DOCUMENT RESUME

ED 055 819 SE 012 223

AUTHOR Lett, Rosemary, Ed.TITLE Science, A Teacher's Guide, Grades 4-6.INSTITUTION Buffalo Public Schools, N.Y.PUB DATE 69NOTE 47p.

EDRS PRICE MP-$0.65 HC-$3.29DESCRIPTORS Curriculum; Curriculum Guides; *Elementary School

Science; Scientific Concepts; *Teaching Guides

ABSTRACTThis teacher's guide to science in grades 4, 5, and 6

in the Buffalo Public Schools, New York, lists content areas for eachgrade level. Concepts or understandings to be developed for eachcontent area are listed. Appropriate text and teacher guide pages aregiven to the science series developed by Herman and Nina Schneider toreinforce these broad objectives and relationships. (BB)

0,--farMallOOserwommtr05.

U.S. DEPARTMENT OF HEALTH.EDUCATION SI WELFAREOFFICE OF EDUCATION

THIS; DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT POINTS UF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESEN r OFPCIAL OFFICE OF EDU-CATION POSITION OR POLICY

%HUMNA TEACHER'S GUIDE

GRADES IJ I= M

BUFFALO PUBLIC SCHOOLS BUFFALO NEW YORK

DIVISION OF CURRICULUM EVALUATION AND DEVELOPMENT

1969

BUFFALO PUBLIC SCHOOLSBUFFALO, NEW YORK

Superintendent of Schools - Dr. Joseph Manch

Board of Education

Dr. Bernard S. Rosenblat, PresidentGeorge F. Goodyear, Vice-President

Joseph E. MurphyDr. George E. BlackmanDr. Matt A. GejewskiAnthony J. NitkowskiCarmelo A. Parlato

Prepared Under the Direction of:

Alfred J. Naish

Director of Science

Editor

Mrs. Rosemary Lett

Division of Curriculum Evaluation and DevelopmentDr. Frank J. Dressler -- Associate Superintendent

2

FOREWORD

The Elementary Science Guide represents a departure from

traditional curriculum guide approaches. Teachers will recognize

quickly that this guide does not list the content areas to be

covered at each grade level. Instead it lists general concepts

and understandings which children need to learn. The teacher

is called upon to use the texts, his own experiences and the

experiences of the pupils in order to develop these concepts.

The Elementary Science Program emphasizes the methods that

scientists use in gathering and working with information.

These include the skills of observation, analysis and predic-

tion. Greater stress is also given to an activity approach

where children learn by using all their senses.

This Guide is tentative. Comments and suggestions will

be welcomed from teachers and parents throughout the school

year. A Curriculum Committee will review these suggestions

and make changes that are deemed necessary.

Joseph Manch

Superintendent of Shools

CONTENTS

GRADE FOUR Page

Foreword 1

Introduction 4

Course Content

The Insect World

Plants and Seeds

Molecules of Matter

Causes of Weather

5-6

7

8

9

Climate and Living Things 10

Water and Living Things 11

Force and Moving Things 12

Machines and Power 13

Earth, Moon and Space 14-15

GRADE FIVE

Course Content

The Weather Forecast 16-17

Earth and Space Navigation 18-19

Matter and Energy 20

Mechanical and Heat Energy 21

Chemical and Nuclear Fnergy 22-23

Electricity 23-24

Your Body and Growth 25

Animals on Our Planet 26

Plants on Our ?lanet 27

Geelogy: Earth's Forces 28

Conservation: Soil and Water 29

Geology: Mineral Treasures 30

- 2 - 4

CONTENTS

GRADE SIX Page

Course Content

Basic Chemistry 31-32

Sunlight and Life 32

Prehistoric Life 33

Sound Waves 34

Sound and Communication 35

Light Waves 35-36

Optical 1,91,struments 37

Radio an Television 37

The Nervous System 38

Astonomy: Time and Space 39

Theories of Astronomy 40

Oceanography and Engineering 41-42

5

INTRODUCTION

To achieve the goal of developing in the child an understandingthat science involves everything around us, teachers should strive toinstill in children skill in developing a growing awareness of theirconstantly changing environment, its interdependence and interrela-tionships between living things and their environments. The childwill begin to realize he is a complex being playing his part in thecomplex structure of the world.

The tools of the scientist, observation, collection, organizationand interpretation of data, collection and classification of specimenswith recognition of relationships and patterns, and experimentationare fascinating to even the youngest child.

The following guidelines are intended as statements of the broadconcepts to be gained by the children in grades K-6.

Children could arrive at the basic understandings through adiscovery of causes, relationships and effects. Learning of certainfacts is very necessary in science to explain and support thesemajcr concepts. However, stressing of minute details does not guaranteea child's understanding of a concept and its relative value in theworld.

