DOCUMENT RESUME

ED 390 651 SE 057 034

AUTHOR Perry, Phyllis J.

TITLE A Teacher's Science Companion.
REPORT NO ISBN-0-07-049519-X
PUB DATE 94
NOTE 225p.
AVAILABLE FROM TAB Books Division of McGraw-Hill, Inc., Blue Ridge
Summit, PA 17294-0850 (clothbound:
ISBN-0-07-049518-1; paperback: ISBN-0-07-049519-X,
$14.95).
PUB TYPE Guides Classroom Use Teaching Guides (For
Teacher) (052)

EDRS PRICE MFOI/PC09 Plus Postage.

DESCRIPTORS Astronomy; Biology; Botany; Chemistry; Elementary
Secondary Education; Ethology; Geography; Geology;
*Hands on Science; Marine Biology; Paleontology;
Physics; *Science Activities; *Science Experiments

ABSTRACT
The purpose of this guide is to highlight some broad
areas in which teachers and other adults have exceptional
opportunities to encourage and enjoy teaching children science. Each
area in the book provides some hands-on ideas for projects as well as
an annotated list of readily available resources that might prove
helpful on the topic at hand. The resources include numerous print
materials and selected videos, tapes, kits, and models, as well as a
listing of agencies, magazines, or other references where additional
information may be secured. Activities described are in the following
areas: physics; chemistry; biology; botany; ethology; geology;
paleontology; astronomy; geography; cartography; marine biology; and
exploring science through writing, art, one's senses, and in the
library. Contains an index and a glossary (JRH)

Reproductions supplied by EDRS are the best that can be made

* from the original document. *
********************************************************************;:**
 ANL

I in
--
JAA
(,)

'9 4 J11111_ 1 11

U S DEPARTMENT OF EDUCATION
Office of EduCalional Research and !moo:A.0,MM "PERMISSION TO REPRODUCE THIS
EDUCATIONAL RESOURCES INFORMATION
MATERIAL HAS BEEN GRANTED BY
CENTER (ERIC)
O This document has been reproduced as
received from the person or organization
originang it I
o Minor changes have been made to
improve reproduction quality

Points of view or opinions slated in this TO THE EDUCATIONAL RESOURCES

document do not necessarily represent
official OEFII unsituir or policy INFORMATION CENTER (ERIC)

113Y
A Teacher's
Science
Companion
A Teacher's
Science
Companion
Dr. Phyllis]. Perry

TAB Books
Division of McGraw-Hill, Inc.
New York San Francisco Washington, D C Auckland Bogota
Caracas Lisbon London Madrid Mexico City Milan
Montreal New Delhi San Juan Singapore
Sydney Tokyo Toronto
©1994 by Phyllis J. Perry.
Published by Tab Books, a division of McGraw-Hill, Inc.

Printed in the United States of America. All tights reserved. The publisher
takes no responsibility for the use of any materials or methods described in this
book, nor for the products thereof.

1 2 3 4 5 6 7 8 9 0 DOH / DOH 9 9 8 7 6 5 4
Library of Congress Cataloging-in:Publication Data
Peny, Phyllis Jean.
A teacher's science companion I by Phyllis J. Perry.
p. cm.
Includes index.
ISBN 0-07-049518-1 ISBN 0-07-049519-X (pbk.)
1. ScienceStudy and teaching. 2. ScienceExperiments.
3. Science projects.
(2181.P355 1994
507.1'2dc20 93-43620
CIP

Acquisitions editor: Kimberly Tabor

Editorial team: Joanne M. Slike, Executive Editor
Annette Testa, Book Editor
Production team: Katherine G. Brown, Director
011ie Harmon, Coding
Rose McFarland, Layout
Joan Wieland, Proofreading
Ruth Gunnett, Computer Artist
Design team: Jaclyn J. Boone, Designer
Brian Allison, Associate Designer GEN1
Cover design and illustration: Denny Bond, East Petersburg, Pa. 4524
 For
Casey, Clare, and Julia,
who asked the questions,
David,
who helped with the answers, and
M.K.H.,
who never lost faith.
 Contents
About the resource books xii
Symbols used in this book xiii
Introduction xiv
Exploring chemistry in the kitchen i
Creating traffic-light colorsred to green 2
Writing with invisible ink 3
Using oxygen 4
Conducting an oxidation experiment 4
Making sugar crystals 5
Creating needle crystals 6
Making an emulsion 6
Making mothballs move 7
Sculpting snack food science 8
Resource books 9
Other resources 14

2 Exploring physics 15
Explaining how a lever works 16
Making a current detector 16
Making a battery 17
Demonstrating friction 1 7
Making molecules move and make heat 17
Explaining wind energy 18
Performing the obedient straw trick 19
Using straws to produce sound 19
 Performing the pencil trick 20
Making a rainbow 20
Resource books 21
Other resources 27

3 Exploring science in the backyard 29

Making a hug box 31
Measuring the big jump 33
Setting up a vivarium at home or school 33
Using photography 34
Resource books 35
Other resources 39

4 Exploring botany 41
Sprouting an avocado seed 42
Sprouting lima beans 43
Differing soils 43
Varying amount of sunlight 44
Making mushroom spore prints 45
Growing a moss garden 45
Resource books 46
Other resources 53

5 Exploring ethology 54
Adding a birdbath 55
Making a windowsill bird feeder 56
Constructing a nest box 57
Reading zoo treasure hunt signs 61
Examining a world map of animals 61
Drawing a combination animal 62
Impressing footprints 63
Setting up a miniature zoo 63
Resource books 64
Other resources 75

6 Exploring geology and paleontology 77

Starting a rock collection 77
Making salt crystals 78
Performing a hardness test on rocks 79

-
 Removing tarnish from a silver spoon 80
Performing a limestone test 80
Preparing a display 82
Resource books 82
Other resources 88

7 Exploring astronomy 90
Making a shadow board 91
Drawing a sky map 92
Making a cardboard sundial 92
Constructing a star box 93
Answering the question: Why is the sky blue? 94
Modeling the planets 94
Projecting constellations 95
Clocking time exposure of star trails 96
Resource books 97
Other resources 103

8 Exploring geography and cartography 104

Determining your walking speed 106
Testing your sense of direction 107
Using a compass 107
Using a bicycle odometer 108
Playing the party map game 110
Determining time 110
Mapping an imaginary island 111
Telling star stories 113
Using a wristwatch as a compass 113
Learning to "freeze" 114
Resource books 115
Other resources 121

9 Exploring the watery world 123

Keeping pond specimens 124
Collecting snails, fish, and tadpoles 126
Using a microscope to study water 126
Collecting snail shells 127
Displaying transpiration 128
Showing how plants make iood 128
 Resource books 129
Other resources 131

10 Exploring the ocean 133

Examining the different substances in salt water 134
Showing how objects float 134
Turning salt water into fresh water 136
Determining an object's floatability 136
Setting up a salt water aquarium 137
Maintaining plants and animals
in a salt water aquarium 138
Resource books 139
Other resources 14 7

11 Exploring science through your senses 149

Showing how smell affects taste 150
Demonstrating the sense of touch 150
Confusing your sense of touch 151
Determining an object's temperature 152
Creating sound effects 152
Demonstrating an optical illusion 152
Resource books 153
Other resources 158

12 Exploring science through writing / 59

Writing a lune 160
Telling a science acrostic 160
Using a science "I remember" poem 161
Conducting the appearance of the
pipe cleaners from outer space trick 162
Observing a tree 163
Writing a short story about a tree 164
Resource books 264
Other resources 1 71

13 Exploring science through art 172

Making a nature mobile / 73
Creating leaf bookmarks 1 74
Assemb g a shell garden 1 75
 Making a fern print 176
Experimenting with paper airplanes 176
Creating shadow portraits 177
Taking a trip to the zoo 178
Resource books J79
Other resources 183

14 Exploring science in the library 185

Dewey decimal classification system187
Makin:4 a library treasure hunt map: Step one 189
Giving a library treasure hunt quiz: Step two 189
Finding a library treasure: Step three 190
Resource books 190
Other resources 195

Glossary 196

Index 203
 About the
resource books
The listings of resources at the end of each chapter are the primary
content of the book. This book was envisioned as a teacher's/parent's
resource first, and a project book second. Special emphasis has been
given to the resources to make them as clear and easy for the reader
to find as possible. For this reason, the author chose to format the re-
sources in a simplified manner, with the title of the book first in each
listing. Resources highlighted with an asterisk (e) are specifically
geared toward children of preschool age.

i
14
 Symbols used in
this book
adult
supervision

electricity
a fire
il)
1 g
sharp object stove

animal dangerous
safety/proper chemical
handling of
animals and
insects

3_ 0
 Introduction
Kids are curious, and that curiosity can be a springboard to learning.
Within the school setting, teachers guide the child's educational de-
velopment. Many learning opportunities can also be found in inter-
actions between a child and other adults outside of school.
Parents, grandparents, relatives, caregivers, scout and church group
leaders, librarians, neighbors, and family friends, as well as teachers,
may play a significant role in developing the talents of all children.
These adults serve as role models, listeners, and cheerleaders; pro-
vide space and materials for activities; allow opportunities for grow-
ing independence; and encourage creativity.
Our society has become very mobile, and today it is both a rare and
fortunate child who is surrounded by an extended family. Often a
child's relatives and adult friends are scattered throughout the country
and may have contact only by letter, telephone, and occasional visits.
Even where contact is infrequent or must bridge considerable distances,
there are opportunities to provide support and a positive influence.
Adults want to make the most of the time they have to spend with
children. They can be guides in the backyard examining a cricket or
the stars, at a museum looking at dinosaur bones, in a planetarium or
library studying space travel, or in the kitchen or classroom explain-
ing chemistry while cooking. They may provide an introduction to
optics, machines, or orienteering. They may help unlock treasures
and answer questions through library research.
But the curiosity of a child is far ranging, and the questions he or
she poses can be specific and come so fast and furiously that few
adults feel they have all the answers. Although many people who in-
teract with children have a background in math and science, as well
as lengthy and rich life-experiences to help them, they may be unfa-
miliar with current children's books, video, tapes, kits, or models on
specific topics oi.itside of their Own areas of expertise. Even educators
find it difficult to keep up with all the new materials being released.
This book provides those lists of needed Sip-to-date resources.

14
 Introduction Xi/

A Teacher's Science Companion promotes an interdisciplinary ap-

proach to learning In life, things are not neatly compartmentalized
For example, the child who is interested in studying deserts or moun-
tains in geography soon learns that maps and cartography skills are
also needed. Likewise, the youth making a model of the planets
quickly learns that mathematics is an essential tool. Indeed, learning
about and using mathematical skills are important parts of each chap-
ter of A Teacher's Science Companion.
The urge to impart what one learns requires that writing also be
incorporated in science education. For example. recording notes on
science experiments in journals, writing detailed observations of ani-
mal behaviors, or expressing some of the joy of science through po-
etry are a few of the ways writing skills are used by young scientists.
Likewise, sketching a wildflower in the field or making a diagram of
an insect's body parts are other examples of the interdisciplinary ex-
ample approach to teaching through the use of art.
Many children and adults love games. The applicability of games
can be a method of using math and science principles in an exciting
problem-solving setting. For this reason, a variety of games are scat-
tered throughout the chapters in this book.
The book begins with Chapter 1 "Exploring Chemistry in the
Kitchen." This leads easily to an exploration of energy, machines, and
models, as emphasized in Chapter 2 "Exploring Physics." Next the fo-
cus moves to the backyard where children make general observa-
tions, learn about habitats, and become familiar with environmental
concerns and what they can do to help out planet earth (Chapter 3
"Exploring Science in the Backyard").
In Chapters 4, 5, 6, and 7, the general exploration of plants, in-
sects, rocks, and so forth in the backyard is narrowed to more in-
depth explorations. In Chapter 4 "Exploring Botany" the child is
encouraged to explore the neighborhood garden, local parks, and be-
yond. Differences are noted among plants of the jungle, the desert,
and the arctic. Spores, seeds, runners, pollination, and unusual plants,
including fungi and carnivorous plants, are explored.
In Chapter 5 "Exploring Ethology" the child is invited to study
birds and small mammal behavior. There is an exploration of geology
and paleontology (Chapter 6) through the study or rocks, fossils, and
dinosaurs; and then a focus on the field of astronomy (Chapter 7).
Some of the explorations in these chapters move the child from home,
school, and neighborhood to a botanical garden, zoo, natural history
museum, or planetarum in the community.
Chapters 8, 9. 10, and 11 take the child still farther afield. Chap-
ter 8 "Exploring Geography and Cartography" includes learning about

tl
xvi Introduction

maps, orienteering, hiking, biking, camping, and fishing Then, in

Chapter 9 "Exploring the Watery World" aquariums, ponds, lakes, and
streams are investigated
Chapter 11 "Exploring Science through Your Senses" focuses on
the child and his or her senses. In making science observations, it is
important to consider how we take in information. Chapters 12 and
13 show how the information that is gained through science explo-
rations can be shared with others through writing and art.
Finally, Chapter 14 "Exploring Science in the Library" explains
how learning to use computerized library holdings can further science
research projects and help answer the many questions posed by curi-
ous kids. It explains about locating magazine articles, books, refer-
ence works, specialized encyclopedias, and other resources.
The concluding Glossary of terms will prove useful to both adults
and the young scientist while working with this book and beyond.
The purpose of A '1 eacher's Science Companion is to highlight
some broad areas in which teachers and other adults have excep-
tional opportunities to encourage and enjoy teaching children sci-
ence. Each area in the book provides some hands-on ideas for
projects as well as an annotated list of readily available resources that
might prove helpful on the topic at hand. These resources include nu-
merous print materials and selected videos, tapes, kits, and models,
as well as a listing of agencies, magazines, or other references where
additional information may be secured. (An immeasurable amount of
computer software on the science exploration topic, not touched on
in this book, is available to the public from various sources.)
A Teacher's Science Companion need not be read from beginning
to end. Rather, the reader should dip into chapters in any order, as
dictated by a child's interests and curiosity. One activity might lead
naturally to another. Hearing about a national event, watching a tele-
vision program, or spotting a rainbow, however, might spark an en-
tirely new line of interest. With this book in hand, the caring adult
and the curious child will find both ideas and resources to enrich
their science 2xplorations.
 Explorin
chemistry in the
kitchen
For many children, the idea of love and caring is very much involved
with food and cooking. Even the preschooler is terribly interested in
what is going on in the world of pots, pans, beaters, buzzers, spoons,
and spices.
The kitchen, whether at home or in the classroom, is a wonder-
ful place in which a child can learn about foods, nutrition, and
kitchen chemistry. And what a great place to apply mathematics!
There are numerous opportunities to problem solve, work with frac-
tions, measure. and make mathematical connections.
First and foremost to being involved in kitchen chemistry are the
safety factors. This includes making a safe place for the young child
to watch if he or she is not tall enough to see what is going on. All
children need to be taught the danger of hot burners on the stove,
touching things that have just come out of the oven, sharp knives,
electrical outlets, and kitchen appliances, to name a few.
Many preschools and schools also encourage classroom cooking
and "kitchen chemistry." Whether an oven, hot plates, or a microwave
is available, the same need for teaching safety applies. The secret to
success for "kitchen chemistry" in the classroom is to have sufficient
adult help. One adult for every four oi five children is a good ratio.
Rather than try to work with a whole class, the chemistry experi-
ments described below can he set up in classroom interest centers.
One or two adults elm supervise at the chemistry center, with all chil-
dren having a chance during a week to rotate through the various
centers.

1
 2 A teacher's science companion

Take the time to explain "why" and "how" certain things are or
are not to he done. This extra time in the beginning may lead to more
safety-conscious children.
Opportunities for discussing nutrition, food groups, common
kitchen gadgets, and kitchen chemistry will probably arise naturally at
home when adults spend time in the kitchen with curious kids. In the
classroom, investigations will develop out of various units of study.
A child might ask a simple question. Why does vinegar smell so
funny? What does it do? This is a chance to explain about acids and
bases. In your kitchen (or your school science/cooking lab) you
have acids, such as sour milk, lemons, and vinegar. Ammonia and
baking soda are examples of common bases Acids and bases are
chemical opposites. If you have just the right amount, one will neu-
tralize the other. The following experiment will help show how this
happens.

H Creating traffic-light colors

red to green
In a pan, add 2 cups of water and 1 cup of shredded red cabbage.
Bring this to a boil, then turn down the heat and simmer the cabbage
w about 15 minutes.
 Exploring chemistry in the kitchen 3

Pour the red liquid from the pan into a glass and let it cool. When
it is cool, pour a little of the red liquid into a small, clear juice glass,
add Y4 teaspoonful of baking soda, and stir.
The color will change from red to deep green. The baking soda
made the acidic mixture basic. Now add a drop or two of vinegar and
stir. When you have added enough vinegar, the color will turn red
again, showing that the mixture is now acid.
The invisible writing experiment, which also involves vinegar, al-
lows the child to send a message in "invisible" ink.

Writing with invisible ink

If you dip a clean pen into some vinegar and write a message on a
sheet of thick writing paper, making a good heavy line, the message
will soon dry and disappear, leaving no trace.
Carefully light a candle and place the candle and holder in the
kitchen sink. Then hold the paper an inch or tWO above the candle
flame, moving the paper slowly back and forth to he certain it does
not catch on fire. The writing will reappear, in dark brown.
The vinegar chemically changed the paper it touched. When it was
raised to its kindling temperature, the compound on the paper where
the vinegar had been smeared had a lower kindling temperature than
the rest of the paper, so heat made the writing oxidize and turn brown.
4 A teacher's science companion

Burning is also a chemical process. When something burns, it

combines with oxygen. You can see how oxygen is used up in burn-
ing by planning a simple kitchen chemistry experiment.

Using oxygen
Gather the following materials: a piece of old newspaper about 6
inches square, a small drinking glass or clean jelly jar, some matches,
and a metal pie pan filled with 'A inch of water.
Crumple up the piece of newspaper and stuff it in the bottom of
the empty drinking glass or jar. Carefully light the newspaper with a
match. When it is burning well, put the glass upside down in the wa-
ter in the pie pan.
The flame will go out when the oxygen in the small glass is used
up. Some water from the pan will be drawn up into the glass because
the air pressure inside the glass where the oxygen has been used up
is less than the air pressure outside the glass.
You can do another simple experiment with oxygen. Usually when
we think of something combining with oxygen, we think of something
burning as in the experiment above. But oxidation can take place un-
der water. Bleaching is a chemical operation of this kind. When bleach
is added to laundry, it whitens clothes. To show how this happens,
you can conduct the following oxidation experiment.

Conducting
an oxidation experiment
Fill a drinking glass V2 full of water. Add a few drops of ink. Stir until
you have an even dark-blue mixture.
Add about three drops of laundry bleach. Stir. The dark-blue mix-
ture will lose its color, becoming almost clear again, as the dye in the
ink is oxidized.
Making the most of time in the home kitchen to learn science
principles is tied to timing. If a busy adult is rushing to complete a se-
ries of tasks for dinner guests who are arriving in a few minutes, he
or she is probably not open to holding a long conversation with a
child about the interesting shapes of the sugar crystals in the sugar
bowl. But on a less hurried occasion, the adult and child can talk and
enjoy experimenting together.
Crystals hold a special fascination for students, and are easy to
study in the kitchen or the classroom. When sugar is added to water,
it gradually dissolves as the sugar separates into single molecules and

4.;
 Exploring chemistry in the kitchen

spreads throughout the water. Because these single molecules of

sugar cannot be seen, it looks like plain water However, the sugar,
unchanged chemically, is still there, and you can get it back again

Making sugar crystals

Put 2 cups of water into a pan and bring it to a boil. Turn the heat to
low. Gradually add 3 cups of granulated sugar, stirring continuously.
Put the warm mixture into a tall \glass. Across the top of the glass,
lay a pencil that has a short length of cotton string tied to it. The string
should almost reach the bottom of the glass when it dangles down
from the pencil.
Set the glass in a warm place. In a few days, the string will be
covered in many-sided crystals of sugar. As the solution cools, it
forms sugar crystals that are the same shape, but larger, than the gran-
ulated sugar crystals with which you started.

If everything you have used in making these sugar crystals is

clean, you can enjoy eating the "rock candy.-
There are many other experiments that can be done with crystals.
Many minerals have special crystal shapes by which they can be rec-
ognized. A simple experiment in crystal shape can he done with mag-
nesium sulfate.
6 A teacher's science companion

Creating needle crystals

Buy some Epsom salts (magnesium sulfate). Put V, cup of water in a
small pan and heat it on the sta.e. Add 3 or 4 tablespoons of Epsom
salts, stirring the salts in the water until no more will dissolve.
Remove the mixture from the stove and stir in two drops of ordi-
nary liquid glue. When the glue has dissolved, take a cotton ball and
swab a coating of the mixture onto a piece of glass. Set the glass aside.
In a few minutes, needle-like crystals will begin to appear. You
will see them growing out in all directions. When the water has dried
completely, you'll have a sample of magnesium sulfate crystals.
Kitchens and classrooms have soap. The chemical nattire of soap
enables it to keep small globules of oil suspended in water. Usually
when your clothes are dirty, the dii l. clings because a film of grease
holds it. When you use soap, this film is broken down and the dirt
can be washed away. The following simple experiment shows how
this works.

Making an emulsion
Put an inch of water in a test tube. Then add an inch of cooking oil
to the test tube. The oil will float at the top because it is less dense
than the water. Hold your thumb over the end of the test tube and
shake vigorously. The oil breaks up into drops. If you wait and hold
the test tube still, however, most of the oil drops will come together
again.
Now make a cup of soapy water. Pour about an inch of soapy wa-
ter into a test tube. Then add an inch of cooking oil. Hold your thumb
over the end of the test tube and shake it. This time you get a milky
white emulsion. It will take a long time for the oil to separate out.
There are many interesting kitchen chemistry experiments in-
volving the properties of yeast and baking soda. Kids may wonder,
fbr example, why soda pop is so fizzy or bubbly. Soda drinks are
made by forcing carbon dioxide gas into the water that contains
sweetener and flavoring. The gas is dissolved in the water. When you
open the bottle or can, the carbon dioxide appears as small bubbles
in the liquid and give the drink its bubbly taste.
This is a simple experiment with carbm dioxide.
 Exploring chemistry in the kitchen 7

Making mothballs moue

Pour one tablespoon of vinegar into a 6 oz. glass of water Add one
tablespoon of baking soda. Then drop three moth balls into the glass
and wait.
You will soon see tiny bubbles forming on the moth balls. These
bubbles are carbon dioxide, which form on the rough sides of the
moth balls. When enough bubbles form, they act like floats and will
raise the moth balls to the top of the liquid. Then some of the bub-
bles will break off, and the moth ball will slowly sink.

More bubbles will gather, and the moth ball will rise again. This
will go on for a long time until all the chemicals are used up.
Although we have discussed the kitchen and classroom as a place
for chemistry experiments, the chapter would not be complete if we
didn't have at least one opportunity to enjoy some food to eat.
Being fanciful with food can be a lot of fun. With the tremendous
variety of snack foods we have available to us, a snack food science
sculpture could be an exciting class or home activity that requires no
cooking at all.
8 A teacher's science companion

Sculpting snack food science

Gather together some pretzels, crackers of different shapes and sizes,
and some soft cheese spread. Encourage children tcitmake fantastic
snack food sculptures that can be admired and then eaten for an af-
ternoon treat.

Depending on the age of the children and the science topics be-
ing studied, they may turn snack food into an unusual machine, a
spaceship, or a sea creature.
Exploring chemistry ard nutrition in the home kitchen or in the
classroonl can he satisfying and fun for adults and for curious kids.
The resources that follow contain easy recipes for chiklren to make
simple foods. Included are books featuring foods from different
countries and that are connected with special holklavs, adding the so-
cial studies interest to science experimentation.
 Exploring chemistry in the kitchen 9

Resource books
Adventures with Atoms and Molecules, Book 3: Chemistry experiments
for young people. Robert C. Mebane and Thomas R. Rybolt. Hill-
side, NJ: Enslow Pub., 1991. 96 pp. Simple chemistry experiments
for home or school.
_ Adventures with Atoms and Molecules, Book 4: Chemistry experiments
for young people. Robert C. Mebane and Thomas R. Rybolt. Hill-
side, NJ: Enslow Pub., 1992. 96 pp. Contains chemistry experi-
ments for home or school that demonstrate properties of atoms
and molecules.
Atoms: Building blocks of matter. Timothy L. Biel. San Diego, CA: Lu-
cent Books, 1990. 96 pp. Presents experiments that were done by
famous scientists in the fields of physics and chemistry.
Betty Crocker's Cookbook for Boys and Girls (rev. ed.). Betty Crocker
(Editors). New York, NY: Golden Press. 1984. 94 pp. Includes
sample recipes, discusses basic techniques of cooking, and ex-
plains the use of various utensils.
Bread. Dorothy Turner. Minneapoliz,. MN: Carolrhoda Books, 1989.
32 pp. Tells how bread is produced and prepared and gives some
background along with two recipes.
Bread, Bread, Bread. Ann Morris. New York, NY: Lothrop, Lee &
Shepard Books, 1989. 32 pp. Discusses many different kinds of
bread.
Chemical Changes. Kathryn Whyman. New York. NY: Gloucester
Press (imprint of Franklin Watts), 1986. 32 pp. Explains chemical
changes.
Chemically Actit'el: Experiments You Can Do at Home. Vicki Cobb.
New York, NY: J. B. Lippincott, 1985. 154 pp. Contains many ex-
periments to do at home.
Chemistry. Shirley Cox. Vero Beach. FL: Rourke Pub., 1992. 48 pp.
Explains scientific method and discusses science fair chemistry
projects.
ChemistrY. Steve Parker. New York, NY: Franklin Watts. 1990. 40 pp.
Illustrates basic principles of chemistry through experiments and
tricks.
Chemistry jbr Evety Kid: One hundred and ww easy everiments that
really work. Janice Pratt Vancleave. New York, NY: .lohn Wiley &
Sons, 1989. 232 pp Gives instructions tbr conducting experiments.
Chemistry Magic: I earning Chemistry thnnigh Fun-Filled Experi-
ments. Edward Palder. Kensington, MD: Woodbine House, 198-.
153 pp. Teaches through chemistry experimems.

r-,
10 A teacher's science companion

Chemistry: The birth of a science. Torn McGowen. New York, NY:

Franklin Watts, 1989. 96 pp. Traces the history of chemistry from
the ancient world to the late 18th century.
Consumer Chemistry Projects for Young Scientists. David E. Newton.
New York, NY: Franklin Watts, 1991. 112 pp. Suggests experi-
ments that demonstrate the basic principles of chemistry using
household items.
Cooking Wizardry for Kids. Margaret Kenda and Phyllis S. Williams.
New York, NY: Barron's, Inc., 1990. 314 pp. Contains instructions
for nearly 200 creative kitchen projects including invisible ink,
cakes, puddings, and salads.
Everyday Chemicals. Terry J. Jennings. Chicago, IL: Childrens Press,
1989. 34 pp. Provides an introduction to different kinds of chem-
istry through activities and experiments.
Experiments with Chemistry. Helen J. Challand. Chicago, IL: Childrens
Press, 1988. 48 pp. Provides an introduction to chemistry through
simple experiments.
Famous Experiments You Can Do. Robert Gardner. New York, NY:
Franklin Watts, 1990. 142 pp. Shows how to replicate famous ex-
periments to demonstrate scientific principles of chemistry and
physics.
Foodworks: Over 100 science activities and fascinating facts that ex-
plore the magic of food. Ontario Science Center Staff. Reading,
MA: Addison-Wesley Publishing Co. 1987. 96 pp. Contains sci-
ence activities for ages 8 through 12 that explain the role of food,
what it does, and how it acts in the body.
Fun with Chemistry. Paul Berman. New York, NY: Marshall Cavendish,
1988. 48 pp. A guide to projects and experiments.
Getting Ready to Cook. Stoffelina Johanna Adriana De Villiers. Mil-
waukee, WI: G. Stevens, 1985. 31 pp. Provides an introduction to
utensils, cooking terms, hints, awl recipes.
*Gobs of Goo. Vicki Cobb. New York, NY: J. B. Lippincott, 1983. 38 pp.
Experiments you can do at home.
Holiday Cooking around the World. Easy menu ethnic cookbooks, all
about 46 pages, by various authors. Each book introduces the his-
tory of a country, its festivals, and food recipes. Minneapolis, MN:
Lerner Publications Co.
Cooking the African Way. Constance Nabwire, 1988.
Cooking the Australian Way. Elizabeth Gerrnaine, 1990.
Cooking the Austrian Way. Helga Hughes, 1990.
Cooking the Caribbean Way. Cheryl Kaufman, 1988.
Cooking the Chinese Wuv. Ling Yu, 1982.
Cooking the English Way. Barbara W. Hill, 1982.

h V
 Exploring chemistry in the kitchen I

Cooking the French Way. Lynne Marie Waldee, 1982.

Cooking the German Way Helga Parnell, 1988.
Cooking the Greek Way. Lynne W. Villios, 1984.
Cooking the Hungarian Way. Magdolna Hargittai, 1986.
Cooking the Indian Way. Vijay Madavan, 1985.
Cooking the Japanese Way. Reiko Weston, 1983.
Cooking the Israeli Way. Josephine Bacon, 1986.
Cooking the Italian Way. Alphonse Bisignano, 1982.
Cooking the Korean Way. Okwha Chung, 1988.
Cooking the Lebanese Way. Suad Amari, 1986.
Cooking the Mexican Way Rosa Coronado, 1982.
Cooking the Norwegian Way Sylvia Munsen, 1982.
Cooking the Polish Way. Danuta Zamojska-Hutchins, 1984.
Cooking the Russian Way. Gregory and Rita Plotkin, 1986.
Cooking the Spanish Way. Rebecca Christian, 1982.
Cooking the Thai Way. Supenn Harrison, 1986.
Cooking the Vietnamese Way. Chi Nguyen, 1985.
How to Make a Chemical Volcano and Other Mysterious Experiments.
Alan Kramer. New York, NY: Franklin Watts, 1991. 112 pp. This 13-
year-old author presents 29 experiments using household chemicals
and materials.
Ideas for Science Projects. Robert Gardner. New York, NY: Franklin
Watts, 1989. 144 pp. Provides an introduction to scientific method
and contains several experiments.
In Charge: A complete handbook for kids with working parents. Kath-
leen Sharar Kyte. New York, NY: Alfred A. Knopf, 1983. 115 pp.
Advice for kids who get themselves off to school or who are
alone when they come home from school. Includes tips on cook-
ing and recipes.
Introduction to aemistg. Jane Chishom and M. Lynnington. London.
Eng.: Osborne Pub., 1983. 48 pp. Provides an introduction to
chemistry.
Janice Vancleave's Molecules. Janice Vancleave. New York, NY: John
Wiley & Sons, (in press). 88 pp. Contains a collection of science
experiments and projects exploring molecules.
Janice Vancleave's 200 GooeySlippety, Slimy, Weird, and Fun Ever-
iments. Janice Vancleave. New York, NY: ohn Wiley & Sons,
1992. 116 pp. Filled with experiments in biology, chemistry,
physics, earth science and astronomy.
* Kids li)oking ulthout a Stove: .4 cookbook fin young children (rev.
ed.). Aileen Paul. Santa Fe, NM: Sunstone Press, 1985. 63 pp. Con-
tains easy to follow recipes that require no cooking. Includes
recipes for drinks, salads, sandwiches, desserts, and candies.

3
 /2 A teacher's science companion

*Kitchen Chemistry and Front Porch Physics. Marie Agnes Hoyt. New
York, NY: Educational Services Press, 1983. 60 pp. Illustrates
chemistry and physics through simple activities.
* Kitchen Chemistry: Science experiments to do at home (rev. ed.).
Robert Gardner. Englewood Cliffs, NJ: Julian Messner, 1989. 128
pp. Filled with simple science experiments.
Kitchen Fun. Catherine Ripley (Ed.). Boston, MA: Little Brown & Co.,
1988. 32 pp. Contains cooking and science experiments.
Kitchen Fun for Kidc Healthy recipes and nutrition facts for 7 to 12
year old cooks. Michael F. Jacobson. New York, NY: Henry Holt,
1991. 136 pp. Contains recipes for breakfast, lunch, and dinner
and gives nutritional facts.
Let's Visit a Spaghetti Factory. Melinda Corey. Mahwah, NJ: Troll As-
sociates, 1990. 32 pp. Tells where spaghetti and pasta come from
and includes ways to cook pasta and how to make crafts from
pasta.
Magic Tricks, Science Facts. Robert Friedhoffer. New York, NY:
Franklin Watts, 1990. 126 pp. Presents several magic tricks that
are based on principles of physics, mathematics, or chemistry.
Making Bread. Ruth Thomson. New York, NY: Franklin Watts, Inc.,
1987. 32 pp. Describes how to make bread.
Microwave Cooking for Kids. Editors of Better Homes & Gardens. Des
Moines, IA: Meredith Corp., 1984. 96 pp. Contains recipes for
breakfast, lunch, supper, and for snacks, drinks, and desserts.
* Mummy Took Cooking Lessons, and Other Poems. John Ciardi. Boston,
MA: Houghton-Mifflin, 1990. 52 pp. Contains children's poetry.
Nutrition Mission. Janis Rhodes. Carthage, IL: Good Apple, 1982. 48
pp. Explains for young children the essentials of a balanced diet
and contains no-cook recipes.
Once Upon a Recipe: Delicious, healthy foods for kids of all ages.
Karen Greene. New Hope, PA.: New Hope Press, 1991. 96 pp.
Contains more than 50 healthy recipes with allusions to works of
children's literature such as Bambi's Salad Bowl and Shake-
speare's Breakfast Sandwiches.
175 More Science Experinzents to Amuse and Amaze Your Friends.
Terry Casn, Steve Parker, and Barbara Taylor. New York, NY: Ran-
dom House, 1991. 172 pp. Experiments using common house-
hold items illustrate principles of sound, electricity, magnets,
weather, and chemistry.
Out to Lunch: Jokes about food. Peter and Connie Roop. Minneapolis,
MN: Lerner Public:II ions Co., 1984. 32 pp. Contains jokes about
food and cooking.
 Exploring chemistry in the kitchen /3

Recent Revolutions in Chemistry. James A. Corrick. New York, NY:

Franklin Watts, 1986. 128 pp. Discusses the different branches of
chemistry and recent theories and discoveries.
Robert Gardner's Favorite Science Experiments. Robert Gardner. New
York, NY: Franklin Watts, 1992. 128 pp. Contains science experi-
ments that can be done with materials commonly found at home.
*Rookie Cookie Cookbook: Everyday recipes for kids. Betty Debnam.
Kansas City, KS: Andrews & McMeel, 1989. 126 pp. Contains easy
recipes and dishes that can be prepared in a microwave.
Science for Kids: 39 easy chemistry experiments. Robert W. Wood.
Blue Ridge Summit, PA: TAB Books, 1991. 32 pp. Contains 39 sim-
ple chemistry experiments.
Science Fun with a HomemadP Chemistry Set. Rose Wyler. New York,
NY: Julian Messner, 1987. 48 pp. Gives an introduction to the ba-
sic concepts of chemistry through simple experiments using bak-
ing powder, soap, and vinegar.
Science Magic: 101 experiments you can do. Ormond McGill. New
York, NY: Arco Pub., 1984. 163 pp. Explains magic tricks that are
based on science principles.
*Sensational Science Activities with Dr. Zed. Gordon Penrose. New
York, NY: Simon & Schuster Books for Young Readers, 1990. 48
pp. Explains 21 projects that can be done at home in the fields of
chemistry, physics, and biology.
Simon & Schuster Young Readers' Book of Science, Me. Robin Kerrod.
New York, NY: Simon & Schuster Books for Young Readers, 1991.
192 pp. Surveys science, including chemistry.
Simple Chemistry. Neil Ardley. New York, NY: Franklin Watts, 1984.
32 pp. Suggests experiments to perform that illustrate basic chem-
ical principles.
Sugaring Season: Making maple syrup. Diane L. Burns. Minneapolis,
MN: Carolrhoda Books, 1990. 48 pp. Describes making maple
syrup from the tapping of the tree to packaging.
Teenage Chef The, A young adult's guide to cooking Jonathan Jack-
son. New York, NY: F. Warne, 1983. 86 pp. Contains 47 simple
recipes.
Vicki Lansky's KidS Cooking. Vicki Lansky. New York, NY: Scholastic
Inc., 1988. 48 pp. A helpful book on kids cooking.
Wild, Wild Cookbook: A guide for young wild-food foragers. Jean
Craighead George. New York, NY: Thomas Y. Crowell, 1982. 182
pp. By season, provides a field guide for finding, harvesting, and
cooking wild plants.

4=
14 A teacher's science companion

Other resources
In exploring foods, nutrition, and kitchen chemistry, you might want
to look at some of the many periodicals devoted to different aspects
of chemistry. Among these are: Analytical Chemistry, The Journal of
Biological Chemistry, Chemistry and Industry, Chemical Times and
Trends, Journal of Chemical Education, Journal of the American
Chemical Society, and Journal of Organic Chemistry.

Hidden Structure, The. Jacob Bronowski. New York, NY: Ambrose

Video Pub., 1988 1 videocassette, 52 minutes. Traces the history
of chemistry.
Human Skeleton Model (57-130-3323). Hudson, NH: Delta Educa-
tion, Inc. Snaps together. Shows bones to scale.
Pumping Heart Model (57-130-3312). Hudson, NH: Delta Education,
Inc. Requires assembly. Squeeze the bulb to see how "blood"
flows through the arteries, veins, and heart cavities and how heart
valves work.
Refinery Film, The. Bravura Films, Inc. Chevron, U.S.A., Inc., 1985. 1
videocassette, 22 minutes. Explains what happens at an oil refin-
ery and teaches a little about chemistry and physics.
 Exploring physics
Curious kids are always wondering how things work, so experiment-
ing with models, gadgets, and gears will probably be of great interest
to them. More abstract, but equally fascinating, are investigating op-
tics, gravity, magnetism, electricity, radio waves, and ways of using
different types of energy.
Some youngsters will be amazed by the way a clock works. Oth-
ers might watch with rapt attention as someone tinkers with an auto-
mobile engine, a motorcycle, or a bicycle. Still others will be caught
up in the adventure of flight.

/5
 16 A teacher's science companion

As you explore the topics in this chapter, the child's interests will
be your best guide. Many of the resource books that are listed at the
end of this chapter include a large number of simple experiments or
activities. Most of these require only supplies and equipment that can
be commonly found around your home or classroom.
Math skills will be used throughout these activities as children esti-
mate, compute, develop a spatial sense, measure, reason and problem
solve, make mathematical connections, and communicate their ideas.

Explaining how a lever works

Explain how a long lever works and the fact that by using a lever, the
child can lift a person much heavier than he or she.
To set up this experiment, use a heavy 8-foot board, and put a
sturdy wooden block or box under the board but close to one end.
Have a teenager or adult stand on the board at the end near the
wooden support. Then have the child step onto the board at the
other end. By using the lever, the child will be able to lift a person
who is much heavier than he or she. Have the child take special care
in getting on and off the board.
Many experiments with electricity require an electric current de-
tector. The following experiment describes how to make one.

Making a current detector

; Buy a roll of inexpensive insulated "bell wire" at a hardware store.
Unwind 12 inches of wire from both ends of the roll of wire. Wrap
adhesive tape around the roll to prevent it from unwinding further.
Scrape the insulation from both ends of the wire so that 1 inch of
bare copper wire shows.
Tape the roll of wire upright onto a piece of wood that is about
5 inches square. Push two thumbtacks gently into the top of the
wood, near the front edge, about 2 inches apart.
Wrap the end of one piece of wire once around the shaft of the
thumbtack so that 10 inches of wire sticks out in front. Push the
thumbtack in firmly to hold the wire in place. Repeat this procedure
with the other wire and thumbtack.
Set a compass, flat and level, inside the coil of wire.
Then hold one end of the wire to the end of a flashlight battery.
Hold the other wire to the opposite end
The compass needle will swing as it detects the presence of an
electric current.

3 4'
 Exploring physics 17

Another source of energy commonly used is a battery. The fol-

lowing experiment shows you how to make an 11-cent battery that is
much like a flashlight battery.

Making a battery
Stir 1 teaspoon of salt into a glass that is filled with 3 oz. of water.
Put a postage-stamp size r iece of blotting paper in the glass to
soak for a few seconds in the salt water solution.
Take out the piece of blotting paper and put it between a dime
and a penny and squeeze the coins together.
Then touch one wire of your current detector to the penny and
the other wire to the dime. You will see the compass needle move as
electricity passes from your tiny battery through the coil.
Some of the principles of energy and simple machines can be
demonstrated through activities that are easy to set up. The following
experiment helps to demonstrate a little about friction.

Demonstrating friction
To demonstrate friction, cut a piece of string, pass it through a rubber
band, and then tie the string around a book. Ask the child to pull the
book across the table by slipping his or her finger through the rubber
band and pulling.
The child will see that the rubber band stretches out long and that
it is not easy to pull the book because of friction.
Then put three long, round pencils beneath the book. Have the
child pull the book again. The rubber band will not stretch as far this
time, and the book will be easier to pull because the pencils act like
rollers and cut clown friction.
A simple way to show how heat travels by conduction is demon-
strated in the following experiment.

Making molecules
move and make heat
Make a cup of tea or soup and pour it into a cup or bowl.
Have a child put a cold spoon into the cup or howl of liquid and
wait. Then have the child touch the spoon handle. The handle is hot
even though it was never heated with the liquid.

3,;
18 A teacher's science companion

You have demonstrated that when molecules move fast, they

generate heat.
Another example of the principles of energy and simple ma-
chines can be demonstrated by building the simple windmill de-
scribed in the following experiment.

Explaining wind energy

gA child who sees or reads about a windmill as an energy source might
want to make his or her own windmill. You will need scissors; a piece
of light-weight cardboard, such as a file folder; a steel straight pin;
and a dowel.
Cut the piece of cardboard into an %-inch square. Mark the cen-
ter. Cut from all four corners on the diagonal half-way to the center.
Bend one piece of cardboard at each of the four corner points to the
center.
Push your pin through all four points and gently push it into the
dowel. Spin the wheel a few times around on the pin so that it turns
easily.

34
 Exploring physics 19

By waving your windmill through the air or taking it outside to

catch the wind, it will spin away. (If the two sides of the cardboard
are different colors, the "whirl" will be especially colorful.)
An understanding of the principles of physics and chemistry can
also allow a child to engage in some interesting magic tricks. One of
these that may amaze others is the "obedient straw" trick.

Performing the obedient straw trick 4K,

To perform the "obedient straw" trick, you will need a plastic drink-
ing straw, a pin, and a glass of water. Use the pin to prick a double
row of tiny holes in the straw about two inches from one end. (Do
this before you show your trick and be sure that the holes are so tiny
that they will not be noticed.)
Tell a friend that you have an "obedient straw" that will only al-
low someone to drink from it if you so command. With the pin-
pricked part of the straw out of the water, have a friend try to take a
sip. Little or no water will come up the straw.
Pick up the straw and speak to it seriously, saying, "Straw, I com-
mand you to let my thirsty friend have a drink of water." Replace the
straw in the glass. This time he sure to put the pin-pricked part of the
straw down into the water. Your friend will now be able to drink from
your "obedient straw."
A simple experiment involving sound can also be performed with
an ordinary drinking straw.

Using straws to produce sound

Flatten one end of a straw and cut the flat end to a point. Wet the
point and put that end in your mouth. While keeping your lips on the
round part of the straw, blow and listen.
Then use the scissors to cut the straw shorter. Blow again. What
happens to the sound? Cut the straw still shorter. What happens to the
sound now? (As the straw gets shorter, the sound gets higher.)
Another simple trick, this one involving optics, can be done with
a pencil. Tell a friend that you can break a pencil without touching it
and also make the bottom half grow larger than the top half.
20 Fk teacher's science companion

Performing the pen& trick

Fill a glass full of water. Put a long pencil in it so that the pencil point
rests at the bottom side of the glass and its eraser rests at the top op-
posite side of the glass.
Tell your friend that you will now break the pencil and make the
bottom half grow. As seriously as possible, say, "Break and grow!"
Have your friend look into the glass. The part of the pencil where
it enters the water will appear broken. The pencil below the water
appears slightly larger.
Your "trick" depends on the fact that light shining on the upper
part of the pencil first strikes the pencil and then travels to your eyes.
This light is reflected but not bent. The light that lets you see the part
of the pencil below the water, travels through the water, the glass,
and the air to reach your eyes. The light rays are bent. This light is
slightly slower reaching your eyes and the time difference causes a
distortion called refraction.
The pencil below the water looks larger because the water and
the curve of the glass magnify its image.
It seems that anyone who sees a rainbow must stop to admire it.
Rainbows are formed when raindrops refract sunlightwhen sun-
light is broken into the colors of red. orange, yellow, green, blue, in-
digo, and violet. It isn't hard to make your own rainbow in the
classroom or at home on a sunny day. The following experiment will
show you how.

Making a rainbow
Fill a drinking glass with water and put it On a windowsill in the
bright sunlight. Let the glass hang a little over the edge of the sill to-
ward the room.
Put a large piece of white paper on the floor below the glass, po-
sitioning it so that the sun shines through the water onto the paper.
You will he able to see a rainbow on the paper.
Once some of the underlying principles of physics are under-
stood, the curious child may want to explore them in greater depth.
Community resources may be very helpful here. For example, if a
child shows interest in ham radio, there will he a local radio club with
members who may supply useful information about setting up a rig
or who may help your child with his or her studying to take a licens-
ing test. If railroads are of interest, model railroad enthusiasts are
equally willing to show and explain their setups to eager children.

33
 Exploring physics 21

Manufacturing companies often set up tours for interested people

to visit a plant and see their production process firsthand. Newspaper
offices may have tours of their presses, and a local airport may have
a variety of aeronautical displays.
Many kits and models are available commercially for those who
do not want to start experimenting from scratch. Some sources for
purchasing experimenting materials are listed among the "Other Re-
sources" in this chapter.

Resource books
Air and Flight. Barbara Taylor. New York, NY: Warwick Press, 1991.
40 pp. Contains simple experiments to demonstrate the proper-
ties of air and the principles of flight.
All about Crystal Sets: How to build crystal set radios. Charles Green.
Freemont, CA: Allabout Books, 1984. 58 pp. Tells how to build a
simple radio.
American Ingenuity: Henry Ford Museum and Greenfield Village.
James S. Wamsley. New York, NY: H. N. Abrams, 1985. 223 pp. A
guide book to the Henry Ford Museum.
Auto Mechanic, An. Douglas Florian. New York. NY: Greenwillow
Books. 1991. 24 pp. Shows the daily work of an auto mechanic.
*Balancing. Terry Jennings. New York, NY: Gloucester Press, 1989. 28
pp. Filled with science experiments involving balancing.

k)
22 A teacher's science companion

*Balloon Science. Etta Kaner. Redding, MA: Addison-Wesley Publish-

ing Co., 1990. 96 pp. Contains ideas for 50 balloon experiments.
Balloons: Building and experimenting with inflatable toys. Bernie
Zubrowski. New York, NY: Morrow Junior Books, 1990. 80 pp.
Contains experiments using balloons to demonstrate various sci-
entific principles.
*Bathtubs, Slides, Roller Coaster Rails: Simple machines that are really
inclined planes. Christopher Lampton. Brookfield, CT: Millbrook
Press, 1991. 32 pp. Explains the inclined plane.
Blinkers and Buzzers: Building and experimenting with electricitY
and magnetism. Bernie Zuhrowski. New York, NY: Morrow Ju-
nior Books, 1991. 112 pp..Filled with experiments and projects.
Cars, Trucks, and Trains. Donna Bailey. Austin, TX: Steck-Vaughn Li-
brary, 1990. 48 pp. Discusses the development of cars, trucks,
and trains.
*Click, Rumble, Roar Poems about machines. Lee Bennett Hopkins
(Editor). New York, NY: Thomas Y. Crowell, 1987. 48 pp. Con-
tains eight poems about machines.
Clocks. Building and experimenting with model timepieces. Bernard
Zubrowski. New York, NY: Morrow Junior Books, 1988. 112 pp.
Gives instructions for making working models of different clocks
from readily available materials.
Day in the Lye of a Racing C'ar Mechanic. A. Carol Gaskin. Mahwah, NJ:
Troll Associates, 1985. 32. pp. Follows a mechanic through a day.
Electricity. Alan Cooper. Morristown, NJ: Silver Burdett Press, 1983.
48 pp. Explains principles and uses of electricity.
Electricity and Magnetism. Terry Jennings. Chicago, IL: Childrens
Press, 1989. 32 pp. Provides an introduction to magnetism, mag-
nets, compasses, batteries, and electricity.
Electricity and Magnets. Barbara Taylor. New York, NY: Franklin Watts,
1990. 32 pp. Explains the properties of electricity and magnetism.
* Energy. Terry Jennings. Chicago, IL: Childrens Press, 1989. 32 pp.
Answers questions about uses of energy through activities and
experiments.
Energy and Power. Barbara Taylor. New York, NY: Franklin Watts,
1990. 32 pp. Shows how oil, steam, electricity, and nuclear power
are manipulated to provide energy.
Energy: Making it work. Torn Johnston. Milwaukee, WI: Gareth
Stevens Puh., 1987. 32 pp. Examines energy and how one form
of energy is converted into another.
Energy Projects for Young Scientists. Robert Gardner. New York, NY:
Franklin Watts, 1989. 127 pp. Contains experiments related to so-
lar, thermal, electrical, kinetic, and potential energy.

