Bob Jones - Science 4

cience
Cover Photo Credits: Suzanne R. Altizer (large) NOAA (top inset) Unusual Films (bottom inset)
Consultants from the administration.faculty, and staff of Bob Jones University James R. Davis, M.A., Elementary Project Director, University Press Walter G. Fremont, Ed.D., Dean Emeritus of the School of Education Melva M. Heintz, M.A., Elementary School Principal Janice A. Joss, M.A.T., Professor of Reading, School of Education Philip D. Smith, Ed.D., Provost
Note: The fact that materials produced by other publishers may be referred to in this volume does not constitute an endorsement of the content or theological position of materials produced by such publishers. Any references and ancillary materials are listed as an aid to the student or the teacher and in an attempt to maintain the accepted academic standards of the publishing industry.
SCIENCE 4
Home Teacher's Edition
Authors of Classroom Edition Teresa R. Barnett Kimberly A. Pascoe Dawn L. Watkins Gail H. Yost Author of Home Teacher's Edition Debra White Editors of Home Teacher's Edition Carolyn Cooper Greg Kuzmic 1991, 1995 Bob Jones University Press Greenville, South Carolina 29614 Printed in the United States of America All rights reserved
ISBN 978-0-89084-569-1
15
14
13
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . Suggested Daily Schedule . . . . . . . . . . . . . . . . . . . Summary of Correlated Skills and Instructional Materials General Lesson Plan Format Instructional Materials Lesson Plans
History of the Moon . Insects, Arachnids, and Myriapods . Electricity . Plants . Length, Area, and Volume . Digestion . The Moon's Structure and Motions Animal Defenses . Light .. Machines . Trees . How the Earth's Crust Wears Down.
IV
V
VI XIV XV
. 1
19 49
68
91
108
123 143 159 179 195

209
Supplement
Concepts . Materials List. . . . Bible Action Truths Bible Promises . . .
231 234
239
241
-/Science
-
""\ ~
especially writtenfor the home setting
~or Christian SchooIs.J
r?
a program designed to teach science skills byknowledge of God 1 Developing a tells us about God (Psalm 19:1; Romans 5 Creation 1:20). By studying the universe, your student can see illustrations of God's wisdom, omnipotence, sovereignty' and benevolence. Providing activities to instill interest in science Each lesson begins with an activity to stimulate your student's interest in science. As much as possible the activities are homespun, using items that may be found at home or in your local community. Evaluating scientific knowledge and skills Each lesson includes an activity that will indicate whether your student has grasped the scientific knowledge and skills. Furnishing you with a flexible schedule The units may be rearranged to accommodate your family schedule and/or your seasonal teaching schedule.
Encouraging Christian growth Your student learns discipline in his attitude and in his fulfilling of responsibilities. He should be prepared to evaluate and reject "science falsely so-called." In certain ways, the study of science can do more for him spiritually than the study of most other subjects. Promoting scientific knowledge, skills, and attitudes in order to identify and to solve science-related problems Short statements of scientific knowledge are given for each lesson. The practical experiences which involve action ("hands-on," or "learning-by-doing") activities
6 7
use process skills such as classifying, measuring,

predicting, and experimenting. Your student will develop a positive attitude about science by being an active participant.
Focusing on the inductive approach to teaching This method of teaching enables you, the teacher, to stimulate your student to learn through observations, experiments, questions, and discussions. Using any of these methods, you lead your student to take what he knows and discovers in applying logical reasoning to form general principles.
The number of lessons taught each week may be varied according to your schedule and subject matter. The same lessons usually may be taught to more than one student in grades 2-5 depending upon each student's level of understanding. All the activities may be done with more than one student. Information may be obtained from additional sources for your younger or older children to meet their individual learning needs.
Including Family Times These lessons have appealing activities to excite your student about the next science lesson. These activities may involve the whole family or just you and your child.
IV
Suggested Daily Schedule for Home Education
Grade 1
First Grade English Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60-70 min. Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5-10 min. Phonics and Structural Analysis 15-20 min. Handwriting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5-10 min. Word Work 10-15 min. Grammar and Composition 10-15 min. Spelling 15-20 min. Bible 20-30 min. Reading 20-30 min. Heritage/Science 20-30 min. Math 15-25 min. Music/Art 15-25 min.
Grades 2-6
Bible Writing and Grammar Reading Math Spelling
Handwriting
Heritage/Science Music/Art
20-25 min. 15-30 min. 20-30 min. 20-30 min. 15-25 min. 5-10 min. 20-30 min. 15-25 min.
Suggested Daily Schedule
SUMMARY OF CORRELATED SKILLS AND INSTRUCTIONAL MATERIALS

Chapter and Lessons Lesson numbers Suggested Teaching Days Lesson pages
History of the Moon

Break-Away Bread Theories About the Moon's Origin FT* 1 1 1 1 2 3-6
More Theories About the Moon's Origin The Age of the Moon The Purpose of the Moon
2 3 4
2 2 1
7-10 11-13 14-17
Insects, Arachnids, and Myriapods

Insect Orders Dragonflies, Aphids, and True Bugs Finding Out About Insects Butterflies, Beetles, and Flies Finding Out About Ants Bees and Ants Identifying Insects Arachnids and Myriapods 5 6 FT 7 7 FT 8 8 9 10 1 1 1 2 1 3 2 2 20-23 24-27 28 29-32 33-34 35-39 40-44 45-48
Electricity
Making Electricity Work 11 12 FT 13 13 14 1 2 1 2 2 50-53 54-58 59 60-63 64-67
Static Electricity Looking Ahead Electricity in Motion Electricity and Magnetism
* Family Time
vi
SCIENCE 4 HTE
Text pages
Notebook pages
Bible Action Truths Bible Promises IReflections of God
Process Skills
2-4
BAT: 8b Faith in the power of the Word of God; Bible Promise: I. God as Master/ God creates
observing
5-8 9-11 11-16 1
BAT: 8b Faith in the power of the Word of God BATs: 1b Repentance and faith, 2c Faithfulness BAT: 7f Praise; Bible Promise: H. God as Father/God creates, God sustains
predicting predicting observing, using space-time relationships
18-20 21-23 34 24-27 30 28-32 33-34 35-38 4-7 8-11 2-3
/God creates Bible Promise: I. God as Master/God creates /God creates BAT: 2e Work Bible Promise: I. God as Master /God creates
predicting inferring, using numbers
classifying observing classifying observing, classifying
40-42 43-47 58 48-50 51-54
12 13-14
Bible Promise: I. God as Master/God is all-powerful Bible Promise: I. God as Master/God is all-powerful
observing observing
15 16 /God creates
observing inferring, predicting
Skills and Materials
vii
Chapter and Lessons
Lesson numbers
Suggested Teaching Days
Lesson pages
Plants
Fungi Algae, Mosses, and Liverworts 15 16 17 FT 18 18 19 2 2 1 1 2 2 69-73 74-76 77-79 80 81-85 86-89
Ferns Nature Walk Conifers Flowering Plants
Length, Area, and Volume

Length Triathlon 20 FT 21 21 22 2 1 1 1 92-94 95-96 97-99 100-103
Metrics Area
Volume
23
104-7
Digestion
The Mouth The Throat 24 25 26 27 1 1 1 1 109-11 112-15 116-18 119-22
The Stomach The Intestines
viii
SCIENCE 4 HTE
Text pages
Notebook pages
Process Skills
56-59 60-61 62-64 65-69 70-76
17-18 19 20 21 22
/God creates Bible Promise: I. God as Master /God creates /God creates Bible Promise: I. God as Master
observing, classifying observing, classifying classifying observing, classifying observing, classifying
78-80
23 24
BAT: 8a Faith in God's promises
measuring, using numbers
81-82 83-85
24-25 26 BATs: 2e Work, 5a Love, 5e Friendliness, 7c Praise, 7d Contentment
classifying, measuring, using numbers measuring, using space-time relationships using numbers
86-90
27-28
92-94 95-98 99-101 102-6
29 30
/God creates BATs: 6c Spirit-filled, 7d Contentment BATs: 1c Separation from the world, 3b Mind, 3d Body as a temple
observing observing observing observing, predicting
IX
Chapter and Lessons
Lesson numbers
Lesson pages
The Moon's Structure and Motions

Making Play Dough The Moon's Features Model of the Moon's Surface Description of the Moon FT 28 28 FT 29 29 30 1 1 1 2 2 124 125-28 129 130-33 134-36
The Moon's Motions
Lunar and Solar Eclipse The Moon's Phases
FT 31 31
1 2
137-38 139-41
Animal Defenses
Camouflage 32 33 FT 34 34 1 1 1 144-47 148-51 152-53 154-57
Weapons, Protective Coverings, and Special Defenses Animal Defense Game
Tactics
Light
The Characteristics of Light The Human Eye Color Reflection Lasers 35 36 37 38 39 3 2 3 1 1 160-63 164-67 168-71 172-74 175-77
Machines
to
Inclined Planes Pulleys, Wheels, and Axles Levers Wedges and Screws
40 41 42 43
2 1 2 2
180-83 184-87 188-90 191-94
SCIENCE 4 HTE
Text pages
Notebook pages
Process Skills
108-11 112-16 117-19
31 32-33 34-35
/God creates Bible Promise: I. God as Master/God sustains Bible Promise: I. God as Master/God sustains, God creates
observing measuring, using numbers using space-time relationships, inferring
36 120-22 36-37 BAT: 7c Praise/God is allpowerful observing
124-28 129-33
38-39 40
Bible Promise: I. God as Master /God creates
observing, classifying observing, classifying
134-38
41
/God creates
observing
140-43 144-46 147-52 153-56
42-43 44-45 46
Bible Promise: I. God as Master/God creates /God creates BAT: 8a Faith in God's promises Bible Promise: H. God as Father/God is all-knowing
observing, classifying observing predicting, observing observing, inferring observing
47
158-62 163-65 166-67 168-70 48 49-50 51-52 /God is holy
observing, measuring observing, measuring observing, measuring observing, classifying
Xl
Chapter and Lessons
Lesson numbers
Lesson pages
Trees
Identifying Leaves Part 1 Identifying Leaves Part 2 44 45 46 47 2 1 2 1 196-99 200-202 203-5 206-8
11
Identifying Trees Adopt-a- Tree
How Earth's Crust Wears Down

Finding Out About Frozen Water Weathering The Earth and Its Land Mass-wasting and Erosion FT 48 48 FT 49 49 50 51 1 3 1 3 2 2 210 211-15 216 217-19 220-24 225-28
12
Water Erosion Preventing Erosion
xii
SCIENCE 4 HTE
Text pages
Notebook pages
Process Skills
172-75 176-77 178-80, 182 181 55-56 53 54
/God creates /God creates Bible Promise: E. Christ as Sacrifice/God is all-powerful Bible Promise: H. God as Father
observing, classifying observing, classifying, communicating observing, classifying observing
184-88 188-91 192-97 198201
57 BAT: 1a Understanding Jesus Christ/God is all-powerful 58 59-61 /God sustains BATs: 2c Responsibility, 3d Body as a temple, 8a Faith in God's promises, 8b Faith in the power of the Word of God; Bible Promise: I. God as Master/God sustains
observing, predicting observing, predicting observing observing, predicting
xiii
General Lesson Plan Format

SCIENCE 4 for Christian Schools is a developmental science program. In the hands of a skillful teacher, these materials can be used to teach not only scientific literacy but also a knowledge of God and Christian character. The lessons are designed to fit your scheduling needs and should be arranged to accommodate your student and your family's schedule. The recommended time for teaching science is twenty to thirty minutes per lesson. Many of the lessons may be taught over a period of several days. One day could be devoted to the preparation and the set-up. Another day could be given to the activities of the lesson, and a third day might be used for reading, discussion, and evaluation of the lesson. If you desire to shorten the actual teaching time, you could prepare the materials ahead of time and teach the lesson in one day. These are suggested paces for accomplishing the lessons. There is a uniform format for the lesson plans. Each lesson contains three major divisions: Preview, Lesson, and For Your Information. The following is an overview of each division.
The section Teaching the Lesson contains a text activity. Several questions are given to stimulate your student's interest in what he is going to read silently. There are questions and statements to help you guide a discussion with your student about what he read. Evaluating the Lesson is a section that gives activities to evaluate, not test, the student's grasp of the material presented.
Enrichment
This is an optional section found in some lessons. It contains experiments or games that your student can do independently.
For Your Information

This section provides you, the teacher, with extra information to help you expand your scientific knowledge. It is not necessary to understand or even read the information in this section in order to teach the lesson. Your student does not need to become acquainted with the information in this section unless he shows special interest in the topic.
Preview
The Preview contains the main lesson objectives and the materials needed for each lesson. The Objectives are statements describing the desired outcome of instruction in terms of student behavior. It is important that you read the objectives and keep them in mind as you plan and teach the lesson. The Materials is a list of items to be obtained or prepared. They are listed for your convenience and should be taken into consideration before the day of the lesson. You will find some materials marked with an *. These items need to be purchased or prepared before the presentation of the lesson. The materials marked with a t may be purchased from Bob Jones University Press. Occasionally this section will also contain Notes, which will give you helpful hints for teaching the lesson.
Lesson
The section Introducing the Lesson suggests an activity to begin the lesson. The activity will stimulate your student's interest in science and the lesson that follows. xiv SCIENCE 4 HTE
Instructional Materials
Teacher Materials
SCIENCE4 for Christian Schools Home Teacher's Edition This manual includes all of the lesson plans for teaching fourth-grade science. It includes a section on General Lesson Plan Format which gives an overview of each segment of the lesson plan. In the Supplement there is a list of concepts which are given by lesson number. The concepts are short statements of scientific knowledge which your student will learn about in that lesson, SCIENCE 4 Home Teacher Packet This packet contains prepared visuals, charts, and games to aid in teaching the lessons. The numbers at the bottom of each page indicate both the grade and the page number (e.g., 4-10 means grade 4, page 10). (NOTE: In the Home Teacher's Edition they will be referred to by page number only.) Write It Flip Chart This flip chart is a tablet of blank paper that you can use instead of a chalkboard or chart paper.
Supplement
Human Body
Earth
Matter
Science supplies Refer to the materials section in the of this book for a complete list of items needed to teach each lesson.
Space
Student Materials
Text SCIENCE 4 for Christian Schools is a hardcover four-color text containing a variety of developmental SUbtopics built around seven major topics: Living
Things, Human and Motion. Body, Earth, Space, Matter, Energy,
Living Things
Notebook SCIENCE4 Notebook Packet is a consumable companion tool for the text. It contains sixty-one pages that are used primarily for recording scientific data. These recording activities will help your student understand the importance of keeping scientific records. The notebook will also save time for the teacher. The pages are designed to be used in a three-ring notebook binder. Miscellaneous supplies Your student will need standard supplies: crayons or felt-tip pens, pencils, scissors, glue, etc.
Energy
Motion
Instructional Materials
xv
CHAPTER
1
History of the Moon
~
Lessons 1-4
This chapter contrasts the evolutionary theories with the Biblical account of the beginning of the moon. The lessons provide activities and demonstrations in which your student will examine the attempts of unsaved men to explain how things happened without taking God into account. Your student will learn to tell the difference between what can be observed by the senses and what must be accepted by faith.
Materials
The following items must be obtained or prepared before the presentation of the lesson. These items are designated with an * in the materials list in each lesson and in the Supplement. For further information see the individual lessons.
g History of the
Moon
* * * *
*
3 cans refrigerated biscuit dough (Family Time 1) 4 Home Teacher Packett (Lesson 2) Write It flip chart] (Lesson 3) A globe] (Lesson 4) SCIENCE 4 Notebook Packett (Lesson 4) Three-ring binder (Lesson 4)
SCIENCE
Chapter 1: Introduction
Family Time 1
Break-Away Bread
Instructions ----Family Time has appealing activities to excite your child about the next science lesson. These activities do not need to be handled during your teaching time. They can involve the whole family or just you and your child. Prepare a loaf of "Break-Away Bread." Tell your child he will be making an unusual type of bread-each piece is broken off instead of sliced. Guide him as he makes the bread using the following instructions: Be sure to save a wrapper from one of the cans of refrigerated biscuits. It will be used in the first lesson.
Materials
Have available: 3 cans refrigerated biscuit dough.* cup melted margarine.
+
"4
3
cup granulated sugar. 2 teaspoons cinnamon.
Lightly grease a bundt pan. Cut each biscuit in half and dip each piece into the melted margarine. Roll the pieces in the cinnamon-sugar mixture and arrange them in layers (like bricks) in the greased pan. Bake at 350 degrees for 35 minutes. When the bread is done, invert it onto a plate immediately. Save the bread for the science lesson tomorrow.
SCIENCE 4 HTE
Lesson 1
Theories About the Moon's
"And God made t\\'o great lights; the greater light to rule the dav, and the lesser light to rule the night: he made the stars also." Genesis 1:16
Origin
Text, pages 2-4
Preview
Objectives
Given proper instruction, your student will be able to do the following: Describe an object by using the five senses. Discriminate between things that can and cannot be observed. Describe the difference between the Creation Model and the Evolution Model.
The Moon's Beginning

Science can be defined our senses." hearing, tasting, smelling, as "information or touching gained by using seeing.
Faith means "holding
beliefs without
the proof of them."
When the moon came into being, were there any people there to get facts through ideas about faith? What anyone [aith we understand word of God." 2 their senses? Then do all our of things by the where the moon came from rest on science or believes about the beginning Hebrews that the worlds were framed 11:3 says that "Through
rests on faith, not science.
Materials
Have available: 1 napkin. 1 dampened towel (optional). 1 loaf of "Break-Away Bread" (prepared in Family Time 1). 1 wrapper from a can of refrigerated biscuits.
Lesson
Introducing the Lesson
Each lesson begins with an activity to stimulate your child's interest in science.
Notes
In this first lesson you will have the opportunity to explain that science is limited. Since science is learned only through the senses, science must be limited. That is, science can be wrong, and it can also change. In fact, there are many things that science cannot do. For example, since science is based on what can be observed, it cannot deal with beginnings (for example, the beginning of the earth, the moon, the solar system, the universe, or life). What someone believes about those origins is by faith, not science.
Introduce an activity dealing with the senses. Set the

loaf of "Break-Away Bread" and a napkin on a table. Explain to your student that he is going to describe this bread like a scientist. Ask him which senses tell him something about the bread. (sight, touch, smell, taste)
Direct the activity. Instruct your student to use his

senses of sight, touch, and smell (saving taste until he has used the other three senses) to describe the bread. Ask him to describe how the bread looks, feels, and smells. Guide him in using specific words, such as brown, crusty, sticky, lumpy, and spicy rather than tasty, delicious, or yummy. Then invite him to eat the bread and to describe its taste. Emphasize the use of specific words, such as sweet, chewy, or crunchy, for this sense also. (NOTE: At this point you may want to provide a dampened towel for cleanup.) 3
Chapter 1: Lesson 1
Theories on the Moon's Origin

People who accept the Bible believe that God made everything. instead They call God's description of how things began the Bible believe the Creation Model. Those who disregard that everything description Evolutionists moon. about
See if you can find any problems for a moment
at the chart. The column
with (hi, theory. Look labeled dens it)'

to density the same Do
shows how (he mass of one cubic foot of earth compares one cubic foot of the moon. Is the earth's as the moon's density? Shouldn't they be the same if the
got here by itself. They call this
of how things began the Evolution Model. try to guess what events caused things like the are three guesses made by evolutionists
moon came from the earth? Check the other columns. What do you think about this Break-Away
the earth and (he moon have the same rocks and minerals') 'Theory? Does it seem that the moon could have corne from the earth?
Following
how the moon began. Theory
The Break-Away
Some scientists believe that the earth was once like a rolling, boiling ball of lava such as volcanoes spit out. As the sun's gravity spinning pulled on the earth, a large lump of soft into tiny rock formed on one side of it. Because the earth was fast, this lump broke away and shattered pieces. Then the pieces pulled back together Pacific Ocean. to make the
EARTH Density Igneous Rocks: Minerals Armalcolite Tranquillityite Pyroxferroite 5.52 gms/cm3 mostly granite not found on earth not found on earth not found on earth
MOON
3,34 gms/cm3 no granite found on moon found on moon found on moon
moon. The "hole" left in the earth, they say, became the
Continue the activity. After discussing his description of the bread, ask your student what ingredients were used to make the refrigerated biscuits, Ask him why he is having trouble explaining what ingredients were used, (He was not present during the process, and he has never read about it or seen it.) Tell him he can read the label on the wrapper of the refrigerated biscuits to see what ingredients were used. If he trusts the company that made the biscuits, he will probably believe what he reads as the ingredients that were used. Conclude the activity. Allow your student to read the wrapper to see what ingredients were used to make the biscuits, Point out the similarities and differences between his account and what he read from the wrapper. Explain that there are some similarities between this activity and the science lesson for today.
Asking your child questions will encourage him to develop his own ideas,
Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read, 1. What is faith? (Faith means holding beliefs without seeing, hearing, tasting, smelling, or touching the proof of them.) 2, What is science? (Science is information gained by using the senses.) 3. Which part of the bread activity was scientific, and which part of the bread activity was based on faith? (Your student's description of the bread and the con's description of the ingredients in the biscuits were scientific; your student's acceptance of the ingredients in the biscuits was based on faith.) Explain that what he chooses to believe about the ingredients in the biscuits and even about who made them is based on faith because he was not there to observe them being made, Not until the person actually sees the whole process of the biscuits being made can his description of it be considered scientific. SCIENCE 4 HTE
Teaching the Lesson

Direct a text activity on pages 2-4. Use the following questions to initiate your student's interest in what he is going to read, 1. What is faith? 2, What is the Creation Model? 3, What is the Evolution Model?
4. What science do you know about the moon? If he does not have any ideas, ask him questions such as: What shape is it? Where is it located? Who can see the moon? (Answers will vary. It is shaped like a ball; it is in the sky; it can be seen from the earth.) Point out that there are some things that a person accepts as science because another person has observed them and reported them to others. Because of accepted reports from astronauts who visited the moon and scientists who studied the moon rocks, your student can also say that he knows some science about the surface of the moon and the rocks found on the moon. 5. What science do you know about the beginning of the moon? (none) 6. Who would know any science about the beginning of the moon? (only the one who made the moon and someone who observed the creation of the moon) 7. Did anyone observe the moon being made? (no) 8. What source do Christians have of the beginning of the moon? (the Biblical account of creation written by the Creator Himself) (BAT: 8b Faith in the power of the Word of God; Bible Promise: 1. God as Master) 9. What is the Creation Model? (The Creation Model is God's description of how everything began.) 10. What is the Evolution Model? (The Evolution Model is man's description of how things might have begun by themselves.) If your child does not know the difference between a fact and a theory, you may find the following definitions helpful. Afact is something that a person knows from his observations; it can be proved. A theory is an idea that a person comes up with by studying the facts; it is an opinion. If a theory is tested and retested and produces the same results, that theory may become a law of science.
Besides having no granite in its igneous crust, the moon also has no moisture nor indication of a former water supply.
Explain that in naming one of the lunar materials, Armalcolite, scientists combined parts of the names of the Apollo 11 team-Armstrong, Aldrin, and Collins. Show your student the rest of the "Break-Away Bread." Review the Break-Away Theory and its flaws by asking him questions. Was the piece of bread that he broke from the loaf the same type of bread as the rest of the loaf? (yes) Did he see, feel, smell, and taste the same ingredients baked as you did? (yes) Would the moon contain the same ingredients as the earth if the moon were taken from the earth? (yes) Does the moon contain the same elements as the earth? (no)
Evaluating the Lesson

Introduce the evaluation. Ask your student to list the senses with which a person can observe. (sight, hearing, touch, smell, taste) Tell your student that you are going to read to him a list of things that he can or cannot observe. If it can be observed, he should tell you what sense or senses he would use to observe it. Direct the evaluation. Read the following phrases one at a time to your student. 1. a bicycle tire (can observe-sight, touch, smell) 2. the surface of the moon (can observe-sight) 3. the center of the moon (cannot observe) 4. the wind (can observe-touch, hearing) 5. a fish in a fish tank (can observe-sight) 6. a plate of cookies (can observe-sight, touch, smell, taste) 7. a building being built (can observe-sight, hearing, smell, touch)
Conclude the discussion. Direct your student's attention to the figure on page 4 as you discuss the BreakAway Theory. Ask him to answer the questions in the student text. (The earth is more dense than the moon, according to the measurements in grams per cubic centimeter. The igneous rocks on the earth are mostly granite, whereas moon rocks have no granite. There are three minerals on the moon that are not found on the earth. These differences do seem to indicate that the moon did not break away from the earth.)
Chapter 1: Lesson 1

This is extra information for you. It is not necessary to understand or even to read the information in this section in order to teach the lesson. Your child does not need to become acquainted with the information in this section unless he shows special interest in the topic.
The differences between lunar rocks and terrestrial rocks discredit the theory that the moon spun off from the earth. However, a person must keep in mind that a total of 382 kilograms (840 pounds) of lunar rocks and soil from six different locations was transported to the earth by six Apollo mission teams. Although that is a large amount of rock, does it give an accurate representation of the moon's geology? Most scientists agree that it does. The differences between lunar rocks and terrestrial rocks are obvious to all the scientists that were involved in the Apollo missions. They are convinced that the earth and the moon were never part of the same planet. Some scientists, however, continue to link the earth with the origin of the moon.
SCIENCE 4 HTE
Lesson 2
More Theories About the Moon's Origin
Text, pages 5-8
The Capture Gangsters someone
Theory usually means to seize
What do you think of when you hear the word capture? or pirates? To "capture" or something from another Theory place. Those who But when
believe the Capture its own path around the earth's captured
think that the moon once had path, the earth
the sun like the nine planets.
path came close to the moon's the moon with its pull of gravity.
Preview
This theory also has some problems. One problem has to do with which has more "stuff," the earth or the sun. The than the The sun the suo, the same)
Objectives
Given proper instruction, your student will be able to do the following: Demonstrate the difficulties of the Capture Theory. Describe the Condensation Theory.
more "stuff" something earth.
is made of. the more pull of gravity pull of gravity? remaining
it has. The sun has 333,400 times more material So which has the greater
does. If the moon was once on its own path around then how could the earth (distances
capture the moon away from the sun'! Could some big accident have helped the earth capture the moon'? The solar system is so orderly that such an accident does not seem possible. 5
Materials
Have available: 1 soccer ball or basketball. 1 container of baby powder.
1 SCIENCE 4 Home Teacher Packet, pp. 1-4.*t Prepare: The Moon Memory Game found in the Home Teacher Packet. Cut each of the four pages into four pieces.
spin counterclockwise by asking your student to turn in a circle, still extending his hands. Toss the ball (the moon) as you did before, encouraging him (the earth) to try to grab it. Discuss what happens. Discuss the Capture Theory. Point out that this demonstration shows a theory called the" Capture Theory. " According to that theory, the moon once orbited the sun, as other planets do. One day, the moon passed a little closer than usual to the earth, was caught by the earth's gravity, and started moving in an orbit around the earth rather than around the sun. Conduct a predicting activity of the Condensation Theory. Back in the house, tell your student that you are going to make a cloud of dust by releasing some baby powder into the air. Ask him to predict what will happen to the cloud of dust. (Predictions will vary.) Tell your student to watch carefully as you make the dust cloud. Hold the baby powder container above your head and at arm's length in front of you. Squeeze the container lightly a few times, releasing enough powder for your student to see. Ask him to explain what is happening to the cloud of dust. Tell your student that this demonstration of the particles of powder coming together describes another theory that he is going to read about in his textbook.
Lesson
Conduct a demonstration of the Capture Theory. Take your student to the back yard. Explain that his body represents the earth and that the center of the "earth" is the middle of his body. Ask him to extend both arms. His arms represent the earth's gravity, which is effective only as far as his arms can reach. Tell him that you are going to toss him a ball, representing the moon. Wherever the ball (moon) goes, he (the earth) should try to grab it with his hands, making sure that he does not move from the place that he is standing. Toss the ball a few times from different directions and comment on what happens. A successful catch may not occur on the first tries. Once he catches the ball, add the spinning motion of the earth to the demonstration. Make the "earth"
Chapter 1: Lesson 2
The Condensation Theory The word condense means "to make thicker."
scientists who believe this theory thinking? the earth and the moon were both formed condensed, or thickened,
What are
They think that from the same
cloud of dust and gas. They assume that the dust and gas to make a solid earth and moon. with this theory right away. Have and come together" densities You probably see a problem
How did the gas and dust gradually you ever heard of it happening different formed rocks and minerals.
before'! YOLI have already If the earth and the moon they not be is reasonable'?
seen that the earth and moon have different from the same gas and dust, should
more alike? Do you think this theory
Another
problem
with the Capture
Theory
bas to do
with the speed of the moon. into the earth and broken been traveling new path around
If the moon had been traveling it would have crashed off into a
slowly when it came near the earth,
up into small pieces. If it had
really fast, it would have zoomed
the sun. It would have been a rare chance
indeed that the moon was traveling at just the right speed to gel captured in one piece by the earth. Furthermore. this capture might have caused great heat on earth. Some scientists believe that it would have made so much heat that pan of the crust would have melted. when they look at the earth's evidence 6 that anything materials, they find no like that ever happened. But
Teaching the Lesson

Direct a text activity on pages 58. Use the following questions to initiate your student's interest in what he is going to read. 1. What are three problems with the Capture Theory? 2. What is a problem with the Condensation Theory? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Which has the greater pull of gravity: the sun or the earth? (The sun, with its greater mass, has a much greater pull of gravity than the earth.) 2. Could the earth pull something away from the sun's orbit? (no) 3. In relation to the Capture Theory, what is the problem with the speed of the moon? (The moon would have to have been traveling at just the right speed to avoid crashing into the earth or going into a new path around the sun.) 4. The capture would probably have caused great heat on earth. Is there any evidence that such heat ever occurred? (no) 5. Do the earth and the moon have the same rocks and minerals? (No, if the earth and the moon formed from the same cloud of dust and gas as the
theory proposes, they should be more alike than they are.) 6. Why do you think someone would believe a theory like one ofthe three you have read about? (Answer will vary. A belief in any of those theories must be based on faith in the logic of the theory or on a rejection of faith in the God of creation.)
SCIENCE 4 HTE
The Biblical Record of the Moon's Origin

The three theories just discussed guesses about are some scientists' do not
LIS
how the moon began . But Christians
have to guess how things began. The Bible not only tells that God made the lights in the heaven but also that He made them out of nothing. which do appear." spoke. The creation place immediately. The last part of Hebrews thing existed like everything
11:3
says "that things which arc seen were not made of things No material of the moon, until God else. took at God's
Psalm 33:9 says, "He spake, and it was into being in an instant.
done." The moon sprang command.
We suggest that, although Psalm 33:9 is included in the student text, you read this section aloud from the Bible to your child. Throughout the year, take every opportunity to reinforce the fact that the Bible is vital to a Christian's study of science.
Conclude the discussion. Read Psalm 33:6-11. Point out not only that God spoke the moon into being, but also that God shows unsaved man's thoughts (counsel) to be foolish and illogical. Ask your student what ingredients God used in making the moon. (none) Encourage him to compare everything that he reads about the beginning of the world with what God says about creation. God's counsel stands sure forever. (BAT: 8b Faith in the power of the Word of God)
Chapter 1: Lesson 2
Figure 2-1
CREATION
Through faith we understand that the worlds were framed bv (nc word of God. so that thing..,
which are seen were no! made of

things which do appear.
HEBREWS 11:3
CAPTURE THEORY
CREATION
For he spake. and it wax done: he commandcd.nnd it SlOnu f01.,\
CAPTURE THEORY
CAPTURE THEORY
CONDENSATION THEORY
BREAK-AWAY THEORY
CONDENSATION THEORY

Introduce the Moon Memory Game. Show your student the pieces for the game. Point out that some pieces contain drawings and others contain words. Discuss each drawing, asking whether it represents the BreakAway Theory, the Capture Theory, or the Condensation Theory of the beginning of the moon. (NOTE: See Figure 2-1.) Then show him that each drawing can be matched with the name of the theory that it illustrates. As you show the Scripture references, ask what word they should be matched with. (creation) You will want to play this game with your child. He may show the family what he has learned about the moon's origin by playing it with other family members. Direct the game. Explain that the game pieces should be mixed up and then placed on the floor or a table, face down, in a square of four pieces across and four pieces down. You will each take a turn trying to point to two pieces that will match when turned over. If a c?rrect match is made, the pieces should be left rightSIde-up and a point given. The same player may continue to playas long as he makes correct matches. The 10
player with more points when all the pieces have been matched is the winner. To use these game pieces after this lesson, you may want to mount them on heavy paper or cover them with clear contact paper to ensure durability.

Scientists have come up with yet another theory about where the moon came from. The theory proposes that just after the earth was created, another planet or a huge asteroid hit the earth. Supposedly, the material that was blasted from the earth during the collision drew together in space and formed the moon. Scientists do not include what happened to the "hit-and-run" planet or asteroid other than theorizing that it went on its way after the crash.
SCIENCE 4 HTE
Lesson 3
The Age of the
Moon
Text, pages 9-11
The Age of the Moon

"Howald scientists is the moon?" This question has puzzled great for centuries. Evolutionists assume that the moon
is billions of years old because creationists
their model requires
spans of time for things to happen only 10,000 years old.
by chance. But
perhaps
believe the moon is much younger,
Activity on the Moon

One trait of youth is activity. observed signs of activity light flashing written changes Many people have of color. Such activity If such is the moon on the moon, such as streaks Some people have
and small areas changing
is called transient lunar phenomena. books telling about
their observations.
arc taking place on the moon today,
more likely old and dead or young and active?
Preview
Objective
Given proper instruction, your student will be able to do the following: Describe three evidences of the moon's young age.
Materials
Have available: 1 container of baby powder. 3 sheets of red (or blue) construction paper. A Write It flip chart. *t
Lesson
Direct a predicting activity. Tell your student that scientists have found that dust settles on the moon very slowly. Layout the three pieces of construction paper on a table. Hold the container of baby powder about a foot above the paper and squeeze it lightly. Let the powder settle. Then tell your student that a layer of dust about as thick as the powder on the paper collects on the moon in a year. Ask him how long he thinks it would take for an inch of dust to collect on the moon. (Answers will vary.) Squeeze the powder several times to demonstrate the accumulation of dust. Tell your student that the amount of dust that the astronauts found on the moon shows the moon to be young. ~
Teaching the Lesson

The bottom of page 11 beginning with The Purpose of the Moon will be discussed in Lesson 4.
~----1
Direct a text activity on pages 9-11. Use the following questions to initiate your student's interest in what he is going to read. 1. What name do scientists give to the changes in light and color on the moon? 2. How much dust did the astronauts discover when they were on the moon? 3. Is the moon getting closer to or farther from the earth each year? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What do you think lunar means? (moon; of the moon) 2. Phenomena means "things which the senses detect but that cannot be explained." 3. What do you think transient means? C'changing or moving" )
Chapter 1: Lesson 3
11
Dust
Each year dust from comets and material from the sun
Distance
Another distance reason to believe that the moon is young is its Scientists have found that the the from the earth.
settle onto the earth and moon. On the earth, this dust
finds its way to the oceans. On the moon, it settles in the

low areas. Scientists been the same amount have figured out how much dust builds up each year on the moon.
moon is gelting farther away from

They can measure year. Evolutionists could multiply
earth each year.

that the
how much farther
away it is getting each
If they assume that it has always

formula:
the distance
each year, then they can calculate
moon is moving away by one billion year, (the age they think the moon is). This would tell them that the moon should he farther away than it is. Could the moon he as old Model require, it to he'!
how much there is with the following
as the Evolution
238.900 mites ------~m~e~'n~di~sta-n-ce-------
The Purpose of the Moon

Have you ever wondered
God made anything'! own glory (1 Chronicles why God made you" Or why 11:36, and [Corinlike the moon verses and see God made you and all things for His 16:28, Romans
thians 6:20; 10:31). But how can something bring glory to God" Read the following Suppose you figured out that .000 I inches of dust gathers would multiply whether "declare on the moon each year. An evolutionist
you can find three ways that the moon can
.0001 inches per year times one billion (1,000,000,000) years. And he would say that the moon had one hundred thousand multiply (100,000) inches of dust' But a creationist would .0001 inches per year times 10,000 years. And he H ow much discover when they were on the
would say that the moon has one inch of dust. dust did the astronauts
the glory of God." "And God said, tel there he lights ill the firmament of the heaven to divide the dayfrom the night; and le! them befor signs. andfor seasons, andfor days, and years; And lei them he for lights in thefirrnament of the heaven 10 give light upon the earth: and it was so." Genesis 1;14-15 Do you see that God made the moon and all "lights in the firn;ament" the heaven? 11 to be for signs, for seasons, and for lights in
moon? They found only a very thin laycr. Docs the moon seem to be old or young? 10
4. Putting all the definitions together, what does the phrase transient lunar phenomena mean? (things we can see moving or changing on the moon but cannot explain) 5. Is activity more often a characteristic of youth or age? (youth) 6, What does this first observation about the moon seem to show? (a young moon) Write the following formula on the Write It flip chart before discussing the next question:
build-up per year x years = amount of dust
10. Since the moon is closer than evolutionists think it should be, could the moon be as old as the Evolution Model requires it to be? (no) Conclude the discussion. Guide your student in a discussion of the Evolution and Creation Models of the moon's beginning, Ask him which model accounts more reasonably for the facts that he has about the moon. (Creation Model) Ask him why some people might want to believe the Evolution Model. (to avoid responsibility to an all-powerful God) (BAT: 1b Repentance and faith)

Direct a writing activity. Allow your student to pretend to be a scientist in a lunar observatory. He has gathered data and is now supposed to write a brief article for the observatory's newsletter, The Crescent. The article's title is "New Evidence on the Age of the Moon." The article can be one to three paragraphs long. Allow him to write to a general audience such as a newspaper writer would, Ask him to be objective and clear in his article. When he has finished, ask him to underline the main facts he has used in his article, Scan the paper, looking to see that he has the three main proofs of the moon's youth: transient lunar phenomena, small amount of dust, and short distance from the earth. SCIENCE 4 HTE
7. Fill in the following numbers in the formula on the flip chart: 0.0001 inch dust a year x 10,000 years = 1 inch of dust. Look at the picture on text page 10 of the footprint that an astronaut made on the moon. 8. Do you think that the dust on the moon has been accumulating for about 10 thousand years or 1 billion years? (10 thousand) You may think that 10 thousand years old is very old. One billion years is 100 thousand times older. 9. Is the moon getting closer to the earth each year? (no) 12
At supper or another appropriate time, let your child read to the family the article he has written. You may want to display the article on the refrigerator or in another prominent place.

The theories about the causes of transient lunar phenomena are many. Some scientists hold to the idea that the flashes of light and color are no more than results of bad observing conditions or tricks of the eyes. Others believe them to be effects produced by the sun's ultraviolet rays and charged particles from space. Most attribute the phenomena to the hot interior workings of the moon. A few propose volcanic eruptions, but the great size of some phenomena (one was almost 100 miles across) make that theory mostly unworkable. Others suggest that escaping gases disturb the fine dust of the surface and set off lightning effects in the powdery air. Since reports of transient lunar phenomena began in 1725, there have been too many reliable sightings for the scientific community to disregard them any longer. The only reasonable conclusion that acceptance of these phenomena allows is that the moon is not, as was believed, cold and dead. To recognize the existence of transient lunar phenomena is to admit that the moon is an active satellite.
Chapter 1: Lesson 3
13
Lesson 4
The Purpose of
the Moon
Text, pages 11-16 Notebook, page 1
Distance
Another distance reason to believe that the moon is young is its have found that the away it is getting that the away from the earth each year. from the earth. Scientists
moon is getting farther They can measure year. Evolutionists
how much farther could multiply
each
the distance
moon is moving away by one billion years (the age they think the moon is). This would tell them that the moon should be farther away than it is. Could the moon be as old Model requires it to be? as the Evolution
______
~23~8,~90~o~m~ite=5
mean distance
0
r Corin-
The Purpose of the Moon
Preview
Objective
Given proper instruction, your student will be able to do the following: Write a sentence concerning new information about the moon.
Have Vall ever wondered God mad~ anything? own glory (1 Chronicles
why God made you? Or why II :36. and
God made you and all things for His 16:28, Romans like the moon
thians 6:20; 10:31). But how can something bring glory to God? Read the following whether "declare the glory of God."
verses and see
you can find three ways that the moon can
"And God said. Let there be lights in thefirmament of the heaven 10 divide the day from the night; and let them be for signs. and for seasons. and for days. and years: And let them be fur lights ill the [irmament of the heaven to give light upon the earth: and it W(l5 50." Genesis 1:14-15
Do you see that God made the moon and all "lights in the firmament" to be for signs, for seasons. and for lights in the heaven'! 11
Materials
Have available: Plastic tack. 1 globe.*t 1 softball.
SCIENCE
4 Notebook Packet.*t
A three-ring binder.*
Lesson
You will direct attention to a Finding Out box for the first time this year. One of your purposes in using these sections of the student text will be to teach your child to follow the directions for gathering materials, doing the activity, and considering the results of the activity.
If you do not have plastic tack, you may substitute a small piece of modeling clay. '---------
--
Your student should continue reading and following the steps. In Step 2, the globe should spin quickly, counterclockwise. The ball should move slowly around the globe, counterclockwise. The same side of the ball should be facing the globe at all times. In other words, by the time the ball has moved slowly around the earth one time, it should have spun around once. For every revolution around the earth, the moon rotates once. In Step 3, when the globe has been turned halfway around, counterclockwise, the ball should be in the west, in relation to the United States.
Teaching the Lesson

Introduce a Finding Out activity on page 13. Tell your student to read silently the steps for doing the activity. You or another child in the family will need to participate as a "friend" in the demonstration. Direct a demonstration. Instruct your student to read aloud the first step, which tells what materials should be gathered. Allow him to get the materials and set them on a table. Direct a text activity on pages 11-12 and 14-16. Use the following questions to initiate your student's interest in what he is going to read. 1. What three ways does the moon "declare the glory of God"? 2. How does the moon act as a light? 3. What is the difference between the way ancient people began a month and the way people today begin a month?
14
SCIENCE 4 HTE
Relative sizes of moons to the planets they orbit
.."
v<,.~nus is to Titania,
About
How the Moon
Moves
L You will need plastic tack, a globe, and a softball, 2, Put a piece of plastic tack on the globe to show the place where you live, Have a friend hold a softball about a foot from tbe globe to represent the moon, Have him move the ball slowly around the globe as you turn it fast Turn both counterclockwise, This activity will give you an idea of how the earth turns in comparison to the moon, 3, Now tell your friend to hold the moon steady while you slowly turn earth, Put the moon to the cast of the U.S, Turn the globe half way around, Where is the moon in relation to the U.S, now? Is it in the west or the east? The rotation of the earth causes the moon to appear to move across the sky,
planet
The Moon Is a Light

Although the moon docs not make its own light, it does reflect some of the sun's light. Look at thc chart, Since the moon is large for the size of the earth, it can reflect more light to the earth than any other moons can to their planets, If the moon were just average in size, a moonlit night would be too dark for certain organisms, The large dark areas on the side of the moon facing the earth do not reflect as much light as other areas, The far side of the 11100n docs not have as many dark areas, What would happen if the moon moved so that we could see the other side? If that happened, we could see the more reflective side of the moon, and a moonlit night might be too bright for plants and animals that need some time without much light, 12
13
Continue with discussion questions. After your student completes his silent reading, use the, following questions and statements as a guide to discuss.the pages he read. L What three ways does the moon "declare the glory of God"? (to be signs.for seasons, andfor lights in the heaven) 2, What kind of God could speak the universe into existence and then direct that universe to work consistently for thousands of years? (a great God) Remind your student that the same God who did all that and who continues to uphold the world by His power also protects and nourishes everyone who comes to Him through His Son, Jesus Christ (Bible Promise: H, God as Father) 3, How does the moon act as a light? (It reflects some of the sun's light, just enough for the plants and animals on earth.) 4. Have you ever seen the "face" or the "man in the moon?" (Answers will vary.) The large dark areas that are always visible when the moon is full or three-quarters visible (waning gibbous) make up the face, 5, What is the purpose for the dark or dull areas on the moon? (They are part of the reason the moon reflects the correct amount of light to the earth.)
6. What is the difference between the way ancient people began a month and the way people today begin a month? (In ancient times, each new moon signaled the start of a month. Today, the year is divided into twelve parts, each one a month and none having any connection with the appearance of a new moon.) 7. What is the purpose of the moon in the future? warn people of the end of the age, the moon turn blood red and will reflect little light, Its will come when there is a new heaven and a earth.) (To will end new
Conclude the discussion. In addition to the verses in the student text, you may want to read some of the following verses to your student: Joel 2:30-32; Matthew 24:29-31; Acts 2: 19-20, Emphasize that as wonderful a creation as the moon is, it (as well as the sun and the stars) is inferior to its Creator. Furthermore, its future end will fulfill God's purpose even as its present functions do,
Chapter 1: Lesson 4
15
The Moon Is a Calendar

In the ancient time measure. Near East the moon was an important of' the new would A merchant, for example, The people used each appearance
moon to start a "month." take out his account
book to find out how much people book is calends: Each part had But later, people found it
owed him. The Latin word for account from it we get the word calendar. about the same number "month" no connection
easier to divide the year into twelve parts. applies to the twelve sections with the appearance
of days. So today the word of the year and has of a new moon.
14
16
SCIENCE 4 HTE
name The perfect design and function Creator much greater of the moon point 10 a Isaiah 40:25-26
Complete these
_
Ihat you
than His Creation.
lentence'
with Information
hive
leamed
In thll lessen about the moon.
says, "To whom then will ye liken me. or shall I be equal? saith the Holy One. Lift up your eyes on high, and behold who hath created by number: these things. that bringeth out their host of he callcth them all by names by the greatness in power: not one faileih."
We have been studying this lesson I already
the history
of the moon.
Before
knew that the moon
his might. for that he is strong
One new thing that I learned
in this lesson is
The most interesting
part of this lesson was
The End of the Moon

God promises earth remains. that the muon will continue will be over as long as the 21: 2:1 But when we have the new heaven and the Revelation "And the city
new earth. the moon's purpose
tells about the light of the new Jerusalem:
had no need of the SUllo neither of the moon. to shine in it: for the glory of God did lighten it. and the Lamb is the light thereof."
'1990 Bob Jones UniVBOIlty Preas. Reproclucllon prQhlbUed.
16
D Sdence4
Notebook
lesson
P.cket
ev~lualjng 1M LI!UOtl

It is important for your child to have his SCIENCE 4 Notebook Packet and three-ring binder for this lesson. Among Christians there are different views of creation. Some Christians believe that the days in Genesis 1 are twenty-four-hour periods (the short-day theory). Other Christians interpret the seven days of creation as seven ages (the long-day or day-age theory). Some who hold this theory do so only to allow for theistic evolution. Some Christians hold yet another theory (the gap theory), placing a long period of time between Genesis 1: 1 and 1:2. Gap theorists believe there was a "first creation," which was probably destroyed by Satan's fall, alluded to in Isaiah 14: 12-17. This theory allows for an "old earth" without abandoning the creation account in Genesis. For further discussion of these theories and their implications, see pages 174-76 of BIOLOGY for Christian Schools (2nd ed.), published by Bob Jones University Press.
Conduct a notebook activity on page 1. Instruct your student to complete the notebook page, discussing at least one new fact that he has learned about the moon in this lesson. When he has completed his writing, you may want to provide an opportunity for him to read his paragraph to the family. After you have read and commented on his paper, return it to your student to be kept in his science notebook.
Chapter 1: Lesson 4
17
CHAPTER
2
~
Lessons 5-10
In these lessons your student will use matching games and demonstrations as he learns how to identify and classify insects. The chapter concludes with your student using a simple classification key to prepare his own collection for display.
Materials -----The following items must be obtained or prepared before the presentation of the lesson. These items are designated with an * in the materials list in each lesson and in the Supplement. For further information see the individual lessons.
* * * * I ~

17
* *
* *
Several field guides or resource books about insects (Lesson 5) 1 four-holed bubble pipe (Lesson 6) Ants for the ant farm (Family Time 8) Ants (different type from the ants in the ant farm) for experiment on Day 4 (Lesson 8) Tiny pieces of banana and apple (Lesson 8) Bits of walnuts (Lesson 8) Small magnifying glasst (optional) (Lesson 9) 5 insect pins (optional) (Lesson 9) Spider's web (Lesson 10)
19
Lesson 5
Insect Orders
Text, pages 18-20
You may want to call a cooperative extension agent in your area to set up an appointment to see his insect collection during these lessons on insects. Your student will be able to see a variety of insects. The extension agent can also answer many of your student's questions. The following books are good resources for this chapter. Check your local library to see if it carries these titles or if the librarian can recommend some others.
A Field Guide to the Insects of America North of Mexico by Donald J. Borror and Richard E. White
(from The Peterson Field Guide Series).
Preview
Objectives
Given proper instruction, your student will be able to do the following: List the common characteristics of insects. Describe the stages of complete and incomplete metamorphosis. Identify the characteristics and examples of the Order Orthoptera.
Field Book of insects by Frank E. Lutz (from Putnam's Nature Field Books).
Lesson
Direct a demonstration to show the difference between the musical abilities of grasshoppers and crickets. List the following phrases on the Write It flip chart: uses its voice, uses its legs, uses its wings. Then ask your student which method he thinks the cricket uses to produce its song. (NOTE: Your student may be surprised to find out that crickets rub their wings together, not their legs, to produce sound.) Tell him that grasshoppers rub the insides of their back legs against their wings to produce sound. But crickets sing by raising their wings and moving them briskly across each other like opening and closing scissors. Tell your student that male crickets are usually the only ones that can sing. Give your student a comb and a file. Explain that the ridges on the grasshopper's legs are similar to the teeth on the comb. The file is similar to the ridged veins on the cricket's wings. Ask him to rub his thumbnail against the comb and then against the file.
Materials
Have available: Home Teacher Packet, pp. 5-6. 1 plastic comb. 1 metal nail file. A Write It flip chart. Several field guides or resource books about insects.
Prepare: The review game board by tracing the grid from the game pieces on page 6 of the Home Teacher Packet onto a blank page of the Write It flip chart. Label the squares i-9. (NOTE: See Figure 5-1.) Cut the game pieces apart.
2
5
3 6 9
4 7
8
Figure 5-1
Notes -----You will want to catch several crickets for your student to observe as you study this lesson. Crickets stay in sheltered places during the day and come out at night to hunt for food. You can try looking for them under rocks and boards or in tall grass and bushes.
You may wish to relate the following interesting information to your child. In the Orient crickets are sometimes used as an insect alarm system. A homeowner sets up his "insect alarm" by placing about the house small cages filled with crickets. Night after night the crickets fill the air with their song. The owner soon becomes accustomed to the sound and is hardly aware of the chirping crickets. When an intruder enters the home, the crickets immediately stop chirping, and the sudden silence wakes the owner from his sleep.
20
SCIENCE 4 HTE
The Insects
Did you know there are over 800,000 different insects? And some scientists Yet despite characteristics more that have not yet been studied! their great numbers, in common. they all have several appendages. or legs, They all have exoskeletons make them that make kinds of think there arc at least ROO,OOO
The Grasshopper Group

The grasshopper, the walking the praying mantis, the cricket, and stick are members of the same group, or order.
These insects have jaws that chew from side to side. They mostly chew up plants. The praying other praying mantis, mantises. however, eats other insects -even how the Can you see in this picture
made of chitin. They all have jointed that are paired equally.
These characteristics
praying mantis got its name?

