of batteries.
electricity is stationary. Find out the uses of electr.mnan-i,
I , When R magnet is moved near a Discuss why it is dangerous to
wire, an electric current is have a radio over the bathtub
produced, while taking a bath.
Question: How does electricity flow? Find out Why birds don't get
1. Electricity flows easily electrocuted when they sit on
through conductors and not bare electrical wires.
through nonconductors or Why doesn't your radio sound clear
insulatcra. when you are near wires carrying
2. In order for electricity to a lot of electricity?
flow, there must be a complete Have the children take apart a
cumnit. light socket trace the circuit
3. Electricity flowing through created when the light bulb is
the filament of a light 1,alb in the circuit, Break the glass
produces both heat and light. of a light bulb and trace the
4. The flow of current can be circuit in the buAb.
broken by removing part of the Examine a good fuse and a burned
circuit. out one.
5. When too much current is not Have a child bring in a toy that
ing through a house, the fuse uses batteries. Have him trace
or circuit breaker cuts off the circuit. How does the motor
to remove part of the circuit. work?
QuAstion: How is electricity used? List electrical appliances using
1. Electricity can be used for heat.
heat, light, and mechanical Bring in a waffle iron - observe
ener&r, the wires getting hot.
2. Wires through which large Make an eleAromagnet using a
amounts of electricity flow can dry cell. Let the children do
give off he and light. many experiments with it.
3. Electricity can be used to Bring out the safety rules.
make powerful electromagnets. Encourage them to examine their
4. A telegraph sends messages in hones and community for
Morse lode by spurts of violations.
electric current over a wire.
5. Electricity can be dangerous.
When using electricity, safety
rules must be followed.
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 A) Printed
B) Audio Visual A) Expected Outcotee
Resources C) People Evaluation B) Testing Program
D) Places

B) Filmstrips:
Static Electricity
How Electricity Helps Us
Magnets
Current Electricity
Electricity At Home
Overhead transparencies
Magnetism and Electricity
C) Have an electrician or a fire
safety officer talk to the
class and give demonstrations
of the workings of fuses and
circuit breakers, their uses
and safety measures.
Have a man from the telephone
company to show the electric
workings of the telephone.
A ham radio operator might bring
his "rig" and explain the
operation to the children.
D) Field trip:
To a power plant

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74
 A) Teaching Methods,
Concepts B) Learning A-Aivities

Distances in Spaca
Question: What is meant by distance? A) Reading, discussing, questiDning,
1. Distance is the amount of guiding, problem solving trough
linear space between two places. investigation.
2. Distance may be measured in B) Do some measuring of objects in
standard units of length. the room with a ruler and a yard
3. The English and metric systems stick.
are two systems of measurement. Use a measuring tape to measure
4. The metric system is based upon the room and playground.
units of ten. Measure th6 desks with the rand-
5. A standard is an agreed-upon width method. Do the mea surt,mQLq
unit of measurement upon which di.fer? Dring out the importance
all other units are based. of staAard measurement.
Question: How can time be used to Find out the work of the Bureau
measure distance? of Standards. Why are they
1. Distance can be measured in necessary?
units of time and rate of Have the pupils measure some
motion. distances in units of time.
2. The distance traveled is equal Example: length of school building,
to the average rate of motion school yard, or from home to school
multiplied by time in motion. Be sure the children know what the
3. :Standards based on the speed word rate means.
of light are used for measuring Find out why we do not use "sound-
great distances in space. years" away.
4. A light-year is the distance Make up problems for each other
that light travels in one year. to do.
5. Distances in space are very The idea of average rate should be
great. stressed.
Provide the distance to certain
stars and have the distance
changed into light-years.
Measure some maps and figure the
distance in miles.
How do they measure the distance
from the earth to the sun?
Experiment with a protractor.
Find out vhat the words Azeter.,
apeodsmaer, and ollaulkm are
and howl,* use them.
Work out the air miles between
two cities and the road miles.
The difference will prove
interesting.
1

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluatinn B) Testing Program
0 Places

A) Experiments in Optical Illusion, A) The children are aware of tha

Beeler size of our universe.
Fin With Freeman B) Review using page 286.
First Book Of Astronomy, Watts Test on page 287.
This Way to the Stars, Dutton Teacher made test.
EnaY212DediLl
B) Filmstrips:
You and The Universe

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76
 A) Teaching Methods
Concepts B) Learning Activities

Question: How is distance in space

measured?
1. A scale drawing is a useful
tool in measuring distances in
space.
2. Distances can be measured by
sighting on an object from
each end of a base line.
3. The longest base line for
measuring distances to stars
is the distance across the
orbit of the earth.
4. Parallax is the apparent change
in the position of an object
when viewed from different
places.
5. The farther away objects are,
the less parallax effect is
seen.
6. From the longest base line,
onkr the nearest stars show a
measurable parallax effect.
7. The difference between true
brightness and apparent brighti
ness helps astronomers measure
distances of stars.
C. The slower a variable star
changes brightness, the bright-
er the star is.

The Milky Way and the Universe

Westiont What is the Milky Way? A) Reading, discussing, observing,
1. The Milky Way galaxy is a huge researching.
system of stars, gas, and dust. B) Have the more able children report
2. It is difficult for us to on the modern-day astronomers.
describe the Milky Way gilaxy Find the meaning of the word
because the earth is inside it. EfilANIE
3. The sun and its planets are Try to get the distance concept
located on one arm of the over to the children as t how
Milky Way galaxy. far our nearest star is.
Draw pictures of the Milky Way
galaxy showing our sun and the
planets of our solar system.

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 A) Printed
B ) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) t.S BookSLAAME121E A) The children show an appreciation

t for the earth.
iumvp Full of Stems They show an interest in the sky
Italiventure Bo* of Stars and use their eyes.
Wit, to th2 Stars B) Review on page 334.
B) If a telescope is available, set Test on page 335.
it .op and view the sky at night. Po suggestion in teacher's book
A to t: of parents would be on page 334 instead of a test
interested too. on this unit.
Filmtr4s:
AfAr,Aiclny
The Sky
Mahe Starry Universe

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73
 A) Teaching Methods
Concepts' B) Learning Activities

Question: Where are you in the B) Look up the word grApfl. ] ' ;

universe? to school if possAl . the

1. The Milky Way is a spiral galaxy children experiment 1,:t
with a thick central core, a shinin% through it.
thinner disk, and spiral aims Review the conditions nLer-eary for
containing duet in which liew life on the earth. Do you thrik
stars are formed. there is life on another pianct?
2. Astronomers learn many things Why or why not?
about the stars by examining De research on the galaxy of
the light coming from them; Andromeda.
the light differs in objects Report on Ed4in Hubble as to who
moving toward us and away froia he was and whEt he did.
us. Find out how to make a simple
3. There is a possibility that spectroscope in a 'how-to-do-it"
life as we know it exists book.
elsewhere in the universe. Have some pupils find out what
Question: What is the extent of the particles leave a radioactive
universe? material when it changes to
1. Tho size and age of the universe another material.
can be inferred from such Review meteorites.
evidences as the speed of re- Look up the meaning of the words
cession of galaxies and their SLWIllkEY and n2EIRESILX.
distance from the earth, and Build and label models of various
from radioactive dating of types of satellites.
rocks.
2. The two main concepts describ-
ing the beginning of the
universe are the Big Bang
Theory and the Steady-State
Theory.
3. Astronomers will be better able
to study the universe from a
space platform outside the
earth's interfering atmosp%eric
conditions.

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 A) Printed
H) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

D) Field trip:
Planetarium - Natural History
Museum.

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 A) Teaching Methods
Concepts B) Learning Activities

Question: What are constellations? B) Look up the names of the more

1. The constellations are groups common constellations, what the
of stars which seem to be name means and the arrange: ent
arranged in patterns. of stard.'Make.a large picture
2. During the night, the t-,ars of them.
seem tD move across the sky Observe the B51, Dipper dr w the
from east to west; this picture of both Dippers and
apparent motion is dua to the Polaris.
earth's rotation.
3. Different constellations are
seen at different times of the
year because of the earth's
:evolution around the sun.
4. Most of the bestknown con
stellations appear along the
ecliptic, which is the
apparent path of the sun
through the sky during the
year.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation d) Testing Program
D) Places

()

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82
READING COMMUNITY SCHOOLS

CURRICULUM GUIDE

SCIENCE

MIDDLE

83
The following texts have been adopted to further our science programs
in The Reading Community Middle School:

;Jame of Year Level Com_ noz Quantity_

Investigating in Science 6 American Book Co.

Soience 6 Silver Burdett 35
Science a Modern Approach 6 Holt Rinehart Winston 30
Science for Today and 6 D. C. Heath & Co. 35
Tomorrow
Science for Tomorrow's World 6 McMillan 35
Today's Basic Science 6 Harper Row 45

Man Matter and Energy 7 Holt Rinehart Winston 35

Earth Space and Environment 8 Volt Rinehart Winston 35

Investigating Matter 6-7-8 Addison Wesley

and Energy 60
Physical Science 6-7-8 Addison Wesley
(A laboratory approach)

Energy and the Atom 7-8 Harper Ro,/ 45

Laboratory Text #3 7-8 D. C. Heath & Co. 30
Life and the Molecule 7-8 Harper Row 45
Our Planet in Space 7-8 Harper Row 3c
Patterns and Processes 7-8 D. C. Heath & Co. 35
of Science #1
Patterns and Processes 7-8 0. C, Heath & Co. 30
of Science #2

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84
SCIENCE - 6TH YEAR - Jacobsen, Willard J., Lauby, Cecilia J. and
Konicek, Richard D., Investigating in Science,
American Book Co., New York, 1965

Light And Heat

What is the Nature of Light?
What are Some Properties of Light?
What is Heat?
How does Heat Affect Matter?
Energy From The Sun
What is the Sun?
What is the Source of Solar Energy?
How is Solar Energy Controlled?
Insects And Senses
What are Some Physical Characteristics of Insects?
How Do Animals Sense their World?
The Ocean
How is the Ocean Studied?
What is the Ocean Like?
What Kinds of Life Exist in the Ocean?
Exploring the Universe
How is the Universe Studies?
Is there Intelligent Life Elsewhere in the Universe?
How Can Men Travel to Distant Stars?
The Atom and Nuclear Energy
What is the Structure of the Atom?
How is Nuclear Energy Obtained?
Hew is Nuclear Energy Used?

85 Srn 2
Concepts

kvestiRating in Science A) Illustration

Light and Heat 1. Demonstrate regular and
A. Introduction diffuse reflection
B. What is the Nature of Light? 2. Waves
1. Several theories about the 3. Froperties of light
nature of light have been 4. Heat
developed. They ave used to 5. Properties of heat
explain the behavior of light.
2. According to the particle
theory, light is made up of
tiny particles that move at B) 1. Observation of light
great speeds. traveling in straight lines;
3. According to the wave theory, through a pinhole, and
light energy is thoigh of as reflection
vibrations. 2. Observation of heat
4. According to a theory that
combines the particle and
wave theories, light energy
is made up of photons that
travel in waves.
5. Light appears to travel in
straight lines through space.
6. light is reflected by nearly
all surfaces; smooth surfaces
cause diffuse reflection.
7. Because light travels at
different speeds through differ-
ent substances, refraction
occurs.
8. Diffraction occurs when light
passes through an opening.
C. What are Some Properties of L1.ght?
1. Visible and invisible liOt
are forms of radiant energy.
2. Light travels at a constant
speed. A light-sear is the
distance light travels in one
year.
3. A prism will separate white
light into colors of the
spectrum.
4. The eye is an organ which
receives light, forms images,
and transmits the images to
the brain.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People. Evaluation B) Testing Program
D) Places

Learning Center A) 1. Properties of light are best

A) LetaEnent explained through the wave
Beeinning_Science theory, while other properties
Light and Color of light are best explained
by the particle theory.
2. Ways of releasing n2at.
3. Ways in which heat affects
Reference: matter.

Jacobsen, B) Student
American, 1965. pp. G22, 023, 024 1. larellitgating. in ssimat,
Jacobsen, et. al.
American, 1965. p. Gv
2. What aspect am I interested
in?
3, How will I find out?
4. What are some possible
answers?
5. What do I want to find out?
6. What are my conclusions?

Teacher
1. Observe student skills in
experimentation.
2. Accuracy of observations.
3. Competency in recording data.
4. Judgment* in interpreting
data.
5. Ability '.;c7) formulate
pertinerr data.
6. Clarity and accuracy in
stating conclusions.
7. Verifical,ion of findings.
8. Note capacity for self
evaluation.
9. Student's efforts to convey
what he has learned to
others.

(.)

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87
 A) Teaching Methods
Concepts B) Learning Activities

5. Convex lenses cause light to

converge; concave lenses
cause light to diverge.
6. Light can pass through some
materials but not others.
D. What is Heat?
1. Sources of haat are chemical
energy, mechanical energy,
and nuclear energy.
2. The ciloric theory of heat,
which suggests that heat is
a fluid substance, was
disproved by Count Rumford.
3. Heat is related to the total
kinetic energy of molecules
in a substance.
4. Temperature is a measure of
the average kinetic energy of
molecules in a substance.
5, Most thermometers measure
heat by the principle of
expansion; most thermometers
use the Fahrenheit or Celsius
scales.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

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 A) Teaching Methods
Concepts B) Learning Activities

Energy From The Sun

A. Introduction A) Discription, Illustration,
B. What is the Sun Demonstration
1. The sun is the most important 1. Knowledge of the sun.
star to the earth. 2. Solar heat.
2. The sun is one of about 3. Theories of origin of the sun.
100 bilion stars traveling 4. Solar eclipse.
around the center of the
Milky Way. 13) 1. Observations and investigation
3. In relation to other stars, of solar eclipses, spectra
the sun is a medium sized star of elements, brightness of
and average in temperature. light, greenhouse effect,
4. The sun is in a gaseous state. and absorption of solar energy.
5. The chemical elements on the
sun can be detected by a
spectroscope.
6. Some of the major features of
the sun are the photosphere,
chromosphere, prominences,
corona, sunspots, and solar
flares.
7. Particles emitted from the sun
can disrupt radio communications
on the earth; some nay be
trapped in the magnetic field
of the earth, forming the
magnetosphere.
C. How is Solar Energy Controlled?
1. Solar energy, concentrated
through photosynthesis, is
released through the burning
of fuels.
2. Solar energy can be concentrated
by using concave mirrors and
convex lenses; this energy
may be used in solar furnaces
and heaters.
3. Solar energy can be usod to
convert seawater to fresh
water by using the principles
of the greenhouse effect and
high heat absorption by dark
materials.
4. Solar energy can be converted
into electricity with solar
cells which use silicon.

S m 7
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
B) Places

Learning Center A) 1. The place of the sun in the

A) The WondersorSzlae universe and how it relates
Licht and Color to other stars.
Outlar111 2. Source of heat as a nuclear
Insects reaction.
Man aTd Insects 3. Uses of solar energy and its
Field Book of Insects control by man
Planets Starsalaapazt, 4. The origin and o.i.der of the
Chamberlain universe.

B) (See Evaluation this guide

"Light & Heat")
Reference:
Jacobsen, et& al,&
pp. G42, G43

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91
 A) Teaching Methods
Concepts D) Darning Activities

Insects And Senses

A. Introduction A) Discussion, Illustration,
B. What Ar: Some Physical Dinplay and Demonstration
Oharacteristcs Of Insects? 1. Insects and their physical
1. Insects are grouped as characteristics, their
arthropoas because they have habitats, life cycles. and
jointed legs and exoskeletons. effects upon man.
2. All insects have three pairs 2. Nervous system of man and
of legs. insects.
3. All insects have one pair of
antennae.
4. 411 insects have three parts: B) Collecting and observing
head, +horax, and abdomen. insects
5. The mouth parts of insects
determine what insects eat.
6. Many insects undergo meta-
morphosis as they develoy.
from eggs to adults.
7. Insects are classified on
the basis of their structure.
8. Insects have many self-
protecting adaptations.
9. Some insects are beneficial
to man; others are harmful.
10. Entomology is the science
dealing with the study of
insects.
C. How Do Animals Sense Their World?
1. All animals have some type of
nervous system.
2. The nervous system controls
body movements and the work
of important organs.
3. Reflex actions are those which
require no decision by the
brain.
4. The nervous system in man
includes the central nervous
system and the autonomic
nervous system.
5. The eye is the organ of sight;
the ear, the main organ of
hearing; the tongue, the main
organ of taste; the nose,
the main organ of smell; and
nerve endings in the skin pick
up the sensations of heat,
cold, pain, pressure, and touch. S in 9

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) 1. Insect characteristics

A) Insects 2. A comparison and contrast
Field Book of Insecta between human sight and
The Lives of Animals insect sight.

B) (See evaluation this guide

"Light 't Heat")
Reference:
Jacobsen, et. al.
pp. G75, G76

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 A) Teaching Methods
Concepts B) Learning Activities

The Ocean
A. Introduction A) Introduction; Illustrate
B. How is the Ocean Studied? 1. Hydrometer
1. Oceanography deals with 2. Project Mohole
the study of the ocean and 3. Influer e of the sun Lnd
involves several basic the moon on ocean tides
sciences. 4. Content of sLdwater
2. Echo sounding is used to 5. Saltwater aquarium
determine ocean depths.
3. Pressure-resistant thermometers
and bathythermographs are B) Individual investi6ation
used to obtain temperatures
of ocean water.
4. Bottom samplers, sound waves,
and photography are used to
study the ocean bottom.
5. The bathysphere and bathyscaphe
are deep-sea exploration
"laboratories."
6. The bathyscaphe opo-ates on
the basis of Archimedes°
principle which states that
a body inmersed in a liquid
is buoyed up by a force equal
to the weight of the liquid
it displaces.
7. An object that is less dense
than water will float in
water; one that is more
dense than water will sink.
C. What is the Ocean Like?
1. The crust of the earth is
thinner under the floor of
the ocean than under land
areas.
2. The three main pelts of the
ocean floor are the continental
shelf, the continental slope,
and the basin.
3. Hieing from the basin are
volcanoes and huge mountains.
4. Great cracks in the basin are
trenche6, the deepest points
on the earth.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) 1. Adventures of o::eanography

A) Oceanozorh,1
The Ocean LabQrataa, Spilhaus
B) (See evaluation this guide
"Light & Heat)

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

ST1112
 A) Teaching Methods
Concepts B) Learning Activities

5, The ocean floor is made up of

basalt. Continents lie on
bases of granite.
6. Winds, 'later temperature,
rotation of the earth, and
deflection by conti;7ents
influence ocean current
patterns.
7. Tides are causeu by many
forces, the most important
teing gravitational att "ac-
tion of the moon o' the earth.
8. The motion of a wave changes
when it approaches a shore.
9. There are many minerals,
microscopic plants, and
animals in seawater.
10. The 3e. is slowly Increasing
its salt content.
D, What Kind of Life Exist in the
Ocean?
1. Plankton, which are tiny
marine plants and animals,
begin a series called the
food chain.
2. Life in the ocean is possible
because it contains the
necessary water, oxygen,
carbon dioxide, and minerals
and because of these propert!es
of water: buoyancy and
solvency.
3. Life in the ocean varies from
small to large and from th,
simple to the complex.
4. Among the groups of animals
living in the ocean are
sponges, coelenterates,
mollusks, arthropods, sea stars,
fish, and mammals.
5. Many animals which live in the
ocean are beneficial to man.
6. Some of the plants which grow
in the ocean are single- and
multiple-celled algae and
seed plants.
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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

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 A) Teaching Methods
Concepts B) Learning Activities

Exploring The Universe

A. Introduction A) Explanation, Discussion,
B. How is the Universe Studied? Illustration
1. Electromagnetic energy, given 1, Waves
off by all bodies in the 2. Radiometei.
universe, travels through 3. Electromagnetic spectrum
space in the form of waves. 4. Reflection
2. The type of electromagnetic 5. Conditions necessary for plant
energy may be determined by life
the wavelength; the different
types include cosmic, gamma,
ultraviolet, and X rays and B) Reading of scientific journals
microwaves, radio waves, and for theories.
visible light.
3. Optical telescopes, which
gather and concentrate light,
are of mainly two types:
refractors using lenses and
reflectors using mirrors.
4. Optical telescopes are limited
in their use by changing
atmospheric conditions and
interstellar dust.
5. Radio telescopes concentrate
radio waves the way optical
telescopes concentrate light;
however, since radio waves can
penetrate interstellar dust,
t! ry can be used to study
hitherto unexplored regions of
the universe.
C. Is There Intelligent Life
Elsewhere in the Universe?
1. Certain conditions are necessary
for the survival of Life'
water in liquid form; certain
chemicals, particularly carbon,
hydrogen, and oxygen; light;
and proper temperatures.
2. The common characteristics of
all living things include
ability to react to stimuli,
to reproduce, to grow, to adapt
to environment, and to die.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People EvalNation B) Testing Program
D) Places

Learning Center A) Electromagnetic energy

A) Electricity

B) (See evaluation this guide

"Light ez Heat")

Reference:
Jacobsen, et. al.
pp. G115, G116, G117

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 A) Teaching Methods
Concepts 13) Learning Activities

3. If life exists elsewhere in

the universe, it probably would
be similar to life on the earth;
therefore, similar conditions
would be necessay for life
elsewhere.
4. There is a good possibility
that intelligent life exists
elsewhere in the universe.
5. Intelligent life elsewhere in
the universe probably could
best be detected by radio
communication.
D. How Can Men Travel to Distant
Stars?
1. According to Einstein's theory
of relativity, all motion is
relative to some given observer,
object, or point.
2. The velocity of light is
constant, independent of the
direction or the velocity of
motion of an observer.
3. As an object moves faster, it
begins to shrink in the
direction in which it is
moving; this occurrence is
noticeable only as objects
approach the speed of light.

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 A) Printed
B) Audio Visual A) Exp ted Outcol,e
Resources C) People Evaluation B) Testing Program
D) Places

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 A) Teaching Methods
Concepts 13) Learning Activities

The Atom And Nuclear Energy

A. Introduction A) Discussion, Historical Approach,
B. What is the Structure of the Models
Atom? 1. Atoms
1. Most of an atom is space with 2. Static electricity
electrons moving about a dense 3. Nuclear energy
nucleus of protons and neutrons. 4. Atomic disintegration
2. Scientists used the cathode-ray 5. Geiger counter
tube to discover the nature of
the proton and electron.
3. Rutherford9s experiments helped 3) 1. Examining achievements from
him determine the size of the a historic standpoint.
nucleus. 2. Construction of models.
4. Atoms of different elements
differ in the number of
particles in the nuclei and
the number of electrons.
f;. Symbols con be used to
represent the atomic number
and the atomic mass.
6. Neutrons are good "bullets"
for striking atomic nuclei.
7. Isotopes are chemically alike
elements with different masses.
C. How is Nuclear Energy Obtained?
1. Radioactive elements may give
off three kinds of rays.
2. Geiger counters can detect
these rays.
3. Scientists can change many
elements into others.
4. Particle accelerators "shoot"
atomic particles at nuclei of
atoms.
5. Uranium-235 can split and
release a lot of energy when
hit by a neutron.
6. U-235 is separated from U-238
by diffusion.
7. A critical size of U-235 is
necessary for a chain reaction
in a fission bomb or e nuclear
reactor.

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 A) Printed
B) Audio Visual A) Expected Outcome
Reso,,rces C) People Evaluation B) Testing Frog/am
D) Places

Learning Center A) 1. Nature of the atom.