3
 Exploring physics 23

Energy Technology. Mark Lambert. New York, NY: Bookwright Press,

1991. 48 pp. Discusses both traditional and alternative energy re-
sources.
Engineering Projects for Young Scientists. Peter H. Goodwin. New
York, NY: Franklin Watts, 1989. 126 pp. Contains projects involving
force, friction, motion, sound waves, light waves, and mechanics.
Experimenting with Air and Flight. Ormiston H. Walker. New York.
NY: Franklin Watts, 1989. 96 pp. Through experiments, explains
the properties of air and the mechanics of flight.
Experimenting with Energy. Alan Ward. New York, NY: Chelsea
House Publishers, 1991. 48 pp. Explains fundamental concepts of
energy with simple experiments using household materials.
Experiments with Electricity. Helen J. Challand. Chicago, IL: Childrens
Press, 1986. 45 pp. Provides an introduction to batteries and dis-
cusses the properties of electricity with related experiments.
*Exploring Magnetism. Neil Ardley. New York, NY: Franklin Watts,
1983. 32 pp. Contains experiments with magnets.
Exploring Uses of Energy. Ed Catherall. Austin, TX: Steck-Vaughn Li-
brary, 1990. 48 pp. Through simple projects and experiments, ex-
plains how energy is used, stored, transferred, and conserved.
*Force and Movement. Barbara Taylor. New York, NY: Franklin Watts,
1990. 32 pp. Contains simple experiments and activities explain-
ing about force and the ways things move.
Forces with You! Tom Johnston. Milwaukee, WI: Gareth Stevens Pub.,
1987. 32 pp. Explains various forces and their effect on our lives.
Fuel and Energy. Herta S. Breitter. Milwaukee, MN: Raintree Chil-
drens Books, 1988. 46 pp. Explains how various types of fuel are
used as sources of energy.
*Get It in Gear! The science of movement. Barbara Taylor. New York,
NY: Random H,nrse, 1991. 40 pp. Through simple experiments,
explains everyday machines.
Getting Started with Model Trains. John Townsley. New York, NY:
Sterling Publishing Co., 1992. 96 pp. Tells about starting out with
model trains.
Graphs. Ed Catherall. Chicago, IL: Childrens Press, 1983. 32 pp. Ex-
plains use of different kinds of graphs.
Gravity: The universal force. Don Nardo. San Diego, CA: Lucent Books,
1990. 96 pp. Explains the force of gravity and its effects on humans.
Great Aircraft Collections of the World. Bob Ogden. New York, NY:
Gallery Books, 1986. 200 pp. Discusses aeronautical museums.
Hidden World of Forces. The. Jack R. White. New York, NY: Dodd,
Mead, 1987. 143 pp. Gives many experiments to illustrate elec-
tromagnetism, gravitation, surface tension, and friction.
24 A teacher's science companion

Invention. Lionel Bender. New York, NY: Alfred A. Knopf, 1991. 64

pp. By use of photos and texts, the reader can explore inventions
such as the wheel, gears, levers, and so forth.
Letting Off Steam: The story of geothermal energy. Linda Jacobs. Min-
neapolis, MN: Carolrhoda Books, 1989. 48 pp. Explores geother-
mal energy and how it can be used as an alternative energy
source.
Machines and How They Work. David Burnie. New York, NY: Dorling
Kindersley, 1991. 64 pp. Contains information on how different
machines work.
* Marbles, Roller Skates, Doorknobs: Simple machines that are really
wheels. Christopher Lampton. Brookfield, CT: Millbrook Press,
1991. 32 pp. Contains many experiments involving wheels.
Marshall Cavendish Library of Science Projects, Me. Steve Parker.
New York, NY: Marshall Cavendish, 1986. 43 pp. Contains science
experiments involving mechanics, light, water, plants, earth, and
the human body.
Measurement Motivators. Thomas J. Palumbo. Carthage, IL: Good Ap-
ple, 1989. 96 pp. Provides a variety of measurement activities for
children in grades three through seven.
Mechanics. John Freeman and Martin Hollins. Morristown, NJ: Silver
Burdett Press, 1983. 48 pp. Discusses the means by which ma-
chines work.
Modern Sports Science. Larry Kettelkamp. New York, NY: Morrow Junior
Book, 1986. 160 pp. Helps children understand muscle mechanics.
Monster Wheels. Bill Holder and Harry Dunn. New York, NY: Sterling
Publishing Co., 1990. 32 pp. Discusses modern monster trucks
doing various tricks and stunts.
More Science Secrets. Judith Conaway. Mahwah, NJ: Troll Associates,
1987. 48 pp. Gives simple experiments to explore basic scientific
principles.
More Wires and Watts: Understanding & using electricity. Irwin Math.
New York, NY: Scribner, 1988. 96 pp. Presents fundamentals of
electricity and magnetism through experiments and projects that
produce working models.
Motorcycles. Alain Chirinian. Englewood Cliffs, NJ: Julian Messner,
1989. 64 pp. Discusses the 14 top motorcycles.
Move it! Henry Arthur Pluckrose. New York, NY: Franklin Watts, 1990.
28 pp. Discusses various sources of power such as wind, gravity,
motors, and electricity.
Moving Things. Robin Kerrod. Morristown, NJ: Silver Burdett Press,
1987. 54 pp. Examines energy, sound, light, color, gravity, mag-
netism, and electricity.

4
 Exploring physics 25

National Air and Space Museum ABC, The. Florence Cassen Mayers.
New York, NY: H. N. Abrams, 1987. 32 pp. An ABC depicting
early aviation.
Now You're Talking! Discover the world of HAM radio. Newington,
CT: American Radio Relay League, 1991. 255 pp. Contains infor-
mation on how to become an amateur radio operator.
Nuclear Enetgy/Nuclear Waste. Anne L. Galperin. New York, NY:
Chelsea House Publishers, 1992. 112 pp. Shows benefits of nu-
clear power and the problems of nuclear waste.
175 More Science Experiments to Amuse & Amaze Your Friends. Terry
Casn, and Barbara Taylor. New York, NY: Random House, 1991.
176 pp. Contains experiments using common items to demon-
strate the principles of sound, electricity, magnetism, and so forth.
Pedal Power: The histoiy of bicycles. Peter Lafferty and David Jefferis.
New York, NY: Franklin Watts, 1990. 32 pp. Traces the history of
the bicycle.
Physics for Kids: 49 easy experiments with mechanics. Robert W.
Wood. Blue Ridge Summit, PA: TAB Books, 1989. 160 pp. Ex-
plains simple physics experiments for kids.
Power Failure. Mary LeDuc O'Neill. Mahwah, NJ: Troll Associates,
1991. 32 pp. Discusses energy today and its future.
Power Magic. Alison Alexander. New York, NY: Simon & Schuster, 1991.
30 pp. Contains experiments on exploring ways to use energy.
Power Lp: Experiments, puzzles and games exploring electricity. San-
dra Markle. New York, NY: Atheneum, 1989. 48 pp. Ideas for ex-
ploring electricity.
Radio Controlled Model Aitplanes. Suzanne Lord. Mankato, MN:
Crestwood House, 1988. 48 pp. Discusses organizations, tools
needed, and the building and flying of model airplanes.
Rads, Ergs, and Cheeseburgers. The kids' guide to energy & the envi-
ronment. Bill Yanda. Santa Fe, NM: John Muir Publications, 1991.
108 pp. A magical being discusses the various forms of energy.
* Sailboats, Flag poles, Cranes: Using pulleys as simple machines.
Christopher Lampton. Brookfield, CT: Millbrook Press, 1991. 32
pp. Discusses simple machines that use pulleys.
Secrets of the Universe: Discovering the universal laws of science. Paul
Fleisher. New York, NY: Atheneum, 1987. 224 pp. Contains vari-
ous experiments and activities to help children examine the laws
of physics.
* Seesaws, Nutcrackers, Brooms: Simple machines that are really levers.
Christopher Lampton. Brookfield, CT: Millbrook Press, 1991. 32
pp. Explains simple machines that are levers.

,
4
 26 A teacher's science companion

*Simple Science Experiments with Marbles. Eiji Orii and Masako Orii.
Milwaukee, WI: Gareth Stevens Pub., 1989. 32 pp. Shows what
happens when a moving object hits something.
Skeleton and Movement, The (rev. ed.). Steve Parker. New York, NY:
Franklin Watts, 1991. 48 pp. Discusses the musculoskeletal system.
Trains: The history of railroads. David Jefferis. New York, NY:
Fraaklin Watts, 1991. 32 pp. Traces the development of trains.
Unusual Airplanes. Don Berliner. Minneapolis, MN: Lerner Publica-
tions Co., 1985. 48 pp. Discusses a variety of airplanes that have
unusual shapes.
The Way Things Work. David Macaulay. Tucson, AZ: Zephyr Press,
1988. 400 pp. Contains simple explanations of complicated scien-
tific principles.
Weight and Balance. Barbara Taylor. New York, NY: Franklin Watts,
1990. 32 pp. Discusses force, gravity, and devices used to mea-
sure weight.
Weird Wheels. Alain Chirinian. Englewood Cliffs, NJ: Julian Messner,
1989. 64 pp. Shows 14 vehicles with unusual shapes and power-
ful engines.
Wheels. Julie Fitzpatrick. Morristown, NJ: Silver Burdett Press, 1988.
30 pp. Experiments with wheels, pulleys, and gears.
Why Doesn't the Earth Fall Up? And other not such dumb questions
about motion. Vicki Cobb. New Yolk, NY: Lodestar Books, 1989.
40 pp. Answers nine interesting questions about motion.
Why Doesn't the Sun Burn Out?Vicki Cobb. New York, NY: Lodestar
Books, 1990. 40 pp. Presents and answers nine interesting ques-
tions about energy.
Wind and Water Energy. Sherry Neuwirth Payne. Milwaukee, MN:
Raintree Children's Books, 1983. 47 pp. Discusses windmills, hy-
droelectric plants, and geothermal reservoirs.
Wings of History: The air museums of Europe. Louis Divone. Oakton,
VA: Oakton Hills Publications, 1989. 312 pp. Discusses various
aeronautical museums.
Wings, Wheels, & Sails. Tom Stacy. New York, NY: Franklin Watts,
1991. 40 pp. Discusses various forms of transportation.
Work People Do, 3 bks. Betsy Imershein. Englewood Cliffs, NJ: Ju-
lian Messner, 1990. 32 pp. ea. Explains common tasks of auto
mechanics.

4
 Exploring physics 27

Other resources
American Institute of Physics
Director of Physics Program
335 East 45th Street
New York, NY 10017

AM/FM Project Kit (28-175). Fort Worth, TX: Radio Shack, Tandy Cor-
poration. Contains a pre-assembled tuner and the remainder sol-
derless coil-spring construction. Batteries not included.
Baufix Construction Sets (57-020-9318). Hudson, NH: Delta Educa-
tion, Inc. 82 pieces, with vinyl case. Durable wood and vinyl con-
struction sets come with instructions for making cars, cranes, and
other simple machines.
Capsela KiLS: Capsela 200 (57-031-0826). Hudson, NH: Delta Educa-
tion, Inc. Contains enough materials, with guide, for 10 projects
to study gears and locomotion by building self-propelled ma-
chines. Does not include batteries.
Crystal AM Radio Kit (28-177). Fort Worth, TX: Radio Shack, Tandy
Corporation. Simple materials for a crystal radio.
Cut & Assemble Paper Airplanes that Fly (57-020-8328). Arthur Baker.
Hudson, NH: Delta Education, Inc. Contains eight ready-to-assem-
ble airplanes.
Delta Gears: Gear Set (57-070-1645). Hudson, NH: Delta Education,
Inc. Contains strong plastic gears, two large, two medium, and
one small, with base, cover, handle, and pointer.
Delta Wheeled Carts: Wheeled Cart (57-030-3159), Magnets
(57-130-0419). Hudson, NH: Delta Education, Inc. These
wheeled carts with magnets demonstrate both magnetism and
simple machine principles.
Electromagnet Set (57-050-0752). Hudson, NH: Delta Education, Inc.
Contains materials to construct a working electromagnet, com-
plete with battery and step-by-step instructions.
Flying Machines. Patrick Prentise. Rochester, NY: Eastman Kodak,
1989.1 videocassette, 60 minutes. The viewer goes on a visit to
the National Air and Space Museum's Paul E. Garber Facility and
sees how air and space craft are restored and preserved.
28 A teacher's, science companion

Gram Mass Set (57-130-1200). Hudson, NH: Delta Education, Inc. A

10-piece set (1 g.-200 g.) that will allow students to measure
weight using a brass mass set.
Henry Ford Museum & Greenfield Village. Glastonbury, CT: Video
Tours, 1989.1 videocassette, 30 minutes. Explores the Henry Ford
Museum.
Invicta Simple Scale (57-191-0765). Hudson, NH: Delta Education,
Inc. Young children can use this simple molded, plastic balance
scale.
Lego Pneumatic Set (57-110-1231). Hudson, NH: Delta Education,
Inc. Contains 124 pneumatic elements and instructions to make
five models that really work.
Magnet Set (57-130-3741). Hudson, NH: Delta Education, Inc. This
set contains five horseshoe magnets, five bar magnets, and a va-
riety of metal shapes to attract.
Motorized Capsela Robot. Hudson, NH: Delta Education, Inc. The
child can build a slow-motion, motorized robot from 38 snap-to-
gether parts. Gears are visible. Batteries are not included.
30-in-1 Electronic Lab Kit (28-161). Fort Worth, TX: Radio Shack,
Tandy Corporation. Teaches the basics of electronics and in-
cludes everything needed to build a radio, alarm, and timer. Bat-
teries not included.
Ultimate Paper Airplane, The. Richard Kline. San Diego, CA: Creative
Learning Systems, Inc. Contains detailed diagrams and instruc-
tions for folding and flying seven models of planes.
White Wings Assembly Kit. San Diego, CA: Creative Learning Sys-
tems, Inc. Dr. Yasuaki Ninomiya, authority on paper planes, de-
signed this kit, which contains 15 different models and includes
step-by-step assembly guides and flight instructions.
 a
Exploring science
in the backyard
Much of a child's time is heavily regulated. This is partly due to the
hectic pace of simply living in the 1990s. Often both parents work,
and alarms start everyone off each day dashing in a variety of direc-
tions. There may be buses to catch, car pools to arrange, and day-care
schedules to coordinate.
In addition, scattered throughout the week for various family mem-
bers, there are meetings, music lessons, aerobics classes, bowling,
bridge club, scouting, swimming lessons, religious activities, little league
schedules, concerts, and many more activities. Although these various
activities make up our "leisure time," they might not be very leisurely!
Schools are also "time conscious." Bells ring, periods end, tests
and projects need to be completed within a time frame, library books
need to be returned by a certain date, and so forth.
While children need discipline, they do not need to be occupied
every minute of the clay! Especially during the summer or while on a
school vacation, a child really appreciates the opportunity to simply
play in a backyardand the backyard is a wonderful place to begin
explorations in science.
Before abandoning a young child to the joys of playing and ex-
ploring science in a backyard, it is important that safety factors be
considered. If the backyard is fenced and relatively free from danger-
ous materials, it might be sufficient for you to explain which areas, if
any, are "off limits" to the child.
Children can usually accept and respect such limits, but it is help-
ful to give some rationale. For instance, if a portion of the flower bed
has just been seeded, the child must understand that he or she can-
not dig or run there because young seedlings are starting to grow and
would be damaged if trampled.

29
4I)
30 A teacher's science companion

With a little thought, most guidelines can be positively phrased,

such as "You may dig in the dirt and play with your trucks in this
area," or "You may play ball in this area," rather than listing a lot of
"no's" and "don'ts."
Young children may be either quite happy exploring and playing
on their own or may appreciate adult company. Sometimes they may
want to bring toys or equipment outside with them. Make the most of
the active imagination and curiosity of a child. For example, a very
young child may be content for some time to sit on a back patio with
a dish of soap bubble solution and a bubble pipe. After a time, this
may lead to a series of questions about the size and shape of bubbles,
what makes the colors that shine on them, and how high and fast
they may float. This is your time to incorporate science.
If any child spends considerable time in the backyard, it is almost
inevitable that his or her powers of observation will sharpen. Also,
quite early, children may develop specialized interests. This can lead
to a host of questions, half of which will begin with "Why?" Your log-
ical, thoughtful response to a child's "why?" question may immedi-
ately be met with another "why?" question.
Often these questions that are seemingly simple are in reality
quite complex. For example, the question "Why is the grass green?"
 Exploring science in the backyard 31

can take some time to explain! Knowing how to seize these opportu-
nities can lead to wonderful outdoor learning situations.
These questions and outdoor explorations also provide great op-
portunities for the application of mathematics. The child will be using
problem-solving techniques and reasoning skills, measuring and
graphing, estimating and making connections, seeing patterns and re-
lationships, and communicating mathematical findings. There will be
plenty of opportunity to work with whole numbers and fractions.
When questions arise in your areas of expertise, it will be easy to
answer the child simply, completely, and honestly. In a flush of en-
thusiasm over a loved and well understood subject, however, there is
always a danger in telling too much. (We've all had the experience of
being told far more about penguins than we ever wanted to know!)
And sometimes, when the questions arise in an unfamiliar field,
you may be stumped. It's quite all right to tell a child that you don't
know the answer to a very good question but will try to find out. This
can be the beginning of an outing to the library. (Be sure to read
Chapter 14, "Exploring Science in the Library.")
Sometimes questions can best be answered by observation. Sit-
ting quietly and watching a honeybee move from blossom to blossom
may answer some of a child's questions about pollination. It may also
lead to checking out more books to find additional information.
The child may notice that soils are different. Some soil may be
reddish clay while others are rich in humus or sandy. In Chapter 4,
"Exploring Botany," some additional ideas for exploring how plants
grow in different types of soil are provided.
And the activities in this chapter do not need to be limited to the
backyard at home. Many teachers take students to the playground, to
a nearby park, or on a more distant field trip to explore the outdoors.
At the right time and in the right place, it can be amazing how much
a child can learn from the observation of a square-foot of land!
Although sharp eyes and curiosity are the best equipment, if you
have a budding biologist on your hands, some other items may prove
useful. A notebook and pencil might be helpful, along with a magni-
fying glass, a butterfly net, and a specimen cage or "bug box."

Making a bug box

To make a bug box, cut four pieces of 'A-inch-thick plywood into
rectangles that measure 6 inches high by 21/2 inches wide. Into one
of these pieces, 1 inch from the top edge, drill a hole, approxi-
mately l'/2 inches in diameter. (This will be the hole through which
specimens, leaves, and twigs are inserted.) Use fine finishing nails

;
 S I

. II

I 0 I

. . I I
-
'5 - I
- 8, I D

I
a 111 II

ILO .
I

1
 Exploring science in the backyard 33

Measuring the big jump

Grasshoppers are great jumpers. Perhaps you and a curious child
would like td find out just how far they can jump.
Set out a long sheet of paper, marking off a starting point. Place
the grasshopper on the sheet (perhaps on a front porch or back pa-
tio). Then make the grasshopper jump by gently touching the tail end
of its abdomen with a feather
Mark the spot where it lands and measure the distance. Try this
experiment with several grasshoppers and some crickets too.
If the child really seems to enjoy crickets, an activity that would
keep him or her interested would be to set up a vivarium.

Setting up a
vivarium at home or school
Crickets make good pets. You can make a home for a cricket by
putting a layer of dirt and some leaves into an empty aquarium and
placing a wire mesh on top. This new home is called a vivarium.
To keep the cage clean, cover the cricket with a small strainer to
prevent its escape while you are housekeeping. If you keep more
than one cricket, you need to be sure that you have a male and a fe-
male. If you try to keep two males or two females together, they will
often fight.
34 A teacher's science companion

Feed your pet crickets crumbs of bread, bits of lettuce and cu-
cumber, potatoes, and even dog biscuits. Sprinkle some water for
them to drink onto a plant leaf or put in a small bottle cap of water.
The backyard is home to many busy little creatures. A spider may
have provided a web in the corner of the garden. The patient child
may see not only the clever spider who wove the web but also the
sorts of food trapped in it. An industrious ant might be observed car-
rying a crumb over and through the blades of grass. A mantis, cam-
ouflaged in green and brown, may look over its shoulder at the
explorers in the yard. And a beetle may be surprised in the middle of
its lunch on a hollyhock.
By taking the time to observe and having some very simple
equipment available, you can capitalize on the natural curiosity of a
child. Remember that even at a young age, children also can be
taught humaneness and responsibility. For example, a grasshopper
should not be kept in an airtight jar, and after the child has had a
chance to study a butterfly, it should be released back into its natural
environment. You can model a respect for and interest in nature.
Another way to learn more about insects is to capture them on
film by photographing them. In this way, the child will have a per-
manent record of the insect in its natural habitat.

Using photography
You will want to use high-speed film and a fast setting since it is hard
for a child to hold a camera very still. Also you will need practice in
guessing the distance from the camera to the insect so that you can
focus correctly. Many cameras have attachments for close-range pho-
tography.
You may also want to use a tripod to hold the camera perfectly
steady and keep it in one position after it has been focused. For night
photography, you'll need photo-flood bulbs.
Keeping a notebook in which you record the date, time, place,
lighting conditions, film, and shutter speeds is a good habit for the
young naturalist to acquire.
Some students won't be very interested in earthworms, butter-
flies, crickets, and grasshoppers. The creepy crawlies of the backyard
or schoolyard don't appeal to them. But you needn't give up on ex-
ploration in the out-of-doors. These children may develop an interest
in birds, flowers, trees, shrubs, or vegetables. Chapters 4 ("Exploring
botany") and 5 ("Exploring ethology") will deal with these topics.
For apartment and city dwellers who lack backyards, there can be
trips to playgrounds and city parks to observe ducks, song birds,
 Exploring science in the backyard 35

squirrels, plants, and insect life. Even on an apartment windowsill, it's

possible to encourage seedlings in an egg carton planter or to partic-
ipate in planting and maintaining a small herb or bulb garden planted
in a large, decorative terrarium.
Relatives or friends who live some distance from a child, might
snap some photos of the yard filled with snow, a spring blossoming
fruit tree, a prize rosebush in bloom, a robin's nest, a butterfly on a
lily, a giant squash, or the biggest pumpkin from the patch, and mail
these pictures to the child.
The richness of the backyard exploration might be enhanced by
sharing some books together on special topics of interest and carry-
ing out some simple experiments. Many of these may be related to
classroom activities.

Resource books
Adventures with Rocks and Minerals: Geology experiments for young
people. Lloyd H. Barrow. Hillside, NJ: Enslow Publishers, 1991. 96
pp. Contains a variety of earth science experiments.
Amazing Beetles. John Still. New York, NY: Alfred A. Knopf, 1991. 32
pp. Through photographs, examines members of the beetle world.
Animal Builders. Jim Flegg. Brookfield, CN: Newington Press, 1991.
32 pp. Tells how animals, fish, and insects build homes to protect
themselves.
Animal Observations. Ray Broekel. Chicago, IL: Childrens Press,
1990. 48 pp. Provides tips on observing behavior and habitat of
birds, insects, and other wildlife.
*Animals, Birds, Bees, and Flowers. Alan Snow. Chicago, IL: Childrens
Press, 1989. 24 pp. Introduces animals, birds, insects, and plants.
Ant Colony, An. Heiderose and Andreas Fischer-Nagel. Minneapolis,
MN: Carolrhoda Books, 1989. 48 p. Describes the life cycle and
the community life of ants.
Backyard Hunter: The praying mantis. Bianca Lavies. New York, NY:
Dutton, 1990. 32 pp. Describes the behavior of the mantis.
*Bees and Wasps. Kate Petty. New York. NY: Gloucester press, 1987.
29 pp. Includes discussion of honeybee, bumblebee, and yellow
jacket.
Butterfly and Moth. Paul Ernest Sutton Whalley. New York, NY: Ai-
fred A. Knopf, 1988. 64 pp. Using photos, the behavior and life
cycles of moths and butterflies are illustrated.
C'an You Find Me? A book about animal camouflage. Jennifer Dewey.
New York, NY: Scholastic, Inc., 1989. 40 pp. Tells how insects,
birds, reptiles, and mammals use camouflage.
36 A teacher's science companion

Clover and the Bee, The: A book of pollination. Anne Ophelia Dow-
den. New York, NY: Thomas Y. Crowell, 1990. 96 pp. Explains
pollination.
Creepy Crawlies. Ruth Thomson. New York, NY: Macmillan, 1991. 32
pp. Provides an introduction to ants, caterpillars, flies, snails, spi-
ders, and worms.
Discovering Bugs. George McGavin. New York, NY: Bookwright
Press, 1989. 48 pp. Describes characteristics and behavior of
bugs.
Discovering Slugs and Snails. Jennifer Coldrey. New York, NY: Book-
wright Press, 1987. 47 pp. Describes the physical characteristics,
habitat, and behavior of slugs and snails.
Dragonfly. Barrie Watts. Morristown, NJ: Silver Burdett Press, 1989. 25
pp. Shows the development of the dragonfly through egg and
nymph to adult through the use of photos and drawings.
Draw 50 Creepy Crawlies. Lee J. Ames. New York, NY: Doubleday,
1991. 60 pp. Includes step-by-step instructions for drawing 50 in-
sects and spiders.
Earthworms, Dirt, and Rotten Leaves: An exploration in ecology.
Molly McLaughlin. New York, NY: Atheneum, 1986. 96 pps. De-
scribes earthworms and their habitat, and suggests simple exper-
iments.
*Empty Lot, The (Vol. 1). Dale H. Fife. Boston, MA: Little, Brown, 1991.
30 pp. In this work of fiction, Harry inspects an empty, partially
wooded, lot before selling it and finds birds, insects, and other
small animals.
Exploring Weather. Ed Catherall. Austin, TX: Steck-Vaughn Library,
1990. 48 pp. Discusses climate and weather, and includes simple
activities and experiments.
Fingers and Feelers. Henry Arthur Pluckrose. New York, NY: Franklin
Watts, 1990. 32 pp. Explores the sense of touch in the animal
kingdom.
*First Look at Spiders, A. Millicent E. Selsam and Joyce Hunt. New
York, NY: Walker & Company, 1974. 32 pp. Introduces children
ages five to eight to the world of the spicier.
Golden Book of Insects and Spiders, The. Lawrence P. Pringle. Racine,
WI: Western Publishing Co., 1990. 45 pp. Takes a look at insects
and spiders.
How Did We Find Out about Sunshine? Isaac Asimov. New York, NY:
Walker & Company, 1987. 64 pp. Examines scientific discoveries
for children ages 10 and more.
 Exploring science in the backyard 37

How to Collect and Care for Beetles. Barrie Watts. New York, NY:
Franklin Watts, 1989. 29 pp. Tells how to collect and care for bee-
tles.
Insect. Laurence Alfred Mound. New York, NY: Alfred A. Knopf, 1990.
64 pp. Explores the world of insects.
Insect Almanac, The: A year-round activity guide. Monica Russo. New
York, NY: Sterling Publishing Co., 1991. 128 pp. Tells how to find,
identify, and keep insects and provides seasonal activities.
Insect Metamorphosis: From egg to adult. Ron and Nancy Goor. New
York, NY: Atheneum, 1990. 32 pp. Explains how insects grow and
change.
Insects. Elizabeth Cooper. Austin, TX: Steck-Vaughn Library, 1990. 48
pp. Introduces and describes insects including those that are
helpful and those that are pests.
Insects. Terry J. Jennings. New York, NY: Gloucester Press, 1991. 24
pp. Tells how to recognize insects such as ants, butterflies, lady-
bugs, and bees.
Insects. Philip Steele. Mankato, MN: Crestwood House, 1991. 32 pp. Of-
fers facts about different kinds of insects, habitats, and life cycles.
Insects. John Bonnett Wexo. Mankato, MN: Creative Education, 1991.
24 pp. Discusses the world of insects.
Insects: A guide to familiar american insects. Herbert Spencer Zim.
Racine, WI: Western Publishing Co., 1991. 160 pp. Introduces the
child to familiar insects.
Insects and Spiders. Linda Losit et al. New York, NY: Facts On File,
1989. 96 pp. Introduces insects and spiders, including centipedes,
crickets, butterflies, wasps, and ants.
It's a Good Thing There Are Insects. Allan Fowler. Chicago, IL: Chit-
drens Press, 1990. 32 pp. Identifies many insects and describes
their useful activities.
Jellyfish to Insects: Projects with biology. William Hemsley. New York,
NY: Gloucester Press, 1991. 32 pp. Provides hands-on science
projects.
Kid's Question and Answer Book Three, The. OWL Magazine Staff
New York, NY: Grosset & Dunlap, 1990. 80 pp. Gives answers to
common questions about animals, plants, insects, and weather.
Life Cycle of a Bee, The. Jill Bailey. New York, NY: Bookwright Press,
1990. 32 pp. Describes the life cycle and feeding process of the
bee.
Lift Cycle of an Ant. Trevor Terry. New York, NY: Bookwright Press,
1988. 32 pp. Describes the common ant.
38 A teacher's science companion

* Listening Walk, The (rev. ed.). Paul Showers. New York, NY: Harper-
Collins, 1991. 32 pp. Tells a story of a girl and her father who lis-
ten as they go for a walk.
Looking at Ants. Dorothy Hinshaw Patent. New York, NY: Holiday
House, 1989. 48 pp. Describes the behavior and characteristics of
ants.
Magic Mud and Other Great Experiments. Gordon Penrose. New
York, NY: Simon & Schuster, 1988. 48 pp. Illustrates basic scien-
tific principles through science activities and demonstrations.
* Monarch Butterfly. Gail Gibbons. New York, NY: Holiday House,
1989. 32 pp. Describes the life cycle of the butterfly and how to
raise one.
Mosquitoes. Dorothy Hinshaw Patent. New York, NY: Holiday House,
1986. 40 pp. Describes the development and habits of mosquitoes
and discusses diseases that they carry.
Moth. Barrie Watts. Morristown, NJ: Silver Burdett Press, 1991. 25 pp.
Traces the development of the moth (using photos) from the egg
to caterpillar, cocoon, and finally the flying insect.
Nature Directory, The: A guide to environmental organizations. Su-
san D. Lanier-Graham. New York, NY: Walker & Company, 1991.
Contains a listing of environmental organizations.
Nature's Great Balancing Act: In our oum backyard. E. Jaediker Nors-
gaard. New York, NY: Dutton, 1990. 64 pp. Explains interrela-
tionships of creatures and plants and the importance of insects in
.the world.
Nature's Living Dghts: Fireflies and other bioluminescent creatures.
Alvin Silverstein. Boston, MA: Little, Brown, 1988. 42 pp. De-
scribes bioluminescent insects, plants, and sea animals.
Naturewatch: Exploring nature with your children. Adrienne Katz.
Reading, MA: Addison-Wesley Publishing Co., 1986. 128 pp. Of-
fers activities to increase your enjoyment of nature.
* Science Fun with Mud and Dirt. Rose Wyler. Englewood Cliffs, NJ: Ju-
lian Messner, 1986. 48 pp. Provides instructions for indoor and
outdoor experiments with soil and rocks.
Shovelful of Earth, A. A. Lorus Johnson Milne. New York, NY: Henry
Holt, 1987. 114 pp. Describes different soils and the plants and
animals that live in them.
Small Garden Animals. Terry J. Jennings. Chicago, IL: Childrens
Press, 1988. 34 pp. Describes insects, spiders, snails, and worms
and projects to do with them.
Snails and Slugs. Chris Henwood. New York, NY: Franklin Watts,
1988. 29 pp. Describes snails and slugs and how to keep them.
 Exploring science in the backyard 39

*Tiny Seed, The. Eric Carle. Natick, MA: Picture Book Studio, 1987. 32
pp. Describes life cycles of flowering plants.
Tongues and Tasters. Henry Arthur Pluckrose. New York, NY:
Franklin Watts, 1990. 32 pp. Explores the sense of taste in the an-
imal kingdom.
We Watch Squirrels. Ada Graham. New York; NY: Dodd, Mead, 1985.
64 pp. Shows and explains the behavior of gray squirrels in the
wild.
Wind and Weather. Barbara Taylor. New York, NY: Franklin Watts,
1991. 32 pp. Explains what makes air move, weather forecasting,
and air pollution.

Other resources
There are a number of companies and agencies to which you can write
for additional information. Ask for a catalogue to learn about the free
or inexpensive teaching units, posters, newsletters, and lessons that are
available.

AAAS
1333 H Street, N.W.
Washington, DC 20005

Aims Education Foundation

P.O. Box 7766
Fresno, CA 93747

American Geological Institute

Director of Education
National Center for Earth Science Education
4220 King Street
Alexandria, VA 22302

American Institute of Biological Sciences

College of Natural Sciences
University of Northern Iowa
Cedar Falls, IA 50614

American Nature Study Society

Pocono Environmental Education Center
R.D. 1, Box 268
Dingman's Ferry, PA 18328
40 A teacher's science companion

Heath & Company

Science Newsletter
125 Spring Street
Lexington, MA 02173

National Association of Biology Teachers

11250 Roger Bacon Drive, #19
Reston, VA 22090

Nature Scope
National Wildlife Federation
1400 Sixteenth Street, N.W.
Washington, DC 20036-2266

Outdoor Biology Instructional Strategies

Lawrence Hall of Science
University of California
Berkeley, CA 94720

Butterfly Garden (57-020-6007), Hudson, NH: Delta Education, Inc.

A box with see-through sides so that children can see the growth
from larvae to painted lady butterfly. Coupon for larvae included.
Critter Emitter (57-031-6568), Hudson, NH: Delta Education, Inc. A
set that includes funnel, scoop, tweezers, and other such items so
that, through gravity and evaporation, microscopic critters will be
separated out of soil or forest litter. Full instructions included.
Fruitflies, Mealworms & Butterflies Mini-Kit (57-740-0095), Hudson,
NH: Delta Education, Inc. A mini-kit with teacher's guide for rais-
ing three types of insects and studying life cycles. Includes con-
tainers, dishes, magnifiers, and coupons for living organisms.
Giant Ant Farm (57-010-2310), Hudson, NH: Delta Education, Inc. An
ant farm with coupon for living ants.

t)
 Exp ny
Exploring botany can take many forms. It might be that a child who
is not especially interested in growing things is nonetheless intrigued
with how plants survive in the Arctic or is interested in the strange
and unusual plant life of the jungle. Maybe the child wonders about
carnivorous plants or the ways bees pollinate plants. Such a child
may approach a study of plants by reading about those special areas
that are of interest.
Other curious kids will certainly want to make this exploration a
hands-on activity and will want to plant seeds, till the soil, and har-
vest a crop. This type of activity need not require acres of land, but
can be achieved even in a school room or an apartment by working
in a few containers, strategically placed on a bright windowsill.

41
42 A teacher's science companion

There is a special kind of wonder that is attached to putting a tiny

seed into the soil and watching it slowly grow into a plant. Even
though the process takes time, the curious child will be fascinated
and will learn many lessons in observation and responsibility as he or
she cares for the seedling.
Daily measuring of growth and charting changes on a piece of
graph paper is a good mathematics application and will help the child
see and understand the gradual unfolding process. Other students
may want to keep notes on the plant's growth by writing down and
dating their observations. Still others may want to make detailed
sketches of the growth process.

Sprouting an avocado seed

Purchase an avocado at the grocery store. Cut it in half and remove
the large seed from inside. Wash the seed off and encourage the child
to examine it. Push three toothpicks firmly into the seed. Then put
the seed, pointed end up, into a glass, suspended by the three tooth-
picks, and with the base of the avocado seed submerged in water. Put
it in a sunny window.
 Exploring botany 43

Be sure to add water now and then as it evaporates from the

glass. Be patient. Soon you will see roots growing down from the
seed and a green avocado plant growing up out of the seed.
A similar sprouting process can be observed by conducting the
following experiment.

Sprouting lima beans

Buy some dried lima beans. Soak the beans wernight to soften the
outer skins. Carefully split one of the beans open and have your cu-
rious child examine it with a hand lens. You will be able to see a baby
plant curled up at the end of one half of the bean.
Take an old jar and put a piece of blotting paper or several lay-
ers of paper toweling onto the bottom of the jar. Put a couple of
inches of water into the jar and let it sit while the paper soaks up the
water. Then pour the excess water off.
Next, put four of your lima beans on the paper. Wait a few days
to see what happens. (You may have to add a few drops of water
now and then to keep the paper wet.) Gradually a root and stem will
appear on each bean.
If you wish, you can then plant your tiny bean plants out in the
garden or in containers. With care, they will grow into big, healthy
plants.
Once students are interested in how seeds grow into plants and
have learned to observe and note the growth, they may be ready to
see what effect different soils and varying light can make on the
growth of a plant.

Differing soils
Get three 'A-gallon milk cartons. Cut off the tops leaving a 6-inch bot-
tom on each carton. Save the bottoms of the cartons. Label the out-
side of the cartons #1, #2, and #3. Put about an inch of gravel in the
bottom of each carton.
Fill carton #1 with 4 inches of sand, fill carton #2 with 4 inches of
rich potting soil, and fill carton #3 with a red ty soil. Choose a plant
you'd like to grow and gather or purchase six seeds. Plant two seeds
in each of the containers.
Make two graphs for each carton. Label each graph with the car-
ton number and the letter A or B. (A will he for the first plant that
sprouts, and B for the second plant that sprouts.) Put number of days
along the bottom of each graph. Put VI inch marks going up the left
side of each graph.
44 A teacher's science companion

Put the cartons in a sunny window and water them as needed.

Observe the cartons each day. On the graphs, ir,dicate on what day
the seeds sprouted through the soil. Measure each plant each day and
graph its height.
Did the plants sprout faster in one kind of soil or another? Did the
plants grow taller and healthier in one kind of soil or another?
Another factor that affects the growth of plants is the amount of
sunlight they receive. The following experiment will help prove that
light is a factor in plant growth.

Varying amount of sunlight

When you have grown two seeds into plants that appear healthy and
that are about the same height, you can experiment with varying light
in plant growth.
Place one of your plants in a sunny window and put the other in
a closet. Be sure to water each plant regularly.
After a week, what differences do you see between the two
plants? What difference do you see after two weeks?
Having done some simple seed experiments, the curious child
may want to purchase some seeds and plant them at home or at
school. Few things are more enjoyable than growing one's own
pumpkin for Halloween. Some companies offer seeds that should
yield "giant" , pumpkins and encourage you to get an early start by
planting the seeds in containers indoors in early spring, then moving
them outside when climate conditions permit.
There are a number of other hardy vegetables that will yield a
very satisfactory "crop" for the young gardener. Again, if space is a
problem, there are a number of tomato plants developed that can be
grown in pots on a patio or sunny balcony. These plants will need to
be staked, and will grow about 3 feet tall. With care and luck, such
plants will yield about 2 dozen tomatoes.
For the child who is more interested in colorful flowers than in
vegetables, there are many options, again depending on climate,
amount of sun or shade, and space availability. Some examples of col-
orful flowers include violets and pansies, which can occupy just a
small, shady place around a bird bath and beneath a shade tree in a
backyard at home, or zinnias and marigolds, which will flourish in full
sun in milk cartons in a sunny classroom window. Directions on seed
packets or your clerk at your local nursery will give helpful advice.
Not all plants grow from seedssome grow from spores, such as
mushrooms and mosses. Your curious child can learn more about
mushrooms by conducting the following experiment.

f
U
 Exploring botany 45

Making mushroom spore prints

If you live near the woods, you can go for a walk in August and find
many different kinds of mushrooms growing. A close look at the un-
derside of the mushroom will reveal whether it is smooth or gilled.
se:
Gather two or three of the gilled mushrooms and bring them home
with you. (Remember not to eat wild mushrooms because some are
poisonous.)
Cut the stem near the cap. Lay the cap, gills down, on a sheet of
paper. Put a drinking glass over the mushroom like a dome. Wait
overnight.
Carefully remove the glass and lift the mushroom cap straight up
from the paper. You will find a spore print left on the paper in the
shape of the mushroom cap. The spores dropped out of the mush-
room gills.
If your curious child is interested in moss and its growth, the fol-
lowing experiment will be enlightening.

growing a moss garden

You can grow a moss garden in an empty 2-quart pickle jar. Take the
lid off, and lay the jar on its side in a shallow box filled with sand.
The side of the jar resting on the sand is now the "bottom" of
your terrarium. Put a layer of sand and pebbles in the bottom of the
jar. Then cover this sandy drainage layer with woodsy soil that you
collected from outside. Add a few interesting objects such as a small
pinecone, an acorn, some rocks or little pieces of wood or bark.
Next, plant small pieces of moss by pressing them down into
your layer of soil. Water the garden and screw the jar lid back on.
Keep your terrarium in a place where it gets only indirect light
(not in a sunny windowsill!). Usually moss will grow for several
months in the jar without needing more water. Depending on the
temperature, you will see moisture collect on the top of the jar and
fall like rain. Your mosses will grow spore cases on slender stems that
you and your curious child can closely observe through a hand lens.
If the soil seems soggy, you can open the jar for a few hours to
let it dry. If it seems dry in the terrarium, add some water.
The resources that follow are designed to help you and your cu-
rious child explore whatever aspects of botany are of interest. Re-
member that some of the resources in other chapters may also prove
useful. Some students will want to learn what earthworms do for the
soil. Others will be interested in how rocks break clown into soils and
46 A teacher's science companion

why mountains and valleys form. Still others will be interested in

plants that live in ponds and oceans. The resources listed after Chap-
ters 3 "Exploring Science in the Backyard," Chapter 6 "Exploring Ge-
ology and Paleontology," Chapter 8 "Exploring Geography and
Cartography," Chapter 9 "Exploring the Watery World," and Chapter
10 "Exploring the Ocean" might prove helpful.
There are also many interesting craft projects, such as nature mo-
biles and vegetable and leaf prints, that can be made with plant parts.
These resources for such craft projects are listed after Chapter 13 "Ex-
ploring Science through Art." Chapter 12 "Exploring science through
Writing" includes information on keeping journals, making observa-
tions, and writing poetry. This might be of additional interest to the
student of botany.

Resource books
*Agave Blooms Just Once. Gisela Jernigan. Tucson: Harbinger House,
1989. 30 pp. This A-Z illustrated book is filled with verses of
plants and animals of the desert.
Amazing Dirt Book. Me. Paulette Bourgeois. Reading, MA: Addison-
Wesley Publishing Co., 1990. 80 pp. Describes the wonders of dirt
and contains several activities with plants and soil.
*Annals Garden Songs. Mary W. Steele. New York, NY: Greenwillow
Books, 1989. 31 pp. Contains 14 poems about plants in a garden.
 Exploring botany 47

Anticipating the Seasons. Jill Bailey. New York, NY: Facts on File, 1988.
61 pp. Explores how animals and plant life adapt to the seasons.
Arctic Tundra. Lynn M. Stone. Vero Beach, FL: Rourke Enterprises,
1989. 48 pp. Explains about plants and animal life of the tundra.
*Bean and Plant. Christine Back. Morristown, NJ: Silver Burdett Press,
1985. 24 pp. Follows the development of a bean plant.
Be a Plant Detective. Linda Gamlin. New York, NY: Derrydale Books,
1989. 39 pp. Provides information on finding out about plants.
Botany: 49 more science fair projects. Robert L. Bonnet. Blue Ridge
Summit, PA: TAB Books, 1991. 144 pp. Explains experiments in
botany.
Cactus. Jason Cooper. Vero Beach, FL: Rourke Enterprises, 1991. 24
pp. Provides an introduction to cacti.
Carnivorous Plants. Cynthia Overbeck. Minneapolis, MN: Lerner
Publications Co., 1982. 48 pp. Discusses such plants as the Venus
fly trap, sundew, pitcher plant, and bladderwort.
Desert Plants. Susan Reading. New York, NY: Facts on File, 1990. 62
pp. Discusses the specialized plants of the desert.
Deserts. Philip Steele. Mankato, MN: Crestwood House, 1991. 31 pp.
Discusses the world's deserts and the plants and animals that
grow in them.
Dumb Cane and Daffodils: Poisonous plants in the house and garden.
Carol Lerner. New York, NY: Morrow Junior Books, 1990. 32 pp.
Explains the characteristics, habitat, and harmful effects of several
North American plants.
*Earth. Kate Petty. New York, NY: Franklin Watts, 1990. 32 pp. Ex-
plains uses of soil as a home for plants and animals and as a
building material.
*Eating the Alphabet: Fruits and vegetables from A to Z. Lois Eklert, San
Diego, CA: Harcourt Brace Jovanovich, 1989. 32 pp. Offers al-
phabetical examples of various fruits and vegetables.
Everglades. Christine Sotnak Rom. Mankato, MN: Crestwood House,
1988. 47 pp. Describes plants and animals of the Everglades.
First Look at Growing Food. Claire Llewellyn. Milwaukee, WI: Gareth
Stevens Pub., 1991. 32 pp. Presents an introduction to gardening
and farming.
Flowering Plants, Wendy Madgwick. Austin, TX: Steck-Vaughn Li-
brary, 1990. 47 pp. Surveys flowering plants and discusses polli-
nation, flowers, seeds, and fruits.
* Flowers. Terry J. Jennings. Chicago, IL: Childrens Press, 1989. 34 pp.
Contains simple experiments involving plants and flowers.
48 A teacher's science companion

Flowers for Everyone. Dorothy Hinshaw Patent. New York, NY: Cob-
blehill Books, 1990. 64 pp. Discusses the growth and cultivation
of flowers.
Flowers, Fruits, Seeds. Jerome Wexler. New York, NY: Prentice-Hall
Books for Young Readers, 1987. 32 pp. Shows, in photographs,
the different cycles from flower to fruit to seed to flower.
Flowers, Trees and Other Plants. Angela Royston. New York, NY: War-
wick Press, 1991. 40 pp. Includes projects and activities for study-
ing growing things.
Forest, The. Isidro Sanchez and Carme Penis. New York, NY: Barron's,
1991. 32 pp. Explores a trip into the forest to learn about trees,
animals, plants, and insects.
Forest Fire. Christopher Lampton. Brookfield, CT: Millbrook Press,
1991. 64 pp. Discusses forest fires and how they are in some ways
beneficial.
Four Seasons, The. Ruth Thomson. Milwaukee, WI: Gareth Stevens
Pub., 1985. 48 pp. Describes the four seasons and their effect on
plants and animals.
From Seed to Plant. Gail Gibbons. New York, NY: Holiday House,
1991. 32 pp. Explores how seeds grow into plants.
Frost: Causes and effects. Philip Steele. New York, NY: Franklin Watts,
1991. 32 pp. Explains how frost forms and its effects on humans
as well as plants and animals.
Fun with Fruits and Vegetables. Patricia Lief. Carthage, IL: Good Ap-
ple, 1991. 154 pp. An activity book involving fruits and vegetables.
Fun with Growing Things. Joan Eckstein and Joyce Gleit. New York,
NY: Avon Books, 1991. 135 pp. Contains step-by-step instructions
for growing plants and projects such as leaf prints.
* Garden Alphabet, A. Isabel Wilner. New York, NY: Dutton, 1991. 32
pp. Contains rhymes about gardens.
Garden Tools & Gadgets You Can Make. Percy W. Blandford. Blue
Ridge Summit, PA: TAB Books, 1989. 244 pp. Provides instrac-
tions for making gardening tools.
Get Growing: Exciting indoor plant projects for kids. Lois Walker. New
York, NY: John Wiley & Sons, 1991. 101 pp. Contains eleven in-
door gardening projects and includes ideas for cooking and
handicrafts.
Grasslands. David Lambert. Morristown, NJ: Silver Burdett Press,
1988. 48 pp. Explores plants and animal life of the grasslands.
Greening the City Streets: The story of community gardens. Barbara A.
Huff. Boston, MA: Houghton Mifflin, 1990. 61 pp. Explores the ur-
ban garden movement through photos.

64
 Exploring botany 49

*Growing Colors. Bruce McMillan. New York, NY: Lathrop, Lee &
Shepard Books, 1988. 32 pp. Contains photos of various fruits
and vegetables showing the colors in nature.
Growing Plants. Barbara Taylor. New York, NY: Warwick Press, 1991.
40 pp. Contains simple experiments to demonstrate what affects
plant growth.
*Grow It for Fun. Denny Robson and Vanessa Bailey. New York, NY:
Gloucester Press, 1991. 32 pp. Provides an introduction to gar-
dening with suggestions for simple activities.
Harvesters. Irene M. Frank and David M. Brownstone. New York, NY:
Facts on File, 1987. 139 pp. Discusses various occupations of col-
lecting and cultivating food such as fishing, beekeeping, and
farming.
Hidden Life of the Meadow, The. David M. Schwartz. New York, NY:
Crown Publishers, 1988. 36 pp. Examines plants and animals of
the meadow.
Hidden Stories in Plants: Unusual and easy-to-tell stories from around
the world, together with creative things to do while telling them.
Anne Pellowski. New York, NY: Macmillan, 1990. 93 pp. Contains
myths, folklore, and other stories with directions for making or-
naments, toys, and musical instruments from plants.
* How Do Apples Grow? Betsy Maestro. New York, NY: HarperCollins,
1992. 32 pp. Shows life cycle of an apple tree.
How Plants Grow. Stephen Parker. New York, NY: Warwick Press,
1985. 32 pp. Discusses various kinds of plants and how humans
and plants depend upon each other.
Insects and Flowers. Hidetomo Oda. Milwaukee, MN: Raintree Chil-
drens Books, 1986. 32 pp. Discusses plant nectar and pollination.
Kid's First Book of Gardening, A. Derek Fell. Philadelphia, PA: Run-
ning Press, 1989. 96 pp. Contains information on soils and easy-
to-grow flowers and vegetables in the yard and in containers.
Kitchen Fun: Teaches children to cook successfully. Louise Price Bell.
New York, NY: Derrydale Books (dist. by Crown Publishers),
1988. 26 pp. Contains a collection of easy recipes for candy,
cakes, cookies, salads, and vegetables.
*Life Cycle of a Staylower, The. Philip Parker. New York, NY: Book-
wright Press, 1988. 32 pp. Describes sunflowers and includes sim-
ple projects.
Life in the Polar Lands. Monica Byles. New York, NY: Franklin Watts,
1990. 31 pp. Tells how humans, plants, and animals can survive
at the North and South Poles.

tJ
50 A teacher's science companion

Linnea's Windowsill Garden. Christina Bjork and Lena Anderson.