All insects in this group have two pairs of wings, one pair like heavy paper and the other pair like crisp, clear silk. Both pairs fold up, the thin pair closing under the
arthropods. But they also have characteristics
What can you see about the number animals you observe about
of legs these
have'? They all have three pairs of legs. What do how their bodies look? They have three the head. the thurax, and the ordivisions:
body segments,
abdomen. Can you make a generalization about their heads? Most have one pair of antennae on their heads.
What three characteristics can
}OU
say insects have'!
Insects also have characteristics that make them distinct from one another. Scientists use such characteristics to
div ide insects into smaller group'.

scientist; 18 make these divisions?
Why do you think that
19
Teaching the Lesson

Direct a text activity on pages 18-20. Use the following questions to initiate your student's interest in what he is going to read. 1. What characteristics do adult insects have? 2. What is metamorphosis? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What characteristics do adult insects have? (exoskeletons, jointed appendages, three body parts, six legs, and usually one pair of antennae) For the next four questions, display the spider and other non-insects on page 5 of the Home Teacher Packet.
2. How many legs does the spider have? (8) 3. How many body parts does the tick have? (2) 4. Do the daddy longlegs and the roly-poly have antennae? (no) 5. Do these animals fit the description of insects? (no) Explain to your student that although these animals are arthropods, they are not insects. Chapter 2: Lesson 5
6. How would you group the insects for people to study? (Some answers your student may give are color, number of wings, and size.) How many groups of words is the English language divided into in a dictionary? (26 groups based on the alphabet) Similarly, the 800,000 different kinds of insects are divided into 26 groups or orders by scientists (entomologists) who study insects. They study the wings, mouth parts, and legs to help separate the insects into groups. 7. Tell your student that the insect order he is studying today is the Order Orthoptera. Explain that ortho- means "straight" and -ptera means "wing." Ask him to look at page 19 and list some insects that belong in this order. (grasshopper, praying mantis, cricket, and walking stick) 8. What is metamorphosis? (the special changes insects undergo during growth) Nearly all insects undergo one of two types of metamorphoses-complete or incomplete. 9. What are the stages of incomplete metamorphosis? (egg, nymph, adult) 10. What stage does the top picture on page 20 show? (nymph) What do you think this nymph will grow up to be? (a grasshopper) 11, How is a nymph different from an adult? (The nymph looks like a smaller adult without wings.)
21
Young grasshoppers
like their parents, Metamorphosis
must go through
a change to look
This change
is called metamorphosis,
comes from the words meta and morphi, What do you think meta means? also go through go through metamorphosis.
which means "form," Many invertebrates
Some, like the grasshopper, metamorphosis. The grasshopper nymph The nymph
incomplete
a
each square designates a piece of a puzzle. The puzzle is a picture of an insect in the Order Orthoptera. When he answers a question correctly, he may choose one puzzle piece to add to his grid. Challenge him to complete the puzzle in as few questions as possible. Here are some questions you might ask for the review game:
I, 2. 3. 4. 5, 6. 7. 8. 9. 10, II, 12. 13, 14. 15. How many body parts does an insect have? (3) How many legs does an insect have? (6) How many antennae does an insect have? (2) What type of skeleton does an insect have? (exoskeleton) What is the exoskeleton made of? (chitin) How many wings do grasshoppers have? (4 wings or 2 pair) Describe the grasshopper's upper pair of wings. (like heavy paper) Describe the grasshopper's lower pair of wings, (crisp, clear, silky) How many stages are in incomplete metamorphosis? (3) Name the three stages. (egg, nymph, adult) How many stages are in complete metamorphosis? (4) Name the first two stages, (egg and larva) Name the last two stages, (pupa and adult) Name an insect that goes through incomplete metamorphosis. (grasshopper, cricket, dragonfly, bug, etc.) Name an insect that goes through complete metamorphosis. (butterfly, moth, beetle, fly, bee, ant, etc.)
starts out as an egg. It then becomes looks like the adult but is smaller and an adult grasshopper. metamorphosis?
has no wings, Then it finally becomes How many steps are there in incomplete
20

You should be aware that the characteristics (such as six legs) listed for insects are for adult insects, Many insect larvae have 6 legs as well, but there are others that do not Caterpillars seem to have more than 6 legs, although the first 6 are the only ones considered to be true legs, The others are prolegs, Fly larvae have no legs at all. The following list gives the names of the nine common insect groups discussed in this chapter as well as the corresponding order names and their meanings. The order names describe a distinct characteristic of the insects in that group. Grasshopper group-Order Orthoptera-straight wing Dragonfly group-Order Odonata-toothed (NOTE: This group is the only one in the list that does not describe the insects' wings, Toothed refers to the strongtoothed jaws of the dragonflies. Aphid group-Order Homoptera-same wing Bug group-Order Hemiptera-half wing Moth and butterfly group-Order Lepidoptera-scale wing Beetle group-Order Coleoptera-sheath wing Fly and mosquito group-Order Diptera-two wings Bee and ant group-Order Hymenoptera-membranous wing Flea group-Order Siphonaptera-siphon (sucking mouth parts) without wings
Conclude the discussion. Ask your student whether he remembers the stages of complete metamorphosis from earlier science lessons in grade 2, Remind him that a butterfly is an insect that goes through complete metamorphosis. Ask him to list the stages. (egg, larva, pupa, and adult) Does a nymph in incomplete metamorphosis look like the adult insect? (Yes, it is smaller and has no wings.) Do the larva and pupa in complete metamorphosis look like the adult? (No, each stage has its own
appearance and behavior, For example, the active, hungry larva changes into the resting.fasting pupa.)

You may want to color the game pieces before beginning the review game, or you may allow your child to glue the pieces to the game board and color them after he has completed the game,
Direct a review game. Use the prepared game board on the Write It flip chart. Tell your student that you will be asking questions to review pages 18-20, Allow him to reread these pages quickly in preparation for the game. Point to the grid on the flip chart. Explain that 22
SCIENCE 4 HTE
The order names are given for your information and for your child if he is truly interested in insects. The common insect names are all your child should be expected to know.
The praying mantis is the gardener's friend. Its voracious appetite for all kinds of insects (including other praying mantises) helps rid gardens of many insect pests. The praying mantis seems afraid of nothing and will attack insects many times larger than itself. One characteristic unique to the mantis is its ability to turn its head like a human. Unlike the cricket, grasshopper, and katydid in this insect order, the praying mantis makes no sound.
Chapter 2: Lesson 5
23
Lesson 6
Dragonflies, Aphids, and True Bugs
Text, pages 21-23
hides and waits for its food to swim within reach. While it waits, its long unusual lower lip is pulled back and folded underneath its head, covering part of its face like a mask. When food is within reach, the lip quickly unfolds, snatching up its prey. Two hooks at the end of the lip firmly hold the prey as the lip snaps back in place. Now the food is within reach of the nymph's sharp jaws. While the nymph cuts up and chews its food, the lip acts as a sort of plate to catch any "crumbs" that may fall from its jaws. Lead your student in an imitation of the nymph feeding habits of the dragonfly. Instruct him to stand up and follow your motions. First bring your right elbow close to your chest. Next, place your right hand over your nose and mouth, resting your chin in the curve of your palm. Then quickly reach out your right hand pretending to grasp something and then fold your arm again and return your hand to your chin. Ask your student to continue mimicking the feeding actions of the nymph dragonfly. Begin walking toward your student, dangling the strand of yam in the air. Tell him that this is a mosquito larva and that he is a hungry nymph. Allow the hungry "dragonfly nymph" to try to catch the food.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Mimic the feeding actions of a nymph dragonfly. Solve a word problem about the dragonfly's life cycle.
Materials
Have available: 2 feet of yam. Small piece of scrap paper. I stapler. I four-holed bubble pipe. * Bubble solution. Prepare: The strand of yam by stapling the small piece of scrap paper to the end.
Notes
Bubble solution can be made by mixing 1 part liquid dishwashing detergent (Dawn works very well) to 9 parts water.
Lesson
Direct an activity of the nymph feeding habits of the dragonfly. Tell your student that one of the insect
groups he will be studying today is the dragonfly group. Read the following paragraph describing how the nymph dragonfly hunts its food. Unlike the adult dragonfly, which catches its food while darting back and forth in the air, the nymph
24
SCIENCE 4 HTE
The Aphid Group

The insect. in this group can look like tiny tents when
>(1
they are sitting still. They fold their wings Most insects in this group
that the,
touch at the upper edges and spread out over their bodies. have two pairs of wings. but tell an some have none at all, How do you think scientists insect is an aphid if it has no wings'! All aphids suck the juices out of plants. do a great deal of damage member varnish or the aphid group for wood. member, the cicada. or seventeen-year locust. to gardens is useful. though. Most of them The lac insect and house plant>. One
The Dragonfly
The dragonfly group. needles.
Group and the damselfly
arc members
of this
They both have thin bodies shaped Dragonflies are somewhat smaller.
like darning
can be up to three Inches long:
damselflies cellophane.
They both have two pairs of wings. like veined I he wings of dragonflies usually Slick ...raight t arc held out from their bodies. 1he wings of damselflies
gives a sticky liquid that is used to make shellac. a thin Another
lays its eggs in trees. When the young hatch. they crawl to the ground and burrow into the soil. The nymphs live there on the juices from the plant roots. After seventeen years. they climb back up the tree and become adult cicadas. 22
together above the bod). These insects eat mosquitoes. gnats. praying mantises. and just about any other insect. The) lay their eggs in water and on plants such as the water iiI) and the cattail. would be a good place to go if you wanted to see a Where
dragonfly'
21
Direct a demonstration. Tell your student to turn to page 22 and to name the next insect group he will be discussing. (the aphid group) Explain that there are also some interesting insect nymphs in the aphid group. One is called the spittlebug. Ask your student to try to guess the unique characteristic of this insect based on its name. Fill a bubble pipe with solution and begin blowing a mass of bubbles. Ask your student to extend his index finger into the air. Place a cluster of lather on his finger. Explain to the him that this is very similar to the bubble house the spittlebug builds for itself. The nymph remains under the protection of the bubbles unless it is disturbed. Tell your student that only the nymphs make these bubbles. Scientists believe that the bubbles prevent the insects from drying out and also protect them from their enemies.
Teaching the Lesson

Direct a text activity on pages 2123. Use the following questions to initiate your student's interest in what he is going to read. 1. What insects does the adult dragonfly eat? 2. What insects look like a tiny tent when they are sitting still? 3. What is a bug? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. I. What are the stages of incomplete metamorphosis? (egg, nymph, and adult) All the insect groups in today's lesson undergo incomplete metamorphosis. 2. What do you think happens to the outer covering of the nymph as it grows? (Answers will vary.) Explain that the dragonfly does a tremendous amount of growing and changing while in its nymph stage. Unlike human skin, the outer coy-
Chapter 2: Lesson 6
25
The Bug Group

What is a bug? Many people call any insect or even a
spider or a centipede
listening
a bug. Some people with the !1u say

find a and report, "This phone has
they have "come down with a bug." Police detectives device on a telephone a bug." if a machine might explain: But when scientists thin, miniature
docs not work right, the mechanic say bugs. they mean a special group mouth parts, almost like
"I don't have all the bugs out yet."
of insects that have long. piercing
beaks. Most bugs have flat. oval bodies and where they join the body and A few bugs do not have wings. How bedbugs, and water
two pairs of wings. Both pairs of wings are thin. but the front wings are thicker gradually get thinner.
do we know they are bugs? Some common striders. and streams. bugs are stinkbugs, Water striders can walk on the surface of ponds
Conclude the discussion. Tell your student that bubbles play a role with some insects in the true bug group. Water boatmen, backswimmers, and the giant water bugs are all insect "scuba divers" that trap air bubbles close to their bodies. If your student has seen a human scuba diver in action, ask him to list some of the equipment the diver uses. (mask, air tanks, fins, weight belt, etc.) Tell him that people need all this extra equipment to function well underwater. Insects like the giant water bugs and water boatmen, however, do not require extra equipment. God has designed the bodies of these insects to function well underwater. (Bible Promise: 1. God as Master) Ask your student why the insects would need to take air with them down into the water while they swim and feed. (The insects use the trapped air to breathe.) Tell him that when an insect needs a new supply of air, it rises to the surface and traps more air,

Solve a word problem. Tell your student to take out a piece of paper and write down the months of the year on the first twelve lines. Explain that you will be giving him some information to solve a word problem about the green darner dragonfly's life cycle. Read the following paragraph to your student.
The green darner belongs to the family of dragonflies with the largest and most powerful wings. Easy to spot with its metallic green body, the green darner can be found nearly anywhere in the United States as well as in parts of Canada. The eggs of the green darner take about two weeks to hatch. When the nymphs hatch, they live underwater for nearly twelve months. During this time the nymphs grow and develop. Finally the nymphs crawl out of the water and shed their skin. These newly winged adults live about one month.
The giant water bug lives in lakes and ponds. up to four inches long and eats snails, minnows, small snakes. it has strong Where do you think bedbugs
Some get and even
forelegs and a nasty bile.
live? How do you think
stinkbugs got their name? How do you think the expression "Don't bug me" came about'! 23
3.
4.
5,
6. 7.
8,
ering of insects does not grow constantly. As the nymph becomes larger, its outer covering becomes tighter until finally the covering splits open and a newly covered nymph emerges, This process is called molting. The nymph will undergo several molts before it is fully grown. What insects does the adult dragonfly eat? (mosquitoes, gnats, praying mantises) The dragonfly lives up to its name because it is a ferocious hunter. Would the nymph eat the same type of food as the adult? (no) Why not? (The nymph lives in the water.) What type of food do you think the aquatic nymph dragonfly would eat? (The nymph eats many immature insects such as mosquito larvae. Then as the nymph grows larger, it adds larger prey such as tadpoles, shellfish, and young fish to its diet.) What insects look like a tiny tent when they are sitting still? (insects in the aphid group) How do insects in the aphid group get their food? (They suck the juices out of plants.) Tell your student that these insects have "built-in" drills-sharp mouth parts to pierce the stems of plants and reach the juice. What is a bug? (When scientists refer to bugs, they mean a special group of insects that have long, piercing mouth parts and two pair of wings.)
Instruct your student to write the word eggs next to the month of ApriL Then ask him in what month would he most likely be able to see the adults flying around if the eggs of a green darner were newly laid in mid-April. Review that eggs take two weeks to hatch, nymphs take twelve months to grow and develop, and adults live for one month. The answer to the problem is May. Make a comparison between the green darner's life cycle and the life cycle of humans by asking the following question, If people had a similar life cycle to the green darner, in which of the three stages-child, teenager, or adult-would they spend the longest part of their lives? (teen-ager) Tell your student that if he lived to be 81 years old, 72 of those years would be as a teenager.
26
SCIENCE 4 HTE

Bedbugs are wingless, bloodsucking bugs that feed on the blood of animals and people. The bugs are small long) and hide during the day under mattress buttons, in cracks in beds or floors, or under wallpaper. During the night they come out and suck the blood of humans. The bite of a bedbug usually produces only slight irritation, but it m~y cause a large welt. Bedbugs are found all over the world and can be easily picked up in hotels, subways, arid infested homes. Although a house is kept clean, bedbugs can still be living there. The aphids that live during the summer can reproduce without mating. These aphids do not lay eggs but bear their young alive. Every aphid in the crowd is a female, and every baby that is born is also a female. In just a few days after birth an aphid begins producing young of its own. If everyone of its offspring remained alive, one aphid could produce 1,560,000,000,000,000,000,000,000 (one septillion, five hundred sixty sextillion) offspring in one year.
(i"
Chapter 2: Lesson 6
27
Family Time 7
Finding Out
About Insects
Text, page 34
About Insects
I. Get a plastic margarine container with a lid and five sealable sandwich bags. 2. Catch an insect in the container and then put it into a sandwich bag. Without crushing the insect, try to keep its wings spread. Catch and seal at least five insects this way. Try to get insects that look as different [rom each other as possible. 3. Put the bags into the freezer for an hour. 4. Bring your insects to class in the bags. With your teachers help, classify and mount your insects. 5. Display your mounted insects with those of your classmates.
Materials
Have available: I plastic margarine container. 5 resealable sandwich bags. 2 Popsicle sticks or flat toothpicks. 2 small weighted objects (large spool of thread or a small box of matches).
Notes
In Chapter 2 your child has been studying insects. By the time he has completed this chapter, he will have studied the following groups of insects: grasshoppers, dragonflies, aphids, bugs, moths and butterflies, beetles, flies and mosquitoes, bees and ants, and fleas. To provide him with first-hand experience in observing and identifying insects, he needs to collect five different kinds of insects (for example, five ants would not be acceptable) and have them ready for Lesson 9.
34
Spreading the wings of butterflies and dragonflies. The following information explains how to spread the wings of butterflies and dragonflies. 1. Remove the insect from the freezer and carefully take it out of the bag. 2. Place the insect on a flat surface and ask a parent or friend to gently hold the insect's body. Take two flat toothpicks (or two Popsicle sticks) and slip them between the insect's wings. Slowly spread the wings apart so that they rest on either side of the body. 3. Ask your helper to place a small weighted object (large spool of thread or a small box of matches) on top of each toothpick or stick holding down the wings. (NOTE: See Figure 7-1.) Allow the insect to remain in this position for one or two days. Return the insect to the bag.
Instructions
Direct your child's attention to the Finding Out activity on page 34. Ask him to read aloud Steps 1-3 to the family. Tell him the whole family will help him find insects, but it will be his responsibility to make sure that the animals are true insects. Ask him what characteristics he will be looking for in each insect. If he is having difficulty listing the characteristics of insects, ask him to read page 18 in his textbook. (Six legs, three body parts, and usually antennae should be evident.) You will want to estimate the date of Lesson 9 so that your child will know how much time he has to work on this project. You should also encourage your child to try to choose larger insects. The bigger insects are easier to handle when going through the classification key. This insect project does not necessarily need to be done in one evening. The insects may be collected over a period of days as long as they are ready for the presentation of Lesson 9.
Figure 7-1
28
SCIENCE 4 HTE
Lesson 7
Butterflies, Beetles, and Flies
Text, pages 24-27 Notebook, pages 2-3
Preview
Objectives
Given proper instruction, your student will be able to do the following: Differentiate between moths and butterflies. List the characteristics used in identifying moths and butterflies.
Direct a mock firefly demonstration. Turn off the lights in the room and tell your student that the first pattern that you will flash with a flashlight is that of the male firefly. Flash the pattern-flash, flash, pause, pause, flash, flash. Next tell him that you will flash two female patterns-(l) pause, flash, pause, flash and (2) pause, pause, pause, flash, flash, flash. Tell your student that the male firefly is looking for the female with the pattern pause, pause, pause, flash, flash, flash. Flash both female patterns again and allow your student to try to find the correct one. Try to observe the flashing pattern of the fireflies you have caught. Tell your student that today he will be studying insects belonging to three groups: butterflies, beetles, and flies. The last lesson discussed insects belonging to the bug, aphid, and dragonfly groups. Ask him to tell in which of these six insect groups he thinks lightning bugs or fireflies belong and to give his reason(s) for choosing that group. (bugs-lightning bugs, flies-fireflies) Tell your student that in spite of their names, lightning bugs are beetles. Beetles make up the largest group of all the insects.
Materials
Have available: 1 flashlight.
Lesson
You will want to catch fireflies (lightning bugs) for your child to observe the flashing pattern as you introduce this lesson.
Discuss fireflies. Show your student the fireflies you have caught. Ask him what he thinks is the purpose of the lightning bugs' flashes. (Some responses may be to light their way or to find each other.) Tell him that the male fireflies use their flashes to find a mate. Because there are several different kinds of fireflies, the males in one group (species) can tell the females belonging to the same group (species) by their flashing responses. The pattern differs for different groups (species) of fireflies.
Chapter 2: Lesson 7
29
The Moth and Butterfly Group

At first glance, moths and butterflies look much alike. But take a close look at the butterfly and moth pictured
here. Can you find two ways moths are different from
butterflies? How is a butterfly's body different from a moth's? How are the moth's antennae different from a butterfly'S? Moths and butterflies have large, delicate, and often colorful wings that are covered with tiny scales. Most moths do not have all the beautiful colors on their wings that butterflies do.
Monarchs go through complete metomorptiosis. Complete hatches becomes emerges metamorphosis begins with an egg. The larva and [rom the egg. -1he larva then goes into the pupa encased in it. After a while. an adult monarch and many moths are harmful. eat fruits, vegetables, The can
stage, or resting period. The pllP~ builds a chrysalis from the chrysalis,
Some butterflies larvae, or caterpillars! even cotton destroy However, Most moths and all butterflies mouths liquid. head. have long tube-like cloth.
tree leaves. and
or wool. The gypsy moth, for example, most of these insects do help pollinate
whole forests. stripping
the leaves from trees. flowers.
and the silkworm
moth gives liS what we need to make silk
that can reach deep into flowers for nectar. a sweet When not in use, the tube is coiled up under the
Butterflies 1. Thin bodies 2. Slender antennae 3. Rest with wings straight 5. Develop from a chrysalis up
Moths
Monarch butterflies live in the northern United States during the summer. In early fall they gather in large groups and fly to the Gulf and Pacific coasts. look like great orange clouds billowing In the spring, 24 they fly north again. When they land, they down on the trees.
1. Fat bodies
2. Feathery antennae 3. Rest with wings straight 4. Fly mostly at night 5. Develop from a cocoon 25 out
4. Fly mostly during the day
Teaching the Lesson

Direct a text activity on pages 24-27. Use the following questions to initiate your student's interest in what he is going to read. 1. What kind of metamorphosis do butterflies and moths go through? 2. How many pair of wings do beetles have? 3. What does a mosquito like to eat? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Use the first two points on the chart on page 25 to compare the pictures of a moth and a butterfly on page 24. Which insect is a butterfly and which one is a moth? (The one on the right is a butterfly, and the one on the left is a moth.) Tell your student that the butterfly in this picture is not resting with its wings straight up (point 3 in the chart) because its wings have been spread for mounting. The butterfly has been preserved in an insect collection. 2. What kind of metamorphosis do butterflies and moths undergo? (complete metamorphosis) 3. Look at the chrysalis of the monarch butterfly on page 25. What stage of the butterfly'S life cycle is pictured there? (pupa)
4. Look at the fifth point in the chart on page 25. Is the pupa stage of the moth the same as that of a butterfly? (No, the moth spins a soft cottony cocoon rather than a hardened chrysalis case.) 5. Unlike the fireflies that depend on sight, the moths and butterflies depend on their sense of smell to find their mates. These insects do not have a nose like a human being. What part of their bodies do you think they smell with? (Your student's answer may vary. Moths and butterflies smell with their antennae.) 6. Look at the fourth point in the chart on page 25. Can you think of an experiment that you could do at home that would show that butterflies are more active during the day or that moths are more active during the night? (Encourage your student to think of workable, practical ways to show this difference. A suggestion might be to count the number of moths vs. butterflies flying around an outside light at night or around a group of flowers during the day.) 7. How many pair of wings do beetles have? (two) Describe the front wings. (hard, shiny, and shelllike) How is the second pair of wings protected? (underneath the front pair) 8. Look at the picture of the mosquito on page 27. This mosquito is not the same kind of mosquito
30
SCIENCE 4 HTE
The Fly and Mosquito Group

Who hasn't who hasn't had a housefly pester him at a meal, and itself to a little blood" felt a mosquito insects around. of this group have one pair of wings: thin, helping
The insects in this group arc some of the least useful and most disliked All members
almost transparent, and veined. Most have sucking mouth pans. Deer flies and tsetse flies, for example and, certainly, mosquitoes mouth parts. do. Houseflies have sponging and walk in dirty
Because flies lay their eggs in manure places, they pick up bacteria parts and on the sticky hairs of their legs.
on their claws and mouth
The claws, pads. and sticky hairs help them walk almost anywhere even on glass. When the Ill' lands on somconc's some bacteria and human from blood. and blood This parts onto the food. likes to feed on animal or human food, it can spread disease by rubbing its feet or mouth The mosquito It spreads
disease when it bites a sick animal
then flies off to bite another,
leaving some diseased from person to person.
in its next victim.

Mosquitoes carry malaria disease was once thought to be brought on by bad air. Can you see how malaria got its name: mal- (bad) + aria (air),'
The Beetle Group

There arc at least 300,000 kinds of beetles. Some of them arc known by the name beetle, but many of them are not. The Japanese (ladybird beetle, the boll weevil, and the ladybug beetle) belong to this group.
Beetles have two pairs of wings. The front wings are hard and usually shiny. When folded back, these wings make a shell-like back. Many of these insects eat plants, such as potato wheat, and colton, however, that are useful to people. eat other insects. what should you do" A few like the ladybug, plants, covering with a straight line down the
If you find a ladybug, 27 26
that spreads malaria. Do you think the mosquito pictured is a male or female mosquito? (a female) Your student can observe that the female mosquito in the picture has antennae with a few short hairs arranged along its length, The hairs on the male mosquito'S antennae, however, are so long and thick that the antennae look more like delicate, fancy feathers. These antennae are especially important for the male mosquito to find his mate. 9. How does the moth use his antennae to find a mate? (He uses the antennae to smell her.) How do you think the mosquito uses his antennae to find his mate? (Answers will vary. He uses his antennae to hear her. When the female mosquito flies, the hum of her wings draws the male to her.) Conclude the discussion. Tell your student that male mosquitoes have shorter mouth parts than the female mosquito pictured in the textbook. One reason for this is the different foods that male and female mosquitoes eat. Female mosquitoes feed on the blood of animals and people as well as the juices of plants. The males, however, feed only on the juices of plants. The blood meal is usually necessary for the female to produce eggs,
Chapter 2: Lesson 7
31
name L~t the numbtrl Or tf'M ehlrKt.rttttet you used Inthe .pace below e.ch Insect
Butterfli Ullng 1M ten distinguishing charKlert,tlc, lI.ted below, Identity
each
_
Insect .1 bunerfly or a
diagram. moth.
Moths 6. Fat bodies up 7. Feathery antennae 8. Rest with wings straight 9. Fly mostly at night 10. Develop from a cocoon out
I. Thin bodies
2. Slender antennae 3. Rest with wings straight
4. Fly mostly during the day 5. Develop from a chrysalis
6,7,8
10
1,2,3
'i11OBobJontlUnlv,r.ltyPr.II,ReprodlicUonprohlblled.
D Sdence4
lel50n7
Evaluating
NoIebook'
tn.l.uon

Direct a notebook activity on pages 2-3. Direct your
student's attention to the insect drawings on the notebook pages. Tell him that he must identify each insect as either a moth or a butterfly by using the characteristics given in the chart on page 2. When he has properly identified an insect, he should write the correct label on the first line below each insect. Then he should fill in the second line below each drawing with the specific characteristics he used from the chart. Tell him that some insect drawings may show only one distinguishable characteristic; others may show several.

Many of the common butterflies in the United States belong to the family ofbrush-footed butterflies. If someone were to count the legs of this butterfly, it would appear that they had only four legs and not the six that are standard for all insects. In reality there are six legs, but the first two are so short and hairy that they look
like little brushes close to the butterfly'S head. One of the most devastating diseases of tropical regions is malaria. Malaria is passed on to humans by the female Anopheles mosquito. The malarial parasites enter the bloodstream via the mosquito's saliva. Once inside a human, the parasites penetrate the cells of the liver, and they grow and reproduce in the liver cells for about two weeks. Eventually they invade the bloodstream. When the parasites enter red blood cells, they again begin to reproduce. Eventually the blood cells burst, releasing new parasites that may invade other blood cells. This periodic rupturing of red blood cells causes the violent fits of chills and fever that characterize malaria. Luciferase and luciferin are the substances that help make the rear part of a firefly's tail glow. When these substances combine with oxygen and other ingredients, they convert chemical energy to light, causing the firefly to glow. Unlike the light that man produces through chemical reactions, the light of the firefly produces no heat. God's design is evident even among these small creatures.
32
SCIENCE 4 HTE
About Ants
I. Get a large, wide-mouthed enough jar: an unopened can (large it and jelly. or to leave one and one-half inches between
Family Time 8
Finding Out
About Ants
Text, page 30
the sides of the jar); some soil; bread crumbs. sugar; a small sponge; black construction paper; a large rubber
a swatch of loosely woven cloth; band: and
some ants.
2. Put the sealed can inside the jar and fill the space left with soil to within one inch of the top. Place the food and the sponge dampened cloth and secure with 3. When no! observing different with water on top of the soil. with the loosely woven band. of the over Put in the ants. Cover thejar rubber
the ants, cover the outside
jar with black construction a period of a week.
paper. Try giving the ants your observations
kinds of foods. Record
Materials
Have available: 1 large wide-mouthed jar. 1 sealed can or cardboard tube (about 1" smaller in diameter than the jar). Slightly damp soil and sand. Small sponge. Swatch of loosely woven cloth. Black construction paper. Cellophane tape. 1 large rubber band. Ants for the ant farm. *t
30
Instructions
1. Direct your child's attention to the Finding Out activity on page 30. Ask him to read this page silently
before beginning this activity.
2. Obtain the specimens. To gather ants out in the field,
Notes
Traditional ant farms complete with mail-order ants may be purchased from large toy stores and pet shops. Ants and ant farms can also be purchased from a scientific supply company, such as Nasco or Carolina Biological Supply Company. (NOTE: See addresses below.) Your ant supply can also be collected from a nearby yard as suggested in this Finding Out activity. Nasco 901 Janesville Avenue Fort Atkinson, WI 53538 Carolina Biological Supply Company Burlington, NC 27215
Two to three days before Lesson 8 is scheduled you will need to collect the ant specimens and assemble the ant jar. You will want to instruct your child in the handling of ants so that he will not be bitten.
make sure that your child collects all his specimens from one specific area. Choose a type of ant (for example, little black garden ants) that makes its nest just below the surface of the ground. A good place for finding ants is under large rocks. As your child gathers the ants, take careful note of any food that may be in the area. Some ants eat seeds, fungi, and other plant matter. This information may be important if he chooses to keep the ant farm after the experiment is over. (NOTE: A perfect diet for the ants can be made by mixing one part sugar water, one part egg white, and one part melted butter. A piece of some other soft insect may be given to the ants once a week.) As your child collects the ants, take specimens from inside the nest as well as outside the nest. Those outside the nest may be food gatherers or soldiers. Those inside the nest may be responsible for tending the young or larvae. He may notice white specks in the worker's jaws. These are eggs or larvae being moved by ants.
Chapter 2: Family Time 8
33
Also, look for pupae, which look like small kernels of puffed rice, and collect some of them. Continue digging
carefully through the nest while looking for a queen. A
queen is much larger than the workers, and her thorax
(second body division) is humped where she used to

have wings. Chances are likely that you will not capture a queen ant, but your child should be able to observe the activities of the other ants. The colony will not last as long without a queen. 3. Assemble the jar for the ants. Place the sealed can (or cardboard tube) inside the jar. (NOTE: This arrangement will force the ants to build their tunnels near the sides of the jar where your child can observe them.) Sprinkle a mixture of slightly damp sand and soil around the can or tube until the jar is filled to an inch from the top. Place the ants in the jar and add some food. Set a damp sponge on top of the soil. This drinking sponge should be kept damp at all times. Cover the jar with the loosely woven cloth, and secure the cloth with a rubber band. Construct a tube of black construction paper to fit around the glass jar. Keep the jar covered when no one is observing the ants at work and make sure that it is placed away from heaters and cold windows. Frequent changes from dark to light as well as frequent changes of temperature are harmful to the ants. Now that the ant colony is set up, allow a day or two before your child begins his observations.
34
SCIENCE 4 HTE
Lesson 8
Bees and Ants
Preview
Objectives
Given proper instruction, your student will be able to do the following: Compare the body structure of bees and ants. Compare the social activities of bees and ants.
were the first food-finding ant to find food for the colony and that you left an odor trail of scented paper on the floor from the food back to the starting place. He, as another ant, will crawl along the floor, following the scented trail to find the food. Blindfold your student and allow him to smell the scent before beginning. When the activity is over, reward your student by allowing him to eat the cookies. Tell your student that if he were a real ant, he would return to the colony and share the food he has eaten with other ants. Ask him to look at an ant. How many stomachs does it appear to have? Explain that ants have two stomachs, one small and one large. The food that goes into the large stomach is shared with other members of the ant nest. Ask your student if he would want to share some of the cookies he found, now that he has already eaten and swallowed them. Tell your student that sharing food is only one way that ants as well as bees demonstrate social behavior. Ask him why he thinks these insects are called social insects. (They live
and work together for the benefit of the entire colony.)
Materials
Have available: 1 handkerchief or square of cloth for a blindfold. 20 squares (2" x 2") of tissue paper. 1 resealable plastic bag. Perfume or vanilla extract. Several cookies or other treat. Bread crumbs or jelly. Tiny pieces of banana and apple. * Bits of walnuts. * Ant farm prepared in Family Time 8. Ants (different type from the ants in the ant farm) for experiment on Day 4. * Prepare: The 20 pieces of tissue paper by placing a small drop ofthe same perfume on each paper. (NOTE: Consider using perfume, cologne, vanilla extract, or fruitflavored extract.) Place the tissue papers into a resealable plastic bag to keep the scent strong.
Lesson
Notice that each lesson begins with an activity to stimulate your child's interest in science.
Direct a food-finding activity. Before the lesson begins, place several cookies or other treat in a hiding place in the house. Leave a trail of scented tissue paper from the food to your student. Explain to him that you
Chapter 2: Lesson 8
35
name
O~Hrw the Int linn for Oweday. Anlwar tho following quosllons about the ant experiments and record your ob mltlonl carefully. Ant Roles 1. Look for the queen ant. Is one present 2. Look for ant cocoons. color of the cocoons. in the ant farm? in the ant farm? If so, describe the
9. Observe
the construction
of the tunnels.
Are most of the tunnels in view built
horizontally, vertically, or diagonally?

_
Are there any present
10. Observe one ant feeding another.
Describe
what you saw.
3. Look for winged ants. Are there any present Ant Food 4. Did the ants eat the bread crumbs
in the ant farm?
_ II. Observe two 'ants communicating _ Describe what you saw. with one another using their antennae.
and jelly given to them on Day 11
5. Did the ants eat the pieces of banana and apple given to them on Day 31__ 6. Did the ants eat the bits of walnuts given to them on Day 5?
7. Which of the tested foods did the ants seem to like best? State your reasons.
_ 12. Look for any dead ants. Describe what is done with their bodies,
13. Observe the reaction of the ants to "foreigners."

Ant Activities 8. Observe an ant carrying food or digging a tunnel. Describe what you saw .
Describe
what you saw.
1990 Bob JO""
UnlV'r1lty
Pren,
ReproducUon
prohibited,
D Sdence4
_r
LeSIonS
Te.chlng the
Uuon
Direct a Finding Out activity and a notebook activity on pages 4 and 5. Using the ant jar prepared in Family Time 8, instruct your student to observe the ants for five days. As your student makes his observations, he should record them on pages 4 and 5 of his notebook packet.
Day I Feed the ants bread and jelly. Remove any leftover food after 30 minutes. (NOTE: Mold grows quickly on leftover food.) Day 2 Do not feed the ants. Day 3 Feed the ants tiny pieces of banana and apple. Remove the food after 30 minutes. Day 4 Do not feed the ants. Instruct your student to observe the ants' response to "foreigners" by placing 3 or 4 new ants in the jar. These ants should be a different type of ant from those already in the jar. Day 5 Feed the ants bits of walnuts. Remove the food as before.
Sudden jolts frighten and excite the ants, causing them to release formic acid. If the formic acid touches their bodies, the ants may go into a frenzy and die of formic-acid poisoning.
Instruct your student to observe the ant farm carefully for the next five days. Select 30 minutes in the day when the ant farm will be uncovered for observation. During this time follow the schedule above for feeding, watering, and adding of the "foreigners." Then allow your student to record his observations on the notebook page. Instruct him to be careful with the ant farm while making his observations. He should never bump or shake the nest.
36
SCIENCE 4 HTE
The Bee and An! Group

Nearly enough. Only female pairs of wings, divided, working, bees have stingers. the front wings But all bees have two larger than the of all bees arc distinctly by a mere thread. They are hard Every bee has a job to do always has enough the hone). being much everyone has dodged have felt the burning
The six-sided that the width international bees could pollen pockets the best possible The workers and nectar
cells
a bee hive arc so regular as an
ill sil.c
a bee or two, and many sting when the dodge is not fast
of a cell was once suggested

unit of measure.
The <ix-sided shape makes furm the
use of space and is the strongest the hive. hurvcsterx. are also good and carry
use to support
They gather
back. The thorax

sometimes consistent,
and the abdomen

seeming group.
il hack to the hlle in Iiule When a bee linds a to the hive and a miniature map. into account terms hich take,
to be joined
on each hack leg called pollen ba-kers. of pollen or nectar.
Bees are a well-organized in the cotony, or community lays eggs, making workers.
Bees can be good communicators. rich source The other does a little "dance:' not only direction which actually
II
and efficient.
it returns
and it does it. The queen bee
sure that the colony
bees learn "I he map."
The worker bees build the hive, make
but also time 01 day and disuuicc.
and take care of the eggs. The drones mate with the queen. '1 he worker builders. but aha structures workers Wax comes produce bees have many skills.
male bees that Ihcy are wonderful materials the eggs. after the
'I hey not only make in nature. To store
their own building efficient honey and protect usually
one or the nearest, most of six-sided
form thousands
cell-, out of wax. This
out of the workers' a lot 01 honey.
abdomens.
bees have eaten
worker
Perhaps
010:-.t
important
to
LIS,
the workers
arc efficient
sweet-makers. Bees make honey Irom the nectar the) collect. At first the sweet liquid is runny. hut the bees Ian it with their \\ ings to make extra water evaporate.
drone
Then the
honey
thickens.
Where
do
IOU
think
we got the phrase
"busy as a bee"?
28 29
Teaching the Lesson

Direct a text activity on pages 28-32. Use the following questions to initiate your student's interest in what he is going to read, 1. What jobs do the worker bees have? 2. How are bees good communicators? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Which bees have stingers? (female) 2. What jobs do the worker bees have? (building the hive, making the honey, and taking care of the eggs) 3, What jobs does the queen bee have? (lays eggs and makes sure the colony always has enough workers) 4, How are bees good communicators? (When a bee finds a source of pollen or nectar, it returns to the hive and tells the other bees.) 5. How does a queen ant differ in its appearance from other ants? (The queen ant has wings and is
bigger.)
6, What are the body parts of the ant? (head, thorax, and abdomen) 7. How do the leafcutter ants divide their jobs? (according to the size of the worker) Chapter 2: Lesson 8 37
To do the same amount 800-pound
of work as a lealcuuer,
a own
all
would have to run ten miles in forty minutes that at least seven limes a day. Back at the colony. down the many tunnels of all. These tiny insects regular sewing needle-chew grow a fungus. and nothing smaller
carrying
weight over his head. And he would have to do ants carry the pieces of leaf ants
and give them to the smallest
about the size of an eyc in a up the leaves and use them to as many as
All the ants in the colony cat this fungus that each ant do its job in
else. Since a colony can contain food.
four million ants, it is important this process of growing Another commends although hard-working their industry. insect is the ant. Even the Bible Ants look something body segments: like bees. head, thorax, but their The Her sharp-
rarely do any but queen ants and the males have Many ants have no "stingers,"
wings. The ants have distinct and abdomen. powerful leafcutter
jaws can deliver it bite that may feel like a sting. ants, for example. have johs according to the size
Like bees, ants divide up the work in their colonies. of the worker. colony. jawed The largest leafcutter ant is the queen.
job is to dig the first tunnel,
lay the eggs. and begin a
Next in size are the soldier ants. big-headed, Smaller
insects that can kill enemy insects ten limes their sive. ants, the Some ants arc like little dairy farmers. feed their "cows." the aphids. They keep and by the ants' give the whole group its name: they arc the ones wide. between When stroked
They guard the queen and the colony. workers, that actually
cut leaves. This group goes out into an From a
AnH\70n forest in long lines sometimes twelve-ants They cut up leaves and carry the piece, home. distance factory. these streams forest and nest, look like littie conveyor of ants, going and coming
feelers, the aphids give a sweet liquid. The ants need this "milk" and seem to do "chores" to get it. "Go to rile (JIll, thou sluggord;
H"ist':
consider
her H'ays. and be

or
Which having NO gutdc. overseer,

ill
ruler, Provideth Proverbs 6:6-8
belts in a very busy
her meat
harvest. "
the summer.
and gathereth herfood in 'he
31
32
Conclude the discussion. Explain to your student that a queen ant begins as a princess ant. She and her royal
winged-sisters and winged-brothers are fed and taken

care of by the common female worker ants. In time, the royal ants leave the old colony to begin new colonies. As they flyaway on their marriage flight, prince and princess ants pair up together. When they return to the ground, they go separate ways. The males will die in a day or two. However, each female (who has now become a queen) tears off her wings and begins digging into the ground. She soon digs a small chamber just a little larger than herself. Once inside she plugs the door tightly with dirt. Ask your student to think: of some reasons that the queen ant seals herself inside the chamber. (to protect herself/rom birds and other insects) She will remain in the chamber for weeks and even months until the young are born, Point out to your student the verses at the bottom of page 32. Ask him whether he knows why Proverbs 6:6 tells the lazy man to study the activities of the ant. Ask your student to list some lessons he could learn from the ant. (Answers will vary. Work together; use time wisely; use teamwork to tackle a difficult problem; etc.) (BAT: 2e Work)
38
SCIENCE 4 HTE
name
Us. your book and loday'. I ,on to mike a CO",p.lrlson IMtwM" beet and Ints. CompIeN the que,tlon, below with th, Inlormatlon you "nd.
Ants 9. Most ants (do~ have wings. have stingers. have wings.
Be es
I. Most beeO{dO) do not) have wings. 2. Most (mal~ bees have stingers. Queen bees) have pollen baskets bees are (male~. bees. on their legs. . . ," .... .. ..
10. Most ants (do~ II. (Worker 12. Worker ants~
3. ~I
4. Worker
ants are (males~. ants.
13. List three jobs of worker
5. List three jobs of worker
guard the queen and colony, cut up leaves
build hive, make honey, and carry the pieces home (gather food), and take care of eggs chew up leaves and grow fungi
6. List the jobs of the queen bee. 14. List the jobs of the queen ant.
lay eggs, make sure that dig the first tunnel, lay eggs, the colony has enough workers and begin a colony
7.
Bee((d.O:}'do not) communicate

to support
with
one another.
15. Ants~do not) communicate to support with one another. your answer.
8. Give one example
your answer.
16. Give one example
Bees communicate by dancing the directions
Ants communicate by leaving an odor trail
to a new source of pollen or nectar.
telling where food can be found.
111M/) Bob Jones University Press. Aeproductlon
prohibited.
D Sdence4
Notebook
Packet

Direct a notebook activity on pages 6-7. Tell your student that this evaluation involves comparing the body structures as well as the activities of bees and ants. Instruct him to use his book for this activity. Point out that some parts of the notebook pages require him to circle the correct answer, and other sections require him to write his response.
Enrichment
An excellent addition to this lesson would be the Moody Science video City of the Bees. This 28-minute classic takes the student on a visit to a beehive. City of the Bees can be ordered from Bob Jones University Press.

The ant's abdomen is called the gaster. Inside the gaster are the ant's two stomachs. The small one belongs to the ant itself, but the other (the sac stomach) belongs to the entire colony. When a worker goes out to gather
food, it extracts any juices from the solid food it finds. These juices are then swallowed, but the rest is spit out. When the field worker returns to the nest, it will share its food with other worker ants who in turn will share with larvae, queens, or other workers. Ants lay odor trails by dragging their abdomens along the ground and releasing formic acid. Odor trails are usually not necessary if the food supply is located near the nest. In this case the ants recruit helpers by communicating with their antennae. However, if the food supply is some distance from the colony, an odor trail is necessary. Each ant who follows the trail to the food will also follow the trail to find its way back home. As long as there is still a large amount of food to be gathered, each returning ant lays its own odor trail on top of the previous one, keeping the odor strong. The strength of the odor communicates to the ants that many more workers are needed to gather the food. As the food supply dwindles, fewer ants lay down a new scent trail on their return trip home. Eventually the ants gather the last of the food, returning home on the faint odor trail. Soon the remainder of the formic acid breaks down, and the obsolete trail disappears.
Chapter 2: Lesson 8
39
Lesson 9
Identifying Insects
About Insects
I. Get a plastic margarine scalable sandwich bags. and then put it into a the insect. at least different to keep insects this from each container with a lid and five
2. Catch an insect in the container sandwich bag. Without crushing its wings spread. other as possible. Catch and
way. Try to get insects that look
3. Put the bags into the freezer for an hour 4. Bring your insects to class in the bags. With your teacher's help. classify and mount your mounted your insects.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Group insects according to the number and structure of their wings. Use a simple classification key.
5. Display
insects with those of your
classmates.
Materials
Have available: 5 insects in resealable plastic bags. I small magnifying glass (optional).*t 5 insect pins (optional).* (NOTE: Number 3 insect pins work well for average-sized insects. Insect pins are recommended because of their slenderness and extra length, but straight pins may be substituted.) I toothpick. Small section of cardboard (about 3" x 3") (optional). Viewing jars and boxes (optional). A Write It flip chart.
34
Notes
The following is a list of choices of how the insects in this lesson may be handled when your student has completed the classification process. 1. Your student may return the insect to its resealable plastic bag. 2. Your student may make a permanent collection using viewing jars and boxes. Clear plastic nutsand-bolts organizers make great viewing boxes. The organizers have individual sections to keep the insects separated, and mounting the insects is not necessary. Viewing jars can be constructed by screwing a strip of wood (1" x into the lid. The length of the wood strip must be cut to fit inside the jar. Mount the insects to either side of the board and place them in the jar. Place a few moth crystals in the bottom of the jar to preserve the insects.
3. Your student may mount the insects on cardboard by using insect pins. Show him Figure 9-1 which gives the proper place that the pins should be inserted. The pin should pass through the center of the insect's thorax, just behind its head. Instruct your student to place insects right side up on the cardboard carefully. Then insert one of the pins through the insect and into the cardboard. Your child may have difficulty pinning the heavier armored beetles.
Lesson
1. Set up the Finding Out activity on page 34. Your student should get a toothpick and the insects that he has collected. (NOTE: The number of insects may be adjusted to correspond with lesson time.) Tell your student to number his insect bags with a pen. 2. Introduce the classification key. Point out the classification key on notebook pages 8-9. Read the directions and tell your student that some insect groups will occur more than once in the key. For example, a cricket and a walking stick are both insects that belong in the grasshopper group; however, one has no wings and the
T")
40
SCIENCE 4 HTE
name
UI' the following simple cl ltlc.tlon key while studying your Intecll. The key I, mtIde up of que,tlona which d.,crlbe different lneeet wing Follow the direction. below each que,tlon. Record your progr through the key In the Ipace provlded.t the end. Continue re.dlng the qu tkml Md following the direction. until you find the proper group for your Insect. Record your findings In ,plce provided on peg 10 and 11.
_
6a. Are the front (top) wings SIMILAR to the back (bottom) o If no, go to 6b. 6b. Are the front (top) wings DIFFERNTin Aphid group. 7a. Do the tips of the front (top) wings overlap? (See Figure 9-2.) AN () are the front (top) wings slightly group. thicker at the base'! If yes, the insect is in the Bug group. If no, go to size and wings? in size and shape
If yes, the insect is in the Dragonfly group.
I. Does the insect have wings? o If yes, go to 2a. o If no, the insect could be in the Flea group, group, Bee and Ant group, or Grasshopper
shape from the back (bottom) wings? If yes, the insect is in the Bee and Ant group.
2a. Does the insect have ONE pair of wings? If yes, the insect is in the Fly and Mosquito o If no, go to 2b. 2b. Does the insect have o If yes, go to 3.
~
~H
7b.
TWO pairs of wings? 7b. Does more than the tips of the front (lop) wings
overlap? AN!) are the front (top) wings NOT thicker group. at the base? If yes, the insect is in the Grasshopper
3. Are the front (top) pair of wings thin and transparent?

o If yes, go to 4. o If no, go to 8.
8. Are the back (bottom) wings thin and transparent?
4. Do the wings form a peak over the body? (See Figure

9-1.) If yes, the insect is in the Aphid group or the Grasshopper group. (Note: If the last pair of legs are
larger than the rest, it belongs in the Grasshopper group.) much
If yes, go to 9a. If no, the insect is
in the Moth and Butterfly group.

the body,
9a. Do the front (top) wings lie flat against meeting in a straight
line along the back?
If yes, the insect is in the Beetle group. If no, go to 9b.
If no, go to Sa. Sa. Do the front (top) and back (bottom) against the body? AND wings lie flat wings
9b. Do the front (top) wings form a peak over the body? (See Figure 9-3.) If yes, the insect is in the Aphid group.
are the back (bottom)
M
~
FIgure 9-3
hidden from view even when you turn the insect upside down? (Note: The tips of the back (bouorn) wings may be visible.I If yes, go to 7a. o If no, go to 5b. 5b. Are the front (top) and back (bottom) wings held away from the body? AND can you see the entire back (bottom) wings when you turn the insect upside down? If yes, go to 6a.
D Sdence4
Notebook
Leason 9
TNChlng In. Leuon
PAcket
other has two pair of wings, Tell him that most insects have two pair of wings. However, sometimes one pair is hidden from view. For this reason it is important that your student study each insect carefully, Through his study he will discover that there are many kinds of insect wings, ranging from hard, thick, shell-like wings to thin, transparent wings that look like plastic wrap, (NOTE: You may need to point out to your student that the thick, shell-like coverings of certain insects are wings.) 3. Review terms and demonstrate the key. Explain that the term transparent means that you can see through the wings, If your student is not sure whether an insect's wings are transparent, a good test is to slip underneath one of the wings a piece of paper with writing, The words should be clearly visible if the wings are transparent. The wings of butterflies and moths are scaly and usually not transparent. The wings can become transparent, however, if they are handled too much and the scales are rubbed off, Warn your student to handle butterflies and moths carefully, Bare spots could affect the results of the key. Demonstrate how the key works by taking one insect and going through the key with your student and answering any questions that he may have,
Figure 9-1
Chapter 2: Lesson 9
41
name
Record your ftndInp here.
Insect I: Used key numbers
Insect 7: Used key numbers
Insect Group
Insect Group
Insect Group
Insect Group
....:...-
Insect Group
Insect Group
Insect
10: Used key numbers
Insect Group
Insect Group
Insect 5; Used key numbers
Insect Group
--'
Insect Group
01990SobJont,Univi!rsityPres5
_
Reproduc1ionpfohibiled
Sdence4
~,adIet
10
II
Teacher information for the classification key. Beetle group: Members of this group have two pair of wings. The front pair of wings may be hard and shell-like (often shiny), or they may be leathery. The front wings nearly always meet in a straight line along the back. Back wings are thin and membranous and are usually longer and folded under front wings. Grasshopper group: Members of this group usually have two pair of wings, or they may have no wings at all. (Few have only one pair of wings.) The front pair of wings feels like heavy paper, and the back pair of wings is membranous and usually folded fanlike underneath the front pair. Roaches belong to this group. Bug group: Members of this group have two pair of wings. The front pair of wings are slightly thicker where they join the body and thinner toward the end. The tips of the front wings overlap. Back wings are membranous and shorter than the front wings. Aphid group: Members of this group may have two pair of wings, or they may be wingless. The front wings are usually thin and transparent, but some species have thickened wings. The wings usually form a tentlike peak over the body. The back wings are membranous and shorter than the front wings. Dragonfly group: Members of this group have two pair of long, membranous, many-veined wings. The front wings and back wings are similar in size and
shape. The abdomens of dragonflies and damselflies are long and slender, and their eyes are quite large. Flea group: Members of this group are small (less than 5 rum), wingless insects. Fleas have somewhat flat, bristly bodies with relatively long legs. Moth and butterfly group: Members of this group have two pair of wings that are mostly covered with scales. When rubbed with a finger, the scales appear as a colorful, powdery residue. Fly and mosquito group: This group has only one pair of membranous wings. The insects in this group usually have large eyes. Bee and ant group: Members in this group may have two pair of wings or may be wingless. The wings are membranous, with the front wings being a little larger than the back wings.
(NOTE: A large number of the orders include a variety of insects without wings. These groups include the butterflies and moths, bugs, and beetles. These groups are not included in Question 1 of the key because these examples are rare. You should also be aware that the classification key used by your student is a modified version of a true classification key. The key was specifically adapted for use by elementary students. An example of a true classification key will be used in Lesson 45 with tree leaves.)
42
SCIENCE 4 HTE
4. Oversee your student's observations. Tell him to use the key to guide his observations. In order to find the number or structure of the wings, he may need to use a toothpick to lift and gently separate the wings. Instruct your student to study carefully the structure of the insects' wings. To keep track of his progress through the key, instruct your student to mark lightly with a pencil each question he used. When he has finished keying each insect, he should record the numbers of the questions he used as well as the insect group in the space provided at the end of the key. He should then erase his marks and repeat the activity for the next insects. Tell your student that the classification key he used for his insects is a simple one and has its limitations. Point out that the key covers only the nine insect groups discussed in his book. Ask him how many insect groups there are. (26) It is likely that he will find an insect whose group is not mentioned in the key. Also point out that his key uses only the study of insect wings. Remind him that scientists actually use many characteristics (wing structure, mouth parts, type of metamorphosis, etc.) to identify insects. For this reason there may be some insects that are placed in the wrong group. Although this activity will likely result in some insects' being improperly identified, the goal is to give your child some exposure to using a classification key. The emphasis of this activity is to encourage him to make his own decisions based on personal observations and not on field guides he consults to identify an insect.
The Flea Group

The fleas have a group "siphon around? Fleas have sucking for leaping. one jump. You probably tubes for eating and legs designed inches in And they death think fleas are the pests on dogs. people. at any opportunity. it has carried One kind of flea can jump thirteen without wings." flea's mouth? name, Siphonaptera. that means What can you guess about the how the flea gets
What can you guess about
But fleas feast on many hosts. including hop from one host to another Although to millions, the flea is a small animal,
In the 900s, fleas from sick rats spread a plague Asia and Europe. of the began when 10,000,000 of the population pandemic
known as the Black Death throughout The plague wiped out one-fourth Europe. In the late 1800s, another rats aboard. ships from Hong Kong traveled world with diseased people died within twenty years,
to many ports around In India alone,
33
Teaching the Lesson

Direct a text activity on page 33. Use the following question to initiate your student's interest in what he is going to read: How do fleas feed? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. How do fleas feed? (They have sucking tubes for
eating.)
5. Conclude the activity. Tell your student to look at his insect collection. Remind him that scientists have identified 800,000 different kinds of insects. Ask him to study the many ways the insects differ. Ask your student who he thinks is responsible for all this variety. (Bible Promise: I. God as Master) Allow him to express some ways he has seen God's creation at work while studying insects. 6. Clean up. Since this activity involves handling dead insects, schedule enough time after the lesson for you and your student to wash your hands thoroughly.
2. How far can some fleas jump? (thirteen inches) 3. What is the Black Death? (a deadly plague spread
by fleas)
Chapter 2: Lesson 9
43

Direct a guessing game. Begin the activity by listing the following insects on the Write It flip chart: ladybug, praying mantis, stinkbug, cricket, fly, ant, bee, dragon-
fty, ftea, butterfly, and aphid. Tell your student to select

one insect and keep the choice secret. He should write a description about his insect, using the same style as a ringmaster introducing the mystery star of a circus show. His description should include five clues about the insect without giving the insect's name, and the clues should become increasingly obvious. Allow him some preparation time; then ask your student to present his descriptions, pausing after each clue. You should listen to the clues and try to guess the insect in the description. After you have guessed his insect, prepare an insect description for your student to guess. You may play the game for as long as you feel you have time.