The science series by Herman and Nina Schneider has been care-fully selected as the text to be followed in the K-6 program. It isurged that the preface material to the teachers' guide be carefullyread since it provides a launching platform for the program.

Specific aims for each unit are clearly listed according to pageson which they are presented. General suggestLons of methods, correlatingmaterial and procedures are given. Naturally, the jt;dgment of theteacher is needed to decide whether or not certain material andactivities are suitable for fulfilling the needs of a particular class.Definitely optional material is listed at each grade level in thefollowing printed guide. This guide summaT-izes specific aims asbroad objectives and relationships. Reference is given to pages whichpresent the specific material to aid in developing the broad concepts.

Each text contains supplemental inserts referred to as ProcessBlocks. They provide for added activities involving the processeswhich scientists utilize. Creativity and independent thought will befurthered through their use, where and when applicable. The teacher'sguide explains each thoroughly.

- 4 - 6

GRADE FOUR

THE INSECT WORLD

GENERAL CONCEPTS

Reinforce conceptsdeveloped in previousgrades.

Insects are the largestand most widespread group ofanimals. (3/4 of all animals)

Insects have become adaptedto their particular environmentalmost everywhere on earth.

Insects have particularphysical and biologicalcharacteristics whichseparate them from all otheranimal groups. Such charac-teristics are useful forclassification purposes.

Great numbers of insectssurvive since each type laybmany eggs in different placesand have natural camouflagecharacteristics.

Insects have their ownsystem of communication andof locating each other.

Certain insects have adaptedto community living and aretermed social insects.

REFERENCES

References to textand teacher's guide.

T. - Text pagesG. - Guide pages

G. - 381

T. - 1G. - 363

T. - 4-8, 9-12G. - 367-69

T. - 13, 16-17G. - 369-71

T. - 14-15G. - 369-70

T. - 19-23G. - 372-74

The Insect World (Cont.)

EVERAL CONCEPTS

Insects serve man in manyways, yet some can causegreat damage.

Scientists have developedmethods of controlling harm-ful insects. Caution must beexercised so as to not killhelpful insects or birds.(Balance of nature preserved)

REFERENCES

T. - 25-28G. - 372, 374-76

T. - 25-28G. - 372, 374-76

Mst insects are dependent on T. - 25-27plants for their food. G. - 374-75

Observation and collectionof insects and their immediateenvironment broadens a child'sunderstanding of nature.

T. - 2-3, 24, 29G. - 364, 373-74

PLANTS AND SEEDS

GENERAL CONCEPTS

Flowering plants produceseeds. Seeds differ indifferent plants.

Each plant and flower hasparts which serve definitefunctions in its life and theprocess of reproduction.

Many plants are dependenton insects for aiding inpollination. Pollen may betransferred in other ways.

Man eats different partsof different plants.

All seeds contain a youngplant and stored food.

REFERENCES

T. - 30-31, 37-39,40-45, 48

G. - 384

T. - 32-34, 37-39G. - 384-85

T. - 34-35,48 #1 & 2

G. - 386

T. - 39-40G. - 386

T. - 42-45G. - 387

Some plants may be grownfram parts other than the T. - 43

seed. G. - 387-89

Seeds are adapted forvarious methods of disposal.

T. - 46-47G. - 389-90

10

MOLECULES OF MATTER

GENERAL CONCEPTS

Matter takes up spaceand has weight.

A, molecule is the smallestsingle particle of a sub-stance that possesses the pro-perties of that substance.

Molecules are constantlyin motion.

REFERENCES

T. - 54-56G. - 398

T. - 57G. - 400-2

There is a relationshi0between temperature changeand molecular motion. Achange in the state of matteris the result ef the change in T. - 58-63,the motion of the molecules in 70-73the matter and the space between G. - 401-03,molecules. 423

Molecules behave differently T. - 64-69in different states of matter. G. - 404-06

We need molecules of oxygenin order to live.

Air takes up space.

The striking of air moleculesagainst a surface causes airpressure.

T. - 74G. - 409

T. - 76-77G. - 410

T. - 78-83G. - 410-18

1 1

CAUSES OP WEATHER

GENERAL CONCEPTS

Changes in the weather arethe result of changes in theamount of heat from the sunthat reaches the earth, themovement of the atmosphere(winds), and changes in theamount and state of theweather in the atmosphere.

Weather is the condition ofthe atmosphere for a short

Air and water temperaturechanges occur at differentrates when exposed to thesame amount of sunlight.

The principle of the watercycle is important in under-standing the variations inweather.

Different forms of precipi-tation are the result ofair temperatures.

The causes of a greatvariety of weather phenomenacan be explained.