New York, NY: Farrar, Straus, & Giroux, 1988. 59 pp. Tells how to
create a home garden.
Living House, The. Nigel S. Hester. New York, NY: Franklin Watts,
1991. 32 pp. Shows how a house can become a home for plants
as well as for insects, animals, and birds.
Moonseed and Mistletoe: A book of poisonous wild plants. Carol Lemer.
New York, NY: Morrow Junior Books, 1988. 32 pp. Discusses how
some plants irritate the skin or cause illness when eaten.
More than just a Flower Garden. Dwight Kuhn. Morristown, NJ: Silver
Burdett Press, 1990. 40 pp. Contains tips for starting a garden.
Morning Glories. Sylvia A. Johnson. Minneapolis, MN: Lerner Publi-
cations Co., 1985. 48 pp. Examines the stages of development of
morning glories.
Mountains. Lynn M. Stone. Vero Beach, FL: Rourke Enterprises, 1989.
48 pp. Describes plants and animals of the mountains.
Mushrooms. Jason Cooper. Vero Beach, FL: Rourke Enterprises, 1991.
24 pp. Provides an introduction to mushrooms.
My First Green Book. Angela Wilkes, New York, NY: Alfred A. Knopf,
1991. 48 pp. Contains environmental activities and projects in
such areas as water pollution, recycling, and wildlife garde:is.
Natural Materials. Erica Burt. Vero Beach, FL: Rourke Enterprises,
1990. 32 pp. Explains how to make objects from twigs, flowers,
vegetables, pebbles, shells, feathers, and other things of nature.
Nature Crafts: 'Outdoor magic using natural materials for creative
crafts. Sabine Lohf. Chicago, IL: Childrens Press, 1990. 44 pp.
Gives directions for crafts using flowers, leaves, vegetables, and
other natural items.
Nature Projects for Young Scientists. Kenneth G. Riines. New York,
NY: Franklin Watts, 1989. 142 pp. Contains nature projects and
experiments involving plants and animals.
* Peter Rabbit's Gardening Book. Sarah Garland. London, Eng.: F. Warne,
1983. 48 pp. Gives instructions for growing many of the flowers,
fruits, and vegetables mentioned in Beatrix Potter's stories.
Plant. David Burnie. New York, NY: Alfred A. Knopf, 1989. 63 pp.
Describes the world of plants through photos.
Plant Ecology. Jennifer Cochrane. New York, NY: Bookwright Press,
1987. 47 pp. Discusses conservation of natural resources.
Plant Families. Carol Lerner. New York, NY: Morrow Junior Books,
1989. 32 pp. Contains simple descriptions of 12 families of North
American flowering plants.
 Exploring botany 51

Plant Partnerships. Joyce Pope. New York, NY: Facts on File, 1990. 62
pp. Contains information on plants that depend upon animals or
other plants for habitat or survival.
Plants and Seeds. John Stidworthy. New York, NY: Gloucester Press,
1990. 32 pp. Explains about the ways plants reproduce and assim-
ilate nutrients by use of informative text and microscopic photos.
Plants of the Tropics. Susan Reading. New York, NY: Facts on File,
1990. 62 pp. Shows how plants of the tropics adapt.
Plants without Seeds. Helen J. Challand. Chicago, IL: Childrens Press,
1986. 45 pp. Discusses algae, fungi, lichen, mosses, and fern.
Potato. Barrie Watts. Morristown, NJ: Silver Burdett Press, 1988. 25 pp.
Describes how a potato develops.
Potatoes. Sylvia A. Johnson. Minneapolis, MN: Lerner Publications
Co., 1984. 47 pp. Describes the development of a potato.
Practical Plants. Joyce Pope. New York, NY: Facts on File, 1990. 62
pp. Examines the many uses of plants.
Prairies. Lynn M. Stone. Vero Beach, FL: Rourke Enterprises, 1989. 47
pp. Describes plants and animals of the prairies.
*Pumpkin, Pumpkin. Jeanne Titherington. New York, NY: Greenwil-
low Books, 1986. 23 pp. Tells a story of how Jamie plants, grows,
carves, and saves seeds from pumpkins.
Poisonous Plants. Suzanne M. Coil. New York, NY: Franklin Watts,
1991. 62 pp. Identifies poisonous plants that might be found in
the home, garden, and in the wild.
Rainforests. Rodney Aldis. New York, NY: Dillon Press, 1991. 45 pp.
Discusses the plants and animals of the rainforest.
Reason for a Flower, The. Ruth Heller. New York, NY: Grosset & Dunlap,
1983. 42 pp. Explains how to plant flowers and their reproduction.
Roses Red, Violets Blue: Why Flowets Have Cokos. Sylvia A. Johnson.
Minneapolis, MN: Lerner Publications Co., 1991. 64 pp. Examines
the nature and function of flower colors.
*Rosy's Garden: A child's keepsake of flowers. Elizabeth Laird. New
York, NY: Philomel Books, 1990. 48 pp. Tells a story about how,
on a visit to grandma's, a child gathers seeds, makes potpourri,
and presses flowers.
*Science Book of Things that Grow. Neil Ardley. San Diego, CA: Har-
court Brace Jovanovich, 1991. 29 pp. Contains many simple plant
experiments.
Science for Kids: 39 easy plant biology experiments. Robert W. Wood.
Blue Ridge Summit, PA: TAB Books, 1991. 123 pp. Contains in-
formation on 39 plant experiments.
52 A teacher's science companion

Science Projects for Young People. George Barr. New York, NY: Dover
Publications, 1986. 153 pp. Contains several topics for science re-
search projects, including plants.
Seeds and Seedlings. Terry J. Jennings. Chicago, IL: Childrens Press,
1989. 34 pp. Includes study questions, activities, and experiments
about seeds and different plants.
Seeds to Plants: Projects with biology. Jeffrey Bates. New York, NY:
Gloucester Press, 1991. 32 pp. Explores how seeds grow into
plants.
jtrawberry. Jennifer Coldrey. Morristown, NJ: Silver Burdett Press,
1989. 25 pp. Offers, in addition to text, photos and drawings of
strawberries.
Sugar: All plants make sugar, but only two do so in great quantity.
Jacqueline Dineen. Hillside, NJ: Enslow Pub., 1988. 31 pp. Dis-
cusses sugar beets and cane.
Tiger Lilies and other Beastly Plants. Elizabeth Ring. New York, NY:
Walker and Company, 1985. 32 pp. Contains full-color illustra-
tions of many interesting plants.
*Vegetable Garden. Douglas Florian. San Diego: Harcourt Brace Jo-
vanovich, 1992. 32 pp. Shows a family planting and harvesting.
Vegetables. Susan Wake. Minneapolis, MN: Carolrhoda Books, 1990.
32 pp. Discusses different vegetables and gives some easy recipes
using them.
Vegetables and Oils. Jacqueline Dineen. Hillside, NJ: Enslow Pub.,
1988. 31 pp. Contains information on vegetables.
*Very Young Gardener, A. Jill Krementz. New York, NY: Dial Books for
Young Readers, 1991. 38 pp. Provides a tale of a six-year-old who
grows flowers and vegetables, looks at plants in the woods, and
visits a botanical garden.
*Walk in the Woods, A. Caroline Arnold. Morristown, NJ: Silver Burdett
Press, 1990. 30 pp. Describes plants, animals, and seasons of the
year as seen in the woods.
Where Butterflies Grow. Joanne Ryder. New York, NY: Dutton, 1989.
32 pp. Gives tips to attract butterflies to your garden.
Where Food Comes From. Dorothy Hinshaw Patent. New York, NY:
Holiday House, 1991. 40 pp. Shows how sun, earth, air, and wa-
ter combine to help plants grow.
Why Is the Grass Green? Chris Arvetis. Chicago, IL: Childrens l'ress,
1985. 32 pp. Explains the process of photosynthesis.
Wimderful Woods, Me. Rose Wyler. Englewood Cliffs, NJ: Julian
Messner, 1990. 32 pp. Describes plants and animals found in the
forest and suggests activities.
 Exploring botany 53

Wondrous Plant & Earth Experiments. Q. L. Pearce. New York, NY: T.

Doherty Associates, Inc., 1989. 58 pp. Offers a plethora of science
experiments.
Worm's Eye View. Kipchak Johnson. Brookfield, CT: Millbrook Press,
1991. 40 pp. Describes ways to attract wildlife to your backyard
and discusses the role of wild plants in ecology.

Other resources
The following magazines may be of interest as you explore plants
and gardening: Better Homes and Gardens; California; Chatelaine;
Country Journal; Flower & Garden Magazine; Horticulture; The Mag-
azine of American Gardening; Nature Canada; Organic Gardening;
and Sunset Magazine.

Carrot Seed, The. Ruth Krauss. Ancramdale, NY: Live Oak Media,
1990. 1 book, 23 pp.; 1 sound cassette, 4 minutes. Introduces a
popular story to young children about growing a carrot.
Flowers, Plants and Trees. Rima Firrone. Penguin Productions: Dis-
tributed by Prism Entertainment, 1987. 1 cassette, 30 minutes. A
video encyclopedia that answers questions children ask about
flowers, plants, and trees.
Hydroponic Greenhouse (330GS1). San Diego, CA: Creative Learn-
ing Systems, Inc. Small, plastic greenhouse comes with nutrient
and an illustrated manual.
Hydroponic Greenhouse (57-070-1964). Hudson, NH: Delta Educa-
tion, Inc. Tabletop green house with nutrient mix included.
Mushroom Growing Kit (57-110-0725). Hudson, NH: Delta Educa-
tion, Inc. Everything you need to grow edible mushrooms is in-
cluded. Can only be shipped October to June.
Soil Test Kit (57-110-0582). Hudson, NH: Delta Education, Inc. Al-
lows you to test soil conditions and contains information on how
to improve soil for better growth.
Windowsill Greenhouse (57-070-2151). Hudson, NH: Delta Educa-
tion, Inc. These narrow trays and bases, in which to grow plants,
are designed to fit in a windowsill.
 M
Exploring ethology
Ethology is the study of animal behaviors. Interested children and
adults can find numerous opportunities to observe birds and animals
and to watch what they do. Children can sometimes observe birds
and small animals in their own backyards. Other observations may re-
quire a teacher or another adult to accompany a child or group of
children for a walk in the woods, to a park, or to take a visit to a zoo
where more exotic creatures can be found.
Many adults and children take pleasure in observing birds. Scien-
tists estimate there are about a 100 billion birds in the world. So
whether you live in the city, the suburbs, or the country, you will en-
counter them.

54
i (1
 Exploring ethology 55

Some children are fascinated with these wonderful creatures, and

their observational skills will sharpen as they look at the colors, no-
tice different kinds of beaks and feet, and listen to the variety of bird
songs and calls.
If you have a backyard or courtyard at home or a nature area at
school, there are many projects that you can undertake to attract birds
to visit.

Adding a birdbath
Putting a birdbath in your backyard or in a nature area on the school
grounds can provide hours of enjoyment as you and curious children
observe the birds that collect there to drink and bathe.
Many commercial birdbaths are available. You can make one by
putting shallow basin in a spot where birds come. You will need to
make it secure so that it does not wobble or tip over. You might even
put a clean stone in the middle of the bath where birds might stand
while drinking.
With all bird feeders or baths, you need to be sure that they are
placed where cats and other predators will not easily be able to hide
and attack the birds.
Having a birdbath placed up on a pedestal is safer than having
one on the ground. Placing the birdbath near a tree allows birds to
perch and look about for danger before they visit the birdbath.
 56 A teacher's science companion

Birds eat many different kinds of foods. Ducks, gulls, terns, and
herons eat fish, frogs, water plants, tiny shellfish, and insects that they
find along shores, beaches, marshes, and lakes. Bobwhites, mead-
owlarks, and robins search in the grass and leaves for their food. Rap-
tors, such as hawks and owls, eat rodents and other small animals. Fly
catchers and swallows catch their meals as they fly. Some birds pre-
fer beetles and caterpillars, while others prefer seeds.
Depending on where you live and what kinds of birds you are
trying to attract, you can put up a bird feeder and fill it with appro-
priate mixes of seeds. Many feeders are available for purchase, al-
though you might want to make one of your own.
Some feeders are simply flat trays. Another type of feeder looks
like a house with a hinged roof that lifts for filling, a glass front, and
a porch in front that sticks out where the birds perch while eating.
Many feeders are long slender tubes with perches sticking out from
the tube by small feeding holes and with a base tray where other
birds can stand and eat.
While these feeders are best placed in a backyard or in a nature
area of the school grounds, they can also be placed outside apart-
ment windows or on apartment building rooftops.

Making a windowsill bird feeder

You can use a windowsill for a bird feeder. By just sprinkling seeds
ok, on the sill, you will attract small birds.
You may want to attach a small, four-sided, wooden box to your
sill. A good size is 20 inches wide by 10 inches deep. Leave your box
open in back and front so that you can see the birds through your
window and so that the birds can easily enter. Sprinkle seeds on the
floor of the box.
As a special winter treat, you may want to suspend a suet feeder
inside the box. Drill holes into a short, small log or piece of wood.
Fill the holes with peanut butter or suet. Screw an eye into the top of
the log and tie a short piece of twine to it. Then hang the wood from
another eye that is screwed into the top of your feeder box.
Feeders sometimes attract more than birds, and depending on the
placement of a feeder, you may find yourself battling squirrels. Squir-
rels are especially fond of the sunflower seeds that are found in many
birdseed mixes. They are willing to toss millet and other seeds to the
groun, l in search of the one special seed they like. Squirrels have no
patience wi'h the small openings through which birds are able to take
seeds. So they "enlarge" these openings by gnawing through wood
and plastic and destroying the feeder itself.
 Exploring ethology 57

The best solution to prevent your bird feeder from being vandal-
ized by squirrels is to buy one with a b.iffle (or dome) suspended
over the top. Then when you place your feeder high in the air, the
squirrel may jump on the dome but probably will not he able to move
from there to the bird feeder itself.
Birds' nests are wonderfully constructed, and you and your curi-
ous child or your class of students may be lucky enough to find one
that the wind has blown to the ground or that came down with a
dead tree. Do not take nests that are still up in healthy trees because
some birds use their nests more than once.
Other birds prefer nest boxes, and you and your students or your
curious child may want to build one of these. It could be placed in a
tree in the backyard or in a school nature area.

Constructing a nest box

Although you can use any kind of wood, white pine or redwood,
about 'A inch or 1 inch thick is best for a nest box. Use medium
ii
screws, about 1%4 inches long to join the pieces of your next box to-
gether. It is also a good idea to use 1 brown stain on your wood and
let it dry thoroughly before you put the pieces together. This stain will
protect the nest box from the weather. The directions below are for a
bluebird nest box.

I t)
58 A teacher's science companion

The back of your nest box, which you will nail to a post or tree
about 8 feet above the ground, should be 51/2 inches wide by 15
inches tall. The bottom should measure 4 inches by 4 inches. The
front should be 51/2 inches wide by 9 inches high. The front also needs
to have a 11/2 inch diameter hole drilled in the middle of it, 11/2 inches
from the top.
The two sides should be 4 inches wide and square across the bot-
tom. But the tops should be cut on a slight slant so that the sides mea-
sure 91/2 inches at the back of the side but only 9 inches at the front
end of the side.
Once you have screwed together the back, two sides, and bottom
on the nest box, you are ready to put on the top. The top piece of
wood should measure 51/2 inches across and be 61/2 inches long. Set it
in place, on the slight slant, and use a small hinge to affix it to the
back, about 3 inches from the top of the back board.
Use a hook and eye, as a means to close the lid tightly. Screw the
eye into the top of the nest box and affix the hook to one of the sides.
This hinged top will allow you and your curious child to clean
out the nest box after the young birds have flown, so that the blue-
birds will have a clean place to start a new nest next year.
As you learn more about birds, questions will certainly arise.
These questions may center around the migration of birds, their abil-
ity to fly, or their development from eggs. The listed resources at the
end of the chapter (as well as some of the resources listed after Chap-
ter 3 "Exploring Science in the Backyards") may be of help to you as
you follow up on these interests that emerge.
You and your curious child may simply enjoy listening to birds
and watching them in your backyard or in a neighborhood park. Per-
haps you'll decide to study them in depth so that you can identify
them. You may set up feeding stations, nest boxes, or birdbaths to at-
tract them. Perhaps you'll even decide on a canary or other type of
bird for a pet. Whatever you choose, you will derive pleasure from
your exploration of birds.
You may also be fortunate enough to observe small animals in
your backyards, in parks, or on school field trips. In some neighbor-
hoods, squirrels are frequent visitors. If you live in the suburbs or coun-
try, you may be visited by raccoons, deer, chipmunks, or coyotes.
Perhaps somewhere along a highway in your area is a field that has be-
come a prairie dog community. Whatever resources you have, make
the most of them. You can look at tracks as well as observe the animals.

4..! 4

4
 Exploring ethology 59

ISIPEvi SW

4--
Assema.1

TOP

Si 0E.
c ur

BOT TO is"
,e

Lff

BAC K
le- 5%i -1.
gsooko
,10 r ....
, \\r-
1
h....1_
1; I

1
/.; PMIVAZIEU/Nre-IIII
 Exploring ethology 61

An outing to a zoo can be another exciting way to explore sci-

ence and nature! The curious child or a class of students will no
doubt come away with many questions that can lead to further re-
search and additional activities. In most zoos, there is so much to see
that it is hard to take everything in, especially on a first visit. By hav-
ing a few key things to look for before you go, you'll be more thor-
ough in your visit. Don't forget to consult the explanatory signs on
your walk through the zoo for a further explanation of each animal
and its habitat.

Reading zoo treasure hunt signs 1-1

In most zoos there are explanatory signs and symbols. Take the time
to study one of these signs carefully and point out the symbol that
designates an endangered species. Explain what this means. Then, as
you walk through the zoo, have the child or class of students be on
the lookout for the endangered species markings. How many can you
find?
It can be much like a treasure hunt because these few remaining
creatures are indeed valuable.
Other activities can come from a trip to the zoo, like the follow-
ing experiment that the child or class can conduct during and after
the zoo visit.

Examining a world map of antmals

As a follow-up to a zoo trip, have the child or your class list animals
that he or she saw at the zoo that were of particular interest. Use ref-
erence books to learn where these animals live throughout the world.
Find a large world map. Have the child draw the zoo animals of
interest or find pictures of these animals in old magazines and cut
them out. Then place the animals on the world map to show them in
their natural habitat. (Some animals may be found in more than one
place.)
The finished map can make an interesting wall display in a class-
room or the child's room.
There are so many wonderful animals in the zoo that it is often
hard to choose a favorite. Some are so unusual ti -at it is difficult to be-
lieve your eyes, even when you're looking at them. Another follow-
up activity that might prove to he fun is explained in the following
activity.

-..
f
 62 A teacher's science companion

d Drawing a combination animal

Have members of the class or a child draw a "combination animal" in
its habitat. For this purpose you might make available crayons, col-
ored pencils, magic markers, and other such mediums.
A combination animal has the characteristics of two zoo animals.
For example, a hippogiraffe might have the head and neck of a gi-
raffe on the body of a hippopotamus! Other possibilities include: the
chimpanzebra, the oranguphant, and the rhinostrich. Imagination is
the only limit!

While going through the zoo, the class of students or the curious
child may notice any one of a number of different features of the var-
ious animals. Sometimes it is interesting to concentrate on a single
feature, such as the animals' feet. Help the child o notice the enor-
mous size of an elephant's foot, the look of an ostrich foot, the size
of the tigers' paws as they pace back and forth, the feet of a penguin
as it waddles to the edge and plunges into the water, and other ani-
mals' feet on your trip through the zoo.
This should stimulate some conversation in class or at home
about the way the animals interact with their environment. For ex-
ample, a polar bear has hairs on his feet and often weaves back and
forth from foot to foot while it is standing so that its feet do not stick
to the ice.
If you, a neighbor, or friend have a pet, you might follow up y our
observations of the feet of animals by making a cast of a foot print.
 Exploring ethology 63

Impressing footprints
Mix up plaster of paris according to the directions on the box. Cut off
the top of a milk carton, so that the carton stands about 3 inches high.
Pour two inches of plaster of paris into the carton, and let it partially
harden.
a little Vasoline on the paw of a friendly dog you know. SO
Place u, dog's paw into the plaster of paris, making a good impres- 1141%
sion. (The vasoline coating will help you to easily wipe the paw
clean.) Allow the print to harden.
The next time you are on a hike in the woods, check for foot-
prints. Can you make a guess from the prints as to what creature
made it?
Some classrooms have class pets, and some do not. Some chil-
dren are in a position to keep pets in their house or apartment, and
others are not. Besides the pleasure and companionship that a pet
provides, the care of one also teaches the child responsibility. Even if
space in the classroom, apartment restrictions, allergies, frequent trav-
eling, and other excuses prevent you from keeping large pets at
home or school, it might be possible to set up a miniature zoo.

Setting up a miniature zoo

To keep a miniature zoo, you need a corner of a room with two ta-
bles near a window that will provide air and light. In good weather, 1st
the screened window should be kept open. During cold weather, a
lamp might be useful to provide warmth and light. Remember to pro-
vide shady areas in the containers for the animals during spells of hot
weather.
The tables need to have tops that can be kept wiped clean. One
table should have shelves above or below it where food supplies can
be kept. It also needs a clear work space for mixing food, cleaning
cages, and other duties.
The remainder of the work table and the surface of the other
table can hold large glass jars; a dish pan, plastic bowl, or tub with
gravel and water; small aquariums that have been turned into terrari-
ums by adding earth; plants with a screened top; and even cardboard
boxes that have clear plastic across one side so that you can easily
see in. These various containers can house such creatures as: crayfish,
tadpoles, a small snake, horned toad, crickets, meal worms, and a
lizard.
64 A teacher's science companion

Before undertaking the setting up and maintenance of even a

miniature zoo, the child or class needs to know that it mkes a lot of
time to feed the creatures, give them fresh water, and to clean their
cages every week.
Studying . 2 behaviors of birds and ,,aimals at school, at home,
in your backyard, in a park, at the zoo, or wherever you can see
them, can be a lot of fun and provides interesting topics for further
research. In addition to the following resources listed to aid you in
your exploration, you might also want to consult Chapter 9 "Explor-
ing the Watery World," and Chapter 10, "Exploring the Ocean."

Resource books
*ABC Zoo. Jean Warren. Everett, WA: Warren Publishing House, 1991.
45 pp. Tells the alphabet by using zoo animals for each letter.
All About Baby Animals. Michael Chinery. New York, NY: Doubleday,
1990. 45 pp. Explores the physical characteristics and habits of
more than 30 baby mammals, birds, fish, and insects.
Alligators and Crocodiles. John Bonnet Wexo. Mankato, MN: Creative
Education, 1989. 24 pp. Looks at the physical characteristics, be-
haviors, and different kinds of alligators and crocodiles.
Amazing Birds. Alexandra Parsons. New York, NY: Alfred A. Knopf,
1990. 29 pp. Introduces several unusual birds such as the vulture
and hummingbird.
Amazing Egg Book, The. Margaret Griffin. Reading, MA: Addison-Wes-
ley Publishing Co., 1989. 64 pp. Explains the functions of eggs.
Amazing Tropical Birds. Gerald Legg. New York, NY: Alfred A.
Knopf, 1991. 29 pp. Provides text and photos of tropical birds.
Animal Migration. Nancy J. Nielsen. New York, NY: Franklin Watts,
1991. 63 pp. Shows the migratory patterns of birds, fish, ano
mammals.
Animals and the New Zoos. Patricia Curtis. New York, NY : Dutton,
1991. 60 pp. Explains how zoos are trying to exhibit animals in
environments resembling natural habitats.
*Animals Can Be Special Friends, Dorothy Chlad. Chicago, IL: Chil-
drens Press, 1985. 31 pp. Explains rules for the treatment and care
of pets, wild animals, and zoo animals.
Animals in Winter. Catherine de Sairigne. Ossining. NY: Young Dis-
covery Library, 1988. 35 pp. Provides a simple introduction to
birds, hats, bears, and frogs and how they live in winter.
Animals Keeping Cleanjane Burton. New York, NY: Random House,
1989. 24 pp. Shows how animals use claws and beaks to keep
themselves clean.

1
 Exploring ethology 65

* Animals Keeping Warm. Jane Burton. New York, NY: Random House,
1989. 24 pp. Explains how fur and feathers keep animals warm.
Animals Talking. Jane Burton. Brookfield, CT: Newington Press, 1991.
24 pp. Discusses how animals, including birds, communicate.
Any Bear: A polar cub grows up at the zoo. Ginny Johnston and Judy
Cutchins. New York, NY: Morrow Junior Books, 1985. 62 pp.
Shows the first year in the life of a polar bear cub at the Atlanta
Zoo.
Apes, The. John Bonnett Wexo. Mankato, MN: Creative .Education,
1990. 24 pp. Provides a physical description and discusses the
habitat and behaviors of gorillas, orangutans, and chimpanzees.
Apple Tree. Peter Parnall. New York, NY: MacMillan, 1987. 32 pp.
Shows interactions of a tree with insects, birds, and other animals.
Archaeopteryx: Tbe first bird. Elizabeth J. Sandell. Naples, FL: Ban-
croft-Sage Publishers, 1989. 31 pp. Describes the work of paleon-
tologists who reconstruct a fossil.
*Baby Animals. John Bonnett Wexo. Mankato, MN: Creative Educa-
tion, 1990. 24 pp. Introduces baby zoo animals.
Bears. John Bonnett Wexo. Mankato, MN: Creative Education, 1989.
24 pp. Discusses the physical characteristics of bears, different
species, and their relationship to humans.
B ig Cats. John Bonnett Wexo. Mankato, MN: Creative Education,
1990. 24 pp. Gives the physical characteristics and describes the
habitat and behaviors of lions, tigers, leopards, and cheetahs.
Big Golden Book of Backyard Birds, The. Kathleen N. Daly. Racine,
WI: Western Publishing Co., 1990. 61 pp. Provides an introduc-
tion to backyard birds.
Bird. David Burnie. New York, NY: Alfred A. Knopf (dist. by Random
House), 1988. 63 pp. Shows a bird's body construction, feathers,
flight, beaks, feet, and other noteworthy parts.
* Bird Alphabet Book, The. Jerry Pallotta. Watertown, MA: Charlesbridge
Pub., 1991. 32 pp. Shows a bird for each letter of the alphabet.
Bird-Eating Spiders. Louise Martin. Vero Beach, FL: Rourke Enter-
prises, 1988. 23 pp. Shows the world's largest spiders that nest in
trees and feed on birds and small animals.
Bird Feeder Book, The: An easy guide to attracting, ident flying, and
understanding your feeder birds. Donald and Lillian Stokes.
Boston, MA: Little, Brown, 1987. 90 pp. Discusses birds com-
monly found at feeders.
Bird Migration. Liz Oram. Austin, TX: Steck-Vaughn Library, 1992. 49
pp. Discusses the migration patterns of various birds.
66 A teacher's science companion

Birds. Donna Bailey. Austin, TX: Steck-Vaughn Library, 1990. 48 pp.

Gives basic information on birds, their habitats, and behaviors.
Birds. Christine Butterworth. Morristown, NJ: Silver Burdett Press,
1988. 32 pp. Discusses such birds as canaries, bowerbirds, and
hummingbirds.
Birds. Terry J. Jennings. Chicago, IL: Childrens Press, 1989. 34 pp.
Provides an introduction to birds with activities and suggested ex-
periments.
Birds. Wendy Meadway. New York, NY: Bookwright Press, 1990. 32
pp. Provides an introduction to birds.
Birds. Dean Morris. Milwaukee, MN: Raintree Childrens Books, 1988.
46 pp. Discusses birds, their behaviors, migrations, food gather-
ing, and nest building.
Birds. Philip Steele. Mankato, MN: Crestwood House, 1991. 32 pp.
Provides general facts about birds.
Birds: A ,guide to familiar American birds. Herbert S. Zim and Ira N.
Gabrielson. Racine, WI: Western Publishing Co., 1991. 160 pp.
Helps in the identification of birds.
Birds and Mammals. Lionel Bender. New York, NY: Gloucester Press,
1988. 36 pp. Provides an introduction to birds and mammals.
Birds Do the Strangest Things. Leonora Hornblow and Arthur Horn-
blow. New York, NY: Random House, 1991. 63 pp. Shows 22
birds with unusual habits or characteristics.
*Bird's Nest. Barrie Watts. Morristown, NJ: Silver Burdett Press, 1987.
24 pp. Tells the story of the blue titmouse family through photos,
drawings, and text.
Birds of Antarctica: Me Adel:e penguin. Jennifer Owings Dewey.
Boston, MA: Little, Brown, 1989. 48 pp. Discusses the Adelie pen-
guin.
Birds of Antarctica: Me wandering albatross. Jennifer Owings
Dewey. Boston, MA: Little, Brown, 1989. 47 pp. Presents a year in
the life of an albatross.
Birds of Prey. Jill Bailey. New York, NY: Facts on File. 1988. 61 pp.
Discusses eag!es, hawks, owls, and vultures.
Birds of Prey. Kate Petty. New York, NY: Gloucester Press, 1987. 31
pp. Discusses birds of prey.
BirdsRight before Your h:ves. John R. Weissinger. Hillside, NJ: Ens-
low Pub. 19F8. 64 pp. Gives information arid contains drawings
of various American birds.
Birds: The aerial hunters. Marilyn Bramwell. New York, NY: Facts on
File, 1989. 96 pp. Discusses predatory and insectivorous birds.
 Exploring ethology 67

Birds: The plant and seed eaters. Jill Bailey and Steve Parker. New
York, NY: Facts on File, 1989. 96 pp. Gives a brief description of
various birds that eat plants and seeds.
Birds: The waterbirds. Robin Kerrod. New York, NY: Facts on File,
1989. 96 pp. Gives a brief description of waterfowl.
Bird Watch: A book of poetry. Jane Yolen. New York, NY: Philomel
Books, 1990. 36 pp. Contains poems about birds.
Birdwatch: A young person's introduction to birding. Mary MacPher-
son. Toronto, Canada: Summerhill Press, 1988. 136 pp. Introduces
the reader to the world of bird watching.
Bird World. Struan Reid. Brookfield, CT: Millbrook Press, 1991. 64 pp.
Contains an introductory survey of birds.
Blue-Footed Booby: Bird of the Galapagos. Adapted by Nicholas Mill-
house. New York, NY: Walker & Company, 1986. 32 pp. De-
scribes the life cycle of a booby from its hatching on the floor of
an island volcano to maturity.
*Camels. John Bonnett Wexo, Mankato, MN: Creative Education, 1989.
24 pp. Provides an introduction to camels.
Can You Find Me? A book about animal camouflage. Jennifer Dewey.
New York, NY: Scholastic Inc., 1989. 40 pp. Explains how cam-
ouflage is used by birds, fish, insects, reptiles, and mammals.
*Chick. Jane Burton. New York. NY: Lodestar Books, 1992. 21 pp.
Shows development of chick from egg.
Chicken and Egg. Christine Back and Jens Olesen. Morristown, NJ:
Silver Burdett Press, 1986. 24 pp. Shows development of a
chicken.
C'himpanzees and Bonobos. Ann Elwood Mankato, MN: Creative Ed-
ucation, 1991, 24 pp. Gives an introduction to various chim-
panzees.
City Geese. Ron Hirschi. New York, NY: Dodd, Me=4d, 1987. 45 pp. Ex-
amines a flock of Canadian geese.
Close to the Wild: Siberian tigers in a zoo. Thomas Cajacob and Teresa
Burton. Minneapolis, MN: Carolrhoda Books, 1986. 48 pp. Shows
the care and various aspects of behaviors of Siberian tigers.
Crane, The. Gabriel Horn. Mankato, MN: Crestwood House, 1988. 48
pp. Contains information on various kids of cranes.
Crocodile and the Crane, The: Surviving in a Crowded World. Judy
Cutchins and Ginny Johnston. New York, NY: Morrow Junior
Books, 1986. 54 pp. Shows how care and breeding in zoos pro-
tects endangered species.
68 A teacher's science companion

Day in the Life of a Zoo Vet, A. David Paige. Mahwah, NJ: Troll Asso-
dates, 1985. 32 pp. Tells the story of the day the zoo veterinarian
examined an elephant and operated on an armadillo.
Dear Bronx Zoo. Joyce Altman and Sue Goldberg. New York, NY:
Macmillan, 1990. 156 pp. Describes the activities at a zoo and in-
troduces various animals.
Dinosaurs and Birds. G. Minelli. New York, NY: Facts on File, 1987.
57 pp. Explains evoluton theories relating dinosaurs and birds.
Discovering Songbirds. Colin S. Milkins. New York, NY: Bookwright
Press, 1990. 47 pp. Introduces the characteristics and behaviors of
songbirds.
Doctor Wotsit's Zoo. Felicia Law. Milwaukee, WI: Gareth Stevens Pub.,
1986. 48 pp. Gives an introduction to the organization of a zoo.
Dodo, The. William R. Sanford and Carl R. Green. Mankato, MN:
Crestwood House, 1989. 48 pp. Discusses the flightless bird of
Mauritius and why it became extinct.
Dolphins & Porpoises. Beth Wagner Brust. Mankato, MN: Creative Ed-
ucation, 1991. 24 pp. Discusses the appearance and the habits of
dolphins and porpoises.
Ducks, Geese and Swans. John Bonnett Wexo. Mankato, MN: Creative
Education, 1989. 20 pp. Looks at some waterfowl in a zoo.
Eagles. Michael Bright. New York, NY: Gloucester Press, 1991. 31 pp.
Discusses various eagles.
Eagles, Hawks, and Other Birds of Prey. Lynda De Witt. New York,
NY: Franklin Watts, 1989. 63 pp. A discussion of vultures, eagles,
kites, hawks, falcons, and owls.
Elephants. John Bonnett Wexo. Mankato, MN: Creative Education,
1989. 24 pp. Examines the ancestors of elephants and shows their
appearance and behaviors.
Endangered Animals. John Bonnett Wexo. Mankato, MN: Creative
Education, 1990. 24 pp. Tells what people do to endanger ani-
mals and shows pictures to identify endangered species.
Erotic Birds. Marilyn Singer. New York, NY: Doubleday, 1990. 44 pp.
Discusses some of the more exotic birds such as the penguin and
kiwi.
Feather Book, 713e. Karen O'Conner. New York, NY: Dillon Press,
1990. 59 pp. Discusses the structure, types, and colors of feathers.
*First Book of Bird Nests. Millicent E. Selsam and Joyce Hur,t. New
York, NY: Walker & Company, 1984. 32 pp. Discusses bird nests.
First Look at Owls, Eagles, and Other Hunters qf the Sky. Millicent E.
Selsam and Joyce Hunt. New York, NY: Walker & Company,
1986. 32 pp. Explains about birds of prey.

a ,4
 Exploring ethology 69

Flightless Birds. Norman S. Barrett. New York, NY: Franklin Watts,

1991. 32 pp. Discusses several flightless birds.
Giant Pandas. John Bonnett Wexo. Mankato, MN: Creative Educa-
tion, 1989. 24 pp. Introduces the giant panda bears.
Giraffes. John Bonnett Wexo. Mankato, MN: Creative Education,
1991. 24 pp. Gives the physical characteristics and behaviors of
the tallest of our land animals.
Great Northern Diver: The loon. Barbara Juster Esbensen. Boston, MA:
Little, Brown, 1990. 32 pp. Provides an introduction to the loon.
Great Zoo Hunt! The. Peppa Unwin. New York, NY: Doubleday, 1990.
32 pp. Provides a story where the reader helps the zookeeper lo-
cate 10 escaped animals hiding in detailed illustrations.
Have You Seen Birds? Joanne Oppenheim. New York, NY: Scholastic
Inc., 1986. 32 pp. Gives simple descriptions of birds ahd their
songs.
Headhunters and Hummingbirds: An expedition into Ecuador.
Robert M. Peck. New York, NY: Walker & Company, 1987. 113
pp. Explains a journalist-photographer's expedition on ornitho-
logical research in the Cutucu Mountains.
Hippo. Caroline Arnold. New York, NY: Morrow Junior Books, 1989.
48 pp. Looks at hippos in the wild and those that live at the San
Francisco Zoo.
How and Why Wonder Book of Birds, The. Robert Mathewson. Los
Angeles, CA: Price, Stern, Sloan, 1987. 47 pp. Provides an intro-
duction to birds.
Howell Beginner's Guide to Lovebirds. David Alderton (Editor). New
York, NY: Howell Book House, 1984. 53 pp. Discusses the feed-
ing, breeding, and showing of lovebirds.
Howell Beginner's Guide to Zebra Finches. David Alderton (Editor).
New York, NY: Howell Book House, 1984. 53 pp. Discusses the
feeding, breeding, and showing of zebra finches.
How to Draw Birds. Barbara Soloff-Levy. Mahwah, NJ: Watermill
Press, 1987. 32 pp. Gives step-by-step instructions on how to
draw birds.
How to Make a Miniature Zoo (3rd ed.). Vinson Brown. New York,
NY: Dodd, Mead, 1987. 244 pp. Explains how to set up small
zoos in your house.
Insect Zoo. Susan Meyers. New York, NY: Lodestar Books, 1991. 48
pp. Describes the San Francisco Insect Zoo.
* I Spy at the Zoo. Maureen Roffey. New York, NY: Aladdin Books,
1989. 29 pp. The reader finishes sentences by saying what is
spied at a visit to the zoo.

c
0
TO A teacher's science companion

It Could Still Be a Bird. Allan Fowler. Chicago, IL: Childrens Press,

1990. 31 pp. Explains the essential characteristics of birds and in-
troduces penguins, peacocks, and the ostrich.
Julius. Trygve Klingsheim (English adaptation by Dalton Exleyl). New
York, NY: Delacorte Press, 1987. 62 pp. Tells a story of a young
zoo chimp who is adopted by humans after being rejected by the
chimps.
Just Two Wings. Janet E. Givens. New York, NY: Atheneum, 1984. 28
pp. Deals with bird migration.
Killers--Birds. Philip Steele. Englewood Cliffs, NJ: Julian Messner,
1991. 32 pp. Explains the feeding habits of such birds as the
Golden eagle, falcon and kingfisher.
Koalas. John Bonnett Wexo. Mankato, MN: Creative Education, 1989.
24 pp. Provides an introduction to koala bears.
Ko-Hoh: Me call of the trumpeter swan. Jay Featherly. Minneapolis,
MN: Carolrhoda Books, 1986. 48 pp. Tells the life cycle of the
trumpeter swan.
Legs: The story of a giraffe. Phyllis Barber. New York, NY: McElderry
Books, 1991. 71 pp. A young giraffe is captured in Kenya and
trans2orted to a zoo.
Life Cycle of a Swallow. John Williams. New York, NY: Bookwright
Press, 1989. 32 pp. Shows the life cycle of a swallow.
Loon. The. Judith Pinkerton Josephson. Mankato, MN: Crestwood
House, 1988. 47 pp. Discusses the physical characteristics, be-
haviors, and environment of the loon.
Loon Magic for Kids. Tom Klein. Minocqua. \VI: North Wood Press,
1989. 47 pp. Gives the physical characteristics, habitat, and be-
havior of loons.
Ary First Visit to an Aviary. G. Sales and J.M. Parramon. New York,
NY: Barron's, 1990. 31 pp. Tells how children from school visit an
aviary at the zoo.
*My First Visit to the Zoo. G. Sales and J.M. Parramon. New York, NY:
Barron's. 1990. 31 pp. Tells how children visit a zoo and see the
various animals.
Nature's Builders. Karen O'Callaghan. Newmarket, England: Brimax
Books, 1988. 38 pp. Discusses nest building of birds.
New Zoos. Madelyn Klein Anclers(..i. New York, NY: Franklin Watts,
1987. 71 pp. Shows how zoos are making more natural environ-
ments for their animals.
* 1,2,3 To the Zoo: A counting book. Eric Carle. New York, NY:
Philomel Books, 1988. 28 pp. Each car on the train adds one
more zoo animal, moving from 1 elephant to 10 birds.
 Exploring ethology 71

Ostriches, Emus, Rheas, Kiwis, and Cassowaries. Ann Elwood.

Mankato, MN: Creative Education, 1990. 24 pp. Provides an in-
troduction to various zoo birds.
Ostrich, Me. William R. Sanford and Carl R. Green. Mankato, MN:
Crestwood House, 1987. 47 pp. Discusses the physical character-
istics and behaviors of the ostrich.
Ostriches and Other Flightless Birds. Caroline Arnold. Minneapolis,
MN: Carolrhoda Books, 1990. 47 pp. Introduces the ostrich, rhea,
emu, cassowary, kiwi, and tinamou.
Owl in the Tree, The. Jennifer Coldrey. Milwaukee, WI: Gareth
Stevens Pub., 1988. 32 pp. Shows owls in their natural habitat.
Owls. Timothy L. Biel. Mankato, MN: Creative Education, 1990. 24 pp.
Discusses owls, including their attack behavior and characteristics
such as their wingspan.
Owls. Lynn M. Stone. Vero Beach, FL: Rourke Enterprises, 1989. 24
pp. Discusses owls and their enemies.
Passenger Pigeon, The. Susan Dudley Morrison. Mankato. MN: Crest-
wood House, 1989. 48 pp. Explains how this bird became extinct.
Penguin. Caroline Arnold. New York, NY: Morrow Junior Books,
1988. 48 pp. Shows how Humberto and Domino, a pair of Mag-
el:anic penguins, live at the San Francisco Zoo.
Penguin, Me. Angela Royston. New York, NY: Warwick Press, 1988.
24 pp. Tells the life story of a penguin.
Penguins. John Bonnett Wexo. Mankato, MN: Creative Education,
1990. 24 pp. Gives a physical description and describes the habi-
tat and behaviors of penguins.
Penguins, The. Lynn M. Stone. Mankato, MN: Crestwood House,
1987. 47 pp. Discusses the emperor penguin
Peregrine Fakon, Me. Carl R. Gwen and William R. Sanford.
Mankato, MN: Crestwood House, 1986. 47 pp. Presents the life
cycle of the peregrine falcon.
Pet Doctor. Harriet Langsam Sohol. New York, NY: G. P. Putnam's
Sens, 1988. 32 pp. Follows the day of a veterinarian who is car-
ing for cats, dogs, and birds.
* Pets and Animal Friends. Vanessa Mitchell. Milwaukee, WI: Gareth
Stevens Pub., 1985. 48 pp. Shows animals at home, in the garden,
on the farm, and in the zoo.
Pets You Low Me. Jennifer C. Urquhart. Washington, DC: National
Geographic Society, 1991. 34 pp. Discusses pleasures and re-
sponsibilities of having a pet bird, dog, rabbit, goldfish, and other
family pets.

r
72 A teacher's science companion

Pileated Woodpecker The. Seliesa Pembleton. New York, NY: Dillon

Press, 1989. 59 pp. Shows a year in the life of a woodpecker.
*Polar Bear, Polar Bear, What Do You Hear? Bill Martin, Jr. New York,
NY: Henry Holt, 1991. 28 pp. Describes how the zoo animals
make sounds for each other and how children can imitate them.
Protecting Endangered Species at the San Diego Zoo. Georgeanne
Irvine. New York, NY: Simon & Schuster, 1990. 45 pp. Explains
projects that scientists at the zoo are working on to protect such
endangered animals as the clouded leopard.
Puffin. Naomi Lewis. New York, NY: Lothrop, Lee & Shepard Books,
1984. 30 pp. Traces the life of a puffin born on an island off the
northern coast of Scotland.
Raising Gordy Gorilla at the San Diego Zoo. Georgeanne Irvine. New
York, NY: Simon & Schuster, 1990. 45 pp. Discusses the early
years of a gorilla born at the San Diego Zoo.
Rhinos. John Bonnett Wexo. Mankato, MN: Creative Education, 1991.
24 pp. Provides an introduction to the habits and physical char-
acteristics of various species of rhinos.
Saving the condor. Nancy T. Schorsch. New York, NY: Franklin Watts,
1991. 64 pp. Discusses the efforts to save the California condor.
Saying the Peregrine Falcon. Caroline Arnold. Minneapolis, MN: Car-
olrhoda, 1985. 48 pp. Explains efforts of scientists to prevent the
extinction of this bird.
Seasons of Swans. Monica Wellington. New York, NY: Dutton, 1990.
32 pp. Tells about two swans who build a nest and raise a family.
Singing Birds and Flashing Fireflies. Dorothy Hinshaw Patent. New
iork, NY: Franklin Watts, 1989. 32 pp. Explains how various ani-
mals, including birc:), communicate.
Snakes. John Bonnett Wexo. Mankato, MN: Creative Education, 1991.
24 pp. Discusses the bodies, locomotion feeding, and behaviors
of snakes.
Spiderwebs to Sky-Scmperc: The science ofstructures David Darling.
New York, NY: Dillon Press, 1991. 57 pp. Introduces a variety of
structures including birds nests.
Mak, Birds. Arthur Singer. New York, NY: Lodestar Books, 1986. 63
pp. Shows and tells about each state bird.
Suzins. Althea. Chicago, IL: Longman Group, 1988. 24 pp. Discusses
the appearance, habits. reproduction, and migration of swans.
*10 'Things 1 Know about Penguins. Wendy Wax and Della Rowland.
Chicago, II,: Contemporary Books, 1989. 23 pp. Provides a simple
introduction to penguins.
 Exploring ethology 73

*Tigers. Timothy Levi Biel Mankato, MN Creative Education, 1990 24

pp Provides an introduction to tigers
Urban Roosts: Where birds nest in the city. Barbara Bash. Boston, MA:
Little, Brown, 1990. 32 pp. Discusses birds that live in the city.
Visit of Two Giant Pandas at the San Diego Zoo, The. Georgeanne
Irvine. New York, NY: Simon & Schuster, 1991. 45 pp. Relates the
story of two pandas from China, Basi and Yuan Yuan, that came
to visit the San Diego Zoo.
Visit to the Zoo, A. Sylvia Root Tester. Chicago, IL: Childrens Press,
1987. 31 pp. Tells a story of a group that goes on a class trip to
the zoo.
What Do You Do at a Petting Zoo? Hana Machotka. New York, NY:
Morrow Junior Books, 1990. 32 pp. Describes the function of a
petting zoo and tells about the kinds of animals found there.
What Happens at the Zoo. Judith E. Renard. Washington, DC: National
Geographic Society, 1984. 32 pp. Discusses various functions of
people who work at the zoo.
What Lc a Bird? Ron Hirschi. New York, NY: Walker & Company,
1987. 31 pp. Explains basic concepts of birds.
When We Went to the Zoo. Jan Ormerod. New York, NY: Lothrop, Lee
& Shepard Books, 1991. 36 pp. Discusses how two children en-
joy a tour of the zoo.
Where Do I3irds Live? Ron Hirschi. New York, NY: Walker & Com-
pany, 1987. 32 pp. Examines the natur2! habitats of birds: ponds,
rivers, mountains, old trees, yards, and so forth.
1,r Mere the Bald Eagles Gather Dorothy Hinshaw Patent. New York,
NY: Clarion Books, 1984. 56 pp. Discusses the wildlife research
ar . oanding of birds in Glacier National Park.
Wik t. Caroline Arnold. New York, NY: Morrow Junior Books,
1990. 48 pp. Examines Daisy and Chahn, two goats who live at
the Los Angeles Zoo, through text and photos.
Windows on Wildlife. Ginny Johnston and Judy Cutchins. New York,
NY: Morrow Junior Books, 1990. 48 pp. Shows zoos, wildlife
parks, and aquariums.
Who Lives Inthe Mountains? Ron Hirschi. New York, NY: C. P. Put-
nam's Som., 1989. 32 pp. Shows the birds and animals of the high
country.
Who Lives onthe Prairie? Ron Hirschi. New York, NY: G. P. Put-
nam's Sons, 1989. 32 pp. Discusses such birds and animals as the
prairie dog, dancing birds, and weasels.

3 2-
74 A teacher's science companion

Whooping Crane A comeback story, The Dorothy Hinshaw Patent

New York, NY. Ticknor & Fields, 1988. 88 pp. Traces attempts to
save the cranes from extinction.
Wild Turkey, Tame Turkey Dorothy Hinshaw Patent. Boston, MA:
Houghton Mifflin, 1989. 57 pp. Gives the history of the North
American turkey.
Wind to Flight. Peter Lafferty. New York, NY: Gloucester Press, 1989.
32 pp. Explains how the wind is used by seeds, clouds, birds, in-
sects, and machines.
Wolves, John Bonnett Wexo. Mankato, MN: Creative Education, 1990.
24 pp. Gives a physical description and describes the habitat and
behaviors of wolves.
Work of the Zoo Doctors at the San Diego Zoo, The. Georgeanne
Irvine. New York, NY: Simon & Schuster, 1991. 45 pp. Describes
the work of zoo veterinarians.
*Zachary Goes to the Zoo. Jill Krementz. New York, NY: Random
House, 1986. 20 pp. Shows a child's visit to the zoo through text
and photos.
Zoo. Gail Gibbons. New York, NY: Thomas Y. Crowell, 1987. 30 pp.
Shows behind-the-scenes at a zoo on a typical working day.
Zoo Animals. Sandy Cortright. New York, NY: Barron's, 1990. 79 pp.
Contains facts about zoo animals.
Zoo Animals. Photos by Philip Dowell and Jerry Young. New York,
NY: Macmillan, 1991. 21 pp. Through photos. shows various zoo
animals including the elephant, monkey, zebra, and camel.
Zoobabies. Carolyn Fire,:ide. New York, NY: Villard Books, 1991. 58
pp. Shows zoo animals in their infancy.
Zoo Clues: Making the most of your visit to the zoo. Sheldon L. Ger-
stenfeld. New York, NY: Viking Penguin, 1991. 113 pp. GiveA in-
formation on favorite zoo animals.
Zoo Day John Brennan and Leonie Keaney. Minneapolis, MN: Carol-
rhoda Books, 1989. 32 pp. Shows a typical zoo day through text
and photos.
Zoos and Game Reserves. Miles Barton. New York, NY: Gloucester
Press, 1988, 32 pp. Discusses zoos and wild life refliges.
Zoo Win-kers. Judith Stamper. Mahwah, NJ: Troll Associates, 1989. 32 pp.
Describes the jobs of various people who work in the zoo, such as
acquiring animals, preparing food, and caring for sick animals.

!.J
 Exploring ethology 75

Other resources
The following magazines might be of interest as you explore the
world of birds: Audubon, Conservationist, Country Journal; Field and
Stream, International Wildlife, National Wildlife, Natural History,
Nature Canada, Outdoor Life, Petersen's Photographic Magazine, Sci-
ence, The Sporting News, Sports Afield, and Wilderness.
The following magazines might be of interest as you explore
zoos: Curator, Journal of the American Veterinary Medical Associa-
tion, New Scientist, and Zoo Biology.

All About Animals. Donald Thompson & Associates. Los Angeles, CA:
Hi-Tops Video, 1987. 1 videocassette, 30 minutes. For ages 3-6. A
classroom full of puppets visit a zoo.
Animal Guessing Games. National Geographic Society, 1988. 1 video-
cassette, 15 minutes. Asks and answers various questions about
animals.
Babies of the Pond. Jill Grunkmeyer (Producer). Sheridan, WY:
Grunko Films, 1988. 1 videocassette, 45 minutes. About infant
birds and pond ecology.
Captain KangarooLet's go to the zoo with Captain Kangaroo (MPI
EB5051). Chicago, IL: Britannica Education Corporation (distrib-
uted by MPI Home Video), 1985. 1 videocassette, 58 minutes.
Contains animated and live action.
Economy Incubator/Brooder (57-090-0492). Hudson, NH: Delta Ed-
ucation, Inc. Small incubator in which to hatch chicken eggs.
Field Guide to Bird Songs of Eastern and Central North America, A
(Cr02). Boston, MA: Houghton Mifflin, 1990. 2 sound cassettes.
Peterson field guide series.
Loon Magic. Tom Klein. Louisville, CO: Audio Press, 1990. 2 sound
cassettes. Gives a variety of information about the loon.
National Zoo, Me. Terence Taylor. Rochester, NY: Eastman Kodak,
1989. 1 videocassette, 50 minutes. Shows famous and unusual
residents of the Smithsonian Institution's living animal collection.
Pandas in Person, Minneapolis, MN: Quality Video, 1989. 1 videocas-
sette, 30 minutes. Examines the life styles and habits of panda
lwars.

J.
76 A teathers science companion

Song Birds. Ithaca, NY: Library of Natural Sounds, Laboratory of Or-

nithology, Cornell University, 1988. 1 sound cassette. Provides
the songs of several birds.
Zookeepers. Dugan Rosalini (Producer). Chicago, IL: Films Incorpo-
rated,Video, 1989. 1 videocassette, 29 minutes. Shows a visit to
Chicago's Lincoln Park Zoo.
Zoo-Opolis!. David Lee Miller. Beverly Hills, CA: Pacific Arts Video,
1985. 1 videocassette, 88 minutes. A visit to the zoo, including a
discussion with the keepers and a look at the various animals.
 g
Exploring geof
a el pale ad
It is a rare child indeed who has not gathered up rocks, pounded sand-
stone into dust, or asked questions about dinosaurs. These seem to be
universal interests of boys and girls, and so it should be a simple task
to lead them into further explorations of geology and paleontology.
To adults, rocks found in the garden, along a stream, or in deco-
rative borders and walks may look pretty much alike. However, to a
curious child, each and every rock can be both beautiful and fasci-
nating. The child may like the colors in one, the shape of another,
and the smoothness of a third. Examining these rocks helps develop
powers of observation and can be a springboard to a more rigorous
scientific examination.