Black plague (or bubonic plague) spreads from rat to flea to man. When a flea feeds on the blood of an infected rat, it sucks in the bacteria for the disease as well. The bacteria now infect the flea, and it becomes sick too. In the flea's stomach the bacteria begin to multiply until the flea is so clogged with the bacteria that it can hardly suck blood. After the flea does suck up a little blood, it regurgitates the blood along with the bacteria. The bacteria enter the host's body through the wound made by the flea. In time the flea dies, but not before giving the plague to its host. As more rats become infected and die, the number of rat hosts decreases. The fleas find an alternative host-the human being-and pass on the deadly bacteria.
44
SCIENCE 4 HTE
Lesson 10
Arachnids and Myriapods
Text, pages 35-38
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify those characteristics that make spiders different from other arthropods. Distinguish between insects and spiders.
Materials
Have available: Home Teacher Packet, p. 7. Spider's web.* 1 ball of yam.
Lesson
You will want to find a spider's web before teaching this lesson. You may try looking in comers, especially of rooms that are not used frequently. In the early morning you can find webs on bushes when the dew is shining on them. You may want to leave the web in its original location and introduce this lesson in front of the web.
2. Where is the spider waiting for a meal? (Some spiders hide off to the side of their web with one foot touching an alarm thread; other spiders wait in the center, or hub.) When an insect gets caught in the sticky silk, the spider feels the movement of the struggling insect in its web. Those vibrations also allow the spider to locate its prey quickly on the web. 3. Ask your student to blow on the web. Did the spider move? (no) Does the spider move when an insect gets trapped in the web? (yes) Explain to your student that God has created the spider with the ability to tell the difference between movements made by wind and movements made by a trapped insect. 4. What would happen if the spider ran out of hiding for every little movement of its web? (It would waste a lot of its time and energy.) 5. If your student observed an insect being caught by the web, you can ask him what the spider did when it reached the insect. (It covered the insect with silk.) 6. Usually when a spider catches an insect in its web, it first wraps the insect like a mummy in silk and then thrusts its deadly fangs into the insect. Can you see any benefits of this method when the spider catches an insect like a bee or wasp in its web? (The bee cannot move and sting the spider.) (NOTE: Spiders bite moths and butterflies first, because there is not enough time to wrap them in silk. When a moth gets caught in a web, the scales on its wings stick to the web. But as the moth tries to escape, the scales pull away from its body, freeing the moth from the web.)
Observing a spider's web. Allow your student some time to study and to watch the spider and the web. Use the following questions and statements to guide him in his observations.
1. What does the web look like or what does it remind you of? (Your student's answer will vary. If the web looks like bicycle wheels, you can tell him that it is called an orb web.)
Chapter 2: Lesson 10
45
Spiders
are the most misunderstood
of arthropods. helpful pests. may to
K tiled on sight many times, they are actually man. They feed mostly on insects, controlling Spiders course. strong-it look fragile. build webs. Although it is surprisingly is the spider's home. one strand strong.
get.their food in many different ways. Many, of

of a cobweb A web needs 10 be
Very large insects that get fast in the sturdy snares
caught in a sticky web cannot usually struggle free. Even

hummingbirds of spiders' have gotten tangled webs. One study showed however, that if you could make
a rope of web one inch thick it could hold up seventy tons! Other spiders, use other tricks and traps. The and builds a door open door.
The Arachnids
The ancient challenged Athena a spider. Greeks had a story about a beautiful Athena to a weaving contest. would claim to be the girl into and her name girl who could weave better than anyone else. One day she the goddess was outraged that a mere mortal
trapdoor
spider digs a hole in the ground
over it. The spider lurks under the partially out and grabs it.
When an insect goes too near the door, the spicier lunges
as good a weaver as she, In anger. she changed The girl's name was Arachne, became the name for arthropods Spiders, common qualities Arachnids exoskeleton scorpions, and jointed daddy
in the spider class and ticks all haw they have an But they also have frum an ant? of a
arachnids. Why do you think spiders were named after her"

longlegs, characteristics. Like all arthropods appendages.
that make them distinct
from other arthropods.
How does a spider look different
have four pairs of legs. The head and thorax
spider arc joined. seeming to be one part. How IS the ant different in structure" Why is a spider not an insect"
Arachnids and holding do not have antennae.
all
Spiders
do, however.
have two pair; of appendages their victims.
their heads. for poisoning have wings? 35 36
Do arachnids
Teaching the Lesson

Direct a text activity on pages 35-38. Use the following questions to initiate your student's interest in what he is going to read. 1. What are the characteristics of spiders? 2. How do spiders get their food? 3. What is a myriapod? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Look at the spider pictured on page 35, Count the number of legs. (eight) The structures that look like an extra pair of short front legs are called pedipalps. (NOTE: See Figure 10-1.) Spiders use their pedipalps for holding their prey, not for walking. 2. How many body divisions can you count? (two) Does the spider have a separate head? (No, it is combined with the thorax, the middle section found in insects.i This is called a cephalothorax. Cephalo means "head," 3. Study the picture once more. Do you see any wings or antennae? (no) 4. How do spiders get their food? (build webs, use tricks or traps, and go fishing)
Figure 10-1
cephalothorax abdomen
Spider
46
SCIENCE 4 HTE
Another perches dangling
kind of spider sometimes
goes fishing.
It
The scorpion long. narrow
has legs like a spider. that has pinchers puts poison swelling
but it also bas a and a stinger at and insects the scorpion
on a plant near a stream
or pond. occasionally
abdomen
a leg in the water to attract fish. If a fish comes
the end. The stinger that the scorpion find scorpions can cause a painful
into the spiders
up. the spider waits until it near the surface and then jumps on it. Sinking his fang-like pinchers into it. the
spider d rags his catch ashore to eat it.
catches, If it stings a human. in the Bible? looks like a tall, spindly
but it rarely can kill. Can you spider. It
mentioned
The daddy longlegs the daddy longlcgs?
eats insects such as plant lice. Who should especially
like
The Myriapods
The word myriad Two kinds of poisonous violin-shaped hourglass cramps. spiders arc the brown recluse and the black widow. The brown recluse alwavs has a yellow spot on il> bad. that sometimes The black widow has resemble an Both spiders fever. muscle yellow to red splotches can inflict painful means "many": pod means "foot." tells about the These are Centum Pede and has more What do you think the name niyriapod members of this group'? Centipedes and millipedes
are myriapods.
on the underside and sometimes
of its abdomen.
long. thin creatures with many body segments. means "hundred" and mille means "thousand."
bites that cause vomiting. death.
pod come from the same word. Which rnyriapod

legs')
37
38
5. Why do you think that the trapdoor spider constructs its trapdoor with the same material as its surroundings? (Your student's answer will vary. It
makes it harder for the spider's enemies to find its home, and it keeps the presence of the spider a surprise.) 6. Name two kinds of poisonous spiders. (brown recluse and the black widow)
7. Look at the animals pictured on page 38. Are they spiders? (no)
8. List some characteristics that spiders have that are lacking on these animals. (eight legs, two body segments, no antennae) 9. Are these animals insects? (no) List some charac-
If your child needs additional review, instruct him to flip through the previous pages (18-34) in the chapter and look briefly at the insects pictured there. This review should help him to see the differences between spiders and insects now that he has studied them.
teristics that distinguish insects from these animals.

(Insects have six legs and three body parts.)
10. What are the two animals pictured on the page?

(scorpion and millipede)
1L What does the word myriapod mean? (Myriad means "many" and pod means "foot," Myriapod means "many feet.") What are two animals in this group? (centipedes and millipedes)
Conclude the discussion. Display page 7 of the Home Teacher Packet, showing several different spider heads. Point out the special jaws with the pointed fangs. Tell your student that spiders use fangs to poison their prey. Ask him to count the number of eyes on the different heads. Tell him that most spiders have eight eyes, but some have six, and a few that live underground have no eyes. Ask him whether he thinks spiders have good vision. Explain to your student that many web-weaving spiders actually have poor vision; they depend on their sense of touch to find their prey.
47

Direct a spider web activity. Tell your student to get a sheet of paper and list at least ten different things he has learned about spiders in today's lesson. Encourage
him to list more than ten if possible. Tell him that today
he will "spin" his own spider web. Explain that you will begin by tying the end of a ball of yam to your chair. He should take the ball of yarn and tie it to a different chair or piece of furniture. Each time he ties the yarn ask him to give you one fact about spiders. (NOTE: Choosing furniture on opposite sides of the room will produce a more tangled web.) By the time he has had an opportunity to list his facts, he should be entangled in a giant cobweb. Ask him if his web looks like a wheel. (no) Tell him that a lot of webs do not have a specific shape; they are a tangle of silk, like the one he just created. The house spider, for example, weaves a tangled web often seen in attics and cellars.
Enrichment
Provide a copy of Charlotte's Web (a popular story about a spider) by E. B. White, or take a personal visit to see the spider by showing the Eight-Legged Engineer. This ten-minute adventure is one of three included in the Moody Science video Treasure Hunt, which can be ordered from Bob Jones University Press.

A spider may have five or six different types of silk glands that produce different silk for different purposes. Strong threads are needed to make the framework for a web. Another kind of gland makes sticky threads for the spiral part of the web. A different gland makes the extra strong threads needed for draglines. The dragline silk supports the spider as it hangs. Even finer threads are used to tie up a captured insect or to insulate an egg case. Only spiders have spinnerets. (NOTE: See Figure 10-1.) These structures are located at the back of the abdomen. The liquid silk is made by glands in the abdomen. Different silk glands connect to each spinneret. As the spider pulls out the thick liquid silk, it hardens. Scientists are experimenting with some special uses for spider silk. They believe that some day the material will be used in heart valves, artificial veins, and other surgical implants. Other scientists are trying to copy the strong fiber with the idea of producing a lighter, more comfortable bulletproof vest than those that policemen currently wear.
48
SCIENCE 4 HTE
CHAPTER
3
Electricity
[ll]
Lessons 11-14
This chapter highlights the importance of electricity in everyday life. It explains basic electric theory: what creates it and how man harnesses it. Lessons 12 and 13 present the differences between static and current electricity, and in Lesson 14 your student wi\l see the way electricity and magnetism work together.
Materials
* * *
[ll] Electricity
*
* * *
* *
39
An old orange, cantaloupe, or lemon (Family Time 13) Compass] (Lesson 13) 7 feet of #20, #22, or #24 insulated copper wire+ (Lesson 13) 1 glass or ceramic insulator from a telephone or electrical wire (optional) (Lesson 13) 1 pair of wire cutters (Lessons 13 and 14) 1 dry-cell battery (l.5 volt)'] (Lessons 13 and 14) 1 knife switch] (Lessons 13 and 14) 16 feet of #20, #22, or #24 insulated copper wire] (Lesson 14) 1 iron bolt or rod between 4" and 6" long (Lesson 14) 1 bar magnet+ (Lesson 14) Iron filings] (Lesson 14)
49
Lesson 11
Making Electricity Work
Direct an observing activity. Darken the room. Explain that rubbing the balloon with the wool will give the balloon many more electrons. Tell your student that he will learn about electrons in this lesson. Rub the
balloon with the wool for 15 to 30 seconds. Then, using

the string, pull the balloon away from the wool, making sure that the balloon does not touch anything. (Doing so may be difficult since it will be attracted to anything close to it.) Allow your student to touch the balloon with the tip of his finger. A spark should fly between his finger and the balloon. Ask him what this spark reminds him of. (lightning) Tell him that in this lesson he will learn what causes lightning and this spark. If you have trouble getting a spark, rub the balloon with the wool again and try bringing the balloon close to a wall. After the balloon comes in contact with the wall, pull it back and have your child touch it again.
Preview
Objective
Given proper instruction, your student will be able to do the following: Determine whether two objects will cause a shock or a spark.
Materials
Have available: Home Teacher Packet, p. 8. 1 balloon. 20 inches of string. 1 wool sweater, scarf, or pair of gloves. Prepare: The balloon by inflating it and tying it off with string.
Lesson
Direct a discussion on the importance of electricity. Ask your student to name some electrical appliances that he uses each morning. (Answers will vary.) Ask him how he would get ready in the morning if he did not have electricity. (Answers will vary.) Ask him to name everything in the room that uses electricity. (Answers will vary.)
This observation activity works best on a cool, dry day. It would probably be best to try the experiment before your lesson to make sure that the air is dry enough.
50
SCIENCE 4 HTE
Atoms have three pans. In the center are protons and neutrons. Whirling around that Center arc electrons. An atom has as many electrons balance: act, the number unbalanced. as it has proton". neutral. It is in that is, it is electrically To make electricity must be
of electrons
and proton,
Electricity electricity
is a mystery.
No one has ever observed
it or The oldest method objects together. or making electricity is to rub two a The ancient Greeks found that amber.
heard it or felt it. We can see and hear and feci onlv what does. We know that it makes light bulbs 'shine ring. But we cannot say itself is like. even say \\ here electricity comes from. Some of the earth and irons heat up and telephones what electricity \Vc cannot scientists electricity. produces
stone 01 petrified sap. sparked \I hell it was rubbed with fur. Their word for amber WH!o\ elektron. How b our word electricit v like that word"
think that the sun may be the source uf most Others think that the movement some or it. All anyone knows is that electricity
seems to be everywhere bring it forth.
and that there are many ways to
How would you have to change the way you get ready for school if you did not use clectricitv? "The voice of !II)' thunder lightened
uc.v
in (he heaven: the lighlJ/;'1XS and shook:" Psalm 77:18
the world: the earth trembled
40
Teaching the Lesson

Direct a text activity on pages 40-42. Use the following questions to initiate your student's interest in what he is going to read. 1. Where does electricity come from? 2. What are the three parts of an atom? 3. What does electrically neutral mean? Continue with discussion questions. After your student ~ompletes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Can you see electricity? (no) Where does electricity come from? (No one knows for sure.) 2. Describe a static shock you have gotten. (Answers will vary.) 3. What causes static electricity to jump from one place to another place? (the activity in the atom) 4. What is an atom? (Answers will vary.) Explain that everything is made of atoms. Atoms are like an alphabet for our universe: just as several different letters make up all our words, several different types of atoms make up our universe. 5. What are the three parts of an atom? (protons. neutrons. and electrons) The electrons have a negative charge; the protons, a positive charge; and the neutrons, no charge.
6. Which two parts of the atom are bound together to form the center (the nucleus)? (neutrons and protons) 7. How do you think an atom is like our solar system? (The electrons whirl around the protons and neutrons in a way similar to the way the planets travel around the sun.) An atom is also like the solar system because it is mostly empty space. If an atom were two miles in diameter, the nucleus (in the center) would be the size of a tennis ball, and the electron (on the edge) would be smaller than a grain of sand. The space between the nucleus and the electron is empty. 8. Look at the diagram on page 42. Count the number of electrons (the circles with the negative sign). (eleven) How many protons are in the nucleus? (eleven) What can we say about this sodium atom? (It is in balance or electrically neutral.) 9. To make electricity act, the number of electrons and protons must be unbalanced. How do you think this works? (Answers will vary. In an electrical flow, some atoms have fewer electrons than other atoms. When this happens. the electrons are out of balance with the protons. When these electrons try to get back in balance. an electrical current is created.)
51
name
Write yes In the blank if there will be an
_
eleclrtcallhock.
Write no II there will not.
yes
On a warm, rainy day
no
+ -
yes
etsso aoe rooes Un;v(!rsilyPress. Reproduc1ionprohibited.
D
10. Remember the spark you saw between your finger and the balloon at the beginning of the lesson. How
Sdence4
Notebook Packet
tesecn tr
Evaluating the lHson
12

Direct a notehook activity on page 12. Guide your
student as he completes the page.
is this spark similar to lightning? (The spark was caused by an exchange of electrons, similar to lightning.)
11. Display the picture of the clouds on page 8 of the Home Teacher Packet. What do these clouds and the balloon from our demonstration have in common? (Both have unbalanced charges. Both have electrons that are out of balance, and that is what

Many experiments demonstrating static electricity will not work on humid days. In damp weather the electricity or charge stored in the object leaks too easily into the air around it. In dry weather, the air does not conduct electricity well; therefore, the static charge is built up in the object. In the past several years, many scientists have begun to doubt the long-held theories about atomic structure. Although the theories work, most of them are based on guesswork. Some of them even contradict the laws of basic science. For example, most models portray atoms as having a nucleus made up of protons and neutrons bound tightly together. However, if the nucleus followed the laws of electricity, the protons would repel each other, and the
causes the lightning and the shock.)

12. How is the Greek word elektron similar to our word electricity? (Our word comes from the Greek
word; they sound alike; they both have to do with bringing forth energy.)
Conclude the discussion. Ask your student what he thinks makes atoms stay together. (Answers will vary.) Tell him that scientists have many ideas but do not know for sure because nobody has ever seen inside an atom. Then read Colossians 1: 16-17. Everything is held together by the power of Christ Jesus. Without His preserving power, the universe would fly apart. While those who are unsaved struggle to find out why atoms stay together, we as Christians know that God does it. (Bible Promise: I. God as Master)
52
SCIENCE 4 HTE
nucleus would fiy apart. Physicists have developed a theory of a strong nuclear force to account for the existence of the nucleus. The theory holds that the nucleus is bound together by this force, a force that applies to all the particles of the nucleus. Although most of nuclear science is theoretical, the theories work. And as long as they work, scientists will continue to use them.
53
Lesson 12
Static Electricity
Materials
Preview
Objectives
Given proper instruction, your student will be able to do the following: Determine an atom's charge. Determine whether two charged atoms will repel or attract each other.
Have available: 2 balloons. String. I wool sweater or pair of wool gloves.
54
SCIENCE 4 HTE
name I. What happens when you hold one balloon by its string near the balloon you just rubbed?
About Static Electricity

I. Get two balloons, gloves. 2. Blow up the balloons string. sweater and tie each with a length of several times on the some string, and a wool sweater or
The balloon on the string Is attracted to the balloon
in my hand. 2. What happens when you rub both balloons. hold both by the strings, and bring them close together? They repel each other. both 3. Rub one of the balloons again and hold it by the string. See what happens when you hold it near objects around the room such as the wall, your hair, or your clothes. Record the objects and results below. Object Result
Rub one of the balloons or with the gloves.
3. Hold the other balloon the balloon
by the string and bring it near What happens" with the wool. Holding
you just rubbed.
4. Now rub the other balloon balloons by the strings, What happens? 5. Record your observations.
bring them close together.
.1I!QnR<-lh.'M UnIY.rlllyP,
, RcproduoUon
prohibited.
47
D Sdence4
_.odd
L on 12
IntfoduclnglheLetlon
13
Lesson
Direct a Finding Out activity on page 47 and notebook page 13. Ask your student to read the activity silently before he begins, Instruct him to blow up the balloons and to tie them with a piece of string. Allow him to rub one of his balloons with the wool sweater or gloves for about thirty seconds. Instruct him to hold each balloon by the string. The balloons should be attracted to each other. Tell him to try to pull the balloon that he rubbed away from the other balloon. The balloon should follow. Ask your student why the balloons are attracted to each other. (The balloon that was rubbed against the wool gained electrons from the wool and therefore gained a negative charge, while the other balloon remained neutral. The negative balloon is attracted to the neutral balloon.) Next, tell your student to rub both balloons with the wool and hold them both by the string. Instruct him to bring the balloons close together. Ask him why the balloons repel each other. (Both balloons have a negative charge; like charges repe/.) Instruct your student to answer the questions and record his results on notebook page 13.
55
r
When two objects rub together, some of the electrons in from one go oyer to the other. The balance of electrons both objects is now disrupted. an object has more electrons charge. When you walk across a carpet. electrons. your body gathers extra Do you have a minus charge or a plus charge? "jump" from Sometimes Drops earth. Large drops of the clouds. apart, or the spark goes between the cloud and the nr the highest points in flat than protons, The objects arc charged. If it has a minus it has a pill> than protons,
charge. If it has fewer electrons
When you touch a metal knob, the electrons The electricity Lightning is then, we say. grounded.
your hand to the knob. You feci a sting and hear a snap. flares in the sky for the same reason. the air in the clouds. -fall toward the bottom charges Why are tall buildings
of water rub against always plus-charged The smaller.
areas most likely to be hit? Do you know a way that people try to make lightning travel into the earth. that is. to be grounded') lightning rods on tops of buildings. If lightning the rod down the side 01 the building plate in the ground. carries the electricity 43 44 into the ground. They put A heavy wire runs from and onto a metal
minus-charged
drops stay higher in the clouds. the different
For a while, the air keep' jumps
insulates them. But when it no longer can, the electricity

across the cloud or between clouds in a giant spark: We call the sound of that exchange lightning.
strikes the rod. the wire
thunder.
Teaching the Lesson

Direct a text activity on pages 43-46. Use the following questions to initiate your student's interest in what he is going to read. 1. What would happen if two atoms that had a negative charge ran into each other? 2. What causes lightning? 3. What is St. Elmo's fire? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Have you ever gotten shocked after walking on carpet? (Answers will vary.) Why do you think you got shocked? (His body had gained a minus or negative charge; so the extra electrons jumped from him to the thing he touched.) Explain to your child that the term minus charge is the same as negative charge and that plus charge is the same as positive charge.
2, What causes a negative charge? (when an object
or an atom has more electrons than protons) What causes a positive charge? (when an object or an atom has more protons than electrons) 3. Unlike charges attract and like charges repel. When an atom has more electrons than protons, it has a negative charge; when it has more protons than electrons, it has a positive charge. What would happen if two atoms that had a negative charge ran into each other? (They would repel.) What if two atoms that had a positive charge met? (They too would repel.) What would happen if one atom with a negative charge came close to an atom that had a positive charge? (They would stick together.) 4. Do you remember the experiment Benjamin Franklin did to show that the force that makes lightning is electricity? (He tied a key to the string of a kite and flew it in a thunderstorm. He attached the key to a jar that would store electricity.) Emphasize that Franklin was fortunate that he did not get hurt. Tell your child that he should never try to copy Franklin's experiment. Many people have been killed by trying to perform this same experiment.
56
SCIENCE 4 HTE
Sometimes wavering that hold the was caused
at night,
in tall ship,
a dim glow that the light ho n
When you comb your hair on a dry, cold day. you probably notice that your hair follows the comb or brush. make a crackling electricity rubbing one thing~ your hair with another Another name for static electricity sound.
at the tops of the masts and at the ends of poles Heron: sailors understood passing 'sfire. Imagine
by static
from the ship into
by
the air, they called it Sf

must have seemed to men who to see the top of their mast;
the comb
nothing of electricity in the dark. but
ssfricuon!
etectrtcn. Can you tell

Your hairs follow the comb for the same reason that Greeks' amber drew charges attract or hits of each other. Object> that Why do you think
burning or smoking.
Thunder and lightning and St. Elmo's fire all result Why do you think St. thunderstorm from the action of stauc electricity. Elmo's fire is !lashes) quiet glo\v and
have different
then that each strand
of hair pushes away or repels every
other strand of hair? Object> that have the same charge repel each other.
45
46
5. What causes lightning? (One part of the sky has more electrons than the other; lightning is the exchange of these electrons.) Ask your student to read Job 37:3 aloud. Tell him that only God has the power to keep forces such as lightning under control and that He does so in His sovereignty. (Bible Promise: 1. God as Master) 6. Why is lightning more likely to hit tall buildings or high points of land? (The lightning finds the shortest way to the ground, and it will follow the path of least resistance.] 7. What is the similarity between St. Elmo's fire and lightning? (Both are exchanges of static electricity.) 8. Why does lightning make a bright light and a loud boom and why is St. Elmo's fire a quiet glow? (The exchange of electrons in St. Elmo's fire is slow and steady instead of immediate.) 9. What is friction? (Friction is the resistance created by two objects rubbing together.)
Conclude the discussion. Tell your student that static electricity is produced by friction. Friction causes electrons to be exchanged. If the air is dry, it will not allow the electrons to get back in balance. Thus, oppositely charged objects will attract each other. When they meet, the electrons can get back in balance. Objects that have like charges will repel each other. The electrons cannot get in balance between two objects that have the same charge because both are unbalanced in the same way.
57
name
Each row has two atom . On the line below each atom, put. + to ,how It the atom h elcm has a ne"ativi charge. On Ih.llne 10 the left of tee" the .toms will attract or repet ch oth.r. posl'lYe t.1I
charge and a - to show IIthe

whether
,aIr,
Example: auract
-+
@
+
@
repel
@
repel
attract
@
+
Aeproduc1ionprohibiteCl
@
repel
@
attract
~19908obJonesUn'versltyf>ress
D Sdence4
NotebookPad<et
Lesson 12
Evlh,llling t~ LeMon
14
Evaluating the Lesson Direct a not.ebook activity on page 14. Tell your student to follow the directions on the notebook page.

Another grand display of electricity in the atmosphere is called Northern Lights or the aurora borealis. In the Southern Hemisphere it is called the aurora australis or Southern Lights. These lights, usually greenish yellow, seem to hang down from the sky like huge curtains. Sometimes the top part of the "curtains" is dark red. Many times there are several of these shining, curved sheets in the sky, one in front of the other. The Auroras can also appear as a deep red glow called a veil. Although the curtain effect can usually be seen only near the North and South poles, the veil has filled skies over Mexico.
58
SCIENCE 4 HTE
About Fungi
I. Get one old orange and a large glass jar. or cantaloupe.
a magnifying
glass.
2. Let the fruit sit out all day. Then cover it with the jar.
Leave it for several days until mold appears.
Family Time 13
Looking Ahead
Text, page 58
3. Remove
the jar and observe glass. Record
the mold under a
magnifying
your observations.
Materials
Have available: An old orange, cantaloupe, or lemon.*
A large glass jar.

This Family Time may seem out of order here, but you will need to begin the following activity now in preparation for Lesson 15.
58
Instructions
Direct your child's attention to the Finding Out activity on page 58. Ask him to read the page silently before beginning this activity. Allow him to follow the instructions in Steps 1 and 2. First, the mold will appear white on the fruit. When the mold is green, a species of Penicillium will be present for observation.
59
Lesson 13
Electricity in Motion
Preview
Objective
Given proper instruction, your student will be able to do the following: Distinguish between a conductor and an insulator.
Prepare: The copper wire by cutting it into two pieces: one piece 1 foot long and the other 6 feet long. Then strip an inch of insulation from each end of both pieces of wire. The galvanometer by wrapping the 6-foot length of copper wire around the compass about 5 times parallel to the north and south markings, making sure that you can see the ends of the needle when it turns. Leave at least one foot of wire free at each end.
Materials
Have available: Compass.*t 1 dry-cell battery (1.5 volt). * 7 feet of #20, #22, or #24 insulated copper wire. *t 1 pair of wire cutters. * 1 knife switch. *t 1 glass or ceramic insulator from a telephone or electrical wire (optional). *
Caution: When working with the drycell battery and the wire, do not leave the wire connected to the battery while unattended or for more than a few minutes at a time. The wire will get hot and can bum; it can also create a fire hazard if left alone. Leaving the wires connected for a longer time than necessary also causes the dry cell to lose its power quickly because there is no resistance in the flow of the current.
60
SCIENCE 4 HTE
Current Electricity
Static comes from a word meaning Although to another, static electricity "standing." Irom one place sorneume-, jumps
it does not keep moving. It is not very useful to us because it produces power only for a moment.
To keep electricity of balance chemicals.
acting,
yOU
must keep electrons will make electrons
out move
with the protons. Some chemical
One way to do that is to use actions
from one place to another. Can you think of some things that use baueries? docs. battery l'he battery of a car contains chemicals together to take electrons called a terminal.
A car
that act is
away from one place on the Do you think that this terminal
a plus or it minus terminal? The batter} also has another terminal. What do you think. it i, called? lhe extra electrons electrons To he most useful, electricity electric current electricity 48 must he moving. When An i... !low 01 moving charges. a
from the terminal

it is hooked
Can
travel if tht.'y
have ,ol11ething to travel along. Suppose to travel through
a wire that allows to the terminal.
Where will the electrons go? They "ill go out through the wire. If the other end of the wire is hooked to the other terminal. where will the electrons go? 49
mov es, it can do work for us.
Lesson
Direct a demonstration. Ask your student if he knows what a galvanometer does. Tell him he is going to conduct an experiment to find out what a galvanometer does. Place the compass on a flat surface and position it so that the needle points to the north and south symbols on the compass face. Loosen the nut on one of the terminals on the battery, wind one end of the wire around the bolt, and tighten the nut. Touch the other end of the wire to the other terminal for a couple of seconds. The compass needle should swing abruptly away from its north-south position. (NOTE: See Figure 13-1.) Ask your student if he knows why this happened.
The compass needle is magnetized and it follows the earth's magnetic field. The coil of wires creates a magnetic field when electricity flows through it. The magnetic field of the wire coil deflects the magnetized needle. If the connection between the two terminals were broken, the electricity would not flow. The electrons would have nowhere to go.
Figure 13-1
Galvanometer
61
Leave the galvanometer assembled and connect one end of the longer wire to a terminal on the dry cell battery. Loosen both nuts on the knife switch. Make sure that the switch is open. Wrap the other end of the
long wire around one of the nuts on the switch and

-.~-ptus terminal
Out-of-balance the second terminal.
electrons
tend to get back in balance. acted. But the chemicals
At
the electrons
again get into the groups
they were in before the chemicals
arc still active; the electrons are freed again; they go to the terminal. out through the wire. and to the other terminal. Can you see how a battery To have current need something keeps electricity moving" You as a a electricity. you need two things.
that will keep electrons
out of balance circle or path"to go
battery does. And you need a complete circuit. around." How is that name appropriate" does?
Circuit comes from a Latin word meaning think a circuit breaker 50
What do you
Figure 13-2
tighten it. Attach the short wire to the battery and the switch in the same manner. (NOTE: See Figure 13-2.) Ask your student if he knows the purpose of the switch and what he thinks will happen. Tell your student to watch the compass needle while you close the switch. Ask him if he can tell what is happening. (You are now allowing the electricity to pass all the way through the wire, somewhat similar to the way a drawbridge closes and allows cars to pass.) Ask him if he has seen something that serves the same purpose in his house. (His house has fuses and circuit breakers.) Lift the switch to break the circuit. When does this happen to a circuit breaker? (when the wire or circuit gets too hot) Ask him why houses and other buildings would need something like a circuit breaker. (If the wires get too hot, they can cause a fire. Circuit breakers and fuses open the circuit automatically so that no more electricity can flow through.) Ask your student whether electricity can flow through everything. (no) Explain that those things that electricity can flow through are called conductors, and those that it cannot flow through are called insulators. Open the switch completely, moving the knife all the way back. Allow your student to place different objects across the metal clips of the switch to see whether they are conductors or insulators. If the object is a conductor, the galvanometer will register a current; if it is an insulator, the galvanometer will show no movement. When your student has tried several different objects, ask him what kinds of things make good conductors and what things make good insulators. (Electricity will flow through most metals like gold, silver, copper, nickel, iron, steel, etc. It will not flow through many nonmetals, such as rubber, plastic, glass, paper, and wood.)
Teaching the Lesson

Direct a text activity on pages 48-50. Use the following questions to initiate your student's interest in what he is going to read. Galvanometer with switch 1. When is electricity most useful to us? 2. What makes batteries work? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. When is electricity most useful to us? (when it is moving) 2. Look at the picture on page 49. Why are the terminals named plus and minus? (The plus terminal has more protons than electrons, or a positive charge; and the minus terminal has more electrons than protons, or a negative charge.)
62
SCIENCE 4 HTE
3. In what direction does the electricity flow and why does it flow that way? (from the minus terminal to
name
ClreI, HCh word In this puzzl,lh.t II r.lated forward, backward, dlagon.lly. up, or down. 10 electriCity. You should find the following
_
words wriHen
the plus terminal; because the minus terminal has more electrons) 4. What makes batteries work? (chemical actions) How do these reactions produce electricity? (Your student's answer will vary. The two terminals of the battery are made up of two different metals, usually copper (or carbon) and zinc. These two metals are separated by several chemicals; when these chemicals react, they remove electrons from the copper and take them to the zinc.) 5. What makes the battery run down? (The chemicals are used up.) 6. What is a circuit breaker? (A circuit breaker is similar to the knife switch [used in the galvanometer) or a drawbridge. Circuit breakers and fuses open the circuit automatically so that no more electricity can flow through.)
Conclude the discussion. Ask your student how insulators are useful if electricity cannot flow through them. (Answers will vary.) Tell him that insulators help keep electricity under control. For example, most electrical wires are covered with an insulator so that the electricity is kept in the wires where it is safe. If one can be found, show him some sort of glass or ceramic insulator from a telephone or electrical wire. Explain that this insulator
battery charge circuit
current
electricity electron
fuse
proton
switch
galvanometer
insulator
B
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A
B
SUN
H L L
I D C
L TOO
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S B
I
Q
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keeps the extremely powerful electricity in the wires

from corning down to the ground.
D Sdence4
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13
NoeobooII ,
EvalulUngthtL~
IS

Direct a notebook activity on page 15. Tell your student to follow the directions and complete the word search.

Some batteries can be reused after they run down. Examples of these are car batteries and nickel-cadmium batteries. The chemical solution or jelly (electrolyte) in these batteries is not used up. Instead, electricity is produced by a chemical reaction that coats the two metals (electrodes) with a compound of the electrolyte. Reversing the current that flows through the cell returns the electrolyte to its original state. This recharges the battery for another use.
63
Lesson 14
Electricity and Magnetism
About Electromagnets
1. Get one meter of insulated wire, a piece of iron rod, several small paper clips, a knife switch, and an energy source. 2. Following your teacher's instructions, wrap the wire around the iron rod. Then attach the iron and the wire to the knife switch and the energy source. 3. Find out whether your electromagnet will lift a paper clip. Will it lift two? Record your observations.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Describe how an electromagnet works. Describe how a magnet can produce electricity.
Materials
Have available: Home Teacher Packet, p. 9. 16+ feet of #20, #22, or #24 insulated copper wire.*t 1 iron bolt or rod, 4" to 6" long. * Several paper clips. 1 knife switch.*t 1 pair of wire cutters.* 1 dry cell battery (1.5 volt). *t The galvanometer from Lesson 13. 1 felt-tip pen (optional). 1 bar magnet.*t 1 toilet tissue tube. 1 piece of cardboard. Iron filings.*t Prepare: The wire by cutting it into two pieces: one piece 6 feet long and the other 10+ feet long. After cutting the wires, strip about an inch of the insulation off the ends of each wire with the wire cutter. The coil by wrapping the lO+-foot piece of wire tightly together around the toilet tissue tube. Remove it from the tube and connect it to the ends of the wires extending from the galvanometer. (NOTE: See the diagram on the bottom of page 16 in the student notebook.)
54
If you have a dam in your area or have access to a gas-powered generator, schedule a field trip for this lesson.
Lesson
Direct a demonstration. Show your student the galvanometer. Allow him to hold the compass on a flat surface so that the needle is standing still. Make sure that the coil is about one foot from the compass. Then move the bar magnet over or through the coiled wire. (NOTE: See the diagram on the bottom of the student notebook page 16.) As you do, the compass needle should be deflected each time you move the magnet over the coils. If it is not, turn the magnet in the opposite direction and try again. Tell your student that the magnet is producing an electric current as shown by the galvanometer. Direct a Finding Out activity on page 54. Show your student the iron rod and hold it over the paper clips so he can see that the iron rod is not a magnet. Then connect the shorter wire to the battery and the knife switch by loosening the nut on one of the terminals on
Notes
Leave the wires connected to the battery only long enough to complete each experiment. Because the electric current encounters no resistance, the dry cell will lose its power rapidly.
64
SCIENCE 4 HTE
Another
way to keep electricity
moving is to use a Why would without
You can produce send enough electricity
a current
by moving a magnet over a

Do you think you could
generator. A generator
chemicals? expensive. "make" Chemicals
does not use chemicals.
metal wire that is part of a circuit. electric bulb? Do you think.
it be better to find a way to make electricity
along a \\ ire this way to light an if you could, that you would soon decide
get old; they are used up; they arc really change
be able to keep it lit long" You would probably A generator actually gathers electricity electricity coming. Michael Faraday
Generate means "to make." But can a generator

electricity? and sends it where we can use it. Most generators the force of magnetism Magnets together together. into electricity.
that you would rather sit in the dark than try to keep the In 1831 a man named about the same conclusion. increase had come to
He had tried a dozen ways to and wire current-maker. in his pocket to a ring Onc day, as he worked and wire around
can create a force. If you put two bar magnets will pull at like ends, they will make is closely related
the power of his magnet a magnet
north end to south end. the magnets If you put them together The force that magnets
He even carried in his laboratory. suddenly, is Faraday
help him think about the problem. he happened
push apart. to electricity.
to wrap a wire around he had an idea.
several times. Hc looked at the coil in his hand. and after months of pondering, a current to be made another coil of wire and hooked electrical current. the wire
When a magnet is moved over metal, a current is

prod uccd. When metal is moved over a magnet. produced. What has to happen for the current constantly produced? keep moving. Either the magnet
ends to a meter that registered passed a magnet generated
When he
or the metal has to
in and out of the coil. a solenoid, thc
needle on the meter shot over to the right. He had electricity!
51
52
the battery, winding the exposed wire around the bolt, and tightening the nut. Do the same with the nut on the switch. Attach one end of the longer wire to the other terminal on the battery, following the same procedure given above, and wrap the wire around the rod ten times. Be sure to leave at least eight inches of both ends of the wire unwound. Then connect the wire to the other side of the switch. (NOTE: See the diagram on the top of page 16 in the student notebook.) Explain to your student that closing the switch allows an electric current to flow, producing a magnetic field. Close the switch and pick up first one paper clip with the rod, and then another. Ask him to guess the number of paper clips the rod can pick up. Put the paper clips in a pile and hold the rod directly above them. Allow him to count the number of paper clips that the rod has picked up. Ask him what he thinks will happen by wrapping more of the wire around the rod or by adding more batteries. (The strength of the electromagnet can be increased.) Allow your student to try wrapping more of the wire around the rod. Allow him to predict how many paper clips the magnet will pick up as you vary the number of coils or batteries. Use the chart of the electromagnets from page 9 of the Home Teacher Packet. Let your student choose objects to pick up and vary the number of coils. As he makes his observations, let him record the data on the chart with a felt-tip pen. Chapter 3: Lesson 14
Direct an observing activity. Place the bar magnet under the cardboard. Sprinkle the iron filings onto the cardboard and tap it until the filings follow the magnetic lines of force. Ask your student what he thinks creates the pattern. (The pattern that the filings form indicates where the magnetic force is.) Next, place the rod under the cardboard. Ask him what he thinks will happen. Close the switch and tap the cardboard. Show your student that the lines of force are similar to that of the bar magnet.
Teaching the Lesson

Direct a text activity on pages 51-53. Use the following questions to arouse your student's interest in what he is going to read. 1. How does a generator work? 2. What is a turbine? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Where does the electricity come from that you use in your home? (generators) 2. How does the galvanometer that you used in your lesson today work? (The electric current going through the coiled wire creates a strong magnetic field that deflects the compass needle.) 65
name
Draw the direction 01 the lIow 01 current and then draw the magnetIc: coils of wire
lIeld.
~-,,-
...
~electromagnet
--------
----~~--
rr
)
thousands of first small experiment.
Show the reaction of the compass.
Today great amounts generators electromagnets callcdJieltl
of electricity come fr0111 huge coils, produce
that work on the same basis. Giant coils. a~ Faraday's
times as much current Big dams provide
Water is often used to Iurn the coils. the water power for such generator" The water pours into the dam. The energy of the rushing water turns a water whee! called a turbine. lhc turbine causes the coils to turn; the turning electrical generators industries. current; the electricity coils produce an travels out of the of houses and
and is sent out to hundreds
If you were lo go on a lour to a big dam. an elevator would whisk you down into the middle of the dam. You would be about fifty stories below t he tor of the dam when you stepped out of the elevator. Then you would walk into that look which the powerhouse, a huge room with long windows
out over the river. 1n this room are the generators,
make only a quiet hum. Hut these generators are putting out more energy than fifty thousand wild horses. Mr. Faraday uses his invention classroom. would certainly be surprised to see the has been put to. If he could visit your
~1990BobJoo Unlv'r.llyPr' .
what would you show him first? 53
R'produetionprot\lblled. 14
Sdence4
Lenon
NoIebookP
Evalu.tlngUltL."OlI
16
3. Michael Faraday found that moving a magnet along an electric wire produces electricity. What problem did he have with this method? (The
amount of electricity produced was very small.)

Direct a notebook activity on page 16. Tell your student to follow the directions on the notebook page. He should try to show the magnetic field with the most detail possible.
4. How could the amount of electricity produced be increased? (Wrap the wire in coils.' this increases
the amount of wire that is affected by the magnet.)
5. What is a turbine? (a water wheel that causes the

coils to turn)
If your child has ever been to a dam or has ever seen a small gas-powered generator, you will want to refer to it as you discuss generators.
Conclude the discussion. Direct your student's attention to the picture on page 53. Ask him how the generator operates. (Coils spin around magnets and produce electricity.) Ask him how electricity and magnetism work together in things around the house. (the
motor in the hair dryer,' the telephone,' system) the stereo
66
SCIENCE 4 HTE

Michael Faraday (1791-1867) was one of the greatest scientists in history. Because his family was poor, he started out with little formal education. When he became an apprentice to a bookbinder, he read all the science books that came to the shop. One day a customer gave Faraday some tickets to science lectures by Sir Humphrey Davy, the leading scientist of the times. Davy was impressed with the enthusiasm and talent of the boy and hired him as a laboratory assistant. Eventually Faraday surpassed his teacher, devising theories and conducting experiments in electricity and magnetism. Some of his work led to the electric power industry of today; some of it laid the foundation for Einstein's work with the theory of relativity. Faraday was a sincere Christian. A reporter once asked him about his speculations on the hereafter. "Speculations," he asked with astonishment. "1 have none. 1 am resting on certainties. 'I know whom 1 have believed, and am persuaded that he is able to keep that which I have committed unto him against that day' " (II Timothy 1:12b). He rested on certainties in his work too. He believed that science was merely man's investigation of God's creation, and he rejected theories that did not align with the truth. Respected by the scientific community, he gave popular weekly lectures on his work. At Christmas his talks for children made him a favorite speaker among the young as well. Faraday's life shows that true science and Biblical faith are in harmony.
67
CHAPTER
4
Plants
~
Lessons 15-19
This chapter introduces ways of classifying plants: plants with or without tubes, plants with or without seeds, and flowering plants that are divided into monocotyledon and dicotyledon subclasses. Each lesson includes a handson activity to aid your student in understanding the different plant groups.
Materials
* *
*
~Plants
* * * *
Samples of blue cheese and Camembert cheese (optional) (Lesson 15) 1 magnifying glass] (Lessons 15, 18, and 19) Pond water or water from a fish tank with visible algae (Lesson 16) 1 microscopet (Lesson 16) 1 microscope slide+ (Lesson 16) 1 microscope cover slip+ (Lesson 16) 1 medicine dropper (Lesson 16) Several spruce needles (Lesson 18) 2 wildflowers or cut flowers (Lesson 19)
55
68
SCIENCE 4 HTE
Lesson 15
Fungi
P _re_v_i_e_w _
Objectives
~1 1~
L_e_s_so_n
Given proper instruction, the students will be able to do the following: Identify types of fungi. Observe the hyphae of mold with a magnifying glass.
Materials -----Have available: The moldy orange, cantaloupe, or lemon from Family Time 13. 1 magnifying glass. *t 1 large straight pin (optional). Samples of blue cheese and Camembert cheese (optional). * Home Teacher Packet, p. 10. It would be beneficial for your child to have several pieces of moldy food, such as bread, fruit, or meat, available for observation.
Direct a Finding Out activity on page 58. Allow your student to observe the moldy orange or other moldy fruit by using a magnifying glass. To direct his observations, ask questions such as the following. (NOTE: Your student will record his observations during the Evaluating the Lesson time.) 1. What color is it? 2. Is it soft or hard? Does it spring back when you touch it? 3. What happens when you blow on it? 4. What do you see under the magnifying glass? 5. Do you know what has grown on the fruit? (mold)
69
.,Build ye houses, God created
and dwell in them; and plant gardens,
and eat the fruit of them. "

many different plants.
lereniiati 29:5
How are plants
Plants
with No Tubes
Why do you think they grow there?
Plants with no tubes usually grow close to water or in
alike, and how are they different? How can you tell one
plant from another plant" To decide, you need to look For example. are there closely at the parts of a plant.
damp, shadvplaces.
leaves? What shape are the leaves? What size" Are there flowers? What color are the flowers? How big are the flowers'? Are the stems soft or woody? Answering or "group" libraries" put into groups questions like these will help you to classify books in of plants. Can you think of somc things that are books are together, and all the
by how they are alike? How about Why do we make groups
/\11 the history
science books arc together. things like books?
Scientists
classify plants to help identify
them. Scientists look at the those
Fungi are not green because they have Docs a plant need chlorophyll plant live \\ ithout chlorophyll? make food. how do you suppose their food from other organisms food?
110
chlorophyll.
who study plants are called botanists.
Botanists
to make food? How can a Because fungi do not make II they do not they get food" Fungi get that may be dead or alive.
pans of plants and observe how plants arc alike or

different. Plants arc classified into two large groups: with tubes and those without tubes. Do you remember
their food. they do not need Chlorophyll.
what tubes carry? They carry food
and water inside the leaves. stems. and roots. You can see such tubes if you break a stalk of celery in half. 56
Have you seen these fungi? Where arc they getting their
57
Teaching the Lesson

Direct a text activity on pages 56-57 and 59. Use the following questions to initiate your student's interest in what he is going to read. 1. What is classifying?
2. How will you classify plants during this chapter? (those with tubes and those without tubes)
3. Look at the picture on page 57. What is growing on these surfaces? (mold) 4. Where does a fungus get its food, since it does not have chlorophyll? (from rotting logs, living plants,
2. Where does a fungus get its food?