REFERENCES

T. - 92-94G. - 426-27

T. - 94-103G. - 427-30

T. - 112, 118-21G. - 431-4, 436

T. - 112-120G. - 431-36

T. - 115-17G. - 435-36

CLIMATE AND LIVING THINGS

GENERAL CONCEP1S REFERENCES

:There are regions of extremeheat and cold on earth due tothe tilt of the earth on its T. - 125-28,axis and revolution of the 131-45earth around the sun. G. - 445-46

Climate is the averagecondition of the atmosphereaver a long period of time.Many factors determine theclimate of a region.

Animals, including man,have adaptations for livingin their particular environment.

T. - 131-45,156-57,167-71

G. - 446-49,452-53, 454-55

T. - 146-54G. - 449-53

Since animals depend onplants for food, nature hasprovided for plant adaptations.This helps show the interde- T. - 150-54,pendence of plant and animal 158-61life. G. - 452-53

Scientists have divided theearth into broad climaticzones. Within these zonesthere are variations that arecaused by geographio features.

The topography and latitudeof a region determine the typesof plants and animals found inthat region.

All maps show some distor-tion of the earth's forms. Theglobe is the most accurate repre-sentation.

T. - 164-66G. - 454

T. - 167-71G. - 454-55

T. - 129-30G. - 446

13

-.1SORM71-S1r

WATER AND LIVING THINGS

GENERAL CONCEPTS

Living things need waterto sustain life.

Water has properties whichidentify it.

Water can exist in threestates. The liquid state ismost useful.

Plants and animals arecomposed mainly of water.

Water serves a multitudeof purposes for animals andplants.

Protoplasm (living substance)is composed chiefly of waterand is generally contained inunit packages calledcells.

Water is utilized in everysystem in the human body.

An awareness of the functionsand operation of the respira-tory and circulatory systemsincreases the understanding ofhow our bodies work.

REFERENCES

T. - 175-76G. - 462-63

T. - 177-78G. - 462-63

T. - 177-79G. - 462-63

T. - 180-81G. - 464-65

T. - 181-87,178-79

G. - 462-66

T. - 188-94G. - 466-68

T. - 194-209G. - 469-73

T. - 194-209G. - 469-73

4

FORCE AND MOVING THINGS

GENERAL CONCEPTS

All types of travel(orluotion) involve threebasic factors:

1. a force2. something to push against3. a resistance that is

less than the force

Friction is the name givento Che resistance of one objectrubbing against another.

Scientists have discoveredmethods of reducing friction.

The presence of friction isoften an advantage to man.

REFERENCES

T. - 220-24, 235G. - 481, 484-85

T. - 223-24G. - 481-82

T. - 224-31G. - 481-83

T. - 232-34G. - 483

Newton's Third Law ofMotion is easily illustratedin water transportation. Thisprinciple has been applied to T. - 235-51aeronautics in the construction G. - 484-98,of different types of aircraft. 503

GENERAL CONCEPTS

MACHINES AND PCWER

Energy is the ability todo work. Work is done whena force (push or pull) movessomething.

Muscle power was the firstsource of energy used by man.

Man discovered bow he coulduse natural sources of energy(wind, water) to do his work.

Scientists have developedengines and motors which usedifferent forms of energy tooperate machines.

Engines and motors aid manin producing food, clothingand shelter.

REFERENCES

T. - 255-56G. - 506-07

T. - 255-56G. - 506-07

T. - 256-70G. - 507-11

T. - 264-79G. - 511-14

T. - 274-79G. - 513-15

EARTH, MOON AND SPACE

GENERAL CONCEPTS

The universe encompassesall that exists. "Theuniverse consists of allknown and unknown mass inany form and the emptyspace between.

All bodies in space havedistinguishing characteristics.

Measuring devices arenecessary tools of the astronomerto understand spatial relation-ships.

REFERENCES

Throughout Unit

There is an orderly patternof motion among heavenly bodies.Some bodies and their motionhave an effect on the earth.Some motions may be observed; T. - 286, 290-92,

others, because of distance are 292-5

too infinitesimal to see. G. - 525-31

Rotation and revolution aremotions distinct from one another.Our time units are derived fromthe periods of the earth'srotation and revolution.

The number of daylight hoursand the directness (angle) ofthe sun's rays cause variationsof the heating effect of the sun.

T. - 290-91G. - 526-29

T. - 297, 299-300G. - 531-32

Earth, Moon and Snace (Cont.)

GENERAL CONCEMS

The difference between theforce of gravity on the moon andon the earth has produced manydifferences in the physicalcharacteristics of ehe earth andthe moon.

Natural forces on the earth'ssurface or in its atmosphereproduce continual physical changesof the earth's surface.