Starting a rock collection

Many children will like to have a rock collection. These can be pur-
chased or it is fun to collect your own rocks and try to identify them.
To make your own rock collection, tape or glue small pieces of rock
into a shallow box. Beneath each specimen, put an identifying number.
On the cover of the box (or in a notebook) put the correspond-
ing number and any information that you know about the rock. You
might list where you found the rock, its color, hardness, and even the
type of rock it is, if you know.
You can add to this collection over many months. You may even
want to purchase a special rock from a shop while on vacation to add
to the collection. Arrowheads, agates, turquoise, crystals, or a fern or
trilobite fossil, are just a few of the inexpensive items you might want
to add to the collection.

n
77 -) .)
 78 A teacher's science companion

AA
Rocks are made from a mixture of minerals. For example, the salt
that you eat is a mineral named halite. Making salt crystals is easy to do.

ii Making salt crystals

lirBoil 1 cup of water. Dissolve 4 tablespoons of salt in the water. Pour
the cooled salty solution into a narrow jar so that it is about 'A full.
Tie a piece of string onto the middle of a pencil. Drop the string
into the salty water and lay the pencil across the top of the jar. Put the
jar in a cool place where it will not be disturbed for several days.
After about four days, little salt crystals in perfect cubes will form
on the string.
If a class of students or an adult and one curious child are going
to really start exploring rocks, the following few simple items should
be collected and placed in your rock kit: a knife, for scratching
stones; a piece of glass (with smooth edges so that you won't cut
yourself) to make scratches on; a magnifying glass to examine rocks;
a penny; a tile: a hammer for breaking rocks open; and some gin-
gerale or soda pop.
 Exploring geology and paleontology 79

Performing a hardness test on rocks

The hardness test is one that you will want to be able to apply to the
rocks that you find.

Hardness 1 = You can scratch it easily with your fingernail. Talc is an

example.
Hardness 2 = You can scratch it with your fingernail but it isn't easy
to do so. Gypsum is an example.
Hardness 3 = You can't scratch it with your fingernail, but you can
scratch it with a penny. Calcite is an example.
Hardness 4 = You can't scratch it with a fingernail or a penny, but you
can with a knife. Limestone is an example.
Hardness 5 = You can just barely scratch this stone with a knife.
Hornblende is an example.
Hardness 6 = You can't scratch it with a knife, but it will scratch the
flat knife blade or glass. Feldspar is an example.
Hardness 7 = You can scratch glass with this rock. Quartz is an ex-
ample.

Scientists carry their scale to a hardness of 10. Topaz is an exam-

ple of Hardness 8. Corundum is an example of Hardness 9. (Precious
corundum includes the ruby and sapphire.) Diamonds have a Hard-
ness of 10.
Some students may be more interested in gemstones, silver, or
gold than in the more ordinary garden variety rocks. Rock tumblers
are available, and it might be possible to set one up and polish some
rocks. If there are mines in your area (e.g., gold, silver, turquoise),
you may be able to invite a gold or silver miner to visit and bring ore
samples or you may be able to visit a gift shop associated with a
turquoise mine or a local rock or gem shop.
A child may notice that the silver at home gets a tarnish on it. This
tarnish comes from a chemical reaction to sulfur dioxide, a gas that is
present in the air in small quantities. The following experiment will
help show the child how to remove such tarnish.

t.1
 80 A teacher's science companion

Removing tarnish
from a silver spoon
Use aluminum foil, shiny side up, to line the inside of a saucepan.
Into the saucepan, put 4 cups of water, 1 tablespoon baking soda,
and 1 teaspoon of salt. Stir gently.- -
Put a tarnished silver spoon into the saucepan. Bring the water to
a boil on a hot plate or the stove.
In about 15 minutes, the tarnish will disappear. Let the water
cool. Remove the spoon. Pour out the water and examine the alu-
minum foil.
The used foil may now look tarnished because it has a coating of
aluminum sulfide. (The hot baking soda solution broke up the silver
sulfide into ions of silver and ions of sulfur. The sulfur ions moved to
the surface of the aluminum because aluminum is more reactive with
sulfur than silver.)
Another simple test is the test for limestone. Limestone is formed
when calcite on land is dissolved in rainwater and is carried by
brooks and rivers to the sea. Shellfish, corals, and a few sea plants are
able to take the lime from the water. When they die, they pile up on
the bottom of the ocean and over a period of time, form limestone.
Since ancient sea bottoms are now high on land, it is easy to find
limestone in many places.

Performing a limestone test

If you think you have found a piece of limestone for your rock col-
lection, you can perform this test. Pour soda water onto your rock; if
it is limestone, the lime will bubble and fizz.
Where there is a lot of limestone, you may also find very inter-
esting caves. Many of these caves are open to public tours. There may
be one in your area that would make a good class field trip site or
you may visit one when on vacation.
These special caves are formed when water, seeping under-
ground, passes over limestone with calcite in it. Some of the calcite
dissolves in the water. As it drips, some of the calcite sticks to the roof
of a cave ( forming stalactites) or dribbles into a pile on the floor of a
cave (forming stalagmites). Sometimes the stalactites and the stalag-
mites grow together like a pillar. The Carlsbad Caverns of New Mex-
ico. the Luray Caverns and Weyers Cave in Virginia, and Mammoth
Cave in Kentucky are especially famous.

Era

.9 )
 Exploring geology and paleontology 8I

Some of our finest fossils, such as shells, corals, and other sea
creatures or their prints, are found in limestone deposits. Depending
on where you live, you may be able to find fossils or perhaps can visit
a museum to see fossil specimens.
When children learn about fossils .and prehistoric times, they of-
ten become interested in dinosaurs. Notable museums with major fos-
sil collections can be found in New York, NY; Pittsburgh, PA;
Chicago, IL; Denver, CO; Vernal, UT; Cambridge, MA; Los Angeles,
CA; New Haven, CT: Princeton, NJ; Washington, DC; Rapid City, SD;
Berkeley, CA; Lawrence, KS; Lincoln, NE; Baird, TX; and Laramie,
WY. Many smaller museums also have interesting collections.
You may decide to visit a natural history museum, a museum of
science, a whaling museum, a local historical museum, or any one of
countless other museums arid collections that may be available to
you. You and your curious student may wish to go on your own or
you may want to be part of a guided tour.
Taking a class of students on a guklecl tour to a natural history
museum may be a great addition to a unit of study on dinosaurs or it
may serve as a culminating activity.
Sometimes tours include behind-the-scenes glimpses of how dif-
ferent aspects of an exhibit are put together. Occasionally a major ex-
82 A teacher's science companion

hibit may come somewhere near you as part of a traveling exhibit By

being alert to these opportunities, you will maximize your viewing
possibilities.

Preparing a display
After seeing a collection displayed, a child may want to prepare a
simple display of his or her own. Perhaps one child or a class will
want to prepare a rock collection as a display with attractive back-
ground and detailed labels providing pertinent information.
Friends relatives, or other classes may be invited to come and
view the display.
Current events may also spark interest in geology. If children hear
about an earthquake, a meteor, or a volcanic eruption somewhere in
the world, they may have a lot of questions. Make the most of these
teachable moments by pursuing these interests when they arise.
The resources that follow should help you as you explore rocks,
fossils and dinosaurs. Other resources that may also be helpful can he
found in Chapters 1, Exploring chemistry in the kitchen; 3, Exploring
science in the backyard; 4, Exploring botany; and 8, Exploring geog-
raphy and cartography.

Resource books
Activities for Anyone, Anytime, Anywhere: A children's museum ac-
tivity book. Jeri Robinson. Boston, MA: Little, Brown, 1983. 88 pp.
Contains ideas for museum activities.
Adventures with Rocks and Minerals: Geology experiments for young
people. Lloyd H. Barrow. Hillside, NJ: Enslow Pub., 1991. 96 pp.
Contains many earth science experiments.
* Age of Dinosaurs, The. David Lambert. New York, NY: Random
House, 1987. 24 pp. Provides a brief introduction to dinosaurs.
Age of Dinosaurs!, The. Steve Parker. Milwaukee, WI: Gareth Stevens
Pub., 1985. 48 pp. Provides an introduction to prehistoric animals.
All about Arrowheads and Spear Points. Howard E. Smith, Jr. New
York, NY: Henry Holt, 1989. 56 pp. Describes different types of
arrowhead and spear points.
Amazing Science: Quicksand and other earthy wonders. Q.L. Pearce.
Englewood Cliffs, NJ: Julian Messner, 1989. 64 pp. Explores
quicksand, geysers, caves, and peat bogs.
Big Rock, The. Bruce Hiscock. New York, NY: Atheneum, 1988. 30 pp.
Tells about the origins of a granite rock located near the Adiron-
dack Mountains.

J
 Exploring geology and paleontology 83

Born of Heat and Pressure: Mountains and metamorphic rocks. Patri-

cia L. Barnes-Svarney. Hillside, NJ: Enslow Pub., 1991. 64 pp. Dis-
cusses the formation of rocks and mountains.
Born Near the Earth's Surface: Sedimentary rocks. Sally M. Walker.
Hillside, NJ: Enslow Pub., 1991. 64 pp. Examines the formation
and types of sedimentary rocks.
Building Your Own Nature Museum: For study and pleasure. Vinson
Brown. New York, NY: ARCO Publishing, 1984. 161 pp. Explains
how to acquire, care for, preserve, classify, and display your own
nature museum.
Cave. Lionel Bender. New York, NY: Franklin Watts, 1989. 32 pp. Dis-
cusses the ways in which caves are formed.
Caves. Keith Brandt. Mahwah, NJ: Troll Associates, 1985. 30 pp. Dis-
cusses the formation of caves.
*Caves. Jenny Wood. New York, NY: Puffin Books, 1990. 27 pp. Pro-
vides an introduction to caves.
Clocks in the Rocks: Learning about earth S past. Patricia L. Barnes-
Svarney. Hillside, NJ: Enslow Pub., 1990. 64 pp. Examines fossils,
radioactive dating, and prehistoric life.
Colossal Fossils: Dinosaur riddles. Charles Keller (Compiler). New
York, NY: Prentice-Hall Books for Young Readers, 1987. 63 pp.
Contains humorous riddles.
Comets, Meteors, and Asteroids: Rocks in space. David J. Darling. New
York, NY: Dillon Press, 1984. 64 pp. Gives origins, characteristics,
and behaviors of various kinds of rocks in space.
Copycats and Artifacts: 42 creative artisan projects to make. Marianne
Ford. Boston, MA: D. R. Godine, 1986. 96 pp. Contains instruc-
tions for making projects modeled after museum artifacts.
Crystal and Gem. R. F. Symes. New York, NY: Alfred A. Knopf, 1991.
63 pp. Discusses crystals, the seven basic shapes, how they are
formed, and how crystals and gems are used.
Crystals and Crystal Gardens You Can Grow. Jean Stangl. New York,
NY: Franklin Watts, 1990. 64 pp. Contains ideas for experiments
that explain about crystals.
Dating Dinosaurs and Other Old Things. Karen Liptak. Brookfield,
CT: Millbrook Press, 1992. 72 pp. Explains the techniques used by
scientists to date hones, rocks, and famous old art works.
Detecting the Past. Mike Corbishley. New York, NY: Gloucester Press,
1990. 32 pp. Explores the new developments in studying ancient
rocks.
Did Comets Kill the Dinosaurs? Isaac Asimov. Milwaukee, WI: Gareth
Stevens Pub., 1988. 32 pp. Offers a possible explanation for the
extinction of the dinosaurs.

alt:
84 A teacher's science companion

Digging up Dinosaurs. Aliki. New York, NY: Thomas Y. Crowell,

1988. 32 pp. Explains how scientists study fossil remains.
Dimetrodon. Rupert Oliver. Vero Beach, FL: Rourke Enterprises, 1984.
20 pP. Shows a busy day in the life of Dimetrodon.
Dinosaur. David Norman. New York, NY: Alfred A. Knopf (distrib-
uted by Random House), 1989. 63 pp. Discusses dinosaurs and
examines their teeth, feet, and eggs.
*Dinosaur Alphabet Book. Pat Whitehead. Mahwah, NJ: Troll Associ-
ates, 1985. 30 pp. Provides characteristics of different dinosaurs
for each letter of the alphabet.
Dinosaur cousins? Bernard Most. San Diego, CA: Harcourt Brace Jo-
vanovich, 1987. 32 pp. Examines 19 modern animals that resem-
ble the ancient dinosaurs.
Dinosaur Fossils. Alvin Granowsky. Austin, TX: Steck-Vaughn Library,
1992. 32 pp. Discusses fossils and the work of paleontologists.
Dinosaurs. Daniel Cohen. New York, NY: Doubleday, 1986. 41 pp.
Introduces dinosaurs.
Dinosaurs. Gail Gibbons. New York, NY: Holiday House, 1987. 30
pp. Discusses a variety of dinosaurs.
Dinosaurs and Birds. Giuseppe Minelli. New York, NY: Facts on File,
1987. 57 pp. Discusses evolutionary theories relating dinosaurs to
birds.
Dinosaurs and Other First Animals. Dean Morris. Milwaukee, MN:
Raintree Childrens Books, 1988. 47 pp. Offers an easy-to-read
story about dinosaurs.
Dinosaurs Down Unckr. And other fossils from Australia. Caroline
Arnold. Boston, MA: Houghton Mifflin, 1990. 48 pp. Explains how
a museum exhibit is shipped.
Dinosaurs, Dragonflies, & Diamonds: All about natural histog muse-
ums. Gail Gibbons. New York, NY: Four Winds Press, 1988. 32
pp. Discusses the behind-the-scenes work at a natural history mu-
seum and what you can expect to find there.
Dinosaurs: Opposing vieupoints. Peter and Connie Roop. St. l'aul,
MN: Greenhaven Press, 1987. 95 pp. Discusses possible reasons
for the extinction of dinosaurs.
Dinosaurs: Poems. Lee Bennett Hopkins. San Diego, CA: Harcourt
Brace Jovanovich, 1987. 46 pp. Provides a collection of 18 di-
nosaur poems.
Dinosaurs Walked I lere. and Other Slories Fossils mu. Patricia Lauber.
New York, NY: Bradbury Press, 1987. 56 pp. Explains how fos-
silized remains of plants and animals reveal information about the
prehistoric workl.
1.
 Exploring geology and paleontology 85

Discovering Dinosaurs: All up-to-date guide, including the newest the-

ories. Victoria Crenson. Los Angeles, CA: Price, Stern, Sloan, 1988.
79 pp. Describes the ways in which paleontologists learn from
fossils.
Discovering Dinosaur Babies. Miriam Schlein. New York, NY: Four
Winds Press, 1991. 39 pp. Suggests how dinosaurs cared for their
young.
Earthquake! Jules Archer. Mankato, MN: Crestwood House, 1991. 48
pp. Describes the nature, origin, and dangers associated with
earthquakes.
Earthquakes. Franklyn Mansfield Branley. New York, NY: Thomas Y.
Cro- tell, 1990. 32 pp. Explains why earthquakes occur and iden-
tifies the danger zones.
Earthquakes. Christopher Lampson. Brookfield, CT: Millbrook Press,
1991. 64 pp. Discusses the causes and results of earthquakes.
Earthquakes. Seymour Simon. New York, NY: Morrow Junior Books,
1991. 32 pp. Describes how and when earthquakes occur and
how they can be predicted.
Earthquakes & Volcanoes. Ruth Deery. Carthage, IL: Good Apple,
1985. 42 pp. An activity book on earthquakes and volcanoes.
Exploring Soil and Rocks. Ed Catherall. Austin, TX: Steck-Vaughn Li-
brary, 1991. 48 pp. Contains experiments involving the composi-
tion of soil of rocks.
Family of Dinosaurs, A. Mary LeDuc O'Neill. Mahwah, NJ. Troll Asso-
ciates, 1989. 29 pp. Discusses the family of dinosaurs.
First Look at Rocks, A. Millicent E. Selsam and Joyce Hunt. New York,
NY: Walker & Company, 1984. 32 pp. Provides an introduction to
the distribution and characteristics of various rocks.
Fossil. Paul D. Taylor. New York, NY: Alfred A. Knopf, 1990. 63 pp.
Provides a photo essay of different types of fossils.
Fossil Factory, The: A kidS guide to digging up dinosaurs, exploring
evolution, and finding Jbssils. Niles Eldredve. Reading, MA: Addi-
son-Wesley Publishing Co., 1989. 111 pi, Describes fossils and
explains how to collect them.
Fossils. Allan Roberts. Chicago, IL: Chiklrens Press, 1983. 45 pp. Ex-
plains the process of fossilization.
Fossils. John Stidworthy. New York, NY: M. Cavendish, 1989. 47 pp.
Provides information and suggests activities for learning about
fossils.
Fossils: Stories from bones and stones. Patricia L. Barnes-Svarney.
NJ: Enslow Pub., 1991. 64 pp. Discusses the history and for-
mation of fossils.

LL
86 A teacher's science companion

Fossils Tell of Long Ago. Aliki. New York, NY: Thomas Y. Crowell, 1990.
32 pp. Explains how fossils are formed and what they tell us.
Glacier. Lionel Bender. New York, NY: Franklin Watts, 1988. 32 pp.
Discusses glaciers and what they do.
*How and Why Wonder Book of Rocks and Minerals. Nelson W. Hyler.
Los Angeles, CA: Price, Stern, Sloan, 1989. 47 pp. Provides an in-
troduction to rocks and minerals.
How Big Is a Brachiosaurus? Fascinating Facts About Dinosaurs. Su-
san Carroll. New York, NY: Platt & Munk, 1986. 32 pp. Gives
questions and answers about dinosaurs.
Hunting the Dinosaurs and Other Prehistoric Animals. Jane Burton.
Milwaukee, WI: Gareth Stevens Pub., 1987. 32 pp. Discusses the
work of paleontologists.
I Can Be a Geologist. Paul P. Sipiera. Chicago, IL: Childrens Press,
1986. 29 pp. Discusses the education and training needed for a
variety of jobs associated with geology.
If You Are a Hunter of Fossils. Byrd Baylor. New York, NY: Aladdin
Books, 1984. 32 pp. Tells of a fossil hunter in western Texas.
Jurassic Dinosaurs, Tbe. Dougal Dixon. Milwaukee, WI: Gareth
Stevens Pub., 1987. 32 pp. Discusses 11 dinosaurs of the Jurassic.
Last Dinosaurs, The. Jane Burton and Dougal Dixon. Milwaukee, WI:
Gareth Stevens Pub., 1987. 32 pp. Presents several dinosaurs and
other prehistoric reptiles.
Learning about the Dinosaurs. Dougal Dixon. Milwaukee, WI: Gareth
Stevens Pub., 1989. 32 pp. Explains how paleontologists discover,
reconstruct, and restore fossils.
Let's Go Dinosaur Tracking! Miriam Schlein. New York, NY: Harper-
Collins, 1991. 47 pp. Shows dinosaur tracks and what they reveal.
Let's Go to the Museum. Lisl Weil. New York, NY: Holiday House,
1989. 32 pp. Explains different jobs in a museum including direc-
tor, curator, trustee, and conservator.
Making Your Own Nature Museum. Ruth B. Alford MacFarlane. New
York, NY: Franklin Watts, 1989. 128 pp. Gives instructions for col-
lecting, preserving, identifying, and displaying a collection.
Mighty Mammals of the Past. John Stidworthy. Morristown, NJ: Silver
Burdett Press, 1986. 37 pp. Discusses what we have learned
about early mammals from fossilized remains.
Nature's Great Carbon Cycle. Lorus J. Milne and Margery Milne. New
York, NY: Atheneum, 1983. 84 pp. Discusses how radiocarbon
dating of organic matter in fossils is done.
On the Tracks of Dinosaurs. James 0. Farlow. New York, NY:
Franklin Watts, 1991. 72 pp. Contains a discussion of footprints
and how these are used by paleontologists.

t
 Exploring geology and paleontology 87

Physical World, The. Tony Seddon. New York, NY: Doubleday, 1987.
159 pp. Examines the physical and chemical structures of our
earth.
Prehistoric Animals. Daniel Cohefi. New York, NY: Doubleday, 1988. 41
pp. Discusses 20 prehistoric animals and their modern counterparts.
Prehistoric Monsters Did the Strangest Things. Leonora and Arthur
Horn!) low. New York, NY: Random House, 1990. 62 pp. Presents
many strange prehistoric animals in a chronological order.
Prehistoric World. Michael Benton. New York, NY: Simon & Schuster,
1987. 128 pp. Examines prehistory from the first plants to the first
animals.
Ranger Rick's Dinosaur Book. Victor H. Waldrop and Michael E.
Loomis. Washington, DC: National Wildlife Federation, 1984. 95
pp. Discusses various kinds of dinosaurs.
*Rock, Tbe. Peter Parnall. New York, NY: Macmillan, 1991. 32 pp.
Traces a rock over the years.
*Rocks and Soil. Terry J. Jennings. Chicago, IL: Childrens Press, 1989.
34 pp. Contains ideas for activities and experiments to introduce
the topics of rocks and soil.
Rocks and Minerals. R. E Symes. New York, NY: Alfred A. Knopf,
1988. 63 pp. Discusses rocks, their creation, erosion, and aspects
of mining.
Rocks and Minerals. Kathryn Whyman. New York. NY: Gloucester
Press, 1989. 32 pp. Provides an introduction to rocks and minerals.
Rocks, Minerals and Fossils. Keith Lye. Morristown, NI: Silver Burdett
Press, 1991. 48 pp. Provides an introduction to rocks, minerals,
and fossils.
*Rocks, Rocks, Big and Small Joanne Barkan. Morristown, NJ: Silver
Burdett Press, 1990. 30 pp. Offers an introduction to rocks.
Science for Kids: 39 easy geology experiments. Robert W. Wood. Blue
Ridge Summit, PA: TAB Books, 1991. 133 pp. Contains a variety of
experiments for performing tests ( rocks and growing crystals.
Start Collecting Rocks and Minerals. Lee Ann Srogi. Philadelphia, PA:
Running Press, 1989. 127 pp. Explains how to organize minerals,
crystals, and rocks in a colk.ction.
Trapped in Tar. Fossils from the Ice Age. Caroline Arnold. New York,
NY: Clarion Books, 1987. 57 pp. Examines the fossils of the La
13rea Tar Pits in Califc)rnia thn nigh text and photos.
Visit tu the Natural Ilistory Museum. it. Sandra Ziegler, Chicago, IL:
Childrens Press, 1988. 31 pp. Using the format of a tour, the
reader learns about the reconstruction of dinosaurs, plants, and
an Indian lodge.

10 )
 88 A teacher's science companion

Volcano. Christopher Lampton. Brookfield, CT: Millbrook Press, 1991.

64 pp. -Discusses four types of volcanoes.
Volcanoes and Earthquakes. Mary Elting with Rachel Folsom and
Robert Moll. New York, NY: Simon & Schuster, 1990. 40 pp. Dis-
cusses how volcano activity and earthquakes occur and how they
are predicted.
* Volcanoes and Earthquakes. Zuza Vrbova. Mahwah, NJ: Troll Associ-
ates, 1990. 32 pp. Offers an introduction to volcanoes and earth-
quakes.
Whatever Happened to the Dinosaurs? Bernard Most. San Diego, CA:
Harcourt Brace Jovanovich, 1984. 36 pp. Contains humorous
speculation about what might have happened to dinosaurs.
Where Are all of the Dinosaurs? Mary O'Neill. Mahwah, NJ: Troll As-
sociates, 1989. 32 pp. Examines fossils to explain why dino,::iurs
disappeared.
Why Do Volcanoes Erupt? Questions about our unique r:anet an-
swered by Dr. Philip Whitfield with the Natural History Museum.
Philip Whitfield. New York, NY: Viking Penguin, 1990. 36 pp. An-
swers many questions about volcanoes.
Zion National Park. Ruth Radlauer. Chicago, IL: Childrens Press,
1988. 48 pp. Discusses the rock formations of Utah's Zion Park.

Other resources
American Museum of Natural History. Glastenbury, CT: Video Tours,
1990. 1 videocassette, 40 minutes. Explores the fascinating ex-
hibits of the American Museum of Natural History.
-
Before You Visit a Museum. Stamford, CT: The Group, 1987. 1 video-
cassette, 14 minutes. Pt. 1, Finding your way around. Pt. 2, Get-
ting the most from your visit.
Dinosaurs: Lessons from bones. Hightstown, NJ: American School
Publishers, 1991. 1 videocassette, 24 minutes. Shows fossil re-
search in the field and in the museum.
Dinosaur World. Geoffrey T. Williams. Los Angeles, CA: Price, Stern,
Sloan, 1986. 1 book, 32 pp.; 1 sound cassette, 20 minutes. A
tapekit about the world of dinosaurs.
Earthqualw! Disaster in L.A. (57-220-0890). Hudson, NH: Delta Edu-
cation, Inc. Video showing the power of an earthquake.
Eruption qf Mt. St. Helens (57-220-0901). Hudson, NH: Delta Educa-
tion, Inc. Vkleo showing a volcanic eruption.

10
 Exploring geology and paleontology 89

Growing Crystal Gardens Kit (57-716-0570). Hudson, NH: Delta Ed-

ucation, Inc. Contains materials needed to grow crystals, plus a
hand lens for observation and a guide.
Rock Collection (57-110-0219). Hudson. NH: Delta Education, Inc.
An introductory rock collection of 15 specimens.
Seismograph Model (57-130-3708). Hudson, NH: Delia Education,
Inc. A model to show how a seismograph works.
Volcano Kit (57-110-1000). Hudson, NH: Delta Education, Inc. Mate-
rials and a guide for making a volcano model.

4
 M11111IMEW

Exploring
astronomy 4

Backyard sky watching or a night school session to look at the heav-

ens can be a lot of fun. If you live in a city'where there are many
lights, you may have to trade backyard astronomy for a star watch
while on a camping trip in the mountains. But even in the city, with
a trained eye, a teacher or other adult can help children find out a lot
about the mysteries of the sky.

90
 Exploring astronomy 9I

Perhaps the curious child in your life comments early one

evening that the star he or she can see from your backyard over the
mountains at the edge of town is especially bright and seems to be
up earlier than all the others. Perhaps late one night while driving
home on an especially clear night, you point out to the child that a
lot of the constellations, or star pictures, are easy to see this evening.
Maybe a class discussion begins when a student reports that he or s!ie
saw a "falling star" last night. Or perhaps on a family camping tr:p, a
child comments that he or she has never seen so many stars in the
sky before. Any of these may be an opening to begin some exploring
of astronomy.
As in all areas with curious kids, the adult needs to be guided by
the interest shown. Don't tell too much or go into such complex an-
_ swers that it becomes boring. If the child is really interested, the ques-
tions will keep coming, and you'll know that this is an area for some
in-depth exploration.
If a unit of study in the classroom or an individual child's interest
at home persists over several weeks, the class of students or the child
will come to realize that the sky looks "different" each and every
night. A child may ask why it changes. Another student may also no-
tice that the moon seems to change its shape and be curious about
that aspect of the night sky.
One of the first steps in sky watching is to orient yourself with re-
spect to north, south, east, and west. Using shadows is a good way to
do this. The following experiment will explain how to make a
shadow board, which will help you orient yourself.

Making a shadow board

You can help a child make a shadow board by cutting and fastening
a stick or dowel upright in the center of an 8-inch-square board.
Take the board outside and put it on a level spot of ground. In
the United States at noontime, there will be a short shadow, which
indicates the north-south line since the sun is directly toward the
south at this time. This will help you orient yourself for sky watching
by knowing the directions in your own back yard.
At night, you can look for the Big Dipper above the northern
horizon all during the year. Older youth may need to learn about az-
imuth (the position of an object relative to north) and altitude (where
an object lies between the horizon and the zenith). Various references
included in the Resource hooks section of this chapter will show you
how to make a simple device for determining azimuth and altitude.
92 A teacher's science companion

Once you are certain about the directions from the spot where you
and the child will be observing, many simple activities are possible.

Drawing a sky map

Together you can make a map of the eastern skyline from a conve-
nient window in the house, showing trees, buildings, or other features.
Then make a similar map of the western skyline.
Note on your eastern sky map where the sun rises each day, and
date your observation. Similarly, note on your western sky map
where the sun sets each night and date your observations.
You may skip days or even weeks between your observations.
You will find that during winter, the sun rises south of east and
sets south of west. On the first day of spring, it will rise due east and
set due west.
Such mapping and graphing experiences may he very intriguing
to a child who comes to have o sense of discovery about the objects
in the sky.
If a child or a group of students show an interest in the sun and
its position, you might want to continue your study by using a sun-
dial to tell time. You can purchase one or you may find it challenging
to make one. There are many ways to go about this. You can make a
simple sundial (which won't last) from cardboard or you can make a
heavy duty one from wood or metal.

Making a cardboard sundial

You need to know your latitude to make a working sundial. The di-
rections below are for making a sundial at a latitude of 40 degrees.
Cut a 6-inch-square piece of stiff cardboard. Use a protractor to
draw a line marking a 40-degree angle for the longest side of a trian-
gle, which will be about 7Y4 inches long. Cut out this right-angled tri-
angle.
Take a piece of cardboard that is 12 inches long by 6 inches wide.
Draw a half-circle on it that has a 6-inch radius. Cut out the semicircle.
Use tape to attach your triangle to the semicircle. The sloping side
of the triangle should point to the center of the semicircle.
Place the sundial outside. Use a compass to align the triangle
north and south. The tall,!st side of the 40-degree angle should point
north.
Then mark the position of the sun's shadow on the base of your
sundial every hour. You can begin at 6 A.M. on the left side of the tri-

0
 Exploring astronomy 93

angle At the hack of your triangle should be 12 noon Number again

to about 6 P M on the right side of the triangle Your marks should be
equal distance around the half-circle with 12 noon pointing true
north.
Now by looking at the shadow cast on the base of your sundial,
you can tell time on a suntly day.
A visit to a planetarium with a curious child or a classroom of stu-
dents can be a very special treat. It is a judgment call as to whether
you do preparation before the visit or whether you follow-up after-
wards with explorations into area.s that seemed of particuka interest.
Both kinds of activities can be useful.
If you have access to a planetarium, there is probably a brochure
available that details the shows that are planned during the next sev-
eral months. One of these shows may have considerably more inter-
est for a child or a class than another.

Constructing a star box

You can replicate the feeling of being in a planetarium by making a
star box out of a large empty refrigerator packing box that you can
get from a shopkeeper.
Cut a door into one side of the refrigerator packing box. Devise
a simple way to hold it shut, such as a strip of duct tape.
Paint the inside of the box black and let it dry thoroughly.
Choose favorite constellations and make accurate patterns of
them. Then duplicate the patterns onto the inside walls and top of the
box by using glow-in-the-dark pieces of tape for stars.
You can decorate the outside of the box in any fashion.
Cut a hole in the top of the box large enough to allow you to dan-
gle a light that is attached to an extension cord that is long enough to
reach a nearby electric outlet.
Put a stool or small chair inside the box. You can turn on the light
just long enough to activate the glow tape, then turn out the light and
sit inside the box. You will be surrounded by black space and glow-
ing stars!
Watching the moon may also prove interesting. Many calendars
will list the date of the next new moon, full moon, and crescent
moons. During the new moon phase, the moon is between the sun
and the earth with the lighted half of the moon away from the earth.
The new moon is invisible, but a night or two after the new moon,
you will be able to see the new crescent moon in the sky right after
sunset. On each succeeding night, the moon appears higher and you
94 A teacher's science companion

will be able to see more of the surface until there is a full moon The
moon then begins to slowly fade again toward a new moon (waning
crescent moon).
Only rarely will you and your curious child happen to be to-
gether in the right place during a lunar eclipse. If this were to occur,
there would be considerable publicity about the event. Similarly you
may happen to see a comet or the northern lights.
It's much more likely that your curious child may ask, "Why is the
sky blue?" or "What is that ring around the moon?" These questions
lead to more questions and investigations about how the clouds in
our own atmosphere affect how we see the sky and moon in the dis-
tance. Clearly you would capitalize on such special events.

Answering the
question: Why is the sky blue?
To answer the question, "Why is the sky blue?" you can do a simple
experiment. Put a spoon in a full glass of water. Hold the glass up and
look through it from the side. The spoon handle looks broken where
it enters the water. This is due to the fact that light rays bend as they
go from the thin air to the thicker liquid.
In the same way, light rays from the sun bend as they enter the
earth's atmosphere and are scattered by the air and dust. Light rays
from the sun are made up of all the colors of the rainbow. In our at-
mosphere, blue light is scattered most, so the sky looks blue.
Planets are another fruitful source of investigation. Planets do not
produce light, they reflect sunlight, and so they must be close to us
or very large to be seen. Mars, Venus, Jupiter, and Saturn can be seen
easily. Charts are available that will let you know which planets can
be seen in the evening or the early morning and where to look for
them in the sky.

Modeling the planets

It is hard for students to conceptualize the sizes of the various plan-
ets. The following experiment explains a way to model the approxi-
mate sizes of the planets in a small space so that children can have
some understanding of the sun and its family.
Label a basketball, which has a 10-inch diameter, ''The Sun" arid
put it on a table.

.1L
 Exploring astronomy 95

Take a strip of wood about 1 foot long and 3 inches wide Ham-
mer nine, tall, thin nails into the strip of wood, equidistant from each
other, with all but a V: inch of the nail sticking upright from the wood.
Put the strip of wood next to the basketball. Use strips of paper to
write the names of the planets. Label each nail with the planet's
name, beginning on the left with Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune, and Pluto. (This will correctly show the or-
der of the planets from closest to farthest from the sun but will not
correctly show the distances.)
Make a model of each of the planets out of clay and put the
model on the top of the nail with the correct label. Most of the plan-
ets will be very tiny. Mercury should be shown with a diameter of 1
mm; Venus, 2 mm; Earth, slightly more than 2 mm; Mars and Pluto,
about 1Y2 mm; Neptune, about 5 mm; Uranus, about 6 mm; Saturn,
about 13 mm; and Jupiter, about 16 mm.
If you like, you might make a cardboard ring to go around Sat-
urn, holding it in place with toothpicks, stuck into the ball of clay.
Learning about the stars may be the most exciting part of sky
watching. This, however, takes a cloudless night away from city
lights. If a telescope is available, the opportunities will be increased.
But even without a telescop t. a child will enjoy finding constellations
in the sky and will be able to see that some stars are "brighter" than
others.
The Dipper Group has excellent stars for springtime viewing. A
good summer group for observation are Cygnus, Draco, and Scorpio.
The Pegasus group are good fall stars, and the Orion Group is a good
cluster for winter viewing. In all seasons, you can study the Polar
Group including the Big and Little Dipper and Cassiopeia.

Projecting constellations
When a youngster knows a constellation well, he or she might draw
it to scale on a small paper circle the size of a bottom of an empty tin
can.
Tape the finished drawing to the bottom of the can. Use a ham-
mer and a nail to puncture holes right through the drawing and into
the can for each star. Use different sized nails; large ones to show
bright stars and smaller ones to show not so bright stars.
Then, go into a dark room. Put a flashlight inside the can and turn
it on.
You will he able to project the constellation onto the wall!

4 .4 ,
96 A teacher's science companion

Watching the stars as they appear still in the sky is fun, hut you
and your curious child can also track a star with a camera as it trav-
els in the night sky.

Clocking time exposure

of star trails
If you have a camera with a time exposure adjustment, you may get
a picture of star trails in the northern sky. Select a location away from
city lights, on a dark night with little or no moon.
Mount the camera on a tripod and aim it at Polaris. Open the stop
to its widest aperture, open the shutter, and leave it open for an hour.
Your photograph will show a circular star pattern.
Your class or a curious youngster might also be interested in
comets and meteors. Many books are available on all these topics.
Perhaps a museum in your area has a meteorite that you can view.
Sometimes sky watching leads to increased interest in space ex-
ploration and man-made satellites. This could Open up a whole new
area of exploration.
In addition to the resources listed below, you might want to con-
sult the Resource books section in the following chapters for more
specific dccails: Chapter 6 "Exploring Geology and Paleontology" for
more information on meteorites, Chapter 8 "Exploring Geography
and Cartography" for more on mapping and orienteering, and Chap-
ter 12 "Exploring Science through Writing" for star legends.

4A .

J
 Exploring astronomy 97

Resource books
*About Stars and Planets. James Muirden. New York, NY: Warwick
Press, 1986. 32 pp. Provides an introduction to stars and planets.
All about Stars. Lawrence Jefferies. Mahwah, NJ: Troll Associates,
1983. 31 pp. Answers many questions about the stars.
*Aniazing Space Facts. Dinah L. Moche. Racine, WI: Western Publish-
ing Co., 1988. 24 pp. Provides an introduction to the solar system.
Ancient Astronomy Isaac Asimov. Milwaukee, WI: Gareth Stevens
Pub., 1989. 32 pp. Discusses the beliefs of early astronomers.
*Anno's Sur dial. Mitsumasa Anno. New York, NY: Philomel Books,
1987. 28 pp. Discusses the earth and sun with pop-up and fold-
out pages.
Apollo and the Moon Landing. Gregory Vogt. Brookfield, CT: Mill-
brook Press. 1991. 111 pp. Discusses the moon landing.
Astronomy. Dennis B. Fradin. Chicago, IL: Childrens Press, 1987. 286
pp. Provides basic information on stars, galaxies, and the universe.
Astronomy and Planetology. Nicia H. Apfel. New York, NY: Franklin
Watts, 1983. 122 pp. Gives instructions for building and making
simple planetariums and models of stars.
Astronomy: From Copernicus to the space telescope. Christopher
Lampton. New York, NY: Franklin Watts, 1987. 96 pp. Explains
the history and various theories in astronomy.
Big Dipper, The. Franklyn Mansfield Bran ley. New York, NY: Harper-
Collins, 1991. 32 pp. Contains basic information on how to deter-
mine position by using the North Star.
Big Dipper and You, The. Edwin C. Krupp. New York, NY: Morrow Ju-
nior Books, 1989. 48 pp. Gives information about the Big Dipper
and the North Star.
Birth and Death of Stars, The. Isaac Asimov. Milwaukee, WI: Gareth
Stevens Pub., 1989. 32 pp. Tells how stars come into being and
how they come to an end.
Comets and Meteors. Isaac Asimov. Milwaukee, WI: Gareth Stevens
Pub., 1990. 32 pp. Discusses characteristics and some of the more
famous appearances of comets and meteors.
Comets and Meteors: Visitors from space. Jeanne Bendick. Brookfiekl,
CT: Millbrook Press, 1991. 32 pp. Contains answers to many
questions that children commonly ask about comets and meteors.
Cosmic Quest: Searching for intelligent lye among the stars. Margaret
Poynter, I4ew York, NY: Atheneum, 1984. 124 pp. Explains the
work of the SETI (Search for Extraterrestrial Intelligence) project.
98 A teacher's science companion

Could You Ever Fly to the StarsP David Darling New York, NY Dillon
Press, 1990 59 pp Discusses rockets, spacecraft, and the stars
most likely for future destinations
Day We Walked On the Moon, The: A photo history of space explo-
ration. George Sullivan. New York, NY: Scholastic, Inc., 1990. 72
pp. Discusses astronauts and their training.
Destination: Moon. James Irwin with Al Janssen. Portland, OR: Mult-
nomah, 1989. 50 pp. Explains the training of an astronaut.
Earthls Moon, The. Isaac Asimov. Milwaukee, WI: Gareth Stevens
Pub., 1988. 32 pp. Gives many facts about the moon.
Exploring Venus and Mercury. David Baker. Vero Beach, FL: Rourke
Enterprises, 1989. 47 pp. Chronicles the NASA space explorations.
Exploring with a Telescope. Glenn F. Chaple, Jr. New York, NY:
Franklin Watts, 1988. 142 pp. Discusses the parts of telescopes,
how they work, and how they should be cared for.
Exploring Your Solar System. Elizabeth Rathbun. Washington, DC: Na-
tional Geographic Society, 1989. 96 pp. Provides a guided tour of
the nine planets and discusses the Milky Way Galaxy.
Far Planets. The. Donna Bailey. Austin, TX: Steck-Vaughn Library,
1991. 48 pp. Discusses the five known planets outside the orbit of
Mars.
Galaxies. The: Cities of stars. David J. Darling. New York, NY: Dillon
Press, 1985. 63 pp. Explains the different types of galaxies and
how they formed.
Glow in the Dark Constellations: Afield guide for young stargazers. C.
E. Thompson. New York, NY: Grosset & Dunlap, 1989. 28 pp.
Provides a useful resource to take outdoors at night when you are
trying to spot constellations.
Glow-in-the-Dark Night Sky Book, Tbe. Clint Hatchett. New York, NY:
Itindom House, 1988. 20 pp. Provides star charts to consult at night.
Golden Book of Space Exploration, The. Dinah L. Moche. Racine, WI:
Western Publishing Co., 1990. 45 pp. Traces the development of
space travel.
Golden Book qf Stars and Planets, The. Judith Herbst. Racine, WI:
Western Publishing Co., 1988. 45 pp. Gives introductory informa-
tion on stars and planets.
Halley's Comet: What we've learned. Gregory Vogt. New York, NY:
Franklin Watts, 1987. 95 pp. Discusses the research carried out on
Halley's Comet in 1986.
How Did We Find Out about Neptune? Isaac Asimov. New York, NY:
Walker & Company, 1990. 64 pp. Provides information about the
planet Neptune.
 Exploring astronomy 99

How Did We Find Out about Pluto% Isaac Asimov New York, NY
Walker & Company, 1991 64 pp Introduction to the planet Pluto
How Did We Find Out about the Universe% Isaac Asimov New York,
NY Walker & Company, 1983 64 pp Offers an introduction to
the study of the universe.
How Was the Universe Born? Isaac Asimov. Milwaukee, WI: Gareth
Stevens Pub., 1988. 32 pp. Discusses the origin of the universe.
I Can Be an Astronomer. Paul P. Sipiera. Chicago, IL: Childrens Press,
1986. 30 pp. Discusses the work that astronomers do.
Journey to the Planets. Patricia Lauber. New York, NY: Crown Pub-
lishers, 1990. 90 pp. Highlights the most prominent features of
each of the planets.
Junk in Space. Richard Maurer. New York, NY: Simon & Schuster,
1989. 48 pp. Discusses space garbage.
Looking at Stars. Donna Bailey. Austin, TX: Steck-Vaughn Library,
1991. 48 pp. Discusses various aspects of the stars.
Mars: Our mysterious neighbor. Isaac Asimov. Milwaukee, WI: Gareth
Stevens Pub., 1988. 32 pp. Discusses the characteristics of the
planet Mars.
*Moon, The. Heather Cooper and Nigel Henbest. New York, NY:
Franklin Watts, 1986. 32 pp. Provides an introduction to the
moon.
Moon, The. David Hughes. New York, NY: Facts on File, 1989. 45 pp.
Gives latest data about the moon.
Moon, The: A spaceflight away. David J. Darling. New York, NY: Dil-
lon Press, 1984. 64 pp. Traces the evolution of our knowledge
about the moon.
Moons and Rings: Companions to the planets. Jeanne Bendick. Brook-
field, CT: Millbrook Press, 1991. 32 pp. Provides answers to com-
mon questions that children have about moons and rings.
*Moon Seems to Change, Me. Franklyn Mansfield Branley. New York,
NY: Thomas Y. Crowell, 1987. 29 pp. Discusses the phases of the
moon.
Moonwalk: The first trip to the moon. Judy Donnelly. New York, NY:
Random House, 1989. 47 pp. Discusses the July, 1969, moon
landing.
*My Picture Book qf the Planets. Nancy E. Krulik. New York, NY:
Scholastic, Inc., 1991. 30 pp. Describes the nine planets and in-
cludes close-up color NASA photos.
Near Planets, Me. Donna Bailey. Austin, TN: Steck-Vaughn Library,
1991. 48 pp. Discusses the four planets closest to the sun.
 100 A teacher's science companion

Nebulae The birth and death of stars Necia H Apfel. New York, NY
Lothrop, Lee & Shepard Books, 1988 48 pp Discusses how neb-
ulae are formed
Our Future in Space. Don Berliner. Minneapolis, MN. Lerner Publica-
tions Co., 1991. 71 pp. Discusses current space research and fu-
ture space projects.
Our Solar System. Isaac Asimov. Milwaukee, WI: Gareth Stevens Pub.,
1988. 32 pp. Discusses the characteristics of the sun, planets, and
stars.
Our Sun and the Inner Planets. Don Davis and A. Chantal. New York,
NY: Facts on 1989. 45 pp. Tells what astronomers know
about the nuclear powerhouse that dominates our solar system.
Outer Space. Roger Cleeve. Englewood Cliffs, NJ: Julian Messner,
1990. 32 pp. Discusses various phenomena in our universe.
Out in Space. Tim Wood. New York, NY: Macmillan, 1991. 29 pp.
Through a journey in a spaceship, the child learns about gravity,
the moon, sun, and planets.
Peterson's First Guide to the Solar System. Jay M. Pasachoff. Boston,
MA: Houghton Mifflin, 1990. 128 pp. Provides a basic guide to the
solar system for beginners.
*Picture World of Sun and Stars. The. Norman S. Barrett. New York,
NY: Franklin Watts, 1990. 29 pp. Discusses our solar system. dif-
ferent types of stars, and galaxies.
Piloted Space Flights. Isaac Asimov. Milwaukee, WI: Gareth Stevens
Pub., 1990. 32 pp. Gives a history of mans' experiences in space.
Planets: A guide to the solar system. Mark R. Chartrand. Racine, WI:
Golden Press, 1990. 160 pp. Presents information about the plan-
ets.
Power Station Sun. John Mason. New York; NY: Facts on File, 1987.
47 pp. Discusses the sun and energy.
Quasars, Pulsars, and Black Holes. Isaac Asimov. Milwaukee, WI:
Gareth Stevens Pub., 1988. 32 pp. Discusses stars and galaxies
emitting special types of radio waves.
Radio Astronomy. Alan Edward Nourse. New York, NY: Franklin
Watts, 1989. 96 pp. Discusses the uses of radio astronomy.
l?ainhows, Mirages, and Sundogs: The sky as a source of wonder. Roy
A. Gallant. New York, NY: Macmillan, 1987. 94 pp. Discusses the
various visual phenomena seen in the sky.
Rockets, Missiles, and Spacecraft of the National Air and Space Mu-
seum. Compiled by Gregory P. Kennedy. Washington, DC: Smith-
sonian Institution Press, 1983. 165 pp. Discusses holdings at the
National Air and Space Museum.
 Exploring astronomy t. I

Saturn Dennis B Fradin Chicago, IL Childrens Press, 1989 45 pp

Discusses the main characteristics of Saturn and includes Voyager
photographs
Scicnce for Kids: 39 easy astronomy experiments. Robert W. Wood. .

Blue Ridge Summit, PA: TAB Books, 1991. 139 pp. Provides in-
formation on experiments such as making a spectroscope and
telescope.
*Shooting Stars. Franklyn Mansfield Branley. New York, NY: Thomas
Y. Crowell, 1989. 32 pp. Explains what shooting stars are.
So That's How the Moon Changes Shape. Allan Fowler. Chicago, IL:
Childrens Press, 1991. 31 pp. Explains how the moon appears to
change shape.
Space. Donna Bailey. Austin, TX: Steck-Vaughn Library, 1990. 48 pp.
Provides an introduction to space exploration.
Space and Astronomy: 49 science fair projects. Robert L. Bonnet and
G. Daniel Keen. Blue Ridge Summit, PA: TAB Books, 1992. 128
pp. Provides a plethora of information about science fair projects.
Space Exploration. Brian Jones. Milwaukee, WI: Gareth Stevens Pub.,
1990. 64 pp. Explains about space, stars, and the planets in our
solar system.
Space Probes and Satellites. Heather Couper and Nigel Henbest. New
York, NY: Franklin Watts, 1987. 32 pp. Discusses the develop-
ment in both manned and unmanned space exploration.
Space Spotter's Guide. Isaac Asimov. Milwaukee, WI: Gareth Stevens
Pub.. 1988. 32 pp. Gives tips on buying a telescope and how to
spot the wonders of the solar system.
Space: Stars, planets and spacecraft Sue Becklake. New York, NY:
Doding Kindersly, 1991. 64 pp. Discusses outer space.
Space Telescope. Dennis B. Fradin. Chicago, IL: Childrens Press, 1989.
46 pp. Discusses existing telescopes and those that might be used
in the future.
Space Telescope, The. Christopher Lampton. New York, NY: Franklin
Watts, 1987. 70 pp. Discusses the history and goals of the Hubble
Space telescope.
Star Guide. Franklyn Mansfield Branley. New York, NY: Thomas Y.
Crowell, 1987. 51 pp. Discusses the composition and behavior of
stars.
*Stan:), Skv, The. Rose Wyler. Englewood Cliffs. NJ: Julian Messner.
1989. 32 pp. Discusses the sky, sun, stars, moon, and planets.
StarN and Planets. Patrick Moore. New York, NY: Exeter Books, 198.
112 pp. A basic guide to stars and planets.