3. What are spores? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What is the importance of classifying things?
or other media that can provide nutrients)

5. Often fungi are thought of in an unpleasant way, but many good things come from fungi. Can you think of any? (Your student's answers will vary. The antibiotic penicillin comes from a mold grown
(Classifying organizes things by similar characteristics, makes them easier tofind, and aids infinding information about other similar things.)
The present scientific system of classification was proposed by Carolus Linnaeus [li-ne' as] in the 1700s. He divided living things into seven basic levels. They are arranged from the largest to the smallest: kingdom, phylum, class, order, family, genus, and species. It will not be necessary for your child to know these terms. You may wish to write them on the Write It flip chart for his information. 70
on citrus fruits. The strong, sharp taste of blue cheese and the mild, creamy taste of Camembert cheese are results of molds.)
You may want to have samples of these cheeses available for your child to taste. Most children will not care for the taste of blue cheese but may enjoy the Camembert.
6. Where do molds grow? (Molds can grow on most
foods, but they also grow on paper, leather, and wood. Generally they grow best in warm, moist places, but they have been discovered growing at temperatures near freezing.)
SCIENCE 4 HTE
fruiting
body, As the fruiting body breaks through the surface, it is called the button stage. As it grows, the mature fruiting body is formed, which can then repeat the process of releasing spores and making new plants. Some fungi can produce more than a half mile of hyphae within twenty-four hours. These tiny threads provide the food and water necessary for the fungi. Ask your student to name a fruiting body that people eat. (mushrooms)
These fungi arc called mold,', They grow on fruit, bread, and even bathtubs mushroom, and showers, Another fungus is the Mushrooms grow on soil and on living or dead
trees, Have you seen these mushrooms? Fungi produce other fungi by microscopic round structures called spores, The fungi produce so many spores that at times appear the fungus, People eat some kinds of mushrooms, them in grocery stores, growing poisonous kindl in your yard or in the woods, You can buy you find Never eat a mushroom to be a cloud of smoke coming from
It may be a
plant world tubes fungi no tubes
59
7. In what ways are molds beneficial? (Answers will

vary, Molds can be beneficial in flavoring foods, providing cortisone [a pain reliever J, and antibiotics ,)
8. What do you normally do with food when mold is present? (throw it away) However, once the mold layer has been removed, most foods are still edible. For example, cheddar cheese will often have a white mold growing on it. If this mold is cut off with a knife, the cheese underneath is still good to eat. Display page 10 of the Home Teacher Packet for the following discussion. As you discuss the different stages of growth, allow your child to find the corresponding picture on the visual.
Conclude the discussion. Ask your student what fungi have instead of seeds. (spores) Spores are very tiny, often smaller than dust. Can you find the spores on the visual? As the spore lodges into its growing place, tiny hairlike threads begin to form, These are called hyphae [hi'fe]. In some fungi, these hyphae form a tangled web which is called mycelium [ml-se'Ie-orn]. Once the mycelium has grown sufficiently, it begins to form the Chapter 4: Lesson 15 71
name
Cui oul Ih. 'QU"" 01Ih. tII. oyol. 01 mu,hroom, GI.elhem In
_
00"",' order onlo nQlellook _
11,
,-
na_m_e-=~--------~============~
I
4
/
Draw your observation 01 the moldy orang .
,990 Bob Jones University Pres . Reproduction prohibited. .'990 Bob Jones University PrH . Reproduclion prohibited
Sdence4
Notebook Pwet
Leaton
15
Ev,lu,tlnllltJ.lnlOtl
17
SCience 4
Notebook Packet 18

Direct the use of notebook pages 17-18. Tell your
student to cut out the squares representing the life cycle of a fungus. Tell him to glue the squares in correct order on notebook page 18,
72
SCIENCE 4 HTE

About Fungi
I. Get one old orange or cantaloupe. a magnifying glass, and a large glass jar. 2. Let the fruit sit out all day. Then cover it with the jar. Leave it for several days until mold appears. 3. Remove the jar and observe the mold under a magnifying glass. Record your observations.
58
Complete the Finding Out activity on page 58. Instruct your student to draw on the bottom half of notebook page 18 the hyphae on the moldy orange that he observed earlier. To extend this experiment, encourage your child to take a fresh orange and then to transfer mold from the moldy orange into the fresh orange. This can be done by scraping mold onto a large straight pin and then injecting it into the fresh orange. Allow him to observe it daily. Tell him to notice any changes in the orange, especially near the point of injection. See how long it takes for this orange to become moldy:
Lichens [li'kenz] are often grouped with fungi. Lichens are "dual organisms" composed of a fungus and an alga. When two things live together for mutual benefit, they are said to have a symbiotic relationship. The fungus supplies the moisture, minerals, and protection for the alga. The alga, which carries on photosynthesis, provides food for the fungus. This symbiotic relationship fascinates botanists and is one of the many mysteries still to be solved. Lichens grow just about anywhere the air is clean: on rocks, trunks of trees, logs, sand, and bare soil. Lichens are often used as environmental monitors. The disappearance of lichens from an area gives warning of air pollution. Lichens grow slowly, thriving on the sun and growing in climates and areas where other plants cannot grow. They can grow in moist, cool climates like the mountains and forests or in hot, arid climates like the desert. Some lichens have even been discovered growing near the North and South poles. Lichens are useful in many ways. Reindeer and caribou eat certain lichens. The best known use has been the production of dyes from lichens for clothing and litmus paper, which is used to test the acidity of solutions. At least half of the species have antibiotic properties. This special quality is due to a rich assortment of chemical compounds that only lichens can produce. Finally, lichens are well known for their ability to enrich the soil and make new soil. Lichens growing on rocks give off carbon dioxide gas which combines with water to form carbonic acid. This acid causes the rock to become soft and crumbly, which eventually changes the rock into soil. As lichens decompose, the existing soil is enriched by the nitrogen they contain.
73
Lesson 16
Algae, Mosses, and Liverworts
name
0,.. picture 01 wn.t the .ISI" looked like under the microscope. Color the picture.
Preview
Objectives -----Given proper instruction, your student will be able to do the following: Differentiate between algae, mosses, and liverworts. Identify algae under a microscope.
Materials -----Have available: Home Teacher Packet, p. 11. Pond water or water from a fish tank with visible algae.* 1 microscope.*t 1 microscope slide.*t 1 microscope cover slip.*t 1 medicine dropper.t 1 toothpick. Sdence4 O -,.,m
Sob Jonu University Pr811. Aeproductlnn prohlblt.<I.
Leaton
16
ltMOn
Ev.lu.t!ng I~
19
algae under the microscope. Tell him to sketch on page 19 of his notebook the algae as it appeared under the microscope. Instruct him to add details and color to his sketch and to add his picture to his notebook.
Lesson
Display the microscope from page 11 of the Home Teacher Packet. You may want to spend a few minutes instructing your child about the care of a microscope before beginning this lesson.
Figure 16-1
Direct an investigation. Allow your student to prepare the microscope slide by placing a drop of water on the slide with the medicine dropper. Using the toothpick, mix some algae into the drop of water. Place a cover slip over the drop of water on the microscope slide. (NOTE: See Figure 16-1.) Place the prepared slide of algae under the microscope. Allow your student an opportunity to observe the
74
SCIENCE 4 HTE
Algae
A second group of tubeless plants are the algae. Algae "seaweed." field. Do they comes from a Latin word meaning a microscope. green. brown, Others
Mosses and Liverworts

These small green plants grow in damp. Mosses and liverworts grow from spores. shady places What other form on rocks, on trees, and in soil. A few grow in the water. tubeless plant grows from spores'? Special structures
Algae arc small or large. Some can be seen only through may be as long as a football Algae are grouped by color. They may be green, bluish
at the top of plants which hold the spores. They are called
or red. They all have chlorophyll.
capsules. When the capsule bursts open. the spores escape

and are carried by the wind to new place; to grow. grow in many placesfrom to arctic rocks. Sometimes the mosses and Mosses and liverworts tropical jungles
make their own food? Algae grow in ponds. streams, lakes, or oceans. The Most of the brown and red algae usually grow in the ocean.
green and bluish green algae grow in ponds and streams.
liverworts grow so close together that a soft, green carpet or cushion is formed over rocks and soil.
Algae may also live on land. For example, on brick walks. and others grow on tree trunks. these are green algae. Many animals
some grow Most of
eat algae for food. and people use algae For example, a material from
to make many products. products. 60
brown algae is used in ice cream and whipped-cream
61
Teaching the Lesson

Direct a text activity on pages 60 and 61. Use the following questions to initiate your student's interest in what he is going to read. 1. What do all algae have in common? 2. What color are algae? 3. Would liverworts grow in the desert? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Although algae are different colors, what do all algae have in common? (chlorophyll) 2. What process do algae go through that allows them to make their own food? (photosynthesis) 3. What product do green plants release when they make their own food? (oxygen)
If you live near a pond, you may wish to observe the algae floating during the day. When your return at night, the algae will be gone. During the day, photosynthesis occurs, producing bubbles of oxygen. These oxygen bubbles are trapped in the stringy, hairlike strands of the algae, causing the algae to float. When night comes, photosynthesis ceases and no oxygen bubbles are produced. The bubbles still trapped in the algae dissolve, and the algae usually sink.
4. What is another name by which algae are often called? (seaweed) It could also be called rockweed, soil weed, iceweed, animal weed, or plantweed. 5. Where can algae be found growing? (water and land) 6. What colors of algae are mentioned in the textbook? (green, bluish green, brown, and red) 7. Mosses and liverworts are often confused with algae. How could this confusion happen? (They look similar. They grow in the same locations. The majority of them grow best under moist conditions.)
75
8. Name at least one thing that the mosses, liverworts, and algae have in common. (They all grow from
spores.)

Search for algae. Allow your student to look for food items at home that contain some kind of alginate. Remind him of the foods mentioned in the lesson. (ice
cream, puddings, pie fillings, salad dressings, and syrups) One of the most common ingredients listed on food labels is sodium alginate. It is generally found in pud-
9. One moss that is useful to man is peat moss. Have you ever seen it or used it? (Answers will vary.) Dried peat moss ean be used as a packing material for glassware and plants. Have you ever seen peat moss used in a garden? (Answers will vary.) Gardeners use peat moss as a soil enricher. Peat moss loosens hard packed soil such as clay and helps to hold moisture in the soil. 10. Would liverworts grow in the desert? (No, they
grow in moist environments, even in the Antarctic.)
dings and pie fillings. Remind him to check more than one brand of product. Some medicines also have a type of alginate called alginic acid. You may wish to continue this activity the next time you go to the grocery store.

Liverworts may have received their name from the ancient belief that they could cure liver diseases and other disorders. However, there is no scientific basis for this claim. Harmful red tides are also the result of algae. These dreaded red tides are found along the coasts of Maine, Massachusetts, New Hampshire, California, Florida, Texas, Peru, Japan, Australia, India, and parts of Africa and Europe. Red tides are caused by tiny plants called dinoflagellates. Some scientists group them with the algae because they carryon photosynthesis. Usually the red tides come in late summer or early fall. Scientists have not yet discovered why they occur. Red tides are harmful to man because shellfish such as clams, mussels, scallops, and oysters eat these plankton, which are poisonous to man. (NOTE: Plankton are microscopic plant and animal organisms that float or drift in large numbers in fresh or salt water.) These plankton do not affect the shellfish that eat them, but people who eat the shellfish become extremely ill. A red tide also affects the fishermen financially, because they cannot work during that time.
Conclude the discussion. Explain to your student that one of the most useful algae is from the group called brown algae. The brown algae often attach themselves to rocks or ocean bottoms and are commonly called seaweed or kelp. In the underwater forests, hundreds of kelp plants grow together to form kelp beds. These kelp beds are beneficial to many sea creatures. Fish of different sizes and shapes make the kelp bed their home. Ask your student to name sea creatures that might live in a kelp bed. (shrimp, lobster, and sea urchins) The kelp bed provides food for these creatures and offers protection from predators. (Bible Promise: I. God as Master) Kelp beds have also been used by man. Ancient sailors used kelp beds as navigational tools. People in Great Britian harvested kelp as fertilizer and for use in glassmaking. Today, kelp is still harvested for food in Japan. Ask your student if he would like to try to eat some seaweed. Why or why not? (Answers will vary.) You may use this opportunity to talk about attitudes toward foods. Another product widely used is algin. It is found in the cell walls of kelp plants. It allows kelp plants to bend and stretch and makes the surface of the plant slippery. This is the product that is used in ice cream, puddings, pie fillings, salad dressings, and syrups. Algin is generally listed as an ingredient called alginate.
76
SCIENCE 4 HTE
Lesson 17
Ferns
Preview
Objectives
Given proper instruction, your student will be able to do the following: Classify terms associated with plants into major plant divisions. Recognize that not all ferns are edible.
Lesson
Introduce the song. Guide your student in humming the familiar tune to "My Bonnie Lies over the Ocean." Sing the "Fiddlehead Song." Display the words to the song on page 12 of the Home Teacher Packet. Tell your student that he will sing these new words to the tune of "My Bonnie Lies over the Ocean." This song will introduce what your student will be discussing. Guide him in singing all the verses to the "Fiddlehead Song." Conclude the song. Ask your student what happened to the boy after he ate the fiddleheads. (He died.) Ask him to find the reason in the song that he died. (He picked the wrong kind offiddleheads.) Tell your student that some kinds of plants are edible, but others are not. Remind him of his lesson on fungi. As he learned in that lesson, some mushrooms can be eaten; others that often look like the edible mushrooms are poisonous. Tell your student that only an expert should prepare wild plants to be eaten.
Materials -----Have available: Home Teacher Packet, p. 12. You may want to give your child the experience of seeing different ferns by taking him to a plant nursery either before or after this lesson.
77
Since there are so many kinds of plants wit h tuhes, botanists groups: have classified the tubed plants into two smaller seeds and those that do not. those that produce
plant world
Plants with No Seeds

A group of tubed plants that do not produce the ferns. God created many different seeds arc ferns. and beautiful
Plants with Tubes

Most of the plants God created plants because and liverworts have tubes. These plants all have roots. stems, and leaves. They are said to be "true" they have tubes in them. Some of the mosses have structures which look like roots, stems, have no mosses and liverworts
Most ferns have large. split leaves called fronds. Look at the fronds on these ferns. Have you seen any of them are all curled up, and as they grow they fronds are calledfiddlefJead,. United States before? New fronds uncurl.
The curled-up
Can
people
you guess why? In the northeastern cat fiddleheads. stores.
and leaves. But remember, tubes. 62
You can buy them there in some grocery
63
Teaching the Lesson

Direct a text activity for page 62-64. Use the following questions to initiate your student's interest in what he is going to read, 1, Into what two smaller groups have botanists classified plants with tubes? 2, What are fiddleheads? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read, 1, Since there are so many kinds of plants with tubes, into what two smaller groups have botanists classified them? (those that produce seeds and those that do not) 2, Look at the picture of the fern on page 63, The word/ern actually means lacy or feathery, Do you think this is an accurate description of a fern? (yes) 3, Where do ferns grow? (where there are mild temperatures and moisture) (NOTE: Ferns that grow inside often need to be misted daily with a fine spray of water to increase the humidity.) 4, What are the curled-up fronds called? (fiddleheads) 5, What do people in northeastern United States do with fiddleheads? (eat them) You may want to relate the following interesting information to your child. In northern New England and New Brunswick, Canada, fiddleheads are cultivated as a vegetable. Fiddleheads are canned, frozen, or sold fresh in many grocery stores. However, the type of fiddleheads that are gathered to eat are from the fern called the Ostrich Fern (Matteuccia). Fiddleheads taste a little like asparagus when simmered in boiling water. They are used fresh in salads, folded into omelets, or used in casseroles as a substitute for asparagus. Other recipes for fiddleheads explain how to use them in soups, fry them in oil, and even make ice cream from them! 6. Look at the picture on page 64. What are these brown spots? (spore containers or sori) Conclude the discussion. Tell your student that for many years scientists could barely see the spores of ferns with a microscope. Fern spores are smaller than even a speck of dust. Now a more complicated microscope called a scanning electron microscope allows scientists to know more about the structure and developSCIENCE 4 HTE
78
name Ferns produce new ferns by spores. The spores are produced on the underside of their leaves. Have you ever seen rows of small brown lumps on ferns') Those lumps are not bugs hut spore containers. The small brown lumps will burst open. and the tiny spores will fall to the ground. or they will be carried away by the wind. If a spore lands where it is warm, moist. and shaded. the spore will become a new fern. You can find ferns in many places in the world. They arc most abundant in forests and in the tropics. Do you have an~ ferns growing around your house?
Un.cremble the following word. and then pl.ce placed under more than one he.dlng. them under the correct heading.
_
Some words may be
odml pkel
hidaddflee
nilag
momshorus
rosspe
bedtu
dronfs
garapasus
cepinillmui
weldmis
eewsaed
Fungi mold spores mushrooms penicillium mildews
Alga. algin kelp spores seaweed
Ferns
fiddlehead spores fronds tubed asparagus
llKIOBobJOII'.Unlvef.UyPr
R.p.oductionprohlblted.
64
'0'
. ScIence 4
~Padlet
teeecn
11
EVllulUngtneleuon
20
ment of spores. Scientists have found crests, ridges, and wartlike or spinelike structures on many fern spores.

Direct a notebook activity on page 20. Instruct your student to unscramble the words at the top of the page. These words have been used in prior lessons. After he unscrambles the words, direct him to write the words under the correct column on the notebook page.

The life cycle of ferns has two stages. The first stage is called the sporophyte generation. During this stage, sporangia develop inside the sori. The sari are the small brown spots located on the underside of the fronds. When the sporangia burst, thousands of spores are released into the wind.
79
Family Time 18
Nature Walk
Materials
Have available: 1 shopping bag. Home Teacher Packet, p. 13. In this Family Time you will be taking a nature walk to look for coniferous branches and cones. A park would be an excellent place for your walk. Direct a nature walk. Give your child a list of items he should try to find on the nature walk. (NOTE: Below is a sample of the list that you may use. Other items may be substituted on the list depending on the area in which you live.) Give your child page 13 of the Home Teacher Packet to use as a guide for collecting. Provide a small disposable shopping bag to collect his specimens. Explain that he should look for as many different objects as possible. A suggested list of items follows: browned pine needles fallen to the ground pine branch with cones still attached piece of pine wood showing growth rings open pine cone closed pine cone needlelike leaves in a cluster flattened needles spruce needles juniper needles spruce cones cedar cones larch cones You may wish to use the nature walk as a treasure hunt and divide your family into groups. Each group would receive points only for different objects, not for the total number of objects. Allow an allotted amount of time to find the items on the list. Compare the list with the items in each bag. Give points for each item collected. Announce the winner.
80
SCIENCE 4 HTE
Lesson 18
Conifers
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify types of conifers by their leaves and cones. Illustrate a spruce needle cross section.
Materials
Have available: Home Teacher Packet, p. 14. A Write It flip chart. Scissors. 1 magnifying glass. *t Several spruce needles. *
81
name
Draw the spruce needle
_
In the magnifying gl .
ercee-eeeucn
About Conifers
L Get some spruce needles, a small pair magnifying 2, Cut a needle 3, Look at glass, hall' crossways,
or scissors,
and a
cut
a cross seaton of
glass, Can you see 4, You arc looking 5, Record spruce needle,
Match then cones 10 their corresponding tr.
how the cross
Cl990BobJone5Unj~er5ityPr~_Reproduc1ionp'ohibi1ed
68
D Sdence4 Lesson
Lesson 18
Evalu;!Iting the Leeson
Notebook Packet
21
Direct a Finding Out activity on text page 68 and notebook page 21. Instruct your student to follow the instructions on page 68, using the spruce needle. Tell him to draw an enlarged picture of the cross section of the spruce needle on the top of notebook page 21. The bottom of notebook page 21 will be used during Evaluating the Lesson.
82
SCIENCE 4 HTE
Plants with Seeds

Most plants with tunes produce the seed plant into tw 0 groups: Conifers Conifers Conifer arc cone-producing trees. Have you ever seen Can you tell v vhut any of these conifers'} leaves have two basic shapes, those two shapes are by looking at these pictures'? seeds, Botanists cia>sify seeds in those that produce
flowers and fruits and those that produce
seeds in cones,
plant world tubes seeds flowers and fruits cones no seeds no tubes
I
ferns
juniper
Conifers
are sometimes
grouped
by their leaf shapes and have needlelike leaves
sizes. Pines and larches. for example. in clusters.
Firs and hemlocks,

needles. spruce 65 66 Hemlock Spruce
on thc other hand. have flattened than the fir needles,
needles are shorter needle?
needles have four sides. H ow can you tell a
needle from a hemlock
Teaching the Lesson

Direct a text activity on pages 65-67 and 69. Use the following questions to initiate your student's interest in what he is going to read. 1. Into what two groups do botanists classify seed plants? 2. What are trees that do not lose their leaves in the fall called? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Into what two groups do botanists classify seed plants? (those that produce seeds in flowers and fruits and those that produce seeds in cones) 2. The word conifer actually means' 'cone-bearing." Name some uses you have seen for pine cones. (wreaths, decorations, starting fires, crafts) For the next question, display the pine cones on page 14 of the Home Teacher Packet.
weather indicators. Can you think of a way that pine cones could be used as weather indicators? (Your student's answer will vary. The scales of the cones open in dry weather, but when it is damp, the scales close up to keep the seeds dry. By observing the scales, farmers could predict when rainfall would occur.) 4. Look at the two pictures on the top of page 66. How are these leaves shaped? (needlelike in a cluster) There are many varieties of pine trees, but the leaves of the pine trees are generally long and grow in clusters of two, three, or five. Each needle has a thick, waxy covering that helps reduce the loss of water. Because of this covering, pine trees can grow in drier climates than other conifers.
3. Look at the pine cones on this visual. Many years ago on country farms, pine cones were used as
S. What kind of a pattern do larch needles grow in? (circular cluster) Larch trees grow in the coldest climates. 6. Look at the picture of the fir and hemlock. What type of leaves do these trees have? (fiauened needles)
83
Cedars, pictured
redwoods,
and sequoias
all have scalelike
leaves, Look at the photograph" below, Because most conifers
Try to name the conifers
do not lose their lcave-, in the fall.
they are said to he ~\'erKreel1,A larch and a dawn redwood wililosc their leaves every !'aIL Tree, that lose their leaves
are deciduous.
-. ,..
fII/II!
Conifer cone, grow in many different shapes and sizes. Look at the picture. Have you ever seen any of these cones'! each of these cones? Are they Spiny' Where have you seen them" How would you describe long and narrow" Some conifers conifers. perfumes How are they different Big and fat" Short and narrow? trom each other'? Junipers have this type do not haw cones like most of the other berries j'l used in making Their cones arc berrylike. and medicines, of cone. The oil from juniper Because conifer wood is soft, we can make many products from it. Paper comes lrorn the wood of conifers, and so does lumber conifers for house>, Whole trunk> of some poles and boat docks. Can you become telephone think of any other things made from woods like pine and cedar? 67 69
7. Compare the pictures of the spruce needles and the hemlock needles. Christmas trees are often spruce trees. 8. Look at the pictures on page 67. What type of leaves do these trees have? (scalelike leaves) 9. What are conifers that do not lose their leaves every fall? (evergreen) 10. Look at the picture of the cones on page 69. What do you think the purpose of the cone is? (The cones are protection for the seeds that are inside.) Pine seeds develop in pairs and have a thin, delicate wing. What purpose would the wing serve? (It allows the wind to carry the seed.)
Information for the flip chart: cypress-small, round cones cedar-egg-shaped and smooth juniper-berrylike

Direct a notebook activity. Instruct your student to match the cones to the correct conifer name at the bottom of the notebook page. Display the Write It flip chart with the information about cones.
Conclude the discussion. Cones grow in many shapes and sizes. As you discuss the following cones, write the name of each and a brief description on the Write It flip chart. (NOTE: See the information below.) Tell your student that other conifers, like the cypress, have small, round cones that often grow in clusters. When the cones are young, they are blue green and tightly closed. As they mature, they turn brown and open their scales. True cedar cones are egg-shaped and smooth. They grow upright on the branches of the tree. They also take up to three years to mature. When they mature, the tip breaks; the seeds, which are still attached to the scales, fall to the ground. Ask your student which conifer has berrylike cones. (junipers)
84
SCIENCE 4 HTE

The conifers are classified into four basic families. The pine family (Pinaceae) is most easily recognized. The eastern white pine was one of the most important timber trees in North America. Its wood was used for ships' masts, houses, flooring, and other uses. Because of the exploitation of these great forests nearly a century ago, they are carefully conserved today. Larches, hemlocks, cedars, and balsam firs are also classified under the pine family. The yew family (Taxaceae) includes both shrubs and trees. The wood from the English Yew, a native tree of Europe and Asia, was once used to make bows for English archers. The redwood family (Taxodiaceae) contains the giant sequoias, the huge redwoods of California, and the bald cypress. A new member of this family, called the dawn redwood, was found in 1946 in central China. The cypress family (Cupressaceae) all have small, scalelike leaves. This family includes junipers, cypress, and arborvitaes.
85
Lesson 19
Flowering Plants
Study the chart bdo\\
III
compare
mOnO,IlI"
and dicot-.
Leaf Tubes No. of Flower Petals No. of Seed Leaves Stems
Monocots Go in the same direction Groups of 3

1
Dicots Go in all directions Groups of 4 or 5

2
soft, hollow
woody
Preview
Objectives
Given proper instruction, your student will be able to do the following: Differentiate between monocotyledons and dicotyledons. Identify parts of a flower.
Materials
Have available: Home Teacher Packet, p. 15. 2 light-colored felt-tip pens (optional). 2 wildflowers or cut flowers.* 1 magnifying glass.*t
75
Notes
Your student will be classifying the flowers into the two classes, monocotyledons and dicotyledons. Some monocotyledons that you might find are iris, gladiolus, day lily, Easter lily, tulip, hyacinth, autumn crocus, and trillium. Some dicotyledons would be rose, pansy, violet, magnolia, yellow poplar (tulip tree), morning glory, impatiens, phlox, and tomato. These flowers can be obtained from either a garden or a florist.
As your child answers the following questions, highlight with a light-colored felt-tip pen or put a star beside each answer on the visual. This will enable your child to easily see what kind of flower he has when he completes the investigation. Use a different light-colored felt-tip pen for the second flower.
Lesson
Direct an investigation. Give your student a flower. (NOTE: For the purpose of this activity a monocot flower has been used first. You may begin with either a monocot or dicot flower.) Display page 15 of the Home Teacher Packet. Use the following statements and questions to guide your student in classifying his flower.
1. Look at the leaves. Do the tubes run in the same direction or different directions? (same direction) 2. Count the number of flower petals. (a group of 3) 3. Look at the stem of the flower. Is it soft and hollow or woody? (soft, hollow) Continue the investigation. Ask your student to turn to page 75 in his textbook. Allow him to compare the visual with the chart in his book. Ask him what kind of flower he has. (monocot) Point out the differences between monocots and dicots. Tell him that when monocots first sprout they have one leaf called a seed leaf Dicots have two seed leaves. Conclude the investigation. Give your student a second flower. Be sure that you do not give indications as to whether the flower is a monocotyledon or a dicotyledon. Instruct him to use the chart on page 75 and to
86
SCIENCE 4 HTE
Flower and Fruit-Producing Plants

Plants that make seeds in flowers and fruits are called flowering plants. There are some parts that all flowers have. below. part of the petals. and colorful You can see these paris in the drawing flower. God has created the stamen The bottom many beautiful
Inside a fruit are seeds. Sometimes inside'
there is only one
seed inside. Can you think of a fruit with only one seed Name some fruits that have more than one seed half of alJ the plants in the world arc flowering plants can be large or small. Many trees inside. What wilJ a seed become? About plants. Flowering
The petals arc usually the most colorful
The male part of the flower is the stamen. At the top of arc small pol/en sacs containing the powdery grains of pollen. The female part of the flower is the carpel. of the carpel is the ovary. A fully developed what do or grapes') bananas. ovary is a/ruff. When you hear the word "fruit," you think of? Do you think of apples. But did you know that tomatoes Cucumbers and squashes are fruits too.
have flowers, Can you name some trees that have flowers?
and corn arc fruit?
70
71
observe those characteristics in his flower. When he completes his investigation, ask him whether his flower is a monocot or dicot. Tell your student that cotyledon means "cupshaped" in the words dicotyledon and monocotyledon. Ask him what he thinks "mono" means. (one) And "di"? (two)
Teaching the Lesson

Direct a text activity on pages 70-76. Use the following questions to initiate your student's interest in what
4. Flowers that are pollinated by insects are usually very colorful and bright Often they have sweet smells, too. Why did God make the flowers this way? (to attract the insects) (Bible Promise: L God as Master) Generally, flowers that are pollinated by the wind or by animals do not have brilliantly colored petals. Name some flowers that you have seen being pollinated by insects. (Answers will
vary.)
he is going to read. L What is a carpel? 2. Do weeds and grasses have flowers? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Look at the picture on page 70. Point to the long light green part of the flower. What is this part called? (carpel) What is located at the bottom of the carpel? (ovary) 2. What are the black parts of the flower called? (stamens) What is located at the top of each stamen?
(pollen sacs containing powdery grains of pollen)
5. Once the pollen reaches the ovary, what do you think begins to form? (seed or fruit) 6. Do weeds and grasses have flowers? (yes) Conclude the discussion. Review with your student the four ways to differentiate between monocots and dicots. You may wish to refer to the chart on page 75 and the flowers he investigated in Introducing the Lesson.
3. How does the pollen get from the stamen to the carpel? (wind, insects, animals, man)
87
Grasses
have 11O\\er, 100. They are small and have no
color. Perhaps you have seen grass flowers and did not know they were flowers at all.
Another
way to lell monocots
and dieMs apart
is to
look at their later leaves. Look at the picture on page 55. See how the lube, Botanists Monocots have divided are flowering flowering plant; into two classes: run into the leaves? In a monocot In a dicot leaf', Are the leaves rnonocot leaf, all the tubes run in the same direction. the tubes run in mall) directions. or diem? The stems of monocots from each other.
the monocotyledons
and the dicotyledons.

plants whose first sprout has is called a seed leal Dieots
one leaf. This first structure
and dicors arc also different
have two seed leaves. Seed leaves have lood in them that feed, the tin) new plant.
"I he "cotyledon" part of the a \\
Monocot-, have son. green stems which arc sometime .. hollow. Dicots have hard woody sterns. Can
plant" What would a maple
words dicotyledon
and
you think of a soft-stemmed tree be'?
nionorotyledon shaped." 72
comes from
ord that means "cup-
What do you think "mono" means'? And "di"? 73
A third way to tell the difference dicots is to count the flower petals. in groups groups pictures
between monocots and Monocots have petals
Look at the clawification have been classified.
table to see how the plants
of three (3, 6, 9, and so on). Dicots have petals in below and decide \\ hich arc monocots and which seeds
flowers monocots o.cots cones tubes
plant world no tubes no seeds ferns tunqr algae mosses and liverworts
of four or five (4. 5. 8, 10, and so on). Look at the
are dicots.
"/fsJ(JI' man, his days are so heflounshrth,"
(1,\
grass: as a flower
ofthefietd. Psalm 11i]:15
74
76
88
SCIENCE 4 HTE
name
Determine whether the re monocotyledons and D for dleot . or dicotyledons from their physlca'
_
characterl.tlcl.
Circle'" for monacot.
Figure 19-1
Rye grass seed head
spikelet (enlarged)
Fc----
stigma
(dangles outside to collect wind-borne pollen)
anther
(dangles outside to release pollen into wind)
MC[)
CE>
CD
Roproduotlon
el9'ilO 8Qb J,;m
Unl~rolly
Prooo.
prOhibited
D Sdence4
_book
Lesson 19
Ev.llialing Ihe Leuon
Padcet
22

Direct a notebook activity on page 22. Tell your student to look at the pictures on the notebook page and to determine whether the picture shows a monocotyledon or a dicotyledon. Remind him of the physical characteristics of each class. Ask him to circle the letter of the correct answer.

Dicotyledons and monocotyledons are classified under the class Angiosperms. The dicots have approximately 200,000 species classified into more than 250 families. The monocots have approximately 55,000 species classified into more than 40 families. All the grasses belong to the monocotyledon subclass. Their flowers look different from what we normally think of as flowers. Instead of having petals and sepals, grasses have many leaflike bracts. (NOTE: See Figure 19-1.) Inside these bracts are all the major parts of the flower: the carpel, the ovary, and the stamens. Some grasses are self-pollinated, but wind pollination is most common.
89
CHAPTER
5
Lessons 20-23
This chapter reviews the measurement of length and the metric system. Two new concepts, area and volume, are introduced. Your student will learn to find the area of geometric shapes using graph paper and will calculate simple areas by using the formula Width x Length = Area. Measuring activities in the lessons provide reinforcement of the metric system for your student.
Materials
The following items must be obtained or prepared before the presentation of the lesson. These items are des-
ignated with an * in the materials list in each lesson and in the Supplement. For further information see the individual lessons.
* *
* * * * *
1 large map of the United States] (Lesson 20) 1 medicine dropper+ (Family Time 21) Meter stick+ (Family Time 21) Balance scale with mass sert (Family Time 21) 2 medicine bottles marked by milliliters (Family Time 21) 1 metric weight, from mass set] (Lesson 21) 1 sheet of centimeter graph paper (Lesson 22) Graduated cylinder+ (Lesson 23)
77
91
Lesson 20
Length
Direct your student's attention to the cube. Ask him whether the width of the cube and the length of the cube appear to be equal. (yes) Tell him that the new Jerusalem will have equal sides. It will resemble a cube because
its height, length, and width will be equal.

Now that he has found the measurements of the cube, tell him that he can find the measurements of the new Jerusalem. Ask your student if he knows how long a furlong is. (220 yards) As you do the problem on the Write It flip chart, tell him that if he multiplied 12,000 furlongs by 220 yards, he would find that the city was 1,500 miles long. (NOTE: There are 1,760 yards in a mile.) When you have completed the problem, ask him what the height and breadth of the city would be. (1,500 miles) Continue the investigation. Display the large United States map. Direct your student to draw a star on the city or town where he lives. Show him the scale on the map, discussing how it is used. Explain that the scale is a series of marks placed equally along a line. The scale of a map allows for accurate measurements on the map using a small unit of measurement.
Figure 20-1
Preview
Objectives
Given proper instruction, your student will be able to do the following: Recognize different units of measurement. Use a scale on a road map.
Materials
Have available: A Write It flip chart. 1 foot ruler. 1 large map of the United States. *t 1 paper cube. 1 brightly colored felt-tip pen. Home Teacher Packet, p. 20. Prepare: The cube using page 20 from the Home Teacher Packet. The cube you make in this lesson will be used again in Lesson 23.
r------------------
------------------,
. ...--~---......* ...------.......
...
750 miles
..
750 miles
I
I I
I
I
I I
Lesson
Introduce a demonstration. Ask your student to read Revelation 21:15-16. What city is the verse referring to? (the new Jerusalem) Tell him that God will make a new heaven and a new earth after the thousand-year millennial reign. (BAT: 8a Faith in God's promises) Ask your student what the verse is referring to when it says "the city lieth foursquare."(It is in the shape of a square. All four sides are equal.) Direct a demonstration. Show your student the model of the cube you have prepared. Ask him to explain what breadth means. (width) Using the cube, show him its width. Ask him to measure the width of the cube. Tell him to write that measurement on the Write It flip chart and label it width. Follow the same procedure with the length and the height.
I I
I
I
I I I I I I
I
I
L__________________
------------------~
I I
Using the scale on the map, measure 750 miles to the right, left, top, and bottom of your town. (NOTE: See Figure 20-1.) Make sure that your student places a small circle on the map to mark the distance. Using the small circle to the left and right of your town, have him measure 750 miles up and down, placing a dot at each point. Draw a square by connecting the dots. Mark the lines in a brightly colored felt-tip pen. Tell him that this square shows how long and wide the new Jerusalem will be. Remind him that it will also be 1,500 miles high.
92
SCIENCE 4 HTE
"And he that talked with me had a gulden reed
measure
How accurate you used the tree someone a certain
do you think this kind of measuring a tool for measuring.

(0
i~? If
the
1'111',
and the gUN'S thereof, and the wal! thereo].

and the length is as
you might tell lengths from be sure to use
And th city liethfoursouare,

(we/vI?
to bury a treasure
three hemlock-tree
as the breadth: and he measured the cilY with the reed. thousandfurlongs.
rock, That person would have
the height ofit are equal,"
The length and thr breadth and Revelation 21:15 and 16
the same tree vou did. What else would he have to do just the way you did it" Would you be able to use thc same method to find the treasure five years later') Why not"
Length
Suppose tall. Without measure that you know that a hemlock cutting it down, along the ground. Can tree feet could use that tree to
WELL, BA.BL THIS TIME 'IOU l'/\USTA'
distances
think of a
way to do that? Try holding point down. chalkboard a pencil at arm's length. Line the pencil up or the duo: with the edge of the chalkboard or
When the pencil just covers the edge door frame, turn the without moving tree in the
to the floor, keeping the point in the you measured distance Could you use the sixty-foot
78
79
Teaching the Lesson

Direct a text activity for pages 78-80 . Use the following questions to initiate your student's he is going to read. interest in what
1. How accurate is a tree as a tool of measurement? 2. How must measurements be expressed?
5. How must measurements be expressed? (in numbers) 6. It is important for scientists to accurately measure their findings and results during an experiment. Can you name some different instruments for measurements that scientists use? (beakers, graduated cylinders, thermometers, metric rulers)
Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read.
1. Would using a pencil and a tree be an accurate type of measurement? (no) What could account for differences in your measurements? (slight movement of arm; point of pencil would not remain exactly in the same place) 2. If you used a tree as a tool of measurement to bury a treasure, the person searching for the treasure would have to use the same tree you did. What else would he have to do just the way you did? (stand in the same place and go the same direction) 3. Would you be able to use the same method to find the treasure five years later? (no) Why not? (The tree would have grown.) 4. What types of units could you use? (inches, feet, yards, miles, millimeters, centimeters, meters, kilometers)
93
name
1. Find the words describing unit. of measurement. 2. Place the,. units under the correct he.dlng ..
Metric
Customary
I.
What other ways are there of measuring would you measure you measure the distance
length?
How Would
I.
millimeters kilometers
ounces
miles inches feet yards
the length of your classroom? your findings? who lived about
to your house in the same way? 100 in about
2.
3.
2. 3.
4.
How would you report
Lord Kelvin, a British scientist years ago, said that measurements
meters centimeters
must he expressed
numbers. Only then. he said. do you know something what you arc measuring, Scientists make many kinds of measurements, as possible. try to make them as accurately the same ways of measuring. records. 80
4.
and they use
5.
AU scientists and keep
Why do you think they do
6.
cups
that? They can more easily share information
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Notebook Packet
23
Direct a notebook page activity on page 23. Instruct your student to find the terms describing units of measurement in the word search. After he has found the words, have him write the words under the correct heading: Metric or Customary.

Length is defined in the dictionary as the measurement of the total extent of an object along the object's greatest dimension. It can be calculated by selecting a standard unit of measurement and laying that unit end to end along the entire distance. In 1840, the meter was adopted as a standard unit of measure. It was defined as one ten-millionth of the distance along a meridian from the North Pole to the equator. Since units of measurements are always being perfected, from 1859 to 1960 the meter was defined as the length of a platinum-iridium bar located at the International Bureau of Weights and Measures in France. In 1960, the General Conference on Weights and Measures, which convenes every six years, redefined the meter as equal to 1,650,763.73 wavelengths of the orangered radiation of Krypton-86, as measured in a vacuum. This is the standard used today.
94
SCIENCE 4 HTE
name
Triathlon Scores
Estimate
Actual
Difference
Family Time 21
Triathlon
Notebook, page 24
Potato jump
Medicine dropper
exchange
Object balance
Materials -----Have available: 1 meter stick. *t Balance scale with mass set. *t Masking tape or chalk. I felt-tip pen. I white potato. 1 metal teaspoon. 1 medicine dropper. *t 2 medicine bottles marked by milliliters. * A stopwatch+ or watch with a second hand. 1 object to be weighed. Home Teacher Packet, p. 17. Prepare: . .. . The two medicine bottles by marking millimeter umts on the outside of each bottle with a permanent felttip pen. Three medals. (NOTE: See page 17 in the Home Teacher Packet.) Your metric jump. room yard. child will be participating in a triathlon and will need room to You may want to rearrange the or conduct this lesson in the
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Lesson 21
nadlinQlheL.uofI
24
Explain to him that one penalty point will be given for every centimeter, gram, or millimeter difference (positive or negative) between the estimate and the actual performance of events. The family member with the fewest points will receive the gold medal. The family member with the second fewest points will receive the silver medal, and the third-place winner will receive the bronze medal. Set up each of the three areas where the events will be conducted. Some of the triathlon events may be carried on simultaneously.
You will need charts similar to the one on notebook page 24 for each family member participating in the triathlon.
Instructions ----Set the mood for a metric triathlon. Tell your child that he will be participating in a metric triathlon. Explain that a triathlon is an athletic contest in which each contestant participates in three different activities. Tell your child that he will have the opportunity to first estimate his performance before each event and then perform the event, comparing the result with his estimation. Explain that all measurements must be done using the metric system. Chapter 5: Family Time 21
Direct the use of notebook page 24. Direct your child's attention to his notebook page. Show him the first column where he will estimate in metric units his performance for each event. After completing the event, he will fill in the second column showing the actual measurement of the event. Finally, in the third column, he will determine the difference between Column 1 and Column 2. The total sum of Column 3 will give him his score for the possibility of obtaining one of the medals.
95
J
i
Direct the triathlon events. Use the following three events for the triathlon: Potato Jump Mark a starting line on the floor with masking tape or chalk. Tell your child to stand behind it. Make sure that his feet do not cross the line. Give him the handle of the teaspoon to hold in one of his hands. Place a potato on the bowl of the teaspoon. Direct your child to jump forward, with his feet together, as many times as possible until the potato falls from the spoon. Measure the total distance jumped. Medicine Dropper Exchange Use the stopwatch or second hand on the clock to time this event for two minutes. Using a medicine dropper, have your child move water from one medicine bottle to another during the allotted time. Measure the millimeters of water moved. Object Balance You will need an object available for balancing. Tell your child to try to estimate-by using his hand as a balance-the weight of the object in grams. He should record this number on his notebook sheet. Now allow him to balance the object with the gram weights and to record this number on his notebook sheet. Conclude the triathlon. Direct your child to complete his notebook page. Tell him to double-check his addition in Column 3. Award the medals to the family members with the three lowest scores.
96
SCIENCE 4 HTE
Lesson 21
Metrics
Text pages 81-82 Notebook, page 25
The system you probably know best is the English system. It bas units such as inches, feel. yards, miles, pints, quarts, gallons, and tons. These units are sometimes hard to multiply and divide and sometimes hard [0 remember.
An easier system to use is the metric Scientists all
over the world have agreed to use the metric system. Measurements of length in this system begin with the meter. A meter is a little longer than a yard. 1.000 meters makes a kilometer. What do you think kilo- means"
Units smaller millimeter. than meter the centimeter and the
Preview
Objectives
Given proper instruction, your student will be able to do the following: Classify measuring units into the metric or U.S. Customary System. Perform measurements using the metric system.
Find out what centi- means. What part of a meter is a centimeter'! Find out what milli- means. What pan of a meter millimeter? Which units would you use to measure your foot? Which would you use to measure a fly's wing'! Which two would you probably use to measure your height'!
Materials
Have available: lone-foot ruler. 1 yardstick. 1 pint container. 1 quart container. 1 gallon container. 1 thirty-centimeter ruler. 1 meter stick.*t 1 liter container. 1 metric weight, from mass set.*t One piece of string, 1 meter long.
8i
Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What system of measurement have most scientists agreed to use? (metric) 2. A kilometer is 1,000 meters. What does kilomean? (one thousand) 3. Centi- means "one hundredth." What part of a meter is a centimeter? (one hundredth) 4. Milli- means "one thousandth." What part of a meter is a millimeter? (one thousandth) Conclude the discussion. Remind your student that he measured distance, mass, and liquid amounts using the metric system in the triathlon. Ask him how these amounts were measured. (The distances were measured using a straight line. The liquid was measured by milliliters. The mass was measured using a balance.) Ask him how he would measure an object that was not flat or straight, for example, the globe or trash can. (Answers will vary.) Direct his attention to the picture on page 82. Ask him how the child is measuring the tree in the picture. (He uses a string to measure and then measures the string with a ruler.)
Lesson
Direct an activity. Place the measuring devices listed in the materials list on a table. Ask your student how he would classify them into two groups. (Answers will vary.) Help him to classify these measuring devices into a group of metric units and a group of U.S. Customary units.
Teaching the Lesson

Direct a text activity on pages 81-82. Use the following questions to initiate your student's interest in what he is going to read. 1. What system of measurement have most scientists agreed to use? 2. How do you measure around things that are not fiat?
97
name If you have a string and a ruler you can find out how big around a soda can or a chair leg or even a eat is. Can around things that are not
Column globe trash can chair leg file cabinet 1 Column 2
Using. length 01 string, me ure obj.cts In the room and record your finding .
you figure out how to measure
square?
01990 Bob Jonn
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Direct a notebook activity on page 25. Give your student a length of string. Tell him to measure the length of his string using his meter stick.
You will need to change any objects that you do not have that are listed in the first column on the notebook page.
Direct your student's attention to the notebook page. Tell him that he will have the opportunity to measure objects that are not flat using his string. Tell him to list the object to be measured in the first column. He should wrap the string around the object to be measured, marking the place on the string with his fingernail where it meets the end. Then instruct him to place the string on his meter stick to find out how many centimeters the object actually measures. He should then write the number of centimeters in the second column.
98
SCIENCE 4 HTE

The metric system is used by the majority of the world. The main characteristic of the metric system is the limited number of basic units. All other measurements are derived from this basic unit. For example, length is measured by meters, liquid by liters, and weight by grams. Prefixes are added to describe multiples of or smaller divisions of the basic unit. (NOTE: See Figure 21-1.)
Figure 21-1
Units of the Metric System

Length
1 kilometer (km) = 1,000 meters 1 hectometer (hm) = 100 meters 1 dekameter (dkm) = 10 meters 1 decimeter (dm) = 0.1 meter 1 centimeter (cm) = 0.01 meter 1 millimeter (mm) = 0.001 meter
Area
1 square kilometer (krrr') = 1,000,000 square meters 1 square hectometer (hm") = 10,000 square meters 1 hectare (ha) = 10,000 square meters 1 square dekameter (dkm2) = 100 square meters
Volume
1 cubic hectometer (hrrr') = 1,000,000 cubic meters 1 cubic dekameter (dkm3) = 1,000 cubic meters 1 cubic decimeter (dm'') = 0.001 cubic meter 1 cubic centimeter (ern") = 0.000001 cubic meter 1 cubic millimeter (rnrrr') = 0.000000001 cubic meter
Capacity
1 hectoliter (hi) = 100 liters 1 dekaliter (dkl) = 10 liters 1 deciliter (dl) = 0.1 liter 1 centiliter (cl) = 0.01 liter 1 milliliter (ml) = 0.001 liter
Mass or Weight
1 metric ton (t) = 1,000 kilograms 1 kilogram (kg) = 1,000 grams 1 hectogram (hg) = 100 grams 1 dekagram (dkg) = 10 grams 1 decigram (dg) = 0.1 gram 1 centigram (cg) = 0.01 gram 1 milligram (mg) = 0.001 gram
The International Bureau of Weights and Measures maintains the standards for the units of the metric system. The meter is defined as 1,650,763.73 wavelengths of the orange-red light radiated by the isotope Krypton86, when measured in a vacuum. The gram is defined as one thousandth of the mass of the standard kilogram. The standard kilogram is the mass of a platinum-iridium cylinder that is equal in height and diameter and measures approximately 3.9 centimeters. The Bureau's responsibilities include developing and maintaining the standards and perfecting and extending the metric system.
99
Lesson 22
Area
farm, it became a rectangle. How could Joseph double his farm but keep it in the shape of a square? Direct the activity. Place the first prepared square in front of your student. Tell him that this square will represent Joseph's farm. Now place the second square next to the first. Ask him what shape is made. (rectangle) Show him that wherever the second square is placed next to the first square, the shape is still a rectangle. Allow your student the opportunity to "brainstorm," discussing how Joseph can double his farm yet retain the shape of a square. Discuss the possibilities of dividing the square into four smaller squares. Demonstrate with the square cut into four equal squares that it will not work. (NOTE: See Figure 22-1.)
Figure 22-1
Preview
Objectives
Given proper instruction, your student will be able to do the following: Measure the length and width of objects using the metric system. Calculate the area of an object.
Materials
Have available: A Write It flip chart. 4 paper squares (10 em x 10 ern). 1 metric ruler. 1 sharpened pencil. I sheet of centimeter graph paper.* Several flat objects to measure. Prepare: The four paper squares by leaving two whole, cutting one into four equal squares, and cutting one diagonally into four triangles. This lesson calls for using graph paper. Since the metric system is being emphasized throughout this chapter, you will want to have centimeter graph paper available.
Conclude the activity. Ask him what other shapes he might try. Discuss the possibilities of dividing the square into four triangles. (NOTE: See Figure 22-2.) Allow him time to try an arrangement.
Figure 22-2
Lesson
Introduce the activity. Tell your student that Joseph Hillard was a farmer who was struggling to raise enough food to feed his wife and six children. Because of Joseph's willingness to share his home and food, the king wanted to reward him. He promised to grant the farmer's wish to have the size of his farm doubled with one condition: the farm must remain a square when it was doubled. The farmer knew his farm was 200 meters square, but when he added the same size square to his
100
SCIENCE 4 HTE
Guide him to try placing the four triangles on each side of the square. These added triangles will make the square diamond shaped. Ask him to turn the square with the triangles showing that the farm is still square. (NOTE: See Figure 22-3.) Ask him if Joseph has doubled his farm and still kept the shape of it a square.
Figure 22-3
Area
How big is the front of your notebook? is the area. If you measure multiply Do you know bow to find out? The surface of the front of your notebook the width and the length and together, you will come those two measurements
up with the area of the notebook.
AREA= WIDTH X LENGTH