The effect of the moon'sgravitational force on theearth appears in the presenceof predictable tides.

Through the centuries somewater animals have adaptedto living without water alongthe seashore between high tides.

Knowledge and timing of tidesare important to many ofman'sactivities involving the seas.

REFERENCES

T. - 297-300G. - 531-32

T. - 301-02

T. - 303-09G. - 532-33

T. - 306-07

T. - 308G. - 532-34

18

GRADE FIVE

19

THE WEATHER FORECAST

GENERAL CONCEPTS

Reinforce conceptsdeveloped in previousgrades.

The terms climate andweather are different inmeaning.

The factors which influenceweather are interdependentrather than isolated.

Weather plays a major rolein everyday life. Certainoccupations are more dependenton weather reports and fore-casts than others.

Scientists have developeddevices that enable meteoro-logists to study weather factorsand provide for long-range fore-casting.

Great differences in temper-ature at the poles and theequator contribute to the originof winds.

Weather instruments constructedin the classroom are not scienti-fically and mathematically accuratebut are capable of showing changes.

-16 -

REFERENCES

References to textand teacher's guide.

T. - Text pagesG. - Guide pages

Entire Unit

T. - 1

T. - 1-3,30-33

G. - 397-99,406708

T. - 6-19G. - 400

T. - 8-9, 22-23,27-28

G. - 400, 402-03,405-07

20

The Weather Forecast (Cont.)

GENERAL CONCEPTS

Weather is the change inthe earth's atmosphere in aparticular region over 4short period of time.

The atmosphere, severalhundred miles in depth,possesses different character-istics at different heights.

Changes in the atmosOherecan be measured by instru-ments, recorded manually orautomatically and then inter-preted by meteorologists.Predictions of future weatherconditions are made from thedata obtained.

The water cycle has a majorrole in the causes of Changesin the weather.

Observation, recording andreading of data improve thechild's perception andskills in interpretation.

- 17-

REFERENCES

T. - 13-23G. - 401-04

T. - 13-19G. - 400-02

Throughout Unit

T - 19-301G: - 402-07

Entire Unit

i 21

EARTH AND SPACE NAVIGATION

GENERAL CONCEPTS

Nsvigation in space isbased on our knowledge of theearth and space and requiresthe use of mathematics andspecialized instruments.

There are visible proofsthat the earth is a sphere.

Navigators used theirknowledge of stars andconstellations to determinetime, place and direction.

A knowledge of prevailingwinds and ocean currents isimportant to navigators ofaircraft and ships.

Magnetic forces differ framgravitational farces.Magnetism may be attraction

or repulsion; gravity canonly be attraction. Sub-stances can change fram amagnetized to demagnetizedstate.

Latitude and longitudesimplify the location of points

on a globe.

Conditions change as wemove fram the surface of theearth into ocean depths or throughthe atmosphere and into space.

Instruments that measure thesechanges are used in undersea orspace navigation.

18

REFERENCES

T.

G.

T.G.

G.

T.

G.

T.

G.

T.G.

- 39-43- 416-18

- 41- 416

- 44-48- 418-19

- 49-50,- 419-20

- 52-57- 420-21

- 60-66- 422-24

70

ro-,4W4.

Earth and Space Navigation (Cont.)

GENERAL CONCEPTS

Instruments have beendeveloped to measure heights,depths and distances beyond thephysical reach of man.

Gravity is a universalforce. All bodies exert thisforce upon one another. Theamount of the force depends onthe mass of each substance andthe distance between the bodies.The force of gravity betweentwo objects never becomes zero.

The layers of the atmospherepossess different characteristics.

Navigation In space involvesexact calculations of the effectof the force of gravity.

- 19 -

REFERENCES

T. - 61-63G. - 422

T. - 67-71G. - 423-24

T. - 67G, - 423 -24

23

MATTER AND ENERGY

GENERAL CONCEPTS

Abstract reasoning powershould be developed in thisunit.

Energy is the ability todo work.Work is accomplished only

if there is motion.

There are different formsof energy.

Energy (mass-energy)cannot be created or destroyed;it can only be changed fromone form to another.

Matter and energy areinterrelated.

Matter is the term for allsubstances of the world. Allmatter is made Op of particlescalled molecules which inturn are made up of atoms.

The attraction between likeand unlike molecules holdsmatter together. The force ofattraction is not the same forall molecules.

- 20-

REFERENCES

T. - 83G. - 430

T. - 83-84G. - 430

T. - 84-88G. - 430-31

T. - 89-91G. - 431-32

T. - 89-91G. - 431-32

T. - 92-97

i 24

MECHANICAL AND HEAT ENERGY

GENERAL CONCEPTS

Mechanical energy usuallyhas its origin in anotherform. Heat energy is oftentransferred to mechanicalenergy.