_
102 A teacher's science companion

Stars, The: From birth to black hole. David J. Darling. New York, NY:
Dillon Press, 1985. 64 pp. Explains the formation, life, and de-
struction of stars.
Stars, The: Lights in the nigN sky. Jeanne Bendick. Brookfield, CT:
Millbrook Press, 1991. 32 pp. Provides an introduction to the
stars.
Star Tales: North American Indian stories about the stars. Retold by
Gretchen Will Mayo. New York, NY: Walker & Company, 1987. 96
pp. Contains a collection of Indian legends.
Starwatch. David Baker. Vero Beach, FL: Rourke Enterprises, 1989. 48
pp. Explains how astronomers use various tools to study the uni-
verse.
Sun, The. Denny Robson. New York, NY: Gloucester Press, 1991. 32
pp. Provides an introduction to the sun.
* Sun Is Always Shining Somewhere, The. Allan Fowler. Chicago, IL: Chil-
drens Press, 1991. 31 pp. Gives introductory information about the
sun.
Sun. The: Our very own star. Jeanne Bendick. Brookfield, CT: Mill-
brook Press, 1991. 32 pp. Contains basic information on the sun.
Sun, Stars and Planets. Tom Stacy. New York, NY: Random House,
1991. 46 pp. Provides information about the sun, stars, and plan-
ets in question and answer format.
Superstar- The supernova of 1987. Franklyn M. Branley. New York,
NY: Thomas Y. Crowell, 1990. 58 pp. Explains the nature and ori-
gin of a supernova.
Telescopes and Observatories. Heather Couper and Nigel Henbest.
New York, NY: Franklin Watts, 1987. 32 pp. Discusses telescopes
and major observatories.
Telescopes: Searching the heavens. Deborah Hitzeroth. San Diego, CA:
Lucent Books, 1991. 96 pp. Discusses early astronomers and their
tools and the development of telescope technology.
They Dance in the Sky: Native American star myths. Jean Guard Mon-
roe and Ray A. Williamson. Boston, MA: Houghton Mifflin, 1987.
130 pp. Contains a collection of legends.
Uranus: The sideways planet. Isaac Asimov. Milwaukee, WI: Gareth
Stevens Pub., 1988. 32 pp. Discusses the characteristics of Uranus
as revealed by Voyager 2.
Venus. Dennis B. Fradin. Chicago, IL: Childrens Press, 1989. 45 pp.
Explains the characteristics of the planet Venus.
Voyagers from Space: Meteors and meteorites. Patricia Lauber. New
York, NY: Thomas Y. Crowell, 1989. 74 pp. Explains asteroids,
comets, and meteorites,

.1 1S
 Exploring astronomy 103

What Is a .Shooting Star? Isaac Asimov. Milwaukee, WI: Gareth

Stevens Pub., 1991. 24 pp. Explains the differences between
shooting stars and real stars.
Why Does the Moon Change Shape? Isaac Asimov. Milwaukee, WI:
Gareth Stevens Pub., 1991. 24 pp. Explains the changes from
crescent to full moon.

Other resources
The following magazines may be -of interest: Astronomy; The Astro-
nomical Journal; Earth. Moon and Planets; The Mathematics
Teacher; Science and Children; Science News; Scientific American;
and Sky and Telescope.

Astropilot (57-010-3036). Hudson, NH: Delta Education, Inc. Includes

a 5-inch, celestial sphere featuring all 88 constellations, 868 naked
eye stars, with light to make the stars glow in the dark. Includes
full instructions. Uses batteries.
Comets. Franklyn Mansfield Branley. Old Greenwich, CT: Listening Li-
brary, 1987.1 book, 32 pp. 1 sound cassette, 15 minutes. Tapekit.
Gives information about comets.
Planets of the Sun. Leonard Nimoy (Narrator). Los Angeles, CA: Con-
cord Video, 1985.1 videocassette, 46 minutes. Discusses the plan-
ets and the sun.
Space Videos. Hudson, NH: Delta Education, Inc. The Apollo Program
(57-220-0879). 30 minutes. America in Space (57-220-0868), 50
minutes. Space Shuttle Pioneers (57-220-0846), 60 minuks. The
Universe (57-220-0857). 30 minutes.
Zoom Telescope/Spotting, Scope (57-200-4321). Hudson, NH: Delta
Education, Inc. Features quality 50 mm zoom lens.
Stellarscope (57-191-2657). I Iiidson, NH: Delta Education, Inc. This
device shows 1500 stars of up to 5th magnitude.
 g
Exploring
geography and
cartography
Exploring geography and cartography can take many forms. An in-
terest in a state or country might encourage a child to study its moun-
tains and valleys. Putting together a rock collection might lead a child
to want to visit a certain rock formation to collect a specimen. Setting
out on a camping or fishing trip, going on a hike, or planning a bik-
ing trip can create a real sense of exploration and establish the need
to know more alxmt geography. Developing a good working knowl-
edge of map reading is a plus in any of these activities.
There are many times when hiking, as a pleasure of its own or in
conjunction with another interest, is a good pursuit for adults and
children. A hike might consists of a short walk with a class of students
from a school to a nearby park, a weekend backpack trip with a child
and adult, or a major outing with a scout group. For anything other
than a brief hike in town, considerable preplanning is necessary.
l-liking requires attention to your current physical condition, to
appropriate clothing (especially shoes). to equipment, and to appro-
priate routes and destinations. "Easy does it" is a good mono to have
when beginning a season of hiking with a child or setting out on a
hike with a group of children. This advice is for the adult as well as
the child! Start with relatively short distances on trails that do not have
sharp gains in elevation. Some of those muscles that feel fine while
you are walking might he stiff and sore the next day if you are not in
shape. Gradually you can increase the distance that you travel and
(-an tackle more difficult trails.

104
 Exploring geography and cartography 105

Perhaps the single most important factor in a comfortable hike is

your selection of shoes and socks. While sneakers might be appropri-
ate for a short hike on a dirt trail in the woods, good boots and socks
are necessary to protect feet and ankles on longer hikes or on rougher
terrain. A hat, sunscreen, comfortable pants or hiking shorts, and a
loose-fitting shirt are also requirements. Remember that the weather is
continually changing, so it's a good idea to be able to add or remove
a layer of clothing.
Equipment should include a frame-pack for long trips or a day-
pack for short hikes to allow you to carry rain gear. a jacket, food,
water, first-aid supplies, a compass, and maps. If a group of children
is involved in a hike, a list of required supplies and attire should be
sent to parents. What should not be brought along should also he
stressed in your note to the parents.
Finding a safe and interesting place for your hiking can present a
challenge. Tho.ie who live in urban or suburban settings seem to
have been driven from the paths and streets by the automohile, wHIe
a few shopping malls have included marked distances for walkers.
Likewise, many urban planners are including open space for hiking
and bike paths. There is also a movement in our country to establish
a network of trails and paths.
 106 A teacher's science companion

Don't overlook the interesting sights that can be seen on a walk in

a town or city. There may be maps of historic sites to visit, a trip to the
docks to consider, or an "old town" section that will be fascinating to
explore. Walking on cement is especially tiring, and you will need to
pace yourself so as to not get worn out. Remember, young children
have a shorter stride than an adult and my tire more quickly.

a Determining your walking speed

Finding out the speed at which a child walks and the length of his or
her normal stride is interesting and will let you estimate how long it
will take to cover a trail.
Measure the distance between two points and convert that dis-
tance into inches. Then count the number of strides a child uses to
cover that distance. Divide the inches by the number of strides and
you will learn the length of the child's normal stride.
If you time the child, you will have a rough idea of how far the
child will walk during a given time period if he or she continues at
the same stride and pace.
You might plan a hike in connection with another interest or class
activity; for example, spotting birds or wildflowers. Maybe you want
to go to an area to take photographs. Perhaps your hike will lead you
to identify trees or minerals. You may want to do some fishing or do
some beachcombing. These and many more activities are compatible
with hiking.
Should you live in the right section of the country, you may he
close to a really hig hiking trail that is completed or still under con-
struction. The best known trail is the Appalachian Trail. which extends
2000 miles from Mt. Katandin, Maine, to Springer Mountain, Georgia.
The Pacific Crest Trail stretches 2,300 miles from the Washington-
Canadian border to the California- Mexican border. The completed
Continental Divide Trail will stretch from the Montana-Canadian bor-
der to Silver City, New Mexico. The Lewis and Clark Trail is heing de-
veloped to stretch 4,600 miles from St. Louis, Missouri, to the mouth of
the Columbia River. The Potomac Heritage Trail passes 825 miles from
the mouth of the Potomac River to its sources in Pennsylvania and
West Virginia. Long Trail in Vermont is a 250 mile trail.
Whenever you are out in the woods, there is a possibility of be-
ing lost. Remember to plan ahead of time in detail exactly what to do
if you get separated nom the group. Knowing how to read maps and
use a compass will help you get oriented. Some people believe they
have a pet feet sense of direction, hut they may be wrong. The fol-
lowing experiment can help you test your sense of direction.

2
r
 Exploring geography and cartography 107

Testing your sense of direction

To test one's sense of direction, try the following in a park or playing
field where you can walk for 50 yards on relatively flat, grassy
ground.
Place a handkerchief on the ground 50 paces away. Put a good
blindfold over the eyes of the person you are testing. Ask the person
to walk 50 paces directly to the handkerchief. How close did the per-
son come? Give the person three tries and mark each attempt.

Although children need to be given instructions on what to do if

they get lost, it is of course most desirable not to get lost in the first
place! One way to avoid being lost is to learn to use a compass. This
is not as easy as it might seem. North and magnetic north are not the
same. You can buy a compass that can be adjusted for declination,
which is the value in degrees between magnetic north and true north.
The following experiment will help you sharpen your skills in using
a compass.

Using a compass
First align your compass with the needle pointing to magnetic north.
Then, select a bearing such as 45 degrees, northeast. To follow a cho-
sen bearing, sight along an imaginary line running from the center of
your compass across the 45-degree mark to some prominent and eas-
108 A teacher's science companion

ily recognizable natural feature, such as a tree or cliff. Try to keep it

in sight as you move toward it. To return, sight another object, which
is 180 degrees in the opposite direction, or 225 degrees, southwest.
Then proceed toward the new object.
Once you have learned to use a compass, you can rely on it. But
remember that its needle can be thrown off if it is near a large min-
eral iron ore deposit or even by a steel axe that you are carrying.
You can buy topographic maps of most areas. Using such a map
along with a compass is a much better way to navigate. (Remember
to orient your compass using the arrows on the map that indicate
both magnetic north and true north.)
Wherever you live, there may be a local hiking club or at least
one that is not far away. Checking with these club members may en-
able you to join in their activities and hikes. Many groups publish a
newsletter with a schedule of planned activities. Some of these clubs
secure permission to hike in areas that might not be open to individ-
ual hikers. Members of the club might also be willing and available to
visit a class of students and discuss various aspects of hiking.
As in hiking, biking also requires you to put "safety first." A child
(or adult) on a bicycle must always wear a well-fitting, approved hel-
met while on a bicycle trip. Although bicycles come in many styles
and types, it is essential that the bike that is being used be the right
size for the child riding it.
In addition to the helmet, appropriate shoes and a long-sleeved
shirt or sunscreen should also be worn to prevent discomfort. Carry-
ing a first aid kit, a supply of water, and minimum equipment for sim-
ple on-the-road repairs should be included on any bicycle expedition.
If you are a newcomer to biking, one of the best sources of in-
formation may be your local bike shop. Knowledgeable store per-
sonnel can put you in touch with local cycling groups and share
maps of bike paths and routes.
If you are interested in keeping track of the distance you travel
on a bike trip and your speed, you can use an odometer or cyclo-
computer. These give you a very good idea of your speed and dis-
tance. The following experiment will help you learn to use your
bicycle odometer.

Using a bicycle odometer

Your bike shot will have a number of odometers or cyclocomputers.
Depending on u1e model you get you will he able to get speed, av-
erage speed, maximum speed, elapsed time, trip distance, and other
pertinent information.
 Exploring geography and cartography 109

Attach an odometer to your child's hike. Have the child keep a

cycling diary in which he or she records your bike trips. Include the
data from the odometer. If this is continued over a period of time, the
child should see an increase in speed and endurance.
Whether you are considering short walks, long hikes, or bike
trips, map reading skills are important. Depending on the child's age
and understanding of geography, skills in map-making and map-
reading will vary considerably. An adult can do a great deal to build
these skills.
One way to demonstrate that geography is a way of thinking and
observing, is to help build a vocabulary and precise mental images of
places and directions for your child. For example, try saying, "We are
going south to Texas to visit Grandma," rather than saying, "We are
going down to Texas to visit Grandma." Use words such as desert,
glacier, climate, and so forth when describing areas. This will build
up a language for geography.
Even very young children can learn to read a map. You might go
for a neighborhood walk and then show the child a street map of
your town, showing him or her the streets you have walked together.
You might point out where friends or relatives live. Older children
may he interested in topographic maps of an area in which they are
planning a hike. Topographic maps are created and sokl by the
Inited States Geological Survey.

t.1
110 A teacher's science companion

Playing the party map game

Middle grade students might find this an interesting challenge as a
party game. Have children divide themselves into groups of two or
three. Give each group a copy of the same state map. Ask them to
write down the names of the cities that they'd visit and the highways
that they'd travel to get from point A to point B, from point C to point
D, and from point E to point F.
Choose destinations that have several different routes leading to
them. Ask the teams to find the fastest and shortest routes.
Offer a prize to the team that can solve the map challenge first.
Students also need to learn some skills about reading a globe.
Help a child or a class of students examine a globe and find the lines
of longitude (lines that run from the North Pole to the South Pole,
from 0 degrees, through Greenwich, Englandthe prime meridian, to
180 degrees east and around the globe back to 0 degrees again). Since
the sun moves over 15 degrees of the earth's surface every hour, for
each 15 degrees west of Greenwich, the time is set back one hour.
Finding out what time it is in different parts of the world is an in-
teresting activity. The following experiment can help you "determine
time" around the globe.

Determining time
Use a plastic globe with a slick surface. Have the child or group of
students find the line 15 degrees west of Greenwich, England. Tape a
colored skinny strip of paper with the numeral "1" on it to this line.
Then tape a strip of paper with the numeral "2" on it to the line that
is 30 degrees west of Greenwich.
Continue taping strips of paper every 15 degrees around the globe.
Number "12" should be on the 180-degree line. This line is the Inter-
national Date Line. It is 12 hours behind Greenwich time. If you cross
this line going west, you lose a day. Traveling east, you gain a day.
When you pass the International Date Line, number the line 15
degrees past it with a number "1." Continue numbering every 15 de-
grees until you get back to Greenwich, England, and put your num-
ber "12" there.
Now by locating a city or country, and checking the strips of pa-
per taped to your globe, you can add or subtract to find what time it
is there.
Making a map is quite a different experience from reading one.
You might want to begin your class or your child's study of geogra-
 Exploring geography and cartography III
phy by making a map of one room in your house. Trying to draw it
correctly to size will be a challenge. Older children might pace off or
do some rough measurements and try to draw their maps to scale.
Looking at a road map will quickly lead to a discussion of map
symbols. You will need to spend some time examining and under-
standing symbols, which may indicate campgrounds, parks, and
schools; size of print or color designations which indicate the size of
a city or the type of a road; and other specifics of a map. When such
symbols and details are learned, help your child put the new knowl-
edge to use by creating his or her own map.

Mapping an imaginary island

Help the child make a map of an imaginary island. Symbols should
be used to indicate the location of mountains, major cities or towns,
railroad tracks, national forests, and other important items. There
should be a key that also indicates the scale of miles.

NATIONAL.
Z.S FO REST

ROAD

This map can he as simple or complex as the child has interest in

making it. The important outcomes are demonstrating an understand-
ing of using a map key or legend and determining a scale of miles.
Few explorations offer as much fun to adults and curious kids
alike as a camping and/or fishing trip. To he successful, considerable
preplanning is required, including preparing for a lot of "what if's."
For example, what if it rains? What if we don't catch any fish to eat'?
/ 12 A teacher's science companion

What if all the campsites are taken in one desirable location? What if
someone falls in the water or gets lost?
Experienced campers have already learned about some of the
mishaps that can befall a camper when car camping or backpacking
and have planned how to avoid them or work around them. If you're
a beginner, the one thing you can count on is the unexpected!
Realize that weather is ever changing and plan to have enough of
different kinds of clothing so that you and your curious child or class
of students will be comfortable. Shivering around the campfire in wet
shoes or getting a bad sunburn from exposed skin in mountain sun-
shine can lead to a lot of discomfort.
Plan on extra food. It's amazing how appetites seem to increase
with activity in the open airand don't count on having plenty of
fresh trout to cook. If you're backpacking, weight and quantity of
food are a major consideration, but don't skimp. If you are car camp-
ing, it's better to cart back home some canned and packaged goods
that you didn't use than it is to find yourselves hungry and out-of-
sorts on the trip.
Unless you know that drinking water is available, you also need
to provide plenty of liquids for drinking. Be sure not to drink any wa-
ter unless you are certain that it is safe. If you are backpacking, you
will need to take along a filter or tablets to make the water safe for
drinking.
When going on a camping/fishing trip, the only thing better than
Plan A is Plan A backed up by Plan B. You may find that a road has
been closed or that a favorite area is suddenly filled with people on
a family reunion. Having an alternative in mind that is almost equally
as good as the most desirable destination is a great idea!
If you don't camp often, you may want to do a dry run at home
or at school to be sure that you really can quickly set up your tent.
Tents vary greatlyfrom the spacious cabin tent you may use for car
camping to a small two-person tent carried in a backpack. Ropes,
tarps, stakes, poles, and ground covers are all a part of the process.
The printed directions that come with a new tent don't always
seem to correspond with the number of interlocking poles, ropes,
and canvas that you find sitting in front of you at a campsite as storm
clouds gather above and hungry children simultaneously demand to
be fed. A quick practice at home or school will allow you to set up
your tent confidently in a minimum amount of time.
Even though you may he sleeping in a tent, take time to enjoy a
good look at the stars (see Chapter 7 "Exploring Astronomy"). Away
from the lights of a city, the sky can be especially beautiful. You can
 Exploring geography and cartography / 13

probably find a few favorite constellations in the sky. This is also a

great time to recite some of the constellation stories and legends.

Telling star stories

Why not make up your own story about the stars? Pick out a group
of stars that seem to make a picture in the sky. Think of a story that
might explain what you see.
For example, you may see a cluster of stars that resemble a bird
with its wings outspread. Perhaps the bird was a seagull that guided
one of the Greek Gods to shore when he was lost one night on a
wind-tossed sea. The grateful God then put the helpful bird up in the
sky so that he could guide other lost and weary travelers at night.
Each person on your camping outing might find a star cluster,
make up a story, and then share it with the others.
A folding table. a fly to cover the cooking/eating area, and sim-
ple, dependable lanterns and stoves will help you enjoy your car
camping experience. You may find that everything at your camp-
ground in the woods is dry and there is plenty of firewood readily
available for your campfire. There may be tables and benches and a
metal or cement barbecue area for a cooking pit. But if some of these
ideal conditions are lacking, having back-up could save the day.
You need warm sleeping bags, flashlights with "new" batteries, a
mosquito repellent, and sunscreen lotions. Another must is a well-
supplied first aid kit.
Plan for emergencies. If you are going to be near water, be sure
to review water safety. Children also need to be advised of what to
do if they believe they are lost. Supply them with a whistle to blow
should they become lost or hurt and need to alert others to come to
their rescue. Taking along a big scale map of the area and a compass
is an excellent idea. Taking a compass reading and getting oriented
right after arriving in camp is time well spent.

Using a wristwatch as a compass

Between the hours of six in the morning and six at night, you can use
a wristwatch much as you would a compass to roughly tell direction.
Point the hour hand at the sun while holding the watch face-up,
flat in your hand. Halfway between the hour hand and the 12 lies
south in the northern hemisphere. (If you are on daylight saving time,
south is half-way between the hour and the 1.)

4
 1 14 A teacher's science companion

If you are going to fish, you need to be sure that all of your
equipment is ready. This includes a check of your boat (if you are us-
ing one), rods, reels, lines, hooks, lures, flies, bait, and other needed
tackle. Be sure that you are familiar with fishing license requirements
and the various regulations in the area so that you can obey them.
If you are hiking into a fishing area, be sure to wear good hiking
boots. If you are going to be in a boat, sneakers or soft-soled shoes are
important. A pair of sunglasses and a wide-brimmed hat are good
items to have in a boat for protection from sun and glare off the water.
Knowing a variety of simple knots used in fishing is a plus. At
home you and your curious kid, or at school, a classroom of students,
can practice such knots as: blood or barrel knot for tying monofilament,
clinch knot, square knot, figure eight knot, and other simple knots.
After all this preplanning, you are ready to go off on your explo-
ration and enjoy yourselves! For your first advencure, you might want
to plan a one-night trip. You'll learn a lot from this experience. Then
you might want to try a longer trip.
One of the joys while out on a camping/fishing trip is observing
birds and animals (see Chapter 5 "Exploring Ethology"). You should
not try to touch wildlife, however, because animals can become
frightened and bite, and they may carry diseases. But you might toss
them a nut or cracker and watch them from a distance.
If you are lucky enough to see wildlife, you may want to sketch
what you find and see and add these drawings to your notebook,
along with the date, time, and location of the sighting (see Chapter 13
"Exploring Science through Art").

Learning to "freeze"
0 Some animals have learned to "freeze" when they sense an enemy.
yeLearning to "freeze" is a good skill for a camper in the woods who
has spotted a bird or animal. Staying very still may encourage the
creature not to run away; thus, it may continue with its activities.
Some animals are curious and you might be able to lure them out
into the open. For example, tapping on the trunk of a dead tree that
has hole in it where you suspect birds or animals may be hiding
might cause them to come to an opening and look out. Similarly,
lightly tapping two stones together might cause a squirrel or chip-
munk to come watch what you are doing.
After packing all your things back up after a successful camp-
ing/fishing trip, remember that you have one more responsibilityhe
sure to leave your campsite neat and clean. Be sure that any fire you

4 ,
0
 Exploring geography and cartography 115

have made is completely out. This is an excellent time to help a child

or a class learn about responsibility for the environment.
Whether you go for a short hike from school, ride along a city bike
path, take a major hike in the mountains, or go off on a camping or
fishing trip, there will be an opportunity to use map skills and to ob-
serve many things along the way. Other chapters in this book that may
be of particular interest include: Chapter 4 "Exploring Botany," Chapter
5 "Exploring Ethology," Chapter 6 "Exploring Geology and Paleontol-
ogy," Chapter 9 "Exploring the Watery World," Chapter 10 "Exploring
the Ocean," and Chapter 13 "Exploring Science through Art".

Resource books
Animal Atlas, The. Barbara Taylor. New York, NY: Alfred A. Knopf,
1992. 64 pp. Shows the different habitats and animals that live there.
Auybody's Bike Book: An original manual of bicycle repairs. Tom
Cuthbertson. Berkeley, CA: Ten Speed Press, 1990. 215 pp. Pro-
vides a manual for help in making bicycle repairs.
* As the Crow Flies: A first book of maps. Gail Hartman. New York, NY:
Bradbury Press, 1991. 32 pp. Provides a look at different geo-
graphic areas from the perspectives of an eagle, rabbit, crow,
horse, and gull.
Atlas of Today: The world behind the news. Jon Snow. New York, NY:
Warwick Press, 1987. 61 pp. Good tool for use in discussing
world events.
Backpacking. Boy Scouts of America. Irving, TX: Boy Scouts of Amer-
ica, 1983. 80 pp. Gives general hiking techniques and discusses
equipment and first aid.
Bicycles Are Fun to Ride. Dorothy Chlad. Chicago, IL: Childrens Press,
1984. 31 pp. Tells a story of a boy and his enjoyment of riding a
bike and discusses safety rules.
Bicycle Racing. Nancy J. Nielson. Mankato, MN: Crestwood House,
1988. 48 pp. Discusses racing strategy and different types of bikes
used in racing.
Bicycling Magazine's Complete Guide to Bicycle Maintenance and
Repair. Editors of Bicycling. Emmaus, PA: Rodale Press (distrib-
uted by St. Martin's Press), 1990. 310 pp. Provides a complete bi-
cycle repair guide.
Bikes. Anne Rockwell. New York, NY: Dutton, 1987. 24 pp. Discusses
different bikes such as the unicycle, tandem bike, racing bike,
trail bike, and exercise bike.
 1 16 A teacher's science companion

*Bike Trip. Betsy and Giulio Maestro. New York, NY: HarperCollins,
1992. 32 pp. Describes a family on a bike trip.
BMX Bikes. Norman S. Barrett. New York, NY: Franklin Watts, 1987.
32 pp. Describes bikes, riding techniques, and bicycle motorcross
racing.
BMX Freestyle. Lany Dane Brimner, New York, NY: Franklin Watts,
1987. 72 pp. Offers an introduction to stunts and routines per-
formed on motorcross bicycles.
BMX'S. Paul Estrem. Mankato, MN: Crestwood House, 1987. 47 pp.
Provides an introduction to the sport of bicycle motorcross.
Camping and Orienteering. Michael Jay. New York, NY: Warwick
Press, 1990. 40 pp. Offers a guide to planning a camping trip with
tips on reading maps.
Camping and Walking. David Watkins and Meike Dalal. Tulsa, OK:
EDC Pub., 1989. 128 pp. Discusses camping, hiking, and walking.
Camping Basics. Wayne Armstrong. Englewood Cliffs, NJ: Prentice-
Hall, 1985. 48 pp. Describes skills and equipment needed to
camp safely.
Camping in the Temple of the Sun. Deborah Gould. New York, NY:
Bradbury Press, 1992. 32 pp. Describes the fun and mishaps on a
family's first camping trip.
* Camping Out: A book of action words. Betsy and Giulio Maestro.
New York, NY: Crown Publishers, 1985. 32 pp. Provides labeled
illustrations of backpacking, fishing, and hiking.
* Camping Safety Sally McNulty. Vero Beach, FL: Rourke Enterprises.
1984. 32 pp. While camping with the beaver family, Moonbird
discusses camping safety.
Children's Atlas of World Wildlife. Elizabeth G. Fagan. Chicago, IL:
Rand McNally, 1990. 93 pp. A zoogeography.
Children's Space Atlas, The: A voyage of discovery for young astro-
nauts. Robin Kerrod. Brookfield, CT: Millbrook Press, 1992. 95
pp. Discusses gathering information and mapping the solar sys-
tem and space.
Cycling. Donna Bailey. Austin, TX: Steck-Vaughn Library, 1991. 32
pp. Tells a story of a boy who learns to ride and fix a tire. Also
gives highlights of the Tour de France.
Colorado C:ycling Guide. Jean and Hartley Alley. Boulder, CO: Pruett
Publishing Co., 1990. 377 pp. Contains route maps, city maps,
sources of food and lodging, and information on clubs, publica-
tions, and source materials for bicyclists.

4
 Exploring geography and cartography 117

Doubleday Picture Atlas, The. Wendy Roebuck. New York, NY: Dou-
bleday, 1988. 61 pp. Provides maps, background information,
and discusses geographical features of countries of the world.
Eastern Great Lakes: Indiana, Michigan, Ohio. Thomas C. Aylesworth
and Virginia L. Aylesworth. New York, NY: Chelsea House Pub-
lishers, 1991. 64 pp. Discusses the geography, history, and cul-
tural aspects of Indiana, Michigan, and Ohio. Includes maps.
Everything Is Somewhere: The geography quiz book. Jack McClintock
and David Helgren. New York, NY: Morrow Junior Books, 1986.
160 pp. Contains 30 quizzes about countries.
Explorers and Mapmakers. Peter Ryan. New York, NY: Dutton, 1990.
48 pp. Discusses early explorers and their maps.
Facts on File Children's Atlas, The. David and Jill Wright. New York,
NY: Facts on File, 1987. 96 pp. Provides a useful children's atlas.
Fish in a Flash!: A personal guide to spin-fishing. Jim Arnosky. New
York, NY: Bradbury Press, 1991. 63 pp. Offers an introduction to
fishing with spin lures.
Fishing. Bruno Broughton. New York, NY: Bookwright Press, 1991.
32 pp. Describes techniques of fishing and safety features.
Fishing for Fun: A freshwater guide. Charles P. and George F. Roberts.
New York, NY: Dillon Press, 1984. 155 pp. Provides an introduc-
tion to fishing equipment, bait, lures, and knots.
*Fishing with Cap'n Bob and Matey: An encyclopedia for kids of all
ages. Lew Hackler. Colonial Heights, VA: Seascape Enterprises,
1990. 32 pp. Consists of a glossary of boating terms for beginners.
Fishing with Small Fry. How to hook your kids on fishing. Bob Ells-
burg. Portland, OR: Flying Pencil Pub., 1991. 119 pp. Describes
how to introduce children to fishing.
*Fishy Shape Story, A. Joanne and David Wylie. Chicago, IL: Childrens
Press, 1984. 27 pp. While describing a fishing adventure, a child
introduces fish of different shapes such as triangles, squares, and
so forth.
Food from the Sea. Daniel Rogers. New York, NY: Bookwright Press,
1991. 32 pp. Discusses fish, types of fishing, and fish farming.
Freshwater Fishing. Katherine Jarman. Morristown, NJ: Silver Burdett
Press, 1988. 63 pp. Discusses the history, equipment, tactics, and
recent developments in freshwater fishing.
Glacier National Park. Ruth Radlaver. Chicago, IL: Childrens Press,
1984. 48 pp. Discusses the sheep and glaciers of the park along
with information about hiking and camping.
Globes. Paul Sipiers. Chicago, IL: Childrens Press, 1991. 45 pp. Ex-
plains the usefulness of globes.
1 18 A teacher's science companion

Great Dinosaur Atlas, The. William Lindsay. Englewood Cliffs, NJ: Ju-
lian Messner, 1991. 64 pp. Provides a guide to the prehistoric
world of dinosaurs. With maps.
Great Plains, The: Montana, Nebraska, North Dakota. Thomas G.
Aylesworth and Virginia L. Aylesworth. New York, NY: Chelsea
House Publishers, 1988. 64 pp. Discusses the geography, history,
and cultural aspects of Montana. Nebraska, and North Dakota. In-
cludes maps.
Great World Atlas, The. The American Map Corporation. Tucson, AZ:
Zephyr Press, 1989. 384 pp. Includes a section on the Nature of
Our Planet and the Nature of Our Universe.
Greg LeMond: Premier cyclist. A. P. Porter. Minneapolis, MN: Lerner
Publications Co., 1990. 64 pp. Tells of the training and courage
needed by Greg LeMond, the first American to win the Tour de
France.
Help Is on the Way for Maps and Globes. Marilyn Berry. Chicago, IL:
Childrens Press, 1985. 46 pp. Helps in map skills development.
How to Make and Repair Your Own Fishing Mckle: An illustrated
step-by-step guide for the fisherman and hobbyist. Jim Mayes.
New York, NY: Dodd, Mead, 1986. 172 pp. Tells how to make
and fix fishing tackle.
How to Use Maps and Globes. Helen W. Carey. New York, NY:
Franklin Watts, 1983. 83 pp. Explains how maps are designed and
how they are used.
Hudson River. An adventure from the mountains to the sea. Peter
Lourie. Honesdale, PA: Caroline House (distributed by St. Martin's
Press), 1992. 47 pp. Offers an account of a 315-mile canoe trip
down the Hudson River with color photos and maps.
* I Can Ride a Bike. Sheila Fraser. New York, NY: Barron's, 1991. 21 pp.
Tells of a young girl who overcomes her fear of riding a bike.
Illustrated World Atlas. David and Jill Wright. New York, NY: Warwick
Press, 1987. 64 pp. Provides an illustrated atlas of the world.
In the WaterOn the Water. Dorothy Chlad. Chicago, IL: Childrens
Press, 1988. 31 pp. Gives pointers to readers on water safety.
*just Camping Out. Mercer Mayer. Racine, WI: Western Publishing Co.,
1989. 23 pp. Presents a golden picture book about camping.
Kids Book of Fishing, The. Michael J. Rosen. New York, NY: Workman
Pub., 1991. 96 pp. Discusses a variety of basic techniques and
equipment for the beginner fisherman.
Learn How to Fly Fish in One Ddy: Quickest wuy to start tying flies.
casting flies, and catching fish. S. Nernes. Harrisburg, PA: Stack-
pole Books, 1986. 124 pp. Provides information about all aspects
of fly fishing.

134
 Exploring geography and cartography 119

* Let's Go Fishing. Jan Wahl. Racine, WI: Western Publishing Co., 1987.
24 pp. Presents a big, little Golden book on fishing.
Let's Go Fishing! A book for beginners. Gerald D. Schmidt. Niwot, CO:
Roberts Rinehard, Inc., 1990. 85 pp. Offers an introduction to
fishing.
Mapmaking. Karin N. Mango. Englewood Cliffs, NJ: Julian Messner,
1984. 106 pp. Explains map symbols and the techiques of making
maps. Gives a brief history of mapmaking.
Maps and Globes. Ray Broekel. Chicago, IL: Childrens Press, 1983. 45
pp. Discusses different types of maps, their keys, symbols, and
scale.
Maps and Globes. Jack Knowlton. New York, NY: Thomas Y. Crowell,
1985. 42 pp. Provides a brief history of mapmaking and instruc-
tions on how to read maps and globes.
Maps and Globes. David Lambert. New York, NY: Bookwright Press,
1987. 32 pp. Gives an introduction to maps and globes.
Maps and Globes: Fun, facts, and activities. Caroline Arnold. New York,
NY: Franklin Watts, 1984. 32 pp. Gives instructions to make a bal-
loon globe, a room model, a contour map, and a treasure map.
Maps: Getting from here to there. Harvey Weiss. Boston, MA:
Houghton Mifflin, 1991. 64 pp. Explains such things as map sym-
bols, latitude, longitude, and special purpose maps.
Measuring and Maps. Keith Lye. New York, NY: Gloucester Press,
1991. 32 pp. Explores the science of geography with globes,
maps, symbols, and suggested projects.
Mountain Biking. Tim Wood. New York, NY: Franklin Watts, 1989. 32
pp. Provides an introduction to mountain biking.
* My First Atlas. Pamela Mayo. Newmarket, Eng.: Brimax Books, 1989.
45 pp. A introductory atlas for children aged 4-7.
* My Summer Vacation. Sumiko. New York, NY: Random House, 1990.
30 pp. Describes a little girl's camping trip.
Northern New England: Maine, New Hampshire, Vermont. Thomas G.
Aylesworth and Virginia L. Aylesworth. New York, NY: Chelsea
House Publishers, 1991. 64 pp. Di:>cusses the geography, history,
and cultural aspects of Maine, :.iew Hampshire, and Vermont. In-
cludes maps.
Olympia National Park. Ruth Radlaver. Chicago, IL: Childrens Press,
1988. 48 pp. Describes the physical features, plants, animals, and
camping accommodations in Olympia National Park.
People Atlas, The. Philip Steele. New York, NY: Oxford University
Press, 1991. 64 pp. Explores the people of the world through text
and map spreads.

4 4-)
gl t/
120 A teacher', science companion

Picture Atlas of the World. Roy Woodcock. New York, NY: Derrydale
Books (distributed by Crown Publishers), 1987. 96 pp. Offers a
picture atlas.
Picture World of BMX, Tbe. R. J. Stephen. New York, NY: Franklin
Watts, 1989. 29 pp. Describes BMX bikes, equipment, skills, tricks,
and races.
Pocket Guide to Bicycle Maintenance and Repair. Greg LeMond. New
York, NY: G.P. Putnam's Sons, 1990. 119 pp. Provides a handy
guide to bike maintenance and repair.
Puzzle Maps U.S.A. Nancy L. Clouse. New York, NY: Henry Holt, 1990.
32 pp. Provides a series of simple puzzle maps of all 50 states.
Riddle King's Camp Riddles, The. Mike Thaler. New York, NY: Ran-
dom House, 1989. 32 pp. Contains riddles about camping.
Roadside Bi. ycle Repaim The simple guide to fixing your bike. Rob
Van der Plas. New York, NY: Talman Co., 1990. 126 pp. Explains
how to repair your bicycle.
Safety FirstBicycle. Cynthia Fitterer Klingel. Mankato, MN: Creative
Education, 1986. 27 pp. Discusses bicycle safety.
Science for Kids: 39 easy geography activities. Robert W. Wood. Blue
Ridge Summit, PA: TAB Books, 1992. 141 pp. Provides an intro-
duction to the science of geography through activities.
Sierra Club Wayfinding Book, The. Vicki McVey. Boston, MA: Little,
Brown, 1988. 88 pp. Explains how humans get around using their
senses, landmarks, signs, and maps.
South, The: Alabama, Florida, Mississippi. Thomas C. Aylesworth and
Virginia L. Aylesworth. New York, NY: Chelsea House Publishers,
1988. 64 pp. Discusses geography, history, and cultural aspects of
Alabama, Florida, and Mississippi. Includes maps.
Southwest, The: Colorado, New Mexico, Texas. Thomas G. Aylesworth
and Virginia L. Aylesworth. New York, NY: Chelsea House Pub-
lishers, 1992. 64 pp. Discusses the geography, history, and cultural
aspects of Colorado, New Mexico, and Texas. Includes maps.
Take a Hike! The Sierra Club kids' guide to biking and backpacking.
Lynne Foster. Boston, MA: Little, Brown, 1991. 176 pp. Tells how
to prepare for and enjoy hikes and backpack trips.
*Treasure Hunt, The: A story about geography and maps. Liza Alexan-
der. Racine, WI: Western Publishing Co., 1990. 32 pp. Describes
how Big Bird and Elmo of Sesame Street television go on a trea-
sure hunt using a map.
Two Hundred Years qf Bicycles. Jim Murphy. New York, NY: J.B. Lip-
pincott, 1983. 64 pp Gives a history of bicycles from 1791 to the
present.

.1 3
 Exploring geography and cartography 121

United States Atlas for Young People. Kathie Billingslea Smith. Mah-
wah, NJ: Troll Associates, 1991. 128 pp. Provides a map for each
state and U.S. possession.
upper Atlantic: New Jersey, New York. Thomas G. Aylesworth and Vir-
ginia L. Aylesworth. New York, NY: Chelsea House Publishers,
1990. 64 pp. Discusses the geography, history, and cultural as-
pects of New Jersey and New York. Includes maps.
Warwick Atlas of World History, The. Jane 011iver (Editor). New York,
NY: Warwick Press, 1988. 93 pp. Provides an atlas of history.
West, The: Arizona, Nevada, Utah. Thomas C. Aylesworth and Vir-
ginia L. Aylesworth. New York, NY: Chelsea House Publishers,
1992. 64 pp. Discusses the geography, history, and various cul-
tural aspects of Arizona. Nevada, and Utah. Includes maps.
Western Great Lakes: Illinois, Iowa, Minnesota, Wisconsin, Thomas G.
Aylesworth and Virginia L. Aylesworth. New York, NY: Chelsea
House Publishers, 1992. 64 pp. Discusses the geography, history,
and cultural aspects of Illinois, Iowa, Minnesota, and Wisconsin.
Includes maps.
Wheels!: The kids' bike book. Megan Stine. Boston, MA: Little, Brown,
1990. 83 pp. Explains how to choose a bike, equipment, acces-
sories, and gives instructions for riding.

Other resources
To secure information about hiking clubs in your area, you may wish
to write to the Bureau of Outdoor Recreation, Washington, DC,
20240, or the Department of Conservation in your state capital.
A resource to consult about maps and geography education is the
National Council for Geographic Education, Western Illinois Univer-
sity, Macomb, IL.
The following magazines often contain interesting articles on hiking
and biking: Bicycling, Women:s Sports and Fitness, Backpacker, Outside,
Sport's Afield, Boys'iife, and Mountaineer. For articles on camping and
fishing you might want to read: Boating, Camping Magazine, Country
Journal, Field and Stream, Motor Boating, Motor Boating and Sailing,
Outdoor Life, Sierra, sports Afield, Trailer Life, and Travel-Holiday.

ABC's of Compass and Map, The. Presented by John Street. Riverton,

WY: Brunton U.S.A., 1989. 1 videocassette, 25 minutes. Provides
activities to develop the basics of compass and map skills.
Anatomy of a Trout Stream. John Fabian (Producer). St. Paul, MN:
Leisure Time Products, 1984. 1 videocassette, 60 minutes. Hints
about learning where trout will he in a stream.
4 rs
i
122 A teacher's science companion

Basic Fly Casting. Doug Swisher. St. Paul, MN: Scientific Anglers/3M,
1987. 1 videocassette, 63 minutes. A short course in fly casting.
Bicycle Repair. Torn Cuthbertson, Charlotte, NC: Do It Yourself Video
Corp., 1985. 1 videocassette, 60 minutes. Explains step-by-step
roadside bicycle repair.
Bicycle Repair Made Easy. Los Angeles, CA: Increase Video, 1986. 1
videocassette. Explains bicycle maintenance and repair.
Bicycle Safety Camp. Broad Street Productions (Producer). Los Ange-
les, CA: David Levine & Assoc., Inc. 1 videocassette, 25 minutes.
For children ages 6-12, shows cycling safety.
Campfire Sing-Along. F. Olsen. Allen, TX: Lyons Corp., 1990. 1 video-
cassette, 45 minutes. Barney, the dinosaur, introduces the back-
yard gang to the fun of camping out.
Geo-Safari. Tucson, AZ: Zephyr Press, 1989. Electronic machine,
user's guide, and full-color maps. Requires four D-cell batteries.
Students learn basic map skills.
Map and Globe Terms. Beth Kirk and Purves Harley, Jr. Marina del
Rey, CA: Tell Me Why Sales Company, 1991. 1 videocassette, 15
minutes. Explains the meanings of map and globe terms.
map Skills. Beth Kirk and Purves Harley, Jr. Marina del Rey, CA: Tell
Me Why Sales Company, 1991. 1 videocassette, 15 minutes. A ge-
ography tutorial on map skills.
Ontario 2. Milton Van Der Veen (Producer). Chapel Hills, NC: TVO
Video, 1984. 1 videocassette, 30 minutes. Describes the mining,
forestry, logging, and fishing of Ontario.
Sleep Out. Carol and Donald Carrick. Boston, MA: Book and Cassette
Favorites, 1988. 1 book, 30 pp.; 1 sound cassette, 15 minutes.
Tapekit on camping.
Tying Western Trout Flies. Jack Dennis. Jackson Hole, WY: Snake
River Books, 1986. 1 videorecording, 120 minutes. How to select
animal hair and the tools to use in tying flies.
Types of Maps and Map Projections. Beth Kirk and Purves Harley, Jr.
Marina del Rey, CA: Tell Me Why Sales Co., 1991. 1 videocassette,
15 minutes. Discusses types of maps and map projections.
Where in the World? Tucson, AZ: Zephyr Press, 1986. World aware-
ness games with four levels of challenge. Teaches geographic,
cultural, and economic facts.
 Explorin the
watery world
Most kids love water and are fascinated by life in and around it. Ex-
ploring the watery world with a single child or with a class of stu-
dents can be exciting. It also poses some special safety concerns, so
if you are making a wat ry world exploration with a group of stu-
dents, be sure to have one adult for every five children. Outline very
carefully and be sure everyone understands procedures before you
begin your outing.
Wherever you live, you can probably visit a pond, lake, or stream.
If you live in the country or the mountains, you may be able to plan a
hiking, biking, fishing, or camping trip along with your visit to a fa-
vorite stream. If you live in a city, you may need to content yourself
with a visit to a lake in a park or even a trip to see a large aquarium.
On your explorations, you are sure to see a variety of interesting
water plants, fish, insects, and animals that will probably arouse the
children's curiosity and lead to further investigations. If you have
time, space, and interest, your observations, reading, and research
may lead you and your curious kids to want to keep some pets from
the pond.
If you are going to collect specimens, it's wise to make some
preparations ahead of timeyou will certainly need some kind of
containers. Since not all water creatures live happily together, it may
be a good idea to have several medium-size containers rather than a
single large one. Some of your containers may be kept open, while
others will need a screen or glass top.
Whatever kind of container you use should have a wide top
opening so that it will let in enough oxygen. You can use a gallon jar,
a plastic vegetable crisper, a pottery casserole dish, an enamel bucket
or dishpan, a plastic dishpan, or an aquarium tank. It is not a good

123
124 A teacher's science companion

idea to use metal containers because they may make the water poi-
sonous to fish and other creatures.

Keeping pond specimens

To make preparations to house your pond specimens, first thoroughly
clean the containers that you are going to use. In cleaning your con-
tainers, be sure not to use soap. Use fresh, hot water and a rubber
scraper or a copper pad if it is needed to remove scum from an old
tank.
Spread a layer of sand or fine gravel about 2 inches deep over the
bottom. Have the sand or gravel higher in the back than in the front
so that you can siphon out any dirt that collects. (If you are going to
keep your pond creatures long, it is wise to invest in an aquarium and
to place an undergravel filter in the bottom, beneath the aquarium
sand. This filter can be attached by a plastic tube to an air pump, and
helps keep your aquarium water clean. If you are only going to keep
your pond specimens for a few hours or days and then return them
to the pond, a temporary container should work just fine.)
When you pour water into your container, put a piece of clear
paper over the sand or gravel before pouring to keep the water firm
getting cloudy. When you are clone pouring, remove the paper. Wait
 Exploring the watery world 125

at least 24 hours after pouring the water to allow any chlorine to es-
cape before adding plants or animals.
You may collect a pail of pond water to use in your aquarium.
This water may be used right away for plants and animals.
If you are going to keep air-breathing, pond creatures, provide a
clean stone with a flat top for them to crawl out of the water and rest
upon. You may also want to use a screen, a mosquito net, or glass to
cover the top. If you use glass, put a small piece of cork on top of
each of the corners of your aquarium to rest the glass on. This will
create an air space.
Now, you're ready to house your pond specimens!
When you and your class or your curious child go out to collect
snails, fish, or plants for your pond aquarium, take along pails or
other containers, a cloth net, a metal strainer, and wear old sneakers
that you can wade in. Be sure to always practice water safety.

r000000"'"W**4-
0
00000. SCREEN
1,0004On
a **NNW

fr.,.!***;44,46#44.
kt140.7 4....!...
MESH
NET
FOR
*

.
.00o000. ** * 0-44-4$444-4.4
'00000,0*** 1 II

OO.V
*

0.
O.
00
* 0*
410 .

'TADPOLES

CLOTH
NE T"
Fort.
FISH

GLASS TANK._ PLANTS N WATER.

14
 126 A teacher's science companion

Collecting snails, fish, and tadpoles

s To collect snails, take a kitchen strainer and tape a stick onto it so that
you have a longer handle. Poke along the shallow edge of a lake,
pond, or stream. Scoop up your find in the strainer and put it in a
bucket of pond water to carry home.
To catch fish, you will need a cloth net that you can buy or make.
Look for small fish in ponds, along the shallow edges of a lake, or in
brooks. (Fish that live in swift rivers or streams usually cannot live in
a container unless you have a good system to aerate the water.)
Sweep your net down through the water toward your feet while wad-
ing. Carry your find home in your bucket of pond water.
To catch tadpoles, use a small-meshed net. In spring and summer
you will find tadpoles among plants in shallow water along the shore.
Scoop your tadpoles up with the net and carry your find home in
your bucket of pond water.
While you are on your exploration, you can also look for some
aquatic plants to carry home. When you dig up the aquatic plants, try
not to disturb the roots. Floating plants may be taken without roots.
Keep the plants wet until you get them home.
Rinse the plants with fresh water before planting them in your
aquarium. Let the roots of the plant spread out as you lower it in the
water. Use your fingers or a fork to do the planting and then cover
the roots with the sand from the bottom of your aquarium.
Even if you decide that you do not want to collect specimens and
try to maintain a pond aquarium at home, you can still learn a lot by
visiting ponds, lakes, and streams. It is handy to carry a notebook to
jot down what you observe, noting the place, date, and time of your
discoveries. You way want to bring along materials so the child can
sketch some of the fish, birds, insects, animals, or plants and include
these sketches in his or her notes.

Using a rrucroscope to study water

Taking a water sample and studying a drop of water under a micr,
scope can be a most interesting activity. A bucket, securely tied to a
string can be used to drop from a bridge, boat, or bank to collect a
sample of the pond or lake water.
Although the drop of water may appear to be clear, under a mi-
croscope the child may find it teeming with tiny water plants and an-
imals Magnification of 20X to 200X is most useful for this purpose.

4 4:
 Exploring the watery world 127

Encourage your curious child to draw what is observed under the

microscope and to add these drawings to his or her field notes as to
where and when you collected the water sample.
Another interesting item for a curious kid to collect is a snail shell.
The following experiment will discuss just how to do so.

=.

Collecting snail shells

If you visit a fresh water area where it is permitted, collecting snail
shells for study can be fascinating. These mollusk shells are made
chiefly of calcium-containing minerals. Aquatic mollusks are more
commonly found in "hard water" areas.
You might hope to find water snails (pulmonates) that breathe air
when they float up to the surface of the water and open their breath-
ing hole to take in air. The great pond snail, ram's horn snail, and
bladder snail are three that you might find.
Other snails (prosobranchs) breathe by absorbing oxygen from
the water through their gills. You might also find valve, river, and spire
snails.
In ponds and streams, you will discover many different types of
water plants. It is interesting to note the differences between water
plants and land plants. Among the details you and your curious child
or class of students will note about underwater plants are: they do not
128 A teacher's science companion

need thick sterns to support them, they have large air spaces inside
their leaves to keep them floating in the water, and they take in wa-
ter and dissolved gases and nutrients over their whole surface. Land
plants, however, take in water only through their roots and release it
only through their leavescalled transpiration. The following exper-
iment will help your curious child understand this phenomenon.

Displaying transpiration
To show transpiration in action, tie a plastic lunch bag around a shoot
on a potted plant. Make a tight seal. After a few hours, check the plas- .

tic bag. There will be drops of water inside it.

Another interesting phenomenon that the curious child can ob-
serve is a plant making food.

Showing how plants make food

Cut a shoot of Canadian pondweed and put it in a clean pickle jar.
The plant will give off oxygen when it makes food in sunlight.
If you put the jar with the pondweed in a sunny spot, you will be
able to observe bubbles of oxygen. If you then move the jar of the
pondweed out of the sunlight, the bubbles will cease to rise.
A visit to a fish shop or to a large aquarium can be a very inter-
esting trip even if you do not plan to keep fish at home. You will be
able to see many different types of fish, plants. and other water life.
You can observe egg layers, live bearers, and bubble-nest builders
and will probably see tropical fish of every color of the rainbow. In
addition, you may see frogs, turtles, snails, salamanders, and newts.
As a result, you may decide to set up a tropical aquarium. Your
pet shop probably has simple starter kits for beginners. The basic
 Exploring the watery world 129

needs are similar to those discussed in setting up a pond aquarium: a

clean tank, an undergravel filter, an air pump, and a heater, plus
aquarium gravel and plants.
Your specialty pet shop will be helpful in suggesting fish that are
compatible with one another and that are the right size for the tank
that you will be using. After you have maintained your aquarium for
a while, some shops will even take your too-large fish or baby fish in
trade for other fish or aquarium supplies.
Although you will probably not find as many live animal speci-
mens to take home, a visit to the river can be as equally exciting as
your trips to ponds, lakes, and small streams. Depending on the sea-
son of the year and the part of the country you are in, you might see
a barred owl, an egret, a snake, a garfish, crayfish, a turtle, lichens
and mosses, warblers, an otter, ferns, or wildflowers. And you will
certainly find a lot of interesting rocks on the river bottom, too.
Many of the resource books that follow should be of help in your
watery world explorations. You might also want to read the section
on water birds in Chapter 5 "Exploring Ethology" and the section on
salt water aquariums in Chapter 10 "Exploring the Ocean." Chapter 4
"Exploring Botany" and Chapter 8 "Exploring Geography and Cartog-
raphy" might also be of interest on the topic.