Suppose the notebook is twenty-five centimeters wide and thirty centimeters long: You need (0 multiply 25'by 30 'to find the area: What is the answer'? You. should get the number 750. But 750 what? It cannot be centimeters because centimeters measure only along a.Iine=-not an )
area. We say a line is one-dimensional; it has only length. An area is two-dimensional. What does it have'? The area of the notebook .Area is always expressed
is 75.0 squarecentimeters
in square units.
83
Teaching the Lesson

Direct a text activity on pages 83-84. Use the following questions to initiate your student's interest in what he is going to read.
r
-.-.-.-..-.------------1
1. What is the formula for finding the area of a square or a rectangle? 2. How should the answer be expressed? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What is the formula for finding the area? (Area = Width x Length) Write the formula on the Write It flip chart. 2. What is the width of Joseph's farm? (200 meters) Write this number underneath the word width on the flip chart. 3. What is the length of Joseph's farm? (200 meters) Write this number underneath the word length on the flip chart. Work the equation to find the area of the farm. (40,000) 4. How should the answer be expressed? (square meters) Add square meters to the answer on the flip chart. 5. Look at the pictures on page 84. How many square centimeters are in these pictures? (top le/t-4; top right-6; bottom lejt-9+; bottom right-10)
101
If tad, square
Gluck is one square centimeter, are in these pictures?
how many
centimeters
/'
About Length and Area

L Get a ruler, a pencil. graph paper. and several flat
objects to measure.
2. Measure the length and width of all the objects. Record

your findings. 3. Draw around paper. paper. one of the flat objects on the graph the area represented Record on the graph the length and your findings.
Determine
Now find the area by multiplying and compare
width of the object.
84
85

During the Finding Out activity, your child should use centimeters for the measurements.
Gather the materials for the Finding Out activity on page 85. Give your student a pencil, a metric ruler, and
one sheet of centimeter graph paper. Tell him that he may measure his textbooks, notebook, and any other flat objects he finds.
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SCIENCE 4 HTE
name

Area is always expressed as a number. This number tells how many standard units of measurement are in the region that is being measured. Two standard units of measurement are the square inch and the square centimeter. The area can be calculated either by counting the total number of standard units in a region or by using the following formula. Width x Length = Area
Object
Length
Width
I Length
X Width
=
X
Area
I
_
________
Counted
squares:
Calculated squares:
C>'!i9(l Bob Jones Universi!y
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Lesson 22
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Direct the use of notebook page 26. Tell your student that after he measures the length and width of each object, he should record these measurements on the notebook page. Ask him to choose one object for which he wishes to find the area. Tell him to trace the outline of the object on graph paper. Instruct him to count the number of squares within the pencil lines. Tell him to write this number on the bottom of his notebook page. Now have him calculate the area of the outline by measuring the width and length and then multiplying those measurements. Tell him to write this number in the proper place on the notebook page. Ask him whether the two numbers are the same. (Answers will vary.)
103
Lesson 23
Volume
name
Calculatf! Ihf! volume 01 the following object .
Le';gth X Width X Height
= Volume
1=5 w=
1= 10
3 6_0__
Preview
Objective
Given proper instruction, your student will be able to do the following: Calculate the volume of regular polygons.
h=4 volume = __
=5 h=6 volume = _-,3",,0,,-0

w
..
~,
2 h=3 volume = _--=36:.....-_

w=
Materials
Have available: A Write It flip chart. Prepared cube from Lesson 20. Graduated cylinder.*t A small amount of water. 1 small stone. 1 blue crayon. 1 yellow crayon.
1=9
C].
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=3 h=6 volume
w
=_-,-,,19-=..8 __
=3 h=6 volume - _"",,16=2 __

w
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28
Lesson
Introduce the activity. Ask your student what a onedimensional figure would be. (a line or a figure that has only length) What would a two-dimensional figure be? (a figure that has area) Display the cube you made in Lesson 20. Ask your student what dimension he thinks the cube is. (three-dimensional) Why do you think it is three-dimensional? (It has length, width, and height.) Ask your student what formula he used to find the area of a figure. (Area = Width x Length) Explain to him that the amount of space a three-dimensional figure takes up is called volume. Ask him what formula he could use to find the volume of a three-dimensional figure with length, width, and height. (Volume = Length x Width x Height) Write this formula on the Write It flip chart. Instruct your student to measure one side of the cube. Tell him to insert the numbers in the equation. (NOTE: All the numbers will be the same since the object is a cube.) Compute the volume of the cube. Direct a notebook activity on page 28. Using the formula at the top of the page, instruct your student to calculate the volume of the objects listed. Work through
the first example with him, telling him that he should multiply the first two numbers, and then multiply this product and the last number to find the answer. If he is having difficulty with multiplication, you may want to complete the entire page together or allow him to use a calculator. The purpose of this page is not to learn multiplication but to learn how to find the volume.
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SCIENCE 4 HTE
What would happen if you tried to multiply meters and What would you get'? To find volume or area, you have to use measurements expressed in the same units. Not all objects have smooth. regular sides. How do you think you could find the volume of a stone? Or a gold
centimeters' crown? A mathematician in ancient Greece named
Archimedes was given a similar problem. King Hieron II had ordered an artist to make him a crown of pure gold. !lut when the crown arrived, the king suspected that the artist had cheated him. He asked Archimedes to find out whether the crown was pure gold without destroying the crown. Archimedes thought and thought about it. There seemed no way to test the gold without heating it or damaging the crown. One day while sitting in a bath, Archimedes noticed that the water level went up when something was immersed in it. "Eureka!" he cried. He had found the answer. Do you know what it was? Volume Which figure has three dimensions" Do you think you can find out how much space it takes up? The space it occupies is called ib volume. What doc, the three-dimensional figure have that the two-dimensional one docs not? It has height or depth. What measurements do you think you multiply together to find the volume? VOLUME = LENGTH X WIDTH X HEH;HT
If you have a box that is ten centimeters centimeters high and twenty centimeters
"ide and ten

Volume
long. you have a
box that has a volume of 2.000 cubic centimeters. is always expressed in cubic units.
86
87
Teaching the Lesson

Direct a text activity on pages 86-89. Use the following questions to initiate your student's interest in what he is going to read. 1. What was Archimedes' solution to finding the volume of an object that did not have smooth, regular sides? 2. Did the artist cheat the king when he made the king's crown? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Look at the pictures on page 86. Which objects are one-, two-, or three-dimensional in the picture? (The line is one-dimensional, the square is twodimensional, and the cube is three-dimensional.) You may wish to reinforce the concept of dimensions by guiding your child's attention to various objects in the room. Ask him to determine each object's dimension by holding up one finger for one-dimensional objects, two fingers for two-dimensional objects. and three fingers for three-dimensional objects. Chapter 5: Lesson 23
2. What did Archimedes discover while taking a bath? (that objects displaced, or pushed away, water) Can you name some examples of liquid displacement? (putting dishes into a sink full of water or ice cubes into a glass of lemonade) 3. What was Archimedes' solution to finding the volume of an object that did not have smooth, regular sides? (He weighed a small piece of gold and placed it into a container filled to the brim with water. He measured the overflow water to calculate the volume of that piece of gold.)
4. How did Archimedes find out that the artist had cheated the king? (He calculated what the volume of a solid gold crown should be. He immersed the king' crown in water and found that it displaced too much water to be made of solid gold.)
105
Archimedes immersed
took a piece of gold he knew was pure and how much water the water.
it in water. Then he measured
By comparing the weight of the gold with the weight of the water that moved
had been moved and weighed up when the gold was put in, he found out how much water real gold should move or displace,
Archimedes volume measure displace volume, ~Ihe mathematician took the crown and tested it the He found that the the king, He had kept some of the same way, What do you think he found? artist had indeed cheated put in
it
was looking
for more than a simple volume easy-to-
with his test. but you can use the same idea to find the of objects sides, immersed in water "ill cylinder Then you of a volume Suppose of water that is the same a~ its own you put water into a graduated that do not have smooth,
An object that is completely
until the lowest point is fifty cubic centimeters. is at fifty-seven the toy? cubic centimeters.
small plastic toy, The lowest part of the water nO\I What is the volume
gold for himself and made part of the crown from silver. 88
89
You may wish to explain to your child that Archimedes discovered more than the volume of the gold. He also derived the principle of buoyancy. Buoyancy is the upward push placed on an object in a liquid or in a gas. Buoyancy allows something or someone to remain afloat. Your child uses this principle of buoyancy while swimming.

Direct a Finding Out activity un page 90 and notebook page 27. Ask your student to read page 90 before beginning this activity. Place the graduated cylinder, water, and small stone in front of your student. Ask him to pour a small amount of water into the graduated cylinder. Instruct him to read the number of milliliters by reading the markings at the lowest curved part of the water. (NOTE: See Figure 23-l.) Instruct your student to write the number of milliliters on his notebook page next to the words water level. Allow him to color in the first drawing of the graduated cylinder on the notebook page. He should use his blue crayon and color the graduated cylinder from the water level to the bottom of the cylinder. Ask him to carefully drop a small stone into the graduated cylinder. Instruct him to read the milliliter markings. Write this number beside the words stone added on his notebook page. Allow him to mark this number on the second drawing of the graduated cylinder, coloring it with his yellow crayon. Conclude the demonstration. Direct your student to the subtraction problem at the bottom of the page. Explain to him that the difference between the first water level and the second water level is the volume of the stone.
5. Look at the last paragraph on page 89. Calculate what the volume of the plastic toy is. (57 cu. em 50 cu. em = 7 cu. cm) The amount of milliliters an object displaces in a graduated cylinder is equal to the object's volume. (l milliliter = I cubic centimeter)
106
SCIENCE 4 HTE
name
About Volume
I. Get a graduated cylinder. water, and a small stone. Take a reading at 2. Pour some water into the cylinder.
the lowest curved part of the surface of the water.
3. Place the stone into the water. Be sure the water completely covers the stone. Take another reading at
the lowest curved part of the surface of the water. 4. Subtract the first reading from (he second. Record the
volume of the stone.
I _ Mark on the first graduated
cylinder
the amount
of
water used. Color with a blue crayon 2. After the stone has been submerged, water level on the second graduated
to that mark. mark the new cylinder. Color
with a yellow crayon to that mark.
3. Calculate
the volume
of the stone. _
water level:
stone added:
volume
of stone:
'1990
Bob Jontl
Unlvlrlily
Preu.
Reproductlonprohlblt..:!.
90
te on 23
T chlll9
tI\.lanon
27
Figure 231

Archimedes' talents were varied. His practical inventions included a simple machine that would raise water from the Nile River to irrigate the fields. He invented military weapons such as catapults, missile throwers, and grappling hooks to aid against enemy attacks. His mathematical and scientific discoveries were so great that he has been called the greatest scientist prior to Newton. The traditional account of Archimedes' death is as follows. Roman soldiers invaded Syracuse, the city where Archimedes lived, in 214 B.C. For approximately two years, the Greeks were able to defend their city. In 212 B.C. the Romans finally gained the advantage. With fighting going on all around him, Archimedes sat in the marketplace concentrating on some geometric shapes he had sketched in the dirt. As a Roman soldier approached him, Archimedes yelled, "Disturb not my circle. " The Roman soldier ignored his command, killing Archimedes where he sat.
107
CHAPTER
6
Digestion
Lessons 24-27
This chapter presents the five main parts of the digestive system: the mouth, the esophagus, the stomach, the small intestine, and the large intestine. As your student studies each part, he will construct a representation of that part. By the end of Lesson 27 he will have assembled a model of the route that food takes through the digestive system.
Materials
Digestion
* *
1 lemon (Lesson 24) 1 orange segment or apple slice (Lesson 24) Vacuum-cleaner hose (Lesson 25) 2 or 3 cups of finely chopped vegetables and/or fruits (Lesson 26) 1 package of unsweetened Kool-Aid (Lesson 27)
91
SCIENCE 4 HTE
Lesson 24
The Mouth
when he thinks of digestion. (Students usually identify the stomach first. Answers will vary.) Display page 18 of the Home Teacher Packet. Point out that the first part of the digestive system is the place where the food goes into the body-the mouth. The digestive tract visual found on g ,-_p_a _e_l_8_0_f_t_h_e_H_om_e_T_e_a_c_h_e_r will be used in Lessons 24-27. "".
'C
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify the tongue as the part of the mouth that moves food around. Identify the teeth as the part of the mouth that breaks food into small pieces. Identify saliva as a liquid in the mouth that softens and moistens the food and changes some starches into sugar.
Materials
Have available: A Write It flip chart. llemon.* 1 knife. 1 drinking glass. 1 cracker. 1 orange segment or apple slice.* Home Teacher Packet, p. 18. Your child will look at the diagram of the tongue on page 94, but he will not do any activities involving isolating the parts of the tongue that sense specific tastes until Lesson 27. At that time, he will refer to the diagram again.
Direct the activity. Give your student a cracker. Tell him first to take a bite of the cracker and hold the piece in his mouth for thirty seconds before chewing it and swallowing it. Signal the end of the thirty seconds; then ask him what happened to the cracker as he held it in his mouth. (It started to get soggy.) Give your student an orange segment or an apple slice. Before letting him eat the fruit, tell him to concentrate on what his teeth and tongue do as he chews and swallows the fruit. After he has eaten the fruit, ask him what his teeth did. (chopped, crushed, and ground the fruit) Ask him what his tongue did. (Your student may not name all the things a tongue does, but by continuing to ask him questions you can draw out all these answers: The tongue moved the food around in the mouth, held it near the teeth, and rolled it around to be chewed all over. Then it pushed the food toward the back of the mouth to be swallowed. It also detected the flavor of the food.) Ask him to describe the flavors of the cracker and the fruit. (Answers will vary.) Conclude the activity. Set the lemon, the knife, and the glass where your student can see them. Slice the lemon and squeeze some juice into the glass. Then ask him to tell what happened in his mouth as he watched. (His mouth started to water.) Ask for the name of the "water" that started to form in his mouth. (saliva or spit) Finally, ask why the saliva started to fonn when he saw the lemon. Allow him to give his ideas, but do not comment on them at this time. Pages 92 and 93 of the student text will explain saliva's part in digestion.
Lesson
Introduce the activity. Tell your student that today's lesson is the first of four lessons about digestion. Explain that during these lessons he will study the parts of his body that God designed especially for changing food-like an apple or a cracker-so that his body can use it. Ask him what part of the body he thinks of first
109
Did you know your digestive system is rather like a factory? II lakes in material, makes useful products, and
The Mouth
Glands in the cheeks near the cars and below the tongue about a
distributes them.
operating, The factory operate. valuable.
Some
part
of this factory
is alway' to
and rarely do the worker> fail to do their work. is one of the most efficient and inexpensive for your body is extremely And what it produces
pour saliva into the mouth. TIley produce

saliva a day. Without enough taste anything.
quart
of
saliva. food would not get soft saliva usually
to swallow easily and you would not be able to Even when you are not eating, moist inside.
keeps your mouth
Saliva contains potatoes.
ptyalin. one of the many
eml'll/('s
that
glands in the body make to help digest food. Bread, and corn arc foods that ptyalin works on as you Meats and fats chew. It turns the starch are not changed for swallowing. Your tongue What is your favorite right now . Just thinking first stage of digestion food? Think about of taking a bite of it it digestion. mouth; probably food. 93 a food you like can set the in them into sugar.
into sugar by saliva. But the more saliva Why do you think it is important and your teeth are also essential pushes food around also has another to chew to good
any food has in it the better it forms a small ball, or bolus. your food well before you swallow'! The tongue inside the job, one you
it moves the food so that the teeth can crush it into think is more important. lt lets you taste your
going. LOOking at food or smelling is!
small pieces. The tongue
can also cause this process to begin. Can you guess what the first part of digestion 92
Teaching the Lesson

Direct a text activity on pages 9294. Use the following questions to initiate your student's interest in what he is going to read. 1. Why did the saliva start to form when you saw the lemon? 2. Find the meanings of the words enzymes, ptyalin, and bolus as you read. (NOTE: Write these words on the Write It flip chart and pronounce them correctly for your student before he begins to read: enzyme [en'zirn], ptyalin [ti'a-lln], and bolus [bo'Ics]. ) Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Why did the saliva start to form when you saw the lemon? (The sight-and perhaps the smell-of the lemon set off the first stage of digestion: the pouring of saliva into the mouth.) 2. What are the jobs of the saliva? (to combine solid food with liquid to make swallowing easier, to allow thefood [now in liquidform] to reach the taste buds, and to change some food into sugar.)
The importance of changing some foods (starches) to sugar in the mouth may not be clear to your child. To him sugar means only "sweetness." But sugar dissolves in water, whereas starch does not. The ptyalin in saliva changes starch to sugar in the mouth and sends it on its way to the stomach with the digestive process already underway.
3. What is an enzyme? (An enzyme is a substance that glands make to help digest food.) 4. What is ptyalin? (Ptyalin is an enzyme that changes some foods into sugar.) 5. What is a bolus? (A bolus is a small ball of food formed just before swallowing.) 6. What four kinds of taste does the tongue detect? (sweet, salty, sour, and bitter) 7. What kinds of things cause tooth decay? (food, saliva, dead cells, and bacteria, which make an acid that causes cavities in the enamel)
110
SCIENCE 4 HTE
tongue
name
The Mouth
Complete the sentenc by telling what each part or the mouth dO.1 to begin Ihe dlgeltlve proce
The tongue moves food around In the mouth.
sweet
softens and moistens food Saliva __ --:-~----~-and changes some starches to sugar.
The tongue organs
has about
ten thousand
taste buds. special
that react to chemicals.
The tongue can detect four Salty and
kinds of taste: sweet, salty. sour. and bitter. Taste buds that pick up sweet flavors are on the tip of the rongue. sour detectors your tongue Salivary Glands Teeth break food into small pieces. arc usually along the sides: taste buds that help you do'! they
react to bitter tastes are along the back, What else does You need to take good care of your teeth because tear; the side and back teeth grind and crush, bacteria will build up on them, As the bacteria
bite and grind all the food you eat. The front teeth cut and If you do not Wording may vary, grow in care for your teeth, bits of food. saliva, dead cells. and these conditions, they make an acid that cats holes, or cavities, into the enamel. Have you ever had a hole in your tooth filled? What did the dentist replace the enamel with? the When you decide you have chewed your food enough, the tongue forms it into a bolus and pushes it toward back of your throat. Up until now. vou could still spit the your body takes
'19!1O BOb Jones Unlve"ily Pr. R.productlonprotllblted.
food out. But once you start to swallow. over and you must swallow.
94
teeecn
24
Evalualinlil1h.Lflton
29
Conclude the discussion. Ask your student to describe how he takes care of his teeth. Discuss the importance of brushing after eating and of flossing the teeth daily. Your student will have a variety of answers for the question about the materials used for fillings. For the side and back teeth where grinding and crushing take place, most dentists use an amalgam of silver and mercury. For the front teeth, where an amalgam would be visible, dentists use a white composite filling material, which they match as closely as possible to the color of the person's own enameL You may wish to schedule a visit to the dentist for your child at this time. He will be able to see the various types of fillings used and will learn whether he is brushing thoroughly.

Direct a notebook activity on page 29. Instruct your student to follow the directions to complete the sentences on the page.

Saliva is 99 per cent water and 1 per cent ptyalin and salts. It pours into the mouth from three pairs of salivary glands. The parotid glands lie below and somewhat in front of the ears. The saliva from the parotid glands is carried into the mouth by a duct that opens near the upper molar teeth. The submaxillary glands pour saliva into the mouth through ducts that open at the midline of the base of the tongue, along the floor of the mouth. A person may find the approximate location of these glands by drawing his fingers down from the outer ends of his eyebrows, over his cheeks, and just below his jawbone. The sublingual glands are located beneath the front of the tongue and supply that area of the mouth with saliva. Sometimes those glands are activated when a person yawns. If at that time, he inadvertently curls up his tongue, he may surprise himself (and anyone in front of him) by spraying saliva from his open mouth,
111
Lesson 25
The Throat
Text, pages 95-98 Notebook, page 30 Prepare: The "mouth" for the model by cutting out red paper lips and taping them to the bowl. The "esophagus" and "trachea" for the model. Tape the cardboard tube (the trachea) to the top of the vacuum cleaner hose. Cut a small piece of red construction paper to cover the opening of the trachea and tape it so that it can flap open or shut. This flap will represent the epiglottis. At the back of the cardboard tube, tape two partially inflated balloons, representing lungs. (NOTE: See Figure 25-1.) The bottle by labeling it saliva. The sphincter and peristalsis shapes by cutting them from page 19 in the Home Teacher Packet.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify the parts of the esophagus. Define peristalsis.
Materials
Have available: 1 bowl (soup or cereal). 1 piece of red construction paper. 1 cardboard tube from paper towels or wrapping paper. 2 small balloons. 1 vacuum-cleaner hose. * Transparent tape. 1 quart bottle filled with water. 1 label.
Notes
The model that is begun in today's lesson will be added to in the next two lessons. You may want to refer to the materials lists for those lessons to gather the items now for the whole model. In their earlier literature about the Heimlich Maneuver, the American Red Cross recommended that the victim lean over while the maneuver was being given. However, that position is no longer suggested. The upward thrust has proved to expel an obstruction with sufficient force so that there is no danger of the object's falling back into the victim's mouth.
1 felt-tip pen.
2 flexible drinking straws. Home Teacher Packet, pp. 18-19.
Figure 25-1
bowl
P'P"Ii"~
112
SCIENCE 4 HTE
Lesson
Introducing the Lesson --Introduce a model-building activity. Place in front of your student the materials for beginning the model of the digestive system. Explain to him that beginning with a review of the first part of the digestive system-which he studied in Lesson 24-he will build a model as he studies each part. Conduct the activity. Ask your student where digestion begins. (in the mouth) Hold up the small bowl with the lips taped to it. Ask him to name the things in the mouth that aid in digestion. (teeth, tongue, saliva) Ask him to name the ways that the teeth function. (Biting, tearing, crushing, and grinding work together to break solid food into tiny pieces before it is swallowed.) Ask for an explanation of how the tongue aids in the breaking up of food. (It moves the food around in the mouth so that the teeth can chew the food thor-, oughly.) Then ask what else the tongue does. (It allows a person to taste the food, and it moves the food to the back of the mouth to a position where it can be swallowed.) Ask your student what part the saliva has in digestion. (moistening thefood and changing somefoods into sugar in the mouth) Why is it important that starches be changed into sugar? (Sugar dissolves in water, but starch does not.) Set the bottle labeled saliva beside the bowl and ask your student to aid you in placing one end of a straw into the bottle marked saliva and the other end into the bowl. (NOTE: He may need to connect two straws at the inflexible end to reach both the opening of the bottle and the bowl.) Continue the activity. Hold up the vacuum-cleaner hose with the trachea and lungs model attached to it. Explain that this piece represents a part of the digestive system that he will study in this lesson. Place the hose on the table, and direct him to his reading assignment. You will want to put the model where you can continue to work with it during this lesson and the next two lessons.
The Throat
If you eat too fast or if you try to talk as you swallow. you may get something "down the wrong throat." What do the you think that means? You really have only one throat,
pharynx: but it branches
into a windpipe
and a food pipe a is called
little below the back of the mouth. Where the pharynx the trachea valve sometimes branches
The windpipe
the trachea. and the food pipe is called the esophagus. there is a valve that closes off If you swallow too fast. the when you swallow.
does not get closed and some food goes Then what happens"?
down your trachea.
pharynx
esophagus
95
Teaching the Lesson

Direct a text activity on pages 95-98. Use the following questions to initiate your student's interest in what he is going to read. 1. How would you use the materials on the table in front of you to add to the model of the digestive system?
2. What is the process of peristalsis? 3. What is the sphincter? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Look at the model of the digestive system. Add the hose correctly to the model. (He should put the "trachea" end of the hose into the bowl.) 2. What does the cardboard tube represent? (the windpipe or the trachea) What does the windpipe do? (The windpipe allows air to go into the lungs.) What part of the model represents the lungs? (balloons) 3. Look at the small flap. What does this flap represent? (epiglottis) What is the job of the epiglottis? (to prevent food from entering the windpipe when a person swallows) 4. If food does enter the windpipe, the person may choke. What do you do when someone chokes on food? (Stand behind the person and place your arms around him. Put your fist below the middle of his ribs. Then, putting your other hand over your fist, press in quickly.)
113
If food goes down your trachea. completely blocks the trachea.
\OU
cough. If the food Do you know him and
The esophagus your stomach. protects normal
is a short tube that carries food into has a tough lining that wider than it> important and it can stretch
you choke.
The esophagus
what to do if someone cannot breathe because food J1<b

lodged in his windpipe" stretch your arms around You should stand behind him. Put your fist just below the your other hand over ,our rush of breath going out You should never try adult help )OU
the muscles.
size. Why are these two characteristics contract
for a food pipe? The muscles of the esophagus the food into the stomach. movement around." the boll" around" stomach. through in waves to move These muscles arc so strong that on your head. The The name
middle of his ribs. Then. putting fisc press in quickly. The sudden
can move the food out of the trachea. this on your own. Let a trained
you can swallow even while standing
of the muscles is called peristalsis.
comes from two Latin word parts that mean "to ,nap The muscles squeeze in above the bolus. pushing in above and so on. The muscles continue The process is something a rubber hose by pinching to "wrap a marble above it along. The next group of muscles then squeeze
the food in this way until it passes into the like working the hose together
the marble.
peristalsis
96
97
6. What does the sphincter do? (The sphincter pinch-
You may wish to tell your child that

this procedure is called the Heimlich Maneuver. Because the Heimlich Maneuver may cause injury, strongly warn him not to practice it on anyone.
es the esophagus shut at the top of the stomach, just as the last letters of the word are being pinched.)
7. Allow your student to attach these two words to the model. (NOTE: See Figure 25-2.) Conclude the discussion. Tell your student that the peristalsis allows him to swallow food while he is lying down or even standing on his head. Display page 18 of the Home Teacher Packet. Point out the esophagus in the diagram and tell him that the food's trip along the esophagus takes about 8 seconds.
5. Look at the prepared words peristalsis and sphincter. What do the muscles of the esophagus do in the process of peristalsis? (The muscles squeeze in
above the food and move it along toward the stomach.) In a similar manner, something is squeezing
in on the letters of the word.

Figure 25-2
114
SCIENCE 4 HTE
name
The Esophagus
L.bellhe numbered part. from the words betow.
In the diagram of the second pari of the digestive
Iy.tem.
You may cheese
bolus epiglottis
esophagus peristalsis
salivary glands trachea
trachea 2. ec:..::s-"op,-h_a,,-gu--,-s _
3. __
-"b..:..O/..:..us"--__
The diagram
below
llIult,ates
".rl.,.,~.
Explain what hap~ns during perl,talsls.
At the bottom muscles control
of the esophagus is called a sphincter,
arc some strong The opening these name'! \\ hich come:') from a Is that a suitable
During movements
peristalsis,
wavelike muscle to
muscles. They can pinch together. word that means "to bind tightly."
move food along the esophagus (Wording may vary.)
the stomach.
Why docs the food pipe need to he closed at the top 01 the stomach') Without such a valve, food might rise back up whenever 98 you bend over. jump up, or eat too much.
DIIIIIO Bob
Jon"
Unlver,Jt.,. Pr. ReproducUon J.eQOn25

EVlh.lltlnglhll.neon
prohibited.
D
Sdence4
Noeobook Padolt
30
Direct a notebook activity on page 30. Instruct your student to follow the directions on the page and to complete the diagram of the second part of the digestive system: the esophagus.

The act of swallowing consists of several events that occur almost simultaneously. When the food bolus is ready to be swallowed, the teeth come together, and the tongue moves upward and backward along the roof of the mouth to push the food into the pharynx. Before the food begins to move into the pharynx, the tip of the soft palate (uvula) pushes back and up to close off the posterior opening of the nose. This closing prevents food and beverage from coming back out through the nose. If a person laughs with food or drink in his mouth, the uvula relaxes, and the rush of air from the lungs may blow the food or drink into the back of the nose. Also, during swallowing, the muscles of the pharynx constrict and direct the food bolus toward the esophagus. The cartilage flap (epiglottis) at the top of the larynx bends down and back to close the opening to the trachea (windpipe). This closing prevents inhalation of food and makes it impossible for a person to breathe Chapter 6: Lesson 25
while swallowing. At that very moment, the esophagus is dilated to receive the food bolus. The upper portion of the esophagus contains skeletal muscle tissue for rapid peristalsis, and the lower portion has visceral muscle tissue that contracts more slowly. The lining of the esophagus is smooth and well lubricated with mucus to provide efficient transport of food to the stomach. The sphincter muscle between the esophagus and the stomach is relaxed at this time to allow food to enter the stomach easily.
115
Lesson 26
The Stomach
Text, pages 99-1 01
Preview
Objective -----Given proper instruction, your student will be able to do the following: Identify statements about the digestive functions of the stomach as true or false.
Materials
Have available: The model of the digestive system as far as you constructed it in Lesson 25. Home Teacher Packet, p. 18. 1 blender (or a dishpan). 1 quart bottle filled with water. 1 label. 1 felt-tip pen. 2 flexible straws. 2 or 3 cups of finely chopped vegetables and/or fruits.* Prepare: The bottle by labeling it "gastric juices."
Figure 26-1
Lesson
Continue the model of the digestive system. Pick up the sphincter end of the vacuum cleaner hose and put it into the blender jar. (NOTE: See Figure 26-1.) Ask your student what part of the digestive system he thinks the blender represents. (the stomach) Hold up the bottle labeled gastric juices. Explain that the gastric juices consist of water, hydrochloric acid, and enzymes. Gastric juices come from the glands that line the stomach. The glands begin to make the juices when a person tastes, smells, sees, or even thinks about food. Ask your student if he remembers another liquid that starts to form when a person thinks about food. (saliva) Allow him to extend a straw from the bottle labeled gastric juices to the blender jar. (NOTE: He may need to connect two straws at the inflexible end to reach both the bottle and the blender.)
Conduct a demonstration. Tell your student that during the 1 to 6 hours that food spends in the stomach, it changes quite drastically from the form it had when it was swallowed. Show him the chopped vegetables and fruit that you have prepared, emphasizing that they have been chopped up and "chewed" in the mouth and are ready for the stomach. Remove the end of the vacuum hose and the end of the straw from the blender jar and put the chopped-up food in. Explain that you must add some gastric juices before you can turn the "stomach" on; then pour about one-fourth cup of water from the bottle into the blender jar. Put the lid on and turn on the blender, allowing the mixture to blend until it becomes a "soupy" liquid like the contents of the stomach after the gastric juices and peristalsis have done their work. Show the contents of the blender to your student and explain that in the stomach, this soupy liquid is called chyme [kim]. Then "reconnect" the vacuum hose and the straws to the blender. For safety, remove the blender jar from its base after finishing this demonstration.
116
SCIENCE 4 HTE
Does your stomach that you are hungry stomach stomach muscles. can rumble churns
growl sometimes?
You probably But your
say
whenever
that happens.
even when it has food in it. Your the muscles around the much like the esophagus sloshes about
food by peristalsis,
middle and lower part squeezing Because the stomach or gas. in it. the churning and creates a rumble.
nearly always has some air,
food sometimes
The Stomach
The stomach function is probably the first thing you think of But as you can see, it does not when you think of digestion. until digestion is? is right in the But it is higher, just below the ribs. It is think your stomach Many people middle about of the body. is well under way. Where do you
think that the stomach
the size of your two fists. Did you think it was bigger is mostly a storage bag, a bulge in the food does. works on food" It and it works food down into When you taste, smell. see, or even think about food. the glands that line your stomach start making gastricjulce, a mixture of enzymes, water. and acid. The enzyme pepsin such as those in milk, meat. work unless it is in an acid. starts the digestion of proteins
than that? The stomach tube. that acts on food in the ways that the mouth What are the two ways that the mouth works on it mechanically by moving on it chemically, changing different parts. and breaking it around,
and fish. But pepsin cannot
99
100
Teaching the Lesson

Direct a text activity on pages 99-101. Use the following questions to initiate your student's interest in what he is going to read. 1. Why does your stomach sometimes rumble? 2. How does your stomach chum food? 3. How does the stomach acid keep from digesting the stomach itself? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. How big is your stomach? (about the size of a person's two fists) 2. Where is your stomach located? (just below the ribs) 3. Why does your stomach sometimes rumble? (The noise is caused by the food churning around in the stomach.) 4. How does your stomach churn food? (by peristalsis) 5. What is different about the way the stomach chops food and the way we made it in the blender earlier? (The action of the stomach muscles-peristalsis-is a squeezing action, but the action of the blender is a spinning, cutting action.)
6. How does the stomach acid keep from digesting the stomach itself? (Glands in the stomach produce a special coating that protects it.) Conclude the discussion. Discuss the concept of having a pleasant time at meals. Ask your student what he could do to help make mealtimes pleasant at home. (Answers will vary. Among them might be thefollowing: getting to the table when he is called, eating everything that is on his plate, and thanking Mother for the meal.i (BAT: 6c Spirit-filled) Display the digestive tract on page 18 of the Home Teacher Packet and point out the locations of the three parts that your student has studied.
117
The acid the stomach Besides making often swallow with food.
makes is hydrochloric
acid. that you
pepsin work. it kills some bacteria

There is something to the saying "It's all in your
mind" when a mother tries to convince her child in the back seat of the car that he is not really that sick to his stomach. The process of vomiting is controlled by the medulla of the brain, not by the stomach. As the child feels more and more nauseated, his brain signals the pyloric valve between the intestine and the stomach to relax. At the same time, the diaphragm muscle and the abdominal muscles contract, pushing the partially digested food to the upper part of the stomach near the esophagus. The brain signal to the sphincter makes it relax also, and the muscles of the abdomen continue to force the food upward so that it can be expelled by vomiting.
You may wonder what keep> the stomach acid from

digesting produce coating the stomach
it
itself. Many glands in the stomach that protects

100
special coating or if
it. If too little the The pit or hole
is produced
much acid is produced.
acid can eat into the wall 01 the stomach. cause the brain is really needed,
10
that is eaten out is called an ulcer. Worry and lear can tell the stomach to make more acid than pleasant Why should vou tr) to haw"
time ill meals? ..Beller is a dinner

(11/(]
(~rherbs
where love is. than a stalled ox Proverbs 15:17
hatred therewith."
101

Conduct an oral evaluation. Instruct your student to listen carefully as you read a number of statements. Ask him to tell you if the statement is true or false. If the statement is false, ask him to explain why, backing up his explanation with specific information from his text. 1. A person's stomach is just below his waist. (False) 2. The stomach has muscles that work like the muscles in the esophagus. (True) 3. The muscles make the food whirl around as an egg beater would. (False) 4. The muscles squeeze in on the food in the stomach. (True) 5. A person's stomach growls only when it is empty. (False) 6. Both the stomach and the mouth work on food in two ways. (True) 7. The hydrochloric acid in the stomach kills bacteria. (True) 8. The acid can eat a hole in the lining of the stomach. (True) 9. A hole in the lining of the stomach is called a pepsin. (False) 10. Glands in the stomach start making saliva when a person smells or sees food. (False)
118
SCIENCE 4 HTE
Lesson 27
The Intestines
Text, pages 102-6
Preview
Objective
Given proper instruction, your student will be able to do the following: Explain the function of one part of the digestive system.
Lesson
Complete the model of the digestive system. Without commenting about the parts or their functions, allow your student to help you set up the rest of the model. Beside the blender jar representing the stomach, place the small dishpan and put the fluffy hand towel into the dishpan. In front of that dishpan, set two quart bottles, without labels. Set the pail beside the dishpan, and put the sponge into the pail. Use the flexible straws to connect the containers as shown in Figure 27-1. Ask your student to tell what he thinks these additional items represent in the digestive system. Allow time for his ideas. Then tell him that he will find out in his reading today what part each item represents.
Materials
Have available: The model of the digestive system used in Lesson 26. I small dishpan. 1 fluffy hand towel. I pail. I sponge. 2 quart bottles. 2 labels. 1 felt-tip pen. 6 flexible straws. I paper towel. I tablespoon of table salt. 1 tablespoon of sugar. 1 package of unsweetened Kool-Aid. * 1 tablespoon of lemon juice. Home Teacher Packet, pp. 20-21.
Figure 27-1
quart bottles 119
The Intestines
Little by little the food that is now liquid leaves the
The villi have cells that absorb as it passes through the intestine. pick up the nul ricnts. of the bloodstream.
nutrients
from the chyme
Blood vessels in the villi
bottom
sphincter.
of the stomach
through
a valve called the pyloric
The
food you ate earlier is now a part
Pyloric comes from two Greek words that mean What do you think the pyloric sphincter the "gate watcher" opens and a spoonful
"gale watcher." does? Regularly,
of liquid food, or chyme, moves on to the next stage of digestion. The small intestine it is narrow, widest point. together only about is about twenty-three feet long, but
an inch and a half across at the keeping the chyme moving. like the
It has two layers of muscles that work is lined on the inside with microscopic
in peristalsis,
The intestine projections strands resembles
called villi, which look something deep-pile carpeting.
on a shag rug. 1n fact, the inside of the intestine How many villi do you think five million. has? It has about
your small intestine
Two glands near the small intestine that cause food to continue makes three enzymes fats. It also produces insulin. breaking Insulin
put out substances down. The pancreas proteins, and makes the body's cells into the bloodstream. a can How docs diabetes
that act on starches,
able to use the sugar that is absorbed If there is not enough disease called diabetes mellitus interfere mellitus results.
SQ
insulin in the bloodstream, People with diabetes
with digestion?
eat special foods and take insulin right amount 102
that they can keep the
of sugar in their blood. 103
Teaching the Lesson

Direct a text activity on pages 102-6. Use the following questions to initiate your student's interest in what he is going to read. 1, What do the dishpan, the towel, and the bottles represent? 2. What is insulin? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read, The model of the digestive system is referred to in several questions. You will want to have it available for your child to see during this discussion.
1. What part of the digestive system does the dishpan
3. What does the towel in the dishpan represent? (villi) Run your hands lightly across the little strands of the towel. The villi along the walls of the intestine are somewhat like those strands, What is the purpose of the villi? (The chyme or liquid food runs along all the surfaces of all those villi, and the millions of cells on those surfaces soak up the nutrients. The cells pass the nutrients into the bloodstream, ) 4. What does the first bottle represent? (pancreas) What does the pancreas make? (three kinds of enzymes and insulin) Give your student the label for this bottle, Allow him to write pancreas and below that, in parentheses, enzymes and insulin. 5. What is the purpose of the insulin? (Insulin makes the body's cells able to use the sugar that is absorbed into the bloodstream,) If your child is familiar with diabetes he may be interested in doing some additional study on the disease, but at this point, it will be sufficient for him to understand that when there is not enough insulin in the bloodstream, the body's cells cannot use the sugar that they absorb,
represent? (the small intestine) 2. How long is the small intestine? (about 23 feet long) It is as long as approximately seven children your student's age lying head to foot across the floor. Since the intestine is so long, how does it fit into a small space? (It is bent and twisted and coiled in the abdomen, You might compare it to the path in a maze.) 120
SCIENCE 4 HTE
After the chyme passes through water and salts. Digestion material rest of the large intestine sugars to operate extremely
the small intestine. absorbs
it
goes into the iorge intestine. The large intestine is now complete.
Any fiber or the as \\ aste. and What you cat is build muscle used up: be
that the body did not digest travels through
and is eliminated
minerals,
Our bodies need vitamins. important.
proteins,
well and to stay healthy. Proteins
All that your body has to work with minerals build bones. teeth. and
comes from the food you choose. cells; fats provide energy: blood. Sugars prov ide energy.
but they are quickly
If you eat a variety 01 good foods, vou will probably giving your body what it needs. Staying thousands another's healthy is not the only reason sensations
people cat. Eating into And one meaning
is also enjoyable.
The fuur main tastes combine
of delightful
company.
for your mouth.
people enjoy being together
when they eat. enjoying
In fact. the word companion.
"friend," comes from Latin words that mean "to take bread together." The liver also works on poisons bloodstream. harmless. It neutralizes poisons Drugs and alcohol that get into the or makes thcm If the liver has to Then it is functions "Neither have I gone bockfrom the commandment ofhis lips: f huve esteemed the words of his mouth more than my necessarvfood, " Job 23: 12
arc poisons.
deal with too much poison. it becomes diseased. unable to perform many of its important jobs. The liver is a big gland that has SOO different that we know of. One thing it docs is produce like dish-washing detergent
bile. a green
liquid that help> break down fats. Bile works on fats much works on grease. Do oil and change the oil? water mix very well" H ow does detergent
What do you think bile does to fats? Bile also helps the body absorb vitamins. 104 105
6. What does the second bottle in the digestive system model represent? (liver) What does the liver do? (It neutralizes poisons in the body.) What is one thing that the liver produces? (bile) You rriay want to take this opportunity to talk with your child about the dangers of drugs and alcohol, not only to the body, but also to the mind. Emphasize that anything that destroys the body, which for the Christian is the temple of the Holy Spirit, or turns the mind from seeking after God is wrong and should be rejected. (BATs: 1c Separation from the world; 3b Mind; 3d Body as a temple)
Conclude the discussion. Display page 21 of the Home Teacher Packet. Show your student the amount of time food takes to go through each part of the digestive tract. Allow him to tell what each part does to the food as the food passes through the digestive tract.
7, What does the pail represent? (the large intestine)
What does the sponge inside the pail represent? (the absorption of water and salts)
121
About Taste
I. Get a clean, dry towel. some salt, some lemon juice. some sugar, and a package 2. Dry off your tongue 3. Let your teacher you taste it'! of unsweetened Keel-Aid.
with the towel. Can
put some sugar on your tongue.
4. Now let saliva cover your tongue, Do you taste the sugar now? 5. Let your teacher your tongue. put some lemon juice on the tip of Can you find the taste
Test the Kool-Aid and the salt by placing each one on your student's tongue and questioning him about when and where he first senses the salt taste or the bitter taste. (The Kool-Aid should not be tasted until it reaches the back of the tongue, where the bitter taste is sensed.) Conclude the activity. Display the tongue on page 20 of the Home Teacher Packet, its sections unlabeled. Ask your student to write the name of the food he tasted on the section of the tongue where he tasted it. Ask him to turn to page 94 in his textbook and compare the diagram of the tongue on that page with the results of the demonstration as recorded on the visual.
Can you taste it'! Try the other foods on
different places on your tongue. areas on your tongue? 6. Record your observations.

The small intestine has three parts. The duodenum [doo-a-de' nom], the first 8 to 10 inches of the intestine, mixes food from the stomach with secretions from the liver and the pancreas. The jejunum [jo-joo' nom] is the main site for the homogenization and mixing of intestinal contents. Also, nutrients such as sugars, amino acids, and fats are absorbed along the jejunum. In the ileum [Il' e-om] vitamin B12, bile acids, and the remaining amino acids and fats are absorbed. Together, the jejunum and the ileum make up 21 to 27 feet of the small intestine, and both parts are responsible for absorption of water and electrolytes. Digestion is completed in the large intestine, a fivefoot-long tube with a diameter of about two and onehalf inches. The large intestine is located in the abdomen, in an upside-down, U-shaped curve.
106

Gather the materials for a Finding Out activity on page 106. Lay the paper towel, salt, lemon juice, sugar, and package of unsweetened Kool-Aid on a table. Tell your student to turn to page 106 in his textbook and to read the steps of the activity. Conduct the activity. Give your student a paper towel. Ask him to dry off his tongue with the paper towel; then sprinkle some sugar on the tip of his tongue. Ask him to indicate by shaking his head whether he can taste the sugar while his tongue is dry. Instruct him to close his mouth and let saliva cover his tongue, and then to tell you when he can taste the sugar. (As soon as the saliva covers his tongue, he should be able to taste the sugar.) Point out that only when the saliva moistened the tongue could he taste the sweetness of the sugar. Ask him to identify the part of his tongue where he tasted the sugar. (on the tip of the tongue) If he cannot isolate the part of the tongue, allow him to try the test again. Ask him to dry off his tongue with the paper towel; then drop a small drop of lemon juice onto the tip of his tongue. Instruct him to let saliva cover his tongue, and then to tell you when and where he can taste the lemon juice. (As soon as the saliva covers his tongue and moves the lemon juice to the sides of his tongue, he should be able to taste it.) 122
SCIENCE 4 HTE
CHAPTER
7
~
Lessons 28-31
This chapter discusses the moon's surface, size, motions, and phases. Besides making moon mountains from play dough, computing the weights of objects on the moon, and comparing the sizes of the earth and the moon, your student will participate in a Finding Out activity to demonstrate the effects of inertia and gravity as those forces hold the moon in orbit.
Materials

107
* * * * * * * * * *
1 apple (Lessons 28 and 29) Chicken wire (2' x 2') (Family Time 29) 2 pounds of plaster of Paris (Family Time 29) 2 pounds of lime (Family Time 29) Half dozen marbles and small, hard balls of various sizes (Family Time 29) 1 bicycle air pump or rubber tube (Family Time 29) Shellac (optional) (Family Time 29) 1 globe, 12 to 16 inches in diameter] (Lesson 29) 1 pear (Lesson 29) 1 strip of wrapping paper (2' x 6") (Lesson 30)
123
Family Time 28
Making Play Dough
You will need to have a batch of play dough ready for Lesson 28.
Instructions
Prepare one batch of play dough using the following recipe or one of your choosing. Combine all the in-
gredients in a saucepan and cook over low heat for about Materials
Have available: 2 cups flour. 1 cup salt. 2 cups water. 4 teaspoons cream of tartar. 2 tablespoons cooking oil. Food coloring (optional). three minutes, stirring frequently. When the mixture forms a ball, remove from heat. Add food coloring, if desired. After the mixture has cooled, store in an airtight container. Do not refrigerate. This mixture will keep a month or more. You may choose this alternate recipe. Mix together 1 cup salt, 2 cups flour, 1 tablespoon cooking oil, and 1 cup water.
124
SCIENCE 4 HTE
Lesson 28
The Moon's
Features
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify the four features of the moon's surface: plains, mountains, craters, and rills. Describe why the mountains of the moon are more jagged than those on earth.
Lesson
Direct a demonstration. Ask your student ifhe remembers the three layers of the earth. (NOTE: In SCIENCE 2 for Christian Schools, Home Teacher's Edition your student made a model of the earth's layers using three colors of play dough. The book also used an apple as an illustration of the earth's layers.) Show page 22 of the Home Teacher Packet. Tell him that you will use an apple to illustrate. Cut the apple in half and ask him what the peel represents. (crust) What would the white part under the skin of the apple be? (mantle) What would the core of the apple represent? (core) Direct an investigation. Give your student a portion of play dough or modeling clay. Instruct him to form very jagged mountains; then ask how he thinks the mountains on the moon differ from the mountains on the earth. Ask whether wind would change the mountains on earth and how that would happen. (by blowing sand and gravel and smoothing some of the jagged places) Ask whether water changes the mountains on earth. (yes) How? (by eroding the soil and rock in places) Ask him what he would expect if the moon had no water or wind. (No smoothing or eroding would take place.) Tell your student to place his mountain in a pie pan and pour water over it. Ask whether the water smooths out the mountain. Tell him that water causes erosion on the earth, but such erosion would not be present on the moon because there is no water there.
Materials
Have available: 1 apple.* 1 pie pan. Play dough or modeling clay, prepared in Family Time 28. Home Teacher Packet, p. 22.
125
The Structure of the Moon

Have you ever looked for "the man in the moon"? Some people think the dark places on a full moon look like a face. What do you think those eyes and nose and mouth really are?
Besides the flat regions, the moon also and mountain ranges, named like mountains There are more mountains mountains almost in the southern hemisphere. the moon than in the northern
mouma.ns
on earth, hemisphere of Some of the on
are more than 7,500 meters (25.000 ft) high five miles high' How do you mountains on earth') How do mountains'!
The Surface of the Moon

A long ti me ago, people thought continents assumed that the moon had and oceans much like the earth has. They that the dark places on the surface were water
the moon differ from the mountains wind and water change the
How do the
mountains
on the moon look? \Vhy?
They named the dark spots maria. meaning lunar "seas."

We know now that these are not seas at shaped
ale but large
plains
much like circles. There are about It is about
thirty maria on
the side of the moon facing us. The one in the middle is called Mare Imbrium. 1.100 km (700 mi) across.
Probably
the most famous
features How
of
moon
are its a
many craters. 'The word crater comes from the Greek word for "cup" or "bowl-shaped." bow]'! Some craters a crater like a cup have light streaks called rays that
spread out all directions. One crater with such rays is called Tycho. During a full moon these rays look like the top of a peeled orange.
108
109
Teaching the Lesson

Direct a text activity on pages 108-11. Use the following questions to initiate your student's interest in what he is going to read. 1. What are four features of the moon? 2. What is the most famous feature of the moon? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. How did people a long time ago think that the moon and the earth were alike? (They thought both had continents and oceans.) 2. Why were the dark places named maria? (People thought they were seas or water.) What are the dark places? (Large plains shaped much like circles.) (NOTE: [Latin] maria [ma're-oj-seas; mare [ma'raj -one sea)
You may wish to share the following

interesting information with your child. In 1610, an Italian scientist named Galileo aimed a telescope (one of the first ever built), or "optic tube, " as he called it, at the moon. Instead of being a round object that has light and dark areas, the moon was a place that has mountains and lowlands, rough areas, and smooth areas. When Galileo looked through his telescope, he saw that the dark areas were smoother and appeared to be lower than the lighter areas, which were higher and more rugged. Galileo thought that the dark areas might be oceans; so he named them maria, which is the Latin word for "seas."
3. Where are most of the mountains located? (in the Southern Hemisphere) 4. What is the most famous feature of the moon? (craters) What does the word crater mean? (cup or bowl-shaped)
126
SCIENCE 4 HTE
Many other crater> are surrounded rise high above the moon's moon's craters meter" (20,000 ft.) above the bottom look somewhat by volcanoes. were formed
by steep "ails of the crater. The
that
Some craters escape through expand contained. A fourth
may have formed
like volcanic
craters
surface. some as much a, 6,000 like the crater; on earth that
form on the earth. Gases from the interior because there is no atmosphere The expanding causing craters.
of the moon The gases then
cracks in the moon's surface.
to keep them
gases tear away the moon's called rills.
surface material, These canyonlike may be straight scientists suppose
feature of the moon is the cracks. or curved.
valleys that run along the lunar surface They arc from a few feet to three of miles long. Most caused the rills. What do you
mile, wide, and some are hundreds believe rnoonquakcs a moonquakc is like?
'.
J '
)
Observers have counted at least 30,000 craters on the moon. Some areas have so manv craters that they overlap. Craters range in size from a, small as a soup bowl to so the rim. Bailley is the moon's largest crater. were with the
I I'
.-
,I t
/'
large that it would take ten hours at sixty miles an hour to drive around being 295 km (183 mi) across. Scientists think that most of the moon's crater. formed when meteors hit its surface. They collided moon at great speeds and exploded.
The great explosions
caused craters much bigger than the meteors themselves.