A) Atomic Eriosel 2. Methods of obtaining
Elect icily nuclear energy.
AI2ms,_Eneux,and Machines, 3. Uses of nuclear energy.
McCormick

B) (See evaluation this guide

"Light & Heat')

Reference:
Jacobsen, et. al.
pp. G137, G138

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 A) Teaching Methods
Concepts B) Learning Activities

D. How is Nuclear Energy Used?

1. The energy of the atom bohb
comes f.'om mutter being
changed into energy.
2. In nuclear fusion atoms
combine to form larger atoms.
3. There are different types of
nuclear reactors that convert
nuclear energy to other forms
of energy.
4. Radioisotopes are molecules
that contin certain radioactive
atom3.
5. Radioactive atoms can be traced
with a Geiger counter.
6. Radioisotopes can be used to
trace the path of mo]ecules in
ani:Aals and plants.
7. Radioisotoies have many uses
in industry.
8. Carbon 14 can be used to date
ancient material and to change
the characteristics of plants.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

S m 22

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 OVERVIEW

Navarra, Garone,
Enerffy_and Atom
The Physical Sciences
Harper & Row, New York, 1966

Interaction, A Process of Science

Interacting and Learning
The Elements of Chemistry
The Structure of the Atom
Classifying the Elements
The Making of Molecules
Machines and Energy
Work acid Energy
Machines
Magnetism and Electricity
The Biophysics of Sound
Acoustics, The Study of Sound
Producing Sound
Hearing Sound
The Energy of Light
The Visible Spectrum
Photosynthesis
The Energy of the Atom
Radioactivity
Reactors and Accelerators
Electronics
Moving Electrons
The Electronic Computer
Inside the Computer
From Atmosphere to Space
Supersonic night
Rockets and Rocketry
Satellites in Orbit

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 A) Teaching Methods
Concepts B) Leaning Activities

Lnergy and the Atom

A. Introduction A) Discussion, Reviews Intro-
B. Interacting Astronomers duction, Interaction,
1. Ptolemy believed that the sun and Challenge
the planets revolved around the 1. Observation of the night
earth. time sky.
2. Copernicus established the accept- 2. Compare Ptolemaic System
ed belief that the earth revolves with the Copernical System.
around the sun. 3. Man of Science biograph-
3. Interactions among astromoners ies of Ptolemy and Copernicus
have helped us to understand the 4. Learning Packet (Teacher
solar system. prepared)
C. Your Own Interaction B) Reports on an Interaction
1. Interaction is a give-and-take Sky watch observation
experience between two persons
and the conditions of his envir-
onment.
2. The Eace-and-point method is a
system for locating stars and
planets.
D. Exploring the Sky
1. An observer interacts with th.i
stars and planets when he stud-
ies the nighttime sky.
2. The stars and planets are in
motion; the sky changes from
month co month.

The Elements of Chemistry

A. Introduction A) Discussion, Illustration,
B. From Dalton vo Bohr Explanation, Impression.
1. All matter is made %I? of atoms. Comparison
2. Every atom has the same basic 1. Structure of the Atom.
structure consisting of a 2. Dalton's Contribution
nucleus and orbital electrons. to science.
3. The atoms of different elementc 3. Electron arrangement
differ from one another in the 4. Diagrams of H, 1:e, and
number of protons and electrons C atoms.
they contain. 5. Learning packet (Teacher
4. An Atom is three-dimensional; it pro?ared)
has depth and volume, like a ball. B) 1. Interaction
5. A charged atom is known as an 2. Observation of a mass
ion; an Atom becomes ; positive spectogrzTh
ion when it loses o!. ele:tron; it 3. Diagram of Atoms.
becomes a negative ion when it
gains an electron.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resourzes C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) Printed A) Interaction among stars
Planets, Stars, and Space
Chamberlain Testing Program
Sun and its Family Student
Galileo and The Magic Numbers 1. What aspect am I inter-
Rosen ested in?
Modern Physical Science 2. What do I want to find
Brooks and Tracy, Ho/t, out?
New York, 1957 3. How will I find out?
The Physical Sciences 4. What are some possible
Eby, Wauch; Welch, Ginn answers?
1950 5. What are my conclusions?
Teacher
1. Manipulation of equip-
ment
2. Note the accuracy of
Reference: observations
Navarra, et. al. 3. Note capacity for self-
pp.15,16,17. evaluation

Learning Center Objectives

A) Printed A) Use of mass spectograph
The Stoti.of Atomic Energy
Fermi. Random, 1961 Testing Program
Handbook of Chemistry, Student
Lange, Handbook Publishers (See Evaluation this guide
1952 'Interaction and Learning")
First Chemistry Book for Boys
and Girls
Scribner, 1550
New Chemistry
Fun with Chemistry,
Prec an. Random, 1962

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 A) Teacting Methods
Concepts B.) Learning Activities

C. Electron Shells
1. A flow of electrons gives rise to
an electric current.
2. The electrons in an stow are ar-
ranged on energy levels and an
energy sublevel.
3. An electron gives off energy when
it drops from a higher energy
level to a lower energy level
u. Scientists can identify materials
by means of spectrum analysis.
D. The Nucleus
1. Protons and neutrons are found
within the nucleus of the atom.
2. :Isotopes are different types of
atoms of the same element.
3. An isotope of an element differs
from other isotopes of the same
element only in the number of
neutrons it contains and in
atomic weight.

Classifying the Elements

A. Introduction A) Discussion, suggestion
3. The Periodic Table 1. Contribution of chemistry
1. The Periodic Table of the elements to ,,ur way of living
is an orclerly arrangement of the 2. Interpret the Periodic
103 chemical elements known to Table of elements
scientists. 3. Electron configuration
2. All the elements are arranged in 4. Learning Packet(Teacher
groups and periods within the Prepared)
Periodic Table. B) Group activity to exchange
3. Elements belonging to the same ideas with each other
group have similar properties. Ingenuity and resource-
C. Periodic Classification fulness to depict elements
1. The Periodic Table is made up of Writing of electron con-
three short periods and four figuration
long periods. Observation of the Periodic
2. The properties of an element are Table
determined to a large extent by
its electron configuration.
3. Similar properties among elements
recur peridically; thus, the
elements fall into groups within
the Periodic Table.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Exploring Chemistry, Teacher

Gallant, Garden City, 1958 1. Note clarity and accuracy
Giant MolecuLls 2. Accuracy of observation.

Reference
Navarra, et.al.
pp. 36,37, 38

Learning Center Objectives

A) Printed A) Use of Periodic Table of
Atoms (the core of all matter) Elements
Korn, Golden Press, 1D-6T-- 8) Testing Prograw Student
(See Evaluation this guide
"Interaction and Learning")
Testing Program Teacher
1. Note willingness to check
results against the findings
a reliable sources
2. Recognize the total design
of the investigation

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 4

A) Teaching Methods
Concepts B) Learning Activities

D. Groups and Families

1. There are nine groups of elements;
all groups of elements except
Group V111 and Group 0 contain
subgroups.
2. All the elements vithnn a sub-
group have similar properties.
3. Elements with few electrons in
their outer shells are usually
the most active.
4. An active element combines readily
with other elements; it frequently
is involved in chemical reactions.
E. Development of the Table
1. Mendeleyev devised the Periodic
Table of the Elements.
2. Moseley improved the Periodic
Table of the Elements by ar-
ranging the elements according
to their atomic numbers.

The Making of Molecules

A. Introduction A) Discussion, Advise, Drill,
B. Again, the Elements Suggestion, Review, Quiz
1. Metals combine with nonmetals 1. Chemical formulas
to form oxides, chlorides, acid 2. Chemical bonding and
sulfides. chemical compounds
2. Metals tend to lose electrons 3. Metals, non-metals,
when they combine with other and inert gases
elements; nonmetals tend to gain 4. Chemical symbols
electrons when they combine. S. Acids and Bases
3. In general, the inert gases are 6. Learning Packet (Teacher
inactive, although they can Prepared)
enter into reactions under certain B) Techniques of writing
conditions. structural formulas
C. Chemical Bonding Observation of character-
1. A molecule is formed when two istics of compounds.
or more atoms are linked together.
2. A compound is a substance con-
sisting of two or more elements
chemically combined.
3. The smallest whole unit of a
compound is a molecule.
4. A structur0 formula shows how
the atoms of a molecule are
linked together.
5. A chemical equation shows the
results of a chemical reaction. S In 28
6. Valence is the combining power
of an atom.
7. Electron-dot formulas show the
number of valence electrons in
the atom.
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
In Places

3. Appraise efforts to convey

what he has learned to others
4. Assess skills of comm-
unication

Reference:
Navarra,et.ai.
pp. 52,53

Objectives
A) Development of synthetic
fiber

Testing Program
B) Student
(See evaluation this guide
"Interaction and Learning")
Teacher
1. Note the accuracy in
recording data.
2. Assess ability in formulat-
ing pertinent data

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 A) leaching Method'
Concepts B) Learning Activities
D. Kinds of Bonds
1. Ionic bonding is the linking of
ions; one ion loses an electron
and the other gains an electron.
2. The ions of ionic compounds
separate when the compound
dissolves.
3. The full symbol for an ion zhows
its negative valence or positive
valence.
4. The atoms involved in covalent
bonding share electrons.
E. Kinds of Compounds
1. Inorganic chemistry is largely
a study of ionic compounds;
among the ionic compounds are
acids, bases, and salts.
2. Organic chemistry is primarily
a study of carbon compounds
together.

Machines and Energy

Work and Energy

A. Introduction A) Explanation; Guide students
B. Force and Motion in making quantitative measure-
1. Force is any influence that pro- ments, Discussion
duces motion or that prevents 1. Work, force, and energy
motion. 2. Newton's first Law of Motion
2. A body at rest will remain at 3. Mass and weight
rest unless an outside force 4. Learning Packet (Teacher Pre-
acts upon it; a body in motion pared)
will remain in motion unless an B) 1. Perception of what it means
outside force acts upon it. to be able to do work.
3, The force on a mass is directly 2. Enumeration of examples
proportional to the acceleration of work, force, and energy.
of the mass.
4. For every action thereis an equal
and opposite reaction.
C. Work
1. Work is the operation of a
force through a chstance.
2. Power is the rate of doing work.
D. Energy
1. Energy is the ability to do work.
2. There are two basic types of energy:
kinetic energy and potential energy.

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 A) Printed
B) Audio Visual
A) Teaching Methods
Resources C) People Evaluation B) Testing Pcogram
D) Places

Reference
Navarra, et.al.
pp. b8,69,70

Learning Center Objectives

A) Printed A) Energy in a model pile driver
Atoms' Energy, and Machines
McCormick Testing Progran
Wonders of Physics B) Student
Adler (See Evaluation this guide
Simple Machines and How they Work "Interaction and Learning")
Sharp. Random House, 1959 Teacher
1. Note judgments in inter-
Reference. preting data
Navarra, et.al. 2. Assess the application of
pp. 86,87 findings to appropriate situations
3. Note willingness to check
results against fiulings of
reliable authorities.

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 A) Teaching Methods
Concepts B) Learning Activities

Machines
A. Introduction A)Discussion, Demonsti,on
B. Six Simple Machines 1. Arcnimedes
1. A machine is a device that helps 2. three kinds of levers
to do work. 3. Effort and Resistance
2. There are six simple machines: 4. internal Combustion
the lever, pulley, wheel and axle, engine
inclined plane, t,adge, and screw. 5. Learning Packet
3. Some machines change the mag- (Teacher Prepared)
nitude of a force; other machines
change the direction of a force.
C. Mechanical Advantage B) 1. Concentration on most
I. Effort is the force applied to a essential units or components
machine. 2. Reports on choice of machine
2. Resistance is the force a machine 3. Identification of machines
exerts on an object being moved.
3. Mechanical c3-,-an'_age is the ratio
of the resistance force to the
effort force; mechanical advan-
tage can also express the ratio
of effort distance to resistance
distance.
4. The ratio of resistance force
to effort force is the actual
mechanical advantage.
5. The ratio of effort distance to '

resistance distance is the ideal

mechanical advantage.
6. The efficiency of a machine is
the ratio of its actual mechanical
advantage to its ideal mechanical
advantage.
D. Internal Combustion
1. The fuel is burned internally in
an internal- combustion engine.
2. The pistons and cylinders are
important parts of a gasoline
engine.
3. The pistens in the gasoline
engine operate on a four-stroke
cycle; intake, compression,
power and exhaust.

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 A) Printed
B) Audio Visual A) Teaching Methods
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

N) Printed A) Simple complex machines
Atoms, Energy, and Machines
McCormick Testing Program
Machines B) Student
Parker. Harper & Row, 1962 (See Evaluation: this guide
Simple Machines and How they Work "Interaction and Learning")
Sharp. Random House, 1959
Teacher
1. To recognize the total design
of the investigation
2. Assess competency in
recording data

Reference
Navarra et.al.
pp. 101

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 A) Teaching Methods
Concepts B) Learning Activities

Magnetism and Electricity A) Demonstration, Discussion

A. Introduction Explanation; Quiz
B. Magnets 1. Polarity of magnets
1. A magnet has a north-seeking 2. Energy
pole and a south-seeking pole. 3. Relationship between magnetism
2. The poles of a magnet are the and electricity
regions of strongest attraction. 4. Electromagnetic induction
3. Like poles repel and unlike poles 5. Units of measurement in
attract; this is the law of electricity
magnets. 6. Learning Packet (Teacher
4. A magnetic field surrounds every Prepared)
magnet.
C. Electromagnetism B) 1. Compiling of a table in a
1. A magnetic field surrounds a class project
wire trough which an electric 2. Reading of an electric meter
current is moving.
2. You can determine the direction
of a magnetic field b., applying
the left-hand rule.
D. Electromagnetic Induction
1. Electricity produces magnetism;
magnetism produces electricity.
2. A magnetic field induces a current
in a conductor when the conductor
moves through the magnetic field
or when the magnetic field moves
within the vicinity of the con-
ductor.
E. Measuring Electtic Current
1. The "Pressure" of an electric
current is known as voltage.
2. A volt is a unit of measurement
for voltage.
3. The ampere is a unit for measur-
ing the flow rate of an electric
current.
4. All conductors resist the flow
of electrons to some extent;
this opposition of electron
flow is known as resistance.
S. The ohm is a unit for measuring
resistance.
6. Ohm's law expresses the relation-
ship between volts, amperes, and
resistance.

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 A) Printed
B) Audio Visual A) Expected Outcot.,
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) Printed A) El.ectric appliances in the home
All About Electricity
Urbanowich, Random House, 1957 Testing Program
Junior Science Book of Electricity B) Students
Fervolo (see Evaluation this guide
Magnets "Interaction and Lcsarning")
Fervolo Teacher
Magnetism 1. Appraise the students efforts
Yates, Harper&Row, 1959 r nvey what he has learned to
Understanding Electronics _zhers
Lowellen, Crowell, 1957 2. Note the extent of open-
!tishtning and Ttunder, mindedness as to the variety of
'Lim, Morrow, 1952 other possibilities

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 A) Teaching Methods
Concepts B) Learning Activities

F. Magnetism
1. Magnetism is a form of energy
2. Some materials are magnetic
materials; others are non-
magnetic
3. The electron-spin theory is one
explanation of magnetism
4. Atoms form magnetic domains within
magnetic materials

The Biophysics of Sound

Acoustics, The Study of Sound

A. Introduction
B. What is Sound? A) Play excerpts from Beethoven's
1. There are two definitions of Symphony and Brabm's Symphony
sound; a physiological definition Review;
and a physical definition. 1. Sound
2. The physiological definition of 2. Vibrations
sound requires: a vibration, a 3. Transverse waves and
medium through which the vibrations longitudinal waves
moves, and a receiving instru- 4. Learning Packet(reachor
ment which picks up the vibration. Prepared)
3. According to the physical definition
sound is a disturbance in matter. B) 1. Identification of various
C. Vibrations instruments producing the sound
1. A vibration is a disturbance in 2. Comparison of sounds
matter; it is a movement within
air, wood, steel, or some other
medium.
2. Elasticity and momentum give rise
to vibration.
3. A vibration produces sound.
4. Among the properties of a vibrating
object are its frequency and amp-
litude.
5. A sound can have a high pitch or
a low pitch; pitch is a psycho-
logical interpretation.
D. Wave Motion
1. A vibrating object can cause
another to vibrate.
2. The pushing of molecules with air
or some other medium g:ves rise
to a sound wave.
3. A sound wave is an orderly sequence
of compressed molecules and rare- S co 36
fied molecules; compression and
rarefaction set up sound waves.

119
 A) Printed
B) Audio Visual A) Teaching Methods
Resources Li People Evaluation B) Testing Program
D) Places

Reference
Navarra et.al.
pp.114,115

Learning Center Objectives

A) Printed A) 1. Interrelationships of
The World of Sound Recording biology to the physical
Murray sciences
Sound 2. Phenomena of echoes
arson, Garrard, 1962
Sound Testing Program
Parker, Harper&Row, 1961 B) Student
Animal Sounds (See Evaluation this guide
Mason, Morrow, 1948 "Interaction and Learning")
Teacher
B) Audic Visual 1. Recognize the total design
Meet the instruments of the Symphony of the investigation
Orchestra 2 color filmstrips 2. Ncte the accuracy of obser-
. 1 12 in. LP recording vations
Instruments of the Band and 3. Note judgments in inter-
Orchestra preting data
Films 4. Clarity and accuracy in
The Brasses B&W stating conclusions
The Woodwinds B&4 5. Assess ability to predict
The Percussions B&W in terms of other pertinent
The Strings B&W problems

aeference
Navarra, et.al.
pp. 131, 132

So 37

120
 A) Teaching Methods
Concepts B) Learning ACtiVities

E. The Sound Wave A) Demonstration of Classroom, band

1. In a transverse wave, the par- Discussion, Comparison
ticles of the medium vibrate at 1. Waves produced by strings
right angles to the wave ;Aself. 2. Physics of a loop. node,
2. A longitudinal wave moves in and antinode
the same direction in which 3. Production of Sound
particles within the medium 4. Learning Packet (Teacher
are vibrating, Prepared)
3. A sound wave is a longitudinal
wave. B) 1. Investigation of waves and
wave motion
2. Anatomy of the larynx
Producing Sound 3. Observation of vocal organs
A. Introduction
B. Strings and Sounds
1. Elasticity and momentum can set
a string to vibrating.
2. A string produces a sound wave
when it vibrates.
3. One kind of wave is known as a
standing wave; a node and an
antinode are two important parts
of a standing wave.
4. A strecched string produces a
tone known as a fundamental
when it vibrates as a whole.
5. A string can vibrate as a whole
and in segments simultaneously,
producing a blend of tone.
C. Vibrating Air Columns
1. A parcel of air had elasticity.
2. Elasticity and momentum can set
a column of air to vibrating.
3. A wavil within an air column
consists of a loop. a node' and
an antinode.
4. A viorating column of air produces
a sound wave.
D. Percussion and Sound
1. A percussiob instrument produces
a sound when it is struck; among
the percussion instruments are
drums, bells, and cymbals.
2. A percussion instrument produces
irregular sound waves.

S m 38
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A)Printed A) Sounds o f Musical instruments
World of Sound Recording
MIIrray Testing Program
HiFi B) Student
Eisenberg, Random House, 1958 (See Evaluation this guide
Animal Sounds "Interaction and Learning")
Mason, Morrow, 1948
Teacher
B) Audio Visual 1. The purpose of the investi-
Meet the instruments of the gation
Symphony Orchestra 2. Note the accuracy of observa-
2 color filmstrips tions
1 12 in. LP record 3. Assess the verification of
Instruments of the band and findings
Orchestra
Films;
The Brasses B&W
The Woodwinds B&W
The Strings B&'1
The Percussions B&W

S m 39

122
 A) Teaching Methods
Concepts B) Learning Activities

E. Sound from th e Voice

1. A set of vibrating strings
(the vocal cords) produces
the sound of your voice.
2. The vocal cords consist of two
fibrous bands stretched across
the voice box, or larynx.
3. The voice box is partly like
a wind instrument and partly
like a string instrument; the
vocal cords vibrate like strings;
4 column of air within the voice
box vibrates along with the vocal
cords.
4. The vocal organs consist of the
larynx, lungs, windpipe, throat,
nose and mouth.
5. The tone of one voice differs
from the tone of another voice.
F. Animal Sounds
1. Animals have voice boxes and are
able to make sounds.
2. The sounds of animals differ among
the various species.
G. Noise
1. A sound classified as noise
results from an irregular
vibration.
2. There is no definite borderline
between tone and noise.

Hearing Sound A) Encouragement of individual

A. Introduction records,
B. The Ear Present an Overview,
1. The ear is a sense organ. 1. Structure and function of
2. The function of the ear is to the human ear
change sound energy into nerve 2. Learning Packez (Teacher
impulses. Prepared)
3. The chief parts of the ear are B) 1. Observation of the ear
the outer ear, the middle ear, 2. Measuring Sound
and the inner ear.
C. Deafness
1. Hearing ability can be measured
with an instrument called an
audiometer.
2. Sound energy is measured in
units known ap decibels.
3. Sound waves can be directed
around defective parts of the ear S rt 40
by means of hearing aids.

123
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
Er) Places

Reference
Navarra et.al.
pp.145,146

Learning Center Objectives

A) Printed A) Analysis of Sounds
World of Sound Recordia&
Murray Testing
any Human Senses B) Student
Froman (See Evaluation this guide
Sound "Interaction and Learning")
Anderson, Garrard, 1962
HiFi Teacher
Eisenberg, Random House, 1958 1. Note the accuracy of obser-
vation.
2. Assess competency in recording
data.
Reference
Navarra et.al.
C pp. 159, 160
Solid

124
 A) Teaching Methods
Concepts B) Learning Activities

The Energy of Light

The Visible Spectrum

A. Introduction A) Discussion,
B. Finding out about Light Review
1. Whitelight breaks apart into 1. Newton's discovery of the
six spectrum colors: red, orange six-color spectrum
green, blue, violet. 2. Wave theory and particle theory
2. Light bends, or refracts, upon of light
passing at an angle from one 3. Polarization and the photo-
medium to another medium. electric effect
3. The speed of light is about 186, 4. Learning Packet (Teacher
000 miles per second. Prepared)
4. The velocity of light is a
constant; it is the highest speed B) 1. Explore the properties of light
that anything can attain. 2. Observation of bands of light
C. Waves or particles
1. Newton's corpuscular theory
suggests that light consists of
particles.
2. Huygens' wave theory suggests
that light moves in waves, not
as particles.
3. Scientists now apply both the
corpuscular theory and the wave
theory to their investigation of
light.
D. Electromagnetic Spectrum
1. A Light wave is a transverse
wave; a transverse wave vibrates
at a right angle to the path in
which it travels.
2. Polarized light consists only
of waves vibrating in the same
direction, or on the same plane.
3. Light can knock electrons off
certain metals; this emission
of electrons is known as the
photoelectric effect.

Photosynthesis
A. Introduction
B. Early Beliefs and Theories
1. Scientists of many years ago
conducted various experiments in
efforts to learn how plants
get food. S m 42
2. Stephen Hales, an Englishman,
discovered in the 1700's that
plants remove something from the
air.
2
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) Printed A) Illumination
Waves
Bixby Testing Program
B) Student
(See Evaluation this guide
"Interaction and Learning")
Teacher
1. Note the accuracy of
observations

Reference
Navarra et.al.
pp178, 179, 180

S ut 43

126,
 A) Teaching Methods
Concepts 13) Learning Activities

Photosynthesis, con't.

C. The Discovery of Oxygen A) Educational Excursion to a

1. Green plants return oxygen to Laboratory
the atmosphere. Discussion, Suggestion
2. The producers of combustion are 1. Methods of experimentation
water and carbon dioxide. 2. Priestley's Experiment
3. Green plants can produce oxygen for oxygen
only in the presence of light.
D. Modern Findings and Theories B) 1. Observation of the relation-
1. Light, chlorophyll, water, and ship of light to the growth of
carbon dioxide are necessary plants.
for photosynthesis.
2. Green plants manufacture food by
means of photosynthesis.
3. Photosynthesis occurs within
the leaves of a green plant.
4. Photosynthesis unfolds in two
main stages: the light
reactions and the dark reactions.
E. Making the Food
I. Plants use glucose, the product
of photosynthesis, to make other
foods; among these other foods
are starches, fats, and proteins.
2. The photosynthetic reactions
occur in cellular bodies known
as chloroplasts.

The Energy of the Atom

Radioactivity A) Discussion, Introduction to

A. Introduction Review, Discussion of Etudents
B. Atoms in Action reports
1. X rays are a form of radi.2tion; 1. Atom
they are a part of the electco- 2. Henri Becquerel's contribution
magnetic spectrum. to radioactivity
2. The discovery of X rays led to a 3. Table of radioactive isotopes
study of radioactivity. 4. Radioactive series
3. Becquerel and the Curies (Marie 5. Learning Packet ( Teacher
and Pierre) shared in the Prepared)
discovery of radioactivity.
4. Radioactive atoms give off D) 1. Survey of community to
alpha particles, gamma rays, locate facilities which use
and beta r,artieleq. radioactive mnterials
2. A radioactive series

S m 44

127
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Reference Objectives
Navarra et.al. A) Illumination and plant growth
pp.193.194
Testing Program
B) Student
(See Evaluation this guide
"Interaction and Learning")

Teacher
1. Note the extent of open-
mindedness as to the variety
of other possibilities that
might be proposed
2. Assess ability to predict in
terms of other pertinent problems
3. Provide for the use of
controls

Learning Center Objectives

A) Printed A) Radioactive Isotopes
Atems, Ene! andMachines
McCormick Testing Program
Atomic Energy B) Student
Atoms ( The Core of All Matter) (See Evaluation this guide
Korn, Golden Press, 1961 "Interaction and Learning")
Atomic Power,
Simon and Schuster Teacher
1. Assess competency in recording
data
2. Assess the application of
findings to appropriate situations
Reference 3. Note willingness to check
Navarra et.al. results against the findings of
pp. 211,212,213 reliable authorities

S m 45
128
 129

A) Teaching Methods
Concept B) Learning Activities

Radioactivity, con't.