Resource books
*Animal Homes: Water. Shirley Greenway. Brookfield, CT: Newington
Press, 1991. 24 pp. Discusses aquatic animals in seas, lakes, rivers,
and ponds.
Aquarium Book, The. George Ancona. New York. NY: Clarion Books,
1991. 47 pp. Explores four major aquariums through text and
photos.
Be an Expert Naturalist. John Sticlworthy. New York, NY: Gloucester
Press, 1991. 32 pp. Examines various environments including a
pond, seashore, and woodland.
Call of the Running Tide, The: A portrait of an island family. Nancy
Price Graff. Boston, MA: Little, Brown, 1992. 77 pp. Describes a
fishing family on Swan's Island off the coast of Maine.
Discovering Pond Life. Colin S. Milkins. New York, NY: Bookwright
Press, 1990. 47 pp. Describes the physical characteristics of plant
and animal life of a pond.
Fish. Donna Bailey. Austin, TX: Steck-Vaughn Library, 1990. 48 pp.
Discusses various sea animals.
 130 A teacher's science companion

*Fishy Shape Story, A. Joanne and David Wylie. Chicago, IL: Childrens
Press, 1984. 27 pp. Describes a fishing adventure, as a child in-
troduces fish of different shapes such as triangles, squares, and so
forth.
Food from the Sea. Daniel Rogers. New York, NY: Bookwright Press,
1991. 32 pp. Discusses fish, types of fishing, and fish farming.
Glacier National Park. Ruth Radlaver. Chicago, IL: Childrens Press,
1984. 48 pp. Discusses the sheep and glaciers in the park along
with information on hiking and camping.
Goldfish: Evelything about aquariums, varieties, care, nutrition, dis-
eases, and breeding. Marshall Ostrow. New York, NY: Barron's,
1985. 88 pp. Gives information on how to set up and maintain an
aquarium of goldfish.
Hidden Life of the Pond, The. David M. Schwartz. New York, NY:
Crown Publishers, 1988. 40 pp. Explores the animals, plants, and
insects of a pond through photos and text.
Howell Beginner's Guide to Garden Ponds. Brian Robinson. New
York, NY: Howell Book House, 1985. 52 pp. Explains how to set
up a garden pond.
Insects in the Pond. Hidetoma Oda. Milwaukee, MN: Raintree Chil-
drens Books, 1986. 32 pp. Explains a pond's ecosystem and shows
diving beetles, water scorpions, and dragonflies.
Inside the Aquarium. Wendy Wax. Chicago, IL: Contemporary Books,
1989. 32 pp. Tells a story of how a girl observes the work in a
large, metropolitan aquarium.
In the WaterOn the water. Dorothy Chlad. Chicago, IL: Childrens
Press, 1988. 31 pp. Gives pointers to readers on water safety.
Lake. Lionel Bender. New York, NY: Franklin Watts, 1989. 32 pp. Dis-
cusses lake ecology.
* Let's Explore a River. Jane R. McCauley. Washington, DC: National Ge-
ographic Society, 1988. Explore the plants and animals along a
river during a canoe trip as seen by a father and his three children.
Life in the Water. Editors of Time-Life. Alexandria, VA: Time-Life
Books, 1989. 87 pp. Discusses such topics as sharks, crabs, fish,
frogs, and barnacles in a question/answer format.
* Living Pond, The. Nigel Hester. New York, NY: Franklin Watts, 1990.
32 pp. Explores plants and animals in a pond habitat.
Living River, The. Nigel Hester. New York, NY: Franklin Watts, 1991.
32 pp. Shows the network of animals, insects, fish, and plants that
cohabit rivers.

4 4
 Exploring the watery world 131

My Camera: At the aquarium. Janet Perry Marshall. Boston, MA: Lit-

tle, Brown, 1989. 32 pp. Sea animals are seen slightly askew, the
readers guess, and then there is a clear view of the creature.
My First Visit to the Aquarium. G. Sales and J.M. Parramon. New York,
NY: Barron's, 1990. 31 pp. Tells a story of a teacher who takes her
class to visit an aquarium and learns about marine animals.
*My Summer Vacation. Sumiko. New York, NY: Random House, 1990.
30 pp. Describes a little girl's camping trip.
Olympia National Park. Ruth Radlaver. Chicago, IL: Childrens Press,
1988. 48 pp. Describes the physical features, plants, animals, and
camping accommodations in Olympia National Park.
Pond & River. Steve Parker. New York, NY: Alfred A. Knopf, 1988. 64
pp. Discusses plants, animals, fish, and waterfowl that might be
found in ponds and rivers.
Pond Life. Terry Jennings. Chicago, IL: Childrens Press, 1989. 34 pp.
Provides an introduction to pond life, including study questions,
activities, and experiments.
Ponds & Streams. John Stidworthy. Mahwah, NJ: Troll Associates,
1990. 31 pp. Discusses the characteristics of various animals that
live in or around ponds and streams.
Puddles and Ponds. Rose Wyler. Englewood Cliffs, NJ: Julian Messner,
1990. 32 pp. Contains experiments about plants and animals that
live in and around ponds and other small bodies of water.
Riddle King's Camp Riddles, ne. Mike Thaler. New York, NY: Ran-
dom House, 1989. 32 pp. Contains riddles about camping.
River, The. David Bellamy. New York, NY: C.N. Potter (distributed by
Crown), 1988. 26 pp. Shows how plants and animals co-exist in a
river and what happens during a man-made catastrophe.
Riverkeeper. George Ancona. New York, NY: Macmillan, 1990. 48 pp.
Examines the duties of John Cronin, riverkeeper of the Hudson
River, through text and photos.
Taking Care of your Fish. Joyce Pope. New York, NY: Franklin Watts,
1987. 32 pp. Offers important facts about aquarium fishes.
Tropical Fish. Pam Jameson. Vero Beach, FL: Rourke Enterprises,
1989. 32 pp. Contains instructions for set up, selection, and care
of tropical fish in an aquarium.

Other resources
The following magazines may contain articles of interest on camping
and fishing: Boating, Camping Magazine, Cou ntly journal, Field and
Stream, Motor Boating, Motor Boating and Sailing, Outdoor Life,
Sierra, Sports Afield, Trailer Lije, and Travel-Holiday.
132 A teacher's science companion

Places that you may wish to write for information include: Amer-
ican Fisheries Society, 5410 Grosvenor Lane, Suite 100, Beec2sda, MD
20814-2199; National Wetlands Conservation Project, c/o Nature Con-
servancy, 1800 North Kent Street, Suite 800, Arlington, VA 22209; and
the U.S. Fish and Wildlife Service Publications Unit, 1717 H Street,
N.W., Room 148, Washington, DC 20240.

Anatomy of a Trout Stream. John Fabian (Producer). St. Paul, MN:

Leisure Time Products, 1984. 1 videocassette, 60 minutes. Hints
about learning where trout will be in a stream.
Babies of the Pond. Bill Grunkmeyer (Producer). Sheridan, WY:
Grunko Films, 1988. 1 videocassette, 45 minutes. Offers hints on
pond ecology.
Box Turtle at Long Pond. William T. George. Norwalk, Cr: Sound-
prints, 1989. 1 book, 26 pp.; 1 sound cassette, 10 minutes. In-
volves the busy day of a box turtle.
Trip to the Aquarium, A. East Aurora, NY: Fisher-Price, 1987. 1 video-
cassette, 30 minutes. Shows an aquarium visit.

4
 46
Exploring the
0 cean
It's hard to imagine living on our planet and not being interested in
oceans. Three-quarters of the earth's surface is covered by water. If
you and your classroom of students or your curious child live near an
ocean, trips to the shore are probably a common part of your life. For
others who are landlocked, only rare vacations take the family to
beaches and coasts, but the interest in oceans may still be high from
reading, television programs, and videos.
One of the fascinating things about exploring oceans, is that there
is still so much to learn about them and the life within them. We've
sent astronauts to walk on the moon, but no one has stepped on the
deepest spot in the ocean floor-35,000 feet below the surface.
With new scientific advances in technology and equipment, more
and more ocean exploration is taking place. Scientists study currents,
tides, waves, and the fish, animals, and plants that live in the oceans
and seas.
Scientific ocean expkvation often makes the news. Perhaps a
sunken treasure is located or an underwater lab sets records for the
length of time humans have spent beneath the water. At other times
we read or hear reports that contain disturbing information about the
pollution that is taking place in our ocean waters. There have been
gigantic oil spills that foul the waters, spoil resort beaches, and de-
stroy fish and marine animals. Sometimes factories and cities spill
waste into the waters.
At yet other times, some sea creature, such as Humphrey the
Wrong-Way Whale, captures the interest of the public and is featured
in headlines and on television programs. Any such event may pro-
voke interest in curious kids and provide a natural springboard to

133
 134 A teacher's science companion

studying more about some aspect of the ocean that is of immediate

interest.
One of the first things a curious child may ask about ocean water
is how is it different from fresh water. What's in ocean water? The fol-
lowing experiment will help examine the differences.

1-4
Examining the different
substances in salt water
Put a small amount of seawater into an enamel saucepan on a burner.
Carefully boil the water away, turn the flame off, and allow the pan
tee; to cool.
Wet an ordinary steel sewing needle with tap water and rub the
needle in the salt that is left at the bottom of the pan. Using a pot
holder and tongs, carefully hold the salt-covered needle in the blue
flame of a gas burner. The heated salt will give off colors depending
upon the different minerals that they contain. Sodium, for example,
gives off a yellow color (two-thirds of the ocean salt is sodium chlo-
ride). Potassium will give off a purple color, calcium will be orange,
and copper will give off a green color.
Through this simple experiment of seeing colors, you will learn
something about the different substances that are in salt water.
Another simple experiment will show how objects float differ-
ently in salty water than in fresh water.

Showing how objects float

Take a wide-mouthed jar and fill it with fresh water. Take a test tube
and put some weights in it such as small nuts and bolts. Push some
plastic clay into the test tube to hold the weights in place. Cork the
test tube tightly and float it in the water. (Add enough weight so that
about half of the test tube is below the water.) Mark the water level
on the test tube with a marking crayon.
Now remove your test tube and add salt to the water. Stir. Replace
the test tube in the salty water. Mark the water level on the test tube
now. The test tube floats higher in the salty water than it did in the
fresh water.
Salty water is heavier and denser than fresh water, and a dense
liquid supports a floating object more easily than a less dense liquid.
Knowing that salt water is denser than fresh water and is filled
with many different substances may cause a class of students or a cu-

4 r-
e/ tj
IS

t51111\

A 46
VOPiik
limas -
136 A teacher's science companion

Turning salt water into fresh water

tet:Get two, disposable, aluminum baking pans. Paint the inside of the
smaller pan black. Punch a hole in a bottom corner of the larger pan.
Place the smaller black pan, filled with salt water, inside the larger
empty aluminum pan that has a hole poked in a bottom corner.
At each end of the aluminum pans, bend a coat hanger to form a
triangular shape. Use clear plastic wrap to form a tent supported by
the coat hangers, covering the aluminum pans.
Place your tented pans on a block of wood in the bright sun. The
block of wood should be high enough so that you can place a glass
to collect water right under the hole you punched in the large alu-
minum pan.
The black pan will absorb the rays of sun and become warm. As
the pan warms the water, the water evaporates and becomes water
vapor. The vapor condenses back into water, drips down the plastic
into the larger aluminum pan and out through the hole in the pan
into a glass.
The water in the glass will not be salty.
The curious kid or the group in the class who have questions
about how huge airplanes can fly in the sky will probably also have
questions about how huge ocean liners, filled with passengers and
cargo, can stay afloat in the water. A few simple materials in your
kitchen sink can help explain this mystery.

Determining an object's Notability

This experiment will help your curious child understand that a float-
ing object has enough volume (or size) to displace its own weight in
water.
Fill a large mixing bowl 1/2 full of water. Use aluminum foil to
shape a small boat about 4 inches long and 2 inches wide. Put the
boat in the water and watch it float. One by one, add 12 paper clips
to the boat for cargo and notice that the boat still floats.
Now squish the aluminum boat with the paper clips in it into a
lump. Drop the lump into the water. Even though the foil and clips
still weigh exactly the same as before, the crumpled boat sinks be-
cause its size and shape have changed.
The next best thing to visiting the shore or a large marine aquar-
ium to observe marine animals is to set up a salt water aquarium in
your home. This takes considerable time and effort and should not be
undertaken lightly. Reference books will be helpful, but someone

r
 Exploring the ocean 137

who already maintains such an aquarium or someone from a local pet

shop/fish supply shop who is knowledgeable and friendly will be of
utmost value.

Setting up a salt water aquarium

Setting up and maintaining a salt water aquarium is a challenge, but
when successful, the results are exciting.
You need a 10-gallon, all-glass aquarium with a cover, an under-
gravel filter, 10 pounds of aquarium gravel, and an air pump. First
wash thoroughly with fresh water (no soap) you tank, filter, and
gravel. Place the filter in the bottom of the tank, attach a flexible plas-
tic air tube to the filter and to the air pump and cover the filter with
3 inches of gravel.
138 A teacher's science companion

You can collect natural sea water to put in your tank if you live
near the ocean, choosing a clean place to collect it. Gather the water
in clean plastic bags and filter it to remove any dirt. You can make ar-
tificial seawater by buying 3 pounds of marine salt and mixing it with
10 gallons of water.
Once the aquarium is set up, every few days add fresh water (not
salt water) to replace the water that has evaporated. Put in an aquar-
ium thermometer so that you can maintain a constant temperature.
Also use a hydrometer so that you can keep the salinity constant.
Place your aquarium where it is not in direct sunlight or near a heater
or drafts. Cover the aquarium to keep out dirt. Let the water sit for
three weeks before adding any plants or marine animals.
Once your aquarium is established, you can begin adding your
plants and animals.

Maintaining plants and

animals in a salt water aquarium
Selecting and maintaining plants and animals in your salt water
aquarium take careful thought. Discuss this with your local aquar-
ium/pet shop dealer. Certain plants and animals can be purchased
that will not harm one another and that can adjust to minor tempera-
ture fluctuations.
If you live near the ocean and collecting specimens is not pro-
hibited in your area, you might be able to collect your own creatures
by using nets and containers and searching tide pools.
Once you have marine animals, float them in a plastic bag con-
taining their original water in your tank, allowing time for water tem-
peratures to adjust, before letting them into the tank. Watch new
animals closely. If they appear to be sick or if they die, remove them
immediately.
Most sea animals can be fed live brine shrimp and very small bits
of lean meat. Feed your fish a small amount once a day, removing un-
eaten scraps of food from the water.
There are numerous books available about specific sea creatures,
tides, currents, and other topics that relate to the ocean. Once you and
your class or your curious child begin your study of the ocean, one
topic may very well lead to another. Other sections of this book, es-
pecially Chapter 9 "Exploring the Watery World," might prove helpful.
 Exploring the ocean 139

Resource books
Album of Whales. Tom McGowan. New York, NY: Checkerboard
Press, 1987. 61 pp. Provides an introduction to various types of
whales, dolphins, and porpoises.
Animals of the Seashore. Hidetoma Oda. Milwaukee, MN: Raintree
Childrens Books, 1986. 32 pp. Describes the life cycle of crabs,
sea anemones, and sea snails.
Arctic, The. Pat Hargreaves (Editor). Morristown, NJ: Silver Burdett
Press, 1987. 66 pp. Offers an introduction to the Arctic Ocean.
Atlantic, The. Pat Hargreaves (Editor). Morristown, NJ: Silver Burdett
Press, 1987. 66 pp. Gives an introduction to the Atlantic Ocean.
Atlantic Gray Whale, The. Jan Mell. Mankato, MN: Crestwood House,
1989. 48 pp. Describes ancient and modern whaling.
Atlantic Ocean, The. Susan Heinrichs. Chicago, IL: Childrens Press,
1986. 47 pp. Describes features of the Atlantic Ocean and dis-
cusses its inhabitants.
*Baby Whale. Lynn Wilson. New York, NY: Platt & Munk, 1991. 30 pp.
Tells about a baby whale.
Blue Whales. Sarah Palmer. Vero Beach, FL: Rourke Enterprises, 1988.
23 pp. Describes the blue whale.
Bottlenose Dolphin, The. William R. Sanford and Carl R. Green,
Mankato, MN: Crestwood House, 1987. 47 pp. Discusses the
physical characteristics and the life cycle of bottlenose dolphins.
Can the Whales Be Saved?: Questions about the natural u.,orld and the
threats to its survival answered by the natural history museum.
Philip Whitfield. New York, NY: Viking Kestrel, 1989. 96 pp. Dis-
cusses the balance of nature in a question/answer format.
Continental Shelf The: An underwater frontier. Alice Gilbreath. New
York, NY: Dillon Press, 1986. 103 pp. Describes the shelves under
the world's oceans at the shoreline.
C'oral Reefs. Sylvia A. Johnson. Minneapolis, MN: Lerner Publications
Co., 1984. 55 pp. Examines different kinds of coral reefs through
text and photos.
Corals: Me sea's great buildem Cousteau Society. New York, NY:
Books for Young Readers, 1992. 28 pp. D cribes how corals
grow, eat, and nourish other animals.
*Crabs. Donna Bailey and Christine Butterworth. Austin, TX: Steck-
Vaughn Library, 1991. 32 pp. Describes the different kinds of
crabs, and uses of claws and legs to catch food, walk, and swim.

)
140 A teacher's science companion

DangerIcebergs! Roma Gans. New York, NY: Thomas Y. Crowell,

1987. 31 pp. Explains how icebergs are formed and how they
move in oceans.
Discovering Crabs and Lobsters. Jill Bailey. New York, NY: Book-
wright Press, 1987. 46 pp. Describes the habitat, food, and be-
haviors of crabs and lobsters.
Discovering Jellyfish. Miranda MacQuitty. New York, NY: Bookwright
Press, 1989. 47 pp. Discusses jellyfish, sea anemones, coral, and
hydras.
Discovering Otters. Martin Banks. New York, NY: Bookwright Press,
1988. 46 pp. Provides an introduction to sea and freshwater otters.
Dolphin Adventure: A true story. Wayne Grover, New York, NY:
Greenwillow Books, 1990. 47 pp. Tells about a diver who gains
the trust of a dolphin.
*Dolphins. Sarah Palmer. Vero Beach, FL: Rourke Enterprises, 1989. 24
pp. Discusses dolphins, their habits, and behaviors in simple un-
derstandable terms.
Easy Answers to First Science Questions about Oceans. Q. L. Pearce.
New York, NY: Smithmark Publishers, 1991. 31 pp. Offers infor-
mation on marine science.
Fin Whales. Sarah Palmer. Vero Beach, FL: Rourke Enterprises, 1988.
23 pp. Describes the most common fin whales.
Follow the Waterfrorn Brook to Ocean. Arthur Doros. New York, NY:
Harper Collins, 1991. 32 pp. Explains how water travels from
brooks to reach the ocean.
Footsteps in the Ocean: Careers in diving. Denise V. Lang. New York,
NY: Dutton, 1987. 143 pp. Discusses sport and commercial diving
and scientific and military research.
Golden Book of Sharks and Whales, The. Kathleen N. Daly. Racine,
WI: Western Publishing Co., 1989. 45 pp. Discusses the habitat
and behavior of sharks and whales.
Gray Whales. Sarah Palmer. Vero Beach, FL: Rourke Enterprises, 1988.
23 pp. Gives a discussion of gray whales.
Great Barrier Reef The A treasure in the sea. Alice Gilbreath. New
York, NY: Dillon Press, 1986. 103 pp. Describes the construction
of the barrier reef and the life among it.
Great Whales, Me Gentle Giants. Patricia Lauber. New York, NY:
Henry Holt, 1991. 64 pp. Describes the characteristics and behav-
iors of different kinds of whales and the threats they face.
Hermit Crabs. Sylvia A. Johnson. Minneapolis, MN: Lerner Publica-
tions Co., 1989. 47 pp. Introduces the reader to the hermit crab.

4:
1
 Exploring the ocean 141

Hidden Treasures of the Sea. Washington, DC: National Geographic

Society, 1988. 104 pp. Provides an introduction to nautical arche-
ology.
Homes in the Sea: From the shore to the deep. Jean H. Sibbald. New
York, NY: Dillon Press, 1986. 95 pp. Provides an introduction to
sea animals.
How to Be an Ocean Scientist in Your Own Home. Seymour Simon.
New York, NY: J. B. Lippincott, 1988. 136 pp. Contains a collec-
tion of experiments to reveal the different characteristics of
oceans.
Humpback Whale. Michael Bright. New York, NY: Gloucester Press,
1990. 32 pp. Discusses the characteristics, feeding habits, and mi-
gration routes of whales.
Humpback Whales. Dorothy Hinshaw Patent. New York, NY: Holiday
House, 1989. 32 pp. Discusses the physical characteristics, habi-
tat, and behavior of humpback whales.
Humpback Whales. Sarah Palmer. Vero Beach, FL: Rourke Enter-
prises, 1988. 23 pp. Discusses humpback whales.
Humphrey, The Wrong Way Whale. Kathryn A. Golner and Carole
Garbung Vogel. New York, NY: Dillon Press, 1987. 127 pp. Tells
the story of a whale off the coast of California.
Incredible Facts about the Ocean. W. Wright Robinson. New York,
NY: Dillon Press, 1986. 3 vols. Provides facts about oceans in a
question and answer format.
Indian Ocean, The. Pat Hargreaves (Editor). Morristown, NJ: Silver
Burdett Press, 1987. 65 pp. Introduces the reader to the Indian
Ocean.
Indian Ocean, The. Susan Heinrichs. Chicago, IL: Childrens Press,
1986. 45 pp. Discusses ocean features such as plants, animals,
and volcanic action.
Jacques Cousteau: Man of the oceans. Carol Greene. Chicago, IL: Chil-
drens Press, 1990. 45 pp. Provides a simple biography of Jacques
Cousteau.
Jane Goodall15 Animal World: Sea otters. Ruth Ashby. New York, NY:
Atheneum, 1990. 30 pp. Offers an introduction to sea otters.
Jellyfish to Insects: Projects with science. William Hemsley. New York,
NY: Gloucester Press, 1991. 32 pp. Contains experiments and
projects for investigating the life cycle and behavior of the main
groups of invertebrates.
Killer Whales. Sarah Palmer. Vero Beach, FL: Rourke Enterprises,
1988. 24 pp. Discusses the physical characteristics, habits, and
environment of killer whales.
 142 A teacher's science companion

Killer Whale, The. Lynn M. Stone. Mankato, MN: Crestwood House,

1987. 47 pp. Describes the physical characteristics, habitat, and
behavior of killer whales.
Life Cycle of a Crab, The. Jill Bailey. New York, NY: Bookwright Press,
1990. 32 pp. Describes the physical characteristics, habitat, food,
and reproduction of crabs.
*Life in the Oceans. Lucy Baker. New York, NY: Franklin Watts, 1990.
31 pp. Examines plants, animals, and minerals in the ocean.
Life in. the Oceans. Norbert Wu. Boston, MA: Little, Brown, 1991. 96
pp. Offers an introduction to life in the ocean from microscopic
plants to sharks.
* Life in the Sea. Jennifer Coldrey. New York, NY: Bookwright Press,
1991. 32 pp. Provides an introduction to fish, reptiles, birds,
mammals, and plants that live in or near oceans.
Living Fossils. Joyce Pope. Austin, TX: Steck-Vaughn Library, 1992. 47
pp. Discusses species that have survived over millions of years
such as the shark, crocodile, and horseshoe crab.
Living Ocean, The. Robert A. Mattson. Hillside, NJ: Enslow Pub., 1991.
64 pp. Describes the different kinds of organisms found in
oceans.
Make a Splash! Thompson Yardley. Brookfield, CN: Millbrook Press,
1992. 40 pp. Explores oceans and threats to them.
Migration in the Sea. Liz Oram and R. Robin Baker. Austin, TX: Steck-
Vaughn Library, 1992. 47 pp. Describes the migration patterns of
turtles, whales, salmon, anemones, barnacles, crabs, and sea lions.
Monster Seaweeds: The story of the giant kelp. Mary Daegling. New
York, NY: Dillon Press, 1986. 119 pp. Discusses the kelp that are
home for countless sea creatures.
Monsters of the Deep. Norman Barrett. New York, NY: Franklin Watts,
1991. 32 pp. Offers a look at sharks, jellyfish, and octopus.
Narwhales. Sarah Palmer. Vero Beach, FL: Rourke Enterprises, 1988.
23 pp. Discusses this toothed whale.
Near the Sea: A portfolio of paintings. Jim Arnosky. New York, NY:
Lothrop, Lee & Shepard Books, 1990. 28 pp. Contains paintings of
beach, rock, water, gulls, and fish.
Night of the Sea Turtle. The. Lynn M. Stone. Vero Beach, FL: Rourke
Enterprises, 1991. 48 pp. Explains the life and habits of logger-
head turtles.
*Ocean. Ron Hiroschi. New York, NY: Bantam Books. 1991. 32 pp.
Depicts ocean animals as they describe their behavior and char-
acteristics and asks the reader to guess what they are.
 Exploring the ocean 143

*Ocean Alphabet Book, The. Jerry Pallotta. Watertown, MA: Charles-

bridge, 1986. 29 pp. Shows fish and other creatures, from A to Z.
Ocean Animals. Michael Chinery. New York, NY: Random House,
1992. 40 pp. Provides an introduction to animals of the ocean.
Ocean Book The: Aquarium and seaside activities and ideas for all
ages. Center for Environmental Education. New York, NY: John
Wiley & Sons, 1989 113 pp. Contains ideas for many activities.
Ocean Floor, The. Keith Lye. New York, NY: Bookwright Press, 1991.
32 pp. Discusses the origin of oceans and the characteristics of
the ocean floor.
Ocean Life. David Cook. New York, NY: Crown Publishers, 1985. 30
pp. Describes the dangers faced by the animals that live in the
sea.
Ocean L. Les Holliday. New York, NY: Crescent Books (distributed
by Outlet Book Co.), 1991. 62 pp. Describes the variety of ani-
mals that live in oceans.
Ocean, The. Anne W. Phillips. Mankato, MN: Crestwood House, 1990.
48 pp. Discusses oceans and pollution.
Oceans, The. Martyn Bramwell. New York, NY: Franklin Watts, 1987.
32 pp. Discusses the physical features and the marine life of the
world's oceans.
Oceans. Seymour Simon. New York, NY: Morrow Junior Books, 1990.
32 pp. Oceans are explored through text and photos.
Oceans. Philip Whitfield. New York, NY: Viking Penguin, 1991. 72
pp. Offers information on oceanography.
*Ocean Parade: A counting book. Patricia MacCarthy. New York, NY:
Dial Books for Young Readers, 1990. 26 pp. Contains a variety of
colorful fish that introduce numbers through 20.
Ocean World. Tony Rice. Brookfield, CT: Millbrook Press, 1991. 64
pp. Surveys oceans and ocean life.
Octopus, The. Carl R. Green and William R. Sanford. Mankato, MN:
Crestwood House, 1988. 47 pp. Discusses the physical character-
istics and behavior of an octopus.
*Octopus Is Amazing, An. Patricia Lauber. New York, NY: Thomas Y.
Crowell, 1990. 32 pp. Provides an introduction to the octopus.
Pacific, The. Pat Hargreaves (Editor). Morristown, NJ: Silver Burdett
Press, 1987. 67 pp. Introduces the reader to ocean plants and an-
imals and island life.
Pacific Ocean, The. Luciani Bottoni, Valeria Lucini, and Renato Massa.
Milwaukee, MN: Raintree Childrens Books, 1989. 128 pp. Dis-
cusses the plant and animal life of the Pacific Ocean.
144 A teacher's science companion

Pacific Ocean, The. Susan Heinrichs. Chicago, IL: Childrens Press,

1986. 45 pp. Gives basic information about the Pacific Ocean and
the ocean floor.
Plight of the Whales, The. J. J. McCoy. New York, NY: Franklin Watts,
1989. 144 pp. Discusses how whales have become endangered.
Protecting the Oceans. John Baines. Austin, TX: Steck-Vaughn Library,
1991. 48 pp. Discusses protecting oceans from pollution.
Reef Comes to Life, A: Creating an undersea exhibit. Nat Segaloff and
Paul Erickson. New York, NY: Franklin Watts, 1991. 40 pp. Dis-
cusses constructing a coral reef environment for a museum exhibit.
River in the Ocean: The story of the gulf stream. Alice Gilbreath. New
York, NY: Dillon Press, 1986. 95 pp. Discusses the warm river
flowing in the Atlantic Ocean.
Sea, The. Brian Williams. New York, NY: Warwick Press, 1991. 48 pp.
Provides an introduction to the wealth of the sea.
Sea Creatures on the Move. Jean H. Bibbald. New York, NY: Dillon
Press, 1990. 95 pp. Offers a collection of ocean poems.
Sea is calling me, The: Poems. Selected by Lee Bennett Hopkins. San
Diego, CA: Harcourt Brace Jovanovich, 1986. 32 pp. Offers a col-
lection of ocean poems.
Seals. Eric S. Grace. Boston, MA: Little, Brown, 1991. 62 pp. Describes
the physical characteristics, habits, and habitat of seals.
Seals and Sea Lions. Vassili Papastavrou, New York, NY: Bookwright
Press, 1992. 32 pp. Describes different species of pinnipeds.
Seals, Sea Lions and Walruses. Victoria Sherrow. New York, NY:
Franklin Watts, 1991. 64 pp. Describes the habits and habitats of
seals, sea lions, and walruses.
Sea Mammals: The warm-blooded ocean explorers. Jean H. Sibbald.
New York, NY: Dillon Press, 1988. 95 pp. Contains information
on four groups of sea mammals.
Sea Otter Rescue: The aftermath of an oil spill. Roland Smith. New
York, NY: Dutton, 1990. 64 pp. Describes rescue operations after
the 1989 Valdez, Alaska oil spill.
*Sea Otters. Sarah Palmer. Vero Beach, FL: Rourke Enterprises, 1989. 24
pp. Offers an introduction to sea otters.
Seas and Oceans. David Lambert. Morristown, NJ: Silver Burdett
Press, 1988. 48 pp. Provides a look at the world's oceans.
Seas and Oceans. Clint Twist. New York, NY: Dillon Press, 1991. 45
pp. Discusses diverse ocean life.
Seawater: A delicate balance. A. Lee Meyerson. Hillside, NJ: Enslow
Pub., 1988. 64 pp. Discusses the saltiness of oceans.
 Exploring the ocean 145

Sea Wbrld Book of Whales, The. Eve Bunting. San Diego, CA: Harcourt
Brace Jovanovich, 1987. 96 pp. Gives the physical characteristics
and habits of various species.
Sharks. Gilda Berger. New York, NY: Doubleday, 1987. 41 pp. De-
scribes 20 major types of sharks.
Sharks. Gail Gibbons. New York, NY: Holiday House, 1992. 32 pp.
Discusses different kinds of sharks and their behavior.
Sharks and Other creatures of the Deep. Philip Steele. New York, NY:
Dorling Kindersley, 1991. 64 pp. Describes a number of strange
and intimidating creatures of the sea.
Sharks: The super fish. Helen Roney Sattler. New York, NY: Lothrop,
Lee & Shepard Books, 1986. 96 pp. Discusses shark behaviors
and gives tips for swimmers.
Signs of the Apes, Songs of the Whales: Adventure in human-animal
communication. George and Linda Harrar. New York, NY: Simon
& Schuster, 1989. 48 pp. Describes experiments in which apes
and dolphins have been taught aspects of human language.
Six Bridges of Humphrey the Whale, The. Toni Knapp. Colorado
Springs, CO: Rockrimmon Press, 1989. 44 pp. Tells how a young
humpback whale swims into the San Francisco Bay and winds up
in the Sacramento River Delta.
Something's Fishy! Jokes about sea creatures. Rick and Ann Walton.
Minneapolis, MN: Lerner Publications Co., 1987. 32 pp. Contains
jokes and riddles about the sea.
Story of Three Whales, The. Giles Whittell. Milwaukee, WI: Gareth
Stevens Pub., 1989. 28 pp. Describes how an international team
tries to save three whales trapped in ice off the coast of Alaska.
Strange Eating Habits of Sea Creatures. Jean H. Sibbold. New York,
NY: Dillon Press, 1985. 111 pp. Describes what and how sea crea-
tures eat.
Stranger than Fiction: Sea monsters. Melvin Berger. New York, NY:
Avon Books, 1991. 86 pp. Discusses the killer whale, electric eel,
and giant squid.
That's for Shore: Riddles from the beach. June Swanson. Minneapolis,
MN: Lerner Publishing Co., 1991. 32 pp. Contains riddles about
the beach.
nose Amazing Eels. Cheryl M. Halton. New York, NY: Dillon Press,
1990. 94 pp. Discusses the physiology, habits, and uses of eels.
Threatened Oceans. Jenny Tesar. New York, NY: Facts On File, 1991.
112 pp. Explains how fishing, clumping, oil spills, and humans
endanger a marine environment.
146 A teacher's science companion

Tidal Waves and Other Ocean Wonders. Querida Lee Pearce. Engle-
wood Cliffs, NJ: Julian Messner, 1989. 64 pp. Describes the bio-
logical and geological wonders found in the ocean depths.
Tidepools. Diana Barnhart and Vicki Leon. San Luis Obispo, CA: Blake
Publishing, 1989. 39 pp. Discusses tide pool ecology.
Twelve Days of Summer, Ibe. Elizabeth Lee O'Donnell. New York,
NY: Morrow Junior Books, 1991. 30 pp. Tells a counting verse in
which a girl sees things at the beach such as one purple sea
anemone.
Undersea Archaeology. Christopher Lampton. New York, NY: Franklin
Watts, 1988. 96 pp. Describes the use of technology to retrieve ar-
tifacts from the ocean floor.
Undersea Technology. Mark Lambert. New York, NY: Bookwright
Press, 1990. 47 pp. Examines submarines, mining, oil production,
and underwater exploration.
Under the Sea. Brian Williams. New York, NY: Random House, 1989.
24 pp. Offers an illustrated introduction to the sea.
* Under the Sea. Jenny Wood. New York, NY: Macmillan, 1991. 29 pp.
Reveals the secrets of sharks, whales, and a coral reef during a
submarine voyage.
Underwater Life: The oceans. Dean Morris. Milwaukee, MN: Raintree
Childrens Books, 1988. 47 pp. Discusses plants and animals of the
deep sea.
*Walk by the Seashore, A. Caroline Arnold. Morristown, NJ: Silver Bur-
dett Press, 1990. 32 pp. Observes sand, waves, plants, and ani-
mals at the shore through a child's eye.
Watching Whales. John F. Waters. New York, NY: Cobblehill Books/
Dutton, 1991. 42 pp. Tells about the natural life of whales.
Waves,.Tides, and Currents. Daniel Rogers. New York, NY: Book-
wright Press, 1991. 32 pp. Tells how waves, tides, and currents
are created and the effect on climate and shorelines.
Whale. Jill Bailey. New York, NY: Gallery Books, 1991. 47 pp. Walter
Coleman takes six tourists on a boat to a lagoon to see the birth
of gray whales.
Whales. Gilda Berger. New York, NY: Doubleday, 1987. 41 pp. De-
scribes 20 species of whales.
Whales. Gail Gibbons. New York, NY: Holiday House, 1991. 30 pp.
Introduces the different kinds of whales.
Whales. Anthony R. Martin. New York, NY: Crescent Books (distrib-
uted by Outlet Book Co.), 1990. 64 pp Provides an introduction
to whales.

-4
 Exploring the ocean 147

Whales. Louise Martin. Vero Beach, FL: Rourke Enterprises, 1988. 24

pp. Describes 12 species of whales and efforts of the World
Wildlife Fund.
Whales. Malcolm Penny. New York, NY: Bookwright, 1990. 32 pp. In-
troduces different types of whales.
Whales and Dolphins. Vassili Papastavrou. New York, NY: Book-
wright Press, 1991. 32 pp. Tells about different kinds of whales.
Whales: And other marine mammals. George S. Fichter. Racine, WI:
Golden Press, 1990. 160 pp. Discusses whales, dolphins, por-
poises, manatees, dugongs, sea lions, walruses, seals, otters, and
polar bears.
Whales of the World. June Behrens. Chicago, IL: Childrens Press,
1987. 44 pp. Describes such creatures as the right whale, bot-
tlenose dolphin, and humpback whale.
Whales, The Nomads of the Sea. Helen Roney Sattler. New York, NY:
Lothrop, Lee & Shepard Books, 1987. 126 pp. Describes the phys-
ical characteristics and habits of whales and dolphins.
Whales: Whale magic for kids. Tom Wolpert. Milwaukee, WI: Gareth
Stevens Pub., 1990. 48 pp. Discusses different kinds of whales.
What's Inside? Shells. Angela Royston. New York, NY: Dorling Kinder-
sley (distributed by Houghton Mifflin), 1991. 17 pp. Offers a first
guide to the wonders of life inside shells.
What is a Fish? Barbara R. Stratton. New York, NY: Franklin Watts,
1991. 33 pp. Discusses the common characteristics of fish.
Wonderful World of Seals and Whales, The. Sandra Lee Crow. Wash-
ington, DC: National Geographic Society, 1984. 30 pp. Explores
seals and whales through text and photos.
World's Oceans, The. Cass R. Sandak. New York, NY: Franklin Watts,
1987. 32 pp. Explains how inventions have extended the scope of
ocean exploration.
World of a Jellyfish, The. David Shale and Jennifer Coldrey. Milwau-
kee, WI: Gareth Stevens Pub., 1987. 32 pp. Discusses the charac-
teristics, habits, and environment of jellyfish.
World of Fishes, The. Hiroshi Takeuchi. Milwaukee, WI: Raintree Pub-
lishers, 1986. 32 pp. Discusses the behavior patterns of unusual
ocean fish in the deep sea or near coral reefs.

Other resources
A bimonthly magazine of interest might be Dolphin Log, Los Angeles,
CA, published by the Cousteau Society, Inc.

4 I\
A.
148 A teacher's science companion

Big A, The: Telling a story in art. Lincoln, NE: Great Plains National In-
stnictional Television Library, 1987. 1 videocassette, 15 minutes.
Shows a field trip to Sea Monster House to discuss the stories and
designs in Northwest Coastal Indian arts.
Gift of the Whales. Jan C. Nickman (Producer). Seattle, WA: Miramar
Images, 1989. 1 videocassette, 30 minutes. Tells the story of a
young boy and his relationship with whales near his village.
Humphrey the Lost Whale: A true story. Wendy Tokuda and Richard Hall.
Lincoln, NE: The Library, 1989. 1 videocassette, 30 minutes. Ex-
plains how a migrating humpback whale ended up 64 miles inland.
Night-Hunting Lobster, The. Bill Martin, Jr., with John Archambault.
Chicago, IL: Encyclopedia Britannica Educational Corp., 1985. 1
book. 14 pp. 1 sound cassette, 10 minutes. A read-along tape kit.
Singing Whales, The. Bill Martin Jr., with John Archambault. Chicago,
IL: Encyclopedia Britannica Educational Corp., 1985. 1 book. 14
pp., 1 sound cassette, 10 minutes. Contains a fun-filled tape kit
with music and watercolors.

64
 Id
Explorin science
throug yo r
senses
Although scientists often use very sophisticated equipment, it is also
true that we take in scientific information through our senses. Explor-
ing science through the senses comes about very naturally because
you and your curious child or classroom students are experiencing
sensations all the time. We respond to stimuli that are separate from us,
and we are constantly using our specialized sense organs: eyes, ears,
tongue, nose, and skin.
All of our sense organs have one thing in commonnerve cells.
These cells, called receptors, respond to stimuli and carry messages
to the brain. For example, eyes are sensitive to light; sound is usually
sensed by ears, although some vibrations are sensed by the skin; your
nose and mouth are sensitive to chemicals; and the skin responds to
temperature, pressure, pain, and helps you to recognize many of the
things that you touch. Finally, past experience helps you decide how
to respond to the stimuli and sensations that you receive.
Often we take this sensory information for granted, but now and
then, something will happen that causes a curious child to stop and
think about it. For example, some friend, relative, or classmate may
wear glasses or contact lenses, while others may simply put on sun-
glasses when they go out to drive, ski, or go to the beach. The child
may raise questions about these various lenses, why they are worn,
and what they do.
Similarly, a friend, relative, or classmate might have a hearing loss
and wear a hearing aid. The child might have questions about how
this aid works and what it does. The child might comment on the

149
 150 A teacher's science companion

smoothness of a piece of silk or the fender of a new car, or may make

an accurate guess at what's cooking for dinner by the smells that are
arising in the kitchen. All of these are opportunities for exploring the
senses. The following experiment can show how smell affects his or
her sense of taste.

a Showing how smell affects taste

To show how the sense of taste and smell are interrelated, blindfold
a child and have him or her hold the nostrils closed by pinching them
between finger and thumb.
Then put a small piece of food on the child's tongue and have
him or her taste it without chewing and guess what it is.
If you use small pieces of apple, pear, raw potatoes, and onion,
the child will probably make some mistakes in the guesses. It is the
odors that make these foods taste different.
To demonstrate the sense of touch for your curious child, simply
conduct the following experiment.

Demonstrating the sense of touch

There is a simple guessing game you can play with a child to demon-
strate his or her sense of touch. Get an ordinary paper bag and put
about 20 different items into it. (None of these items should be sharp
or pointedthey might cause injury.)
Include many shapes, sizes, and weights. For example, you might
include: a plastic spoon, a paper clip, a thimble, a lemon, a pencil, a
marble, a clothespin, and a hard-boiled egg.
Have the child reach in the bag without looking inside. Give the
child a couple of minutes to feel. Then put the bag aside and have the
child name as many items as he or she was able to identify. Older chil-
dren may write the items in a list. Younger children can simply tell you.
Remove all the identified items and let the child have one more
try at the unidentified items. How many of the 20 items could be
identified simply by the sense of touch?
Although our senses can help us in identifying objects and mak-
ing sense of our world, these same senses can sometimes trick us.
Our perceptions come from stimuli of the physical world, sensations,
and our experience in interpreting data. Although we believe our per-
ceptions to be accurate, we an be deceived. This is when some in-
teresting questions arise.

4 r1
 Exploring science through your senses 151

Confusing your sense of touch

One simple experiment that shows you can be deceived by the sense
of touch can be carried out by taking a hairpin or paper clip and
spreading apart the two legs into a V-shape.
Touch various parts of the body (e.g., back, hand, leg) with both
tips of the V. Vary the distance between the two points that are touch-
ing. It may help to close your eyes while you are carrying out this ex-
periment.
On some parts of tht iy, you will feel two distinct spots where
the points of the V are tout .g. In other parts of the body, although
two points are touching, you will feel only one.
Another simple experiment involving our sense of touch uses
temperature to trick us.
152 A teacher's science companion

Determining an
object*s temperature
Using three pans of water, fill one pan with water at room temperature,
a second with ice water and a third with comfortably hot tap water.
Have the child put one hand in the ice water and another in the
hot water for 30 seconds. Then have the child put both hands in the
water that is room temperature. Ask if the room temperature water is
hot or cold.
The water at room temperature will feel warm to the hand that had
been in ice water and cool to the hand that had been in hot water.
Exploring the sense of hearing can also be interesting. If the child
likes storytelling or dramatics, sound effects will be a natural entry
into exploring sounds.

Creating sound effects

First choose a suitable story for recording into a tape recorder. It
should be one that has a fair number of possible sound effects (e.g.,
wind, rain, thunder, fire, foghorn, slamming or creaking doors, gun
shot, galloping hoof beats, splashing water).
The story can be original or an old favorite such as The Three
Billy Goats Gruff who tramp across a bridge.
Try various ways of making the sound effects. (e.g., breathe into
the microphone, crumple paper, blow across a pop bottle, rattle rice
in a box, hit the floor with a ruler). Select the best.
Record the story and the sound effects. Try it out on an audience
to see how well you did.
Your eyes can play tricks on you too. When driving along the
highway in the summer, you may have experienced a mirage that
looks like a pool of water ahead of you on the hot highway. The wa-
ter vanishes when you came closer. Mirages like this are caused by
the way light is reflected inside rising masses of hot air.

Demonstrating an optical illusion

To demonstrate a simple optical illusion, take a sheet of paper and
roll it into a tube. Have the child hold the tube to one eye, keep both
eyes open, and focus on an object about 15 feet away.
Now hold a small book right next to the tube in front of the eye
that is not looking through the tube. Continue to focus on the distant
object.

4
 Exploring science through your senses 153

You may have to move the book a little, closer or more distant to
get it into just the right position, but suddenly it will look as though
you are looking at the distant object right through a hole in the book!
This happens because your eyes are set apart from one another,
and when you focus on a distant object, near objects are slightly out
of focus, and the image from one eye overlaps improperly from the
image in the other eye.
Take advantage of the events that arise in everyday living to fur-
ther explore your various senses. The resources that follow should
help you find materials in areas that are of interest to your class or
your curious child.

Resource books
All About Your Senses. Donna Bailey. Austin, TX: Steck-Vaughn Li-
brary, 1991. 48 pp. Explains the functions of the five senses and
discusses disorders and care.
*Amazing Animal Senses. Ron Van der Meer. Boston, MA: Joy Street
Books, 1990. 12 pp. Provides facts about animal senses and in-
cludes animation glasses, action flaps, and scratch and sniff
patches.
Animal Senses. Jim Flegg with Eric and David Hosking. Brookfield,
CT: Newington Press,. 1991. 32 pp. Discusses animal senses, lo-
comotion, and behavior.
Animal Vision. Tony Seddon. New York, NY: Facts on File, 1988. 61
pp. Provides an overview of how different animals see and how
eyes function.
Discovering Sign Language. Laura Green and Eva Barash Dicker.
Washington, DC: Kendall Green Publications, 1988. 89 pp. Ex-
plains about the development of sign language.
Ear and Hearing, The. Steve Parker. New York, NY: Franklin Watts,
1991. 40 pp. Explains the anatomy of the ear.
Ears and Hearing. Doug Kincaid and Peter Coles. Vero Beach, FL:
Rourke Enterprises, 1983. 24 pp. Explains how sound can be
modified by the shape of the ear and discusses technical aids for
hearing.
Ears Arepr Hearing. Paul Showers. New York, NY: Thomas Y. Crow-
ell, 1990. 31 pp. Explains about the process of hearing.
* Ears, Eyes and Noses. Rachel Wright. New York, NY: Franklin Watts,
1989. 32 pp. Discusses the appearance and functions of ears,
eyes, and noses in several animals, insects, and fish.
Eye and Seeing, The. Steve Parker. New York, NY: Franklin Watts,
1989. 48 pp. Introduces the reader to the sense of sight.
 154 A teacher's science companion

Eyes. Brian Ward. New York, NY: Franklin Watts, 1990. 32 pp. Ex-
plains the construction of the eye and how vision problems can
be corrected.
Eyes. Judith Worthy. New York, NY: Doubleday, 1989. 32 pp. De-
scribes the eyes of several animals, in verse.
* Eyes and Looking. Doug Kincaid and Peter Coles. Vero Beach, FL:
Rourke Enterprises, 1983. 24 pp. Explains how helpful our eyes
are to us.
Feeling Things. Allan Fowler. Chicago, IL: Childrens Press, 1991. 31
pp. Discusses the sense of touch.
Fingers and Feelers. Henry Arthur Pluckrose. New York, NY: Franklin
Watts, 1990. 32 pp. Examines the sense of touch in the animal
kingdom including humans.
* First Delights: A book about the five senses. Tasha Tudor. New York,
NY: Platt & Munk, 1988. 48 pp. Offers an introduction to the
senses.
Five Senses, The. Jacqueline Dineen. Morristown, NJ: Silver Burdett
Press, 1988. 48 pp. Provides an introduction to the five senses.
Glasses and Contact Lenses: Your guide to eyes, eyewear and eye care.
Alvin and Virginia B. Silverstein. New York, NY: J. B. Lippincott,
1989. 135 pp. Explains the structure of the eyes and how to cor-
rect various visual problems.
Heads. Ron and Nancy Goor. New York, NY: Atheneum, 1988. 64 pp.
Compares and contrasts the characteristics of eyes, ears, nose,
and mouth in a variety of animals.
Hearing. Kathie Billingslea and Victoria Crenson. Mahwah, NJ: Troll
Associates, 1988. 24 pp. Provides information on hearing in ques-
tion/answer format.
Hearing. Maria Rius, J. M. Parramon, and J. J. Puig. New York, NY:
Barron's, 1985. 31 pp. Explores the sense of hearing.
Hearing Loss. Karen N. Mango. New York, NY: Franklin Watts, 1991.
144 pp. Discusses hearing loss and deafness.
Hearing Things. Allan Fowler. Chicago, IL: Childrens Press, 1991. 31
pp. Discusses the sense of hearing.
Hot and Cold. Henry Pluckrose. New York, NY: Franklin Watts, 1986.
32 pp. Explains how we sense hot and cold.
Learning a Lesson: How you see, think and remember. Steve Parker.
New York, NY: Franklin Watts, 1991. 32 pp. Explores the func-
tions of the brain and nervous system and discusses how sensory
experiences and information are processed.