Scientists have developeddifferent units and devicesfor measuring heat energyand temperature changes.

Mechanical energy resultswhen molecules of an objectmove together as a group.

Heat is a form of energyresulting from the motion ofmolecules.

Heat has an effect onmolecular motion.

Heat and zemperature,th.lugh related, have separatemeanings.

Temperature is the measure ofhotness or coldness of a sub-stance.Heat is the total energy

of the molecules due to theirmotion.

Scientists continue experi-menting to determine the bestmethods of transferring oneform of energy to another toprovide the greatest efficiency.

REFERENCES

T.

G.

* T.

G.

T.

G.

T.

G,

T.

G.

- 101-02,121

- 440-41,446-47

- 103-04,115, 116

- 440-41,443-46

- 100-04- 440-41

- 105-10- 441-43

- 105-10- 441-43

110-13,

437 picture

T. - 114

T - 117G. - 446-47

* Optional - Kelvin Scale, conversions between temperature scales.Celsius preferred name for Centigrade Scale.

- 21 - 25

%!1`.4Fe'w, .

CHEMICAL AND NUCLEAR ENERGY

GENERAL CONCEPIS

A chemical change occurswhen atoms in a material areseparated, combined with otheratoms or shifted from onemolecule to another.

Chemical and nuclear energyare two of the most Importantforms of energy.

During oxidation,energy isreleased. During photosynthesis,energy is absorbed.

High-energy substances make,chemical changes rapidly, low-energy substances are difficultto change.

One of the most importantchemical changes occurs withinour bodies.

Each atam has a definitestructure. Nuclear changesrelease nuclear energy.

Scientists have learned thatby fission or fusion, nuclearenergy can be released asheat, light and other forms ofenergy and put to use.

- 22-

REFERENCES

T.G.

T.

G.

T.G.

- 129-32- 455-56

- 132-33,- 456-58

- 134- 457

135

T. - 131G. - 455-564 492-93

: T. - 136-40G. - 458-60

T. - 140-43G. - 460-62

26

Chemical and NUclear Energy (Cont.)

GENERAL CONCEPTS

(See Chapter 3 for mass-energy)

Scientists use term mass-energy rather than each separ- 2.ately since they have a directrelationship.

ELECTRICITY

Electricity, in order to beput to use, must be convertedinto another form of energy.

Scientists have discovereda way for electrons to flowfrom one atom to another througha conductor. This flaw is anelectron current or electricity.A complete circuit is necessaryfor the electrons to flow.

Two main types of electri-city are static and current.

Electricity may be obtainedfram a variety of sources.

Electrical quantities aremeasured in units called amperes,volts, watts.

* Math treatment of electrical power optional

- 23 L-

REFERENCES

T. - 143G. - 461-62

T. - 146-47G. - 468-69

T.

G.

T.

G.

G:

T.

G.

- 148-51,165-66

- 468-71,476-77

- 150-53- 471-73

- 152-59- 471-76

- 159-60- 476-

161,

Electricity (Cont.)

GENERAL CONCEPTS REFERENCES

Numerous types of switchesaid man in controlling the T. - 162-64,flow of electricity. Some 168-69are designed as safety devices. G. - 478-80

Good conductors (usuallymetals) are needed to carryelectricity from place toplace.

Good insulators increasethe safety factor in everydayusage of electricity.

Safety rules and precautionsshould be observed when workingwith electricity.

T. - 167-68- 479-80

T. - 168-69G. - 479-80

YOUR BODY AND GROWTH

GENERAL CONCEPTS

Everyone grows at a differentrate. At 5th grade levelgirls'tend to grow more quickly.Later boys catch up and surpassgirls.

The human body consists ofseveral systems includingcirculatory, digestive, skeletal,muscular and respiratory. Allbody systems have definitefunctions and work'together.

REFERENCES.

T. - 173

Throughout Unit

In every cell, there is a*constantly occuring chemicalchange. This change produces T. - 182, 191energy needed to operate other G. - 490,systems. 495-96

Nutrients in food groupscontribute to growth and T. - 182, 190-98functioning of different G. - 492-93,systems. 495-99

We need a balanced diet tosupply all the nutrientsneeded by the body.

Energy value in food can bemeasured in units of heatcalled calories.

Glands in our bodies producehormones which influence therate of growth and activity ofthe body.

- 25 -

T. - 190-200G. - 495-500

T. - 198-200G. - 498-500

T. - 201-G. - 500-01

f

ANIMALS ON OUR PLANET

GENERAL CONCEPTS

Scientists follow a systema-tic pattern in classification.