C. From Isotope to Isotope

1. An isotope is a type of an
element; an isotope of an
element differs from another
isotope of the same atom only
in atomic weight, that is, in
the number cf neutrons it
contains.
2. An atom decays and becomes a
different type of atom when its
nucleus emits an alpha or a beta
particle; such an atom is
radioactive.
3. Half-life is the time it takes
for one half of any given quantity
of a radioactive element to
change into a new element.
D. Radioactive Series
1. The decay of one atom leads to
the decay of other :atoms in a
radioactive series.
2. Nuclear physicists write
balanced equations to show
nuclear reactions.

Reactors 9nd Accelerators A) Introductory discussion,

Suggestion
A. Introduction l.Otto Hahn, Fritz Strassman,
B. Splitting the Atom and Lise Meitner
1. Nuclear fission is the splitting 2. Use of nuclear fuels
of an atom. 3. Functions of parts of a
2. The splitting of an atom gives nuclear reactor
rise to a chain reaction. 4. Accelerators
3. Energy is released when an atom 5. Learning Packet (Teacher
splits. Prepared)
4. Nuclear fusion is the joining of
one atomic nucleus with another.
5. Energy is released in fusion.
C. Atomic Power Plants
1. A nuclear reactor is an "atomic
furnace"; the nuclear reactor
uses the energy of the atom to
generate heat energy.
2. A nuclear reactor consists of six
main parts: moderator, coolant,
shielding, fuel rods, control S m 46
rods and heat exchanger.
3. Nuclear reactors are used to
manufacture radioisotopes.
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation 8) Testing Program
0) Places

Learning Center Objectives

A) Printed A) Acceleration of elementary
Atoms, Energy, and Machines particles
Erabinack
Atomic Energy Testing Program
The Story of Atomic Energy B) Student
Fermi, Random House (See Evaluation this guide
Atomic Power, "Interaction and Learning")
Simon and Schuster
Teacher
1. Note the accuracy of
observations
2. Note judgement in inter-
preting data

Reference
Navarra, et.al.
pp. 226, 227, 228

S m47
130
 131

A) Teaching Methods
Concepts 13) Learning Activities

Reactors, con't.

D. The Atom Smashers

1. A particle accelerator accelerates
atomic particles to tremendous
velocities; these high-speed
particles then strike the nuclei
of target atoms, causing them
to split.
2. An accelerator is a research
tool; it enables physicists to
observe the behavior of nuclear
particles.
3. There are various kinds of
accelerators.

Electronics

Moving Electrons
A. Introduction A) Explanation, Discussion
B. Free Electrons 1. Importance of the radi,),
1. The electron is ri particle of television, radar and com2uters
negative electricity. to modern life
2. Free electrons are apart from 2. Electrolysis as it relates
the atom and can give rise to to electronics
an electric current. 3. Learning Packet (Teacher
3. Electrons have mass, velocity, Prepared)
and energy.
C. Tubes and Transistors B) 1. investigation of the electron
1. The emission of an electric
current by a hot filament is
known as the Edison effect.
2. Transistors and electron tubes
can amplify current.
3. A diode serves as a rectifier;
a rectifier changes alternating
current into direct current.
4. A transistor is a semiconductor;
a semiconductor behaves as a
conductor under some circumstances
and functions as an insuJator
under different conditions.
5. The transistor performs all the
functions of an electron tube.
D. Now Radio Works
1. A radio microphone converts sound
-:raves into electric impulses.
2. A radio transmitter converts S m 48
electric impulses to radio.waves.
3..',:silk) receiver converts radio
waves into sound waves.
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) Printed A) Static Electricity
Masers and Lasers,
Klein Testing Program
World of Sound Recordin& 8) Student
Murray (SeeEvaluation this guide
Building With Electronics "Interaction and Learning")
Zarchy
Robots & Electronic Brains Teacher
Understandin5 Electronics 1. Note the accuracy of
Lewellen Crowell, 1957
, observations
HiFi
Eisenberg, Random House, 1958

Refe...ence
Navarra, et.al.
pp. 248, 24 250, 251
.

Sm 49
132
 A) Teaching Methods
Concepts B) Learning Activities

The Electronic Computer

A. Introduction A) Educational, Discussion,
B. The Computer, A Processor Comparison
1. An electronic computer is a 1. Simple computers
data-processing machine. 2. Analog and digital
2. Data processing consists of six computers
basic operations: classifying, 3. Positional systems:
sorting, calculating, summarizing decimal; binary
recording, and communicating. 4. Five main parts of an
3. The circuits in first-generation electronic computer
computers are made up of vacuum 5. Learning Packet (Teacher
tubes; the circuits in second- Prepared)
generation computers consist of B) 1. Observations of computers
transistors. on visitation to a computer
C. Kinds of Computers center
1. The analog computer sets up 2. Parts and function of an
a model of the problem being electronic computer
solved. 3. Reports on automation
2. The digital computes works with
digits; it processes data.
D. Binary Arithmetic
1. Both the decimal system and the
binary system are positional
numeration systems.
2. The binary numeration system
is a base-two system; it consists
of only tro digits: 0 and 1.
3. In a digital computer, a tube or
transistor signifies 0 when it is
of and 1 when it is on.
E. Parts of a Computer
1. A digital computer consists of
five main parts: input, control
unit, arithmetic unit, memory
unit, and output.
2. The arithmetic unit solves prob-
lems; the other parts of the
computer channel the information.
F. Automation

Dissectograph-Inside the Computer A) Introduction, Review Discussion

A. Computer Cabinet Guide students through an i_nvesti-
B. Parts of the Computer gation of the computer
C. Data Flow 1. Functions
D. The Circuit Card 2.Cards, magnetic tape, perforated
E. The Computer in Review tlpe
3. Learning Packet (Teacher
Prepared)
8) 1. Search for facts S m 50
2. To compile data
133 3. To interpret data
 A) Printed
B) Audio Visual A) Expected Results
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) Printed A) The function if electronic

--
Galileo and The Magic Numbers
Robots & Electronic Brains
Calcnlators and Computers
computers

Testing Program
Kenyon, Harper& Row, 1961 B) Student
(See Evaluation this guide
"Interaction and Learning:)

Teacher
1. Note the accuracy of
observation
2. Assess competency in
recording data
3. Note judgmente in
interpreting data
4. Assess the verification
of findings

Reference
Navarra et.al.
pp.265

Learning Center Objectives

A) Printed A) Analysis of an electronic
Calculators and Computers computer
Kenyon, Harper & Row Testing Program
B) Student
(See Evaluation this guide
"Interaction and Learning")
Teacher
1. Identify hypothesis
S m 51
2. Provide for the use o
134 ;controls
 A) Teaching Methods r

Concepts B) Learning Activities

From Atmovhere to Space

Supersonic Flight
A. Introduction A) Introductory Review of
B. Aerodynamics of Flight Elementary ae,:odynamics,
1.Acrodynam4cs is the study of air Discussion, Suggestion
f: low.
1. Bernoulli's Principle
2. our forces act upon an airplane 2. Newton's third law of
in flight; these forces are motion
gravity, lift, thrust, and drag. 3. The Mad', system
3. For every action, there is an 4. Learning Packet (Teacher
opposite and equal reaction. Prepared)
C. Faster than Sound 11) 1. Writing Reports
1, A supersonic ai-raft flies
faster than sound.
2. The gas molecules of air carry
pressure waves which we hear
as sound waves.
3. The speed of sound varies with
air temperature and altitude.
4. A measurement of Mach 1 indicates
that an airplane is flying at the
speed of sound; at Mach 2, the
airplane is flying at twice the
speed of sound.
D. Buffeting at Mach 1
1. At less than the speed of sound,
an airplane sets up a normal pre
pressure(sound wave); this wave
clears a path for the airplane
as it advances through the air.
2. Flying at the speed of sound,
an airplane catches up with its
own pressure wave; it smashes
into the forward air, creating
a tremendous shock wave.
3. When the airplane exceeds the
speed of sound, the shock wave
spreads out and moves along
with the aircraft; the
turbulence subsides.
E. Guided Missies
1. A Missile is anything thrown as
a weapon; a rocket is a missile
when used as a weapon.
2. A guided missile is an aerial
vehicle directed to its target
while in flight.
3. Some guided missiles are pro- S m 52
pelled by jet engines; such
missiles have rudders, elevators
and ailerons,
 A) Printes
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) Printed A) Supersonic Flight
America's Explorers of Space
GoingLinto Space, B) Testing Program
Clarke Student
Space Pioneers (See Evaluation this guide
Norton "Interaction and Learning")
Into Space with the Astronauts Teacher
The Wonders of Space 1. Note the accuracy
Rockets and Missles of observations

Reference
Navarra, et.al.
pp. 286,297

S m 53

136
 A) Teaching Methods
Concepts B) Learning Activities

Rockets and Rocketry

A. Introdoction A) Relate content to current

B. The Rocket events, Discussion
1. A rocket carries its own oxygen; Explanation
it is not dependent upon the 1. Various Rockets
atmosphere for the firing of its 2. Liquid-Propellant and
engine. solid-propellant Lockets
2. A propellant consists of a fuel 3. Escape velocity
and an oxidizer; the oxidizer 4. Velocity and mass ratio
contains oxygen. 5. Learning Packet (Teacher
3. A liquid-propellant rocket uses Prepared)
a liquid fuel and a liquid B) 1. Inveatigation of rocketry
oxidizer; a solid-propellant 2. ConDtructmodets of
rocket burns a solid propellant rockets
consisting of both fuel and
oxidizer.
C. Rocket ?ropulsion
1. Newton's third law of motion
explains the lift-off of a
rocket: for every action there
is an equal and opposite
reaction.
2. Mass ratio is the relationship
of the weight of a rocket to
its own weight: plus the weight of
its propellant and payload.
3. The mass ratio of a rocket
determines its velocity.
D. Speed of the Rocket
1. The greater tha exhaust velocity,
the greater is the forward
velocity of tha rockel, itself.
2. In rocketry, thrust is a
capability to move weight; the
thrust of a rocket is measured
in pounds.
3. The clustering of engines increases
the thrust of a rocket.
4. Specific impulse is a measure of
a rocket's performance.
5. Specific impulse is the number
of pounds of thrust obtained
for each pound of propellant
burned in one second.
E. The Nuclear Rocket

S rn 54

137
 A) Printed
B) Audio Visual Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) Printed A) Testing of Saturn V
America's Explorers of Space
22111giata§aPS'A Testing Program
Clarke. B) Stidemt
Space Pioneers (See Evaluation this guide
Norton "Interaction and Learning")
Into Space with the Astronauts
The Wonders of Space Teacher
Rockets and Missies 1. The purpose of the
Space Flight, Golden Library investigation
of Knowledge 2. Recognize the total
Satellites, Rockets and Outer Space design of the investigation
Ley 3. Note judgments in
interpreting data
4. Note the extent of
open-mindedness as to
the variety of other possibilities
Reference that might be proposed
Navarra, et.al.
pp,300,301

S m 55

138
 A) Teaching Methods
Concepts B) Learning Activities

Satellites in Orbit A) Discussion, Suggestion

1. Artificial earth satellites
A. Introduction 2. Everyday uses o2 telemetry
B. Satellites in Orbit 3. Latest exploits in space
1. The moon is a natural satellite 4. Learning Packet (Teacher
of the earth. Prepared)
2. Such satellites as Telstar anC B) 1. To determine altitude velocity
Tiros are artificial earth 2. Observation of velocity
satellites; they are man-made changes the path of a projectile
moons. 3. Observation of radio telemetry
3. Gravity holds an artificial
earth satellite in orbit; gravity
pulls the satellite around the
earth.
4. A certain velocity is required
to keep a satellite in orbit
at a specified altitude.
5. As the altitude of a satellite
increases, the size of its
orbit increases.
C. Telemetry
1. Telemetry is the transmission
of physical data from a source
of information toa point some
distance from the source.
2. The three requirements of a
telemetry system are (1) a signal
(2) a means of transmission, and
the (3) conversion of the signal
into a readable message.
3. There are three kinds of tele-
metry: mechanical, electrical,
and radio.
D. Communication in Space
1. Communications is a method of
sending information from place
to place.
2. Microwaves are extremely high-
frequency radio waves.
B. Man in Space
1. A docking maneuver is necessary
for a flight to the moon.
2. Astronautics is the science of
space travel.

S :n 56

139
 A) Printed
B) Audio Visual A) Exper:ted Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) Printed A) Satellite communication
America's Explorers of Space
Going Into Space Testing Program
Clarke B) Student
Space Pioneers (See Evaluation this guide
Norton "Interaction and Learning")
Into Sce with the Astronauts
The Wonders of Space Teacher
Rockets and Missies 1. Define the purpose of the
aace Stations investigation
Bergaust, 1963 2. Recognize the total design of
the investigation
3. Note the accuracy of
observati,ns

Reference
Navarra, et.al.
pp. 312, 313

S m 57

140
SCIENCE - 7TH AND 8TH YEAR - Navarra, Strahler,
Our ___PlanetinSn_ace
The Earth Sciences
Harper & Row, New York, 1967

Inte '. Our Earth Through Energy Systems

Interpr,,,ation, A Process of Science
Energy
The Sun
The Earth Sciences
Energy Systems of Planet Earth
The Earth in Motion
Energy Balance Between Earth and Sun
The Energy Exchange
The Solav Wind
The Energy of Impacts
The Stars, Energy Systems Uke our Own
Energy Systems of Atmosphere and Oceans
Energy Exchanges by Atmospheric Circulation
Exchanges of Heat Energy on Land and Sea
Energy Exchanges Through Atmospheric Moisture
Energy Releases in the Atmosphere
Energy Exchanges Within the Oceans
Energy Exchanges in the Land - Surface Zone
Energy Expended at the Land-Atmosphere Interface
The Energy of Flowing Water
Work of Glacial Ice Upon the Lands
Work of Waves and Tides Upon the Shore
Work of Winds Upon the Land
Energy Systems in the Soli.. Earth
Rise of Molten Rock in the Earth's Crust
Bending and Breaking of the Earth's Crust
Rifting of Ocean Basins and Continents
Energy Systems Through Geolrgic Time

Sm 58

141
 A) Teaching Methods
Concepts B) Learning Activities

Our Planet in Space

Interpretation
A Process of Science
A. Introduction A) Lecture, Demonstration,
B. Explaining Things Suggestion, Explanation,
1. To interpret is to explain, Discussion
or to set fcrth the meaning of 1. Inductive and deductive
observable phenomena or the methods.
meaning of observable conditions. 2. Learning Packet
2. Interpretation is an important (teacher prepared)
process of science.
C. Ways of Reasoning
1. Inductive reasoning is a B) Observation of weather and
method of moving from the earth rotation.
particular to the general and
deductive reasoning moves from
the general to the particular.
2. Scientists. use both t!'e inductive
method and the deductive method.
D. Earth and Energy
1. Energy is constantly bringing
about changes on the earth and
in the earth.
2. Ar energy system is an arrange-
ment of substances in which
energy or ratter flows from
one part to another.

Bran
A. introduction A) Lecture, Demonstration,
B. Physics and Forms Discusoion, Oral Quiz
1. Energy is the ability to do 1. Interrelationships
work. 2. Properties of matter.
2. A force is a push or pull on 3. Learning Packet
something; it is any influence (teacher prepared)
that produces motion or
prevents motion.
3. Work is the operation of a B) Survey of energy of the home
force through distance. and community.
4. Motion is movement; something
moves Nhen work is being done.
5. There are various forms of
energy: mechanical, electrical,
light, heat, chemical, nuclear.

S m 59

14a
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) 1. Interpretation

A) The Eart,1-1, 2. Direct investigation of
planet earth
Ames and Wyler
Your World in Motion
The Planet Earth
B) Student
1. What aspect am I interested
in?
2. What do I want to find out?
Reference: 3. How will I find out?
Navarra, et. al. 4. What are some possible
pp. 11, 12, 13 answers?
5. What are my conclusions?

Teacher
1. Accuracy of observations.
2. Skills in experimentation.
3. Competency in recording data.
4. Identification of hypotheses.
5. Clarity and accuracy in
stating conclusions.
6. Note capacity for self
evaluation.

Learning Center A) Practical uses of energy.

A) Atoms EllamanUa211e...g6
McCormick
Wonders of Physlaa B) Student
Ellecaaod Power, . (See evaluation this guide
Golden Library of Knowledge "Interpretation")

Teacher
1. Skills in experimentation.
Reference: 2. Note judgments in interpreting
Navarra, et. ak. data.
pp. 23, 24, 25 3. Accuracy of observations.

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Concepts B) Learning Activities

C. Moving or Stored
1. Kinetic energy is energy of
motion.
2. Potential energy is stored
energy.
D. Flow of Energy
1. Energy io constantly flowing
from on point on the earth to
another point.
2. The flow of energy brings about
changes on the earth and in the
earth.
3. Energy flows by means of
conduction, convection, and
radiation.
4. Heat moves naturally from a hot
object to a cold object.

The Sun
A. Introduction A) Lecture, Demonstration,
B. An Ordinary Star Class Discussion, Illustra-
1. The sun is a hot ball of gas. tion, Review
2. The sun is a medium sized star. 1. Density
3. The sun is in motion; it 2. Chromosphere, photosphere,
travels through space and ani the core of the sun.
rotates on its axis. 3. Learning Packet
G. Regions of the Sun (teacher prepared)
1. The surface of the sun is
known as the photosphere.
2. The sun has an "atmosphere" B) Observation of the sun.
consisting of the chromosphere
and the corona.
3. A connective zone and a
radiative zone aro found
within the interior of the sun.
4. The sun has a core consisting
of hot, dense gases; the core
is the source of most of the
sun's energy.
5. Sunspots can be seen on the
surface of the sun; the sunspots
provide evidence of the sun's
rotation.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Sunspot activity

A) Sun and Its Family
The Sman; Star NumberDne
Wimmer, Crowell, 1964 B) Student
(See evaluation this guide
"Interpretation")

Teacher
1. Skills in experimentation.
2. Accuracy of observations.
3. Judgments in interpretini.
B) Reference:
Navarra, et. al.
PP. 38, 39

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 A) Teaching Methods
Concepts B) Learning Activities

D. Fusion and Energy

1. Nuclear fusion gives rise to
the sun's energy.
2. Hydrogen nuclei in the core of
the sun fuse into helium
nuclei.
E. The Sun's Future

The Earth Sciences

A. Introduction A) Lecture, Demonstration,
B. Matter and Parts Student Suggestions,
1. The earth consists of three Illustration, Review
main parts - the lithosphere, 1. Lithosphere, hydrosphere
hydrosphere, and atmosphere. and atmosphere.
2. The lithosphere is solid; 2. Various branches of earth
the hydrosphere liquid; science.
the atmosphere gaseous. 3. Learning Packet
C. Sciences of Earth Sciences (teacher prepared)
1. The earth scientist applies
several disciplines to his
investigation of the earth. B) 1. Observation of identifying
2. Among the various earth features of the earth
sciences are the geosciences, sciences.
oceanography, and solar-system
astronomy.
D. Interacting Spheres
1. The lithosphere, hydrosphere,
and atmosphere react and
interact with one another.
2. The exchange of energy between
parts of the earth occurs
within special zones known as
interfaces.
E. Interdisciplinary Science
1. Earth science is an inter-
disciplinary science.
2. The earth sciences deal largely
with objects and forms that
can readily'be.observed.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Scope of earth sciences.

A) The Earth's Story,
Ames and Wiler
B) Student
(See evaluation this guide
"Interpretation")

Teacher
Reference: 1. Accuracy of observation.
Navarra, 11,41. 2. Ability in formulating
PP. 53, 54, 55 pertinent data.
3. Appraise the student's
efforts to convey that he
has learned to others;
assess the skills of
communication.

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 A) Teaching Methods
Concepts 13) Learning Activities

The Earth in Motion

A. Introduction A) Review Concepts, Discussion,
P. Energy of Motion Demonstrate, Experimentation
1. The solar system possesses 1. Kepler/9 three laws of
kinetic energy. planetary motion.
2. The earth/5 orbit around the 2. Tiltirg of the earth's axis.
sun is an ellipse. 3. Angular velocity and
3. Keplerls laws of planetary jineAr velocity.
motion explain the motions of 4. Universal law of gravitation.
the planets. 5. loarning Packet
4. The angular momentum of the (teacher prepared)
earth in orbit is constant.
C. Rotation of the Earth
1. The earth rotates in a w,,st- B) Obernration of planetary
to-east direction; it spins moUen.
in a counterclockwise direction.
2. The earth's axis is inclined
with respect to the plans of
its orbit.
3. The sidereal day is measured
in reference to a star; the
solar day is measured in
reference to the sun.
4. The earth's speed of rotation
can be measured according to
angular velocity and also
according to linear velocity.
D. The Circular Path
1. Inertia is the tendency of an
object in motion to remain in
motion,
2. Centripetal force tends to pull
a moving object toward a center
of rotation.
3. Inertia keeps the earth in
motion; centripetal force pulls
it into a nearly circular path
in its revolution around the
sun.
E. Gravity and Mass
1. Each body of matter is
attracted to every other body
in the universe; this force
is gravitation.
2. Gravity pulls things toward the
center of the earth.
3. Acceleration of gravity is
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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Tracking the stars photographically.

A) Stars
The Stars, Adler
B) Student.
(See evalvEtion this guide
"Interpretation")

Reference: Teacher
Navarra, et. al. 1. Purpose of the investigation.
PP. 74, 75, 76 2. Judgmems in interpreting
data.
3. Competency ir, recording data.
4. Assess the verification of
findings.

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 A) Teaching Methods
Concepts B) Learning Activities

Energy Balance
Between Earth and Sun
A. Introduction A) Review, Lecture, Demonstration
B. Electromagnetic Radiation 1. Absorption of solar radiation.
1. Solar energy radiates outward 2. Homosphere and heterosphere.
from the sun. 3. Learning Packet
2. The Sunvs energy reaches the (teacher prepared)
earth in the form of electro-
magnetic radiation.
3. The electromagnetic spectrum B) Observation and experimentation
is made up of various forms of the electromagnetic spectrum.
of radiation.
C. Energy and Atmosphere
1. Solar radiation passes through
the atmosphere before it
reaches the surface of the earth.
2. Earth scientists can measure the
amount of solar radiation
reaching the earth.
D. Structure of the Atmosphere
1. The atmosphere is a mixture of
gases consisting chiefly of
nitrogen.
2. The atmosphere is divided into
two main zones: the homosphere
and the heterosphere.
E. Througi, the Atmosphere
1. Within the atmosphere there are
areas with special characteris-
tics: the ionosphere, and the
ozone layer.
2. Free electrons set up an
electric current within the
ionosphere.
3. Atoms within the ionsphere
undergo ionization; that is,
they lme,. electrons and become
positively charged.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Reference: A) Experimental absorption and

Navarra, et. al. radiation of heat energy.
PP. 92, 93

B) Student
(See evaluation this guide
`Interpretation")

Teacher
1. Observe the student9s skills
in experimentation.
2. Note judgments in interpreting
data.
3. Note the accuracy of
observations.
4. Assess competency in recording
data.

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 A) Teaching Methods
Concepts B) Learning Activities

F. Earth's Heat Energy

1. Solar radiation reaching the
earth is absorbed and trans-
formed into heat energy.
2. The earth radiates heat energy
back into the lower atmosphere.
3. Water vapor and carbon dioxide
within the lower atmosphere
trap the heat waves radiating
from the earth. This is the
greenhouse effect.
G. Outgoing Energy
1. The earth gives off the amount
of heat which it absorbs.
2. Everything having a temperature
above absolute zero radiates
energy.
3. The earth's planetary tempera-
ture (-9.4° F) enables it to
give off as much radiation as
it receives

The Energy Exchange

A. Introduction A) Lecture, Demonstration,
B. Energy and Latitude Discussion
1. Solar radiation heats the 1. Latitude, seasons and
surface of the. earth unequally. rotation.
2. Air circulation and the 2. Parallels, meridians,
circulation of ocean water small circles, and great
bring about a transfer of heat circles.
between the equatorial belt 3. Learning Packet
and the arctic regions. (teacher prepared)
C. Energy Exchange and Seasons
1. Two conditions influence the
amount of solar radiation B) 1. Experiment
falling upon the earth: 2. Graphs
(1) the angle between the 3. Interpretation
surface and the sun's rays; 4. Duplication of diagrams
(2) the length of time the
surface is exposed to the sun's
rays.
2. Half of the earth's surface
lice in the sun's rays; half
of the surface lies in the
shadow.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation b) Testing Program
D) Places

Reference: A) Atmospheric effects on solar

Navarra, et. al. radiation
pp. 106, 107, 108

B) Student
(See evaluation this guide
"Interpretation")

Teacher
1. Observe the studen...ts skills
in experimentation.
2. Assess competency in
recording and interpreting
data.
3. Ability in formulating
pertinent data.