110
111
5. Look at the picture of Tycho on page 109. What are the light streaks that spread out in all directions called? (rays) 6. How many craters have been counted on the moon? (30,000) Some scientists have estimated that there are 200,000 craters on the moon. 7. What size are the craters? (They vary-from the size of a soup bowl to about 200 miles across.) Do all the craters look the same? (No, some are even stacked on top of each other.) 8. How are craters formed? (by meteorites striking the surface, by the collapse of the top of a volcano, by the violent eruption of lava from a volcano) 9. Name the fourth feature of the moon. (rills) What are rills? (cracks or canyonlike valleys) What size are the rills? (from a few feet to three miles wide; some are hundreds of miles long) What causes the rills? (moonquakes, perhaps) Instruments left on the moon's surface have recorded about 3,000 moonquakes per year.
Conclude the discussion. Ask your student to name the four features of the moon. (plains, mountains, craters, and rills)
127
name
The Moon's Features

Lebel the I.yerl of the moon. Clrele the
corrtet Ioc.llon of thl.1 "."
earth In each box below, write the nem. of e.ch I ture.
moon
Some of man's early beliefs about the moon seem quite comical now. For instance, in the seventeenth century Sir Paul Neal announced that he had seen an elephant on the moon. He later discovered that the "elephant" was in reality a mouse that had managed to get inside his telescope. A great stir was created by a man named Richard Locke when, beginning on August 21, 1835, he began a series of articles about the moon. While there was no truth to the claims these articles made, many people including scientists believed every word. Locke wrote about the "discoveries" made by a then famous astronomer, Sir John Herschel. Locke claimed that through the use of a very strong telescope the astronomer had seen fabulous mountains made from precious jewels and many odd creatures, including apelike men with bats' wings. A year later these articles proved to be a hoax.
crater
plain
CI990 Bob Jones Univlt,sity Press, Roproduction prohibited
D Sdence4
lesson
28
Notebook Pad<et
EvatuatingtneLeuon
31

Direct a notebook activity on page 31. Tell your student to follow the directions on the page. When he has completed the page, discuss the answers and make sure that he understands the main features of the moon.

According to a German folktale, "the man in the moon" was a stealer of cabbages who was put on the moon for punishment as an example to anyone who might think such an activity profitable. In Greek and Rumanian folklore, he is not a man at all, but a woman, the sun's sister, the Lady of the Night. To some people, the dark parts seem to form a rabbit. Still other people have said that the dark parts of the moon seem to form two people. Although the moon is our planet's only natural satellite, it is not the only natural satellite in our solar system. There are more than 40 known moons. Our moon is not the largest either. Of the 16 moons that orbit Jupiter, three are larger than our moon. What makes our moon unique is its size in relation to its planet. It is nearly one quarter the size of the earthproportionally much larger than any other moon in our solar system. 128 SCIENCE 4 HTE
Figure 29-1
Family Time 29
Model of the Moon's Surface
If time permits during this chapter, you may want to work with your child to build a model of the moon's surface using the following directions.
2
Materials
Have available: A large salad or mixing bowl with completely rounded bottom, at least 15 inches in diameter. Chicken wire (2' x 2'). * 1 flat pan for mixing. 2 pounds of plaster of Paris.* 2 pounds of lime.* Strips of cloth to cover completely the surface of the bowl. 6 marbles and small, hard balls of various sizes.* 1 bicycle air pump or rubber tube. * Shellac (optional).*
Instructions
Guide your child with the following steps. You will want to refer to Figure 29-1. 1. Invert bowl and shape chicken wire around it. You will need several hands to hold it down. 2. Prepare a very diluted mixture of plaster of Paris, lime, and water in the flat pan. Soak the cloth strips in the mixture and lay them over the chicken wire so that the strips completely cover the wire. The strips will form a wet base to hold the plaster of Paris. 3. Pour three parts plaster of Paris and two parts lime into the pan. Add water and mix into a smooth, easy flowing mixture. Then slowly pour over the top of the covered wire to form the surface of the moon. 4. Immediately, toss small balls and marbles at the wet surface. (The craters represent those made by meteorites striking the surface of the moon.) 5. Insert the end of the air pump or rubber tube under and through the chicken wire, between the cloth strips, and halfway through the plaster of Paris.
possible. (The results represent volcanoes formed by internal pressure.) 6. Remove the marbles and balls from the "moon's" surface, and allow it to harden overnight. You may want to cover the model with a coat of shellac. For special effect photographs, place the model in a darkened room, point a flashlight at the surface, and take time exposure photographs. Move the flashlight to
Then force air through. Repeat as many times as

another position and note the' 'lunar" shadows.

129
Lesson 29
Description of the Moon
Preview
Objectives
Given proper instruction, your student will be able to do the following: Compute what the weight of various items would be on the moon. Label the perigee and apogee of the moon's orbit around the earth.
Materials
Have available: A Write It flip chart. 1 globe, 12 to 16 inches in diameter.*t I rubber ball, about one-quarter the size of the globe. Ball of string. Strip of adhesive tape. 1 bathroom scale. I pear.* I apple.* Home Teacher Packet, p. 23. Prepare: A diagram of the orbit of the moon by tracing the diagram in the upper box on notebook page 33 onto a page of the Write It flip chart. (NOTE: Do not include the terms perigee and apogee.)
Lesson
Direct a demonstration. Ask your student how much smaller he thinks the moon is than the earth. (Answers will vary.) Display page 23 of the Home Teacher Packet to show the size relationship between the United States and the moon. Tell him that if the earth were the size of a basketball, the moon would be no bigger than a baseball. Compare the size of the globe and the' 'moon" ball.
The moon seems as big as our sun, but the moon is 400 times smaller and 400 times closer. To get an idea of how close the moon is, ask your student to imagine that the whole solar system has been shrunk. In the small scale, the distance from the earth to the sun would be 100 feet. On this scale, ask him to guess how far from the earth the moon would be. (3 inches) Ask him to wind the string around the equator of the globe ten times and cut it at this point. Tell him to remove the string from around the globe and attach one end to the "moon" ball with adhesive tape. Allow him to tape the other end of the string to the globe at any point on the earth's equator and stretch the string its full distance. Tell him that he has just constructed a scale-model of the earth-moon distance relationship.
---
Teaching the Lesson
Direct a text activity on pages 112-16. Use the following questions to initiate your student's interest in what he is going to read. 1. What is mass? 2. How much would you weigh on the moon? 3. Is the temperature on the moon higher or lower than on the earth?
130
SCIENCE 4 HTE
The Gravity of the Moon

Although object different the mass of an in depends there you is its weight does not change places,
The Shape of the Moon

Although neither slightly about more nearly the earth round and the moon The slower are both an object bail-shaped. spins around once Which is faster"
11100n')
is perjectty
round.
it is. A planet that spins fast will be

the equator. hours. days, Which The earth spins around body The moon
How can this be'> Weight on gravity, on an object will weigh. would moon The more pull of gravity the more Do you think
wider around twenty-eight round
but mass does not. the object
once in twenty-four more nearly
the earth or the
The Distance of the Moon from the Earth

The path perfectly Look the moon What takes around the earth is not
311
weigh the same on the as on the earth? the same on the The gravity one-sixth means 01 that on
round.
the path called?

of (he positions from the earth average between
It is
in A
ellipse.
Is the the
Your mass weight is different. is about
at the diagram
of the moon.
moon and the earth) but your the moon
moon the same distance Because this distance earth. earth. farthest we talk about 1 his distance points from
it IS in B? from the and
changes the moon's is halfway the earth.
the moon goes around distance closest
that on earth.
This
you weigh sixty-six pounds on earth, you would weigh eleven pounds moon sports'> jump on the moon the gravity your abilir, on the to play change
1\
How would
high Jumper thirty-nine Imagine
who can feet on earth feet high being able
six-and-a-half
could jump on tbe moon. to jump story
up to look into a thirdynu can hit a
wind owl
baseball 400 teet on earth. you could hi! the same ball almost a
Moon's elliptical orbit
113
114
Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. L How much smaller is the moon than the earth?
(about one-fourth the earth's diameter)
4, What does your weight depend on? (gravity) 5, How much would a six-pound object weigh on earth? (six pounds) How much would the same object weigh on the moon? (one pound, or onesixth as much as on earth)
2, What is mass? (how much matter something has) Think of two blocks that are exactly the same size, one of metal and one of plastic. Which one would contain more mass? (metal) When we ask someone how much he weighs, we are really asking about mass, or how much matter is contained in his body, 3, Is your mass the same on earth as it would be on the moon? (yes) Is your weight the same on earth as it would be on the moon? (No, you weigh less
on the moon.) Mass should not be confused with weight, Mass is the measure of how
6. Do you remember what shape the people in Columbus's day thought the earth was? (flat) Isaiah 40:22 (written some 700 years before Christ) declares that the earth is a circle (i.e, sphere). 7, Which spins faster, the earth or the moon? (the earth) Which body is more nearly round? (the
moon)
8. How long does it takes the moon to orbit the earth? (29+ days) How long would a person be in light if he stayed in the same place on the moon for a month? (14+ days)
much matter an object has. Any object will have the same mass in any gravitational field. Weight, the measure of how much gravity pulls on an object, varies from place to place,
131
The average
distance
between the moon ane! the earth is
385,000 krn (2)9.000
you would have 10 and-a-half times, if you would show every mile from here 10 the moon a, one inch, how many inches away would you place the moon on this scale?
mil, To travel this distance on earth go around the earth more than nine-
You would need enough inches to equal almost four

miles!
The moon orbits the earth completely 29
about
once every
Y,
days. If you could Slay in the Same place on the moon you would in light for half of that time (14
The Moon's Temperatures

Do you think the moon is colder or warmer earth? If you guessed colder, you are right. BUI guessed warmer variations arc on earth, atmosphere
for a month,
than the
you
% days).
During a moon day the temperature may reach 2600 E The night, though, may bring temperatures as low as ,280cF, Without
all
you are also right. There are greater on the moon than there on about on the moon? Our
in surface temperatures
atmosphere
like the earth's,
the moon is
Why is this so? What causes temperatures acts a~ an insulator to keep temperatures
unable to trap heal, As soon as one side turns away from the sun, it immediately temperature has cools off. This changing
earth to vary less than the temperatures
the same
115
is called sur/lice temperature. The moon also stable temperature, the temperature of its core,
116
9. How high is the daytime temperature on the moon? (260 OF) How low is the nighttime temperature on the moon? (-280 OF) What accounts for the variety in temperatures? (Unlike the earth, the moon has no atmosphere to enable it to trap heat.) Look at the cartoon on page 116. 10. What is the changing temperature called? (surface temperature) What is the temperature of the core called? (stable temperature) 11. Look at the picture on page 114. What is the shape of the moon's path around the earth? (ellipse) 12. What is the average distance from the earth to the moon? (239,000 miles) How many trips would a person have to take around the earth to travel that distance? (9+) Conclude the discussion. Display the prepared diagram on the Write It flip chart. Ask your student what the diagram pictures. (the moon's orbit) Tell him that the point in the moon's path where it is closest to the earth is called perigee. At perigee the moon is 221,000 miles from the earth. Write the term perigee on the appropriate line on the diagram. The point where the moon is farthest from the earth, the apogee, is 253,000 miles away. Add this term to the flip chart diagram. To demonstrate these names and make them easier to remember, hold a pear close to your body and an apple at arm's length.
132
SCIENCE 4 HTE
name
_
Fill In the correct word .
name
How Much Would It Weigh?

For etch
Moon's orbit
obfec:t,
compute
Ita weight on the moon.
~ ~
earth: 12,000 pounds moon: 2,000Ib, earth: 84 pounds
moon:
earth: 12 pounds Today's high on the moon willbe~oE Tonight's low will be -280
0
141b,
earth: 6 pounds moon:
earth: 2,400 pounds
earth: 180 pounds
11b,
moon:
400 Ib,
moon:
301b,
Mass or Weight I need to lose

some
YOU
mass
earth: 300,000 pounds moon: 50,000Ib,
earth: 1,200 pounds

moon:
earth: moon:
Sob Jone, Univerilly Prell,ReprO<!uc!lon
_ _
C>1990BobJones UniversltyPress. Reproduction prohibited. prohibited.
2001b,
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Evalu.llnglfl.L on
32
U Notebook
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Direct a notebook activity on pages 32-33. Instruct your student to follow the directions to complete the evaluation, You may find it helpful to work the first two boxes together. Tell him to draw a picture of himself in the last box on the page,

Man wondered for centuries at stories of strange creatures and wild terrain on the moon, Until the beginning of unmanned space travel in 1964, he had to rely on telescopes to give him the information he craved, Many large features could be seen on the near side of the moon, but nothing was known about its mysterious far side, During 1964 and 1965, seven Ranger spacecraft were launched for the purpose of photographing the moon's surface. Five of these were successful, sending back thousands of photos before each crash-landed on the moon. Then followed the five Lunar Orbiters, which successfully charted almost the entire hidden side of the moon.
On July 2, 1966, Surveyor I made the first controlled soft landing on the moon. It sent more than ten thousand pictures back to the earth. Between this landing and January of 1968, four more Surveyors successfully landed on the moon. On July 20, 1969, the first manned spacecraft landed on the moon. Vast desolation greeted Neil Armstrong and Edwin Aldrin, Jr. The moon's lack of atmosphere and water meant that there were no storms, clouds, or weather of any kind. There was no sound, since sound waves need atmosphere to be transmitted. They found no life on the moon, not even the hostile germs and bacteria that scientists feared they would find.
133
Lesson 30
The Moon's Motions
About Inertia
I. You will need a heavy but soft object (like a large
stuffed animal) and a rope.

2. Go outside, Tie the object to a rope about four feet to
long. Swing the rope around object goes in a circular
your head so that the
path, What would happen
the object if the rope were cut" In which direction would the object travel? Let go of the rope. Watch to see the direction that the object travels. the force of inertia,
3, The object flying off represents What represents
the force of gravity" draw diagrams of how the moon and inertia.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify the rotation-revolution pattern of the moon. Demonstrate the effects of gravity and inertia.
4. In your notebook,
might travel without
the forces of gravity
Materials
Have available: I dictionary.t 1 strip of wrapping paper (2' x 6").* 1 book. 1 rope, 4 feet long. 1 large stuffed animal.
118
Lesson
Introduce a Finding Out activity on page 118 and notebook page 34. Tell your student that the force of gravity helps to keep the moon in its proper path. Ask him why the moon does not crash into the earth. Tell him that in his activity today he will learn about another force acting on the moon. Ask him to gather the materials. Instruct him to tie the rope securely around the stuffed animal. Take him to an open area such as the back yard.
Direct the activity. Instruct your student to hold the end of the rope and swing the stuffed animal around above his head. Discuss the questions in Step 2 with your student. Then tell him to let go of the rope and to watch to see the direction that the object takes. Explain that the object's flying off represents the force of inertia. Inertia is the tendency of an object to stay in one place or to keep moving in a straight line. Ask him what movement represents the force of gravity. (the object's falling to the ground)
134
SCIENCE 4 HTE
name
nndlng Out About Inertia
Draw diagram.
of how the moon might travel without
the forces 01 gravity and Inertia.
01990
Bob JOIl Unlv.r,lty
Pr .
Reproduction
prohlbll~.
Sdence4'
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" lellon30 T.lehlnllth,L lon
34
Direct the use of notebook page 34. Upon returning indoors, your student should draw a diagram on notebook page 34 showing how the moon might travel without the forces of gravity and inertia. Call attention to the fact that these forces are part of God's marvelous plan. Colossians 1:16-17 says that Christ created all things and by Him all things consist (or hold together). (Bible Promise: I. God as Master)
3. Find the definition of inertia in the dictionary.

("the tendency of a body at rest to remain at rest or of a body in motion to stay in motion in a straight line, unless disturbed by an external force" )
Teaching the Lesson

Direct a text activity on pages 117-19. Use the following questions to initiate your student's interest in what he is going to read. 1. What are the two forces that act on the moon to keep it in its path? 2. In what direction does the moon revolve? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What is the shape of the moon's path around the earth? (ellipse) 2. What are the two forces that act on the moon to keep it in its path? (gravity and inertia)
4. Lay a strip of paper on a table and place a book on top of it. Can the book move by itself? (no) How can you move it? (push it with his hand; pull it with the paper) What do we call the tendency of the book to stay in its place? (inertia) What do we
call the tendency of a bowling ball to keep rolling
down the lane once it is released? (inertia) 5. In what direction does the moon revolve? (counterclockwise) In what direction do all the planets revolve? (counterclockwise) Why do you think God made all the planets to revolve in the same direction? (Answers will vary.) (Bible Promise: I. God as Master) 6. How fast does the moon revolve around the earth? (2,200 miles per hour) How long does it take the moon to revolve around the earth? (about one month) (NOTE: The word month is derived from the word moon, and a month represents a "rnoonth" of time.) 7. The moon also spins around as it revolves. What
is the spinning motion called? (rotation)
8. How long does it take the moon to make one rotation? (one month) Chapter 7: Lesson 30
135
name Pretend you are looking down onto the earth and the
Circle the correct anlwer.
moon from space. In which direction do you think the moon revolves around the earth, clockwise or counterclockwise? the earth's How does this direction around compare with the revolution the sun') Do you think it is The other planets
(0)
~8
(()-()\ \()-())
Rotation
Does the moon move this way? Yes~
the same') The moon orbits the earth counterclockwise: earth orbits the sun in the same direction. revolve around direction. the sun in the same counterclockwise
What can you say about the design of God's the earth at the speed of
universe?
The moon revolves around about 3500 moon travels over one-half
Revolution
Does the moon move this way? Yes
()8()
<1iV
krn (2,200 mil per hour. At this speed the mile in one second,
(~-~\
Rotation and Revolution

Does the moon move this way? ~ No
()8f)
\~-~)
Trace each orbit with a different
color.
Rotation
The moon also spins or turns as it revolves around the sun, We call this spinning motion its rotation. The moon takes as long to turn around once as it docs to travel around go completely the earth. around How long does the moon take to
K" earth's orbit around the sun moon'sorbitaroundtheeanh moon's orbit around the sun
the earth once'! Then how long does
it take to rotate once? Do you think men can ever see the back of the moon from earth') Why not" 119
01990BobJonesUniversityPres5,Reprot!uctiOTlprohibited
D Science 4
Note_
Packet
3S
Conclude the discussion. Tell your student that the movement of the moon is similar to the movement of a merry-go-round horse, The same side of the horse always faces the merry-go-round's center, just as the same side of the moon always faces the center of its orbit-the earth, That is why we see the "face" of the "man in the moon" and never the back of his' 'head," Ask your student if he thinks anyone has ever seen the back of the moon, (Yes, those who have gone to the moon itself have seen the back of the moon,and others have seen pictures of the back of the moon.)

Direct a notebook activity on page 35. Ask your student to read the directions at the top of the page, and then instruct him to complete the page, (NOTE: Your student may find it easier to answer the first two questions if he inserts the word only in each question.)

Sand castles are built daily on beaches, only to be destroyed a few hours later by water that was yards away when the castle was built The ocean seems to "come in" to gobble up the castles and then silently "go out" This change in the water's surface level is called tides, Just as the sun's gravity holds the moon and planets in orbit, the earth's gravity also pulls everything on the earth toward the earth, The moon also pulls the earth; in fact, everything in the universe attracts everything else, Some bodies have a greater pull because of their greater mass, That is why the earth orbits the sun, and not the other way around, The sun, planets, and moons are all pulling toward each other in space, It is the moon's pull on the earth that causes the tides,
136
SCIENCE 4 HTE
Direct an activity. Discuss the following questions with your child. 1. Why do bicycles have reflectors? (so that people
in a car can see the bicycle and its rider)
Family Time 31
Lunar and Solar Eclipse
Notebook, page 36
2. What makes the reflectors light up? (They reflect the car's lights.) (NOTE: At this time you can shine the car's lights on the bicycle reflector.) 3. Would the reflectors still reflect the car's lights if the bicycle were on the other side of a hill or behind a bush? (no) (NOTE: Ask your child to take his bicycle behind a bush.) Why not? (The hill or bush
would block out the headlights so that the reflectors would not reflect any light.)
4. How is the moon like the reflectors on the bicycle?

(Answers will vary.)
Continue a discussion. Explain to your child that the moon does not have its own light. If it did, people on earth would be able to see the whole moon all the time. The moon can be seen because it reflects the sun's light. Ask him what would happen if something came between the sun and the moon that blocked the sun's light. (Answers will vary. The moon would have no light to reflect.) Explain that the moon would be dark and it could
Materials
Have available: 1 dime (optional). 1 bicycle with a reflector. If time permits, use this page to teach the concept of solar and lunar eclipse. You will find it beneficial to teach this lesson in the evening.
Instructions
Direct a discussion. Ask your child if he has seen his own shadow or shadows formed by other objects. (yes) Ask him what causes a shadow. (Answers will vary.) Explain that a shadow is formed when an object passes in front of a source of light and blocks part of the light. Ask him if he thinks the moon and the earth make shadows. (Answers will vary.) Tell him that the moon or the earth can pass in front of each other in space and block out all or some of the light from the sun. This is called an eclipse. The word eclipse means "to shut out." If your child owns a bicycle, you will want to go outside near the bicycle and the car.
not be seen. Tell him that sometimes the earth passes between the sun and the moon, casting its shadow on the moon. When this happens, there is an eclipse of the moon, or a lunar eclipse. The people on earth cannot see the moon. Ask your child how long he thinks the eclipse will last. (An eclipse of the moon lasts only about one and a half hours.) Ask him why he thinks the eclipse lasts a short time. (The moon does not stay in one place.) After the moon starts to move out of the earth's shadow, a partial eclipse may be seen. A partial eclipse may last up to three hours and forty minutes. Tell your child that there is another kind of eclipse called a solar eclipse. Ask him what could possibly get in the way of the sun to cause a solar eclipse. (Answers will vary.) A solar eclipse occurs when the moon passes between the sun and the earth. Ask him whether it seems incredible that the moon, being so small compared to the sun, could block out the sun's light. (Answers will vary.) The moon is 400 times smaller and 400 times closer; so it seems to be the same size as the sun. Tell your child that he can use a dime held at arm's length to block the full moon from view. The dime is much smaller but closer; so the two appear to be the same size. (NOTE: You may want your child to try this demonstration.) Ask him whether he thinks there can be a solar eclipse each month. (no, because the moon must be in an exact line between the sun and the earth) Tell him that a total eclipse can last only 3 to 7 minutes because the moon and earth are constantly moving. Only a very small part of the earth's surface is covered by the moon's shadow. Caution your child that he should never look at the sun, even during an eclipse. The effect would be very serious.
137
name
Label the
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_
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(Th6ln rt jtJetUrt ,haWi whit you would 1M Irom
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Solar
Eclipse
'1990
Bob
JOJ'lllS
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P'(lss.
Reproduelion
prohibited
Sdence4
_racket
Lenon
31
TeacNng the L,"on
36
Direct a notebook activity on page 36. Guide your child as he completes the page.
I For Your Information

Lunar Eclipse Dates December 21, 1991 June 15, 1992 December 10, 1992 June 4, 1993 November 29, 1993 May 25,1994 April 15, 1995 April 4, 1996 September 27, 1996 March 24, 1997 September 16, 1997 July 28, 1999 Total Solar Eclipse Dates July 11, 1991 June 30, 1992 November 3, 1994 October 24, 1995 March 9, 1997 February 26, 1998 August 11, 1999 Partial Partial Total Total Total Partial Partial Total Total Partial Total Partial
138
SCIENCE 4 HTE
Lesson 31
The Moon's Phases
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify the phases of the moon. Differentiate between waxing and waning.
Lesson
Direct a demonstration. Place the lamp (without a
shade) on a table so that the bulb is at eye level. Turn the lamp on. Tell your student to stand facing the lamp, about 2 feet from it. Give him the orange and ask him to hold it about 12 inches in front of him. Ask him how much of the orange's lit surface he is able to see. (none) Then instruct your student to turn so that his side faces the lamp and to hold the orange in front of him, about 10 inches from his eyes. Ask him how much of the orange's lit surface he is able to see this time. (onehalf) Instruct him to turn once more, positioning his back toward the lamp and holding the orange about 10 inches from his eyes and slightly to the left of his head. Ask him how much of the orange's lit surface he is able to see from this position. (all)
Materials
Have available: 1 lamp. 1 orange. Home Teacher Packet, pp. 24-25.
Direct a discussion. Ask your student how much of the total surface of the orange received light in each position. (one-half) Ask him why he could not see the whole lit surface each time. (Answers will vary.) Tell him that the way we see the moon is very much like this. Although the sun's light always shines on half of the moon's surface, the whole lit surface is not always seen from earth.
139
Have you ever heard someone
speak of the "new what happens
moon"? If then; is such a thing,

moon? There is rcully completes cannot between the earth. As to crescent and week alter the days you Can meaning moon continues shaped one revolution
\VC
to
the
old
one moon.
Every time it new moon, You directly
cullit
see the new moon because
the moon
the earth and the sun, and its dark side is lacing in its orbit a few lighted Side. It like banana, you can called a About one
a little of the moon', something moon. you can almost
hall' of the lighted In a lcw more lighted surface called gibbous,
side, This phase is called the first all of the moon's seen from earth, At this phase the moon "humpbacked. hack to you') or humped
Docs it look like it hi" a
ef)()OOOCl(t
When the earth is between sun shines on the
11100n
the sun and the about
111000,
the
's surface so that
see all of two weeks
us lighted surface. The full moon appears after the new moon.
When the muon goes from new moon
to full moon the amount of lighted surface we becomes We say that the moon is waxing, or showing more 01 its lighted surface. What happens phase of full moon" moon becomes completes its journey to the moon after it passes through A few days after the last quarter, again. Finally, earth, the moon around and there is a the the
a crescent
moon once again,

It -aning.
What happens
to the lighted surface of moon'! The moon is is getting
moon from Iul! moon to meaning smaller.
that the lighted surface we
121
Teaching the Lesson

Direct a text activity on pages 120-22. Use the following questions to initiate your student's interest in what he is going to read. 1. What shapes does the moon resemble? 2. What causes the different phases? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What shapes does the moon resemble? (circle, banana, half circle) What are these different shapes known as? (phases) 2. What causes the different phases? (the travels of
the moon in its orbit and the position of the earth) 3. When can the moon best be seen? (at night, early morning or evening) Why is the moon not clearly visible during the day? (The sun is too bright.)
4. What is the first phase of the moon? (new moon) Why is it called a new moon? (It has completed one revolution.) Can the new moon be seen? (no) (NOTE: At this time allow your student to glue the new moon phase on the chart with its label. Continue this procedure after each phase is discussed.) 5. What is the meaning of the word waxing? (becoming larger, showing more of the lighted surface)
6. What is the name of the stage after the new moon? (crescent) The moon is beginning to show more of the lighted surface; so we call it the waxing crescent. What is it shaped like? (a banana) 7. What is seen about a week after the new moon? (first quarter or half moon) Why is it called first quarter since we see half of the lighted surface?
(The moon has passed through the first quarter of its stages.)
Display the phases of the moon from page 24 of the Home Teacher Packet. You will want to give your child time to cut out the phases and the labels before beginning the next question.
8. After a few more days pass by, the amount of the lighted surface increases. What is this phase called? (gibbous or waxing gibbous) What does gibbous mean? (humpbacked) 9. What is the name of the next stage? (full moon) 10. What do scientists call the apparent shrinking of the moon's lighted surface? (waning) 11. What is the next phase? (waning gibbous) 12. What is the next phase? (last quarter or halfmoon) 13. What is the last phase of the moon? (waning
crescent)
140
SCIENCE 4 HTE
"Then spake Joshua

delivered
10
the l.ord
ill
(he Jar when tlu: Lord
name
Labellhe phases 01 the moon.
up the Amorites
before the children
t~l lsrae},
and
he said in thr sight of Israel, SUI1, stand thou sill! upon Gibeon; and 111011, Moon, in th valley (J{ Ajalon. And the sun stood still, and tho moon stared, uniii the people had
avenged themselves upon their enemies. " Joshua j(j,</J-J3
Sun
waxing crescent
waning crescent
first quarter or half moon
I
waxing gibbous waning gibbous
full moon
C>1990Bob Jones University Press Reproduction prohibited
122
Sdenc:e4
Note"""" Packet
LeS$Ofl31
EvaJu.tinp the Lenon
37
Conclude the discussion. Direct your student's attention to the picture on page 122. Read Joshua 10:12-14 from the Bible. Emphasize the words sun stood still and about a whole day. Discuss with your student what that day might have been like. Ask him how he thinks it would have been different from today. Emphasize the fact that God, through His marvelous power, caused the sun and moon to stand still.

Direct a notebook activity on page 37. Instruct your student to label the phases of the moon.
Enrichment
Give your student the Lunar-toon from page 25 of
the Home Teacher Packet. You may want to display
your student's original cartoon.
141
CHAPTER
8
Animal Defenses
~
Lessons 32-34
This chapter presents the various ways in which God has equipped animals for survival. The first two lessons introduce the equipment for protecting, or built-in defenses, such as mimicry, weapons, and camouflage. The last lesson introduces the actions of defense, known as tactics. A Finding Out activity is included in the first lesson to aid your student in understanding the concept of camouflage.
Animal Defenses
123
143
Lesson 32
Camouflage
About Camouflage
I. Get one sheet of red construction one green sheet, a hole puncher, scissors. and a plastic margarine paper, one blue sheet, a slop watch, a pair of container. paper in half
2. Cut the pieces of construction horizontally. on the floor. Punch
Lay one half of each color on a table or holes from the other half sheets
and collect them in the container.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Match mimics with the animals they imitate. Match camouflaged animals with their surroundings. Name animals whose bright colors signal danger.
3. Stir the confetti Then sprinkle 4. Giving yourself you can. Gather handful, seconds. findings. Repeat
So
that all the colors are mixed well. over the red sheet. count as many red dots as sprinkle out another Record your
a handful
five seconds, the confetti.
and count as many blue dots as you can in five with the other colors.
Materials
Have available: 1 sheet of red construction paper. 1 sheet of blue construction paper. 1 sheet of green construction paper. 1 hole puncher. 1 stopwatch] or watch with a second hand. Scissors. 1 plastic margarine container. 1 felt-tip pen. Home Teacher Packet, p. 26.
127
Lesson
Gather materials for a Finding Out activity on textbook page 127. Instruct your student to place the sheets of construction paper, the hole puncher, the stopwatch, the pair of scissors, and the plastic margarine container in front of him. Give him time to cut the three pieces of construction paper in half horizontally and use the hole puncher to punch many holes in one piece of each color paper, putting the circles into the margarine container. Direct the activity. Allow your student to mix the confetti. Place the red half sheet of construction paper in the center of the table and sprinkle a handful of the confetti over the sheet. Using the stopwatch, give him five seconds to count the number of red circles he can see. Then, using another handful of confetti and the red paper, let him count the number of blue circles he finds. Continue the activity, using the green and blue half sheets of paper. Allow him to record his findings on the Write It flip chart. 144
Discuss the results. Compare and contrast the information obtained in the activity. Ask your student to tell why he thinks it was easier to count the circles the second time in each case. Elicit the idea that when an object has the same color as its surroundings, it is much more difficult to find.
SCIENCE 4 HTE
men)' in the ntorning.for
"But l wil! sing of' thy power; yea, / will sing aloud 0/ thy thou hast been my defence and refuge in the day a/my trouble." Psa11l159:16
Built-in
behavior protecting, shapes, different
Defenses
each animal defenses. with the equipment The equipment includes for and it needs for survival. or built-in
God designed
special colors or of
weapons,
and protective
coverings. Animals do
These action;
things to defend themselves.
defense arc known as tactics.
Special Colors or Shapes

These butterflies second are hard to tell apart at first of thc viceroy of the monarch. or even or glance. The appearance mimics.
looks like. the appearance are poisonous the viceroy.
Since monarchs
monarch. is
and any bird that has tasted one knows it because it look. like the distasteful birds. We call this "looking
often left alone by experienced alike" mimicry.
In the days of jousts their armor and, astride
and crusades,
knights
buckled
on
great war horses,
rode into battle and battles of a in their armor, with defend their when two big-
to defend their land. their honor, sort go on in the anima! porcupines their antlers young, combat kingdom.
and their king. Rhinos
Ever) day. on a smaller scale, jousts with their spear-sharp their territories. through head-on, business.
spines, and caribou
hard as lance; ward off enemies. the wilderness
and protect may resound
1 he clank and crash of or it can be as subtle often a maucr of life and
horn sheep slam together confrontation is serious
and quiet as a snail pulling into its shell. But every
death.
124 125
Teaching the Lesson

Direct a text activity on pages 124-26 and 128. Use the following questions to initiate your student's interest in what he is going to read. 1. What are the defense actions of animals called? 2. Find three defenses that God has given some animals. Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Where can jousts and battles be seen today? (in the animal kingdom) 2. What are the defense actions of animals called? (tactics) 3. Look at the picture of the butterflies on page 125. What defense does the viceroy butterfly use? (mimicry) Do these two butterflies look similar to you? (yes) 4. Another mimic is the hoverfly. Can you guess how it mimics the bee? (These flies not only look like bees but also make a buzzing sound when they fly.) Another kind of fly mimics a wasp by imitating the wasp's flight pattern and even bending its abdomen around and jabbing with it, pretending to sting its enemy! Display page 26 of the Home Teacher Packet for questions 5 and 11. For question 5, keep the bottom half of the page covered so your child's attention is directed to the top half of the page.
5. Look at this visual. Draw lines on the chart, to match the mimic with the animal that it imitates. (The hummingbird moth has wings similar to the hummingbird. The hover fly looks similar to the bee and also makes a buzzing sound when it flies. The beetle looks similar to the ant.) 6. Think back to the Finding Out activity. What defense did this activity demonstrate? (camouflage) 7. Look at the pictures on page 126. Which one is the walking stick? (the one on the right) How do you think the dead-leaf grasshopper is protected by his camouflage? (His enemies would not want to eat a dead leaf) (NOTE: This grasshopper is native to Australia. Some editions of the student textbook may incorrectly call this grasshopper a butterfly.)
145
Sometimes animals environment. Camouflage
instead
of looking
like other animals, that soldiers sometimes
are colored
or shaped
to look like their
This is a technique helps conceal
use when they dress in mottled green clothes: camouflage,

an animal. stick, Which one is it? most of its life') Can you see With its oddly leaves, In what ways does One of these insects is a walking Where do you think it spends the one called a dead-leaf shaped this camouflage protect legs, it looks like brown
grasshopper? the grasshopper')
Fawns coats, down,
of white-tailed
deer have white spots on their run well when they arc very young, light of the woods. changes color Other animals' colors and shapes do not conceal can frighten
Since they cannot
their mothers
put them in a safe place and make them lie them. hut reveal them, Their appearance depending on the surroundings, can blend In what ways does or even deadly, What might keep Do these caterpillars 128
H
In tall grass or in the dappled
fawns are hard to see, One kind of lizard, called a chameleon, from green to brown. Found only in Africa
or warn other animals that to eat them may be painful

bird from eating rhis moth?
and Asia. true chameleons
in with bark or leaves, sand, or grass, this ability 126 help the chameleon')
What might make a bird find this beetle unappetizing? look edible'!
You may wish to share the following interesting information with your child. Vine snakes of Central and South America are very slender snakes that "freeze" in a horizontal position when frightened. They even sway in the breeze, just like the vines around them. The sargassum fish looks just like the sargassum seaweed it lives in because of the fish's leaftike growths and the plant's bladderlike growths.
11. Look at the visual again. Draw lines to match the animal with its background. (The tiger matches the
background of the grasslands. The sargassum fish matches the sargassum seaweed of the middle Atlantic Ocean. The harp seal pup matches the ice and snow background.)
8. Look at the pictures on page 128. How do these animals' colors and shapes protect them? (Their
appearances frighten or warn other animals that to eat them may be painful or even deadly.)
9. What might keep a bird from eating this moth? (The moth looks like it is watching the bird.) What might make a bird find this beetle unappetizing? (It looks similar to some distasteful berry.) Do these caterpillars look edible? (no) 10. Can you think of other animals whose bright colors might be a warning for other animals to leave them alone? (monarch butterfly, Gila monster, bees,
cabbage beetle, coral snake)
146
SCIENCE 4 HTE
name
1. C . tulfy cut out the anlmll . 2. Try the animal. In each picture on page 38. 3. Decide where the animal,' camouflage will belt hide them. Glue them In place.
name
Stonefish
Toad
Stick caterpillar
Dead-leaf
butterfly
Bittern Copperhead
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32
Notebook Packet
Evaluating!/l8wton
39

Direct a notebook activity on pages 38-39. Ask your student to read the directions at the top of page 38; then tell him to carefully cut the shapes out as directed. Allow time for him to try the animals in each habitat and to complete the activity as directed.

Experiments have been conducted to learn more about how camouflage helps animals to survive. A. P. di Cesnola was an Italian naturalist who performed an interesting experiment with praying mantises. He collected one hundred mantises, some of them green and some brown. He then tied twenty of the green mantises to green plants and twenty of the brown mantises to brown plants. The remaining mantises were tied to plants that contrasted with their own colors. After eighteen days, all the mantises whose color did not match that of their plant had been eaten by birds. All forty of those mantises whose color matched their background were still living.
Other experiments have shown that animals seem to know instinctively that countershading helps them to hide. An experiment was made using a group of caterpillars with the normal countershading pattern. The caterpillars always crawled along the top of twigs and leaves. A strong light was placed on the ground below the caterpillars, making the caterpillars easy to see. The caterpillars immediately crawled to the underside of the twigs and leaves, enabling their counters hading to work with the position of the light.
147
Lesson 33
Weapons, Protective Coverings, and Special Defenses
Preview
Objective
Given proper instruction, your student will be able to do the following: 'fell the type of defense an animal uses.
Materials
Have available: 1 sheet of drawing paper. A Write It flip chart. Prepare: The following questions on the Write It flip chart for use during Evaluating the Lesson. 1. 2. 3. 4. 5. What is the animal's name? Where does this animal live? How did you discover it? What does it eat? How does it protect itself from animals that want to eat it?
Lesson
Direct a listening activity. Prepare your student for the
following story by telling him that it is a fanciful tale that takes place on another planet. In the tale he will hear different descriptions of an unusual creature discovered on that planet. Read the story. Give your student an opportunity to discuss the new discovery at the end of the story.
About 150,000 seglars from earth, some scientists on a delta-class planet were taking atmospheric readings and recording information about plant life. The scientists became so absorbed in their work that they became separated from each other before any of them realized it. The oldest member of the group, a chemist, was testing the acid content of the soil. Suddenly, from directly behind him, he heard a muffled growl. His heart jumped, but he remained perfectly still. Again the growl came. This time, the chemist slowly turned his head. Behind him he saw a small beast. When the old scientist moved his foot, the beast spit out a stream of blue liquid that instantly turned a green plant brown right in front of the scientist. Then the creature disappeared into the ravine to the west. The scientist continued his work, but he kept a sharp lookout. The youngest member of the research group, a ten-year-old biologist, came jogging around a thick grove of trees and came face to face with a small, five-legged animal that had a whiplike tail. The biologist immediately turned on his carboscan to take readings on this new find. The animal snapped its tail, making a loud crack in the air. The biologist took that action as a warning and stood perfectly still. The animal watched him briefly and then went back the way it had come. The group leader, meanwhile, had gone back to the space camp. He was about to go out to look for the others when he saw them returning. The young biologist ran into camp first. "I think I've discovered the first animal here. It's a five-legged creature with a tail that it uses like a whip. I think we should call it a whiptail." He pulled out his electrosketch hand-computer to do a drawing of what he had seen. A minute later, the chemist arrived, saying that he had seen the first animal on the planet. "It defends itself by shooting an acid from its mouth. I think we should name it acid-shooter." And he began to run a chemical analysis on the liquid that he had removed from the stricken plant. The two scientists realized that the leader was not listening intently. He was looking beyond them at a creature coming toward camp. It was small, but it seemed to lumber and roll more than walk. "Is that your new animal?" he asked. The scientists turned around. "Yes!" they said together. The creature came within 10 meters (33 feet) of them and stopped. The leader switched on his carboscan. He waited. He got no readings. He tried again. Again no readings came on the screen. "Well, it's definitely an animal," he said. "But that thing has such a thick hide that the scanner can't get any readings!" After some deliberation, the scientists transmitted this message back to the main ship: DISCOVERED NATIVE ANIMAL. NAMED IT FOR ITS DEFENSES. TRI-HIDED ACID-SHOOTING WHIPTAIL.
148
SCIENCE 4 HTE
name
Drn a "tft.-hlded acfd-lhootlng
whlptall."
Weapons Animals also have bod) parts. Or appendages that help them defend themselves. What weapons do you see here')
Teeth, beaks. claws. hooves. tails. horns. antlers. and pincers arc some of the weapons. Do animals have one weapon each. or do some animals have many? Can you think of an animal that has three of these kinds of
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129
Direct a discussion. Ask your student whether he thinks that this is a good name for the newly discovered creature. Guide him in reviewing the defenses he has already learned about. Ask him whether the tri-hided acidshooting whiptail uses any of those defenses previously discussed. (no) Allow him to offer suggestions or ideas about what this new animal does use to defend itself. Direct a notebook activity on page 40. Instruct your student to draw a tri-hided acid-shooting whiptail. Encourage him to use his imagination and to remember the things that the story told him about this creature.
Teaching the Lesson

Direct a text activity on pages 129-33. Use the following question to initiate your student's interest in what he is going to read: What three types of defenses were used by the imaginary animal? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What are the three types of defenses used by the imaginary animal? (weapons, protective coverings,
and special defenses)

2. Which of these defenses is most common?
(weapons)
3. Name some defenses that soldiers use now or used in the past that are similar to the animal weapons listed on page 129. (spears, swords, etc.) 4. Soldiers use their weapons for the same reasons that animals use theirs. Can you name some reasons? (to protect their territory [country J, to pro-
tect their children, and to protect themselves)

5. Name some protective coverings people can put on. (a suit of armor, a spacesuit, afootball helmet,
etc.)
6. Name some animals that have protective coverings. (snail, turtle, porcupine, rhinoceros, sea
urchin)
Chapter 8: Lesson 33 149
Antler, of keratin, antlers;
are bony growths something
that arc shed every year. with a layer to that continues
Horns arc not shed; they arc a bony structure like fingernail>,
grow and get bigger. Moose and elk, for example, hale
cows and bighorn sheep have horns.
Protective
Coverings
wear armor. A snail, for example. like the rhinoceros
IS
Some animals armadillo. another
has
(I
hard shell to pull into. Others, have tough
and the
hides. The rhinoceros
also has word for except for the have
method of defense. What

Armadillos by tough arc covered
iI"
all over
The name armadillo comes from a Spanish "armored." leathery ears and feetplates. Young armadillos
skin which hardens into a kind of armor by the
time the,y are adults. Some kinds in South America can curl up, making one round ball of protection. North American armadillos dig holes Of run into thorny bushes to escape
predators.
130
Why arc these good defenses for the armadillo"

131
7, Spines do not need to be sharp and strong to protect an animaL Some caterpillars have very fine, hair-

Direct a drawing activity. Give your student a sheet of drawing paper. Encourage him to use the paper to draw his own imaginary animaL Remind him to give his creature at least one of the built-in defenses he has learned about Direct your student to write a story about his creature, including the prepared information on the Write It flip chart.
like spines filled with a substance that causes pain

and itching to those who touch them, What two defenses do these spines combine? (a protective
covering and a special chemical defense)
8, Name some other animals that use special defenses similar to the animals pictured on page 133, (octopus, electric catfish, jellyfish, cobra)
150
SCIENCE 4 HTE
Special Defenses
There are some animals use electricity that release chemicals and to defend thernvelves. This beetle sprays a beetle. Poisonous and boldly skillS warning of'! tree
toxic liquid that pruv ide-, a smoke ... reen and can blain c human skin. It is the Bombardier marked. frogs in the tropics are brighrl, colored What defense are their show;
Other animals porcupine.
have stif] spines all over, like the
Porcupines do not "throw" their spines, as
some people think. They raise the spines up and out, sticking any enemy that comes too dose. The sea urchin has spines all around kinds of urchins have poison One variety has small, tough direction 132 its body. Some One kind of eel, the electric eel. can deliver a 500volt surprise electricity. 133 to an attacker. ., here arc nearly 500 kinds the spines in any in the tips of the spines. plates around movement
where they join the body, allowing
of fish and eel- that generate varying amounts of
while protect in,; the muscle.