4
 Exploring science through your senses 155

Lenses! Take a Closer Look. Siegfried Aust. Minneapolis, MN: Lerner

Publications Co., 1991. 31 pp. Looks at different lenses including
a magnifying glass, telescope, microscope, and eyeglasses.
* Let's Take a Walk in The City. Karen O'Connor. Elgin, IL: Child's World
(distributed by Childrens Press), 1986. 31 pp. Tells a story of how
Tony uses his five senses as he takes a walk in the city.
*Let's Take a Walk in the Park. Deborah Crowdy. Elgin, IL: Child's
World (distributed by Childrens Press), 1986. 30 pp. Betsy uses
her senses as she walks in the park.
*Let's Take a Walk in the Zoo. Jane Belk Moncure. Elgin, IL: Child's
World, 1986. 32 pp. Tells a story of how Laura uses her five
senses as she enjoys a visit to the zoo.
* Let's Take a Walk on the Beach. Karen O'Connor. Elgin, IL: Child's
World (distributed by Children's Press), 1986. 31 pp. Tells a story
of how a child uses his five senses as he walks along the beach.
Living with Deafness. Barbara Taylor. New York, NY: Franklin Watts,
1989. 32 pp. Discusses various forms of deafness, their causes,
and treatment.
Looking at Senses. David Suzuki with Barbara Hehner. New York, NY:
John Wiley & Sons, 1991. 96 pp. Discusses sight, hearing, taste,
touch, and ESP.
Messengers to the Brain: Our fantastic five senses. Paul D. Martin.
Washington, DC: National Geographic Society, W84. 104 pp. Dis-
cusses the sense organs and explains how the brain and nerves
process information.
*My Five Senses. Aliki. New York, NY: Thomas Y. Crowell, 1989. 31 pp.
Explains ways we use our five senses.
Nerves to Senses. Steve Parker. New York, NY: Gloucester Press, 1991.
32 pp. Explains how bodies respond to stimuli of the nervous
system and outlines some related projects.
Riddles about the Senses. Jacqueline A. Ball. Morristown, NJ: Silver
Burdett Press, 1989. 30 pp. Contains rhyming riddles.
Seeing. Kathie Billingslea Smith and Victoria Crenson. Mahwah, NJ:
Troll Associates, 1988. 24 pp. Answers questions about the eye
and how people and animals see.
Seeing in Special Ways: Children living with blindness. Thomas
Bergman. Milwaukee, WI: Gareth Stevens Pub., 1989. 54 pp. Ex-
plains how other senses compensate for lost sight as told through
interviews with partially sighted children.
Seeing Things. Allan Fowler. Chicago, IL: Childrens Pn.ss, 1991. 31
pp. Discusses parts of the eye and how it works.
156 A teacher's science companion

Sense of Shabbat, A. Faige Kobre. Los Angeles, CA: Torah Aura Pro-
ductions, 1989. 32 pp. Describes the process of getting ready to
celebrate Shabbat as it is experienced through our five senses.
Senses, The. Mary Kittredge. New York, NY: Chelsea House Publish-
ers, 1990. 111 pp. Explains the structure and functions of our sen-
sory organs.
Sierra Club Wayfinding Book, The. Vicki McVey. Boston, MA: Little,
Brown, 1988. 88 pp. Explains how humans develop systems us-
ing their senses and includes activities.
Sight. Maria Rius, J. M. Parramon, and J. J. Puig. Chicago, IL: Childrens
Press, 1987. 32 pp. Explores the sense of sight.
Sight and Seeing: A world of light and color. Hilda Simon. New York,
NY: Philornel Books, 1983. 96 pp. Explains the difference be-
tween sensitive to light and forming images and discusses impor-
tance o: sight.
SmelL Maria Rius, J. M. Parramon, and J. J. Puig. Chicago, IL: Chil-
drens Press, 1987. 31 pp. Explores the sense of smell.
Smelling. Kathie Billingslea Smith and Victoria Crenson. Mahwah, NJ:
Troll Associates, 1988. 24 pp. Explores the sense of smell using a
question and answer format.
Smelling Things. Allan Fowler. Chicago, IL: Childrens Press, 1991. 311
pp. Explores the sense of smell through text and photos.
Sounds. Terry J. Jennings. Chicago, IL: Childrens Press, 1989. 34 pp.
Provides an introduction to sounds.
Taste. Maria Rius, J. M. Parramon, and J. J. Puig. New York, NY: Bar-
ron's, 1985. 31 pp. Contains an explanation of th.- sense of taste.
Taste and Smell. Doug Kincaid and Peter Coles. Vero Beach, FL:
Rourke Enterprises, 1983. 24 pp. Provides an introduction to the
senses of taste and smell.
Tasting. Kathie Billingslea Smith and Victoria Crenson. Mahwah, NJ:
Troll Associates, 1988. 24 pp. Discusses the sense of taste using a
question and answer format.
*Tasting Things. Allan Fowler. Chicago, IL: Childrens Press, 1991. 31
pp. Provides a simple introduction to the sense of taste.
Teach Me about Listening. Joy Wilt Berry. Chicago, IL: Childrens
Press, 1988. 35 pp. Offers an introduction to the sense of hearing.
Teaching Me about Smelling. Joy Berry. Chicago, IL: Childrens Press,
1988. 34 pp. Explores the sense of smell.
Teach Me About Tasting. Joy Wilt Berry. Chicago, IL: Childrens Press,
1988. 34 pp. Provides an introduction to the sense of taste.
 Exploring science through your senses 157

Teach Me about Touching. Joy Wilt Berry. Chicago, IL: Childrens

Press, 1988. 35 pp. Offers an introduction to the sense of touch.
Tongues and Tasters. Henry Pluckrose. New York, NY: Franklin
Watts, 1990. 32 pp. Explores the sense of taste in the animal king-
dom including humans.
Too Fast To See. Kim Taylor. New York, NY: Delacorte, 1991. 24 pp.
Explains about motion perception.
Too Slow to See. Kim Taylor. New York, NY: Delacorte, 1991. 24 pp.
Discusses motion perception.
Touch. Maria Rius, J. M. Parramon, and J. J. Puig. New York, NY: Bar-
ron's, 1985. 29 pp. Discusses touch and includes a detailed dia-
gram of a section of skin.
Touch and Feel. Doug Kincaid. Vero Beach, FL: Rourke Enterprises,
1983. 24 pp. Explains how fingers and skin senses shape, texture,
hardness, size, weight, temperatures, and othei things.
Touching. Kathie Billingslea Smith and Victoria Crenson. Mahwah,
NJ: Troll Associates, 1988. 23 pp. Explores the sense of touch.
Tbuch, Taste and Smell. Steve Parker. New York, NY: Franklin Watts,
1989. 40 pp. Explores touch, taste, smell, and the bodily processes
that contribute to these senses.
TouchWhat do you feel? Nicholas Wood. Mahwah, NJ: Troll Associ-
ates, 1991. 32 pp. Explores the world of touch and how it works.
What Happens When You Listen? Joy Richardson. Milwaukee, WI:
Gareth Stevens Pub. 1986. 32 pp. Explains how ears turn sounds
into messages to the brain.
What Happens When You Look? Joy Richardson. Milwaukee, WI:
Gareth Stevens Pub., 1986. 32 pp. Explains how eyes send visual
information to the brain.
What's that I Feel? Kate Petty and Lisa Kopper. New York, NY:
Franklin Watts, 1987. 22 pp. Explores the sense of touch.
Your Amazing Senses: 36 games, puzzles and tricks that show how
your senses work. Ron and Atie van der Meer. New York, NY: Al-
addin Books, 1987. 12 pp. Explores the senses and provides en-
tertainment with this book's moveable parts.
Your Five Senses. Ray Broekel. Chicago, IL: Childrens Press, 1984. 45
pp. Discusses the importance of the five senses and examines the
structure of the different sense organs and how they work.
You Won't Believe Your Eves! Catherine O'Neill. Wishington, DC: Na-
tional Geographic Society, 1987. 104 pp. Explains visual illusions
and the working of the eye-brain system.

4 1-.
158 A teacher's science companion

Other resources
Exploring Human Senses (57-740-2108). Hudson, NH: Delta Educa-
tion, Inc. Provides activities for middle grade students to explore
their five senses. Includes hands-on materials, activity cards,
guide, and storage box.
We Learn about the World. Melville, NY: Video Knowledge, Inc.,
1986. 1 videocassette. Explores the senses through the investiga-
tion of size, shape, and color.
 Exploring science
through writing
Much of the information of science is communicated through writing.
A classroom of students or a curious child may go to the library to
find what has already been written on a topic of interest. As children
learn through observations and experimentation, they may record
their own findings in journals, make charts, or prepare science pa-
pers. Writing is an important tool for a scientist.
Writing can also be a means of sharing feelings and giving plea-
sure to writer and reader alike. Beautiful essays and poems on a va-
riety of nature topics are in our rich heritage of literature.

4 t
159 t)
 U.

160 A teacher's science companion

Exploring poetry can begin with the youngest children. There are
many delightful finger plays and nursery rhymes that tiny tots love.
Often these old favorites, half forgotten, are stored in the back of an
adult's memory and can easily be refre..:hed by reading some of the
resource ix), listed at the end of this ...hapter.
Older children may have preferences for the types of poetry that
they read or have had read to them. For example, some children like
nature poems, others prefer humorous ones, while still others love to
read poems about bears, cats, or other favorite animals. Some enjoy
reading about the weather, the seashore, or the mountains, whereas
others prefer the imaginative and fantastic.
The enjoyment that comes from listening to or reading poems
sometimes leads to the desire to write.

Writing a lune
Lunes are an easy type of poem for many children to write. These po-
ems are short and unrhymed, and unlike Haiku, do not require the
counting of syllables. Lunes are three line poems, in any mood, on
any topic, with three words in lines one and three, and five words in
line two. For example:
Tiny raindrops fall
On the dusty street, washing
It sparkling clean.
An acrostic poem can tell some essentials about a science subject
of interest. The following experiment is an example of how an acros-
t.ic poem can be used in science.

Telling a science acrostic

Have the child or individuals in a class write one word vertically down
the paper. Then write a line of poetry for each letter in the word. The
lines need not rhyme, and they can he any length, hut they should
have something to do with the subject of the poem. For example:
C lear and many-faced
R eadily made from sugar or salt
Y et looking like diamonds
S parkling on a string
T aken from the heart of a geode
A t last glittering out in the light
L ening everyone admire one of
S cience's great beauties.

4
1t 4-)
 Exploring science through writing 161

An "I Remember" poem can also be used as a means of recol-

lecting stages of science observations. The following experiment is an
example of how an "I remember" poem can be used in science.

Using a science "I rernember" poem

Have the child write three or more lines on a topic, with each line be-
ginning with the phrase, I remember. .. For example:
. .

I remember gathering the seed in a long, dark brown pod in

the park.
I remember thinking that the pods looked like those Jack
might have traded his cow for in the old Jack and the Beanstalk
story.
I remember tearing the pods apart and pulling out the dark
brown seeds.
I remember planting eight seeds in a terra-cotta flower pot,
and patting the soil down gently on top of each one.
I remember when the first seed broke through the earth. It
was pale white, bent over, and looked like a lima bean.
I remember when the "bean" split and a tiny shoot climbed
toward the sun.
I remember when the shoot grew little leaves, a miniature of
the locust tree in the park where I had found the dark brown pod.
Many poetry books have beautiful illustrations, and there are nu-
merous children's picture books that are written in verse.
Whether you simply enjoy reading poems together or whether
you and your class or your curious child decide to write some to
share your love of nature and interest in science with a relative or
friend, you have happy times in store as you explore poetry together.
Science reports can he very exciting. Unfortunately, many of
them do not turn out that way. Children need guidance to prepare an
effective report. If a classroom of students or a single child is inter-
ested in sharing some science information, it is important to discuss
ways to write interesting reports. (Chapter 14 "Exploring Science in
the Library" will prove helpful when writing reports.)
Too often a child comes home to an adult and says, "I have to
write something about spiders or insects." The child then goes to the
library and finds a book or goes to an encyclopedia and locates an ar-
ticle on the topic. The child ends up copying the information from
one sheet of paper to another and not much is learned in the process.
Clearly, to write an interesting report, one of the first require-
ments is that the child cares about the topic and wants to learn more

(
 162 A teacher's science companion

about it. Even if a "generic topic" such as insects has been given as
an assignment, at least the child can decide whether to write about a
tarantula or a mosquito!
A good way to approach a writing assignment is to formulate
some questions. For example, if a child wants to write about a taran-
tula, the child might list the following questions: Where do tarantulas
live? Are there different types? How big do they grow? What do they
eat? Are they helpful in any way? Are they harmful in any way? Are
they known for being great jumpers? Armed with a list of questions in
which the child is interested, the research to prepare the science pa-
per becomes exciting.
Next, the child needs to know that information can come from
many sources. Reading about tarantulas in the encyclopedia may
prove helpful, but there are also books on the topic. Maybe there are
some magazine articles that hive been written too. A newspaper may
have carried an article about a tarantula or perhaps a local pet shop
has tarantulas and the pet shop owner is willing to be interviewed.
Help the child explore avenues of getting information.
Creative writing can easily be merged with science activities and
experiments. One such activity is conducting the appearance of the
pipe cleaners from outer space trick.

jj Conducting the appearance of the

pipe cleaners from outer space trick
It takes some time and thought to set up the appearance of the pipe
cleaners from outer space. Choose pipe cleaners of three different
colors. Make some arbitrary decisions such as: White pipe cleaners
are always found in pairs and are never found on the ground. In the
outdoor science arca you have selected, put several pair of white
pipe cleaners up in bushes, on top of a fence, hanging from a sturdy
plant, and other such places.
Red pipe cleaners are loners and are always found on the ground.
Place a variety of red pipe cleaners on the ground throughout the
area, on rocks, in the grass, at the base of a tree, and so forth.
Blue pipe cleaners are found singly, in pairs, and in groups, but
are always in shady places. Place a number of blue pipe cleaners in
the area both on the ground and above it, but in shady places.
Explain to the child or to the class that the pipe cleaners arrived
from outer space during the night and are in a certain area near the
school room or near the house. The task is to learn as much about
them as possible by observing.

4 0,
 Exploring science through writing 163

Have the child or children take a note tablet and pencil to the
area where they will observe and make notes. Ask them not to touch
or move any of the pipe cleaners.
Singly, or in groups, have the children write what they know
about the pipe cleaners based on their observations. (Children may
come up with some observations that the adult didn't think of when
setting up the area. These are valid too.)
Another way of getting students to use their observation skills is
to ask them to choose a favorite tree and to make observations over
a period of a month.

Obseruing a tree
Have your curious child (or a class of students) select a tree that can
be observed easily at different times of the day over a period of a
month. Ask that children make at least four observations and that
they write in their notebooks the date, time of observation, and
everything that they noticed in and around the tree.
Sights and sounds such as wind, leaf color change, budding
leaves, blossoms, insects, birds, squirrels, and so forth may appear in
these notations.
Next, ask the child or students to use creative writing skills. Sup-
pose that the tree they have been studying for a month could sud-
denly tell them a story. What would it say?

4 I4
.1-(
164 A teacher's science companion

Writing a short stLry about a tree

Have the child or children refer back to the notes they have taken
during their observations of a single tree. Tell them that they may add
other details that they may not have observed.
Have each child write a short story, in the first person, told by the
tree. Ask them to imagine how a tree might "feel" to have a bird's nest
in it, to have a squirrel running ip and down its trunk, to have a girl
climb to its top, to have a woodpecker peck at it, to have its leaves
turn colors or its blossoms, fruits, or pine cones grow.
During science/writing activities, you may also need to take time
to teach some specific writing skills. Making an outline, taking notes,
keeping track of information for a bibliography, and learning to con-
duct an interview and to quote people correctly can all come into
play in science writing. Chapter 14 "Exploring Science in the Library"
has additional helpful hints.

Resource books
*All Join In. Quentin Blake. Boston, MA: Little. Brown, 1991. 30 pp.
Contains six noisy poems.
Always Wondering: Some favorite poems of Aileen Fisher. Aileen
Fisher. New York, NY: HarperCollins, 1991. 86 pp. Contains fa-
vorite poems.
* An imal Fair, Me: Animal verses. Compiled by Jill Bennett. New York,
NY: Viking Penguin, 1990. 32 pp. Includes verses about many an-
imals including a zoo parry, the kangaroo, and the crocodile.
Anna's Summer Songs. Mary Steele. New York, NY: Greenwillow
Books, 1988. 30 pp. Contains a collection of poems about plants.
* Bear Hugs. Kathleen Hague. New York, NY: Henry Holt, 1989. 24 pp.
Contains a collection of poems about teddy bears.
Beasts by the Bunches. A. Mifflin Lowe. New York, NY: Doubleday,
1987. 46 pp. Contains an illustrated collection of poems about an-
.

imal groups such as a gaggle of geese.

Birds, Beasts and Fishes: A selection of animal poems. Selected by
Anne Carter. New York, NY: Macmillan, 1991. 64 pp. Contains po-
ems from around the world with illustrations.
Bird Watch: A book of poetry. Jane Yolen. New York, NY. Philorm.1
Books, 1990. 36 pp. Contains poems about birds and their activities.
Bungalow Fungalow: Poems. Pegi Deltz Shea. New York, NY: Clarion
Books, 1991. 31 pp. Contains 15 poems about a summer vacation
at the beach.

4
 Exploring science through wnting 165

Cats Are Cats. Compiled by Nancy Larrick. New York, NY: Philomel
Books, 1988. 80 pp. Offers a collection of 43 poems about all
kinds of cats.
*Child's Garden of Verses, A. Robert Louis Stevenson. San Francisco,
CA: Chronicle Books, 1989. 128 pp. A new edition of a favorite
book with antique pictures.
Child's Treasury of Seaside Verse, A. Compiled by Mark Daniel. New
York, NY: Dial Books for Young Readers, 1991. 137 pp. Contains
a collection of poems by 19th and 20th century British and Amer-
icans about the sea.
Chocolate Dreams: Poems. Arnold Adoff. New York, NY: Lothrop, Lee
& Shepard Books, 1989. 63 pp. Contains poems about chocolate
goodies!
*Christmas Fox and Other Winter Poems, The. John Bush. New Yori-,
NY: Dial Books for Young Readers, 1989. 26 pp. Contains poems
about animals and winter season.
Coconut Kind of Day: Island Poems. Lynn Joseph. New York, NY:
Lothrop, Lee & Shepard Books, 1990. 30 pp. Contains poems
about the Caribbean Islands.
Cold Stars and Fireflies: Poems of the four seasons. Barbara Juster Es-
bensen. New York, NY: Thomas Y. Crowell, 1984. 70 pp. Con-
tains a collection of nature poem:- by seasons.
Come on into My Tropical Garden. Grace Nichols. New York, NY: J.
B. Lippincott, 1990. 38 pp. Contains poems about the people and
lands of the Caribbean.
Consider the Leming. Jeanne Steig. New York, NY: Farrar, Straus &
Giroux, Inc., 1988. 48 pp. Contains a collection of humorous
poems.
Country Mail Is Coming, The: Poems from down under. Max Fatchen.
Boston, MA: Little, Brown, 1990. 62 pp. Contains poems about
the Australian countryside.
Crickets and Bullfrogs and Whispers t.d Thunder Poems and pictures.
Harry Behn. San Diego, CA: Harcourt Brace Jovanovich, 1984. 83
pp. Contains poems on the themes of seasons and holidays.
Dancing Teepees: Poems of American Indian youth. Selected by Vir-
ginia Driving Hawk Sneve. New York, NY: Holiday House, 1989.
32 pp. Contains poems from the oral tradition of Native Americans.
*Day of Rhymes, A. Selected by Sarah Pooley. New York, NY. Alfred A.
Knopf (distributed by Random House), 1987. 75 pp. Contains an
illustrated collection of Mother Goose and other nursery rhymes.
Dinosaur Dances. Jane Yolen. New York, NY: G. P. Putnam's Sons,
1990. 39 pp. Contains 17 whimsical poems.

rl
.1. Oj.
166 A teacher's science companion

Dinosaurs: Poems. Selected by Lee Bennett Hopkins. San Diego, CA:

Harcourt Brace Jovanovich, 1987. 46 pp. Contains 18 poems
about dinosaurs.
Dog's Life, A: Poems. Selected by Lee Bennett Hopkins. San Diego,
CA: Harcourt Brace Jovanovich, 1983. 40 pp. Contains 23 poems
about dogs.
Earth Songs. Myra Cohn Livingston. New York, NY: Holiday House,
1986. 32 pp. Contains poems that pay tribute to earth.
Earth Verses and WatG Rhymes. J. Patrick Lewis. New York, NY:
Atheneum. 1991. 32 pp. Contains poems about our natural world.
* Eric Carle's Animals, Anima& Compiled by Laura Whipple. New York:
Philomel Books, 1989. 87 pp. Contains illustrations around a col-
lection of poems On wild and domestic animals by various authors.
* Eric Carle's Dragons, Dragons and Other Creatures that Neber Were.
Compiled by Laura Whipple. New York, NY: Philomel Books, 1991.
68 pp. Contains poems by many authors with beautiful illustrations.
For Laughing Out Loud: Poems to tickle your funnybone. Selected by
Jack Prelutsky. New York, NY: Alfred A. Knopf, 1991. 84 pp. Con-
tains a collection of humorous poems by many authors.
Four and Twenty Dinosaurs. Bernard Most. New York, NY: Harper &
Row, 1990. 32 pp. Contains nursery rhymes in which dinosaurs
have been substituted for the traditional main characters.
Ghosts and Goosehumps: Poems to chill your bones. Selected by Bobbi
Katz. New York, NY: Random House, 1991. 32 pp. Contains many
scary poems.
*Glorious Mother Goose, The. Selected by Cooper Edens. New York, NY:
Atheneum, 1988. 88 pp. Contains a collection of nursery rhymes.
Gousehumps & Butterflies. Yolanda Nave. New York, NY: Orchard
Books, 1990. 31 pp. Contains poems about fears and anxieties.
Granny, Will Your Dog Bite and Other Mountain Rhymes. Gerald
Milnes. New York, NY: Alfred A. Knopf, 1990. 45 pp. Contains
poems about mountain life.
Grass Green Gallop, A: Poems. Patricia Hubbell. New York, NY:
Atheneum, 1990. 48 pp. Contains poems about horses.
Hailstones and Halibut Bones: Adventures in color. Mary O'Neill.
New York, NY: Doubleday, 1989. 62 pp. Contains 12 poems
about different colors.
Halloween Poems. Selected by Myra Cohn Livingston. New York, NY:
Holiday Ilouse, 1989. 30 pp. Contains 18 Halloween poems.
Hard-Boiled Legs. Michael Rosen. New York, NY: Prentice-Hall Books
for Young Readers, 1987. 20 pp. Contains poetry and prose about
the hazards of breakfltst time.
 Exploring science through writing 167

*Here's a Ball for Baby: Finger rhymes for young children, Illustrated
by Jenny Williams. New York, NY: Dial Books for Young Readers,
1987. 19 pp. Contains several finger plays.
Hippopotamusn't and Other Animal Verses, A. J. Patrick Lewis. New
York, NY: Dial Books for Young Readers, 1990. 40 pp. Contains
more than 30 funny animal poems.
House of a Mouse The,: Poems. Aileen Fisher. New York, NY: Harper
& Row, 1988. 31 pp. Contains poems about mice.
How to Read and Write Poems. Margaret Ryan. New York, NY:
Franklin Watts, 1991. 63 pp. Explains some of the basic concepts
of poetry and gives suggestions for beginning to write it.
Hurry, Huny, Mary Dear! And other nonsense poems. N. M.
Bodecker. New York, NY: Margaret K. McElderry Books, 1986.
118 pp. Contains nonsense poems with many pen sketches.
If the Owl Calls Again: A collection of owl poems. Selected by Myra
Cohn Livingston. New York, NY: Margaret K. McElderry Books,
1990. 114 pp. Contains poems by different authors about owls.
If You're Not Here, Please Raise Your Hand: Poems about school. Kalli
Dakos. New York, NY: Four Winds Press, 1990. 60 pp. Contains
illustrated poems about experiences in school.
I Hear America Singing. Walt Whitman. New York, NY: Philomel
Books, 1991. 32 pp. Contains Whitman's famous poems with
linoleum-cut illustrations.
I Like You, If You Like Me: Poems offriendship. Selected by Myra Cohn
Livingston. New York, NY: Margaret K. McElderry Books, 1987. 144
pp. Contains 90 poems by both traditional and contemporary poets.
I'm Going to Pet a Worm Today, and Other Poems. Constance Levy.
New York, NY: Margaret K. McElderry Books, 1991. 38 pp. Con-
tains 39 poems about everyday things.
In Fall. Rochelle Nielsen-Barsuhn, Jane Belk Moncure, and Eleanor
Hammond. Elgin, IL: Child's World (distributed by Childrens
Press), 1985. 31 pp. Contains a collection of autumn poems.
In Spring. Jane Belk Moncure. Elgin, IL: Child's World (distributed
by Childrens Press), 1985. 31 pp. Contains a collection of spring
poems.
In Summer. Jane Belk Moncure and Aileen Fisher. Elgin, IL: Child's
World (distributed by Children's Press), 1985. 31 pp. Contains a
collection of poems about summer.
In . Jane Belk Moncure. Elgin, IL: Child's World (distributed by
Childrens Press), 1985. 31 pp. Contains a collection of fifteen win-
ter poems.

r
Ci
 168 A teacher's science companion

*I See the Moon: Good night poems and lullabies. Selected by Marcus
Pfister. New York, NY: North-South Books, 1991. 26 pp. Contains
traditional lullabies and poems.
January Brings the Snow. Sara Coleridge. New York, NY: Simon &
Schuster, 1987. 26 pp. Contains poems for each month of the year.
JoYful Noise: Poems for two voices. Paul Fleischman. New York, NY:
Harper & Row, 1988. 44 pp. Contains poems about a variety of
insects.
*Laughing Baby, The: Remembering nursery rhymes and reasons.
Anne Scott (Editor). South Hadley, MA: Bergin & Garvey, 1987.
116 pp. Contains a collection of nursery rhymes, finger plays, and
physical activities to do with music.
Laughing Time: Collected nonsense. William Jay Smith. New York,
NY: Farrar, Straus & Giroux, Inc., 1990. 163 pp. Contains non-
sense poems.
Make a Joyful Sound: Poems for children by African American poets.
Illustrated by Cornelius Van Wright and Ying-Hwa Hu. New York,
NY: Checkerboard Press, 1991. 97 pp. Contains poems by Afro-
American poets.
*Midnight. Farm, The. Reeve Lindberg Brown. New York, NY: Dial
Books for Young Readers, 1987. 25 pp. Contains poems about a
farm at midnight.
Mockingbird Morning. Joanne Ryder. New York, NY: Four Winds
Press, 1989. 32 pp. Contains poems around the theme of an early
morning walk.
Mojave. Diane Siebert. New York, NY: Thomas Y. Crowell, 1988. 32 pp.
Corzains poems about the land and animals of the Mojave Desert.
Moment in Rhyme, A. Colin West and Julie Banyard. New York, NY:
Dial Books fm Young Readers, 1987. 30 pp. Contains 24 poems
with illustrations.
*My Favorite Nurcery Rhymes. Collected by Linda Yeatman. New York,
NY: Little Simon, 1987. 125 pp. Contains more than 150 rhymes.
*My First Halloween Book. Colleen L. Reece. Chicago, IL: Childrens
Press, 1984. 31 pp. Contains poems about witches, trick-or-treats,
and Halloween related things.
Nathaniel 'Talking. Eloise Greenfield. New York, NY: Writers & Read-
er,,, Publishing for Black Butterfly Childrens Books, 1988. 32 pp.
Contains poems by Afro-American authors.
Nmsense Verse qf Edward Lear The. Edward Lear. New York, NY:
Harmony Books, 1984. 234 pp. Contains a collection of 236 lim-
erkks and nonsense poems.
 Exploring science through writing 169

Once Inside the Libraiy. Barbara A. Huff. Boston, MA: Little, Brown,
1990. 32 pp. Contains poems about the joy of reading and books.
*One, Two, Buckle My Shoe: Counting rhymes for young children. Il-
lustrated by Jenny Williams. New York, NY: Dial Books for Young
Readers, 1987. 19 pp. Contains many favorite counting rhymes.
*On the Farm: Poems. Selected by Lee Bennett Hopkins. Boston, MA:
Little, Brown, 1991. 32 pp. Contains poems about farm animals.
Paper Zoo, A: A collection of animal poems by modern American po-
ets. Selected by Renee Karol Weiss. New York, NY: Macmillan,
1987. 38 pp. Contains poems by well-known American poets.
People Poems. Collected by Jill Bennett. New York, NY: Oxford Uni-
versity Press, 1990. 28 pp. Contains illustrations and funny poems
about people.
*Play Rhymes. Marc Tolon Brown. New York, NY: Dutton, 1987. 32 pp.
Contains 12 finger plays and rhymes.
Poems for Brothers, Poems for Sistets. Selected by Myra Cohn Liv-
ingston. New York, NY: Holiday House, 1991. 32 pp. Contains
poems about brothers and sisters written by a variety of poets.
*Pussycat Ate the Dumplings: Cat rhymes from Mother Goose. Com-
piled by Robin Michal Koontz. New York, NY: Dodd, Mead, 1987.
47 pp. Contains cat poems.
*Ride a Cockhorse: Animal rhymes jbr .young children. Illustrated by
Jenny Williams. New York, NY: Dial Books for Young Readers,
1987. 20 pp. Contains nursery rhymes about animals.
*Riddles about Baby Animals. Jacqueline A. Ball and Ann D. Hardy.
Morristown, NJ: Silver Burdett Press, 1989. 30 pp. Contains
rhyming riddles about baby animals.
Season,. ..e Aska. New York, NY: Doubleday, 1990. 44 pp. Con-
tain, i.jems about the four seasons.
Snow toward Evening: A year in a river valley. Selected by Josette
Frank. New York, NY: Dial Books for Young Readers, 1990. 32
pp. Contains poems about nature
Space Songs. Myra Cohn Livingston. New York, NY: Holiday House,
1988. 32 pp. Contains poems and illustrations of outer space.
Spin a Soft Black Song: Poems for children. Nikki Giovanni. New York,
NY: Hill and Wang, 1985. 57 pp. Contains a collection of poems
that recounts the experiences and feelings of black children.
as a Star: A book of nighttinw poems. Selected by Lee Bennett
Hopkins. Boston, MA: Little, Brown, 1989. 31 pp. Contains 15 po-
ems by well-known poets.
 170 Pt teacher's science companion

Strawberry Drums: A book of poems with a beat for you and all your
friends to keep. Selected by Adrian Mitchell. New York, NY: Dela-
corte, 1991. 39 pp. Contains 30 poems from all over the world.
*Tails, Claws, Fangs, and Paws: An alphabeast caper. Terry Small. New
York, NY: Bantam, 1990. 32 pp. Contains a rhyming text with an-
imals for each letter of the alphabet.
*Tasha Tudor's Bedtime Book. Kate Kline (Editor). New York, NY: Platt
& Munk, 1988. 43 pp. Contains poems to read at bedtime.
*Teddy Bear's Picnic, The. Jimmy Kennedy. New York, NY: P. Bedrick
Books, 1987. 24 pp. Tells the familiar teddy bear song.
*Ten Potatoes in a Pot and Other Counting Rhymes. Selected by
Michael Jay Katz. New York, NY: Harper & Row, 1990. 32 pp.
Contains po'pular and little known rhymes.
Tiger Brought Pink Lemonade, The. Patricia Hubbell. New York, NY:
Atheneum, 1988. 32 pp. Contains poems about both real and fan-
tastic animals.
Time Is the Longest Distance: An anthology of poems. Selected by Ruth
Gordon. New York, NY: HarperCollins, 1991. 74 pp. Contains
many poems about time.
To the Moon and Back: A collection of poems. Compiled by Nancy Lar-
rick. New York, NY: Delacorte Press, 1991. 84 pp. Contains 66 po-
ems by dozens of authors.
Trees: A poem. Harry Behn. New York, NY: Henry Holt, 1992. 30 pp.
Celebrates the importance of trees.
* Trot, Trot to Boston: Play rhymes for baby. Compiled by Carol F. Ra.
New York, NY: Lothrop. Lee & Shepard Books, 1987. 31 pp. Con-
tains rhymes and instructions for doing finger plays.
Turtle in July. Marilyn Singer. New York, NY: Macmillan, 1989. 32 pp.
Consists of poems that depict animals each month of the year.
Tyrannosaurus Was a Beast.: Dinosaur poems. jack Prelutsky. New
York, NY: Greenwillow Books, 1988. 31 pp. Contains humorous
poems about dinosaurs.
Under the Sunday Tree: Poems. Eloise Greenfield. New York, NY:
Harper & Row, 1988. 38 pp. Contains poems and pictures about
life in the Bahamas.
up in the Air. Myra Cohn Livingston. New York, NY: Holiday House,
1989. 32 pp. Contains poems that express the feelings of being up
in an airplane.
Voices on the Wind: Poems pr all SeaSOFIS. Selected by David Booth.
New York, NY: Morrow Junior Books, 1990. 40 pp. Contains po-
ems about the seasons.
 Exploring science through writing 171

Water Pennies and Other Poems N M Bodecker New York, NY

Margaret K. Mc Elderly Books, 1991. 51 pp. Contains poems about
several different small creatures such as snails and moths.
Way I FeelSometimes, The. Beatrice Schenk de Regmiers. New York,
NY: Clarion Books, 1988. 48 pp. Contains poems about the ways
people feel.
* Week of Lullabies, A. Helen Plotz (Editor). New York, NY: Greenwil-
low Books, 1988. 31 pp. Offers an illustrated collection of lulla-
bies and bedtime poems grouped by days of the week.
What I Did Last Summer. Jack Prelutsky. New York, NY: Greenwillow
Books, 1984. 47 pp. Contains poetry about children in the summer.
Whiskers and Paws. Fiona Waters (Editor). New York, NY: Interlink
Publishing, 1990. 29 pp. Contains poems that feature animals.
Who's Been Sleeping in My Porridge? A book of silly poems and pic-
tures. Colin McNaughton. Nashville, TN: Ideals Children's Books,
1990. 90 pp. Contains many comical poems.
Wind in the Long Grass: A collection of haiku. William J. Higginson
(Editor). New York, NY: Simon & Schuster Books for Young
Readers, 1991. 48 pp. Contains haiku from all over the world.
* Wynken, Blynken, and Nod and Other Bedtime Poems. Linda C.
Falken (Editor). New York, NY: Golden Books (distributed by
Western Publishing Co.), 1987. 45 pp. Contains poems about
sleep and night by English and American poets.
You Be Good and VII Be Night. Eve Merriam. New York, NY: Morrow
Junior Books, 1988. 38 pp. Contains many short rhymes.
Zoo Doings: Animal poems. Jack Prelutsky. New York, NY: Greenwil-
low Books, 1983. 79 pp. Contains 46 animal poems.

Other resources
American Histoiy in Verse. Greg Beeson (Director). Universal City,
CA: MCA HomeVideo, 1986. 3 videocassettes, 90 minutes. Con-
tains legends, verse, and fables from our history.
Christmas Poems for You and Me. Richard Laurent (Producer). Chicago,
IL: Encyclopedia Britannica Educational Corp., 1988. 1 book, 7 pp.;
1 videocassette, 5 minutes. Contains Christmas poems.
Holiday Poems for December. Richard Laurent (Producer). (Thkago, IL:
Encyclopedia Britannica Educational Corp., 1988. I book, 10 pp.:
1 videocassette, 6 minutes. Contains eight short presentations
about three December holidays including I ianukkah and Kwanza.
 2
Exploring science
through rt -

Some people believe the worlds of "science" and "art" be poles

apart. This is not the case. The trained eye of the artist and the scien-
tist may be very similar in their search for details and in their appre-
ciation of symmetry, shape, color, texture, and pattern. Art can
certainly be a means of deepening science appreciation and of com-
municating information.
An interested child or a class of students going on a hike to ob-
serve the autumn color changing of leaves, to identify songbirds, to
study different types of conifers, or locate native wildflowers might
do well to take along artist's sketch pads. For example, a careful
sketch of a leaf, showing a bulging clown on one side of the leaf base,
will help the student know that he or she has identified a hackberry
rather than an American Elm. Noting that the cones are prickly and
sketching a bundle of only two pine needles that are 1 inch to 3
inches long will help identify whether a tree is a lodgepole or tarmac
pine:. Noticing the rusty orange patch on the back of a bird will sep-
arate the gray-headed junco from the slate-colored junco.
You may think that sketching is unnecessary, that you will re-
member what you see, but after a full day of hiking and observing,
adults as well as children forget many details and become confused
when trying to recall specifics. The sketch pad is very helpful to the
young scientist, even if 'ts only a tiny spiral pad that slips easily into
a pocket.
In addition to sketching in the field, there are opportunities of
presenting science material in charts and graphs that can also involve
artistic skills. Many a science fair project would be more impressive
if, in addition to the thoughtful hypothesis, data, and demonstration,

4 el 172
.:._ 0 :1
 Exploring science through art 173

the presentation of the print materials was pleasing to the eye, well-
spaced, and easy to read.
Sometimes, gathering material from fields and woods can be used
in an interesting arts and crafts project. A nature mobile provides an
artistic means of studiing balance. On a hike to an area where it is
acceptable to gather objects, have children collect small items that are
of interest to them. Such objects might include a small pine cone, a
branch with a piece of lichen on it, a colorful rock, a seed pod, a
dried leaf, and any other small object that may be of interest to the
children. Then provide time to construct the mobile.

Making a nature mobile

Tie a short loop of sturdy, black carpet thread to the middle of a piece
of wire that is about 8 inches long. This loop will hold up your fin-
ished mobile. Tie three other pieces of black carpet thread from the
wire and let them hang down. Use the middle thread of these three
pieces to tie to another piece of wire that is about 10 inches long. Tie
two more pieces of carpet thread to this 10-inch wire.
 174 A teacher's science companion

Hook your loop on something so that the wires and strings hang
down. Experiment with tying different objects to the four strings that
hang down. You are trying to keep them in balance so that the two
wires will hang in a horizontal position. For example, a twig with a
piece of lichen on it may balance with a long, milkweed pod. A small
pine cone may balance with a weathered piece of tree root.
The finished mobiles may hang from a light fixture, a plant hook,
classroom ceiling lights, or any other place where it has enough room
to hang.
If you can gather small, colorful leaves from a nature hike in the
fall, you can use these materials to make interesting and decorative
bookmarks.

Creatirtg leaf bookmarks

; Gather V2 dozen small, colorful autumn leaves. Arrange them on a
strip of waxed paper that is 3 inches wide by 8 inches long.
Put another piece of waxed paper over the leaf arrangement.
Use an ironing board and a moderately hot iron to melt the edges
of the two pieces of waxed paper together. Go close to the leaf, but
not over it with the iron.
Trim the bookmark and it is ready for use. You may want to use
sed:
a punch to make a hole near the top where you can add a braided
yarn string.
 Exploring science through art 175

lf, instead of living near the woods, you spend time exploring
along the seashore, you can use shells that you gather for a variety of
interesting art/science projects.

Assembling a shell garden

Take a walk along the beach to collect large clam shells. Also gather
other pretty small shells, pieces of dried seaweed, and bits of drift-
wood.
Use the large shell for the base of your garden. Put a layer of clay
into the shell. Press into the clay the objects that you gathered to
make a miniature seascape garden. The driftwood will resemble a
small tree. The seaweed will look like plant life. Sand dollars. shells,
and other items you find will add to the scene.

You might want to cover the clay ground with a thin layer of sand
so that it resembles the beach.
Inviting parents or friends to come to a science fair or to see a
classroom display of projects could involve designing an artistic, per-
sonalized invitation. You might include an original sketch of a tree,
flower, or mountain on the front of the invitation. The invitations can
he photocopied or individually hand-cralted with a leaf or fern print
on the front.

n
J. I, j_
176 A teacher's science companion

Making a fern print

Take a small fern leaf and press it overnight between two sheets of
blotting paper.
Cut and fold paper to the size you wish for your finished invitation.
Place the pressed fern on the front of the invitation. Use an old
toothbrush dipped into paint for your paint brush. Rub the tooth-
brush filled with paint over a fine mesh screen held about 6 inches
above the fern. It will splatter the paint all around the area not cov-
ered by the fern. (You can splatter with more than one color if you
wish.)
Remove the fern and you have the outline of the fern on your in-
vitation. Because the paint will splatter beyond the invitation, I e sure
to cover the surface on which you are working to allow for easy clean
up, and have the child wear a paint shirt to protect his or her clothes.
Even though you may immediately see ways in which "arts and
crafts" can play a role in science studies, you may still shudder and
maintain you can't do anything the least bit artistic. This is simply not
true. While it's a fact that not everyone is a great painter, a fabulous
quilter, or an accomplished sketcher, it is a rare individual indeed
who does not have some skill that will be useful in arts and crafts.
Can you trace you hand? Fold a piece of paper? Take a photo?
Sew on a button? Glue a pine cone? Cut out an airplane wing? If so,
there are crafts you can do and that you can help children to do suc-
cessfully!
Folding paper can yield interesting craft projects of many kinds.
There are numerous hooks on making paper airplanes that can chal-
lenge the youngest to oldest reader.

Experimenting with paper airplanes

Take a wooden clothespin. Cut the wing for an airplane from light
weight cardboard. Decorate the wing with your favorite designs or
paint it a bright color.
Slide the decorated airplane wing into the clothespin and wedge
it into place with a toothpick or hits of cardboard. Have fun seeing
how far it will glide. Experiment with different lengths and widths of
the wing.
There are many hooks on folding light-weight paper airplanes. If
you are studying aerodynamics, you might want to hold a paper air-
plane day. Number the plane.- so that you can keep simple but accu-
rate records.
 Exploring science through art 177

Give students time to try out a variety of designs Number the

planes so that you can keep simple but accurate records Then go
outside with a stop watch and tape measure. Clock to see how long
and how far different planes will glide.
Shadows are often a topic of science study, and they are very in-
triguing to students. You may conduct a series of experiments using a
sundial to measure time (see Chapter 7 "Exploring Astronomy"). Per-
haps you will measure the shadow of an object placed in the same spot
at different times of the day. This interest in studying shadows in sci-
ence might lead you to want to do shadow portraits as an art project.

Creating shadow portraits

Shadow portraits are both easy and fun to make. Tape a piece of
white construction paper to the wall. Have the subject sit in a chair in
front of the paper with one shoulder toward the paper.
Shine a bright light on the subject so that a sharp shadow of his
or her silhouette falls on the paper. Turn off the other lights in the
room. Trace the shadow onto the paper.
Then put a piece of black construction paper behind the white
sheet On which you've drawn the outline. Cut through both sheets of
paper. You will now have a black silhouette that can be signed,
dated, and framed. It makes a great gift for a child to give a special
friend or relative!
Children often are quicker than adults to use one idea as a spring-
board for another. Encourage these far-ranging artistic explorations.
Providing the time, materials, and a place to work may be the adult's
main contribution to the arts and crafts projects.
And let's face itarts and crafts can be messy. It's a good idea to
have some boxes where basic supplies are kept. A sturdy cardboard
box could hold such items as: scissors, ruler, needles and thread, sta-
pler, gummed tape, paste, glue, tape measure, and any other perti-
nent material. Putting balls of yarn in another box with a lid,
punching a number of holes in the lid, and threading the yarn out
through the holes, puts a variety of colored yarns into availability
without a tangle of knots. Yet another box may be home for ribbons,
buttons, pine cones, nut cups, corks, walnut shells, and other small
objects.
Depending upon the extent to which you want to be involved in
arts and crafts, a box where large paper can he stored flat may also
prme helpful. You might purchase a package of 12x lg-inch col-
ored construction paper and store the sheets in the paper box along

41,
178 A teacher's science companion

with pieces of cardboard and packages of crepe paper. Tempera

paints, brushes, and magic markers are also useful supplies to have
on hand.
Some adults and children enjoy working with clay. Although
many fine ceramics require baking in a kiln and special glazes, there
are also simple clay crafts to make such as coil pots decorated with
tempera paint and filled with dried wild flowers. Modeling clay can be
used over and over to form and reform wild animals or zoo animals.

Taking a trip to the zoo

Give each child a lump of modeling clay. Invite the student to model
a favorite animal. Remind them that it works best to pull the legs,
arms, trunks, and head out from the lump of clay rather than making
little clay pieces and trying to stick them to the body.
Allow time for experimentation. Have magazine pictures of vari-
ous zoo animals posted so that the child or class of students can look
at them as they attempt their models.
Then make a zoo using shoe boxes, straws, and clay animals. Cut
a "window" in the lid of a shoe box, about 1 inch from the edge on
all sides.
Turn the shoebox on its side, and put the clay animal into the
shoe box. Use striped plastic straws to make bars for the cage. Cut the
straws so that they are 1 inch taller than the shoebox. Flatten the ends
of the straws and tape them at the top and bottom at 2-inch intervals
in front of the clay animal.
Put the lid back on the box and tape the lid in place. Make sev-
eral, place them in a row, and you'll have a zoo.
You, or a child close to you, may be especially interested in pho-
tography, film strip making, or video recording. Some resources are
listed at the end of this chapter that may be helpful in expanding on
these artistic hobbies.
Today we also find a lot of "wearable art." You may want to use
pens with washable inks or experiment with knots and dyes to create
a fabulous T-shirt. This can be done in celebration of completing a
hike or a camping trip and the art can depict a favorite nature scene.
If having lots of arts and crafts supplies on hand sounds disheart-
ening to you, don't despair! Many of the resources hsted require items
that can commonly be found around the house, such as egg cartons,
clothes pins, empty food containers, toothpicks, popcorn, and the
like. Teachers can send home a list of wanted materials and have fam-
ilies donate supplies. Other projects require things that can he found
 Exploring science through art 179

on a hike in the woods, such as the mobile previously described that

is made of twigs, pods, and leaves. Remember that arts and crafts can
be as simple or as complicated as you want.
Using art to communicate science learnings is an effective and in-
terdisciplinary approach to learning.

Resource books
Adventures in Art: Art and craft experiences for 7-11-year-olds. Susan
Milord. Charlotte, VT: Williamson Publishing Company, 1990. 158
pp. Contains historical information and 100 activities involving
printmaking, wearable art, portraiture, and sculpture.
Are Those Animals Real?: How museums prepare wildlife exhibits.
Judy Cutchins and Ginny Johnston. New York, NY: Morrow Ju-
nior Books, 1984. 75 pp. Gives an introduction to the methods
and materials used by museum artists.
Arts and Crafts: From things around the house. Imogene Forte.
Nashville, TN: Incentive Publications, 1983. 79 pp. Describes
easy-to-make projects such as popcorn pictures, tie-dyed T-shirts,
and a wishbone key ring.
At the Zoo. Editors of Better Homes and Gardens. Des Moines, IA:
Meredith Corp., 1989. 32 pp. Offers ideas for zoo handicrafts.
* Balloon Sculpturing for Beginners. Bruce Fife. Bellaire, TX: Java Pub-
lishing Co. 1988. (Unpaged.) Contains easy-to-follow directions
for making animals and other items from balloons.
Bats, Butterflies, and Bugs. St. Clair Adams Sullivan. Boston, MA: Lit-
tle, Brown, 1990. 79 pp. Includes instructions for making toys that
look like bats, butterflies, and bugs.
Cards. Clare Beaton. New York, NY: Warwick Press, 1990. 24 pp.
Gives step-by-step instructions for making a variety of greeting
cards.
*Child's Play: 200 instant crafts and activities for preschoolers. Leslie
Hamilton. New York, NY: Crown Publishers, 1989. (Unpaged.)
Contains a collection of crafts, games, and activities.
Clayworks: Colorful crafts around the world. Virginie Fowler. New
York, NY: Prentice-Hall Books for Young Readers, 1987. 150 pp.
Gives instructions on making clay objects from cultures both an-
cient and modern.
Colors. Philip Yenawine. New York, NY: Delacorte, 1991. 22 pp. Uses
examples to examine the element of color and how it helps to
convey feelings in art.
 180 A teacher's science companion

*Color Zoo. Lois Ehlert. New York, NY: J. B. Lippincott, 1989. 28 pp.
When placed on top of one another, the colors and shapes in this
book illustrate animal faces.
Craft Painting Fun. Carolyn Davis. Tustin, CA: Walter Foster Publish-
ing, 1991. 63 pp. Describes painting craft objects.
*Creative Egg Carton Crafts. Nancy McClure and Janis Rhodes.
Carthage, IL: Good Apple, 1991. 64 pp. Describes how to turn
egg cartons into dinosaurs and caterpillars.
Creative Food Box Crafts. Nancy Giles. Carthage, IL: Good Apple,
1991. 64 pp. Contains ideas for making simple gifts and musical
instruments for children from preschool to second grade.
Draw. Design and paint: Projects designed to foster individual expres-
sion in the visual arts. Jan Barry. Carthage, IL: Good Apple, 1990.
140 pp. Contains art projects in a fun-filled activity book format.
Draw 50 Sharks, Whales, and Other Sea Creatures. Lee J. Ames with
Warren Budd. New York, NY: Doubleday, 1989. 64 pp. Shows
how to draw sea creatures step-by-step.
Drawing. Anthony Hodge. New York, NY: Gloucester Press, 1991. 32
pp. Gives a variety of opportunities for projects on line, light and
shadow, and personal expression.
Draw Fifty Monsters, C'reeps, Superheroes, Demons, Dragons, Nerds.
Dirts, Ghouls, Giants, Vampires, Zombies. & Other Curiosa. Lee J.
Ames. New York, NY: Doubleday, 1986. 64 pp. Shows how to
draw many strange creatures.
Drawing Life in Motion. Jim Arnosky. New York, NY: Lothrop, Lee &
Shepard Books, 1984. 46 pp. Shows how to give the effect of mo-
tion in your drawings.
Free and Inexpensive Arts & Crafts to Make and Use. Nancee McClure.
Carthage, IL: Good apple, 1987. 112 pp. Contains at least 10 craft
ideas for each month of the year.
*Handicrafts. Rosie Wermert. New York, NY: Random House, 1989. 32
pp. Contains 20 fun and easy projects you can make by tracing
your hand.
* Hand-Shaped Gifts: Handmade gifts from little fingem. Diane Ronica.
Carthage, IL: Good Apple, 1991. 138 pp. Consists of crafts for chil-
dren from preschool through fourth grade using hands as the ba-
sis for crafts.
Holiday Patterns. Jean Warren. Everett, WA: Warren Publishing, 1991.
237 pp. Contains a guide to a variety of handicrafts including pa-
per work and decorations.
How to Draw Zoo Animals. Jocelyn Schrieber. Mahwah, NJ: Watermill
Press, 1988. 32 pp. Suggests different drawing techniques.