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 A) Teaching Methods
Concepts D) Learning Activities

3. The circle of illumination is

the dividing line between the
sunlit portion of the earth
and the darkened side of the
earth.
4. The circle of illumination
passes through the poles of
the earth twice during a year:
(1) at the vernal equinox and
(2) at the autumnal equinox.
5. Twice during a year the sun
seems to change its direction
in its north-to-south movement:
(1) at the winter solstice and
(2) at the summer solstice.
6. As the earth revolves, first
the Northern Hemisphere and
then the Southern Hemisphere
is tilted toward the sun.
D. Earth's Rotation
1. There !a a daily variation in
the amount of energy reaching
the earth and in the amount
leaving the earth.
2. The daily cycle of solar ,,,nergy
changes through the seasons.
3. Rotation sets up the cycle of
Incoming and outgoing energy.

The Solar Wind

A. Introduction A) Suggestion, Discussion,
Solar Plasma Lecture, Investigation,
1. solar plasma is a cloud of gas; Demonstration, Problem-
it is an extension of the sun's Solving
ccrona. 1. Solar wind
2. Like all plasma, solar plasma 2. Photosphere, sunspots and
consists of free electrons and solar prominences
poaitive ions. 3. Orated's experiment
3. The electrons and hydrogen ions 4. Learning Packet
which make up uclar flares (teacher prepared)
come together to foril an ion
cloud; this clout is plasma. B) 1. Bxperiment
2. Labeling
3. Observation
4. Outline
5. Hap reading
6. Use of compass
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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Reference: A) Magnetic declination

Navarra, 214_al.
pp. 121, 322 B) Student
(See evaluation this guide
"Interpretation")

Teacher
1. Skills in experimentation.
2. Competency in recording data.
3. Accuracy of observation.
4. Judgments in interpreting
data.
5. Manipulation of equipment.

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 A) Teaching Methods
Concepts E) Learning Activities

C. The Magnetic Earth

1. The solal wind is a steady flow
of plasma moving outward from
the sun toward outer space.
2. The solar wind is closely
associated with the sun's
corona; it flows within the
corona.
3. Compared with the speed of
electromagnetic radiation, the
solar wind moves slowly through
space.
D. The Out^r Field
1. Magnetic lines of force extend
from the earth in great loops
to form a pattern similar to
the lines of force around a
dipole magnet.
2. The solar wind exerts pressure
on the earth's magnetic lines
of force, creating a distortion
in the doughnut-shaped pattern
which the lines of force
normally would form.
3. Solar plasma forms a sharp
outer boundary which surrounds
the earth's magnetic field;
this boundary, the magnetopause,
enclosed the magnetosphere.
4. The magnetosphere is a region
of trapped particles.
5. The Van Allen radiation belts
lie within the magnetosphere.
E. Aurora Borealis
1. Scientists believe the electrons
and protons of the outer
Van Allen radiation belt give
rise to the auroras.
2. Electrons and protons of the
Van Allen radiation belt strike
gas molecules in the ionosphere;
with this collision, the
molecules emit the light which
produces the auroras.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

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 A) Teaching Methods
Concepts B) Learning Activities

The E.,ergy of Impacts

A. Introduction A) Discussion, Demonstration
B. Asteroids 1. The solar system
1. An asteroid is a small planet 2. Asteroids
revolving around the sun 3. Meteoroids
between Mars and Jupiter. 4. Comets
2. Astronomers have photographed 5. Learning Packets
at least 40,000 asteroids. (teacher prepared)
3. Asteroids possibly are the
fragments df afial-Sized.fdanet
which disintegrated. B) 1. Experiment with eclipses.
C. Meteoroids 2. Observation of the moon.
1. A meteoroid is a particle of
matter moving through space.
2. A meteor is a meteoroid that
enters the atmosphere.
3. A meteor which strikes the
ground is known as a meteorite.
4. Meteoroids sometimes enter the
atmosphere in great numbers
and give rise to a meteor
shower.
5. Large meteorites form meteorite
craters when they hit the
ground with tremendous force.
D. Comets
1. An object which travels in an
orbit around a planet is a
moon, or a satellite.
2. All the planets except Mercury,
Venus, and Pluto have satellites.
3. All but six of the planets'
moons revolve in a counter
clockwise direction; six
revolve in retrograde, or
backward, orbits.
4. A comet is a luminous object
which revolves around the sun
in a wide orbit; it consists
of a "head," and a long
streaming "tail."
5. A comet is made up of dust
particles and gaseous matter;
it has low density.

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 A) Printed
B) Audio Visual A) Expected Out.7.ome
Resources C) People Evaluation B) Testing Prograll
D) Places

Learning Center A) Movements of the moon.

A) Moon
Th,r> Yo f,,, Binder,
Golden ;dbrary ot Knowledge B) Studsnt
(See evaluation this guide
"Interpretation")

Teacher
1. Accuracy of observations.
2. Skills in experimentation.
Reference: 3. Appraise the student's
Navarra, et. al. efforts to convey what he
pp. 136, 137, 138, 139 has learned to others;
assess the skills of
communication.

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 A) Teaching Methods
Concepts B) Learning Activities

E. The Earth's Moon

1. The mc'n is a huge ball of rock.
2. The moon rotates on its axis
and revolves around the earth
in an elliptical orbit.
3. The moon shows up in phases as
it revolves around the earth.
4. A lunar eclipse occurs when
the earth's shadow falls upon
the moon.
5. Only one side of the moon is
visible from the earth because
th6 moon's rotation is in step
with its revolution.
The Moon's Sorface
/. The energy of impacts has
helped to shape the surface of
the moon.
2. The moon has an irregular
surface consisting of plains,
mountains, and craters.

The Stars, Energy Systems Like

Our Own
A. Introduction A) Review, Suggestion,
B. Finding Out Demonstration
1. An astronomer learns about a 1. The astronomer.
star by analyzing its radiated 2. Charting the sky.
energy. 3. Various types of telescopes.
2. The light of a star enables an 4. Learning Packet
.stronomer to determine its (teacher prepared)
location.
3. An astronomer observes the
direction of a starve beam; B) Observation of constellations.
he measures the star's bright
ness; he analyzes its spectrum.
C. Directions and Distances
1. All stars have a position in
the celestial sphere.
2. An astronomer can measure the
distance of a star by means of
triangulation.
3. The parallax effect enables an
astronomer to measure distance
of a star.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Locating constellations.

A) klamets. Stars. and SrAOL, Conceptualization of an energy
Chamberlain and Nicholson system.
tax2

B) Students
B) Planetarium and Star Charts (See evaluation this guide
"Interpretation")

Teachers
1. Accuracy of observation.
2. Skills in axperimentation.
3. Ability in formulating
Reference: pertinent data.
Navarra, et. a1.
pp. 151, 152, 153

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 A) Teaching Methods
Concepts B) Learning Activities

D. Brightness of Stars
1. The apparent brightness of a
star is called its magnitude.
2. Scientists have worked out a
scale of magnitude; this
scale represents a system for
classifying stars according to
their magnitude.
3. Luminosity, or actual bright-
ness, is the light output of
a star.
E. Mass and Luminosity
1. The quantity of matter in a
star is its mass.
2. The greater the mass, the
greater is the luminosity of
a ,tar.
F. The Radiation Spectrum
1. The spectroscope is the
astronomer's tool for analyzing
starlight.
2. Au absorption spectrum reveals
the make-up of a star.
3. The Doppler effect reveals the
direction of a star's motion.
4. Having different temperatures,
stars have different colors.
G. A Stares Life Cycle
1. A diffused cloud of cold gases
and cold dust gives birth to
a star.
2. As the temperature of a star
rises, hydrogen atoms begin to
fuse into helium.
:1. A star eventually loses its
energy; it becomes a cold,
burned-out object in space.
4. The life cycle of a star spans
billions of years.
H. Our Galaxy and Others
1. The solar system (including
the earth) lies within an
assembly of stars known as
Our Galaxy.
2. There are many galaxies in
space.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

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 A) Teach3nF, Methods
Concepts B) Learning kctivities

Energy Exchanges By Atmospheric

Circulation
A. Introdl.,ction A) Introductory Lecture,
D. Wind Demonstration, Review
1. The atmosphere pressea down 1. The barometer
upon the surface e the earth; 2. Westher bureau maps.
it has pressure. 3. Learning Packet
2. Wind is moving air; differ- (teacher prepared)
ences in air pressure cause
winds to blow.
3. Air moves as wind from regions P) IntelTret maps.
of high pressure toward
regions of low pressure.
C. Convection
1. Convection is the vertical
movement of currents.
2. Convective circulation occurs
within the atmosphere when
cold air moves in to replacq
rising warm air.
3. A pocket of warm air creates
a canter of low pressure,
or a low; a region of cold
air creates a center of high
pressure, or a high.
4. The pressure-gradient force is
the driving force of all winds.
5. Local winds such as sea breezes
and land breezes are examples
of convective circulation.
D. Planetary Circulation
1. The planetary circulation of
the atmosphere is broken up
into a pattern of wind belts.
2. The Coriblis effect influences
the pattern of general
circulation.
3. A band of fast westerly winds
sweeps through the atmosphere
at altitudes above 20,000 feet;
this band is known as the jet
stream.

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 A) Printed
B) Audic Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) 1. Inductive reasoning

A) The Wm of the Weather, Spar 2. Charting the wind.
Weather

B) Student
(See evaluation this guide
"Interpretation")
Reference:
Navarra, et. al. Teacher
pp. 171, 172, 173 1. Skills in experimentation.
2. Judgments in interpreting
data.

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1 65
 A) Teaching Methods
Concepts B) Learning Activities

Exchanges of Heat Energy

on Land and Sea
A. Introduction A) Lecture, Display, Demonstration
1. There are various kinds of 1. Thermometers
thermometers. 2. Variation of temperatures.
2. The meteorologist uses a 3. Learning Packet
liquid-in-glass thermometer to (teacher prepared)
measure air temperature.
3. The commonly used temperature
scales are the Fahrenheit B) 1. Summarize data
scale and the centigrade scale. 2. Comparisons
B. Land and Water
1. Land surfaces tend to heat
more rapidly and reach higher
te7)eratures than do water
surfaces.
2. Land surfaces tend to cool
more rapidly and reach lower
temperatures than do water
surfaces.
3. Temperatures vary only slightly
from day to night in coastal
regions; there is a marked
difference between daytime
temperatures and nighttime
temperatures in inland regions.
4. Water has a high specific heat.
5. Evaporation is a cooling
process.
C. Cycles and Temperature
1. There are seasonal variations
in the amount of solar energy
which the earth receives.
In winter, solar energy is low;
in summer, it is high.
2. The earth radiates most of the
heat it receives from the sun
back into the atmosphere.
3. A process known as conduction
carries some of the earth's
incoming heat slowly downward
into the lower layers of soil.
4. There are seasonal temperature
cycles in lakes and oceans;
daily differences are very
small.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation 13) Testing Program
D) Places

Reference: A) Temperature; variation in a

Navarra, et. al. fresh-water body.
PP. 184, 185, 186

B) Student
(See evaluation this guide
"Interpretation")

Teacher
1. Clarity and accuracy in stating
conclusions.
2. Assess the verification of
findings.
3. Application of findings to
appropriate situations.
4. Ability to predict in terms
of other pertinent problems.

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 A) Teaching Methods
Concepts B) Learning Activities

Energy Exchanges Through

Atmospheric Moisture
A. Introduction A) Discussion, Suggestion
B. Changes of State 1. Evaporation, condensation,
1. As matter, water can change freezing, melting and
in state: it can be a solid, sublimation.
a gas, or a liquLd. 2. Graphs of relative humidity.
2. Evaporation is a cooling 3. Cload nomenclature.
process; the liberation of 4. Learning Packet
heat accompanies condensation. (teacher prepared)
3. Freezing is the change of a
livid to the solid state.
This change causes heat to be B) Graphing
given off.
4. Melting is the change of a
solid into a liquid.
5. Sublimation is the change of
a solid directly into a gas;
it is also the change of a
gas directly into a solid.
C. Measuring Water Vapor
1. Vapor pressure contributes to
the pressure of the air.
2. The amount of water vapor held
by the air is its humidity.
3. Water condenses out of the air
when the dew point is reached.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Charting, the clouds

A) Bisjyathe Weather, Spa.:

B) S.:udent
(see evaluation this tuide
"Interpretation)
Reference:
Navarra, et. al. Teacher
PP. 199, 200 1. Ability in formulating
pertinent data.
2. Verification of findings.

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 A) Teaching Methods
Concepts B) Learning Activities

Energy Releases in the Atmosphere

A. Introductiwl A) Involvement, Discussion, Review
B. Air Masses 1. Meteorologist
1, An air mass is a large body 2. Records of movement of air
of air spreading across a masses
vast area of the earthls 3. Adiabatic cooling
surface. 4. Weather fronts
2. An air mass taker on the basic 5. Learning Packet
characteristics of its source (teacher prepared)
region; for example, air
which accumulates over the
arctic becomes extremely cold. B) Interpret Graphs
3. Air masses are classified
according to the regions in
which they are formed.
4. There are four basic types of
air masses: arctic, polar,
tropical, equatorial.
C. Adiabatic Temperature Changes
1. Adiabatic cooling is the
cooling of a gas brought about
by a change in pressure;
the release of pressure cools
a gas.
2. A sinking or rising of large
air masses is the principal
cause of a change in temper-
ature.
3. Air cools when it rises; it
warms when it sinks.
4. The relative humidity
automatically increases as
the air temperature decreases.
5. Water vapor in the air begins
to condense when the air
reaches its dew-point tempera-
ture.
D. Weather Fronts
l. A cold front develops when a
cold air mass invades a region
occupied by a warm air mass.
2. A warm front develops when a
warm air mass moves into a
region occupied by a cold air
mass.
3, An occluded front forms when
a warm front is cut off from
contact with the ground. Sm 87

110
 A) PriLted
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) The behavior of L. cyclonic

A) The W3 of the Weather, Spar storm.
Weather
Thglpx1sillWeather, SRA
EallriazgieWeather, B) Student
Gallant, Garden City, 1957 (See evaluation th23 guide
Book of Rain,
Junior Science "Interpretation")
autwd11917,
Larrick, Garrard tress, 1961 Teacher
1. Ability in formulating
pertinent data.
2. Application of findings to
appropriate situations.
3. Willingness to check results
Reference: against the findings of
Navarra, et. al. reliable authorities.
pp. 210, al

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 A) Teaching Methods
Concepts B) Learning Activities

E. Cyclones and Storms

1. A low is a center of low
barometric pressure; a high
is a center of high barometric
pressure.
2. A low is known to the weather
man as a cyclone.
3. A tornado is a very small but
particularly destructive and
violent cyclone.
4. The tropical cyclone is large,
violent, and destructive;
such a cyclone is known as a
hurrican in the llest Indies
and as a typhoon in the
western Pacific.

Energy Exchanges Within the Oceans

A. Introduction
B. Make Up of Sea Water A) Explanatioz, Discussion,
1. The water of the ocean is a Student Resources
solution of dissolved salts; 1. Properties of the sea.
it is brine. 2. Visualization of a wave.
2. Flowing rivers carry salts 3. Learning Packet
from the land into the ocean. ;teacher prepared)
3. Water that evaporates from the
ocean leaves the salts behind.
C. Physical Properties B) Ocean maping by use of pilot
1. Salinity is the weight of charts.
dissolved solids in sea water
compared with the weight of
the water itself; salinity
is a ratio.
2. Surface water tends to be
warmer than the water at the
bottom of the oceans in the
low latitudes and middle
latitudes.
3. The density of sea water is
greater than the density of
fresh water.
4. Water pressure increases in
direct proportion to the depth.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Waves and wind action

A) The 0,-...ean Laboratory, Spilhaus
Waves, Bixby
B) Student
(See evaluation this guide
"Interpretation")

Teacher
Reference: 1. Competency in recording data.
Navarra, et. al. 2. Access the verification of
pp. 223, 224 findings.

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 A) Teaching Methods
Concepts B) Learning Activities

D. Waves and wind

1. Winds product Jcean 'raves
classified as progiessive
waves; one wave follows
another.
2. The principal parts of a wave
are the crest and the trough.
The still-water level exists
when there are no waves.
3. The pressure of wind has a
direct bearing on the build-up
of a wave.
E. Ocean Currents
1. An ocean current is any flow
of water within the ocean.
2. There are two principal causes
of ocean currents: wind and
unequal water densi:-Ies.
3. Ocean currents flow as gyres
in both the Atlantic Ocean
and the Pacific Ocean.

Energy Expended at the Land -

Atmosphere Interface
A. Introduction A) Discussion, Suggestion, Review
B. Weathering 1. Geomorphology
1. Weathering is a geologic 2. Geometry of rock disinte-
process in which sediment gration
becomes available for trans- 3. Learning Packet
portation by wind and streams. (teacher prepared)
2. Both mechanical operations and
chemical reactions cause
weathering. B) Investigating weathering
3. The weathering and breaking up
of rocks is accompanied by
mass '.casting.
C. Soil Forming Process
1. Soil forms a thir, layer over
the land surfece of the earth.
2. Various processes (bi ological,
chemical, physical) go into
the making of soil.
3. Many soils show horizontal
layers which show up in at
arrangement, known as a soil
profile.
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 A) Printed
B) Audio Visual A) ENpected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Reference: A) Rock weathering

Navarra, et. al.
PP. 242, 243
B) Student
(See evaluation this guide
"Interpretation")

Teacher
Access the application of
findings to appropriate
situations.

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 A) Teaching Methods
Concepts B) Learning Activities

The Energy of Flowing Water

A. Introduction A) Explanation, Demonstration,
B. The Hydrological Cycle D'Lscussion
1. Water constantly is leaving 1. Hydrologist
the oceans and returning to 2. Water, cycle
the oceans in a process known 3. Loads and stream transport
as the hydrologic cycle. 4. Learning Packet
2. Hydrologists measure both the (teacher prepared)
rainfall intensity and the
runoff of water.
3. Soil erosion is the removal D) 1. Reading
of soil; the flow of water 2. Topographical maps
causes soil erosion.
4. The concentrated flow of water
carves out a stream channel,
5. At its source a stream
possesses potential energy;
the potential energy is trans-
formed into kinetic energy as
the stream flows.
C. The Work of Streams
1. Stream erosion is the progres-
sive removal of material from
the surfaces of a stream
channel.
2. Streams transport materials by
means of traction, suspension,
and solution.
3. The amount of sediment which
moves past a fixed cross
section of a stream is known
as the solid load; the load
is Oke:1 il a unit of time,
su,.;n 4,,,72.s per day.
4. Streams perform three closely
related forms of geologl
work: erosion, transportation,
deposition.
D. Stream Development
1. A stream begins to form when
surface runup a
drainage syste'l,
2. The developmet -r dream
gives rise to
valleys, and roe1
3. A stream is graded ::.en the
entering sediment matches the
stream's capacity to carry the S n .1
sediment.

171;
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) The content of stream water

A) RixszabAt TheaA2,
Crosby & Larrick
B) Student
(See evaluation thig guide
"Interpretation")
Reference:
Navarra, et. Teacher
pp. 258, 259 Appraise the students effort
to convey what he has learned
to others; assess the skills
of ccmmunication.

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 A) Teaching Methods
Concepts Ems) Learning Activities

E. Water Underground
1. Water collects beneath the sur,
face of the earth; this water
is known as ground water.-
2. The upper surface of the
ground-water zone is the water
table.
3. Ground water moves beneath the
8 surface of the earth, but there
is much resistance to this
movement.

Work of Glacial Ice upon the Lands

A. How Glaciers Form A. Students work independently:
1. Glaciers can form only when Demonstration
falling snow accumulates Discussion
faster than it melts or 1. Pressure and compaction
evaporates. 2. Valley and continental glaciers
2. A mass of snow becomes greatly 3. Lateral and terminal morains
compacted when covered by new 4. Learning Packet (teacher
snow layers. prepared)
3. Heavily compacted snow cventual- B. Observations and experimentation
ly becomes glacial ice.
9. Classification and Movement
1. There are two kinds of glaciers:
a valley glacier and a
continental glacier.
2. A valley glacier is divided
into two parts: the zone of
accumulation and the ..;one of
ablation.
3, Glaciers move slowly; the
center portion of a glacier
moves faster than the edges.
C. Erosion by Glaciers
1. A glacier is an energy system
which does geologic work.
2. A glacier causes the erosion
of soil and rocks as it travels;
it carves out landforms.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Reference:
Navarra, et ,. al. A) Progressive changes in snow
pp. 25b,259 E) Student
(See evaluation this guide
"Interpretation")

Teacher
1. Willingness to check results
against the findings of
sources.
9. A,011,,,,y or rl,f,rvvations

Learning Center
A) Printed
Icebergs and Glacier
Lauber. Garrard, 1961

Reference:
Navarra,
pp. 271,272

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 A) Teaching Methods
Concepts B) Learning Activities

Work cf Waves and Tides upon the

Shore
A. The Surf Zone A) Description, Demonstration
1. Breakers and surf carve out Review Discussion, Explanation
landforms on the shores of the 1. Ocean waves
ocean. 2. Marine cliffs, shingle beach
2. Waves roll over abrasion plat- and picket beaches
forms and pound aglinst marine 3. Tidal currents
cliffs; with this action, the 4. Learning packet (teacher pre-
waves shape and reshape a pared)
shoreline. B) Reading
3. A beach is an accumulation of Observation
sand, gravel, or cobbles in Analyze
the zone of breakers and surf; Experiment
it is a depositional landform.
B. Coast Line Development
1. A coast line develops into an
embayed coast when ocean water
submerges a coast having many
divides and stream valleys..
2. Various geological processes
cause the development of simple
gently sloping coast lines.
C. Wave Refraction
1. Wave refraction is a change in
the direction in which a wave
is traveling.
2. Wave refraction tends to
straighten the shoreline.
D. Tidal Energy
1. Ocear tides cause currents to
flow in the shallow shore zone;
these currents perform geologic
work.
2. The earth--moon pair revolves
around a common center of
gravity.
3. The tides are caused by the
tide-raising force. The gravi-
tational force of the moon is
stronger than the centrifugal
force of the earth-moon pair.
This difference in forces is
the tidal-raising force.

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 A) Printed
B) Audio Visual A) Expected Outcom
.
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Student should be able to Cescribe

A) The Ocean 1412ratory, Spilhaus beach erosion
Waves, Bixby B) Student
(See evaluation this guide
Q921122gLaRhm
Lety.,Emlore the Shore "Interpretation")
The Riat_and F 11 of the Seallpla
Story of the Tides, Brindze. Teacher
Harcourt, 1964 1. Accuracy of observations
The Sea Around Us, Carson. Oxford, 2. Observe the students skills in
1961 experimentation
3. Assess the application of findings
to appropriate situations
4. Assess the verification of
Reference: findings
Navarra, Pt. al.
PP. 287,288

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 A) Teaching Methods
Concepts B) Learning Activities

E. Tf.dal Currents
1, As the tide rises, a flow of
water toward the land produces
a flood current; a falling
tide eves rise to an ebb cur-
rent, which is a flow of water
away from the land.
The tidal currents function as
an energy system working in
conjunction with the energy
system of breaking waves.
F. Tidal Deposits
1. Sand deposited by waves builds
up into a barrier bew,h along
some coast lines.
2. Salt marshes form within the
bays and lagoons protected by
barrier beaches and baymouth
bars.

Work of Winds upon the Lands

A. Wild Erosion and Dust Storms A) Explanation, Overview, Suggestion
I. Wind causes erosion; it carries 1. Wind erosion and its hazards
away particles of clay, silt, 2. Loess deposits
Ind sand. 3. Learning packets (teacher
2. The lifting of small particles prepared)
is a type of wind erosion B) Maps of loess deposits
known as deflation. Reading
3. Sand-blast action is a type of Outline
erosion in which the wind picks Observation
up hard mineral grains and
drives them against rock sur-
faces; this action carves out
notches and hollows at the bases
of cliffs.