Animals sometimes need protection from other animals of their species. Males will often fight during the courtship season. The purpose of this conflict is to find the strongest male to lead the herd or breed with the females. Females will often fight among themselves to protect their territory. The winner will secure the best pasture for herself and her young. In most cases, the weaker animal is not killed, but it does need some special form of defense to avoid being seriously hurt.
151
Family Time 34
Animal Defense Game
If time permits, this game may be played any time after Lesson 33.
Instructions
Direct a review game. Give each player a card and several game markers. Tell them that you will read a clue, and if they have the name of an animal that matches the clue, they should cover that name with a game marker. The first player to mark correctly five animal names in a row vertically, horizontally, or diagonally should call out "Defense." The game may be played again, using different clues. 1. My tail makes a noise like a baby's toy, but it's a warning and not an invitation to play. (rattlesnake) 2. My two front teeth don't look like teeth at all. They are deadly weapons. (elephant) 3. My drab brown coat, dappled with white spots, helps me hide in the shadowy sunlight of the forest.
(fawn)
Materials -----Have available: Several game markers (beans, buttons, or rocks) for each player. 1 card (7+" x 7+") for each player. prepare: The cards by using a black marker to divide them into 1 squares. Write one of the following animal names in each small square.
+"
rattlesnake elephant fawn goat octopus lobster armadillo chameleon tiger hoverfly walking stick puffer fish porcupine skunk eagle cat
saddle-back caterpillar praying mantis dead-leaf butterfly crocodile Gila monster polar bear sea anemone starfish seal lion oyster electric catfish blue-tongued skink hermit crab anteater
4. I may not be very large, but my horns and hoofs are a strong defense. (goat) 5. Few animals are as shocking as I am. (electric
catfish)
You may wish to add more names to the list above. Animal names should not be used more than once on the same card, and no two cards should be exactly the same.
6. The inky "smoke screen" I produce helps to protect all eight of my tentacles from harm. (octopus) 7. I am good to eat, if you can avoid my strong pincers and get through my tough shell. (lobster) 8. One of the two mammals with armor, I am very odd-looking indeed. (armadillo) 9. I am the master of quick change; I always match my background. (chameleon) 10. I am a strange-looking insect that gets my name from the way I hold my front feet. I come in many colors: green, brown, and even pink. (praying
mantis)
11. My striped coat helps me to hide in the tall grasses of my home. (tiger) 12. I am a great mimic; to look at or listen to me, you'd think I was a bee. (hoverfly) 13. I am very beautiful when I fly, but when I stop and fold my wings, I look old and brown. (dead-leaf
grasshopper)
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SCIENCE 4 HTE
14. In the spring I am green, but I gradually turn brown when the trees in which I live turn brown. Have you ever seen a twig walk? (walking stick) 15. I may look like a normal fish, but scare me, and I inflate to look like a huge pincushion. (puffer fish) 16. My barbed quills will stick easily into your nose if you sniff me too closely. (porcupine) 17. I look like any other lizard, but no other lizard has a tongue the color of mine. (blue-tongued skink) 18. My perfume's odor is bad enough to make even the bravest animal run away. (skunk) 19. My long talons and strong beak are quite effective weapons for me. (eagle) 20. I am usually a contented pet, but my sharp claws and teeth will protect me if necessary. (cat) 21. I wear a green and brown saddle, but not for riding. The spines on my body are full of poison. (saddleback caterpillar)
22. My huge jaws are full of sharp teeth. And if that isn't enough protection, I have leathery tough skin and armored scales. (crocodile) 23. My bright pink and black colors give the warning: Stay away! My poison is powerful. (Gila monster) 24. My white coat blends with the snowy hills and protects me from the few enemies I do have. (polar
bear)
25. Although I look like a pretty sea flower, my petals are really tentacles filled with poison. (sea
anemone)
26. My hard bumpy armor protects me from fish and storms at sea. Cut one of my arms off, and I'll not only grow a new arm, my arm will grow a new body! (starfish) 27. I keep my white birth coat while I live on the ice, but when I move to the sea, my coat turns brown.
(seal)
153
Lesson 34
Tactics
Tactics
Animals Sometimes animals exclusively. have many built-in the simplest
r1rten~es. But [he) <tho
have many tactics that help them survive. thing to do is hide. Many use this tactic, and some use it almost Have you ever seen a mouse in your house? slipped under the nearest was to hide. Its response
run
If it saw you, it undoubtedly piece of furniture. Other animals kangaroos, springboks outrun
to danger
or JUIliJl to safety. Antelopes, white-tailed deer, and away (and
jackrabbits,
arc fleet of foot and hoof and can often Birds and bats canjl.\' and fishes can glide or sail briefly
their pursuers.
a few squirrels
Preview
Objectives ----Given proper instruction, your student will be able to do the following: Name an animal's predators. Identify the built-in defense or tactic a given animal will use when in danger.
through enemies;
the air). Most lizards can lip a\\'a; from some also have tails that come off and keep mouth while the lizard gets
wiggling in the predator's
away. What kind of defense would you call that"
Materials
Have available: Home Teacher Packet, p. 27.
134
Lesson
Direct a discussion. Display the ostrich and the fox on page 27 of the Home Teacher Packet. Ask your student to describe one peculiar characteristic of an ostrich. (Your student may suggest that the ostrich hides its head in the sand when it is in danger.) Generate a discussion using the following questions. 1. Do you think this is a good way for the ostrich to protect itself? Why or why not? (Answers will vary.) 2. Does an ostrich have any body part that can be used as a weapon? (NOTE: Ostriches do have a long nail on the middle toe that helps them grip the ground when running and is also used as a weapon.) 3. Does the ostrich have a protective covering? (no) 4. How might an ostrich protect itself without these built-in defenses? (Answers will vary.) Tell your student that ostriches actually do not hide their heads in the sand as this old fable suggests. When an ostrich sees an enemy, the ostrich sometimes drops to the ground and stretches its neck out along the ground, hidden by the tall grass. To someone watching, it may seem that the ostrich has buried its head. But if the enemy comes close, the ostrich will get up and run
away. Tell your student that sometimes the wayan animal acts is its best defense.
Teaching the Lesson

Direct a text activity on pages 134-35 and 138. Use the following questions to initiate your student's interest in what he is going to read. 1. What defense tactic does an elephant have? 2, What defense tactic does the opossum have? 3. How does the decorator spider defend itself? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What defense tactic does a mouse use? (hiding) 2. Why is hiding a good defense for some animals, but the fabled hiding of the ostrich is not? (The animals hide their whole body, not just their heads.) 3. What happens in the game "hide-and-seek" when a person is found? (He runs to "base.") When is running a good defense? (Running is a good defense if the animal isfaster or can run for a longer time than its predator.) 4. What tactic do elephants and many kinds of fish use? (grouping together)
154
SCIENCE 4 HTE
Still other animals pu! on disguises. spider, for example, gathers them to itself. This behavior on a plant. The decorator crab produce
The decorator
up bits of leaves, sticking makes it look like a flower
crab does much the same thing.
except it docs it underwater.
The salil ary glands of this

that holds even in salt and even to
a sticky substance
water. The crab finds bits of coral. seaweed. rocks and attaches Sometimes
them all over it; back and legs. forest of coral.
the crab uses IiI ing coral which continues
grow. Soon the crab looks like a moving
Since crabs moll. or lose their shells. the decorator crab has to replace ih disguise several times in its life. Another tactic of animals is to group together. Any of the direction Also, when the crab moves to a different changes its covering, Why environment. is that important" place, it Many kinds of fish travel in group> called schools. onc of the fish in a school can change all by a sudden sensors you understand numbers"? You may think an elephant enemies. elephant. predators. A herd of elephants. is so big that it has IHl a lone however, is safe, The havc? But large cats like lions will attack movement. for danger The school has a> many Does this help u~ing items from the new
as it has members.
the old saying. "There is safety in
herd can protect Some animals bushed.
evcn the young and the sick from are good at hlujjillY. Perhaps you
What other defenses do elephants
have seen a house cat hissing at a dog. The cat's fur is even on its tail. The cat looks bigger, more threatening than usual it's bluffing. An opossum has a different bluff. Instead of trying to scare its attacker. the opossum works because have not killed. 135 138 drop' down as if dead. This defense often will not cat what thcy many predators
5. What tactic does the opossum use? (bluffing) 6. What does it mean when someone is said to be "playing 'possum"? (We usually mean that he is pretending to be asleep.) Would a person use this bluff as the opossum does, for protection from an enemy? (Answers will vary.) 7. Call attention to the picture on page 138. What things could you gather and stick to yourself to disguise yourself as the decorator spider and the decorator crab do? (Answers will vary. Remind him
that, to be a good disguise, blend with his surroundings.) it must help him to
155
About Defenses
I. Study the following 2. Tell what built-in in each case. 3. Record your answers. scenes or examples. defense or tactic the animal is using
This fish is a puffer: it puffs up and looks bigger. What defense is this?
This bird lives in a snowy region. It has brown feathers in the summer and white ones in the winter. What is the ptarmigan's defense? A skunk more famous What does a turtle do when something What is the turtle's defense? How does that fact help taps its shell? has stripe, lor another to warn off predators. kind of defense. But it is
What kind of
defense is that"
The coral snake is deadly. the king snake'?
136
137

Direct a Finding Out activity on textbook pages 136. 37 and notebook page 41. Instruct your student to read
the steps on page 136. Then tell him to follow these steps as he reads the remainder of pages 136-37. Instruct your student to record his answers on notebook page 41. Encourage him to color the pictures realistically and to add a predator to each picture in the space provided. Explain that a predator is an animal that preys on, or hunts for, other animals to eat as food.
156
SCIENCE 4 HTE
name
1. Study the .cene. and que.tlon. on .tudent text pig 2. Record your an.w . In the flnt column below. 3. Draw each animal'. enemy In the box with It. Answers
137-38.

God provided a sufficient balance in nature. Allliving things are dependent upon other living things; no one animal can be considered alone. The Lord gave each species some type of defense; yet these defenses do not completely protect the species from its enemies. If the protection were complete, the animals that depend on that species for food would die. God's perfect plan will allow all species to survive if we allow the plan to remain in balance. For example, in an area where all the predators of deer were killed, the deer population increased until there was not enough food for them. Often, the deer used up the food supply to the point that no more would grow. Rather than a few deer surviving in good health, all survived in very poor health. When winter came, many deer died, leaving fewer deer than before. In another area, hunters felt that if all the coyotes were killed there would be more quail. After all the coyotes had been trapped, poisoned, or shot, the quail mysteriously disappeared. It was discovered that the coyotes' true prey had been the cotton rat. This rat obtained its food by eating the eggs and young of the quail. With the coyotes gone, the cotton rat thrived, killing even more quail.
41
camouflage
It pulls ils head and legs inside. Its defense is its armor. It mimics the coral snake. Other animals think it is poisonous; so they slay away from it.
bluffing
special chemical defense-odor
C1990 Bob Jones University
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Lesson 34
E."luallnglheleuolt
Notebook Packet
157
CHAPTER
9
Light
Lessons 35-39
In this chapter your student will learn about the characteristics of light, about the human eye, and about how the eye perceives the colors that light reveals. He will experiment with the reflection of light and learn about a special device, the laser, that uses the principles of reflection.
Materials
The following items must be obtained before the presentation of the lesson. These items are designated with an '" in the materials list in each lesson and in the Supplement. For further information see the individual lessons.
* *
1 magnifying glass+ (Lesson 36) Red, yellow, and blue play dough (Lesson 37)
[)l] Light
139
159
Lesson 35
Characteristics of Light
Opaque
name
Translucent
Transparent
Preview
Objectives
Given proper instruction, your student will be able to do the following: Record the direction in which shadows form depending on the position of the source of light. Record changes in the direction that light travels.
The 'peed oflight
Materials
Have available: I short candle. I candle holder. Matches. 6 drinking straws. Plastic tack. I flashlight. I Popsicle stick (tongue depressor or anything comparable). I clear glass of water. Prepare: The shadow demonstration setup. Set the candle in the holder. Put a small amount of plastic tack on one end of each straw. On a table, set the straws upright in a circle around the candle at a distance of 4 to 6 inches. (See Figure 35-1.)
Figure 35-1
01990 Bob Jonet Unlvertlty Pre. Reproduellon prohlbllltd
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Leuon35
Teac:hlng
lilt
L on
42
Lesson
Direct a notebook activity on page 42. Ask your student how he thinks light travels. Ask him if he thinks materials in its path can bend or refract light. Tell him that today's demonstration will help him find the answer. Darken the room. Using the ft.ashlight, illustrate the direction that light will take when it shines onto an opaque surface, such as a book. Ask him what happens to the light when it hits the book. (Most of the light is reflected.) Point out that when the refracted light passes to another object, it will travel in a straight line. Explain to him that if light hits an object that will let no light pass through, that object is called opaque. Ask your student to record his observation by drawing a picture on his notebook page. Next, shine the light on a translucent object, like notebook paper or a plastic report binder cover. Ask him what happens to the light. (Only some of the light passes through.) Explain that when some of the light passes through materials like frosted glass and some plastics, they are called translucent. Allow him time to record his observation. Finally, direct the light toward a clear window. Ask your student what
."
,~.,... .~
...
160
SCIENCE 4 HTE
What is Light?
Light is energy. waves of radiant ellerl(Y and other sources. radio waves, X-rays, ultraviolet more. Light rays. however. rays. gamma from the sun energy: rays. and There are many kinds of radiant
are the only ones that humans at the same speed 300,000
can sec.
All the waves travel forward kilometers arc different (186.000 mil a second. down as they travel forward, They also move lip and waves. These waves of waves X-
making
lengths iwavelcngthsi. The number
that pass by a point in a second rays have a high frequency.
is called tllcfreqllcncL
What does that mean'
crest trough
crest trough
crest
Imagine
you are in a spaceship
far from earth. The light The nearer and white
of Our sun now reaches you as a mere pinprick. stars dazzle you with their rich red and orange
lights. The space between the stars is a velvet black; the planets you pass are purple, pink, and green. The lights and colors of outer space at first surprised sights are familiar, you. But now the like the skies of earth used to be. What
makes all this light and dark, all this color, all this 140
beauty?
141
happens to the light. (The light passes through.) Materials like air, water, and clear glass which allow light to pass through are called transparent. Ask him to record his observations. Show your student the glass of water. Put the Popsicle stick into the water. Ask him what appears to happen to the stick. (The stick appears to be bent or broken.) Ask if the stick is bent or if the light is bent. (the light) Explain that the light rays have passed from the air to another point (the water). The change of material (from the air to the water) caused the light to bend. Explain that the speed of light in a vacuum or in air is about the same, but is somewhat reduced in a denser medium such as water. Ask your student to write down what he has learned about the speed of light. Ask him how he thinks the speed of light would be affected by contact with opaque, transparent, or translucent objects. Would the speed of light be reduced when light travels through a clear window? (no) How about through a sheer curtain? (Yes, it would be somewhat reduced.) Through a door? (Yes, light would be blocked entirely.)
2. What are natural sources of light? 3. When does a shadow occur? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What is light? (waves of radiant energy) 2. How fast does light travel? (300,000 kilometers or 186,000 miles a second) Although the speed of light is said to be constant, elements in its path can reduce its speed. 3. Imagine that you are standing close to car headlights at night. The lights are very bright. What would happen if your were to move several yards away, eventually moving one block away? (The lights would appear to grow dim.) Do the lights actually become dimmer? (no) What do you think causes light to appear to grow dimmer? (Light
Teaching the Lesson

Direct a text activity on pages 140-43. Use the following questions to initiate your student's interest in what he is going to read. 1. What is light?
spreads out as it travels; so when the source is far away, fewer beams will reach the eye. Thus, a person will perceive the light as dim.} 4. What are natural sources of light? (the sun and stars) God created the sun as the chief source of
light. (Bible Promise: L God as Master) The moon and planets, which do not produce their own light, are actually reflectors of the sun's light.
161
Where Light Comes From

Some materials sources natural lightning produce encrgy that we see as light. The are man made, like lamps. Anything=sun and the stars make such energy. They arc natural of light. Somc light sources and kerosene or man made bug?
If light travels at 300,000 kilometers can it go in one minute'!
a second.
how far
300,000 kilometers x 60 seconds = 18,000,000 kilometers a minute Imagine trillion how far light could travel in a year! It can go 9 V, (six trillion miles). This distance is Three and one-third in a straight its direction. light-years line until If light hits an that object is that blocks moon keeps us objects make
electric bulbs, candles,
that gives off its own light is
luminous. Is fire a natural source of light? How about a
kilometers
known as 11 light-year. make a parsec. something
H ow tong is a parsec?
Light will keep traveling stops it or changes
object that will let no light pass through. called opaque. Can you think of something how a solar eclipse happens'! The opaque
light? Docs a rock? How about a soccer ball? Remember from seeing the sun for a little time. Opaque shadows by absorbing light.
How Light Acts

Have you ever seen light bend itself to go around corner? bend? Perhaps you have seen straight lines of light coming Some objects A called transparent. transparent different let light pass through. Look around Such objects are What the room. down through the trees in a forest, streaming in through church windows, or slicing through holes in dark clouds. thin line is a ray. Many rays together make a beam. Why don't you make up a word for a group of beams? 142 Light cannot bend itself; it travels in a straight from its source. Would there be any shadows a line
if light could
objects do you see'? How would the room be if all these objects were made opaque? 143
5, What are some manmade sources of light? (electric bulbs, candles, and kerosene lamps) 6, How do you think an electric bulb works? What do you think the little wires are for? What might be inside the bulb to make it glow brighter? (Answers will vary, The filament, which is made of tungsten metal, becomes hot when electricity flows through it. The bulb is filled with a gas such as nitrogen or argon, When the filament becomes hot, the bulb glows brightly.) 7, How do you think a person can see an object? (Answers will vary. There must first be a source of light shining on it. When the light bounces off the object or is reflected from it, the light travels to the human eye.) 8, When does a shadow occur? (when light is blocked or absorbed) Where is the light source when a shadow forms behind you? (in front of me)
Conclude the discussion. Ask your student how shadows can help him to determine direction. For instance, in the morning, if he were to face east toward the sun, which way would his shadow point? (west) If two children were to go outside late in the afternoon to stand side by side, one facing east and one facing west, which direction would both shadows face? (east) Be sure that your student understands that shadows always form directly behind the object that blocks the source of light. Tell him that the following demonstration will show what he has just learned,
162
SCIENCE 4 HTE
name
Shade the are.s where the shadow, appeared.
!
~ ~~
This lesson has dealt with light that is visible. There are several other forms of radiation, such as radio (Hertzian) waves, infrared rays, ultraviolet rays, X-rays, gamma rays, and cosmic rays, that are invisible to the human eye. These forms are all classified as electromagnetic waves, and all, including light rays, travel at a speed of 300,000 kilometers (186,000 miles) a second. Although the waves travel at the same speed, they differ in length and in frequency. The wavelength is the distance between corresponding parts of two of the waves. The frequency is the number of wavelengths that can pass a given point in a second. Electromagnetic waves with long wavelengths, such as radio waves, have a low frequency. Electromagnetic waves with short wavelengths, such as X-rays, have a high frequency.
~~ ~
~
~l990BobJonesUnlversUyPress Reorodur.l.nnp,nh'b'19';I.
D Sdence4
Lesson 35 e.,.JI,I.titlglheltuon
Notebook Packet
43

Conduct a demonstration of shadows. Turn out the lights and light the candle you have placed in the center of a circle of upright straws. Point out that the shadows form behind the straws, illustrating that light travels straight from its source. If light could curve to go around the straws, the shadows would disappear. Direct a notebook activity on page 43. Remove the candle and holder from the center of the circle and rearrange the straws, placing the candle in front or to the side of the grouping of straws as illustrated on the notebook page. Instruct your student to record his observations about the direction in which the shadows form depending on the position of the source of light.
163
Lesson 36
The Human Eye
Preview
Objective
Given proper instruction, your student will be able to do the following: Record his observations about optical illusion.
Material
Have available: 1 magnifying glass. *t Home Teacher Packet, p. 28 (optional). 1 pencil.
Sit near a bright light and tell your student to watch the pupils in your eyes. Let someone else turn off the light. Ask your student what happened to the pupils. (They become larger.) Why do you think the pupils become larger? (When the light is dim, the pupils will widen to let as much light as possible into the eye.) Then ask for the light to be turned on. Ask your student to notice what happens to the pupils. (They become smaller.) Explain that there are muscles set in a ring around the pupil which contract (or squeeze), pulling the pupil together and making a smaller opening. When those muscles expand, they make the opening larger.
Lesson
Introducing the Lesson Direct an observation activity. Tell your student that
there are some parts of the eye that are visible, and many more parts that are not normally seen. Ask whether he knows what part gives the eye its color. (the iris) Ask him what part of the eye people remember best. (the iris) The pupil, the opening in the iris, lets light into the back part of the eye. Ask your student why he thinks the pupil appears to be black. (It appears to be black because no light comes from it.)
Figure 36-1
Direct a demonstration. Explain that a magnifying glass can help your student understand how the eye works. Ask him to look through the magnifying glass and describe what he sees. Tell him to choose an object to focus upon, then close one eye and hold the glass in front of the object. Now, extending the arm, move the glass away from his eye. At some point the picture will turn upside-down. (NOTE: See Figure 36-1.) Tell him that the lens of the eye turns incoming images upsidedown but that the brain makes the images right-side-up again.
164
SCIENCE 4 HTE
How Do We See Light?

Imagine a telescope ih.u would be srnall cnough to fit into your pocket, powerful enough to let you see an object several miles away, and yet able to adjust itself to show you all object two inches away, Imagine also that this telescope could repair minor damage itself. perform its OINIlupkeep, and could not be duplicated 11) any science laborator-, in the world. How much do you think such a wonderful machine would be worth? It would be priceless. God has given you 1WO such marvelous pieces of equipment your eyes. Scientists cannot explain everything about how thc eyes work. They can (111) describe what happen> when light enters the eye.
Your eyeball is a lillie bigger than the ball you play jacks \I ith. It has three layers. The sclera. the white of the eye, keeps the' shape of the eye. It is white except for a rransparcnt part. the cornea. which let-, light in.
The second layer i-, the choroid. a thin tissue \\ ith blood
vessels in it. Part ot this layer forms the iris, The iris is
probably the part of someone", eyes you notice and
remember. What part of the eve is that" The iris has 144
muscles that make the small opening in its center change size. If the light is bright, this opening, the pupil, gets small: if the light is dim, the pupil opens wide to let in as much light as possible. The changes in the pupil protect thc innermost part of the eye from getting too much light. The inside layer is the relit/a. It has thousands of phmoreceptors. nerve cells that arc sensitive to light. Photoreceptor comes from two Latin word parts: photto)- meaning "light," and recipere meaning "to receive." Can you think of some other words that have photto): in them" What do they have to do with light" The photorcceptors an: connected to the optic nerve which carries nerve messages. or impulses, to the brain. The brain then interprets the messages.
145
Teaching the Lesson

Direct a text activity on pages 144-46. Use the following questions to initiate your student's interest in what he is going to read, 1, What is the white of the eye called? 2. What carries the messages from the eye to the brain? 3, How does the shape of the eyeball affect your sight? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read, Direct your child's attention to the diagram of the eye on page 145 as you discuss the parts of the eye,
7, L What is the white of the eye called? [sklir ' g])
4,
5,
6,
(sclera 8,
2, Which part is transparent like glass? (cornea) Together the cornea and the sclera form a relatively tough cover for the delicate parts inside the eyeball, 3, Move your fingers around the edge of your eye. What do you feel? (bones) What do you think the
purpose of these bones are? (Answers will vary, These bony cavities protect the eye because each funnel-shaped hole contains blood vessels, nerves, tear glands, and muscles that move the eyeball, There is also connective tissue around the eyeball as well as a padding offat that cushions the eyeball from hard blows.) What part of the eye has color and shows through the cornea? (iris) The color comes from small bits of pigment behind the iris. A clear sac of tissue is behind the pupil, What is this part? (lens) It is shaped like a round button with bulges in front and back, What is the purpose of the lens? (to focus the light that enters the eye and to form a picture at the back of the eye) The most delicate part of the eye is the retina, which covers the back four-fifths of the eyeball, What are the sensitive nerve fibers in this part called? (photoreceptors) What are the photoreceptors connected to? (the optic nerve) What is the purpose of the optic nerve? (It carries nerve messages to the brain which interprets the messages) Direct his attention to the diagram on page 146, What is the description of the eyeball of a nearsighted person? (longer than normal) An image of
165
name Behind the pupil is the lens, a clear sac of tissue about the consistency change of jello. Two muscles hold the lens and close, the When you
Describe two ways that you see each picture.
its shape. When you look at something it thicker
muscles push in on the lens, making look at something flattens out.
far away. the muscles relax. and the lens than normal. causing then the
I see three blocks in a corner, and I see a stack

01 live blocks with three on the toe and two on
If the eyeball is longer or shorter lens cannot front of the retina in a long eyeball. ness. In a short eyeball. causing farsightedness.
focus the light on the retina. The ray, focus in nearsightedthe rays focus behind the retina, Glasses or contact lenses help the
the bottom.
I see a white cross and a black cross.
eyes' lenses focus light correctly.

normal eye correction
$

~~ ~~ ~~ ~~
none requrred
Which flower center is bigger?
The~ are the same size .
Look at all four bars at

once. Do the lines appear yes to curve?
farsighted eye
Check with a ruler.
Most of the space behind the lens is filled with a clear something like jelly. It is called the vitreous humor. Vitreous comes from the Latin word for "glass"; substance humor comes from a word meaning "liquid." Why is
,t90SobJon'IUnlv'r.IIyPrln.Reproduc'lonpro~lblltd
vitreous a suitable description

146
of this substance?
Sdence4
Note_
le on38
Ev.lu.tingt!1eLeuon
PACket
44
a faraway object will be blurred, What kind of lens will correct nearsightedness? (concave) A concave lens is thinner in the middle than at the edge. 9, What is the description of the eyeball of a farsighted person? (shorter than normal) What kind of lens will correct farsightedness? (convex) A convex lens is thicker in the middle than at the edge, Conclude the discussion. Ask your student whether he thinks he sees the same way from both eyes, (Answers will vary.) Explain that two eyes working together will see more than just one eye sees alone. Illustrate by asking him to hold his pencil at arm's length so that the writing on the pencil is barely visible on the left side. Ask him to describe what happens when he closes first one eye and then the other to see the writing. (The left eye will see a bit more to the left than the right eye.)

Direct a notebook activity on pages 44 and 45. Explain that the eyes sometimes play tricks on the mind, Ask your student to look at the notebook page and write his observations about the optical illusions, or visual tricks, he sees there, Explain that there are two ways to look at the blocks and the octagon, His brain will tire of looking at the pictures one way and will automatically change the way he is seeing the images. Discuss your student's reactions to the optical illusions after he completes his notebook page.
166
SCIENCE 4 HTE

Is the hat as tall as it is wide? Use a ruler to find out. yes
Are these lines curved?
no
Which line appears longer,
a or b?
b
Now measure.
They are the same length.
Eye tests are required regularly of nearly everyone. Good sight is a requirement for many jobs and daily routines, such as driving a car. The standard test for eyes is the Snellan Chart, which consists of eight lines of letters of varying size. The person being tested stands 20 feet from the chart and reads the letters, first with one eye and then the other. People with normal vision can read the bottom, smallest line at a distance of 20 feet. If a person can see only the top line (the largest E) clearly, his vision is said to be 20/200, which means he has to be 20 feet from the chart to see what others can see at 200 feet. Although the eye is irreplaceable, parts of it can be surgically replaced or repaired. Transplants of lenses and corneas, for instance, are very often successful in restoring sight to a visually impaired person. The muscles that move the eye are defective in some people. A condition known popularly as lazy eye is fairly common in children and can be corrected by placing a patch over the good eye until the weaker one develops more strength or by doing visual exercises to strengthen the weak eye.
45
Enrichment
Turn over the Braille alphabet on page 28 of the Home Teacher Packet and lay it on a sheet of heavy paper. Looking at the alphabet from the backside of the copy, use a dull pencil to make indentations through the copy onto the sheet of heavy paper. (NOTE: Because you are working from the back of the paper, the raised part of each dot may be felt on the front of the heavy paper, and the alphabet will be readable in the correct left-to-right order.) Show your student a copy of the Braille alphabet you have made. Explain that blind people "read" the dots with their fingers. Encourage him to learn a few of the dot patterns.
167
Lesson 37
Color
name
Color Wheel
Color 'h. eeter whlllaeeording to Ih. colora n.mld the two cOlart that lIeh .Ictlon OWlrI.pI to mike I In ,ech HCtIon. Color ttM outer t1ng by combining
new color.
Preview
Objective
Given proper instruction, your student will be able to do the following: Explain the role of light in producing color.
Combine red with blue to get blue with yellow to get yellow with red to get Other Combinations ________ ________ _____ with with with to get to get to get _ _ _
ReproductIon p.oh'b,lad
The opposite purple blue is red is yellow is
of
orange green purpte
Materials -----Have available: 1 prism] or 1 clear drinking glass. Water. Red, yellow, and blue play dough.* (NOTE: See Family Time 28 for play dough recipe.)
green orange
~1990 Bob Jones UnIverSIty Preu.
Lesson
Introduce an activity. Tell your student that color is an important part of daily life. People look at the color of many objects to determine certain characteristics. Ask your student what the color of meats and most produce in the grocery store indicates. (Answers will vary. We judge the freshness of meats and produce by their colors.) Ask how color can help a mother tell whether a child is ill. (by his flushed or pale face) Ask him what a dark, overcast day would tell a person. (to carry an umbrella) Ask why a gardener would look at the color of his plants. (to determine their health) Language is full of common references to color. If you say, "Jane is seeing red," the listener would assume that Jane is angry. Ask your student what you would mean if you said, "I feel blue today." (that you feel sad) Ask him to think of other examples. (These may include "gray day," "green with envy," "white with fear," and "you're yellow.") Ask him which color he associates with royalty. (purple) Direct a notebook activity on page 46. Ask your student to color the first part of the notebook page according to the directions.
Science 4
Notebook Packet
Lesson 37
TeachIng the ltllOt"l
Give your student small amounts of red, blue, and yellow play dough. Tell him to try to pinch off equal amounts of the colors and mix them according to the directions in the section of his notebook page labeled Combine. Ask him to complete the next section by looking at the color wheel. Ask your student how colors that are close to each other on the color wheel make him feel. (They have a pleasing effect when seen together.) Colors that are opposite on the wheel are called complementary. Ask him if complementary colors look good together. (yes) Ask him how colors that are far apart on the color wheel make him feel. (They may make the viewer feel uncomfortable. ) If time permits, you may have your child work the last section of the notebook page Other Combinations. He will mix the primary colors of play dough (red, blue, yellow) and the secondary colors (orange, purple, green) to create his own colors, two additives at a time. Ask him to record his observations in the blanks on the notebook page. You may make the secondary colors by mixing the play dough ahead of time.
168
SCIENCE 4 HTE
What Is Color?
If opaque objects keep light from passing through, where does the light go? Does it all sink into the object? When light hits an opaque sink in are absorbed object, some of the light waves -and others are sent back to our
When light strikes an opaque reflected absorbed? days? light as color. It is changed
object. you see the to the light that is
But what happens
to heat. What colors would help
you on cold days? What color would be best to wear on hot If you have ever seen a ray of light coming window Indeed. or down through in through a
eyes. The ones sent back are the only ones we see as color. Look around the room until you see a red object. That all light object looks red to you because it has absorbed reads as red.
the trees. you probably
remember light?
it as bright and white. Is white the color of light then? is white a color') Can there be color without White is a mixture we must see light waves reflected. trip in space at the beginning the stars was unlit even in empty space, not even out great light. The dark Light waves have color waves, To see color. Remember of the chapter" though remains enough stars. the imaginary of all light
waves except the ones that your eye sees and your brain
The space between
the SIal'S arc putting
because there is nothing
dust. to scatter and reflect the light of all those
What Is Not Color?

Black objects absorb then? Complete do you suppose most light rays. Is black a color What of black. is'! White is all black is really the total lack of color. white. the opposite together.
147 148
colors being reflected
Teaching the Lesson

Direct a text activity on pages 147-50 and 152. Use the following questions to initiate your student's interest in what he is going to read. 1. What causes objects to have color? 2. What makes the sky look blue and the sun look yellow? 3. What is a spectrum? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Can you see any color in the darkness? (no) If the light is turned on, can you see color? (yes) Did the colored objects in the room undergo a change when the room was dark? (no) 2. What do you think allows your eyes to see color?
(light)
light is white, which is actually a mixture of all the colors. If you change the color of light, you change the color of the object it shines upon.) 5. Which color is best to wear on cool days? (Since black absorbs light, it helps a person to retain warmth.) Which color is best to wear on a hot day? (White is most comfortable because it reflects light.) A person can see that colors containing
greater degrees of white are the "cooler" colors to wear. Those that appear darker are "warmer." 6. What makes the sky look blue and the sun look yellow? (the scattering of light on dust) 7. Look at the old saying on page 150. Why is it accurate? (Good weather is ahead when the sky is
red at night because the light passes through more dust than moisture. Bad weather is ahead when the light passing through moisture-filled air makes the sky appear red in the morning.) 8. What is a spectrum? (bands of light) 9. What color has the shortest wavelength? (violet) What color has the longest wavelength? (red) 10. What do we call a spectrum in the sky? (rainbow)
3. What causes objects to have color? (The color of

an object depends on what kind of light rays it reflects.) Why does a leaf look green? (The coloring matter in the leaf absorbs or traps all light except green rays. These reflected rays stimulate the eyes to send a green signal to the brain.) 4. Is white the color of light? (Your student's answer will vary. Most light comes from the sun. The sun's
169
What Reveals Color You may have noticed \\ hen you were shining the
flashlight particles flashlight Sunlight in the dark room that as outer 'pace
YOU
could see the beam or When the sun is low in the sky. the light comes in at an angle and must pass through wavelengths look orange them absorb are scattered or red. Sometimes more dust. More blue the sun clouds with lots of water in How does the sky out of the light. making
light. Earth',
air i-, not nearly so tree ot dust and other is. f'he light waves from the in the air, and we call then the light waves.
bounce oil' particles that streams
see the beam.
lhc dust is scattering down through off particles
ircc- and in through

in the air. and so we our sky
windows also bounces "see" the light. This scattering
blue and green wavelengths.
look then? How do these facts fit with this old vaying: Red sky at night, Soilorsilelighr. Red sky at morning, Sailors Remember lake warning, trip in space again. Why do
of light on dust is what make,
look blue and our sun look yellow. When the sun's light enters our air during the middle or the day. the wavelengths arc coming down from fairly straigh: above. The dust in the air catches and scatters .. orne of the shorter blue wavelengths. The sky then looks blue. The red and yellow So the SUJ1 looks wavelengths. being longer. pass through. yellow to LIS.
our imaginary
you think that the stars and planets seemed so bright and colorful? 149 150
Conclude the discussion. Ask your student to read Genesis 9:8-17, Point out that every time he sees a rainbow in the sky, that bow is a reminder of the covenant that God will never again send a universal flood to destroy the world, In that promise as in all others, God is faithful to keep His Word. (BAT: 8a Faith in God's promises) Ask him to name other promises from the Bible,

The following activity will work only on a sunny day, Some people say that the spectrum has seven colors, whereas others say that it has only six. The color indigo appears between blue and violet but few people identify it.
Direct a Finding Out activity on page 151. Ask your student to read the steps in the Finding Out box and then to get a piece of white paper. Give him a prism or a clear glass containing water. Instruct him to turn the prism or glass until he can see bands of color on the paper. Ask him to identify the colors on each side of the band, (red-although it may blend so closely with the orange that your student will say orange-and violet, or purple) Ask him to identify all the color bands that he sees on the paper. (red, orange, yellow, green, blue, violet) Then discuss your student's ideas about the color with the shortest wavelength,
170
SCIENCE 4 HTE
When sunlight
passes through
a prism, the waves are
bent and the light is broken bands of light together the spectrum
up into bands of colors. These But to
make up a spectrum. To our eyes, has a huge number of different
seems to have only six or seven colors. in it. What do you think would happen
About Color
I. On a sunny day, take a prism and a piece of white paper outside or to a window.
each hand in the spectrum wavelengths
these colors if you used a second prism to bring them all back together? Violet light has the shortest appears on the other end? Sometimes a spectrum appears in the sky. What do we call it then? What do you think is acting as a prism in the air to break up the light into its colors? Water drops can bc many little prisms after a rain. How do you think you could make a rainbow appear') wavelength. It always on one end of the spectrum. Why does red appear
2. Hold the prism to the light and put the paper under it. 3. Turn the prism until you can see bands of color On the paper. 4. What color shows up on the one side? What color shows up on the other side? Which color do you think has the shortest wavelength? Why'!
151
152

When a person watches color television, his eyes blend the three basic colors to produce the wide range of colors he sees. The television tube is covered by millions of dots that radiate red, green, and blue light. These fuse in the eye to produce the sensations of color that the brain registers. Color printing is also possible because of dot structures. If you were to hold a strong magnifying glass close to a color photo in a newspaper, you would see the dots that make up the colors. The human eye is equipped to discern color by means of cones in the retina. The rods perceive light but not color. They react in dim light. There are three types of cones, each one reacting to one of the three primary colors of light. Color perception occurs as follows: When red light enters the eye, the red sensitive cones trap it and undergo a chemical change that sends a nerve signal to the brain. The brain recognizes the signal as red. When all three types of cones react, the brain recognizes white. A colorblind person is one who does not perceive color normally. A completely colorblind person sees everything in shades of gray. This condition is very rare. Many people who are considered
colorblind can actually see colors, but not the way others see them. Most of these people see blue normally but have trouble seeing reds and greens. For instance, they may be unable to 'see a small piece of red paper on a sheet of black paper.
171
Lesson 38
Reflection
Text, pages 153-56
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify various surfaces as good or poor reflectors. Define concave and convex with reference to mirrors.
Lesson
Direct an activity. Show your student the black paper, the white paper, and the metal pan. Ask him which of the three is the best reflector. (the pan) Then show him the pan and the mirror. Ask him which is the better reflector. (the mirror) Ask him what makes the difference. (The amount of reflection depends on the materials involved.) Ask your student what kind of surface the paper has. (Answers will vary. Even the slickest paper shows up rough under a microscope.) Ask him what kind of surface the mirror has. (Answers will vary. It has a shiny, smooth surface.) Then ask him what kind of surface reflects more light. (A light, smooth, opaque surface will reflect more light than a dark, rough, opaque surface.) A patch of dirt will reflect little light compared to a sheet of metal. A rough, unfinished board will reflect less light than a highly polished board, even if the boards are of the same type of wood. Conclude the activity. Ask your student what his reflection in the mirror is called. (image) Hand the mirror to him and ask him to wink his right eye. Ask which eye winked in the mirror. (the left) Ask him ifhe knows why the left eye winks in the mirror when he winked his right eye. (Answers will vary. When a person looks into a mirror, the image facing him is reversed.)
Materials
Have available: 1 piece of shiny metal (e.g., a metal baking dish). 1 mirror. 1 metal spoon (optional). 1 flashlight. 1 sheet of black paper. 1 sheet of white paper. Home Teacher Packet, p. 29.
172
SCIENCE 4 HTE
Curved
Mirrors
are not flat. They curve in or out. Have on a shiny knoh or a at an What happens to your image? Did you
Some mirrors bowed window? amusement Mirrors
you ever looked at your reflection ever go into a building park'>
with curved mirrors
that curve in are called concave. If they curve is made a bit bigger. If they curve turns upside down. help throw the in convex on them. Can you guess where?
only a lillie, the reflection Cars have concave $

smooth surface rough surface
in a lot. the image gets smaller-and mirrors Around the headlights.
These metal mirrors
light out in front of the car. Mirrors mirrors flat mirrors. that curve out are convex. Things smaller and farther Convex mirrors be useful? appear away than they would in
take in a wider view. Where
Reflection
You already others. have seen that some object> reflect more reflect light helle!' than in more clearly a at all in light than 011,or5. But SOI11eobjects Which can you see yourself
would such mirrors
Angles of Reflection
When light is reflected travels in a straight would be able to predict it changes direction, but it still line. Do you think, then, that you opaque
puddle or a white china plate? Can you vee yourself a piece of notebook see yourself Polished silver mirror, The best reflectors Good mirrors in" What is alike about are smooth, all of them? shiny. opaque
where a beam of light will reflect off in the opposite
paper'! Whal kind of objects can you object>.
to? Yes, you can. If a light shines on a smooth, surface at an angle, it will bounce direction at that same angie.
metals like chrome
and sih or send light back well. usually by hit the The the glass but nearly all of it is
arc sheets of clear glass backed
Light passes through
sent back by the silver. When the wavelengths beam, although the mirror. be clear. 154 it changes direction,
each ray is sent back evenly with all the others.
keeps the same form. will
So the image from the mirror If the mirror
looks like what is in front of
is flat and even. the reflection
155
Teaching the Lesson

Direct a text activity on pages 154-56. Use the following questions to initiate your student's interest in what he is going to read. 1. What makes a mirror a good reflector? 2. What are two types of mirrors that are not flat? 3. What is a periscope? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What makes the mirror a good reflector? (Nearly all of the light that passes through the transparent glass is bounced back by the opaque metal.) 2. If the mirror is flat and even, what kind of image will be reflected? (a clear image of the same size as the object being reflected) 3. What kind of mirror curves inward? (concave) What happens to your reflection in a concave mirror? (It is smaller and upside-down or a bit bigger if the curve is slight.) 4. What everyday items can you think of that use concave mirrors? (headlights and flashlights) 5. What kind of mirror curves outward? (convex) What happens to your image in a convex mirror? (It is smaller and wider and seems faraway.)
6. What can you think of that uses convex mirrors? (They are used on some cars and trucks to provide a wide-angle rearview image and in some stores to provide an image of the aisles of merchandise.) To help your child understand concave and convex mirrors, you may give him a metal spoon. When he looks into the bowl of the spoon, his reflection will be similar to a concave mirror. When he looks into the back of the spoon, his image will be similar to a convex mirror. 7. What instrument uses mirrors to redirect the path of light? (periscope)
Display page 29 of the Home Teacher Packet showing a simple periscope.
8. How does this simple periscope reflect the image to the viewer's eyes? (using two mirrors) Trace the path that the light will take through the periscope. 9 Name some people who have used periscopes. (soldiers in the Civil War, sailors in submarines, and hunters) 173
Periscopes not traveling short, straight periscope, presents Periscopes
are instruments straight
that let you see light that is corners

Of
into your line of vision. They can, in over walls.
permit you to see around
use the facts that light always travels in is reflected by a series of mirrors and sometimes hunters
line and that it can be reflected. an image to the \ iewer. Soldiers
Light travels into a or prisms, and in the Civil War, have used
About Reflection
I. Get a flashlight 2. In and a small hand mirror. Where docs the
sailors in submarines, periscopes.
dark room turn on the flashlight.
beam hit? all those objects'} They are not are they? Even the slickest paper shows And how many of the not many. So what do you like 5. What do you have to do to direct the light 10 another spot? the snow is 3. Now hold the mirror at an angle in from of the beam.
Name some things that do not reflect images at all. What is alike about completely smooth, Where does the beam hit? 4. Now choose a point in the room and try to angle the mirror so that the light will be reflected to it.
up rough under a microscope. objects are shiny? Probably
think makes an object a poor mirror') Some surfaces, snow, reflect a lot of light. But, unlike a mirror, rough and sends light back in all directions. light, but it appears reflection.
We see all the
as the color white, not as an image
,. Yea, the darkness hideth 1101 [rom thee: but the nigh! shineth as the da.l': the darkness and the ligtu are both alike
10
thee. ,.
Psalm 139:12
156
153
Conclude the discussion. Ask your student to read Psalm 139:12 from his Bible. Ask him whom this verse is speaking of. (God) Ask him why darkness and light are alike to God. (He can see us at all times; the darkness does not affect what He can see. Darkness cannot hide us from Him.) (Bible Promise: H. God as Father)

When light is reflected, it changes direction but still travels in a straight line. When a ray of light strikes a mirror head on, the ray is returned straight back. When a ray of light strikes a mirror at a slant, the ray is reflected at a slant. The ray striking the mirror is called the incident ray. The law of reflection states that the angle of incidence is equal to the angle of reflection. This law is applicable to all smooth, polished surfaces. It does not apply to rough surfaces because each striking ray is reflected irregularly from a rough surface. When light strikes a very smooth surface, the light is reflected regularly to the eye, and a glare results. A coarser surface scatters the light and eliminates glare. This principle is useful in lighting a room in a home or school. Direct lighting, such as would be produced from a plain, unshaded bulb, causes much glare. A frosted bulb scatters the light and helps to cut down on the glare. Semidirect lighting involves a translucent bowl or shade that directs some light to the ceiling. With indirect lighting, most of the light is directed toward the ceiling or a wall and is then scattered all over the room. Indirect lighting provides the least amount of glare and is thus easiest on the eyes.

Direct a Finding Out activity on page 153. Direct your student to read the activity before beginning. Instruct him to get the flashlight and small hand mirror. Darken the room. Allow him to hold the flashlight straight in front of him and turn it on. Ask him to answer the question at the end of Step 2. You will need to hold the flashlight and allow your student to hold the mirror in front of the beam as directed in Step 3, and then continue with Step 4. Discuss the activity. Ask your student how he was able to direct the light beam to another spot in the room. (by changing the angle of the mirror used to reflect it) Emphasize the fact that although the light changed directions, it still traveled in straight lines.
174
SCIENCE 4 HTE
Lesson 39
Lasers
Notebook, page 47
Preview
Objectives
Given proper instruction, your student will be able to do the following: Explain the purpose of the laser. List two uses of the laser.
Lesson
Direct a discussion. Ask your student what he thinks of when he hears the word laser. (He will probably associate lasers with modern warfare.) Ask him if he knows the meaning of the word laser. (Answers will vary.) Explain that lasers are the world's most brilliant source of light; some lasers are even brighter than the sun. Talk about concentrating light in a small area. Ask him whether the heat from light focused on a small area would be greater than or less than that of the same amount of light shined on a large surface. (greater than) Tell him that the laser is a device that intensifies light by narrowing its focus. The word laser is an acronym or a word formed from the initial letters of a name. Write the following information on the Write It flip chart for your student. Light Amplification by Stimulated Emission of Radiation Direct an observation activity. Demonstrate the principle of the laser. Ask your student if he remembers in what direction light from an object spreads out. (all directions) Darken the room and then turn on a small lamp. Remove the shade and note the direction of the light. Next, wrap a piece of dark construction paper around the bulb. Ask your student in what direction the light rays spread now. (one direction) Pick up the lamp and point it in different directions to send "beams" of light. Tell him that the laser works similarly. It channels this light into single beams of great energy. Ask him if he can estimate the size of a laser beam. (The beam may be as narrow as a pencil but can be projected over a distance of thousands of miles.)
Materials
Have available: A Write It flip chart. 1 lamp with shade. 1 sheet of dark construction paper. This lesson uses a notebook page but has no accompanying pages in the student text. As a supplement to the four preceding lessons on light, it introduces lasers and helps your child understand the principles on which lasers operate.
175
name
L1tt the pUrpoMS of the I r.
Teaching the Lesson

Direct a notebook activity on page 47. Direct your
student's attention to the diagram on page 47. Tell him that the laser you will be discussing today was the first one made, the pulsed ruby laser. Explain that the flash lamp in the laser sends out a burst of light. It looks similar to a coiled florescent tube. Ask him to locate the flash lamp on his diagram. (NOTE: See Figure 39-1.) As your child locates each part of the laser, allow him time to fill in the blank with the correct letter.
to amplify light rays
to locus light rays
Using the d",m
of lhe pulsed ruby teser, fill In the blanks with the correct letter.
_b_ reflecting mirror
_e_ laser light _c_ partially transparent mirror _a_ flash lamp
_d_ ruby
industry, communication
medicine, navigation
~19908obJonesUnjvels'lyPfe"
Reproducljonprohibiled
Sdence4
Notebook'''''
Lesson 39 EvetUltlngtIaL."on
47
Part of the light is absorbed into the ruby crystal. The crystal looks like a tube. Ask your student to locate the crystal on his diagram. The absorbed light in turn sends out red light in all directions. The red light then strikes two mirrors. Ask your student to look at the narrow end of his diagram and to find a small circular disc. Tell him that this is the reflecting mirror. Ask him to find another circular disc at the other end of his diagram. Tell him that this is the partially transparent mirror. The red light is bounced back and forth many times between the two mirrors and is greatly amplified. Some of the red light goes through the partially transparent mirror and becomes the highly focused beam we call a laser. Ask your student to locate the laser light on his diagram.
Figure 39-1
reflecting mirror ruby rod partially metal holder
trigger electrode
flash lamp
Ruby Laser
laser light
176
SCIENCE 4 HTE
Discuss the uses of the laser. Tell your student-that the laser can be used to cut through metal and similar materials. In this way it is helpful in industry. Ask him if he knows how a doctor might use a laser. (Answers will vary.) A doctor might use it in surgery to bum away diseased body tissues, such as a tumor in the eye. Laser beams are used in communication to transmit TV signals and voice messages. In astronomy, lasers aid in figuring distances. Tell your student that the exact distance to the moon was calculated in this way. Lasers are also helpful in providing information about the moon's orbit, surface, and interior structure.

Direct a notebook activity on page 47. Instruct your student to list the purposes of the laser. Then ask him to write down two uses of the laser.
Enrichment
If your student shows interest in the use of lasers in modem warfare, you may show him a kaleidoscope. The destructive capabilities of the laser in warfare all arise from the simple principle of reflection. On a simpler level, the principle of reflection creates patterns of images in a kaleidoscope. Allow your student to try to count the number of images he sees. Explain that just as the light rays in the kaleidoscope zigzag from mirror to mirror, so the laser beams from the weapons reflect from mirror to mirror to hit oncoming missiles.

A laser device generates and amplifies visible, infrared, or ultraviolet light. Light spreads out from a source in all directions and in a number of frequencies and waves. Lasers focus these waves of light into beams of great energy. There are two types of lasers: solid and gas. Solid lasers usually generate sudden bursts of light. Gas lasers usually produce continuous beams of light. The laser is capable of generating enough heat (over 10,000 degrees Fahrenheit) to bore a hole in a diamond. In astronomy, distance may be calculated to an accuracy of 15 em (6 inches). The McDonald Observatory, a lunar ranging facility now replaced by the observatory at the University of Texas, once provided 90 per cent of all data received by ranging stations around the world. From 1969 to 1984 it was the only instrument in the world that provided accurate earth-moon distances.
177
CHAPTER
10
Machines
Lessons 40-43
This chapter presents the six simple machines that make up all machines: the lever, the wheel-and-axle, the pulley, the inclined plane, the wedge, and the screw. In each lesson your student tries to solve the problem of getting a buried treasure by using a different simple machine. As he studies each machine, he looks for examples of that machine at home.
Materials
The following items must be obtained or prepared before the presentation of the lesson. These items are des-
ignated with an * in the materials list in each lesson and in the Supplement. For further information see the individual lessons.
~Machines
* *
* * *
Preweighed packages totaling 20 pounds (e.g., four 5-pound bags of potatoes) (Lesson 40) Wire cutters (Lesson 41) 1 crank-type pencil sharpener (optional) (Lesson 41) 1 lever-type can opener (Lesson 42) 1 pull spring scale] (Lesson 42) 1 set of gram weights or standard mass set] (Lesson 42) 1 box decorated like a treasure chest and filled with snacks to be shared at the end of the lesson (optional) (Lesson 43)
157
179
Lesson 40
Inclined Planes
Text, pages 158-62
Lesson
Introduce a treasure hunt. Before displaying the treasure chest visual on page 30 of the Home Teacher Packet, make sure that the outlines of the hole and the treasure chest are covered by a blank sheet of paper and that the rocks, boulders, and lumber are in place. The lumber will be hidden by the rocks above the treasure. (NOTE: See Figure 40-1.) Tell your student that hidden somewhere in this deserted courtyard is a treasure chest.
Figure 40-1
Preview
Objective
Given proper instruction, your student will be able to do the following: List inclined planes that he sees at home.
Materials
Have available: 4 strips of paper. Home Teacher Packet, pp. 30-31. Preweighed packages totaling 20 pounds (e.g., four 5-pound bags of potatoes).* 1 yardstick or ruler. Prepare: The lumber and boulders by cutting them from page 31 in the Home Teacher Packet. The 4 strips of paper by writing one of the following clues on each strip:
Clue 1 Proud and tall we stand To keep the grand surprise. Clue 2 Between us lies a treasure Hidden/rom all eyes. Clue 3 Move the rocks and boulders, And you'll be closer to the prize. Clue 4 The planks that stretch across the hole Can be moved if someone tries.
Reveal the clues. Give your student the piece of paper with the first clue written on it. (NOTE: During the guessing, discuss each guess, but do not reveal the location of the chest until Clue 4 has been read and discussed and all guesses have been made.) Tell him to read it aloud. (Proud and tall we stand / To keep the grand surprise.) Ask him to guess who the we are in the clue and where the chest might be, according to the clue. (the tree and the flagpole; somewhere near one of
those)
Notes
This lesson reviews the scientific definition of work (what gets done when a force makes an object move through a distance) and the formula for finding out how much work is done (amount of force x distance = work), both of which were presented in SCIENCE 3. This series of lessons may be your student's first experience with alternative solutions to a problem. Take advantage of the drama of the situation, and enthusiastically present each new approach to getting the treasure chest out of the hole!
Give your student Clue 2 to read aloud. (Between us lies a treasure / Hidden from all eyes.) Allow him to make guesses; then let him read Clue 3. (Move the rocks and boulders, / And you'll be closer to the prize.) Ask for more guesses. (NOTE: If he suggests moving the rocks at your left of the tree, ask first if those rocks could be the correct ones, according to Clue 2.) (no,
because flagpole) they do not lie between the tree and the
With appropriate moans and groans to accompany the strenuous work that you are doing, "push" the rocks and boulders that your student indicates. Make sure that you move all the rocks to a place where they will not block the opening of the hole where the chest is hidden. You may need to "stack" the rocks near the flagpole or to the left of the tree. Then give him Clue 4 to read. SCIENCE 4 HTE
180
(The planks that stretch across the hole / Can be moved if someone tries.) Allow your student to pick up the "planks," and stack them against the flagpole. As he moves the third plank, move aside the cover sheet to reveal the treasure chest in the hole. Conclude the hunt. Point out to your student that now that he has found the treasure chest, he has another problem. Ask him to guess what that problem might be. (He must get the chest out of the hole.) Write 20 lb. on the treasure chest and 5 ft beside the hole. Explain to your student that the chest weights 20 pounds and the hole is 5 feet deep. Take a few minutes to illustrate the problem of someone's trying to lift 20 pounds over his head. On the wall, measure and mark a point 5 feet from the floor. Place on the floor the bags weighing 20 pounds. Allow your student to see how much weight he can lift and how high he can lift it. The treasure chest visual on page 30 of the Home Teacher Packet will be used again in Lessons 41 and 42. Explain that for the next few science lessons, he will be learning about different ways to do that kind of work. Referring to the scene that is now on the visual (NOTE: See Figure 40-2.), take a few minutes to get your student's ideas of how he could get the chest out of the hole. At this point, do not discuss the pros and cons of the ideas; just let him share ideas leading into the textbook activity that follows.
What do you call work? Carrying a bicycle? Reading activity Scientists
out the trash?
Riding
this page" What qualities
must an you.
have for you to think that it is work'! define worl. in a way that might surprise Would a scientist say then that holding an object moves through
They say that work is done "hen
a distance.
this
Is up
book is work? No. because you are not moving anything. riding a bicycle work" Yes. it is. And. yes. so is picking the trash can.
158
Teaching the Lesson

Direct a text activity on pages 158-62. Use the following questions to initiate your student's interest in what he is going to read.
Figure 40-2
1. How do scientists define work? 2. What is the name of a machine that might help you get the treasure chest out of the hole? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. How do scientists define work? (Work is done when an object moves through a distance.) 2. Was any work done while you were looking for the treasure chest? (Yes, moving the rocks and boulders and lifting the lumber involved work because objects were moved through a distance.) 3. What is the name of a machine that might help you to get the treasure chest out of the hole? (an inclined plane) How would you describe an inclined plane? (a leaning, or slanted, fiat surface) 4. Look at the treasure chest visual. How could you use what is there at the scene to make an inclined plane? (put one of the planks into the hole at a slant)
181
Suppose
you wanted to get a treasure
chest out of a the hole is five
deep hole, The chest weighs twenty pounds;
feet deep, What arc some ways you could get the chest up? You could jump down into the hole and try to lift the chest up, If the chest weighs twenty pounds, pounds out of the hole? If you said twenty pounds, chest out, use this formula: how many you are right! of force do you think it will take to lift the chest
To find out how much work you will have to do to lift the
Amount of force X Distance = Work 20 pounds X five feet = 100 foot-pounds of work
You will have to use twenty pounds feel. But suppose you cannot
of force for five over your
lift twenty pounds
head" You will need to find a way to use less force but still get the same amount changed of work done, What will have to be easily, How much of work in the formula'! have to be to get 100 foot-pounds of force?
x ? ;:: 100 foot-pounds
Let's say that you can lift ten pounds will the distance done with ten pounds
ten pounds
You will now need ten feel. How can you increase distance 159 160 the chest has to be moved?
the
5, Position a "plank" as you have explained, Does the plank really solve the problem? Why? (No, the hole is so small that the inclined plane cannot slant enough to be useful.) 6, For an inclined plane to make work easier, it must increase the distance that an object will be moved, What can you do to make the inclined plane work easier? (He could shovel away enough dirt for one end of the plank to rest at the bottom edge of the chest and the other end of the plank to come to the top edge of the hole.)
Enrichment
Set up an experiment showing how inclined planes help people do work. Give your student boards of varying lengths, a pull spring scale, a stack of books, and a skate or a toy truck. Place the following directions and questions with the equipment: 1. Hook the skate to the spring scale. 2. Lift the skate with the spring scale and see how much force is needed, 3. Make an inclined plane with the books and one of the boards. 4, Pull the skate up the inclined plane with the spring scale and see how much force is needed. 5. When was less force needed? Why? 6. Try the test with a different board. 7. Did you need more or less force this time? Why? (NOTE: Your student will see that less force is needed to pull the skate up the inclined planes than to lift it straight up. The longer the plane, the less force will be needed to pull the skate.)