REFERENCES

T. - Throughout Unit,237

G. - 521

Living things are classified T. - 207-10by structural similarities. G. - 507-09

Each group is further classi-fied according to distinguishingcharacteristics.

Scientists have classifiedthe thousands of different kindsof animals on earth.

Recognition and knowledgeof group differences increasesman's understanding of thecomplexity of nature and ofour total environment.

26,

T. - example214, 217,.219, 224, 227

G. - 510-15516-21

T. - 225G. - 512-13

-

PLANTS ON OUR PLANET

GENERAL CONCEPTS

Scientists hava classifiedplants into numerous groups.The two broadest groups areseed-producing plants andplants that do not produceseeds.

All animals are directlyor indirectly dependent onthe growth and reproductionof plants.

Knowledge of the parts andfunctions of a seed-producingplant helps illustrate howplants grow and reproduce.

Tbere are great distinguishingfeatures among plants whichmake seeds, those that do notmake seeds and the lower plants.

Plants and animals haveundergone continual changessince life began on earth.

REFERENCES

T. - Throughout UnitChart, 263

G. - 536-37

T. - 244-50G. - 529-30

- 27-

Throughout Unit

31

GEOLOGY: EARTH's FORCES

EN§ELRA CONCEPTS

The earth is constantlyundergoing changes.

REFERENCES

T. - 267-68G. - 545-46

Natural forces produce T. - 269-72,energy which create changes 279-81,in the earth's topography. 287-91

G. - 545-47550-52

Constructional and destruc-tional forces operating overmillions of years have resultedin today's earth's topography.

Scientists have developeddevices to measure thestrength or effects of manyof the forces.

T. - 272-79G. - 547-50

T. - 283-84G. - 551

The three main groups ofrocks display unique charac-teristics and help reveal the T. - 287-91,history of the earth. Nan has 294-301learned to use rocks or products G. - 552-53,produced from rocks. 556-60

The age of the earth, itsbasic composition, and climaticfeatures over the centuries arefactors that have caused dif-ferences in the types of rockfound in various regions ofthe world.

- 28 -

T. - 299-301G. - 559-60

; 32

CONSERVATION: SOIL AND WATER

GENERAL CONCEPTS

Conservation is the wiseuse of all our naturalresources.

Unchecked, some naturalforces cause extreme destruc-tive changes in two of ournatural resources; Aoil andwater. Man, through neglector lack of knowledge, contri-butes to these.destructivechanges.

Man has learned to preventmany of these changes or torepair damage already done.Conservation procedures provide-for both.

Every individual is dependenton soil and water; everyindividual should assume someresponsibility toward conserv-ing them.

Knowledge of the sources ofwater help man in providingfor its wise use.

Problems dealing with water,its supply and purity, increaseas the population and demandincrease.

- 29 -

REFERENCE

T. - 310G. - 567

T. - 311G. - 567-68

T. - 312-20G. - 568-71

T. - 320-25G. - 571-73

T. - 326-27G. - 573-74

'33

'1.

GENERAL CONCEPTS

GEOLOGY: MINERAL TREASURES

Minerals may be organic(coal, oil) or inorganic(metal) compounds.

REFERENCES

T. - 331-33, 336-37G. - 580-83

Ores are minerals which T. 331, 341-42,

contain one or more valuable 344-45

metals or nonmetals. G. - 580-815585-86

Certain minerals are usedas nuclear fuels that are asource of nuclear energy.

Man has devised methods ofobtaining and effectivelyutilizing miaerals found in theearth.

T. - 334-40G. - 5&0-84

T. - 338-40, 342G. - 582-85

Minerals have formed bynatural processes that tookplace over long periods of T. - 343

time. G. - 585-86

34

BASIC CHEMISTRY

GENERAL CONCEPTS

Reinforce conceptsdeveloped in previousgrades.

Matter exhibits physical andchemical characteristics thatenable man to classify andstudy it in an organized manner.

The physical state of asubstance (solid, liquid, gas)depends on the degree of motion(kinetic energy) of the moleculesthat make up the substance.

In physical changes the mDtionand/or position of molecules ischanged. In chemical changesthe structure of molecules ischanged.

The molecule is the structuralunit of all substances. Moleculesare made up of one or more atoms.An atam is made up of electronsmoving around a nucleus that isalmost always made up of neutronsand protons.

An element consists of atomsthat are all alike. A compoundis made up of two or more kindsof atoms chemically combined.

- 31-

REFERENCES

References to textand teacher's guide.

T. - Text pagesG. - Guide pages

T. - 4-6G. - 432-33

T. - 6, 14-20G. - 432, 436-37

T. -

G. - 433-34

T. - 7-11G. - 433-35

Basic Chemistry (Cont.)

GENERAL CONCEPTS

Chemical tests make itpossible for the chemist toanalyze or classify unknownsubstances.