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 A) Printed
B) Audio visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Loess and its properties

A) Storms, Adler. John Day, 1963 B) Student
The Wav of the Weather, Spar. (See evaluation this guide
Creative Ed. Soc., 1967 "Interpretation")

Teacher
1. Assess competency in recording
data
2. Appraise students efforts to
convey what he has learned
3. Assess ability in formulating
pertinent data
1. Accuracy of observations

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 A) Teaching Methods
Concepts B) Learning Activities

B. Loess
1. Thick deposits of dust have
accumulated as loess in the
North Central States and else-
where in the United States
and in Europe and Asia,
generally in or near glaciated
regions.
2. The windblown dust which formed
during the Pleistocene Epoch
(the Ice Age) apparently later
developed into loess.
3. Loess is a layer of subsoil
consisting of a porous,
yellowish sediment.
C. Transport of Sand
1. Wind serves as a sediment-.
sorting agent; it separates
sand from ,;ravel and dust.
2. A sand drift remains in one
spot; a sand dune often moves
in the direction of the wind.
3. A sand grain hits the ground
and rebounds into the air in
an action known as saltation.
4. grain impact produces a slow
forward surface creep of the
sand.
D. Drifts and Dunes
l. The saltation and the surface
creep of loose sand gives rise
to two distinctive landforms,
the said drift and the sand
dune.
2. The buildup of a sand drift
sometimes is the starting
point of a sand dune.
3. A sand dune can take many forms,
the simplest is called the
Barchan dune.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Reference:
Navarra, et. al.
PP. 300

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 A) Teaching Methods
Concepts E) Learning Activities

Energy Systems in the Solid Earth

Rise of Molten Rock in the Earth's

Crust
A. The Solid Earth A) Challenge, Historical Review,
1. The three main parts of the Discussion, Interpretation
earth are the crust, the mantle, 1. Common igneous rocks
and the core. 2. Volcanism
2, The crust of the earth is thin; B) Interpretation
the mantle lies beneath the Investigation
crust.
3. A study of earthquake waves has
given geologists information
about the earth's interior.
4. The boundary between the crust
and the mantle is known as the
Mohorovicic discontinuity, or
Moho.
5. The core consists of an outer
core and an inner core.
D. Earth's Internal Heat
1. The radioactive decay of
elements deep within the
interior of the earth generates
heat energy known as radiogenic
heat.
2. Radiogenic heat causes the
earth's interior to be extremely
hot.
3. The earth's internal heat rises
to the surface by means of con
duction; rock serves as the
conductor.
C. Igneous Rock
1. Igneous rocks are formed when
nagma solidifies.
2. Igneous rocks which solidify
beneath the earth's surface are
known as intrusive igneous rocks;
those which form above the sun:-
face are classed as extrusive
igneous rocks.
3. Among the intrusive igneous
rocks are granatic rocks,
basaltic rocks.

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 A) Printed
B) Audio Visual A)Expected Outcome
ResourcesC) People Evaluation B)Testing Program
D) Places

Learning Center Igneous Rocks

A)Jt Field Guide to Rocks and B) Students
Minerals (See evaluation this guide
The Earth's Story., Ames and Wiler "Interpretation")
Gem Test.kg
Rocks and Ilinerale
Rocks and Minerals. A Guide to Teacher
Familiar Minerals. Gems_. Ores, 1. Purpose of the investigation
and Rocks, Zim. Golden Press, 2. Total design of the investi-
1957 gation
All About Volcanoes and Earth- 3. Accuracy of observations
quakes, Pough. Random, 1953 4. Verification of findings
Volcanoes and Earth uakes, Irving. 5. Assess the application of find-
Knopf, 1962 ings to appropriate situations

Reference:
Navarra, al, al.
pp. 317,318,319

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 A) Teaching Methods
Concepts B) Learning Activities

D; Volcanoes
1. Volcanism is the movement of
magma outward through tubes
and cracks onto the eart:i?s
surface.
2. One example of volcanism is a
volcanic eruption; volcanism
gives rise to a volcano.
3. Volcanism is a mountain-
building process.

Bending and Breaking of the Earth's

Crust
A. Earthquakes A) Discussion, Illustration,
1. An earthquake is a trembling of Demonstration
the ground; destructive earth- 1. Elastic-rebound theory
quakes may leave wide, gaping 2. Folding and Faulting
cracks in the ground. 3. Learning packet (teacher
2. A movement of the earth's prepares)
crust known as faulting causes B) Recall
earthquakes. Observation of Earthquakes
3. Earthquake waves, or seismic Experiment
waves, move out in all Compilation of Records
directions.
4. Scientists use an instrument
called the seismograph to
detect seismic waves.
5. Scientists learn about the
interior of the earth by
studying seismic waves.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Earthquakes

A) The Earth's Story, Ames and W:zler Volcanoes
Birth of an Island, Selsam. 1966 B) Student
All About Volcanoes andEarth- (See evaluation in this guide
wama, Pough. Random, 1953 "Interpretation")
Volcalusand Earthquakea, Irving.
Knopf,-1962
Mountains. Goetz. Morrow, 1962

Teacher
1. Appraise the student's efforts
Reference: to convey what he has learned
Navarra, et. al. to others
pp 332, 333 2. Accuracy of observation
3. Skills in experimentation
4. Competency in recording data

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 A) Teaching Methods
Concepts B) Learning Activities

B. Mcuntains
1. Diastrophism has brought about
the buildup of mountains on
the surface of the earth.
2. A broadly curved formation cf
mountains is called a mountain
arc. Arcs connected end to
end form chains that nearly
span the earth--the two major
ones being the eircum-Pacific
belt and the Eurasian-
Melanesian belt.
3. Lowlands and trenches on the
ocean floor parallel the
mountain arcs of the continents
in some places, indicating that
a single set of forces raised
the earth's crust along one
line and depresses it along a
parallel line.
4. The buildup of sediment within
a trough known as a ge.myncline
is the first stage in the
development of some mountains.
5. The crust of the earth floats
on the mantle; this floating is
known as isostasy.
C. Mountain- Building Forces
1. Faulting and folding are not
forces in themselves; they are
the result of underlying forces.
2. Heat apparently gives rise to
convection currents within the
earth's interior.
3. The convection currents com-
press the crust; with this
compression, mountains come
into existence,

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

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 A) Teaching Methods
Concepts B) Learning Activities

Rifting of Ocean Basins and

Continents
A. Mapping the Ocean Floor A) Explanation, Suggestion
1. Oceanographers have learned Experimentation
about the ocean floor by means 1. Oceanography
of indirect observation. 2. Learning packet (teacher
2. The ocean floor has an prepared)
irregular surface very differ- B) Research of Inner Space-the
ent from that of the continents. Oceans
3. The three major divisions of Mapping Underwater
the ocean basins are the con-
tinental margins, the ocean-
basin floors, and the mid-ocean
ridges.
4. Oceanographers obtain samples
of ocean-bottom sediments by
dredging and core sampling.
B. Mid-Ocean Ridge System
1. A chain of mountains known as
the mid-ocean ridge system lies
beneath the waters of the
Atlantic Ocean, the Pacific
Ocean and the Indian Ocean.
2. Oceanographers believe that
the rise of mantle rock beneath
the oceans has produced the
mid-ocean ridge system.
C. The Earth's Continents
1. The oceans and continents
apparently have never changed
places on the face of the earth.
2. The mid-ocean ridge system
extends into the continents.
3. Faults in Nevada, Utah, and
southern Oregon have produced
fault-block mountains.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Mapping the Ocean Floor

A) The Ocean Laboratory, Spilhaus B) Student
Oceanograshx (See evaluation this guide
Underwater and Sea Adventure "Interpretation").

Teacher
Reference: 1. Recording data
Navarra, et. al. 2. Interpreting data
pp. 346, 347 3. Formulating pertinent data
4. Verification of findings
5. Accuracy in stating conclusions
6. Application of findings to
appropriate situations

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 A) Teaching Methods
Concepts B) Learning Activities

Energy Systems Throughout Geologic

Time
A. The Colorado Plateau A) Explanation, Illustration,
1. the rocks of the Colorado Discussion
Plateau span all the eras of 1. Grand Canyon, Bryce Canyon,
geologic time. and Zion Canyon
2. Sedimentary rock layers in the 2. Law of superposition and
Grand Canyon are arranged from principle of continuity
the bottom to the top in the 3. Learning packet (teacher
order of decreasing age; this prepared)
arrangement follows the law of B) Reading of Historical Geology
superposition. Observation of the Geological
3. Fossils often reveal the age of Eras
a formation in which they are
found.
B. The Geologic Eras
1. Plant and animal life has
existed prominently in three
major divisions of geologic
time; the Paleozoic era, the
Mesozoic era, and the Cenozoic
era.
2. Primitive life first appeared
on earth during Precambrian
time.

Science Fair To provide opportunities for the

pursuit of established interest and
the development of new interest.
To enco:Irage individuals to
participate in science and mathe
matics activities.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Interpretation of Fossils

A) The Earth's Stork;, Ames and Wiler B) Student
The Fossil Book (See evaluation this guide
EmbistripApirgla, Epstein. 'Interpretation')
Anthropologist,
Mead
Rociszoayhat Thajell112, Del
Ray. Whitman Publishing, 1961 Teacher
Story_al:Caves, Sterling. 1. Judgments in interpretation of
Doubleday, 1956 data
Good Diszikz, Samachson. Garrett, 2. Accuracy of observations
1964 3. Efforts to convey what he has
Life Through the Ages, Knight. learned to others
Knopf, 1946 4. Extent of open-mindedness as to
Prehiskrialtmerisa, White. the variety of other possibilities
Random, 1951 that might be proposed
All_About Dinosaurs:, Andrews.
Random, 1953
Ish1A:torigaftatiluAncl01124
Augusta. 1961

Reference:
Navarra, 21AAlA
pp. 357, 358, 359

People: Students should show the ability to

Various local and area industries work on projects independently.
provide scientists who act as Students should express an interest
judges. in science activities outside the
school environment.

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 OVERVIEW

Navarra, Zafforoni, Garone

"Life And The Molecule"
The Biological Sciences
Harper & Row, Evanston, Ill., 1966

Perception and Science

Perceiving Things
Life in a Physical World
Substance and Matter
Living Matter
The Living Cell
Cell Organization
Living Things
Classifying Living Things
Protists
Plants
Animals
The Human Body, A Dissectograph
From Life to Life
Genetics, The Study of Heredity
Embryology, The Beginning of Life
Chemistry of Living Things
Solutes and Solvents
Solutions in the Body
The Digestion of Foods
The Living Biosphere
Basic Elements of Ecology
The Biotic Community
Biology in Space
Space and Ecology
Life and Survival

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 A) Teaching Methods
Concepts B) Learning Activities

Life And The Molecule

Perception And Science
PerceivinR Things
A. Introduction A) Discussion, Quiz, Stress,
1. Perception is the act of Experimentation, Review
perceiving, or of becoming 1. Perception of a broken-letter
aware of sonething through title.
the senses. 2. Stress the importance of a
2. Some form of energy must be stimulus to the act of
available if we are to perceive; perceiving.
energy makes it possible for 3. Call attention to the flag
us to see, hear, feel, smell, observation.
and taste. 4. Examine scientific journals
B. The Stimulus of Energy for communications in science.
1. A stimulus is energy that 5. Call attention to the
activates a part of the body. thumbnail biography of
2. To perceive, a person first August Ferdinand Mobius.
must make a contact with an 6. Review the content of this
object, a situation, or event; chapter.
a stimulus provides this 7. Learning Packet
contact. (teacher prepared)
3. A stimulus can come from
outside the body or from
within the body.
C. Detecting Energy B) Record keeping of pertinent
1. Sense cells and sense organs data.
detect the energy which
enables us to perceive.
2. The five basic senses are the
senses of sight, hearing,
smell, taste, and touch;
in a21, the human body responds
to more than twenty sensations.
3. The eye is an important sense
organ; it gives us the sense
of sight.
4. A combination of stimuli
sharpens our perceptions;
eyes and ears, for example,
often work together.

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 A) Printed
B) Audio Vsual A) Expected Outcon
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) 1. Perception of each individual

A) You and Your Brain, and how science is a way of
Groch perceiving.
2. Properties of the Mobius
Strip
B) Filmstrips: 3. kppreciation of the radio
Biolab Tachniques telescope

B) Student
1. What, aspect. Am T interc6t,o1
in?
2. What do I want to find wit?
Reference: 3. How will I find out?
Life And The Molecule, 4. What are some possible
Navarra, et. al. answers?
Harper Row, 1966 5. What are my conclusions?
pp. 19, 20, 21
Teacher
1. Assess the ability to record
data
2. Note eapar:Ay for self-
evaluation
3. Observe E.pproach to
experiments

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 A) Teaching Methods
Concepts 2) Learning Activities

D, Transmitting Energy
1. The nervous system serves as
a communications network for
the human body.
2. The brain and the spinal cord
make up the central nervous
system; neurons, or nerve
cells, form a subdivision
known as the peripheral
nervous system.
3. The autonomic nervous system
controls involuntary action
of various body organs (the
heart, stomach, and colon,
for example).
4. The brain consists of three
min parts: the cerebrum,
the cerebellum, and the
medulla.
5. Many impulses pass through
the spinal cord on their way
to the brain.
E. Perception in Science
1. Science is a way of perceiving.
2. Scientists solve problems and
make discoveries by making
contact, detecting energy,
transmitting energy, and
receiving energy.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation s) Testing Program
D) Places

f
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200
 A) Teaching Methods
Concepts B) Learning Activities

Substance AGJAAIter.
A. Introduction A) Discussion, Explanation,
B. Life and Energy Demonstration
1. Matter, energy, and life 1. Discuss the mearing of the
are closely linked. term matter - basic states
2. Life is difficult to define; gas, liquid, solid.
it involves a series of 2. Explain the principle of the
processes, or applications jumping bean.
of energy. 3. Demonstrate inertia.
3. Life is a condition of 4. Stress the periclic table of
organisms. elements.
4. Energy is a capacity, or an 5. Learning Packet
ability; it is the ability (teacher prepared)
to do work.
C. Properties of Matter
1. Matter is anything that has
mass and takes up space. B) 1. Observation of a bird in a
2. There are three states of tree, record notes and
matter: solid, liquid, gas. determine what makes the bird
3. Mass and weight are not the alive, tree alive, and do
same; weight is a measure of the bird and the tree share
the pull of gravity; mass is traits in common.
the amount of matter an object 2. Periodic table of elements
contains. as a reference.
4. Inertia is the tendency of a
body at rest to remain at
rest and of a body in motion
to remain in motion.
5. The greater the mass of a
body, the greater is the
inertia of the body.
D. Classifying Matter
1. A substance is a particular
kind of matter having specific
properties.
2. An element is a pure substance
that cannot be broken down
into other substances by
ordinary chemical means.
3. An isotope of an element
differt from another isotope
of the same element in the
number of neutrons it contains
and in atomic weight.
4. A compound is a combination
of two or more elements.
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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) 1. Changes from living matter

A) Observations audgmeriments to non-living matter
inaNatural History 2. Processes described in the
Ch_ emistry - Matter. Molecules. language of the chemist,
Alma, Parker matter, mass, weight, and
Atoms. Energy. and Machines, inertia.
McCcrxick
Matter, Life Science Library
Chemistry B) Student
(See evaluation this guide
"Perceiving Things")
B) Filmstrips: Pictorial Chemistry
Teacher
1. Note the accuracy of
observations.
2. Assess competency in
recording data.
3. Note judgments in inter-
preting data
Reference: 4. Assess ability in formu-
Navarra, et. al. lating pertinent data.
PP. 39,40 5. Assess ability of thought
and discussion.

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 A) Teaching Methods
Concepts B) Learning Activities

5. A molecule is the smallest

whole piece of a particular
substance; there are ilolecules
of elements and molecules of
compounds.
E. Changes in Matter
1. A physical change alters the
state, shape, size, position,
or other observable properties
of matter, but it does not
affect the make-up of the
substance.
2. A chemical change produces
new substances; the original
substance turns into something
else when it undergoes a
chemical change.

Living:Matter
A. Introduction A) Suggestion, Discussion
B. Protoplasm 1. Suggest to your students that
1. Protoplasm is living matter. they read For Perceiving and
2. As living matter, protoplasm Learning."
is always changing; it is 2. Students to define protoplasm.
not a definite, fixed 3. Refer to sources other than
substance. textbooks.
3. Protoplasm consists mostly of 4. Test for sugar with Benedict9s
water; it also contains Solution.
mineral solids and carbon 5. Learning Packet
compounds. (teacher peepared)
C. Carbon Compounds
1. A chemical bond joins the
atoms that make up a molecule. B) 1, Observation of protoplasm.
2. Atoms either transfer electrons 2. Structural formulas of
or share electrons to form a organic chemistry.
chemical bond.
3. Carbon joins readily with
other elements because the
carbon atom can form ''our
bonds.
4. (ironic chemistry is the
study of carbon compounds.

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 A) Printed
B) Audio IlifAml A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) 1. Deldelopment of experimental

A) Food And Life skills.
Ames and Wyler 2. The chemical analysis of milk.
Great Nutrition Puzzle
Callahan
B) Student
(See evaluation this guide
"Perceiving Things")

Teacher
1. The purpose of the investi-
gation.
2. Recognize the total design
of the investigation.
3. Note the accuracy of
observation.

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 A) Teaching Methods
Concepts B) Learning Activities

D. Proteins
1. About 15 per cent of
protoplasm ccnsists of
protein.
2. Proteins are body builders;
they are a necessary part
of the diet.
3. Proteins are made up of
amino acids.
4. Nucleic acids control
biochemical reactions within
the cell.
E. Carbohydrates
1. There are two kinds of
carbohydrates: sugar and
starch.
2. All carbohydrates are made
up of carbon, hydrogen,
and oxygen.
3. Carbohydrates release energy
when they break down in the
digestive process.
4. Sugars and starches are
fuel nutrients.
P. Fats
1. About 13 per cent of proto-
plasm is made up of fats.
2. Energy is released when fat
is broken down in the
digestive process.
3. Fat is a fuel nutrient.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

cs
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 A) Teaching Methods
Concepts B) Learning Activities

The Living Cell

A. Introduction A) Suggestion
1. One of the most important 1. The relationships of
theories of science is the structure and function
cell theory. of cells.
2. The cell theory is a statemnt 2. Learning Packet
that all living things are (teacher prepared)
composed of cells; cells are
the "building blocks" of
living things.
B. Parts of the Cell
1. All cells differ from one B) Observing the cell.
another, but there are also
basic similarities among
cells.
2. Being alive, a cell is never
at rest; it is a changing,
reacting unit of a living
thing.
3. Every cell consists of two
basic subdivisions: the
nucleus and the cytoplasm.
C. Size and Shape
1. Cells tend to to spherical,
but they are usually jammed
together and flattened.
2. Moat cells are small; the
relationship between the
nucleus and the cytoplasm
seems to liat their growth.
3. Large organisms do not as a
rule have larger cells than
do small, organisms; large
organisms simplr have more
cells than do small ones.
D. Observing the Cell
1. Cytology is a study of the
cell,
2. The cytologist employs
various methods and tools
in his study of the cell.
3. An electron microscope forms
an image with electrons
instead of with light waves.

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B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center Objectives

A) ,c;..9.11§. 1. Cells that are everchanging.
You And:Lar.1t1221 2. Factors that promote the
Schneider growth of yeast.
3. Chemical analy3is of the
B) Filmstrips: cell.
Biolab Technicruls

B) Studei.
(See evaluation this guide
"Per.loiving Things")

Referents: ?Teacher
Navarra, et. al. 1. Ability to read illustrations.
pp. 72, 73, 74 2. Observe the students skills
in performing experiments.

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 A) Teaching Methods
Concepts B) Learning Activities

Cell Organization
A. Introduction A) Stress, Review, Discussion
B. One-celled Organization 1. Cells are structural units.
1. The world of living things 2. Review bacteria, fungi,
consists largely of micro- algae, and protozoans.
organisms. 3. Call attention to the
2. A one-celled organism is drawings and photomicro-
not necessarily simple in graphs of paramecium
structure and function; and ameba.
it may have achieved a high 4. Organization of complex
level of organization. organisms.
3 Some one-celled organisms 5. Learning Packet
exhibit little internal (teacher prepared)
specialization; others are
highly specialized.
4. Microorganisms can easily B) 1. Students observe samples of
be cultured and observed. tissue under the microscope.
C. Many-celled Organisms 2. Observation of bone slides
1. Many lower forms of life are and the haversian system.
many-celled; all higher
forms of life are many-celled.
2. The rells of higher forms of
life are grouped into three
levels of structure and
function: (1) tissues,
(2) organs, and (3) systems.
D. Kinds of Tissues
1. There are five basic kinds of
tissues in the higher
organisms: (1) epithelial,
(2) muscle, (3) connective,
(4) nerve, and (5) blcod.
2. Some of the five main kinds
of tis3ues are further
divided into subtypes.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) 1. Opportunity to study the

A) Cells cell organization of another
You and Your Cells plant in the fungi group,
Schneider the bread mold.

B) Student
See evaluation this guide
Reference: "Perceiving Things")
Navarra, et. al.
pp. 90, 91, 92 Teacher
1. Assess the ability to make
comparisons.
2. Note the accuracy of
observations.
3. Assess competency in recording
dea.

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 A) Teaching !lethods
Concepts B) Learning Activities

Livinp Things
ClassiW22Lings
A. Introduction A) Discussion, Stress
B. Classifying Organisms 1. Cite examples of classifi-
1. Modern classification divides cation in relation to
living things into three everyday examples.
kingdoms: the animal 2. Stress the importance of
kingdom, the plant kingdom, the phylum.
and th 6. protist kingdom. 3. Learning Packe.6
2. There are seven levels of (teacher prepared)
ciassific,Ation: kingdom,
phylum, class, order, fcmily,
genus, species. B) Associate a common plant or
C. The Seven Levels animal with each phyla.
1. A phylum is a large
subdivision of a kingdom.
2. Organisms within a phylum
are similar in structure,
function, and development.
3. Living things within a phylum
are further divided into
orders, families, genera,
and *ecies.

Enlist
A. Introduction A) Clarify misconceptions, Stress,
B. Protozoans Involvement
1. Taxonomists place the 1. Clarify students understanding
protozoans In four phyla- of classification.
phylum Sarcodina, phylum 2. Stress the difference iz
Mastigophora, phylum the movement of these
Ciliophora, phylum Sporc.zoa. animals.
2. The protozoans in the various 3. Involve the entire class
phyla move in different ways. in a compilation of a
3. Locomotion is one way to table of protists.
classify protozoans. 4. Learning Packet
C. Phylum Schizomycetes (teache prepared)
1. There are three kinds of
bacteria: cocci, bacilli,
spirilla. B) Microorganisms under the
2. Bacteria adapt readily to microscope with stress upon
various environments. cell organization and diversity
3. Some bacteria are harmful; amon living things.
others are helpful.
4. Spiroch.tes and rickettsias
are similar to bacteria.
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B) Audio Visual A) Expczted Outcome
Resources C) People Evaluation 2) Testing Program
D) Places

Learning Center A) The techniques of classification

A) The Lives of Arima1.1, of plants and animals.
Anderson
B) Student
(See evaluation this guide
"Perceiving Things")

Teacher
Note judgments in formulating
Reference: pertinent data.
Navarra, et. al
ZD. 107, 108, 109

Leazning Center A) 1. Single-cell animals in a

A) ExolorilLyith your Microscope drop of pond water.
7trouRh the Microsaul, 2. Classification is based
Anderson upon differences.
niamlnes-ence P :Mein 3. Protist a third dimension
agEL9SALCX°12 to t. . animal group.
Schatz, Harper, 1952

B) Student
(See evaluation this guide
Reference: "Perceiving Things")
Navarra, et. al.
pp. 122, 123, 124 Teacher
1, Note the accuracy of
observations.
2. Note judgments in
interpreting data.

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 A) Teaching Methods
Concepts B) Learning Activities

D. Slime Molds
1. A slime mold undergoes a
metamorphosi s.
2. Slime molds reproduce by
means of spores.
E. Viruses
1. Viruses are tiny; they
cannot be seen with an
ordinary light microscope.
2. Scientists do not know
whether they should classify
viruses as living things or
as nonliving things.
3. A viiis takes on the property
of a liv11,6 thing only when
it is lodged within the living
cell of a host organism.
4. There are three main ':finds
of viruses: bacteriophages,
plant viruses, animal viruses.

Animal
A. Introduczion A) Discussion, Comparison,
1. Animals differ from one Illustration
another in many ways. 1. Refer to the various life
2. Animals are alike in some ways. functions.
D. Alive, Yet Different 2. Illustrate the most familiar
1. Plants and animals both carry invertebrates and the most
on life functions. familiar verteb).?.tes.
2. Among the life functions are 3. Compare likenesses and
growth, motion, irritabilit:, differences of animals.
and metabolism. 4. Learning Packet
3. Animals tend to move about; (teacher prepared)
plant- do not movo from one
place tc another.
4. Lnimals have v. more responsive B) Display of various animals.
nervous system than do plants.
5. Plants make food for taem-
selves; animas are dependent
upon plants f.n, their food.