4n
I
 Exploring science through art 18;

How to Make Your Own Video. Perry Schwartz. Minneapolis, MN:

Lerner Publications Co., 1991. 72 pp. Tells how to use a cam-
corder and make home videos.
I Like Painting. Melanie and Chris Rice. New York, NY: Warwick
Press, 1989. 44 pp. Provides an introduction to painting.
*Kids Create: Arts and crafts experiences for 3-to-9-year-olds. Laurie
Carlson. Charlotte, VT: Williamson Publishing Company, 1990.
158 pp. Contains easy-to-follow instructions for 150 different craft
activities.
Kidvid: Fun-damentals of video instruction. Kaye Black. Tucson, AZ:
Zephyr Press, 1989. 96 pp. Shows children in nine lessons the ba-
si-s of video production.
Lines. Philip Yenawine. New York, NY: Delacorte, 1991. 22 pp. Iso-
lates the element of lines and examines how lines are central to
art.
Make Your Own Animated Movies and Videotapes: Film and video
techniques from the yellow ball workshop. Yvonne Anderson.
Boston, MA: Little, Brown, 1991. 176 pp. Contains instructions for
making animated movies, operating a camera, and synchronizing
sound.
Making Toys and Gifts. Stthn Lemke. Chicago, IL: Childrens Press,
1991. 80 pp. Gives instructions for many projects for kids who are
age 8 or older.
Masks. Clare Beston. New York, NY: Warwick Press. 1990. 24 pp.
Gives instructions in how to make masks.
Meet Matisse. Nelly Munthe. Boston, MA: Little, Brown, 1983. 45 pp.
Provides an introduction to cut-outs with instructions for several
different techniques.
More Dinosaurs! And Other Prehistoric Beasts: A drawing book.
Michael Emberley. Boston, MA: Little, Brown, 1983. 58 pp. Shows
how to draw dinosaurs.
More than Sixty Projects for Kids. Pat Roberts. Scotts Valley, CA: Mark
Publishing, 1991. (Unpaged.) Contains a guide kr parents/teach-
ers to assist kids in making 60 projects.
My Camera: At the zoo. Janet Perry Marshall. Boston, MA: Little,
Brown, 1989. 30 pp. Offers a crazy look at animals, first seen
askew, and then clearly through a camera lens.
My First Camera Book. Anne Kostick. New York, NY: Workman Pub.,
1989. 51 pp. Gives tips for taking pictures, making postcards, and
so on, through a story of how Teddy Bear Bialosky shares.
Nature in Art. Anthea Peppin. Brookfield, CT: Millbrook Press, 1992.
48 pp. Shows different techniques used by artists to depict nature.
182 A teacher's science companion

Painting. Anthony Hodge. New York, T(:-Gloucester Press, 1991. 32

pp. Describes painting techniques/and explores portraiture, still
life, landscapes, and surrealism.
Paper. Erica Burt. Vero Beach, FL: Rourke Enterprises, 1990. 32 pp.
Gives instructions for projects using paper or cardboard and fold-
ing, curling, cutting, or tearing.
Photography. David Cumming. Austin, TX: Steck-Vaughn Library,
1989. 48 pp. Gives an overview of British and American photog-
raphy as art and discusses photography as a career.
Photography. Duncan Fraser. New York, NY: Bookwright Press, 1987.
32 pp. Tells how cameras were invented, their history, and how
to choose a camera.
Photography: Take your best shot. Terri Morgan and Shmuel Thaker.
Minneapolis, MN: Lerner Publications Co., 1991. 72 pp. Gives
practical techniques for photography and discusses dark-room
skills.
Playing with Plasticine. Barbara Reid. New York, NY: Morrow Junior
Books, 1988. 95 pp. Explains how to turn plasticine into flat pic-
tures and three-dimensional objects.
Projects for Autumn and Holiday Activities. Joan Jones. Ada, OK:
Garrett Educational Corp., 1989. 31 pp. Contains autumn arts and
crafts projects.
See-Through Zoo, The: How glass animals are made. Suzanne Hal-
dane. New York, NY: Pantheon Books, 1984. 37 pp. Gives an in-
troduction to glass art.
Shapes. Phitip Yenawine. New York, NY: Delacorte, 1991. 22 pp. Iso-
lates shape as an aspect of art, and explains the visual ideas that
can be conveyed by use of shapes.
Sketching Outdoors in autumn. Jim Arnosky. New York, NY: Lothrop,
Lee & Shepard Books, 1988. 48 pp. Contains ideas for outdoor
Fall sketching.
Television and Video. Ian Graham. New York, NY: Gloucester Press,
1991. 32 pp. Tells how TV and various pieces of video equipment
work.
Terrific Paper Thys. Elmer Richard Churchill. New York, NY: Sterling
Publishing Co., 1991. 128 pp. Tells how to make items from pa-
per such as toys, hats, puppets, and flowers.
Things to Do. Editors of Time-Life Books. Alexandria, VA: Time-Life
Books, 1989. 87 pp. Contains projects to make such as seashell
mobiles, paper airplanes, peanut puppets, and other fun items in
a question/answer format.
 Exploring science through art 183

Time Out Together A month-by-month guide to activities to enjoy with

your children Jan Brennan Little Rock, AS August House Pub-
lishers, 1990. 173 pp. Co! -3.ins creative activities.
*Treasured Time with Your Todler: A monthly guide to activities. Jan
Brennan. Little Rock, AS: August House Publishers, 1991. 189 pp.
Contains a variety of creative activities.
You Can Make It! You Can Do It! One hundred one E-Z holiday craft-
activities for children. Ann Peaslee and Julien Kille. Union City,
CA: Heian International, 1990. 128 pp. Explains how to make a va-
riety of holiday decorations, crafts, and includes creative activities.
VC/Zs. Carolyn E. Cooper. New York, NY: Franklin Watts, 1987. 96 pp.
Explains how to use video tape and VCR's with instructions for
audio dubbing.
Wood. Graham Carrick. Vero Beach, FL: Rourke Enterprises, 1990. 32
pp. Explains a variety of projects made by constructing or carving
with wood.

Other resources
These magazines might prove useful to consult for craft ideas: C'rafts 'N
Things, American Craft, Ceramics Monthly, Art News, and School Arts.

Ansel Adams, Photographer Beverly Hills, CA: Filmamerica, Inc., 1981.

1 videocassette, 60 minutes. Ansel Adams, 20th century photog-
rapher, discusses his work and demonstrates techniques.
Art and Indian Children of the Dakotas: An introducticn to art and
other ideas. Arthur Aniotte. For sale from the Superintendent of
Documents, US GPO, 1982, Book 5. U.S. Department of the Inte-
rior, Bureau of Indian Affairs, Aberdeen Area Office. Aberdeen, SD.
Big A. The: Getting ideas. Lincoln, NE: Great Plains National Instruc-
tional Television Library, 1987. videocassette, 15 minutes. In-
!

cludes a visit to the zoo to draw animals and a visit to see a

sculptor and a painter to learn how artists get ideas.
E-Z Bread Dough Sculpture. Torrance, CA: Morris Video, 1988. 1 video-
cassette, 20 minutes. My Fun Pack #416. For ages 4-8, shows bread
dough craft.
Making Playthings (VI'S CU 512). Los Angeles, CA: Concord Video,
1985. 1 videocassette, 60 minutes. Shows how to make playthings
for kids.

n.
184 A teacher's science companion

Media Magic: Filmstrip making "center-in-a-box."Tucson, AZ: Zephyr

Press, 1982. A kit that contains a poster, 50 feet of reusable film,
12 slide mounts, and 8 colored pens so that children can make
their own filmstrips and slides.
Painting without a Brush. Julie Abowitt. Torrance, CA: Morris Video,
1988. 1 videocassette, 20 minutes. For ages 8, shows how to
paint with string, sponges, and other objects.

u
 4
Exploring science
in the libraty
Exploring science throl igh using the libraries in your area can be ex-
citing for you and your curious child or class of students. Depending
on the age of the children involved and your location, you may have
several areas to explore: your public library, a school library, special
libraries such as historical libraries, and college or university libraries.
Thanks to the advances in computerizing information and it's avail-
ability through networking systems, you may be able to access the
holdings of libraries far distant from you.

185
21.'1 .1_
186 A teacher's science companion

Learning library skills is much like developing any other skills.

You need to ask questions, gain knowledge, and try out what you've
learned. Because libraries have undergone so much change in recent
years, many adults are learning new library skills at the same time
that children are learning them.
One part of learning to use a library is to familiarize yourself with
the print holdings. These consist of fiction and nonfiction, reference
materials, magazines, and vertical files. Most librarians would be
pleased to show you and a child or a group of students around the li-
brary and help you feel comfortable there. If you don't have a library
card, they will give :tou application forms and help you become a
fully certified user!
Although you can check out materials for a special child on your
adult library card or may he able to check out a collection of books
on a teacher's card, getting chiklren library cards of their own is a
good idea. It is an important step in making the child an independent
library user with responsibilities for the care and return of books.
Often the library's fiction holdings are simply housed alphabeti-
cally by author. Your special child may have "favorite" authors al-
ready. You can find that section of the shelf and check out a new
book by that author or an old favorite to read again and enjoy.
Sometimes the child knows the name of a book hut can't re-
member who wrote it. This is a good way to introduce the child to a
computerized card catalog. Although it may be faster and simpler for
the adult to f:riter the information, if the child is old enough, the adult
can add a great deal to the child's skills in independent learning by
letting the child enter the data him- or herself.
Each library system is different, but usually the computerized cat-
alog will have a screen displayed that asks you to indicate whether
you want to search for information by title, author, or topic. Once you
make that choice, you type in needed information, and the computer
screen will show a listing of holdings with call numbers so that you
can locate a particular book. Sometimes a second screen shows more
detailed information about a book, including the publisher, copyright
date, number of pages, and perhaps a brief description.
If your local library has not computerized its holdings, you will be
able to assist the child by using the card catalogue which has card
sections alphabetically by title and by author.
Building this skill of locating a favorite title or author in the card
catalogue or on the computer gives the child confidence in his or her
ability to effectively use the library.

,
 Exploring science in the library 187

For the older child, the library is an excellent place for learning
independent research skills. Perhaps there is a school assignment in
which the child needs to write a "report." Perhaps in Scouts the child
has been asked to investigate a topic. Maybe something on the tele-
vision news or an article in the newspaper has suggested a subject
that the child wants to investigate further. The child may have seen a
bug, bird, or butterfly and want to know what type it was. Any of
these events may suggest that an exploration to the library is i 1 order
to investigate its nonfiction holdings.
Whether the child is preparing a written report or simply satisfy-
ing his or her curiosity, it's a good idea to begin the habit of using a
notebook. Jotting down the title, author, call number, and pages con-
sulted will make it easy to find the information again, if needed.
Narrowing a topic and doing a materials search are learned skills,
and the earlier a child begins developing these skills, the better. For
example, if your child is a fourth grader and is asked to prepare a re-
port on marine life, simply typing in "oceans" as the descriptor for a
computer word search may yield a huge number of books. Typing
"killer whale juvenile" may greatly !,horten the list to a more appro-
priate number.
Many libraries use the Dewey Decimal Classification System. Al-
though it is not necessary to learn the complete set of numbers,
knowing the general classifications can be very useful.

Dewey decimal
classification system
General Works 000-099
Philosophy 100-199
Rel igion 200-299
Social Studies 300-399
Language 400-499
Pure Science 500-599
Technology 600-699
The Arts 700-799
Literature 800-899
History 900-999
Biography 13

Fiction FIG
Other libraries use the Library of Congress Classification. This is
an alphabetical rather than a numerical system. For example: A =
 188 A teacher's science companion

General Works; B = Philosophy, Religion; C = History and auxiliary

sciences. If your library uses this system, you will want to help your
child become familiar with it.
Depending on the topic, there are useful specialized dictionaries
and encyclopedias. A few examples o;* specialized advanced refer-
ence books that can be vt Ty helpful when researching a specific topic
are: Dictionary of American History, What People Wore: A Visual His-
tory of Dress from Ancient Times to Twentieth-Century America; The
New World Encyclopedia of Cooking; The Encyclopedia of Literary
Characters; The Encyclopedia of Sports; and The Milton Cross New En-
cyclopedia of the Great Composers & Their Music. Your librarian can
tell you if there is a special index of magazines on your topic such as
the Art Index or National Geographic Index.
If a child is interested in some aspect of local history, you may
want to consult your library's newspaper section. Once a newspaper
is no longer current, the pages are copied on microfilm and stored in
that form. Your curious child will need to learn how to access past is-
sues and to find out if the paper provides an index by subject for
each year. The New York Times is available from 1851 to the present
on microfilm. It has an excellent index to help you find specific in-
formation.
Advanced students way also need to learn more about accessing
government documents, skimming through abstracts, or finding ma-
terials in collections such as Familiar Quotations. There are special-
ized Almanacs and Yearbook, Biographies, and Geographical sources.
Other reference materials can be helpful too. Rather than copy
out a section from an encyclopedia and rewrite it in one's own words.
a child 1, ,ay find more exciting and useful material in a current mag-
azine such as Oceans, Sea Fro. .2rs, or Sea Secrets. Each library has
its own system for identifying magazines and periodicals with back is-
sues circulating more freely than current issues. Your child may need
to use a Reader's Guide to Periodical Literature or a computer pro-
gram such as Un Cover to locate appropriate magazines.
Your librarian may also have a vertical file of clippings and pam-
phlets on some topics of general interest that you can use. If your li-
brary does not have the information you need, the librarian can help
you request it through an interlibrary loan.
Most libraries also house nonprint materials such as video and
cassette tapes. These may be recordings of favorite hooks, popular
9g
movies, and documentaries and nature shows. One or more of these
might provide information on a topic of interest.
 Exploring science in the library 189

Making a library treasure hunt

map: Step one
Once you have reviewed all aspects of the library with your child,
why not plan a "treasure hunt" in three steps to check on your curi-
ous child's progress in learning to make the most of a library?
Step one involves the treasure map. Prepare a floor plan map of
your most frequently used local library. Ask your child to put the nu-
meral of the items listed below in the correct location on the floor
plan.
1 Card catalog (or computer access catalog)
2 Periodicals
3 Vertical or pamphlet files
4 Fiction
5 Biography
6 Special reference sections
7 Nonprint materials
8 Rest rooms and drinking fountain
9 Copy machines
When you feel your child is familiar enough with the local library
and it's contents, quiz him or her on more detailed components of the
libra ry.

giving a library
treasure hunt quiz: Step two
Step two is a check for understanding of the Dewey Decimal Classi-
fication System that many libraries use. This short quiz will help as-
sess your curious child's familiarity with it.
In what numbered section would you browse for books on the
following topics:
Sculpture? Ans. 700's
I listory of the United States? Ans. 900's
A hook on General Grant? Ans. B
A chemistry hook? Ans. 500's
A collection of poetry? Ans. 800's
Lastly, set up a fun treasure hunt game at the library, taking in all
the information and details learned by the child with an ultimate trea-
sure hidden amongst the stacks!
190 A teacher's science companion

Finding a library treasure:

Step three
Now you're ready for the final phase of the library treasure hunt. You
can pick any books you wish for this final step, including your "trea-
sure" tucked in the page of the final book.
Using the card catalogue or the computerized listing of books,
ask your special child to locate a book by author or title.
You may substitute any books that you wish, but here is an ex-
ample of how to do it:
1 Find any book written by Beverly Cleary.
2 Find a copy of Ranger Rick Magazine.
3 Find a °Dry of A Wrinkle in Time.
4 Find a book of poetry by Shel Silverstein.
5 Find a nonfiction book about whales.
The prize might be a ribbon attached to a small paper treasure
chest with the child's name written on it and the words "I know how
to find treasures in the library!" This can be tucked in the final book
you include in the above treasure hunt.
Finding the information is only part of the independent research
process. Often the child will want to share the information learned
with others. Then it is necessary to decide on a format, organization,
ar.d presentation. Many of the references that follow will help a child
make decisions about the sharing of information. Since a good library
puts so much information at the child's disposal, your exploration here
is tremendously important and deserves special care and attention.
Another chapter of this book that might be of interest while you
are doing your library exploration is Chapter 12 "Exploring Science
through Writing."

Resource books
Activities Almanac: Daily ideas for library media lessons. H. Thomas
Walker and Paula K. Montgomery (Editors). Santa Barbara, CA:
ABC-CLIO, 1990. 283 pp. Contains ideals coNlpiled from a
monthly column of School Library Media Activities.
*Armando Asked, "Why?"Jay Hulbert and Sid Kantor. Milwaukee, MN:
Raintree Childrens Books, 1990. 23 pp. Tells a story of how a fam-
ily is too busy to take their child to the library, hut after being in-
troduced to the librarian, he is able to find the books he wants.
 Exploring science in the library 191

Basic Library Skills (2nd ed ) Carolyn Wolf and Richard Wolf. Jeffer-
son, NC. McFarland, 1986. 141 pp. Provides an orientation to the
library
Basic Media Skills through Games. Irene Wood Bell and Jeanne E.
Weickert. Littleton, CO: Libraries Unlimited, 1985. 2 volumes.
Contains games to teach library skills.
Books and Libraries. Jack Knowlton. New York, NY: HarperCollins,
1991. 36 pp. Gives a history of books and libraries.
Brainstorms and Blueprints: Teaching library research as a thinking
process. Barbara K. Stripling and Judy M. Pitts. Littleton, CO: Li-
braries Unlimited, 1988. 181 pp. Provides useful reinforcement of
library skills for secondary students.
Check It Out! The book about libraries. Gail Gibbons. San Diego, CA:
Harcourt Brace Jovanovich, 1985. 32 pp. Offers an introduction to
libraries.
Choose, Use, Enjqy, Share: Library media skills for the gilled child.
Phyllis B. Leonard. Littleton, CO: Libraries Unlimited, 1985. 153
pp. Contains information skills.
Clara and the Bookwagon. Nancy Smiler Levinson. New York, NY:
Harper & Row, 1988. 64 pp. Tells a story of how a horse drawn
book wagon visits a farm with the first traveling library.
Day in the Life of a Librarian, A. David Paige. Mahwah, NJ: Troll As-
sociates, 1985. 32 pp. Follows a typical day of the chief librarian
in an Illinois public library.
Developing Library Skills. Ester Lakritz. Carthage, IL: Good Apple,
1989. 108 pp. Consists of an activity book on library skills for stu-
dents in grades 4-8.
Dewey Dynamite. Sherry R. Crow. Book Lore (distributed by ECS
Learning Systems, Inc.), 1987. San Antonio, TX: 32 pp. Presents
research skills activities for each Dewey discipline for individuals
or groups of children in grades 3-6.
Educating the Public Library User. Compiled and edited by John
Lubans, Jr. Chicago, IL: American Library Assn., 1983. 145 pp. Of-
fers information ahout usng public libraries.
Find It Fast: How to uncover expert information on any subject.
Robert I. Berkman. New York, NY: Perennial Library, 1990. 330
pp. Tells how to find library information.
Find It! The inside story at your library. Claire McInerney. Minneapo-
lis, MN: Lerner Publications Co., 1989. 55 pp. Describes the re-
sources to be found in a library and tells how to use them.
Fire! The library is hurling. Barry D. Cytron. Minneapolis, MN: Lerner
Publications Co., 1988. 56 pp. Describes the 1966 fire at the li-
 192 A teacher's science companion

brary of the Jewish Theological Society in New York City and the
rescue operation in which neighbors and the city took part
*First Research Projects. Nancy Polette Book Lore (distributed by ECS
Learning Systems, Inc.), 1984. San Antonio, TX: 32 pp. Contains
beginning research projects for students in grades K-3.
Guide to Independent Research. A. Phyllis J. Perry (Editor). Mobile,
AL: GCT Publications, 1990. 66 pp. Explains how to use the tools
of library research.
Guide to the Use of Libraries and Information Sources. Jean Key
Gates. New York, NY: McGraw-Hill, 1983. 338 pp. Offers a guide
on how to use books and libraries.
Help Is on the Way forLibrary Skills. Marilyn Berry. Chicago, IL:
Childrens Press, 1985. 46 pp. Provides an orientation to library
skills.
Help Is on the Way forWritten Reports. Marilyn Berry. Chicago, IL:
Childrens Press, 1%4. 44 pp. Shows the steps in writing a report
including how to do library research.
Holidays: Lessons and activities for library media centers. H. Thomas
Walker and Paula K. Montgomery (Editors). Santa Barbara, CA:
ABC-CLIO, 1990. 285 pp. Contains selected activities that were
published in School Library monthly magazine.
Hooked on Independent Study! A programmed approach to library
skills for grades 3 through 8. Marguerite Lewis. West Nyack, NY:
Center for Applied Research in Education, 1990. 248 pp. Provides
detailed library skills.
Hooked on Research! Ready-to-use projects & crosswords for practice
in basic library skills. Marguerite Lewis. West Nyack, NY: Center
for Applied Research in Education, 1984. 252 pp. Contains ideas
for teaching library skills.
How to Become an Expert: Discover, research, and build a prwect in
your chosen field. Maurice Gibbons. Tucson, AZ: Zephyr Press,
1991. 136 pp. Consists of a step-by-step guide on investigating
problems with reproducible pages.
How to Write a Great School Report. Elizabeth James. New York, NY:
Lothrop, Lee & Shepard Books, 1983. 79 pp. Tells how to choose
a topic, find information in the library, write, and revise.
thn Be a Librarian. Carol Green. Chicago, IL: Childrens Press, 1988.
29 pp. Describes different types of libraries and the work of li-
brarians.
Know It All: Resource book lbr kids, The. Patricia R. Peterson. Tucson,
AZ: Zephyr Press, 1989. 144 pp. Provides a valuable resource to

2
 Exploring science in the library 193

improve independent learning skills, used much like a dictionary,

with simple definition, example, and/or illustration
Let's Go to the Library Lisl Weil New York, NY Holiday House, 1992
32 pp. Gives a brief history of libraries and describes what goes
on in a library.
Let's Visit a Printing Plant. Catherine O'Neill. Mahwah, NJ: Troll As-
sociates, 1988. 32 pp. Explains the processes that produce books
that are shipped to stores, schools, and libraries.
*Librarians A to Z. Jean Johnson. New York, NY: Walker and Com-
pany, 1988. 48 pp. Uses the letters of the alphabet to introduce
the w, rk of librarians.
Librario. Patricia Fujimoto. Chicago, IL: Childrens Press, 1984. 47 pp.
Explains how to use libraries.
Library Media Skills: Strategies for instructing primary students. Alice
R. Seaver. Littleton, CO: Libraries Unlimited, 1991. 147 pp. Con-
tains resources for teaching information skills.
Library: Your teammate. Philly Murtha, Mankato, MN: Creative Edu-
cation, 1985. 32 pp. Offers a teenage orientation to the library.
*Mostly at the Library. Ruth Shaw Radlaver. New York, NY: Simon &
Schuster Books for Young Readers, 1988. 32 pp. Tells a story of
how a 4-year-old and father check out 10 books from the library.
*Once Inside the Library. Barbara A. Huff. Boston, MA: Little, Brown,
1990. 32 pp. Tells a story of the joys of books and reading.
On Line Searching in the Curriculum: A teaching guide for library/
media specialists and teachers. Beverly Hunter and Erica K.
Lodish. Santa Barbara, CA: ABC-CLIO, 1989. 219 pp. Tells how to
do on-line library searches.
Ready for Reference: Media skills for intermediate students. Barbara
Bradley Zlotnick. Littleton, CO: Libraries Unlimited, 1984. 274 pp.
Offers an introduction to reference skills.
Ready-to-use Library Skills Games: Reproducible activities for building
location and literature skills. Ruth V. Snoddon. West Nyack. NY:
Center for Applied Research in Education, 1987. 185 pp. Teaches
the reader games to teach library skills.
Reference Puzzles and Word Gaines for Grades 7-12. Carol Small-
wood. Jefferson, NC: McFarland, 1991. 190 pp. Contains a list of
library activities.
Research Book of the Fifty States, The. Nancy Polette. Book Lore (dis-
tributed by ECS Learning Systems, Inc.), 1991. San Antonio, TX:
32 pp. Offers research activities for students in grades 4-7 that
can be applied to any state.
194 Pt teacher's science companion

Research Made Easy A guide for students and writers Robert D

Matzen New York, NY. Bantam Books, 1987 248 pp Provides an
introduction to doing library research
Savvy Student's Guide to Library Research. Judith M. Pask and Robert
J. Kovac. West Lafayette, IN: Purdue University, 1990. 84 pp.
Gives an orientation to the library for college students.
School Library Program in the Curriculum, The. Selected by Ken Hay-
cock. Littleton, CO: Libraries Unlimited, 1990. 169 pp. Contains
selected articles.
Search: A research guide for science fairs and independent study.
Connie Wolfe. Tucson, AZ: Zephyr Press, 1988. 94 pp. Simplifies
organization of research.
So You Have to Write a Term Paper! Nancy Everhart. New York, NY:
Franklin Watts, 1987. 124 pp. Explains term paper writing through
the steps of library research, note taking, making a rough draft,
and editing.
Tall Tale Research Book, The. Virginia Mealy. Book Lore (distributed
by ECS Learning Systems. Inc.), 1983. San Antonio, TX: 32 pp. Of-
fers an introduction to reference tools for students in grades 4-7
using the tall tale theme.
Teaching Library Media Skills: An instructional program for elemen-
tary and middle school students. H. Thomas Walker and Paula
Kay Montgomery. Littleton, CO: Libraries Unlimited, 1983. 207
pp. A guide to teaching media skills.
Tracking the Facts: How to develop research skills. Claire McInerney.
Minneapolis, MN: Lerner Publications Co., 1990. 64 pp. Explains
how to do public library computer searches.
*Visit to the Library, A. Sylvia Root Tester. Chicago, IL: Childrens Press,
1985. 31 pp. Tells of how a group visits the library to see a pup-
pet show, hear a story, and check out books.
What You Need to Know about Developing Study Skills, Mking Notes
and Tests. Using Dictionaries, and Libraries. Marcia J. Coman and
Kathy L. Heavers. Lincolnwood, IL: National Textbook Co., 1991.
91 pp. Discusses ways to develop study skills.
Wbrd for Word I. Susan Hovis and Bonnie Domin. Tucson, AX:
Zephyr Press, 1988. 80 pp. Contains 10 units of activities that
combine creative thinking and research skills.
Word for Word II. Susan Hovis and Bonnie Domin. Tucson, AZ:
Zephyr Press, 1990. 80 pp. Contains 10 units of activities that
combine creative thinking and research skills.
Young Writer's Handbook, Me. Susan J. Tchudi. New York, NY: Scrib-
ner, 1984. 156 pp. Discusses how to write reports and edit.

,
 Exploring science in the library 195

Other resources
How My Ltbrag Grew by Dinah Bronx, NY H W Wilson, 1990 1
videocassette. Neither Dinah nor her teddy bear have ever visited
a library before until one is built down the street.
How to Use the Librag. Mark Schaeffer. Bronx, NY: H. W. Wilson,
1989. 1 videocassette, 20 minutes. Explains basic research and
how to use the periodical index.

r,
.r.: 1
 Glossa
add Any one of a class of substances that is sour in taste, solu-
ble in water, and will redden litmus.
aerate To combine or charge with gas.
aerodynamics The branch of dynamics that deals with the mo-
tion of air and other gases and the forces acting on bodies that move
through the air.
altitude The vertical elevation of an object above a given level,
such as sea level.
aluminum sulfate A colorless salt made by treating bauxite
with sulfuric acid, commonly used for such things as purifying water
or sizing paper.
aquarium A tank of water in which living aquatic plants and an-
imals are kept.
astronomy The science that deals with celestial bodies such as
the moon, planets, and stars.
azimuth An arc of the horizon measured clockwise between a
fixed point on the horizon and the vertical circle passing through the
center of an object.
baffle A circular, domed plate that hangs loosely above a bird
feeder, preventing squirrels from getting to the seeds in the feeder.
barometer An instrument used to measure the weight or force
of air distributed over the surface of the earth.
base A compound, such as lime or ammonia, that reacts with
acids to form salts.
Big Dipper A constellation of stars, called Ursa Major, that re-
sembles a drinking cup with a long handle.

196
 Glossary 97

bleaching Making white or lighter in color

botany The science that deals with plant life
calcite Calcium carbonate that is crystallized in hexagonal form.
call numbers The numbers assigned by an established system
to books in a library collection so that they can be located on the
shelves.
card catalogue A catalogue, with information entered on cards
that contain data about the title, author, and subject for all the hold-
ings in a library collection.
carnivorous Meat-eating. The naroe given to designate those
plants and animals that eat flesh.
cartography The art of making charts or n laps.
Cassiopeia A constellation of stars found not far from Polaris
that looks like a "W" in the sky.
chemical reaction The result or change made by combining
two or more chemicals.
chemistry The science that deals with the composition of sub-
stances and the changes that they undergo.
chlorophyll The green coloring visible in leaves.
classify To organize by some established system.
climate The average condition of the weather in a place over a
period of years, including information such as temperature and rainfall.
comet A luminous heavenly body, usually with a long tail, fol-
lov.ing an orbit around the sun.
compass A device for determining directions by means of a
magnetic needle swinging on a free pivot and pointing to magnetic
north.
conduction Transmitting heat or electricity by means of a con-
ductor.
conductor A substance capable of transmitting electricity or
heat.
constellation Any one of a nunther of groups of fixed stars.
crystals Bodies fbrmed by chemical elements or compounds so-
lidifying so that they have symmetrically arranged plane surfaces.

1
-1..0
198 Glossary

cyclometer An instrument for recording the revolutions of a bi-

cycle wheel to measure the distance traveled.
Cygnus Group One of a number of fixed star constellations,
which includes the bright s;ar, Deneb, and which looks like a swan
with outspread wings.
declination The angle that the magnetic compass needle makes
with the geographical meridian.
dense Compact or having its parts tightly packed together.
density The quantity of anything per unit of volume
Dewey Decimal Classification System A system used by li-
braries to group their holdings into large general and then more spe-
cific categories.
Dipper Group The constellations of fixed stars that contain
both the Big and Little Dippers.
Draco Group The constellation of fixed stars that resemble the
shape of a dragon in the sky.
drainage layer Often a layer of gravel placed beneath the soil in
which there is a plant to allow water to drain away from the roots.
electricity One of the fundamental quantities in nature consist-
ing of elernentary particles called electrons and protons that gives rise
to a field of force.
emulsion An oily mass in suspension in a watery liquid.
energy Power, efficiently and forcibly exerted, capable of per-
forming work.
ethology The study of animal behaviors.
fossil Any trace of a plant or animal from past geological ages
that has been preserved.
friction The resistance of motion between two bodies in contact.
geography The collective, natural feature of an area.
geology The science that studies the history of the earth and its
life, especially as recorded in rocks.
gravitation The phenomenon that two material bodies, if free to
move, will he accelerated toward each other.
 Glossary 199

hAitat The natural location where a plant or animal normally

lives
hand lens A magnifying glass that is held in the hand.
hardness test A test that determines the hardness of a substance
by its ability to scratch the surface of another substance.
hydroponics The growing of plants with roots in a solution in-
stead of in soil.
illusion A misleading image presented to the vision.
International Date Line The 180th meridian, which marks the
point where one day ends and another begins.
ion An electrically charged atom or group of atoms.
kindling temperature The temperature at which a substance
will ignite and burn.
latitude The angular distance on a meridian measured in de-
grees north and south from the equator.
light The essential condition of vision, the opposite of darkness,
the emanation from a light-giving body.
Little Dipper A constellation of fixed stars, called Ursa Minor, lo-
cated near the Big Dipper, and resembling a cup with a long handle.
longitude The portion of the equator, intersected between the
meridian of a given place and the prime meridian, expressed in degrees.
lunar eclipse The shrouding of light caused by the moon's en-
tering the earth's shadow. A lunar eclipse occurs when the earth is
between the moon and the sun.
lune A three-line poem that contains three words in lines 1 and
3 and five words in line 2.
magnesium sulfate A compound of magnesium, sulfur, and
oxygen, known as Epsom salts.
magnetic north The direction indicated by the north seeking
pole of the horizontal magnetic needle.
magnetism A property of the molecules of certain substances,
such as iron, that can attract other nonmagnetic substances.
meridian The highest point attained by a heavenly body.
200 Glossary

meteor A celestial body that enters the earth's atmosphere with

great speed, light, and heat generated by the resistance of the air.
meteorite A stony or metallic body that has fallen to earth from
outer space.
mineral Any chemical element or compound occurring natu-
rally as a product of inorganic processes.
nerve cell A small mass of protoplasm making up the bands of
tissue that connect parts of the nervous system with other organs and
conducts impulses.
new moon The phase of the moon when its dark side is facing
the earth. In this phase, the moon will appear invisible or as a thin.
curved sliver.
northern lights Ionization of atmospheric atoms due to activity
of the sun, producing a luminous phenomenon consisting of stream-
ers of light in the sky. The northern lights are best seen in polar re-
gions at night. Also called the aurora borealis.
odometer An instrument that measures distance traveled.
optics The science dealing with light; its genesis and propaga-
tion, the effects it suffers and produces, and other phenomena such
as vision.
Orion Group A constellation of fixed stars resembling a hunter
wearing a belt and followed by a dog.
oxidation The state of being oxidized.
oxidize To combine with oxygen.
oxygen An element occurring in the atmosphere as an odorless.
tasteless, colorless gas.
paleontology The science that deals with the life of past geo-
logical periods.
Pegasus Group A constellation of fixed stars that resembles a
winged horse.
physics The branch of knowledge that deals with the physical
world and its phenomena.
planetarium A facility using projections On a ceiling t( I display
the movements of celestial bodies.

04
J. C)
 Glossary 201

Polar Group The constellation of stars around the Pole Star or

North Star
Polaris The name given to the north star, found in the constel-
lation known as the Little Dipper
prime meridian An imaginary vertical line that runs from the
north to the south poles, and from which degrees of longitude are
measured. The commonly accepted prime meridian is Greenwich,
England.
protractor An instrument used for measuring angles on paper.
radio waves The transmission and reception of signals by
means of electrical waves without a connecting wire.
radium An intensely radioactive metallic element.
radius The distance from the center of a circle to the outside
edge.
reaction A chemical transformation or change.
receptors A group of cells that receive stimuli.
reflection The return of light or sound waves from surfaces.
refraction The deflection of light from a straight path in passing
from one medium to another.
salinity The degree of saltiness.
satellite An attendant body, revolving around a larger one.
Scorpio Group A constellation of fixed stars that resembles a
scorpion in the sky.
sense organs An organ specialized to receive certain stimuli.
silver sdllide A combination of silver and sulfur commonly
called "tarnish' or the dark stain that appears on silverware.
spatial Pertaining to space.
specimen A sample, or one of a number, designed to show
something about the quality of the whole.
spore A reproductive body pniduced by plants.
stalactite A deposit of calduni carbonate hanging from the niof
or sides of a cave.
202 Glossary

stalagmite A deposit of calcium carbonate formed on the floor

of a cave.
stimulus Any agent or environmental change capable of influ-
encing the activity of living protoplasm. Plural stimuli.
suet feeder A bird feeder where pieces of suet, or fat, are placed
for birds to eat.
sun dial An instrument to show the time of day by the shadow
of its style, or gnomon.
terrarium An enclosure with earth for keeping or raising plants
or animals indoors.
topography The configuration of a surface, including such fea-
tures as its relief, and the position of streams and lakes.
transpiration The giving off of vapor from the surface of green
plants.
true north The direction of the north pole from anywhere on
earth.
vivarium An enclosure for keeping or raising plants or animals
indoors.
volume Space that is occupied and measured by cubic units.
zenith The point of the heavens that is directly above the observer.
 Index
A fern prints, 176
AAAS. 39 footprint casts, 63
acids vs. bases. 2-4 imaginary-island mapping, 110-111, 111
color change experiment. 2-3 mobiles from natural objects, 173-174
invisible ink experiment, 3-4. 3 paper airplanes, 176-177
acrostic poems, 160 photography to capture nature, 34-35,
aerodynamics, paper airplanes and 178
aerodynamics, 176-1-'1 resources for teaching artistic skills. 179-
Aims Education Foundation, 39 184
air pressure and the 'obedient straw" shadow portraits, 177
experiment. 19 shell garden, 175, 175
airplanes, paper airplanes and sketching and drawing, 172-173, 173
aerodynamics, 176-177 snack-food sculpture, 7-8, 8
altitude, 91 supplies and storage of supplies, 177-
American Geological Institute, 39 179
American Institute of Biological Sciences, 'r-shirt art, 178
39 astronomy, xv, 90-103
American Nature Study Society, 40 altitude and azimuth, 91
aquariums, 128-129 Big Dipper location, 91
salt water aquariums, 136-138 camping/fishing trips and astronomical
aquatic life (see also oceanography), xvi, observation, 112-113
123-132 color of the sky and refraction, 94
aquariums, 128-129 constellations
salt water aquariums, 136-138 myths and legends, 113
collecting aquatic life, 123-124 observing and naming the
containers for holding aquatic life, 123- constellations, 95
124 projecting constellations, 95-)6, 96
fish, 126 discussion questions, 91
microscopic study of aquatic life, 126- horizon and zenith, 91
127, 127 mapping the stars, 92
plants. 127-129 moon observation
transpiration, 128 phases of the moon, 93-94
pond specimens, 124-125, 125 lunar eclipses, 94
rest turces for teaching about aquatic life, planets
129-132. 139-148 observing the planets. 94
shell collection, shell garden, 175. 175 modeling the planets, 95
snails, 126 related sciences, 96
snail-shell collection, 127, 128 resources for teaching astronomy, 97-
tadpoles, 126 103
trar,piration in aquatic plants. 128 shadow board and orientation, 91-92
artiste skills, xv, 172-184 star box planetariutn, 93
bctokmarks with leaf design, 174, 174 star trails and timect-exPosure
clay modeling zoo animals, 178 photographs, 96
"combination-animal" drawing, 62, 62 sundial construction, 92-93

203 21 0-

3FP ;.:OPY AVAILABLE

204 Index

avocado seed sprouting, 42-43, 42 soil differences, 43-44

azimuth, 91 sunlight and growth, 44
lima bean sprouts, 43
moss gardens. 45-46, 46
mushroom spore prints, 45
"backyard science" explorations, 29-40 resources for teaching botany, 46-53
associations and institutes as resources, soil differences, 43-44
39-40 spore producing plants, 44-46
biology moss gardens, 45-46, 46
bug-box making, 31-32, 32 mushroom spore prints, 45
grasshopper-jump measurement. 33, 33 sunlight and plant growth, 44
vivariums, 33-34 terrariums, 45-46. 46
bug-box making, 31-32, 32 transpiration, 128
discussion questions, 30-31 Tree Observation study, 163-164, 163
ethical treatment of animals, 32 windowsill plants, 41, 41
grasshopper-jump measurement, 33, 33 bug-box construction, 31-32, 32
limit-setting and safety, 29-30 buoyancy, 135-136, 136
observation skills, 30-31 salt water buoyancy, 134-135, 135
photography to capture nature, 34-35 burning (see oxidation)
resources for teaching biology, 35-40
vivariutns, 33-34
battery making, 17
behavior of animals (see ethology) camping/fishing trips, 111-113
"bent" straw illusion and refraction, 20 astronomy observa,lons, 112-113
hiking trips, 108 compass use, wristwatch as compass,
odometer use, 108-109. 109 113-114
resources for learning about biking, 115- ethology and animal behavior, 114
122 "freezing" to observe animals carefully,
safety guidelines, 108 114
Big Dipper, 91 myths and legends of the constellations,
biology experiments (see also aquatic life; 113
botany; ethology; oceanography) resources for learning about
American Institute of Biological camping/fishing, 115-122
Sciences, 39 safety and comfort guidelines, 112
behavior of animals (see ethology) carbonation experiments, 6-7, 7
bug-box making, 31-32, 31 limestone testing, 80-81, 81
grasshopper-jump measurement. 33, 33 mothball and vinegar experiment, 7, 7
photography to capture nature, 34-35 cartography (see also geography), xv
vivariums, 33-34 animal map, world map of animals. 61
bird feeders imaginary-island mapping, 110-111, 111
constructing a bird feeder, 56-57, 57 map game: find the shortest route, 110
observing animal behavior, 55-56 resources for teaching cartography, 115-
birdbath observations and ethology. 55-56, 122
birds shadow board and orientation, 91-92
bird feeder construction, 56-57, 57 star maps, 92
bird feeder observations, 55-56 topographic maps, 108, 109
birdbath observations, 55-56, 55 treasure hunt map of library resources,
nest box construction, 57-60 189
resources for learning almut birds, 64-76 United States Geological Survey, 109
bleaching and oxidation experiment, 4 caverns and caves, 80
bookmark with leaf design, 174, 174 chemistry ( ace kitchen chemistry)
lmtany (see also aquatic life; biology clay modeling and casts, 178
experiments), xv, 41-53 color experiments
aquatic plants, 127-129 bleaching and oxidation, 4
transpiration, 128 changing colors with acid,i/bases, 2-3
avocado seed sprouting, 42-43, 42 rainbows and light refraction, 20-21, 21
germination experiments, .12-44 salts, heating salts to produce colors,
avocado seed sprouts, 42-43, 42 134
lima bean sprouts, 43 sky colors and reft-action, 94
 Index 205

-combination-animal" drawing, 62, 62 fossils and paleontology, 81-82

compass use, 107-108 resources for teaching about fossils, 82-89
wristwatch as compass, 113-114 "freezing" motion to observe animals
constellations c irefully, 114
myths and legends of the constellations, frequency and sound experiment, 19
113 friction. 17
observing and naming constellations, 95
projecting constellations, 95-96, 96
crystalization, 4-6, 5
Epsom salt (magnesium sulfate) needle game playing and learning, xv
crystals, 5-6 geography (see also cartography). xv, 104-
salt crystals, 78 122
sugar-crystal experiment, 4-5, 5 biking trips, 108
current detector, 16-17 odometer use, 108-109. 109
safety guidelines, 108
camping/fishing trips, 111-113
safety and comfort guidelines, 112
Date Line, 110 compass use, 107-108
Dewey Decimal Classification System, 187 wristwatch as compass, 113-114
quiz, 189 direction-sense testing, 106-107, 107
direction-sense testing. 106-107. 107 hiking trips, 104-106, 105
compass use, 107-108
direction-sense testing, 106-107, 107
eclipses, lunar eclipses. 94 safety guidelines, 105
electricity experiments topographic map use, 108, 109
battery making, 17 walking speed calculations, 106
current detector, 16-17 imaginary-island mapping, 110-111, 111
emulsions and soap action, 6 map game: find the shortest route, 110
encyclopedias and reference books, 188 meridians of longitude, 110
environmental studies, xv odometer use. 108-109. 109
Epsom salt (magnesium sulfate) needle resources for teaching geography. 115-
crystals, 5-6 1/2
ethology (see also aquatic life; biology time, meridians, Date Line, Greenwich
experiments; oceanography), xv, 54-76 Time, 110
bird feeder construction, 56-57. 57 topographic maps, 108, 109
bird feeder observations, 55-56 vocabulary and visualization to enforce
birdbath observations, 55-56, 55 learning geography, 109
camping/fishing trips and observing walking speed calculations, 106
animals, 114 geology, xv, 77-89
"combination-animal" drawing, 62, 62 American Geological Institute, 39
footprint casts. 63 caverns and caves, 80
-freezing" to observe animals carefully. crystal structure, salt crystals, 78
114 discussing geological events: volcanoes,
nest box construction, 57-60 earthquakes, 82
resources for teaching ethology, 64-76 displays of rock collections, 82
wildlife observations fossils and paleontology exhibits, 81-82
native wildlife, 58 hardness testing rocks, 79
zoos, 61 limestone testing, 80-81, 81
world map of animals. 61 polishing rocks, 79
zoo visits, 61 precious and semi-precious minerals, 79
miniature classroom-zoo, 63-64 resources for teaching geology. 82-89
world map of animals, 61 rock collection, 77-78
evaporation, salt water to fresh water, 135 stalactites and stalagmites, 80
tarnish and oxidation, 79-80
gerrninating seeds, 42-44
avocado seed spn nits, 42-43, 42
fern prints, 170 lima bean sprouts, 43
fish 126 soil differences, 43-44
footprint casts, animal footprints, 63 sunlight and growth, 44
206 Index

grasshopper-jump measurement, 33, 33

Greenwich Time, 110 leaf-design bookmark, 174, 174
lever action and physics, 16
Library of Congress Classification System,
187-188
hardness testing rocks, 79 library research (see also report writing;
Health & Company Science Newsletter. 40 writing about science), xvi, 185-195
hiking trips, 104-106, 105 card catalogs, 186
compass use, 107-108 computerized, 186
direction-sense testing, 106-107, 107 Dewey Decimal Classification System, 187
resources for learning about hiking, 115- quiz, 189
122 fiction. 186
safety guidelines, 105 finding library resources, 190
topographic map use, 108, 109 Library of Congress Classification
walking speed calculations, 106 System, 187-188
horizons. 91 newspaper and periodicals, 188
reference books and encyclopedias, 188
report writing and research, 187
resources for teaching about library
"I Remember" poem, 161
research, 190-195
imaginary-island mapping, 110-111, 111
treasure hunt map of library resources,
invisible ink experiment, 3-4, 3
189
vertical file of clippings, 188
video and audio tapes, 188
kindling temperatures, 3 lima bean sprouts, 43
kitchen chemistry, 1-14 limestone testing, 80-81, 81
acids vs. bases, 2-4.
longitude, 110
color change experiment, 2-3 lune writing, 160
invisible ink experiment, 3-4, 3
bleaching experiment, 4
burning paper experiment, 4 magazines and periodicals, library
carbonation, 6-7, 7 research, 188
limestone testing, 80-81. 81 magnesium sulfate (see Epsom salt)
mothball and vinegar experiment, 7, 7 map game: find the shortest route, 110
classroom "chemistry center" setup, 1-2 mapping (see cartography; geography)
color change experiment, acid vs. base, marine biology (see aquatic life;
2-3 oceanography)
crystalization, 4-6, 5 math skills, xv
Epsotn salt (magnesium sulfite) meridians of longitude, 110
needles, 5-6 microscope, aquatic life under the
sugar-crystal experiment. 4-5, 5 microscope, 126-127, 127
emulsions and soap action, 6 mileage, odometer use, 108-109, 109
Epsom salt (magnesium sulfate) needle mobile from natural objects, 173-174
crystals, 5-6 molecular movement and heat, 17-18
invisible ink experiment, 3-4, 3 moon observations
kindling temperatures, 3 lunar eclipses, 94
mothball-and-vinegar carbonation. 7, 7 phases of the moon, 93-94
oxidation experiments, 4-5 moss gardens, 45-46, 46
bleaching, 4 mothball-and-vinegar carbonation
burning paper, 4 experiment, 7, 7
invisible ink, 3-4, 3 mushnx)rn spore prints, 45
tarnish removal, 79-80 myths and legends of the constellations.
resources for teaching chemistry and 113
nutrition, 9-14
safety in the kitchen, 1
salt water chemistry, 134
snack-food sculptures, 7-8, 8 Natimal Ass( rciation of Brokrgy leachers,
sugar-crystal experiment, 4-5, 5 40
 Index 207

National Wildlife Federation, 40 "obedient straw" experiment, 19

nest box construction, 57-60 optics, 19-20
newspapers and periodicals, library "bent" straw and refraction, 20
research, 188 rainbow making, 20-21, 21
nutrition (see kitchen chemistry) sky colors and refraction, 94
rainbow making, 20-21, 21
refraction and "bent" straw illusion, 20
0 resources for teaching physics. 21-28
"obedient straw" air pressure experiment, sound and frequency experiment, 19
19 wind energy, 18-19, 18
oceanography (see also aquatic life), 133- Pipe Cleaner Observation study, 162-163
148 planetariums
aquariums, salt water aquariums, 136- projecting constellations with flashlight,
138 95-96, 96
buoyancy, 135-136, 136 star box construction, 93
salt water, 134-135, 135 planets
pollution and oil spills, 133 modeling the planets, 94-95
resources for teaching oceanography, observing the planets. 94
139-148 poetry and science, 159-160
salt water chemistry, 134 acrostic poems, 160
salt water to fresh water. evaporation, "I Remember" poem, 161
135 lune writing, 160
shell collection, shell garden, 175, 175 resources for teaching about poetry.
whales, 133 164-171
odometer use, 108-109, 109 pond specimens of aquatic life, 124-125,
optics experiments, 19-20 125
illusions, optical illusions, 152-153 prosobranch snails, 127
rainbow making, 20-21, 21 pulmonate snails, 127
refraction, "bent" straw illusion, 20
refraction, sky colors, 94
Outdoor Biology Instructional Studies
courses, 40 rainbow making, 20-21, 21
oxidation experiments, 3, 4-5 reference books and encyclopedias, 188
bleaching, 4 refraction
burning paper, 4 "bent" straw illusion, 20
invisible ink, 3-4, 3 color of the sky. 94
tarnish and oxidation, 79-80 report writing ( see atco library research:
writing about science), 161-162
library research, 187
questions to answer with report, 162
p.deontology (see fossils; geology), xv researching information, 162
paper airplanes. 176-177 research (see library research)
periodicals, library research, 188 resources guick!, xvi
photography rock collecti 77-78
"capturing" nature with pictures, 34-35,
178
star trails and timed-exposure
photographs, 96 salt crystals, 78
physics, xv, 15-28 salt water chemistry. 134
air pressure and the "obedient straw", sensory explorations, xvi, 149-158
19 iss and limitations of the senses:
battery making, 17 eyeglass, hearing aids, 149
current detector, 16-17 nerves, brain, and sensory organs,
electricity 149
battery making, 17 optical illusions, 152-153
current detector, 16-17 resources for teaching sells( wry
friction, 17 explorations, 153-158
heat and int ilecular movement, 17-18 smell and taste experiment, 150
lever action, 16 sound effects, 152
 A

208 Index

sensory explorations continued topographic maps, 108, 109

temperature, determining temperature, touch experiments
152 confusing the sense of touch, 151
touch identifying objects. 150, 151
confusing the sense of touch, 151 transpiration in aquatic plants, 128
identifying objects, 150, 151 treasure hunt map of library resources, 189
shadow boards and astronomical Tree Observation study, 163-164, 163
orientation, 91-92
shadow portraits, 177
shell garden, 175, 175
United States Geological Survey, 109
sketching nature observations, 172-173,
173
sky color and refraction, 94 V
smell and taste experiment, 150 video and audio tapes, library research,
snack-food sculpture, 7-8, 8 188
snails, 126 vivariums, 33-34
pulmonates vs. prosobranchs, 127 miniature classroom zoos, 63-64
snail-shell collection, 127, 128
soap (see emulsions and soap action)
soil analysis and seed germination, 43-44
sound walking speed calculations, 106
sound and frequency experiment, 19 watery world (see aquatic life)
sound effects, 152 whales, 133
speed, walking speed calculations, 106 wildlife ( see ethology)
spore producing plants, 44-46 wind energy, 18-19, 18
moss gardens, 45-46, 46 wristwatch as compass, 113-114
mushroom spore prints, 45 writing about science (see also library
stalact-es and stalagmites, 80 research), xv, 159-171
star box planetarium, 93 acrostics and acrostic poems, 160
star maps, 92 essays, 159
sugar-crystal experiment, 4-5, 5 library research, 187
sundial construction, 92-93 Pipe Cleaner Observation study, 162-163
sunlight and plant growth, 44 poetry, 159-160
acrostics, 160
"1 Remember" poem, 161
lune writing, 160
T-shirt art, 178 report writing, 161-162
tadpoles, 126 library research, 187
tarnish and oxidation, 79-80 questions for the report, 162
taste and smell experiment, 150 researching information, 162
temperature experiments resources for teaching writing about
determining temperature through the science, 164-171
senses, 152 Tree Observation study, 163-164, 163
heating and molecular movement. 17-18
kindling temperatures, 3
terrariums, 45-46, 46
time zenith, 91
meridians, Date Line, Greenwich Titne, ax) visits and observing animal behavior,
110 61
sundial construction, 92-93 clay modeling animals at the zoo, 178
tinted-exposure photographs, star trails, miniature classroom-zoo, 63-64
96 world map of animals, 61

,0 0
4, 4, 4
 A Lime-saving collection of 2,000 science
and math resourcesplus activitiesat
your fingertips! Special
section On
:Onscient ions teachers spend countless hours searching lor
resources the can use to improve and Aim) lement their da,ses. how to use
lere is an evtensk el researched book teachers %% ill lind. as one
prospective reader put it. "a godsend."
the library
111 I Teacher's Science Companion. resperied vducalor ;lad
for scientific
ant hor Dr. l'h Ills ,l. Derry has compiled an impresske hihliowaphy
ol nnwe than 2.000 hooks in print on science and math for children in
research
grades k-6. But that's not all.

Packed \\ NI ideas and stel)-b-stel) aelivitiesAis

Amble guide turns e eryda activities such cooking. listening to
music, and being outdoors into rekl ant lessons Ilk,. of
SCIVIICC and math \ nd all act it ICS C

cominonl found in the home 01 elementar school classroom

Find chapters on

Chemist IA and
111limaHwh,0 nw
NI Dot an
Geolog and paleontologs
Ash miloin
Geograph and I artographN
Oreanograph

TAB Books
kion of N1((n-av. I hll In(
Rim' Ridge Sinning l'A ; 7 2,11 01150