The results of research inthe field of chemistry haveproduced many new substancesuseful to man.

SUNLIGHT AND LIFE

Green plants have theability to use energy fromthe sun to combine non-livingsubstances to make sugar.This is called the processof photosynthesis.

Plants have the ability toconvert glucose into othernutrients.

There is an interdependenceof all living things on earth.The food for all living thingsdepends on the process ofphotosynthesis. All food chainsstart with green plants.

The materials from the earthahd air that"aie used by greenplants are used over and overagain in continuous cycles.

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REFERENCES

T. - 21-39G. - 438-43

T. - 48-56G. - 450-54

T. - 56-61G. - 450-56

T. - 62-63G. - 456-57

T. - 64-71G. - 457-60

37

PREHISTORIC LIFE

GENERAL CONCEPTS REFERENCES

By studying fossils,geologists have traced thegeologic history of theearth.

The ability of a livingthing to adapt to changes in T. - 75-82

its environment has played 86-91the principal role in sur- G. - 466-68vival of the fittest. 469-70

Radioactivity is used todate fossils, rocks and theartifacts left by ancientman.

Geologists have divided thehistory of the earth intolarge ttme divisions callederas. Duriug each era certaintypes of plants and animalwere dominant.

Paleontologists have studiedthe evidence of ancient civili-zation and have traced thehistory of man from the prtmitivehunter and wanderer to modern man.

- 33 -

T. - 84-85G. - 468

T. - 86-97G. 469-72

T. - 94-97G. - 471-72

SOUND WAVES

GENERAL CONCEPTS

Sounds, a form of energyproduced by vibratiag objects,travel through matter in theform of waves.

The pitch of a sound dependson the frequency of vibration.Loudness depends on the amplitudeof vibration (energy) of thevibrating source.

Sounds can be reflected,amplified and absorbed in varyingdegrees. The amount of soundenergy that is absorbed orreflected (echoes) by a materialdepends on the nature of thematerial.

Human sounds are produced bythe larynx and are controlledby mmscles in the mouth, throatand chest. We can hear a limitedrange of sounds.

The energy of a sound waveis transmitted from molecule tomolecule of the substance carryingthe sound.

REFERENCES

T. - 101-03G. - 478-79

T. - 105-17G. - 480-82

T. - 126-27G. - 484

T. - 110, 118-19G. - 481-83, 397

T. - 120-25G. - 483-84

V.

SOUND AND COMMUNICATION

GENERAL CONCEPTS REFERENCES

Equipment has been devisedto allow widely separatedpeople to communicate witheach other.

Sound energy is used tocontrol.electrical energywhich is sent over wiresand converted back to soundor mechanical energy.

It is possible to storemessages for future use bymeans of devices such astape recordings and phono-graph records.

The exact nature of lightis still unknown.Light is a form of energy

that shows characteristicsof both particles and waves.

Other forms of energy.canbe transformed into lightenergy. Light energy can betransferred to other forms.

The color of light dependson the frequency of the lightwaves. The brightness dependson the amplitude of the waves:

LIGHT WAVES

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T. - 130-31G. - 490-91

T. - 132-49G. - 490-95, 488

T. - 145-49G - 493-95

T. - 510-55G - 500-01

T. - 165, 189G. - 501-02, 507-08

T. - 167-68G. - 501-02

40

Light Waves (Cont.)

GENERAL CONCEPTS

White light may be separatedinto the colors of the solarspectrum.

Not all light is visible.Infrared and ultravioletradiation are useful to man.

Light travels at the rate of186,000 miles per second.

Materials are transparent,transluscent or opaque to light.

Images in smooth surfaces areseen by reflected light.

Objects have the color of thelight that they either reflector transmit.

Light energy is converted toheat energy when it is absorbedby a material.

- 36-

REFERENCES

T. - 169-71G. - 502-03

T. - 172-74G; - 502-04

T. - 175-76G. - 504-05

T. - 179-80G. - 505 -

T. - !81-83G. - 506-07

T. - 185-88G. - 508

T. - 89G. - 508

I 41

GENERAL CONCEPTS

OPTICAL INSTRUMENTS

Almost all optical instru-ments contain lenses ormirrors which are used toproduce images that arelarger than the images seenwithout the instruments.Some instruments store theimages on tape or film.

Optical instruments are thetools of the astronomer,medical men, communicationpersonnel and persons in avariety of other fieids. Manuses lenses directly toimprove his eyesight.

RADIO AND TELEVISION

44 wire through which anelectric current is flowing issurrounded by a magnetic field.

When a wire is moved througha magnetic field an electriccurrent is generated in the wire.