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B) Audi, Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Animals in the community and

A) Fortes their habitat.
§AMBEllialdg11221ilest
Norman B) Student
Eah (See evaluation this guide
:Ural "Perceiving Things")
Efg,04123
Er§21.41.4-1114 Teacher
Moyer, Ronald Press, 1953 1. Observe individual interaction.
Anima.14111MIeS. 2. Assess ability to oe critical.
Buchsbaum, University of Chicago, 3. Note ability of scientific
1948 attitudes.
anasta, Zim, Morrow, :.949
Alligam and Crocodilos,
Zim, Morrow, 1952

Reference:
Navarra, gam.
pp. 149, 150, 151

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 A) Teac'aing Methods
Concepts B) Learning Activities

C. Lower Invertebrates
1. An invertebrate is an animal
without a backbone.
2. A vertebrate is an animal
with a backbone.
3. The simplest of animals are
invertebrates.
D. Moluska
1. Mollusks have soft bodies.
2. Mollusks are more complicated
in structure and function
than the lower vertebrates.
3. There are three principal
classes of mollusks:
Pelecypoda, Gastropoda, and
Cephalopoda.
E. Arthropods
1. The phylum Arth-;.opoda is the
largest of animal phyla.
2. Among the arthropods are
insects and spiders.
3. An insect is a six-legged
animal with a three-part body.
4. Spiders are arachnids, not
insects.
5. Sunh crustaceans as crabs and
lobsters are arthropods.
F. Starfish
1. The starfish and other
echinodems have an advanced
development.
2. Echinoderms have spiny skins
and vascular water systems.
G. Animals With Backbones
1. Animals with backbones are
known as vertebrates.
2. There are five classes of
vertebrates: fish,
amphibians, reptiles, birds,
mammals.
3. The vertebrates are higher
foams of animal life.

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B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

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 A) Teaching Methods
Concepts B) Jaarning Activities

The human Bodv

Dissectogrash
A. Introduction A) Read, Experiment, Observe,
B. The Human Body Discover, Discussion
C. Major Systems 1. Investigation of hormones
D. The Body in Review and endocrinology.
2. Studies of organs, systems,
and functions.
3. Illustration of all plates.
4. Introduce terms:
anterior
posterior
dorsal
ventral
median
lateral
5. Learning Packet
(teacher prepared)
B) Independent summarizing of
knowledge of the huxuan body.

Genetics
The Stud Heredity
A. Introduction A) Discussion, Explanation,
1. Heredity is the passing along Illustration
of traits from parants to 1. Explain DNA; Heredity
offspring. 2. Refer to the work of
2. Genetics is the study of geneticist.
heredity. 3. Urge the study of illustra-
B. Heredity tions of the DNA molecule.
1. A gene is a carrier of 4. Illustrate the chief
hereditary traits. difference between mitosis
2. The cells of living things and meiosis.
carry dominant, gees and 5. Learning Packet
recessive geneu. (teacher prepared)
3. Genes are found within the
chromosomes of cells;
chromosomes are within the
nucleus.
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 A) Printed
B) Audio Visual A) Expected Outcome
Resoues G) Peopl Evaluation B) Testing Program
D) Place:;

Learn g Center A) 1. Discoveries in medicine and

A) Iii2m_21azt&maliaJiala anatomy.
Ana_ tome 2. An understanding of the
Medicine From nprohes: structure of the body and
The Story of Antibiotics of the major organs that
Williams Ere parts of the body.
rt,acal_Biologv At Home,
.?avory
:42410.122Latij-cine, Fox B) Student
1,;)..m Bones To Bodies, Fox (See evaluation this guide
aliaman Senses, Froman "Perceiving Things")
You and Your Brain, Groch
Our Wonderful Eyes, Perry Teacher
Lifeline: The Story22L2tala 1. Assess the ability to
Circulatory System, observe.
Schneider 2. Assess the verification of
Many Human Senses, Froman findings.

Reference:
Navarra, et. al.
pp. 160, 161, 162

A) The heredity of fruit flies.

B) Student
(See evaluation this guide
"Perceiving Things")

Reference: Teacher
Navarra, et. alt. 1. Observe the response to
PP. 182, 183, 184 curiosity and fascination
to the basic principles.
2. Ability to identify a
theory.

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 A) Teaching Methods
Concepts B) Learning A&ivities

4. A mutation is a change in b) Diagram of the DN., molecule

genetic make-up. As a result and its code-carying
of mutation, the offspring property which is identifiei
differs from its parent in e. as a theory.
marked characteristic.
C. DNA, A Master Code
1. The gene is believed to consist
of a DMA molecule.
2. : IA transmits hereditary
; :formation from parent to
offspring.
3. 'ne DNA molecule takes the
Nape of a double helix, or
a "twisted ladder.h
4, he arrangement of the "rungs"
dthin the DNA ladder spell
o't ae genetic code.
A DNA molecule can break apart
and form two new DNA molecules.
6. DNA dictates all tie processes
occurring within the plant or
animal cell.
7. Chromosomes are made up of DNA
molecules.
D. Cell Division
1. Mitosis is the division of a
single cell into two new cells
like the parent 'Jell.
2. Meiosis is a cell division in
which reproductive cells are
formed.
3. The cells formed as a result
of meiosis have half the
number of chromosomes found
in the parent cell.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation D) Testing Program
D) Places

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 A) Teaching Methods
Concepts B) Learning Activities

Embryology
Thed3eLinningo_flife.
A. Introduction A) Discussion, Stress
1. An emb7yo is a living thing - 1. Single germ cell.
a plant or an animal - in its 2. Early development of the
first stage of development. bird, amphibian, and
2. All the cells of an organism mammal.
developed from a single 3. Metamorphosis
fertilized egg cell. 4. Stress the relationship of
3. Embryology is the study of genetics to embryology.
how organisms develop from 5. Gestation periods.
zygotes (fertilized egg cells). 6. Planets and animals begin
4. A growing embryo develops life as embryos.
according to its built-in 7. Learning Packet
genetic instruction. (teacher prepared)
5. A series of orderly changes
occurs with an embryo as it
grows and develops. 0 Examination of a flower
B. Plant Embryology
1. The main parts of a flower
are the sepals, petals,
stamens, and pistils.
2. The stamens and pistils are
the reproductive parts of a
flower.
3. A fruit is a ripened ovary.
4. A plant embryo consists of
four rajor parts: cotyledon,
hypocotyl, plumule, and
rudimentary root.
5. A monocotyledon contains only
one cotyledon; a dicotyledon
contains two cotyledons.
C. Animal Embryology
1. Maw animals pass through
three major stage: in embryonic
development: cleavage,
gastrula, and organ-forming.
2. Cleavage is the splitting, or
dividing, of the zygote.
3. The division of many cells
brings about the development
of a mature organism.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) How Scientist Find Out, A) 1. The embryology of brine

Lotspeich shrimp.
Trees 2. Mathematics of genetics.

B) Student
(See evaluation this guide
"Perceiving Things")

Teacher
1. Note accuracy of
Reference: observations.
Navarra, et....212 2. Assess ability in
pp. 197, 19B, 199 formulating pertinent
data.

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 A) Teaching Methcis
Concepts B) Learning Activities

The Chemistry of Living Thin s

Solutes and Solvents
A. Introduction A) Explanation, Discussion,
B. Solutions Investigation, Review
1. A solution is a mixture 1. Biology, Chemistry, and
composed of individual Physics.
molecules and atoms. 2. Review atomic structure.
2. A solution consists of two 3. Express concentrations
parts: a solvent and a of solutions.
solute. 4. References to experiments.
C. Water, A Solvent 5. Learning Packet
1. Water is an important solvent (teacher prepared)
used for many purposes.
2. An element tends to be
chemically active it its B) Observations and colYection
outermost shell is not filled of data.
with electrons.
3. Water is a polar compound;
the water molecule carries an
electric charge.
4. There are five general types
of solutions: solid into
liquid, gas into liquid, gas
into gas, liquid into liquid,
and solid into solid.
D. Solubility
1. The solubility of a substance
is the specific amount that
dissolves in a given volume
of a solvent.
2. A greater amount of the solute
is likely to dissolve in a
hot solvent than in a cold
solvent.
3. Pressure increases the solu
bility of gases.
4. A saturated solution contains
all the solute it is capable
of holding.
5. A dilute solution contains a
small amount of solute;
a concentrated solution
contains a large amount of
solute.

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 A) Printed
B) l'aldio Visual A) Expected Outcome
Resources C) People Evaluation.-B) Testing Program
D) Places

Learning Center A) Properties of solutions

A) 0.1.012141

B) Students
B) Filmstrips: (See evaluation this guide
Pictorial Chemistry "Perceiving Things")

Teacher
1. Note accuracy of observations.
2. Assess competency in
recording data.
Refe?encei
Navarra, 11A_Alx
pp. 216, 217, 218

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 A) Teaching Methods
Concepts B) Learning Activities

Solution6 in the Body

A. Introduction A) Discuss
B. Colloids 1. Solutions and their
1. A colloid is a dispersion of properties.
tiny particles usually larger 2. The Tyndall effect.
than molecules. 3. Learning Packet
2. Colloidal particles cannot (teacher prepared)
ordinarily be filtered from
the dispersing medium-
3. There are eight kinds of B) Devising of a series of
colloidal suspensions: experiments.
liquid in gas, solid in gas,
gas in liquid, liquid in
liquid, solid in liquid, gas
in solid, liquid in solid,
and solid in solid.
4. Man's body is a mass of
organized colloids.
C. Diffusion
1. A membrane is a thin layer
of tissue that serves as a
covering.
2. Solutions can diffuse, or
scatt3r, through membranes;
collids do not readily diffuse
through membranes.
3. Osmosis is the diffusion
through a membrane into
another fluid.
4. ftbsorption is the taking in
of a substance by another
substance.
5. Adsorption is the clinging of
one substance to the surface
of another substance.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Comparison of solutions,

A) Chemidry colloids, and suspensions.

B) Student
B) Filmstrips: Pictorial Chemistry (See evaluation this guide
"Perceiving Things")

Teacher
1. Observe the students skills
in experimentation.
Reference: Navarra, et. al. 2. Assess competency in recording
pp. 230, 231 and interpreting data.

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 A) Teaching Iethods
Concepts B) Learning Activities

The Digestion of Foods

A. Introduction A) Demonstration
B. Foods and Digestion 1. Artificial digestion of
1. Digestion is the ch .ical fat and egg white.
change of foods into particles 2. Learning Packet
that can be absorbed by the (teacher prepared)
body cells.
2. Such foods as water and
vitamins require no digestion; B) Practical cn the digestive
they diffuse directly into system of E fish.
th blood stream.
3. Fats, proteins, and carbo-
hydrates are broken down
through the digestive process;
they are broken down into
molecules that can diffuse
through the intestinal walls.
4. Hydrolysis is the breaking
down of a compound by
combining it with water.
5. An enzyme is a catalyst that
speeds the hidrolysis of
foods.
6. Glands produce digestive
juices containing enzymes.
C. The Alimentary Canal
1. The alimentary canal consists
of five main parts: the
month, esophagus, stomach,
small intestine, large
intestine.
2. Digestion occurs in the mouth,
in the stomach, and in the
mall intestine.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation D.) Testing Program
D) Places

Learning Center
A) poetical BiolegyatHome,
Savory
Food and Life

Reference:
Navarra, etr al.
pp. 245, 246

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 A) Teaching Methods
Concepts B) learning Activities

The LivijagBjssp_LJere.
Basic Elements of Ecology
A. Introduction A) Discussion, Comparison'
1. Ecology is the study of the 1. Test a soil sample.
interrelationships of living 2. The Biosphere
things to their environment 3. Compare the work ut the
and to each other. ecologist to that of the
2. All living things interact geoloist, meteorologist,
with the nonliving things of and the oceanographer.
their environment. 4. Niches a.:t. basic to a plant
B. The Biosphere and animal: community and
1. Living things and their are highly specialized.
environment are interdependent. 5. Explore the relationships
2. The biosphere is the layer of among ._Aring things and
living matter spanning the the physical conditions
.earth from within its crust of the biosphere.
to its upper atmosphere. 6. Learning Packet
3. Great variety exists among (teacher prJparel)
living organisms.
4. Every plant and animal is
dependent in some way on other B) Reporting on producers and
living organisms. consumers.
5. The highest level in the
organization of living things
represents a web of lift.
C. Producers and Consumers
1. An interplay of matter and
energy holds the web of life
together.
2. Plants aro the food-makers;
animals are the consumers.
3. Green plants manufacture food
by achieving photosynthesis.
D. Ecological Niche
1. Animals within the biosphere
fall into a niche, or job;
a niche represents a way of
living.
2. A niche reflects an animal's
adaptation to its environment.
E. Cycles Within the Biosphere
1. Various cycles within the
biosphere are a part of the
interrelationships among living
things and their environment.
2. Among the important cycles are
the carbon cycle, the water
cycle, and the calcium cycle.
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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Learning Center A) Ecological Succession

A) Livina Community Hirsch

B) Student
(See evaluation this guide
"Perceiving Things")

Teacher
Reference: 1. Assess accuracy of
Navarra, et al observations.
pp. 264, 2 5 2. Competency in recording
data.
3. Ability to formulate
pertinent data

Sta )47

30
 A) Teaching Methods
Concepts B) Learning Activities

The Biotic Community

A. Introduction A) Impression, Educational
1. Plants and animals living Excursions, Discussion
together in the same 1. A community is a group of
environment form a biotic living things.
community. 2. Food habits of various
2. The interaction between living living things.
things and the non-living things 3. Three forms of symbiosis.
of their environment represents 4. Work of the conservationist.
a pattern of activity known as 5. Learning Packet
an ecosystem. (teacher prepared)
B. Life and the Ecosystem
1. There is an interplay of matter, B) 1. Explore plant and animal
energy, and life within an communities.
ecosystem. 2. Communities of living
2. There are aquatic communities organisms in own locality.
and terrestrial communities.
3. One species usually dominates
the other species within a
community.
C. Food For Living Things
1. Living things interact with one
another in their efforts to
obtain food.
2. The food-getting relationships
among the living things of a
community are intricately
joined together in a food web.
D. Friend or Enemy
1. Some relationships among living
things are helpful to the
individual organisms and to the
community.
2. Some relationships among living
things are harmful to individuals;
relationships which harm an
individual organism can be
helpful to a community.
R. Seecessicn
1. Succession occurs when the
balance in nature is upset.
2. There are two kinds of
succession: primary succession
and secondary succession.

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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program.
D) Plar;es

Learning Center A) A pond, a biotic community

A) Livirg_Communitx, Hirsch
Wonders of theAuDrium,
Lavine, Dodd-Mead, 1956 B) Student
(See evaluation this guide
"Perceiving Things'')

Teacher
Note the accuracy of
Reference: observations.
Navarra, et. al.
pp. 278, 279, 280

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232
 A) Teaching Methods
Concepts B) Learning Activities

F. Community Laws
1. Adaptation, succession, and
multiplication all contribute
to the survival of living
things.
2. A community not survive
without a bal,nce in nature.
G. Man and the Community
1. Natural resources are either
renewable or nonrenewable.
2. Man seeks to protect our
natural resources.

Biology in Space
Space and Ecology
A. Introduction A) Stress, Explanation,
B. The Concept of Space Illustration
1. Distances beyond the solar 1. Contributions that the
system are measured in light biologist and the ecologist
years instead of in miles. have made toward manned
2. Space is not empty; it contains space flight.
radiation, atomic particles, 2. Use of current events.
and magnetic fields. 3. Electromagnetic spectrum.
C. Radiation, A Problem 4. Role of biologist and
1. Radiation is constantly ecologist have made in
;streaming through space. space exploration.
2. A band of particles known as 5. Learning Packet
the magnetosphere surrounds (teacher prepared)
the earth.
D. Man in Space
1. An earthlike environment is B) Sun,ary of investigations
necessary for the vurvival of of space flight, radiation
man in space. and other ha- is.
2. Weightlessness is one of the
majo problems of :;pace
exploration.
E. The Search For Life
1. biologists are exploring the
powdbility of extraterrestrial
life.
2. A knowledge of physics and
biochemistry has been applied
to the development of life
detection instruments.

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'33
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation Es) Testing Program
D) Places

Learning Center A) Space exploration

A) America's Ealorers of Snace
Survival On the Moon, Maisak
Soave Pioneers, Norton B) Student
Going_intoaace, Clarke (See evaluation this guide
Into Space with the Astronauts "Perceiving Things")
The Wonderz_of Soace
Rockets_andassles Teacher
SatellituLagskets and Note accuracy of
Outer Space, Ley observations.

Reference:
Navarra, et. al.
Pp. 294, 295,

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 A) Teaching Methods
Concepts B) Learning Activities

Life and Survival

A. Introduction A) Discussion
B. The Closed Ecological System 1. Analogy between the earth
1. Man must establish a closed and a space ship.
ecological system to survive 2. Learning Packet
in space. (teacher prepared)
2. A balanced aquarium is a
closed racolegical system.
C. An Earthly Environment B) Writing a space Story of
1. Scientizi hope to develop a science fiction.
self-sustaining system for
the protection and support of
men in space.
2. A life-support system 1:11-71;
supply the bad.° needs of men:
water, food, and oxygen.

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r"
r, 0
 A) Printed
B) Audio Visual A) F:xpected Outcome
(-
Resources C) People Evaluation. B) Testing Program
0) Places

Learning Center A) 1. U. S. Apollo program.

A) America'. ExolorersoUilace 2. Observation of a closed
Survival on the Moon, Maisak ecological system.
Gpamintoaace, Clarke
ace Pionem, Norton
Rockets and Hisolea, B) Student
Wonder] of the Aquarium, (See evaluation this guide
Lavine, Cod-Mead, 1956 "Perceiving Things")

Teacher
Note accuracy of
Reference: observations.
Navarra, et. al.
pp. 305, 306

S rn 151

236
READING COMMUNITY SCHOOLS

CURRICITAM GUIDE

SCIENCE

HIGH SCHOOL

237
 .-.-

5
k.,..,

a Y .
Y
c+
0
.-t

Virus
Behavior Animals vs. plant- Introduction

Animal Bacteria Solving Biological w

Ecology Classification Problems H
Cycles
Historical
storical
Food Chains Molds, Yeast, ri
Digestion Biological
Distribution o
Algas Problems
0
Circulation Or Structural
Mosses And -<
Transportation Cytology
Mankind Vascular Plants

Respiration Leaves And Basic w

Photosynthesis Functions 0

Heredity Excretion Roots And Stems Biochemistry CD

Sensitivity And Reproduction of 1-4

Phy
Physiological
Coordination Flowering Plants tm
Cytology
t,
Support And e4
Review
Locomotion _Mitosis
Evolution Meiosis
Projects
Reproduction
__ ____
'nd DNA
Exams Embryology Exams RNA

Protozoa Thallophyta Introduction

Chordata --
Porifera Bryophyte
Vertebrate Cells As
-_ Building
Classes Coelenterata Units
t"
H
Platyhelminthes Pteridophyta
Chemicals As
t4
The Building
Spermatophyte
The Human Nemathelminthes Materials
Body cn
C)
Rotifera H
Roots
Bryozoa Stems Life td

Leaves Processes z
Ecology Molluscs a
Flowec..s
Fruits, Seeds t4

Annelids
Elective
Topic Elective
Echinodermata
Projects Topics
__
Exams Arthropods Exams
---,---
S a 1
238
Histology IntnAuction
Mollusca J.
Skeletal System Pisces

Echinodermata
Muscular System Protozoa

Nutrition Arthropoda
Amphibia
Crustacea PorV era
Digestion
Inrcta Cconnterata
O
Reptilia
Respiration Platyheminthes O
Excretion Aves vertebrates 0 F.
Chordata CI
Nemathelminthes
Mammalia
Circulation ProjeAs
Annelida
Anthropology
Exams xares

Destruction Metric
Pre Cambrian Minerals
Forces
--MeavIrementc
Weatheri ;
Paleozoic r)res Conversions

Erosion Stara
Mesozoic Fuels
Galaxies
Sun
Cenozoic Construction Igneous Rocks Planets
Forces
Prehistoric Man Sedimentary
Diastrophism
Space Program
Vulcanism
Mettlmorphic

Atmosphere Conservation
Earth
Physiographic
Air Masses Provinces Topographic Moon
Maps

Weather Oceans Seasons

Lakes 4-Time

Exams YAMS Location

Oceanography
Ss2
239
 .r. u., 1-4
,-.. ,i & ul
t:L
,i

Nat iral
Radioactivity Gas Laws Valence & Bonds Introduction
-- ._
Artificial Molecular Weight Meastrements
Formulas
Radioactivity & Volume Conversions

Relationships
Equations
of Gases
Classification
Equations Of Matter And
:17.'
& Weight Its Changes
Metals Od

Solutions - :.

Alkali Metals Carbon and H

Crystals
--Its Oxides En
Atomic
Ions & Electricity 0-3
S tructw e
Nitrogen
..._
--t-
0-4
Electronic
Hydrocarbons Acids, Banes,
Configuration
Oxygen _Salts
Chemical
Reactions
Halogens _

Organic Periodic
Projects
Compounds Law

Exams Exams

Electrical Charge Density & S. G.

Bohr Introduction
States of Matter
Plank's Constant Fields of Force .'.rchimedes Prin.
Astronomy And
Photons D.C. Current
Potential & Historical Physic:
Statistical Tech.
Ohm's Law Kinetic
Motion
Radiation Energy
Mole Concept
Vectors
Atomic Particles Heat &
Electrochemistry
Temperature Acceleration
Isotop.is .C. Current , .1.1

x
Plcoics Related Motors Gas 0 -4
Motion & Maps
Ma
To Other Science3 Communications c.r:

Laws
Sound H
Circular Motion n
Light
u)
Review Optics Specific Heat Newton's Laws
eflection Calorimetry
Elective Topics
Equilalent of Hea'
Refraction Acceleration
Engines
liffraction
Atomics Review Gravitation
Quantum Theory Conservation
of Mass
LE.xers Exams Momentum
S e a

7 40
 A) Teaching Methods
Concepts II) Learning Activities

LIFE SCIENCE

Unit 1
Introduction
I. The High School Science Lecture
Department

2. Notebook Rules Lecture and Sample Notebooks

3. Project Rules Lecture and Past Projects
as Examples

Unit 2
Cells Read Chapter 1
Lecture, Questions, Discussion
Labs: The Microscope
Human Cell Types (10)

Unit 3
Chemicals of Life Read Chapt,r- 2
Lecture, Questions, Discussion
Demonstrations: Tests for protein,
fats, starches, glucose

Unit 4
Life Processes Read Chapter 3
Lecture, Questions, Discussion
Labs: Observe Living Cultures
Under The Microscope;
SpirogyrP Conjugation Slides

Unit 5
Elective Topics Teacher offers elective topics
for group or groups to choose
from and pArsue based upon
individual interests

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241
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People B) Testing Program
D) Places

B) "Safety in the Biology A) Freshmen Science Orientation

Lab"-F.O.M.
B) "Animal Care in the Lab"-P.O.M.
A) Handout Notes A) Complete Semester Notebook
A) Handout Notes A) Complete Semester Project;
demonstrate ability to solve
scientific problems in an
organized manner.

A) Cell Drawings A) Understand the cell part

B) Microscopic Slides functions and their relationship
B) "How Cells Divide"-F.O.M. to the whole organism.
"Tissue Cultures"-F.O.M. B) Test
B) "D.N.A. A Key To A]1
Life"-Life
B) Cell Model

B) "The /tom "-Life A) Understand that living matter

B) "Chromatography in is made up of non-living matter
Biological Analysis"-F.O.M. B) Test

B) "Loeuwonhock"-E,B.F. A) Appreciation of the 10 life

B) "Life Cycle of a Plant"-E.B.F. functions
B) Movement"-F.O.M. B) Test
B) "The Mechanics of
Sensation"-F.O.M.
A) 10 Life Function Handout Notes

A) Biology, Koober A) Individual or group shows

A) Modern Biology, Moon ability to pursue choo3en
A) Reference Books in interests.
Science Dept. B) Test(s)
A) Library

S s $

242
 A) Teaching Methods
Concepts B) Learning Activities

LIFE SCIENCE

Unit 6
Classification Read Chapter 4
Thallophyta Lecture, Questions, Discussion
Bryophyta Labs: Local Fungi, Algae,
and Moss Specimens

Unit 7
Pteridophyta Read Chapter 5
Spermatophyta Lecture, Questions, DiL,:ussion
Labs: Local and Household Ferns
Bean and Corn Seed Dissection
Examine other seed specimens

Unit 8
Roots Read Chapter 10
Stems Lecture, Questions, Discussion
Leaves Labs: Tropism Experiments
Flowers Geranium Patch Experiment
Fruits and Seeds Transpiration Experiment
Aquatic Plant -U2 Experiment
Seed Germination

Projects Each student is given 7 minutes

io present his semester project
to the class.

Exams

S s 6

2/13
 A) Printed
3) Audio Visual A) Expected Outcome
Resources G) People Evaluation B) Testing Program
D) Places

B) "How Plants Are Classified"-E.B.F. A) Shows appreciation for the

B) "Garolus Linnaeus"-E.B.F. variety of plant sizes,
B) "Bacteria " - E.B.F. complexities and means of
B) ''Fungi and Slime Molds"-E.B.F. carrying on life activities.
B) "Algae-E.B.F.
B) "Bryophytes"-E.B.F.
B) Preserved Specimens
A) Field Guides to Mosses and
Ferns, Science Dept.

B) 'Fern end Fern Allies''-E.B.F. A) Realize the effects of vascular

B) ''Gymnosperms"-E.B.F. tissue upon size
B) 'Vonocetyledons"-E.B.F. A) Realize the advantages of the seed
B) "Dicotyledons " - E.B.F. B) Test
A) Field Guides to Plants,
Science Dept.

A) Van Helmont's Experiment in A) Appreciate the complexity of

"Great Experiments in the plant and the interrelationship
Biology" - Science Dept. of it's parts.
B) "Roots of Plants"-E.B.F. B) Test
B) "Stems of Plantq"-E.B.F.
B) "Leaves of Plants"-E.B.F.
B) "Flowers and Fruits"-E.B.F.

A) Project Rules (previously A) The student experiences a

handed out) challenging and lengthy scientific
B) Past Projects (1) models problem on his own.
(2) charts (3) 35 mm slides B) Teacher evaluates the project
B) Project Books and Pamphlets -
Science Dept.

S s 7

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 Teaching Methods
Concepts B) Learning Activities

LIFE SCIENCE

Unit 9
Protozoa Read Chapter 6
Lecture, Questions, Discussion
Labs: Microscope Protozoa Cultures

Porifera Lecture, Questions, Discussion

Examine Preserved and Conmercial
sponges

Coelenterata Lecture, Questions, Discussion

Lab: Hydra Specimens

Platyheminthes Lecture, Questions, Discussion

Lab: Planaria Beilavior

Nemathelminthes Lecture, Questions, Discussion

Lab: none

Rotifera Lecture, Questions, Discussion

Bryozoa Labs: Rotifera Culture
Bryozoa fossil specimens

Mollusca Lecture, Questions, Discussion

Lab: Clam, optior2i1
Read Chapter 7

Echinodermata Lecture, Questions, Discussion

Lab: Starfish, optional

Arthropods Read Chapter 8

i:cture, Questions, Discus icn
Lab: Grasshopper dissection
Crayfish, optional

S s g
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

B) "How Animals Are B) Test or Quiz

Classified"-E.B.F.
The Protozoa"-E.B.F.
A) "Fieldguide to Protozoa"
Science Dept.
A) "Taxonomic Key to Animals" -
Science Dept.

B) "Sponges and Coelenterates" - B) Test or Quiz

E.B.F.
B) Preserved Specimen Collection

B) Coral Specimens B) Test A) In this lengthy series

B) Preserved Specimen Collection or of units the student
Quiz should appreciate the
phylo-gentic ascent
B) "The Flatworms" as it applies to
B) Preserved Specimen Collection structural changes,
B) Parasite Specimens evolution and compare
these to man from
B) "Roundworms"-E.B.F. B) Test each life function
B; Preserved Specimen Collection or aspect.
B) Parasite Specimens Quiz

B) Review Minor Phyla portion B) Test

of "Roundworm" filmstrip-E.B.F. or
Quiz

B) "Chalons, Tooth Shells, B) Test

etc."-E.B.F. or
B) "Snails and Slugs"-E.B.F. Quiz
B) Preserved Specimen Collection
B) Marine Collection

B) "Sea Stars and Their B) Test

Relatives"-E.B.F. or
B) Preserved Specimen Collection Quiz
B) Marine Collection

B) "Arachnids, Centipedes, B) Test

ani Millipedes"-E.B.F. or
B) "The Crustaceans"-E.B.F. Quiz
B) The Insect Series (12) E.B.F.
B) Preserved Specimen Collection

S s 9

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 A) Teaching Methods
Concepts B) Learning Activities
LIFE SCIENCE

Chordata Read Chapter 9

Lecture, Qrestions, Discussion
Lab: View Aiphioxus Specimens
Perch, optional
Frog, optional

Unit 10
The Human Body Read Chapter 12
Lecture, Questions, Discussion
Labs: Beef Heart Dissection
Beef Lung Dissection
Beef Kidney Dissection
Beef Liver

Unit 11
Ecology Read Chapter 24
Lecture, Questions, Discussion
Fieldtrip

Elective Topics Teacher offers elective topics

for group or groups to choose
from and pursue based upon
individual interest.

Exam

S s 10
247
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation 13) Testing Program
D) Places

B) Skeleton Specimens B) Test

B) Preserved Specimen Collection or
B) Classes of Vertebrate Quiz
Series of E.B.F. Filmstrips

B) "William Harvey"-E.B.F. A) Develop an appreciation of

B) "Circulatory Control"-F.O.M. ones body realizing that man
B) "Smoking And Health"-F.O.M. is the finest of all organisms.
B) Torso, Skeleton, Heart, B) Test
Eye, Ear, Urinary System
models
C) Specimens can be obtained
through a local grocer.

B) Life Filmstrip Series (6) A) Appreciate the complexity

on Ecology of the interrelationship of
D) Possible Fieldtrip Sites living things.
to Ccnsider: School Yard,
Sharon Woods, Cincinnati
Science Center,
Cincinnati Matuve Center

A) Biology, Kroeber, Science A) An oppetunity for an

Dept. individual or group to
A) Modern Biology, Moon, pursue chooser interests.
Science Dept. R) Test(s)
A) Reference Books in
Scienec rcpt.
TO Libraly

248 Ss 11
 1Teaching Aethods
Course Content B Learning Activities

EARTH SCIENCE

Unit I- NefletkrePPIlts A) Lecture

and Conversion from Discussion
the English to Metric Instrumanize of measure
System. B) "Specific Gravity"

Unit II- Astronomy

A. Stara and Galaxies A) Lecture
The Sun and Its Discussion
Planets Use of planetarium
"Solar System
B. Satellites and U.S. 2/11 Lecture
Space Program Discussion
B) "Plotting; Orbits of
Man-Made Satellites"
"Orbit Volocity of
an Earth Satellite"
C. Earth and the Moon A) Lecture
Discussion
Plaaetarinm
B) "Phases of Moon"
"Eclipsoe of Moon and Sun"
D. Earth's Motions, Seasons A) Lecture
Time and Location. Discussion
Planetarium
B) "The Seasons"
"Location and Time on Globe"
"Problems in Longitude and
Time"
"Standard Time"

S s 12
243.
 A) Printed
B Audio Visual A) Expected Outcome
Resources C People Evaluation B) Testing Program
D Places

A) Problems on conversion B) Quiz A) A useful command

using the factor-lable Test of the metric
method. system
A) "The Solar Systems A :B) (.111i2.:Z03
Guide to the Nine Planets" Test
U.S. Air Force
B) "Our Mr. Sun" A) An appreciation of our
C. and S. Boll Telephone universe and its influence
"Man Becomes An Astronomer" upon man
EBF= Encyclopedia Britannia
Filmstrip:
"Tho Starry Universe" - Li2e
"The Sun's Awesome Impact;' - Life

B) "Man Learns To Fly" B) Quiz

"Man in Flight" Test
"Man in Space" EBF
"Flight into Space"
"Flight to Mars"

B) "Man and the Moon" EBF B) Quiz

"Plight around the Moon" Test
B) Relief Globe of Earth
B) Quizzes
Test

A) To appreciate how the earths

position effects man's
environment

S s 13
250
 1Teaching Methods
Course Content B Learning Activities

EARY.11 SCIENCE

Unit I:I- Earth and Its

Land Forms
A. Minerals, Ores and A) Lecture
Fuels Discussion
Samples of minerals and ores
Demonstrations:
1) Geiger-Muller Counter
Radioactive minerals
2) Fluorescent minerals
3) Gem minerals
B) Mineral Set67 Wards
"Hardness Scale of Minerals"
"Properties of Rock-Forming
Minerals"
"Important Metallic Minerals"
"Important Non-metallic Minerals"
B. 'Mocks A) Lecture
Discussion
Rock Samples
B) "Igneous Rocks"
"Sedimentary Rocks"
"Metamorphic Rocks"
Combined study and review
of all rocks and minerals.
C. Topographic Maps A) Lecture
Discussion
Demonstrations-Use of
Sand to show Bending
of Contour Lines.
B) "Introduction to Contour Maps"
"Reading a Topographic Map"

D. Destruction Forces A) Lecture

Weathering and Erosion Discussion
Demonstration-"Hard and
Soft Water"
B) "Action of Ground Water"
"Great Rivers of the U.S."
"Flood Plains ond Bluffs"
"Profiles of Rivers"
"Action of Wind"
`10laciated Region"
'Shore Features"
'Flood Plains, Levees & Swar,,ps"

S s 34

251
 A) Printed A) Expected Outcome
B) Audio Visual Evaluation B) Testing Program
Resources C) People
D) Plae,Js

A) "Petrolzum Pamphlet and B) Quizzes

Charts" American Petroleum Test
Institute A) To identify specimens of
B) "Oil Fr :m The Earth To minerals and ores
You"- Axerican Petroleum
Institute
"How Steel Is Made"
U.S. Steel Corp.
"Ohio ILneral Resources"
Staniard Oil Co.
"The No So Solid Earth"-Life
"The Minerals"-Wards
" Identification of Minorals"-Wards

A) Chart on Types of Rocs I) Quizzes

and They ::' Relationships. Test
B) "The Rocks"41ards Practical Lab Test on
"Igneous Rocks" Wards the Identification of
"Sedimentary Rocks"-Wards Rocks and Minerals.
"Metamorphic Rocks"-Wards

A) Topographic Maps- B) Quizzes

United States Geological Test
Survey. A) To be able to anayze.maps
Chart on Maps

B) "Weathering & Erosion"-Wards B) Quizzes

"Streams & Rivers"-Wards Tests
"Claciers"-Wards

S s 15
252
 A) Teaching Methods
Course Content B) Learning Activities

EARTH SCIENCE

E. Constructional Forces A) Lecture

Diastrophism and Volcanism Discussion
Models
B) "Plateau"
"Folded Mountains"
"Fault and Block Mountains"
"A Volcano"

F. Conservation and A) Lecture

The Physiographic Discussion
Provinces B) "Fhysiographic Features
of the U.S."

Unit IV- Oceans and Lakes A) Lecture

Oceanography Discussion
B) "Ocean Currents"

Unit V- Historical Geology

A. Pre-Cambrian Tine A) Lecture
Discussion
B) "Study of Period Fossils"
B. Paleozoic and osozoio A) Lecture
Eras Discussion
B) "Study of Period Fossils"
C. Cenozoic Era and A) Lecture
Prehistoric an Discussion
B) "Study of Period Fossils"

Unit VI- Atmosphere A) Lecture

Nature of Atmosphere Discussion
Air Masses and Weather Demonstrations
1) Atmospheric Pressure
2) Convection Currents
3) Thermometers
4) Barometers
B) "Distribution of Insolation"
"Absorption and Radiation"
'Relation of Altitude to
Atmospheric Pressure"
"Dew Point"

S s 16
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 A) Printed
B) Audio Visual
Resources C) People A) Expected Outcome
D) Places Evaluation B) Testing Program

B) "Volcanism" -Wards B) Quizzes

"Mountains"-Wards Teets
A) Show appreciation for the
constantly opposing forces at
work upon the earth.

B) "Cloud over Ohio" B) Quizzes

Standard Oil Cc. Tests

B) Hydrographic Globe of Earth B) Quiz

"Lakes and Oceans"-Wards Test
"Project Mohole-Phase One" AO Show an understanding of the
American Petroleum Institute expanse of the earth's watery
"The Miracle of the Sea"-Life surface and the wealth and
opportunity that lies within.

B) "The Earth Is Bore-Life B) Quiz

"Discovering Fossils"-EBF Test
"The Story Fossils Tell"-EBF
B) "The Coming of Reptiles"-EBF B) Quiz A) Show an understanding
"The Rise of Dinosaurs"-EBF Test of the physical and
"Triumph of Dinosaurs"-EBF biological trends
B) "Age of Mammals"-EBF B) Quiz throughout the earth's
"Man Inherits The Earth"-Life Test eras.
"Stone Age People Of Today"-Life

B) Quizzes
Tests
A) Have a working knowledge of the
atmosphere's influence upon man
and how he attempts to predict,
utilize and control it.

S s 17
 A) Teaching Methods
Course Content B) Learning Activities

B.S.C.S. YELLOW
Unit 1
Introduction
1. High School Science Lecture
Department
2. Notebook Rules Lecture and Example Notebooks
3. Drawing Rules Lecture
4. Project Rules Lecture and Past Projects
5. Branches of Science Lecture

Unit 2
Solving Biological Problems Questions on Student
Interpretations of Chapter 1

Unit 3
Historical Biological Problems Read Chapter 2
Discussion, Questions
Selected R-adings
Lab: Spontaneou.s. Generation

Unit 4
Structural Cytology Read Chapter 3
Lecture, DL,cu,,,ic.1, Questions
Selected ReadinLs
Labs, The Micrcmcc;
Student Pigment Charts

Unit 5
Basic Functions Read Chants
Selected Readi4.;
Discus: on, Q1.1. ns

S s 18
 A) Printed
B) A idio Vieual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

B) "Safety in the Biology A) Demonstrate an understanding

Laboratory" F.O.M. of freshmen science program
A) Handout Notes (2) A) Complete Semester Notebook
A) Handout Notes (2)
A) Handout Notes (1) A) Complete Semester Project
A) Handout Notes (1) A) Identify Potential Occupations

B) "Origin of Living Things"-F.O.M. A) Solve selected biological

problems

A) "Great Experiments in Biology" A) Show an appreciation of

p. 106,110,187,189 Paperback previously solved biological
Frentice-Hall problems
A) 'Frontiers of Biology" Paperback B) Test
B) "Pasteur"-E.B.F.
"Leeuwenhock"-E.B.F.

A) "Great Experiments in Biology" A) Realize that the cell is the

p. 3, 6, 9, 12. basic unit of life.
A) "Scientific American", Sept. 61 A) Operation and understanding
of efficient microscopic
A) Life & Properties Notes (1) technique.
A) Protoplasm Notes (1)
A) Cell Drawings (3) B) Test
B) Cell Model
B) "Tissue Culture"-F.O.M.

A) "Great Experiments in Biology" A) Understand selected basic

p. 155 principles of science

B)

S s 19

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 A) Teaching Methods
Course Content B) Learning Activities

BIOLOGY, B.S.C.D. YELLOW

Unit 6
Biochemistry Read Chapter 5
Discussion
Lecture
Demonstration Tests for:
protein, fats, sta...:7hes, glucose

Unit 7
Physiological Read Chapter 6
Cytology Lecture, Discussion, Questions
Labs: Cell and Its Parts

Unit 8
Mitosis Read Chapter 7
Meiosis Lecture, Disucssion, Questions
Labs: Cell Reproduction

Unit 9
DNA Read Chapter 6
RNA Lecture, Discussion, Questions

Unit 10
Virus Read Chapter 9
Lecture, Discussion, Questions

Unit 11
Bacteria Read Chapters 10 & 11
Lecture, Discussion, Questions
Labs: Bacteria

Unit 12
Mold, Yeast and Microbes Read C;la!iter 12
Lector.', DJ.,:cussion, Questions
Labs: Fungi

S s 20
!).5 7
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

A) Handout Notes (5) A) Comprehend that living matter

B) Photosynthesis Model is composed of non-living
B) "Chromatography in Biological matter
Analysis"-F.O.M. B) Te3t
B) "The Atom"-Life

A) Cell Drawing Handout Notes A) Appreciate the complexity

A) "Scientific American" Sept. 1961 of the cell although its the
B) "Cracking The Code of Life" basic unit of structure.
American Cancer Society Movie B) Test

B) Microscope Slides A) Demonstrate understanding of

B) "Maturation of Gametes"-F.O.M. idea that life begets life.
B) "How Cells Divide " - F.O.M. A) Understand necessity of
reduction division.
B) Test

B) "Investigations into Bacterial A) Appreciation of the complexity

Heredity"-F.O.M. of inheritance
B) "DNA - A Key To All Life"-Life B) Test

B) "The Virus: New Discoveries" A) Are viruses the threshold of

F.O.M. life?
"Origin of Living Things"-F.O.M. B) Test

B) Bacterial Microscope Slides A) Understand the nature of

"Bacteria"-E.B.F. diseases and their treatments.
B) Test

B)
B) "How Plants Are Classified"-E.R.F. T
B) "Fungi And Slime Molds"-E.B.F.

Ss 21

Or; R
 A) Teaching Methcds
Course Content B) Learning Activities

BIOLOGY, B.S.C.S. YELLOW

Unit 13
Algae Read Chapter 13
Lecture, Discussion, Questions
Lab: Algae

Unit 14
Mosses And Read Chapter 14
Vascular Plants Lecture, Discussion, Questions
Labs: Mosses, Ferns

Unit 15
Leaves And Read Chapter 15
Photosynthesis Lecture, Discussion, Questions
Bulletin Board
Labs: Leaves

Unit 16
Roots And Stems Read Chapter 16
Lecture, Discussion, Questions
Lab: Roots and Stems

Unit 17
Reproiuction And Read Chapter 17
Developnlont Of Lecture, Discussion, Questions
Flowering Plants Labs: Flowers, Seeds

Review

S s 22
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

B) Microscope Slides A) Understand concept of the trend

B) "Algae"-E.B.F. towards complexity in green
plants.
B) Test

B) "Bryophytes"-E.B.F. A) Asexual reporduction and

"Ferns and Allies"-E.B.F. the significance of the seed
"Gymnosperms"-E.B.F. from "trends" standpoint.
"Monocotyledons"-E.B.F. B) Test
"Dicotyledons"-E.B.F.

A) Leaf Drawings A) See biochemical relationship

B) "Leaves of Plants"-E.B.F. between leaf structure,
B) Leaf Model energy and food
B) Photosynthesis Model B) Test

B) Root Tip Model A) Show understanding of

B) "Roots of Plants"-E.B.F. absorption and conduction
"Stems of Plants"-E.B.F. aspects.
A) Stem Tropism Handout Drawings (4) B) Test
A) Root and Stem Handout Drawings (4)

A) Flower and See Handout A) Demonstrate knowledge of the

Drawings (4) value of the seed and hormone
B) "Flowers and Seeds"-E.B.F. effects.
B) Test

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 A) Teaching Methods
Course Content B) Learning Activities

BIOLOGY, B.S.C.S. YELLOW

Projects Each student is given 7 minutes

to present his semester project
to the class.

Midterm Exam

Unit 18
Animals Compared to Plants Read Chapter 18
Lecture, Discussion, Questions
Lab: None

Unit 19
Classification of Read Chapter 19
Animals Lecture, Discussion, Questions

Unit 20
Digestion Read Chapter 20
Lecture, Discussion, Questions
Demonstrations of Enzyme Actions

Unit 21
Circulation And Read Chapter 21
Transportation Lecture, Discussion, Questions
Labs (3) and Microscopic Slides

S s 24
I A) Printed
B) Audio Visual A) Expectcl Outcome
Resources C) People Evaluation B) Testing Program
D) ?laces

A) Project Rules (previously A) The student experiences a

handed out) challenging and lengthy
B) Past Protects scientific problem on his
1. models Own.
2. charts B) Teacher evaluates the project.
3. 35mm slides
B) Project books and pamphlets
from Science Dept. Collection.

A) 10 Life Function Handout Notes A) Demonstrate the similarities

B) "Homeostatic Relations " - F.O.M. and differences between plants
and animals.
A) Understand Homeostasis
B) Test

A) Handout Sheets on Taxonomy A) Appreciate the phylogenetic

B) "Carolus Linnaeus"-E.B.F. ascent.
B) 'How Animals are Classified"-E.B.F B) Test
B) Preserved Specimen Collection

A) Digestion Handout Drawing A) Understand the chemical

B) Torso aspects of digestion.
B) Test

B) 'William Harvey"-E.B.F. A) Realize the necessity of

B) "Circulatory Control"-F.O.M. circulation to size of
B) Torso organism.
B) Heart V,odel B) Test
B) Microscopic Slides of Blood

Ss 25
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 A) Teaching Method
Course Content B) Learning Activities

BIOLOGY, B.S,C.S. YELLOW

Unit 22
Respiration Read Chapter 22
Lecture, DiscIssion, Questions
Lab: (1) Lung Dissection

Unit 23
Excretion Read Chapter 23
Lecture, Discussion, Questions
Lab: (1)

Unit 24
Sensitivity And Read Chapter 24
Coordination Lecture, Discussion, Questions
Lab: (1)

Unit 25
Support And Locomotion Read Chapter 25
Lecture, Discussion, Questions
Lab: Microscope

Unit 26
Reproduction And Read Chapters 26, 27, 28
Embryology Lecture, Discussion, Questions
Labs: Microscope

Unit 27
Behavior Read Chapter 35
Lecture, Discussion, Questions
Lab: Maze Observations
Aquarium Observations

Ss 26
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 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

B) "Smoking And Health"-F.O.M. A) Understand the difference

B) Torso between breathing and
D) Obtain lung specimen from respiration and principles
grocer of each.
B) Teat

B) Torso A) Show appreciation of the

B) Urinary Model Necessity of excretory
B) Review "Homeostatic Control" - structures increasing in
F.O.M. complexity as organisms do.
B) Test

B) "Photoperiodism In A) Show comprehension of the

Animals"-F.O.M. value of the nervous system
B) "The Mechanics of Sensation"- to the complexity of an
organism.
B) Torso B) Test
B) Skull and Brain
B) Microscopic Slides of Nerve
Cells

B) Skeleton and Muscle Charts A) Demonstrate understanding

B) "Cell Movement"F.O.M. of the trends in locomotion;
B) Microscope Slides, the bone muscle relationship.
3 muscle cell types

B) Zygote Formation Models A) Outline different methods

B) Chick Embryo Specimens Of reproduction and stages
of embryo development.

B) Observe: Fish in Aquarium A) Show understanding of various

B) Observe: Rat or Mouse Maze behavior ranges, complexity,
B) "Biological Societies"-F.O.M. and problems involved.
B) Test

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264
 A) Teaching Methods
Course Content B) Learning Activities

BIOLOGY, B.S.C.S. YELLOW

Unit 28
Ecology Read Chapters 36 and 37
Cycles Lecture, Discussion, Questions
Food Chains Labs
Distribution

Unit 29
Mankind Read Chapter 38
Lecture, Discussion, Questions

Unit 30
Heredity Read Chapters 29 and 30
Lecture, Discussion, Questions
labs: Heredity
Heredity Problem Charts

Unit 31
Evolution Read Chapters 31, 32, 33
Lecture, Discussion, Questions
Labs: None

Exams

S s 28
r;
 A) Printed
B) Audio Visual. A) Expected Outcome
Resources 0) People Evaluation B) Testing Program
D) Places

A) Ecology Handout Notes A) Demonstrate appreciation for

B) "Life In The Ocean"-F.O.M. the complexity of the
"The Miracle of The Sea"-Life interrelationships of living
"The Coral Reef"-Life things.
"The Woods of Home"-Life B) Tests (2)
"The Desert"-Life
"The Tundra"-Life
"The Rain Forest"-Life

B) "Man Inherits The Earth"-Life A) Demonstrate appreciation for

"Stone Age People Of Today" - the magnitude of manes
Life problems.
"Evolution Today"-Life B) Tests
"Anthropology"-F.O.M.

B) "Gregor Mendel"-E.B.F. A) Show comprehension of the

B) Review "Investigations Into mechanics, results and
Bacterial Heredity"-F.O.M. significance of heredity.
B) Test (2)

B) "Charles Darwin " - E.B.F. A) Detail the factors underlying

See the E.B.F. series of evolution, variations, and
6 filmstrips involving anthropology.
prehistoric life.
See filmstrips under Unit 29

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Course Content A) Teaching Methods
B) Learning Activities

ADVANCED BIOLOGY

This course is a 10th grade The basic theme of the course is

elective but is highly recommended to help the student to fully
to be part of all academic or appreciate his fine body and mind
college bothiu students. The by cac.paring himself to lower
prerequisite is Biology and forms studied within the
instructor approval. The course is phylc-genetic ascent of this
one r:redito five periods per course.
week. The first semester deals with
the lower animals, zoology and the
second semester with nan, to
include anthropology, anatomy
and physiology.