If the current in a wire variesthe electromagnetic field aroundthe wire is sent out into spaceas electromagnetic energy in theform of waves.

Radio and television transmitterssend out electromagnetic energywhich is picked up by receivers,amplified and changed to sound orlight energy.

- 37 -

REFERENCES

T. - 219G. - 529-30

T. - 220

T. - 221-23

T. - 226-31

42

THE NERVOUS SYSTEM

GENERAL CONCEPTS

Each of our sensory organs isadapted to receive stimuli fromour environment.

Impulses or messages areconducted over nerves fromthe sensory organs to the brain.

Nerves in the brain transfermessages from sensory nerves tomotor nerves.

Messages from the brain tothe muscles and glands arecarried over motor nerves.

It takes a measurable timefor messages to travel througha nerve c;rcuit.

REFERENCES

7. - 236-60G. - 539-46

T - 262G. - 546-47

T. - 262, 266-67G. - 548

T. - 263G. - 548

T. - 267-68G. - 549

The brain is made up of threeparts that control the associative,motor and automatic functions ofthe body.

-38 -

43

ASTRONOMY: TIME AND SPACE

GENERAL CONCEPTS

There is an orderly patternof motion of celestial bodiesin the skies. The patternsof the apparent daily motionof the sun, the motion of themoon and the apparent north-southmotion of the sun are usedto give us our time units of theday, month and year.

The revolution of the eartharound the sun together with thetilt of the earth's axis causesseasons.

Observations made by.astronomershave resulted in the replacementof once accepted hypothesis aboutthe structure of the universe bynew hypotheses, theories and laws.

It is possible to explain andpredict lunar and solareclipses by using now acceptedexplanations of the motion ofthe sun, earth and mbon.

Changes in the motion andbrightness of the planets can beexplained by use of the solarsystem theory.

Astronomical distances areso great that large measur-ing units have been devised.

Distances in space can bemeasured by the process oftriangulation and the use ofscales and mathematics.

- 39-

REFERENCES

T. - 284-90,293-94, 304-08,

G. - 557-60,560-62,565-68, 573

T.

G.

- 286-90- 558-60

T. - 291.92, 295G. - 560-61, 562-64

T - 297-99G. - 563-65

T. - 299-302G. - 565-66

T. - 313G. - 568-70

T. - 309-12G. - 568-70

4 44

THEORIES OF ASTRONOMY

GENERAL CONCEPTS REFERENCES

Discovering patterns ofrelationships in carefullycompiled data proved thekey to Kepler's discoveries.

The invention of anddevelopment of the moderntelescope increased theability of astronomers tostud,y objects in the skiesand formulate astronomicaltheories.

Many objects that aresmaller than planets are knownto exist in the solar system.

Newton's law of gravity andhis laws of motion are used toexplain the patterns of motionof objects in space.

There is an unending searchfor knowledge regarding theorigin and structure of theuniverse. Scientists continuegathering data to test old andnew hypotheses.

At present, travel to solarsystems beyond our solar systemseems unlikely, but informationin the form of radio waves isbeing received from outer spaceand is being interpreted byastronomers.

- 40-

T. - 318-19, 323G. - 576-79

7. - 320-22G. - 576-78

T. - 334-35

T. - 324-333G. - 578-81

T. - 334-39G. - 581-82

T. - 339G. - 581-82

45

OCEANOGRAPHY AND ENGINEERING

GENERAL CCNCEPTS REFERENCES

Oceanography is the studyof the oceans and oceanbasins.

Oceanography is not anisolated science. Geologists,engineers, paleontologistsand many other specialistscontribute to its findings.

The presence of valuableminerals in seawater has beendetermined by chemicalanalysis. At present, mostmethods for fhe removal ofthese minerals are too costly.

Oceans influence climate,the shape of the earth'ssurface (topography). Theysupport abundant forms of lifeand help determine man's activities.

The ocean becomes more tmportantas man explores it as a sourceof food, fresh water and mineralsfor the world's expanding popula-tion.

Animals in the oceans aredependent on small green plantsfor their survival. (Review foodchains)

- 4.1 -

T. - 347-48G. - 590-91

T. - 348-52G. - 590-91

T. - 348-50G. - 590-91

T. - 349-54G. - 590-91

f 46

Oceanography and Engineering (Cont.)

GENERAL CONCEPTS REFERENCES

The floor of the ocean is beingexplored by means of reflected soundwaves and underwater craft. Thisexploration is necessary in thesearch of minerals and in orderto plot the surface of the floor T. - 350-51, 354,of the ocean as an aid to under- 377

water navigation. G. - 589-90, 592

Ocean currents are studied togain information about their causes,to study their effects on climateand to aid in shipravigation.

- 42-

T. - 354-57G. - 590-92

47