Unit I INTRODUCTION
1. Introduction Lecture
2. Review 10 Life Functions Lecture
3. Origin of Life. Lecture
Reference

Unit II
PHYLUM PROTOZOA Lecture
Lab: Ameba
Paramecium
Euglena
Stentor

Unit III
PHYLUM PORIFERA and Lecture
PHYLUM COELENTERATA Lab: Hydra
Preserved Specimens

Unit IV
PHYLUM PLATYHELMINTHES Lecture
Lab: Planaria Tropisms
Preserved Specin2ns

S s 30

26 7
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Flaceo

Handout Notes Student Orientation

Handout Notes (1) 10 Life Function Quiz
Test and AWB Chapter #1 Origin of Life Quiz
"Origin of Life" Fihmtrip-F.O.M.
"Virus" Filmstrip-F.O.N.

Handout Notes (3) Chapter #3 AWB Quiz

Filmstrip -"Protozoa"- EBF Chapter #5 AWB Quiz
Protozoa Drawing Protozoa Test
A) Develop an lindersEanding of
protozoa as the basis of
animal life, land formers,
and parazites
Handout dotes (5) Porifera and Coelenterate Test
Filnstrip "Porifera and A) Show the spccializM-Aon of
Coelenterate"- EBF cells and its effects on
Sponge Drawing higher phyla
Hydra Drawing

Handout Notes (3) Chapter #10 AVB quiz

Filmstrip The EDF Chapter #11 and 12 AWB Quiz
Pleneria Drawing Platyhelminthes Test
Fluke Cycle Drawing A) Understand the complexity
and involvement of parasites
A) Emphasize the appearance of
organs and systems and its
impact on higher phyla

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Course Content A) Teaching Methods
B) Learning Activities

ADVANCED BIOLOGY

Unit V
PHYLUM NEHATHELMINWES Lecture
Lab: None
Preserved Specimen

PHYLUM ANNELIDA Lecture

Lab: Earthworm
Preserved Specimens

Unit VI
PHYLUM MOLLUSCA Lecture
Lab: Clam
Shell Collection
Preserved Specimen

Unit VII
PHYLUM ECHINODERMATA Lecture
Lab: Starfish
Preserved Specimens

Unit VIII
PHYLUM ARTITROPODA Lecture
Lab: Grasshopper
Crayfish
Insect Collection
Preserved Specimens

Unit IX
INVERTEBRATE CHORDATES Lecture
Lab: Amphioxus
Preserved Specimens

S s 32
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Handout Notes (1) Roundworm Quiz

Filmstrip: 'Roundworms " - EBF A) Emphasize principles of
parasitology

Handout Notes (3) Earthworm Drawing Quiz

Filmstrip: "Segmented Worms"- EBF Annolida Quiz
Earthworm Drawing Roundworm and Annelida Test

Handout Notes (3) Clam Drawing Quiz

Filmstrip: "Snails and Slugs"- FBF Mollusca Test
"Chitons and Clans" - EBF
Clam Drawing

Handout Notes (3) Starfish Drawing Quiz

Filmstrip: 'ntarfish and Echinodermata Test
Relatives"- EBF
Starfish Drawing

Handout Notes Chapter 24 Text Quiz #1

Filmstrips: (14 EBF) Chapter 22 AWB Quiz #2
4 on Insects Chaptor 25 Text Quiz #3
8 on insects Orders Chapter 26 Text Quiz #1
1 on Arachnids etc. Chaptor 23 AWB Quiz #5
1 on Crustaceans Crayfish Drawing Quiz #6
Crayfish Drawing (1) Grasshopper Drawing Quiz #7
Grasshopper Drawing (2) Arthropoda Test

Handout Notes (2) Amphioxus Drawing Quiz

Filmstrip: None Inwrtebrato Chordate Test
Amphioxus Drawing
Clasens Drawing

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270
Course Content A) Teaching Athods
B) Learning Activities

ADVANCED BIOLOGY

PROJECT 'AM
Each student gives a 7 minute
presentation to the class. The
top ten in each course goes to
the Reading High School Science
Fair.

EXAI4 WEEK

Unit X
CLASS PISCES Lecture
Lab: Yellot Perch
Preserved. Specimens
Fish Bulletin Board

Unit XI
CLASS AMPHIDIA Lecture
Lab: Frog
Plastic Specimens
Preserved Specimens

Unit X11
OIASS REPTILIA Lecture
Lab: Nene
Preserved Spocimens

Unit XIII
CLASS AVES Lecture
Bulletin Board
Lab: None

S s 34

f) 7 I
 A) Printed
33) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Handout Notes (3) Porch Drawing Quiz

Filmstrips: Pisces Quiz
4 Fish- EBF A) Transition from Invertebrate
Movies to Vertebrates
2 Fish- Ohio Dept. Nat. Res.
Porch Drawings (2)

Handout Notes (3) Frog Brain Drawing Quiz #1

Filmstrip, -Viphibians"- EBF Frog Urogonital Drawing Quiz #2
6 Frog Drawings Frog Embryology Drawing Quiz #3
Frog Internal Organs Drawing
Quiz #1
Frog Muscles Drawinz Quiz #5
Frog Skeleton Drawing Quiz #6
fizgohibia Test
A) Transition from water
to l&nd

Handout Notes (2) Roptilia Test

Filmstrips: (6 EBF) A) Emphasize the significance of
"Crocodilians" the egg upon a completely
"Snakes" terrestrial 1ifo
"Lizards"
3 Fossil - Reptiles

Handout Notes (3) Bird Drawing Quiz

Filmstrips: Voluntary Bird Tost
5 Birds Avos Test
( ) Movies (O.D.N.R.) A) Stress adaptations or
1 Quail or M. Dove specializations
1 Ducks
Bird Drawing (1) Ss 35

272
Courso Content A) Teaching Methods
B) Learning Activities

ADVANCED BIOLOGY

Unl t XIV
CLASS MAITAL and Lecture
ORDER PRIMATES Lab : Nono

Unit XV
ANTHROPOLOGY Locturo
Lab : None

Unit XVI
HISTOLOGY Lecturo
Lab Coll Slick's

Unit XVII
BONES Lecture
Lab : Human Skoloton

Unit XVIII
MUSCLES Locture
Lab : Nono

Unit XIX
VITAMINES and III/H,RALS 1,3cture
Lob Nono

Unit XX
DIGESTION Lo c tura
Lab t Boef Stomach
Torso Modol

S s 36

273
 A) Printed
B) Audio Visual A) Expected Outcome
.11sources C) People Evaluation B) Testing Program
D) Places

Handout Notes (2) 13 Orders Quiz

1 Mammals Mammal and Primates Test
1 Primates A) Aress effects of arboreal
Filmstrips (EBF) life upon structure
6 Mammals
Movies (0.D.N.R.)
2 Mammals

Handout Notes (3) Anthropology Quiz

Opaque Projection of Anthropolo&v Test
Anthropology and Primates
Bulletin Board
Anthropology Filmstrips (4)
"Anthropology"-F.O.M."Evolution Today"-EBF
"Man Inherits The Earth"-"Stone Age
Handout (1) People"-EBF Histology Test
Skin Filmstrip'by Jergens
Lotion Co.

Handout Notes Bone Test

Skull Drawing 1)

"Coll MOvemont" Muscle Test

Wall Charts - Muscle
Handout Notes (4)
Head Muscle Drawing (1)

Handout Notes (1) Vitamin Test

Handout Notes (0) Digestion Test

Demonstrations
ges ti Ilizynen

S s 37

274
Course Content A) Teaching Methods
B) Learning Activities

ADVANCED BIOLOGY
Unit XXI
RESPIRATION and EXCRETION Lecture
Lab: Beef Lung and Kidney

Unit XXII
CIRCULATION and BLOOD Lecture
Lab: Beef Heart

Unit XXIII
PLAN A:
2nd Semester Biology Projects
Plan B:
Genetics

FINAL E7A1 S

S s 33

275
 A) Printed
( B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Program
D) Places

Handout Notes (0) Respiration and Excretion Test

Torso Model
Urinary Model

Handout Notes (1) Circulation Test

Heart Model
"William Harvey" Filmstrip EBF
"Circiaatory Control" Filmstrip FOM

S s 39

97n
 A) Teaching Methods
Course Content B) Learning Activities

CREnSTRY

Unit I- Basis of Chemistry

A. Science of Chemistry A. Lecture
Systems of Measurement Discussion
Conversion Demonstrations
B. Lab Check In
Graduated Test tube and
Specific Gravity
B. Classification of A. Lecture, Discussion and
Matter and Its Changes Demonstrations
B. Bunsen Burner and Glass-
working
Chemical Changes
Unit II- Organization of
Chemistry.
A. Atomic Structure and A. Lecture, Discussion and
Electronic ConfigaTation Demonstrations
B. Properties of substances.
Formation and decomposition
of compounds
B. Periodic Law A. Lecture, Discussion and
Demonstrations
B.' Prep. and Prop. of Oxygen
Combustion and Dust Explosions

Unit III- Chemical Formulas A. Lecture, Discussion, Demonstrations

and Yquations.
A. Valence and Chemical Bonds B. Prep. and Prop. of Hydr^gen
Systematic Naming of
Compounds

B. Formulas and Composition B. Distillation and Purfication

Indicators and Yater of
Crystallization

C. Chemical Equations P. Wrogen and Carbon

1. Ordinary as reducing Agents
2. (xidation-Poinetions
D. Equations and Their Wight
Relationships

277 S s 40
 A) Printed
B) Audio Visual
A) Expected Outcome
sources C) People Evalution B) Testing Program
D) Places

A. "History of Measurement"
Ford Motor Co.

B. Unfinished Rainbows" B. Quizzes

AlcoaAlumiuum Test
A. Be efficient in converting and
measuring in both the metric
and English systems. Show an
understanding of matter and its
ability to change chemically.

B. Test

A. Practice sheets for

electrc placement
B. "Man Discovers the Atcn"- EBF B. Quizzes
"Our Friend the Atom"- EBF -est
"Atomic Orbital :art"- Cenco
"The Atom " - Life A. Show an understanding of the basic
°Atom Chart structure of the atom and be able
Denpyer-Gepport" to apply this information towards
B. "Periodic Table" Canco det,rmining the principles that
can Leo extracted from the periodic
B. Test table.

A. Practice sheets for ionic B. Quizzes

valence, formulas, ard Test
nAming,sof compounds

B. Test

A. Practice sheets for B. Quizzes

writing and balanning Test
equations
B. Test
A. Bo able to properly write and
name formulas.
A. Be able to properly write and
balance equations.

S s 41
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 A) Teaching Methods
Course Content S) Learning Activities

CHEMISTRY

Unit IV- Solutions, Ions, and A. Lecture, Discussion, Demonstrations

Equilibria.
A. Solutions and Crystals E. Cation Analysis
Titrations:
Acids vs. Bases
AgN01 vs. NaC1
Solubility Curves
B. Ions and Electricity B. Cation Analysis
C. Acids, Bases, Salts B. Cation Analysis
and Oxides Prep. of Acids and Bases
D. Principles of Chemical E. Cation Analysis
Reactions Electromotive Series
UnitV-Behavior of A. Lecture, Discussion and
Gases Demonstrations.
A. Gas Laws B. Cation Analysis
B. Molecular Weight and B. Cation Analysis
Volume Relationships
of Gases
Unit VI- Carbon and Its A. Lecture, Discussion and
Compounds Demonstrations
A. The Forms of Carbon B. Cation Analysis
and Its Oxides
B. Hydrocarbons B. Anion Analysis
C. Classes of Organic B. Anion Analysis
Compounds Preparetion pf soap
Unit VII- Nuclear Chemistry A. Lecture, Discussion and
A. Natural Radioactivity Demonstrations
B. Anion Analysis
Plateaus of GM Counter
Absorption of Radiation
B. Artifical Radioactivity R. Anion Analysis
Changing Concepts In
Science: Aristotle
Newton
Einstein

S s 42
279
 A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation 13) Testing Program
D) Place

A. Mimeo sheets on B. Test A) Show an understanding of

concentrations of the principles involved and
solutions operation of: preparing solutions,
pH meter and titration.
B. Quiz
B. pH Meter and its use. B. Test

B. Test

A) Be able to understand
B. Test and solve gas law
B. Test problems.

A. Mimeo sheets for B. Quizzes A) Be able to write and

practice in identify organic
nomenclature, as compounds.
well as writing
formftlas from names
A. Practice sheet on B. Test
.tluing lbutuoo
A. Mimeo Sheets on ol-)ration
of Geigqr- Muller Tube
And Counter
B.
oMystery of Tine" B. Quizzes
Moody Cnionre TuutAAAAA Test

A) Show an understanding of
ewtioucLivity and the operation
of the Goigor MUllor counter.

S s 43

280
 A) Teaching Methods
Course Content B) Learning Activities

CHEnSTRY

Unit VIII- Families A. Lecture, Discussion, and

Demonstrations
A. Metals and Alkali B. General Unknown
Metals
B. Nitrogen Family B. General Unknown
C. Oxygen Family B. General Unknown
D. Halogen Family B. Prep. and -'rop. of Chlorine
Prep. and Prop. of Bromine
Prep. and Prop, of Iodine

281 S s 44
I
A) Printed
B) Audio Visual A) Expected Outcome
Resources C) People Evaluation B) Testing Prograr
D) Place

B. Test A) Show understanding of

B. Test the preparation and
B. Test properities of the
halogens.
B. Test A) Show the utilization of
the principles and
Exam techniques in determining
unknowns.

S 45
282
Course Content ,,A. Teaching Methods
13.-rearnin6Acti'vities

PHYSICS
let Weok

Introduction Lecture
Science Discussion in class
Magic Stress importance of
Religion native language as a
Historical tool for thinking
Purpose of Physics
Methods
3 Levels of thinking
Facts
Priaciples
wrlys of thinking
Quantitative ao ofposed to qualitative
Relation to althematics
Physics & the Univorso
Sciontific Revolution

2nd Week

Astronomy 1. Photographs cf Star Trials

Historical Physics 2. Photographs of Constellations
1. Stars 3. Exporinont with Gnomon'
a. notion 4. Problems
b. constellations a. Metric 3-yet/Bra:it/ye to
c. Earth and Sun English system
2. ristanco b. Dimensional Analysis
3. Tine 5. Handout shoots
4. Measurement 6. Domonstration of Stroboscope
a, distance 7. Graphing
b. tine 3. Point out common exporiences ro-
c. mass lativo to courso content
d. tepporaturo
5. Dinansions
6. Aristotlo
Ptolemy
Copernicus
7. Volocity

S s 46
83
Resources se Printed Evaluation
b. Audio Visual a. Expected Outcome
c, People b, Testing Program
d. Places

Paper tacks Students are expected to begin to

Newspaper articles think about science in different
Study sheets light
Text
Test over discussion

Paper backs-- -A. Str.donts are expected to have

Iteopornican Revolution a working ability with Metric
Thomas Kuhn . System. Understand:
1. Time
2, Distance
3. Light Year to small dis-
tances

B. Poet over Ibtric System and

Dimensional Analysis

S s 47

`284
Course Content A. Teaching Methods
B. Learning Activities

PHYSICS

3rd to 5th Week

Motion Demonstration of inclired plane

1. Distance relative to Time Experiment
2. Vector e: Scalar Quantities Problems
3. Critical View cf Vectors
a.-Sam direction
-opposite right angles
-Law of Sines
-Law of Cosines
-Bearing
L. GalileoAcceleration d

5. Graphing, Acceleration, Velocity

6. Proportionality, Constant

5th to 10th Weeks Demonstrations

1.Nomentum
Force and Momentum 2.Focce
a. Laws of motion 14.th mass as factor c.Circulor notion
b. Circular motion- 1Lnplo harnonic Experiment circular motion
motion Problems concerned with aspoc.,; of
c. flewtonis three laws force montum
d. ;.cceleration as change in Exooriment
direction 1. Hooks Law
e. Newton's universal law of 2. Pendulum
gravitation
I. Galileo
2. Tycho Brahe
3. Kepler
Three irris of univcr6o
4. Christian Huygens
5. Newton
f. Conservation of
1. Mass
2. Momentum
g. Significance of mentioned
in "0 above

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285
Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c. People b. Testing Program
d. Places

Film - Frames of Reference-Modern Students are expected to:

Learning Aids 1. Comprehend significance of
Galileo's work
Paper backs 2. Understand Laws of motion
1. Physics the Pioneer Science, 3. Solve problems concerning sit-
by Lloyd Taylor uations involving motion
2. The Birth of a New Physics, 4. Test on Vectors, Velocity,
Bernard Colen Acceleration
3. Reference-
a. History of Mathematics
edited by James R. Newman
b. Great Books

Pape?: back-Birth of a New Physics- Students are expected to resolve pro-

Bernard Cohen blems into specific parts in dealing
with physical systems concerning forces
Library references and momeLtum.
1. Great P':,oks
2. Phy neer Science, Lloyd Solve prof elms concerning Force and
Tay,. Momentum.

Test over:
1. Force and Momentum
2. Circular motion
3. Mid-term test over entire material
covered to date.

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Course Content A. Teaching Methods
B. Learning Activities

PHYSICS

2nd Ten Weeks

11th Week

Review every aspect of Notes

a. Astronomy
b. Motion Problems
c. Vectors
d. Momentum Discussion
e. Force
Demonstration:
Newton 1. Wind Tunnel & Air Foil
2. Density
Conservation of
a. Energy
b. Momentum
c. Mass

Introduce Density and Specific

Gravity

Introduce Matter, Solids, Liquids,

and Gases

Archimedes Principle

Bernoulli's Principle

12th-13th Week

Potential and Kinetic Energy Demonstration

Significance: Experiment equating Ep Ek to prove

a. Social conservation of energy with pendulum,
b. Historical inclined plane, spring & Hooke's Law

Problems illustrating F
P
&Ek

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Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c, People b. Testing Program
d Places

Handout sheets a. Refresh principles stressed during

1st quarter.
b. Test on Qualitative Aspects of
Matter

Illustrative Students are expected to comprehend

Material-Magazines E & Ek Quantitatively and Qualitatively

Handout sheets Test on Ep 6 Ek

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Course Content A. Teaching Methods
B. Learning Act/ities

PHYSICS

14th Week

Heat Demonstration of Air 'thermometer

a. Form of Energy
b. Qualitative- Problems
1. temperature
2. Fahrenheit Lecture
3. Celsius
4. Kelvin Demonstration of Expansion of air to
deduce absolute temperature scale
Development of Kelvin scale
in depth

15th-16th Week

Ideal Gas Law and Kinetic Molecular Demonstration

Theory of Cases
Laboratory experiment on pressure ol
Law of: gas
a. Charles
b. Gay Lussac Problems
c. Boyle

Universal gas constant

Avagadro's Number Gas Law as

Energy Pressure (atmospheric
pressure and weather)

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f
Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c. People b. Testing Program
d. Places

Handout sheets Students are expected to understand and

comprehend tie origins and significance
of Temperature

Quiz on temperature - conversion and

comparison of temperature F S C.

Handout sheets Students are expected to comprehend

significance of Ideal Gas Law
Magazine articles applied to chemistry as well as Physics

Teat over applications of Gas Laws

and Gas Constant

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Course Content A. Teaching Methot:s
B. Learning Activities

PHYSICS

17th-18th Week

.74itept of heat capacity and Laboratory - Calorimetry experiment

pitecific heat
a. Heat capacity of metal Problems
b. Heat of fusion of ice
Lecture
Point out:
Corre'ation of cnergy, Gas Law
and Calorimetry

Enthropy - defined
Enthalpy

Mechanical equivalent of heat - Joule

Engines-
Carnot Cycle

19th-20th Week

Review entire main stream of physics Primary-Discussion

from Motion to Calorimetry stressing
concepts and universal constants Secondary-Lecture
from the historical approach.
Time also to allow flexibility or
more difficult aspects.

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Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c. People b. Testing Program
d. Places

Handout sheet Students are expected to be experi-

mentally proficient and conceptually
Library References aware of heat capacity

Test over heat caoicity

Handout sheets Organize development of physics

historically and summarize big
ideas

Semester Final-Comprehensive

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'ourse Content A. Teaching Methods
B. Learning Activities

PHYSICS

20th-30th Weeks

Electricity Experiment with

A. Qualitative S Historical 1. electroscope
1. Early history 2. Van Der Graaf generator
a. charge 3. magnets
b. electroscope
1. induction Problems concerning quantitative
2. conduction asrects of fields and currents and
B. Quantitatively :':fination of units.
1. Fields
a. gravitational
b. magnetic
c. electrical
2. Current-D.C.
3. Unit of charge-the Coulomb
4. Unit of Intensity-intensity
5. Unit of potential difference-
volt

23rd Week

OHM's Law introducv.e. Experiment-Electrolysis

The Mole Concept and Avogadro's Problems dealing with Electrochemistry

Number

Electrochemistry

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Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c. People b. Testing Program
d. Places

Handout sheets Students are expected to comprehend

significance of electricity in daily
living

Test over Problems

Handout sheets Teat over OHM's Law and Electrolysis

Periodic Table

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Course Content A. Teaching Methods
B. Learning Activities

PHYSICS

24th-25th Week

Consideration of interreldtion of Experiment-A.C. Current

chemistry and physics and the role
of electricity in both quantitative Demonstrations
sciences a. motor
b. t.v.
Introduction of the Atom c. Crooke's tubes

A.C. Current Experiment with circuits

a. Volt
b. OHM Problems
c. Amphere
d. Watt

Common experience with electricity

a. motors
b. radio
C. t.v.
d. communication

26th-27th Week

RADIANT ENERGY
Light & Sound Experiment-demonstration of sound
a. waves
1. sound Experiment with mirrors
2. optics
a. reflection Problems concerning waves and use of
b. refraction mirrors
c. diffraction
d. mirrors

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Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c. People b. Testing Program
d. Places

Material from Bell Telephone, Students are expected to grasp the

General Electric importance of electricity both
theoretically and practically
Handout sheets
Work problems concerning household
current and circuit problems

Test over household problems and

mole concept and communication

Handout sheets Test over fundamentals of sound and

optics

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Course Content A. Teaching Methods
B. Learning Activities

PHYSICS

28th30th Week

The Atom Demonstration

a. Greek view 1. Wave Theory of light
b. Dalton 2. Crookes tube and electron discharge
c. Rutherford 3. Bohr's study of hydrogen wave
d. Bohr length with diffraction gcadient
e. Einstein problems

Light-Energy

Quantum Theory

Review

31st Week

Continuation of Bohr Atom Demonstration of Photoelectric effect

Planck's constant
Problems
Compare classical Newtonian Physics
with "modern" Quantum physics Lecture

Introduce Photons & Matter

Photoelectric effect

Statistical techniques-
1. emphasize
2. increasing
3. importance of mathematics

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Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c. People b. Testing Program
d. Places

Handout sheets Students are expected to understand the

development of "Modern" science

Qualitative test over history of atom

and light as energy

Quarter test

Handout Sheets Test on qualitative discussion of atom,

photoelectric effect
Text

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Course Content A. Teaching Method
B. Learning Activities

PHYSICS

32nd Week

Nucleus of atoms Lecture

a. composition
b. changes in composition Demonstration of radio activity and
c. N/P ratio isotopes
d. Radiation
1. Measurement Problems concerning radiation
a. Curie
b. Roentgen

33rd Week

Particles Discussion and problems on half-life

Inverse Square Law

Half life-Isotopes

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r Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c. People b. Testing Program
d. Places

Literature from A.E.C. Students expected to understand funda-

mental principles of radiation and
Handout sheets its significance in modern application

Test over Quantitative aspoota of N/P

radio, radiation and half-life

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300
Course Content A. Learning Activities
B. Teaching Methods

PHYSICS

34th-35th Week

Review all that has been covered Lecture

Emphasis on: Class discussion

a. big ideas
b. men and their work
c. developme,.: of modern thought
d. relationship to biology, chem-
istry and significance of
mathematics

36th-40th Week

This period is reserved for flex-

ibility in schedule, special topics
for which students have interest

Demonstration and emphasis on what is

currently going on in physics and in
space

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 Resources a. Printed Evaluation
b. Audio Visual a. Expected Outcome
c. People b. Testing Program
d. Places

Magazines Students are expected to begin to

realize the wLat, why, and how the world
Literature from industry theyknow is and has developed aad
hopefully tale= less of it for granted

Exam

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