Direct an activity. Ask your student to make a list of the inclined planes that are found in his home, You may want to give him a time limit and send him on an "inclined plane hunt" to different parts of the house and the yard,
182
SCIENCE 4 HTE
Simple Machines
You can use a machine to move the chest. Maybe you think only complicated ovens arc machines. machine. Anything computers, drills, and microwave But a stick or a Slone can be a that makes work easier is a machine
Can you see the inclined
planes in these pictures?
Machines make our work easier.
Inclined Planes
Look at the picture machine. surface." hole? Have you ever seen an inclined open? What do we call the machine
that way'J
on this page. This is a simple being used')
Where have you seen such a machine
It is an inclined plane. In this phrase, plane means "3 flat
Inclined means "leaning,
slanted."
How could you
use an inclined
plane to lift the treasure
chest out of the a door
plane holding when it
being used
161
162

With an inclined plane, any increase in distance is accompanied by a reciprocal decrease in force. Therefore, a treasure chest weighing 20 pounds would require 20 pounds of force to be lifted 1 foot. If a 2-foot-Iong inclined plane were used to move the same 20-pound chest a height of 1 foot, pushing or pulling the chest up the plane would require only 10 pounds of force (disregarding friction). If a 4-foot-Iong inclined plane were used to do the same work, pushing or pulling the chest up the plane would require only 5 pounds of force. For any inclined plane, the extra distance makes it possible to apply a force less than the weight of the object being moved. Most archaeologists believe that the ancient Egyptians used a system of inclined planes to build the pyramids. With thousands of slaves and long inclined planes that wound around the structures, huge blocks of stone could be transported to great heights.
183
Lesson 41
Pulleys, Wheels, and Axles
Figure 41-1
Lesson
Conduct a demonstration. Darken the room; then turn on the flashlight and shine its beam onto the floor. Ask your student what path the light travels from the flashlight to the floor. (a straight line) Ask him if he can think of a way to change the direction of the light. (He may suggest putting objects in the path of the light to prevent it from shining onto the floor, but not until he thinks of holding a mirror-or some other reflecting object-between the flashlight and the floor will he be able to change the direction of the light.) After discussing your student's ideas, ask him to hold the mirror so that it redirects the beam of light from the floor to some other spot in the room-against the wall or the door. Ask him what the mirror does to the light. (The mirror changes the direction of the light and sends it in a straight line to another place.) Ask him to trace the path of the light with his hand, beginning at the flashlight, moving in a straight line down to the mirror, and then moving in a straight line to the spot where the light has been redirected. Turn on the lights and give your student the pulley that you have made. Ask him whether he recognizes the device. (Answers will vary.) Accept his ideas and his attempts at naming the machine. (a pulley) Ask him to observe in the following demonstration what the mirror and the pulley have in common. Hang the pulley; then give your student the string and the cup or small pail to try to demonstrate how a pulley works. (NOTE: See Figure 41-2.) Ask him what happens when you pull down. (The object moves up.) Ask him if the pulley reduces the force required to move the object. (no) A pulley allows a person to pull down rather than to lift. Lead him to conclude that it is usually easier to pull down than it is to lift up. Ask your student what the mirror and the pulley have in common. (The mirror changed the direction of the light. The pulley changed the direction of the force.)
Preview
Objectives ----Given proper instruction, your student will be able to do the following: Identify examples of inclined planes. Identify examples of pulleys. Identify examples of wheel-and-axle machines.
Materials -----Have available: Home Teacher Packet, p. 30. The paper "planks" used in Lesson 40. 1 hand mirror. 1 flashlight. 1 large empty thread spool. 1 wire coat hanger. Wire cutters.* String. 1 small pail or a cup with a handle. 1 crank-type pencil sharpener (optional).* Prepare: 1pulley, made with the spool and the wire coat hanger. (NOTE: See Figure 41-1.) A place to hang the pulley. Some suggestions might be the shower curtain rod, a doorknob, or a plant hook.
If you have easy access to a flagpole with a pulley, you may want to include that observing activity as part of your introduction to the lesson or as a follow-up of the discussion about raising the treasure chest with a pulley from a flagpole.
184
SCIENCE 4 HTE
Pulleys
Another simple machine is a pulley. ;\ pulley is a wheel with a groove around pulley turns. its outside. A rope passes over the
Suppose
that the treasure
chest is in a hole that is too
small for an inclined
plane to be used. How could a fixed
pulley and fits into the groove.
When you pull the rope, the
pulley help you get the chest out? How would you set the pulley up? Sometimes pulleys are used in pairs. One pulley is fixed, to the objeet to be moved. This movable pulley, you will not the work. and one is hooked multiplies
pulley does a different job from the fixed pulley. It force. If you use a movable have to use as much force to accomplish
When a pulley is fastened
to something
that docs nut
move. it is called isfixed pulley. Pulleys change the direction of force much the way mirrors change the direction of light. 163 164
Figure 41-2
Teaching the Lesson

Direct a textbook activity on pages 163-65. Use the following questions to initiate your student's interest in what he is going to read. L What type of pulley is our homemade one? 2. What is a wheel and axle? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. What kind of pulley is our homemade one? (a fixed
pulley)
Display the treasure chest visual from page 30 of the Home Teacher Packet. Place the paper planks so that they look as if they are lying on the ground near the hole. 2. What simple machine did you learn about in our last lesson? (an inclined plane) Was it helpful in getting the chest out of the hole? (no) Can you think of another way to get the treasure chest out of the hole, using materials that you see at the site?
(Your student may realize that he could remove the pulley from the flagpole and rig it on the tree limb
185
Figure 41-3
Did you know that a door knob is
machinery It is. It is
a wheel and axle. In this machine a wheel fixed to a shaft. When the wheel is turned, the shaft turns with it.
Look at any car on the road, and you will see three sets Two sets carry the body of the car. Where is the third set'? The driver uses it to steer.
of wheels and axles working.
Fhis is a windlass.
help get the treasure
How could you use a windlass chest out'?
to
6. Look at the picture of the windlass on page 165. How could you use a windlass to help get the treasure chest out? (You could tie the chest onto
the end of the rope and crank the chest out of the hole.)
165
that stretches over the hole in the ground. He may
suggest using just the rope from the pulley, tossing

it up over the limb (which will in itself act as a pulley), attaching one end to the chest, and pulling down on the other end to raise the chest from the hole. If the rope on the flagpole were long enough, he could possibly leave the pulley attached to the flagpole, but this method may cause the rope to fray against the dirt bank of the hole.)
3. How is the movable pulley different from the fixed pulley? (It multiplies force.) What is the advantage of a movable pulley over a fixed pulley? (You will
not have to use as much force to accomplish the work.)

4. What kind of machine has a wheel fixed to a shaft?
(a wheel and axle)

5. Can you name one type of wheel and axle mentioned in your textbook? (a windlass, a doorknob,
a steering wheel, the wheels on an automobile)

If you have a crank-type pencil sharpener, you may want to show it to your child as an example of a windlass. You may give him a length of string and ask him to demonstrate how the sharpener can be used like a windlass to lift something up. (See Figure 41-3.)
186
SCIENCE 4 HTE
name
Libel each ctr.wIng
.IP (Inclined
_
pl.n.), P (pulley), or
WA
(wheeland
axl.).

Although the focus in this lesson is on the fixed pulley and the wheel and axle, the movable pulley is mentioned as a simple machine that multiplies force. In a single movable pulley, two sections of the rope support the pulley; therefore, only half as much force is necessary to raise an object. A block and tackle is a combination of a fixed pulley and a movable pulley. The fixed pulley, as usual, changes the direction of the force, and the movable pulley changes the amount of the force. Scaffolds for painters, exterior window washers, and billboard poster hangers use the block and tackle.
llM
WA
--1L
--.WA.
L
-.WA..
-p-
flI!
.se:
-p.,vuo
80~ J6ft
-.WA..
unlverlltY P" . ReprodUcHon ptotllDI1W. lellon'"
Evalu.tJngth,Lanon
o ~,-
Sdenc:e4
48

Direct a notebook activity on page 48. Ask your student to read the directions at the top of the page; then tell him to complete the page as directed.
Enrichment
Give your student the pulley that you have made (along with others that you have available), string, scissors, pull spring scales that measure grams and ounces, and objects to lift. Prepare a way to attach the pulleys to the wall or in a doorway. Invite your student to experiment with the pulleys and to measure the force required to lift each object with and without a pulley.
187
Lesson 42
Levers
About Levers
I. Get a spring scale, a plastic bag, gram weights, wooden 2. Choose Record ruler. some string, and a chair. some weights and put them into the bag. how much weight is in the bag. Tie the bag to a
one end of the ruler. 3. Attach the spring scale to the other end of the ruler.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify the fulcrum of a lever. Identify the load of a lever. Identify the force of a lever.
Lay the ruler over the chair, using the back as a fulcrum. 4. Lift the bag, using the lever. Experiment fulcrum closer and farther by moving the
away from the bag being
lifted. When is the bag easiest to lilt' Record your observations.
Materials
Have available: A Write It flip chart. 1 lever-type can opener.* 1 empty, clean can. Home Teacher Packet, p. 30. The paper "planks" used in Lessons 40 and 41. 1 pull spring scale.*t 1 plastic bag. 1 set of gram weights or standard mass set.*t 1 wooden ruler. String. 1 chair. Prepare: A simple sketch of a lever-type can opener on the Write It flip chart.
167
Lesson
Direct a Finding Out activity on textbook page 167 and notebook page 49. Ask your student to read the activity before beginning. Allow him to place the pull spring scale, the plastic bag, the gram weights, the wooden ruler, and the string on a table. He should also set the chair in front of the table. Allow your student to put some of the weights into the plastic bag and hang it from the pull spring scale, as described in Step 2 of the activity. Tell him to record the weight in the correct place on his notebook page. Ask him how much force it takes to lift the bags with the weights. (It takes as much force as the weight of the
bag to lift it straight up without using any type of simple machine.) Then tell him to remove the bag from the pull spring scale hook and to tie the bag to one end of the ruler. Tell him that in this activity the ruler represents the simple machine called a lever. Ask him if he knows what a lever is. (Answers will vary. A lever is a bar that turns on a point.) He should continue, as explained in Step 3, to attach the pull spring scale to the other end of the ruler by the ring, secure it with string, and lay the ruler over the top of the chair back. Tell your student that the chair back is the fulcrum of the lever. Ask him if he knows what a fulcrum is. (Answers will vary. A fulcrum is the point on which the lever rests.) Continue the activity by having your student follow the actions described in Step 4. He should slide the ruler over the back of the chair to move the load (the bag) closer to or farther from the fulcrum. Point out that the weight that shows on the scale is the amount of force that it takes to lift the bag by using the lever.
188
SCIENCE 4 HTE
name
I. The spring scale shows this amount bag. of weight in the _ _
2. It takes this much effort to lift the bag.
load
fulcrum
force
3. It takes less effort to lift the bag (the load) with the lever. a. When the fulcrum load, is inches from the
it takes this much effort to lift the load.
Levers
Probably Almost the most familiar simple machine is the lever. any pole, rod. or stick can be a lever. A lever is a I he
b. When the fulcrum load,
is
inches from the
it takes this much effort to lift the load.
bar that turns on a point.

c. When the fulcrum is inches from the
1 he point on which the bar rests "the/itfcrum. closer the fulcrum treasure move the load. Suppose
load, it takes this much effort to lift the load.
is to the load. the easier it will be to you rigged up a pulley to lift the into the hole to tie a
chest. But when you jumped
4. This experiment
shows that the closer the fulcrum
is to
the load, the (less/ more) effort it takes to lift the load.
rope around the chest, you found that you could not get the rope under the chest. How would a lever help you? Is this boy using a lever?
University Pr",. Reproduction p..onibited
01990
80b Janel
D Science 4
teeson aa
Teaching the Lesson
166 49
Notebook Packet
Discuss the activity. Talk with your student about when the bag is easiest to lift Lead him to conclude that, with a lever, the closer the fulcrum is to the load, the less force it takes to move the load, Instruct him to complete his notebook page,
Teaching the Lesson

Direct a text activity on page 166. Use the following question to initiate your student's interest in what he is going to read: How would a lever help you to move the treasure chest? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read, L What is a lever? (a bar that turns on a point) 2, What is the fulcrum? (the point on which the lever rests) Display page 30 of the Home Teacher Packet showing the treasure chest visual with the planks lying on the ground next to the hole,
3, What materials could you use as a lever? (planks)
How would the lever help you lift the treasure chest? (It would help you lift the chest up slightly so that you could tie a rope around the chest.) To lift the chest, you would have to push down at the "force" end of the lever so that the "load" end would move upward,
189

name
Labellhe fulcrum
_
(f) ollach IIVlr bllow.
(n thl
100d
(L.),
and the effort
B'7 \\ \\
In each tool below the" If'! two load (L), and th' 'Hort (E).
<;[)
L
Ih.t Ina,. on.
Direct a notebook activity on page 50. Instruct your student to read the directions for labeling the fulcrum, the load, and the force of each lever pictured on the top of the page. When he has completed labeling the parts of the lever, give the correct labeling. for each lever; then discuss any parts that he had difficulty with. Work the bottom of the page together. Help your student to see that each tool is two levers with a common fulcrum. (NOTE: In the picture of the tin shears and the tin, the load has been transferred from the shears to the tin.)
~
fulcrum.
L
In each laver, libel the fufcNm (F), the
levers

Levers are divided into three classes, depending upon the positions of the force, the fulcrum, and the load. In the first-class lever the fulcrum is located anywhere between the force and the load. That type of lever (a crowbar, scissors, pliers, seesaw, can opener) changes the direction of a force. The force pushes in one direction, and the load moves in the opposite direction. In the second-class lever the load is between the force and the fulcrum. That lever (a wheelbarrow, nutcracker, bottle opener) does not change the direction of the force; so both the force and the load move in the same direction. In the third-class lever the force is between the load and the fulcrum. That lever (a broom, shovel, tweezers, fishing pole), like the second-class lever, does not change the direction of the force.
E~F F E
____o<-.-~ L
L
LAL
IE ~ D
Sdence4
Notebook
~1990aobJone,
University
Press. Reproduction
prohibited
lesaon42
EVllualinglhaltnon
Packet
For the following questions your child will need the can opener, the can, and the prepared sketch on the Write It flip chart.
~-----'
4. A can opener is a type of lever. Try putting a hole in this can with the can opener. 5. Look at the sketch of the can opener on the Write It flip chart. Identify the fulcrum, the load, and the force. (NOTE: As your student identifies each part, label the sketch on the flip chart. See the sketch on notebook page 50 pictured in the Home Teacher's Manual.) 6. How is the force required to make the hole in the can different from the force required to lift the chest with a lever? (To make the hole, he had to lift up on the "force" end so that the "load" end would move downward. To lift the chest, he had to push down at the "force" end of the lever so that the "load" end would move upward.)
190
SCIENCE 4 HTE
Lesson 43
Wedges and Screws
Preview
Objective
Given proper instruction, your student will be able to do the following: Complete a paragraph telling what he has learned about simple machines.
Lesson
Conduct an activity. Give your student a piece of construction paper, a ruler, a felt-tip pen, and scissors. Demonstrate how he should make a square of the construction paper. (NOTE: See Figure 43-1.) When he has made the square, tell him to lay the ruler diagonally on the paper, on the fold line, then to draw a heavy line with the felt pen. Tell him to cut along the middle of this line, leaving part of the line showing along both sides of the long edge where he cuts. Ask your student to look at the two pieces that he has just made and to tell what simple machine each piece looks like. (an inclined plane) Explain to your student that he can use his inclined planes to make the shape of the simple machine found on an ax, a chisel, or a nail. Allow him time to experiment by putting his two planes together to form a simple machine. Tell him that the simple machine he is trying to make is called a wedge. If he has not figured out how to put the planes together, show him how to put them together to form a wedge. (NOTE: See the figure on page 168 of the student textbook.)
Figure 43-1
Materials -----Have available: 1 sheet (8t" x 11") of construction paper. Scissors. 1 ruler. 1 unsharpened pencil. 1 felt-tip pen. 1 roll of cellophane tape. 1 box decorated like a treasure chest and filled with snacks to be shared at the end of the lesson (optional).*
_---8'1,'--
__
----8'1,'---
",,-1
8'/'''
j
Chapter 10: Lesson 43 191
name
Rndlng Out About Screws

React Ind follow the
directions
below I. you do Step 5 on page 170
In
your
textbook.
About
felt marker,
Screws
paper, scissors, a pencil. 1. Hold the screw on your desk top with the point of the inclined plane facing you like this.
I. You will need a sheet of construction
a ruler, and an unsharpcncd
2. Make a square of the paper. bottom corner.
Lay the ruler diagonally

10
on the paper, from one upper corner
the opposite 2. Put a finger on the pencil at the point of the inclined plane and move your finger up the plane as you turn the pencil one whole turn. Stop turning when the point of the inclined plane faces you again.
Step 2
Step 1
Draw a line with the felt marker. have two inclined
3. Cut along this line. You should planes now, 4. Hold your pencil upright. inclined marker line showing, the pencil.
Put the shortest
side of the 3. On the sketch of the screw model in the margin, write J where your finger was at the end of one turn.
plane along the pencil. Now, with the feltwrap the inclined plane around
5. You have made a screw. Turn the pencil around How far does the inclined observations.
once. 4. Predict how many more complete turns it will take to reach the top of the inclined plane. Write your prediction here. __
plane rise'! Record your
5. Test your prediction. Were you correct? __

Step 3
~1990BobJonesUniversilyPre"
Reproduction
prohibited
169
LeS8Qo43
Telch!ngthel,non
51
Direct a Finding Out activity on textbook page 169. Instruct your student to read the steps in the activity. Then ask him which steps he has already completed.
(Steps 1-3)
Give your student an unsharpened pencil and a piece of cellophane tape. Tell him to follow the directions in Step 4, using one of his inclined planes. Instruct him to tape the short side of the inclined plane to the pencil before he starts wrapping it around the pencil.
Direct the use of notebook page 51. Instruct your student to follow the instructions on his notebook page as he does Step 5 of the Finding Out activity. Then discuss the observations, leading your student to conclude that the inclined plane rises the distance between two adjacent threads of the screw for each full turn of the screwdriver.
192
SCIENCE 4 HTE
Wedges
Let's say that by using one or more simple machines, you were able to lift the treasure house to open it. Your curiosity want to open it now. Another chest out of the hole. But is too great. though. simple machine You it is sealed shut. You could wait until you get back to your might help. a
Screws
Everybody knows what a screw is. But few may know it lilts things. chest that it really is a spiral inclined plane. The screw is not always driven into wood. Sometimes is really well locked. An electric drill uses a screw. How" If the treasure home and use the electric drill on it!
you may have to wait until you get
A wedge is really two small inclined
planes put together.
Axes, chisels, and even nails are wedges. Sometimes wedge splits an Object, makes holes in it, or chips it. Sometimes ground.
a wedge can tilt a heavy object a little off the
Can you think of a wedge used at the dinner might you use a wedge to get into the treasure "And the house,
\,t'/1'17
table? How chest?
II was
ill
building,
thither:
was built ofstone so

that there
made readv before it was brought
was
neither hammer nor ax nor lIny tool oj iron heard in the house, Hhi/p il \t-'fJ\' ;11 huilc/iJJg .. I Kings 6.1 168 170
Teaching the Lesson

Direct a text activity on pages 168 and 170. Use the following questions to initiate your student's interest in what he is going to read, L What is a wedge? 2, What kind of screw could help you get into the treasure chest? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read, L What is a wedge? (two small inclined planes put together) 2, How could you use a wedge, perhaps one made of steel or iron, to open the treasure chest? (Lead him to conclude that a wedge would have to be used in combination with some type of hammer [a lever) with which the wedge could be struck.) 3, What is a screw? (a spiral inclined plane) 4, What kind of "screw" could help you get into the treasure chest? (a drill bit used with an electric drill)
You may want to open the box that you have decorated like a treasure chest and offer some kind of snack for your child to enjoy before doing the evaluation,
193
name
Simple Machines
Compte'.
thl'

Although a wedge is a form of inclined plane, there is a difference. With the inclined plane the object moves up the incline, but with the wedge, the incline moves into or under the object. Examples of the wedge include the plow, ax, chisel, nail, knife blade, scissors blade, and pin. The spiral ridge of a screw (which is actually the incline of an inclined plane that winds round and round) is called the thread. The distance that a screw moves into an object in one complete turn is the same as the distance from one thread to another. That distance is called the pitch of the screw. Besides the wood screw, examples of the screw are found in the cap of a jar or bottle, an adjustable wrench, a clamp, and the base of an electric light bulb.
paragrlph with
Inlormatlon
that you have learned about
simple
machine.
We are studying simple machines in science class. I've learned some new things from our lessons. For instance,
I also learned
Another fact I learned
However.
the most interesting thing I learned was __
CI99(l Bob Jones Un;ver,;ty
Pre!!
Rep.oductlonprohlblted
Notebook'''''
Sdence4
Lellon43
Ev.I~lIln"lh'Lt on
52

Conduct a writing activity on notebook page 52. Tell your student to read the notebook page and then complete the paragraph with information he has learned about simple machines. When he has completed the paragraph, tell him to read his paragraph quietly to himself and to make any changes that would make the paragraph clearer to a reader. Conclude the activity. Ask your student to read his paragraph aloud to you. You may want to have him read it to the family at a later time.
194
SCIENCE 4 HTE
CHAPTER
11
Trees
Lessons 44-47
This chapter, an extension of Chapter 4 (Plants), discusses trees and their classification through the use of leaves. In Lessons 44-46 your student learns, in hands-on activities, to classify leaves and to make a leaf collection. At the end of the chapter, he begins a diary of his own "adopted" tree.
Materials
*
* * * *
~Trees
1 plant press (optional) (Lessons 44-45) Pictures of poison ivy, poison oak, and poison sumac (Lesson 44) 1 ink pad (Lesson 45) Several leaf key books (available from libraries) (Lesson 46) 1 conifer branch and cone (Lesson 46)
171
195
Lesson 44
Identifying
Leaves (Part 1)
Text, pages 172-75
Preview
Objectives
Given proper instruction, your student will be able to do the following: Distinguish between simple and compound leaves. Distinguish between lobed and unlobed leaves.
Notes
There are several ways to press plant leaves. The most common method is to make a press of two frames of light slats (1' x 1+') with an inner sandwich of cardboard blotters and newspapers. Everything is bound firmly together by belt straps. (NOTE: See Figure 44-1.)
Materials
Have available: 1 plant press (optional). * Newspapers or an old telephone book. Several large, heavy books. Pictures of poison ivy, poison oak, and poison sumac.* 1 paper bag or shoe box.
Figure 44-1
Step 1
Step 2
Step 3
196
SCIENCE 4 HTE
Leaves may also be pressed by carefully laying the leaves flat between newspaper pages or the pages of an old telephone book and then laying heavy books on top of the newspapers or book. A wooden tennis racket with cardboard can also serve as a press. (NOTE: See Figure 44-2.) Plant presses are available through biological supply houses, if you choose not to build one.
About Leaves
1. Gather ten different kinds of leaves.
2. Decide whether each leaf is simple or compound.

two groups. 3. Tell whether each simple leaf is lobed or not.
Make
Figure 44-2
Heavy books
175
Tennis racket press with boards
Lesson
lntroducinq the Lesson
As your child observes the different leaves during the next two lessons, point out the beauty of God's design in the many shapes, shades, and textures of the leaves.
Mesh press
Direct a Finding Out activity on textbook page 175.

Take your student outside and have him collect ten different kinds of leaves in a bag or shoe box. Be sure he includes at least one conifer branch and cone. Tell him to collect good specimens so that he can identify them easily. Tom or damaged leaves are not practical to classify. Emphasize that he is to collect tree leaves rather than leaves of small plants or bushes. Show your student the pictures of poison ivy, poison oak, and poison sumac leaves. Tell him to avoid collecting these leaves because they are poisonous to touch. Back inside the house, have your student put aside his leaves until after the text activity.
197
A tree is a fall plant with one long stem,

monocots, monocots Conifers seeds
Trees
rnav be
dicots, or conifers. Do you remember how the and the dicors are different from the conifers') have seeds in cones; monocots flowers and fruits. and dicots have
Classifying by Leaf
You can classify trees by leaf shape and look at the leaves carefully, observe the differences, the details, Be sure to and notice
Do you remember
what conifer leaves look like? If you
do not, be sure to check that section of the book again before you start to classify
There arc so many trees in the world that we usually do not even think about your neighborhood school" them. But imagine what your city or any trees at all, would look like without
Can you think of any trees that you pass on your way to Could you describe any of the trees to someone to and else -or do all trees look alike to you" You can learn to tell which group a tree belongs how to tell One tree from another in a group, words, you can learn to classify trees. 172
173
In other
Teaching the Lesson

Direct a text activity on pages 172-74. Use the following questions to initiate your student's interest in what he is going to read. 1. How do scientists classify trees? 2. What are simple and compound leaves? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Can you think of any trees that you pass on your way to church? (Answers will vary.) 2. How do monocots and dicots differ from conifers? (Conifers have seeds in cones; monocots and dicots have seeds in flowers and fruits.) 3. How do scientists classify trees? (by leaf shape and size) 4. Look at the pictures on page 173. Point out the conifer leaves and the monocot/dicot leaves. (The two pictures on the left show monocotldicot leaves, and the one on the right shows conifer leaves.) 5. What are simple leaves? (leaves that are not divided into separate parts.) What are compound leaves? (leaves that have separate parts) Simple leaves have a more defined stem than the compound leaves.
6. Look at the pictures on page 174. Which leaves are simple and which are compound? (The two pictures on the left show simple leaves, and the one on the right shows compound leaves.) 7. Simple leaves may have lobed edges. What are lobed edges? (parts that stick out like knobs or peaks) Which leaf on page 174 has lobed edges? (the one in the bottom picture)

Complete the Finding Out activity on textbook page 175. Tell your student to take the leaves he collected earlier and to place them into two groups-simple and compound. (NOTE: Conifer branches and cones should be placed in a third pile.) Once he has done this, ask him to look at his stack of simple leaves and to decide which are lobed and which are unlobed. Check your student's sorting work. Tell him to save his leaves for the next lesson by carefully laying them flat between sheets of newspaper or the pages of an old telephone book. If a plant press is unavailable, large, heavy books should be laid on top of the newspapers to press the leaves and conifer branches and cones.
198
SCIENCE 4 HTE
Simple and Compound Leaves

M onocot groups: and dicot leaves ean be put in one of two
simple leaves and compound leaves. Leaves that arc not divided into separate pans me simple leaves. Simple leaves may have lobed edges pans that stick out like
knobs or peaks. Lobes can be rounded find the lobed leaf below') or pointed. Can you
Compound leaves have separate parts, not merely lobes. Each separate part is called a leaflet. Look at the pictures of leaves on this page. Which leaves arc simple? Which are compound? How are they different?
174
If possible, try to save your child's leaves as he has sorted them. This will save time during Lesson 46.

Leaves come in a variety of sizes and shapes. It is sometimes difficult to tell the differences between a simple leaf and a leaflet of a compound leaf. Two criteria are used to distinguish leaflets from simple leaves. First, buds are found in the axils (point where the leaf joins the stem) of simple and compound leaves but not in the axils of leaflets. Second, leaves grow out from a stem in all planes, whereas leaflets of a compound leaf all lie in one plane.
199
Lesson 45
Identifying
Leaves (Part 2)
Preview
Objective
Given proper instruction, your student will be able to do the following: Distinguish between palmately compound leaves and pinnately compound leaves.
Lesson
Poster paints can be used instead of an ink pad. These leaf prints can be used to decorate stationery, place mats, or other paper items.
Materials
Have available: Student leaf collection from Lesson 44. 1 plant press (optional). * Newspapers or old telephone book. Several large, heavy books. 1 ink pad." White or light-colored construction paper. Several interesting leaves.
Direct a leaf print activity. Provide several interesting leaves, an ink pad, newspaper, and white or lightcolored construction paper for your student. Guide him through the following directions in making a leaf print. 1. Place the vein side of the leaf on the ink pad. 2. Lay a sheet of scrap paper over the leaf and rub the leaf gently to distribute the ink evenly. 3. Carefully pick up the leaf and lay the inked side on a clean sheet of paper. 4. Place another sheet of scrap paper over the leaf and rub the paper gently to make a clear print of the leaf on the paper. 5. Carefully remove the scrap paper and leaf. Ask your student to identify his leaf print as a simple or compound leaf. If it is a simple leaf, does it have lobed edges? Tell him that today he will learn about two kinds of compound leaves.
200
SCIENCE 4 HTE
Pinnate
compound pinnately
and Palmate
leaves Pinnate
There are two kinds of compound and palmately compound compound. "feather." a Latin word, pinna. leaf got its name? meaning
-pinnately
comes from
Look at this
leaf. How do you think this kind of
J\ palmately
compound
leaf has all its leaflets attached to to your hand.
at the same point at the top of the leaf stem. It is similar the way your fingers are attached
Of all t he compound palmate Plants Choose statement following 176 Latin word palma means')
leave. in the pict ure, which are What do you think the with a classification the leaf and
and which are pinnate" are classified
or identified
key. A classification
the statement you choose. directions you are studying.
key is made up of paired statements. from each pair that describes Keep reading Follow the directions at the end of the
pairs of statement,
until you find the name of your leaf. 177
Teaching the Lesson

The last paragraph on textbook page 177 will be discussed in Lesson 46.
Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read.
1. Name two kinds of compound leaves. (pinnately compound and palmately compound) 2. Look at the pictures on page 176. Which leaf is a pinnately compound leaf? (top picture) Which leaf is a palmately compound leaf? (bottom picture) 3. Which leaflooks most like a feather? (the pinnately compound leaf) Which leaf looks like the palm of your hand? (the palmately compound leaf) 4. Look at the pictures on page 177. Which are palmate and which are pinnate? (The plant in the top left picture is palmate, and the other two are pinnate.)
Direct a text activity on pages 176 and 177. Use the

following question to initiate your student's interest in what he is going to read: What are the two kinds of compound leaves?
201
name
Count the number of each type of , , In your collection. column to complete the graph.
Color In the correct
number of
bon.
In
uch
10
G 7
j
'a 6 j 5 z
r-----~-------+------_+------~ r-----~-------+------_+------~ r-----~-------+------_+------~
lobed
not lobed
pinnately compound
p.lmately compou.nd
Write the type of teaf In each blank.
I. The longest leaf is 2. The widest leaf is _
3. The compound leaf with the most leaflets is
~1990BOb Jones Universily Press AeplOduction prohibIted
D Sdenc:e4
Lesson 45 Evalualinglhelenon
Notebook Packet
53

Direct a notebook activity on page 53. Ask your stu-
dent to read the directions. Instruct him to complete the

graph using the leaves he has collected. Then have him complete the remainder of the page.
Enrichment
Tell your student that in his lifetime he will use approximately 70 tons of wood products for furniture, heating, paper, and many other things. Also, tell him that one mature red pine can produce 450 pounds of oxygen each growing season. This oxygen will keep a man breathing for a whole year. Allow him to make a chart showing the following statistics:
1. How many tons of wood products will be used by
all of his family during their lifetime. 2. How many pounds of wood products this would be. 3. How many trees it would take to produce enough oxygen for his family for one year. 4. How many pounds of oxygen this would be.
202
SCIENCE 4 HTE
Lesson 46
Identifying
Trees
Text, pages 178-80 and 182 Notebook, page 54
About Trees
I Get a small twig and a cone from an evergreen 2. Using the key. try to (ell what kind of conifer 3. Record your observations. tree. it is.
Preview
Objective
Given proper instruction, your student will be able to do the following: Use a classification key to identify trees.
Materials
Have available: Student leaf collection from previous lesson. 1 conifer branch and cone. Several leaf key books (available from libraries).*
182
You will want to have several leaf key books available for your child. General botany textbook lab manuals usually contain excellent leaf keys. Try to avoid using "picture" keys having no written statements about the trees. Your child needs to learn how to read through a classification key in a logical manner. One book you may find helpful is The Audubon Society Field Guide to North American Trees by Elbert L. Little.
ten of the leaves that he has collected. (NOTE: The number of leaves may be reduced if lesson time is limited.) Call attention to the classification key beginning on page 178. Instruct him to select the conifer branch and cone from his collection. Demonstrate the key using the conifer branch and cone. Answer any questions that your student may have. Remind him to take his time and to examine the specimens carefully and thoroughly. Instruct him to write the name of his specimen and the key numbers he used to identify the specimen on the notebook page. This Finding Out activity will require your child to work only through the first eight statements of the key. It is important that he understands this part of the lesson before going on.
Lesson
Conduct a Finding Out activity on textbook page 182 and notebook page 54. Before beginning this activity, allow your student to retrieve his pressed leaves from the newspapers. Tell him to handle the leaves carefully. He will be using his leaves during the lesson and must not damage them. Explain that he will work to key all
Chapter
11:
Lesson 46
203
name
Record your finding.
here. _
A Simple Classification Key to Trees

_
gQto2. _ _
10. Leaves broad and Hat
Conifer
branch
and cone: Used key numbers
Leaf name:
Leaf 2: Used key numbers Leaf name: Leaf 3: Used key numbers Leaf name: Leaf 4: Used key numbers Leaf name: Leaf 5: Used key numbers Leafname: Leaf 6: Used key numbers Leaf name: Leaf 7: Used key numbers Leaf name: Leaf 8: Used key numbers Leafname: Leaf 9: Used key numbers Leafname: Leaf 10: Used key numbers Leafname:
_ _ _ _ _ _ _ _
. .
_ _ _ _ _ _ _ _
\~
8b
clusters of five _ White pine
Pre. Reproduclion prohibited
01990 Bob Jones University
Science 4
Notebook Packet
lesson 46
TeachingthtoLesson
178
54
Teaching the Lesson

Complete the classifying activity. Allow your student to classify his remaining leaves using the key in the student textbook. Once he has discovered the name of a leaf, he should record his findings on the notebook page and on a separate piece of paper. Each piece of paper can then be placed behind its leaf so that your student can later remember the name of the leaf. He should continue the activity until all the leaves in his collection have been classified. Tell your student that he may find a leaf that is not specifically mentioned in the key. Call attention to the other classification keys you have collected, and allow him to use them to classify those leaves.

The following terms are used by foresters when talking about trees.
canopy-the cover formed by the grouping of tree crowns at approximately the same height. live crown-the branch part of the tree which has living leaves capable of carrying on photosynthesis. cull-a tree that does not, nor will ever, have commercial value. den tree-a tree with one or more cavities that are used by wildlife for dens or nests. mast-any fruit or nut produced by a tree or shrub and providing food for wildlife. natural resource-anything used by people that is naturally present in the environment. These resources may be renewable or nonrenewable. stand-a group of trees of approximately the same age, composition, and appearance. A stand is part of a forest or woodlot. watershed-an area of land that drains or sheds water to the same point. This area can be less than one acre or can cover millions of acres as the Mississippi River Basin does. woodlot-a small forest.

Direct your student in completing his leaf collection. Give him several days to complete the leaf collection. Tell him to mount his pressed leaves neatly on white, unlined paper and to label each piece of paper with the leaf's common name. (NOTE: Allow a little flexibility here. The goal is neatness and accuracy, not quantity.) You may find a photo album an easy way to mount and display your child's leaf collection.
204
SCIENCE 4 HTE
sa
Leaves simple
go to 10.
~~17~a~.L~e~av~e=S~la~~~.~.d~a~rk~g~r~ee~n:.~sh~in~Y~.a~n~d~~~i~Ck~===========:M~a~gn~o~li~a~
17b, Leaves thin, not shiny go to 18.
9b. Leaves compound
90t021.
lOa. Leaves
more round than long
go to 11.
Leaves 3-4 ~ll~~~~~~~~=W~.IIOW~ times
7'" ~.
longer
than width,
leaves
narrow
10b. Leaves
more long than round
901014.
18b,
leaves
2 times
longer than width
goto 19.
go to 20,
11a. Leaves
with pointed
edges
goto 12.
19a, Leaf edges
with tiny teeth
11b. Leaf edges smooth,
leaf fan-shaped
Ginkgo ~
19b, Leaf edges
smQoth spaced. dark
Dogwood
20a, Leaf tubes easily seen on leaf surface and evenly
128. Leaves with five distinct
lobes., not fuzzy on bottom
of leaf
Sweet gum
12b. Leaves
without
five distinct
lobes
go to 13.
13a. Leaves
light green
on top, fuzzy white below.
3-5 lobes
__
Sycamore
~~
~
__ g~r~ee~n~o~n~t~oP~==============================~E~lm~
2Ob, Leaf tubes not easily seen Cherry
21a, Leaves
palmately
compound
Buckeye
13b
Leaves
with several
painted
lobes
(more than five)
Maples
21b. Leaves pinnately
compound
go to 22.
14a. Leaves
lobed
go to 15.
223
leaves
twice
pinnately
compound
go to 23,
14b. Leaves 15a
not lobed above. light green below, the lobes ending in
go to
17. ~~
Leaves dark green
~ __ !apO~i~nt~==============================~B~la~Ck~o~a~k~~
15{), Leaves light green, lobes are rounded go to 16,
~~,.,,,, \\~ ~2~~~Tr~u~nk~0~1~lr~e~e~ha~$~la~r~ge~t~h~or~n~s~==============~H=o:n~eY~L~oc~US:t~
22b, Leaves
once
pinnately
compound
go to 24.
1_'6_a_.~Le~a~ve~S~W~il~h~'h~r~e.=I=ob=e=s=.s=0=m=et='m=.=s=o=n=.=or=t=w=o.=v=e~==S=Pi=CY=$=m=e~lI~in~g~~~~
lwhen crushed Sassafras
if!F
~~~~==~~
23b, Trunk of tree has no thorns
Mimosa
'~lil:'
-'ll ~4b.
24a. Leaflets
very long and narrow
Palm
~'6~b~.~L.~a~v.~s~W~H~h~m~a~ny~m~or~.~th~a~n~th~r~.e~t~Ob~.~S-===========~W~h~ite~O~a~k~QP~ 179
"f ~I~~~~~~============~~~~
Leaflets egg-shaped Black Locust
180
205
Lesson 47
Adopt-a- Tree
Text, page 181 Notebook, pages 55-56
Drawing
name
My Adopted
Nameoftree:
of tree:
Tree Diary
_
(First Visit)
Location:
Preview
Objective
Given proper instruction, your student will be able to do the following: List the basic characteristics of a tree as determined by observation.
Size:
Leaf shape, bark color, etc.:
Sounds:
Smells:
Visitors:
Materials
Shadows: _
Have available: 1 tree.
Neighbors:
Notes
Rather than having your student "adopt" an existing tree, you may want to plant a tree in your yard. Contact your local Cooperative Extension Service, State Forester, or nurseryman. These people can help you choose a tree that would grow well in your area and specific site. They also can give you correct planting instructions and specific information about proper care after planting. The National Arbor Day Foundation in Garnerville, NY 10923 is also a good source to contact. Allow your student to examine the seedling before it is planted. Ask him to name one unique thing that he notices about the tree. Discuss the importance of parts such as roots, root hairs, stems, needles, etc.
l990BobJonesUnlvellltyp, ,R.producUonprohlbllfld.
Sdence4
Leeson 47 T,.ctllnglheL'Sion
Notebook PacMt
55
Direct a notebook activity on pages 55-56. Tell your student that he will also be keeping a diary about his adopted tree for the remainder of his fourth grade year. Tell him that today he will make his first observation of his tree. There will be repeated visits during the rest of the year to compare observations made each time.
Lesson
Direct a discussion. Tell your student that he will be "adopting" a tree near his house or in his yard. Ask him what the word adopt means. (to choose and take into one's own family) Tell him that this is what God does to us when we believe in His Son, Jesus Christ. (Bible Promise: H. God as Father)
206
SCIENCE 4 HTE
name
My Adopted Tree Diary

(Repeat Name of tree: Size: Visits) _ _
Leaf shape, bark color, etc.:
Sounds:
Smells:
Visitors:
Shadows:
Neighbors:
"For ye shall go out the mountains into singing. hands. Instead
H"iIIl
ivy. aile! he Ice/forth
Hill! peace: he/ore

rOll
and the hills shall break forth and all the trees
0/
of IIIf' field
,WI/('
shall clap their

lip
the thorn shall
thefir
tree, and sign that
instead of lite brier shall ('omt' up the myrtle shall he to the Lordfor
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tree: and if I.'tlft/It
a name . for an everlasting
shall not be cut ofI

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..
j5:i2-/J
181
D Sdence4
Lesson 47 Teaching lhe \.-..on
Nolebook Packet
Take your student outside, and have him select a living tree to adopt. For this first visit (use notebook page 55), instruct him to describe the tree as it is today. Use the following questions to help your student begin his description. How can you tell that the tree is alive? Listen to see whether the tree makes any sounds. Does the tree make any sounds? What kind of odors are there? Do different parts of the tree have different odors at other times of the year? What might the tree look like the next time you visit it? What animals (insects, birds, mammals) might visit the tree? Why do you think these animals would visit the tree? What must the tree have to survive? How old do you think the tree is? What kind of shadow does the tree cast? When your student visits his adopted tree, forewarn him that he is not to taste any part of the tree.
Teaching the Lesson

Direct a text activity on page 181. Use the following question to initiate your student's interest in what he is going to read: How is the tree described like a person? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Read Isaiah 55:12-13 aloud from your Bible. 2. Do you know what personification is? (Answers will vary. It is thinking of or representing an inanimate object as having personality or the qualities, thoughts, or movements of a human being.) In what expressions does the writer of these verses use personification? (the hills singing and the trees clapping their hands) 3. Do you think the word ye in these verses refers to a saved person or to an unsaved person? (Answers will vary. It must refer to the saved because of the words joy and peace.)
207
If your child is having difficulty understanding these verses, you may wish to explain that during the Millen-
nium the effects of sin will be reversed

on the earth. Not only will everyone have inner joy and peace because of salvation, but there will also be changes in the physical creation. Adam's sin brought thorns and thistles; the Millennium will replace those with different kinds of growing things. The people's joy in the changes in nature will make it seem as if even nature is joyful. All of these changes will indicate that God is in control and sin has been conquered. (Bible Promise: E. Christ as Sacrifice)

Direct an activity. Give your student a sheet of paper. Ask him to draw a picture of his adopted tree and write a paragraph describing his tree. Encourage him to invite a friend or family member to visit his tree. (NOTE: Remind your student to keep up with his adopted tree diary. Try to set a time each week until the end of the fourth grade year for your student to observe his adopted tree and to make entries in his diary.) You may choose to allow your child to take a picture of his "adopted" tree rather than to have him draw a picture of it. He could continue to take pictures of his tree as he completes his diary.

Arbor Day started in 1872 in Nebraska. J. Sterling Morton, a long-time conservationist, introduced a resolution to the Nebraska State Board of Agriculture naming August 10, 1872, "Arbor Day" in Nebraska: a day "especially set apart and consecrated for tree planting." Shortly after this observance, several other states passed similar legislation, and began observing Arbor Day, sometimes on dates other than August 10. By 1920 more than 45 states were celebrating Arbor Day. Traditionally people plant trees to commemorate Arbor Day.
208
SCIENCE 4 HTE
CHAPTER
12
How Earth's Crust Wears Down
Lessons 48-51
This chapter introduces mechanical and chemical weathering, the processes that break down rocks into soil. The ways that soil can be lost, mass-wasting and erosion, are also presented. Emphasis is placed on the Christian's stewardship responsibility to God's creation. Many handson activities throughout the chapter aid your student in understanding the different processes at work on and under the earth's surface.
Materials
III How Earth's Crust

Wears Down
183
* * *
*
* *
Several small pieces of limestone (Lesson 48) 1 large apple (Family Time 49) 1 small piece of carpet (Lesson 49) 1 small piece of tile or linoleum (Lesson 49) Fine potting soil (Lesson 50) 2 large measuring beakers+ (Lesson 51)
209
TEACHER'S EDITION
Family Time 48
Finding Out About Frozen Water
Materials -----Have available: 1 small glass jar. Water.
Instructions -----Guide your child in an activity. Allow him to fill the glass jar to the brim with water and cap it tightly. Place the jar in the freezer the day before teaching Lesson 48. (NOTE: You may want to put the jar on a pan to catch the broken glass.) Ask your child the following questions to initiate interest in the activity for tomorrow's lesson.
1. What do you think will happen to the water? 2. What will happen to the glass jar? 3. How do you think frozen water might affect rocks?
210
SCIENCE 4 HTE
Lesson 48
Weathering
thinks
that the word
weathering
refers
to. (slow
changes) Continue with another activity. Place several pieces of limestone into the empty cake pan; then ask your student to add his pieces to the pan. Add enough vinegar to cover the bottom of the pan. Heat the pan on the stove. As the pieces of stone are heating, display the frozen glass jar. Ask your student what has happened to the jar and what has caused it to happen. (The jar is cracked or broken because water expands when itfreezes.) Ask him how frozen water could break down rock. (Water seeps into the cracks of rocks and then expands when it freezes.)
Allow your student to observe the effects of the heated vinegar on the limestone. Bubbles should be forming on the pieces of stone. These bubbles are the result of the chemical change caused by the acid in the vinegar. If the process were continued, the limestone would eventually break down completely.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify methods of mechanical weathering and chemical weathering. Identify parts of the soil.
Materials
Have available: Several small pieces of limestone. * I piece of paper. I cake pan. Vinegar. I small glass jar prepared in Family Time 48. Pieces of building ~. brick or concrete
~ ,--_m_a_y_b_e_s_u_b_st_it_u_te_d_fo_r_li_m_e_s_to_n_e_fo_r-.J use in the weathering activity.
Lesson
Direct an activity. Explain to your student that in today's lesson he will learn about weathering. Tell him that he will do activities to see what changes affect rocks. Give him two small pieces of limestone and a piece of paper. Direct him to rub the pieces together and to note how long it takes to rub off a few small particles of stone. Ask your student to try to think of natural changes that would break off small bits of the limestone similar to what he has done. (Answers will vary.) Ask him how wind and sand might change the limestone. (The sand wears away at the limestone. The wind carries the sand away to wear at other rocks.)
Direct a discussion, encouraging him to use his findings to predict how long it might take wind and sand to wear away an equal amount of stone. After discussing how long it takes the wind and sand to wear away at the limestone, ask your student what kind of changes he
211
"And surely the mountain the rock is removed
falling
cometh
10 nought,
and
Weathering
ROl;k~ tan he broken down into smaller piccev hy
weathering, weather Although that term ma) sound as though \Jnl~
out of his place.
The waters wear the Job 14:18-19
stones: thou washest a~t'{I)' the things which grm1' out of the
dust ofthe
earth."
weather change, the rocks. plants and acids can also

stone. weatherirn; happens "hen wind. trost. fire. For Mechanical example. quickly,
water, or roots act on a rock and the rock changes. wind carrying scouring
sand can etch a\\ay at a stone
off hits that then 11, along to weather Do you know "hat
\I
other stones. Frost breaks up rods. when it freezes? It expands. drops below freezing? water does
UJ
1f water seep- into the pores hen the temperature water that ha!-. run
the cracks in rock, what will happen Sometimes underground
freezes. When it expands. it pushc-, up the
surface and small rocks come to the top. 'I hen a tha comes, and soil lall-, under the rock-, and hold, them on the surface. There weather ing "ill work. on the rocks. more soil. Running stones in creeks and on beaches different fields and along roadbeds?
tOI
ruing
If you took a walk through

might imagine Great had ridden his horses. true. Hut in another
southern
England.
you
that you were walking
where Alfred the and ruled
water can wear stone do n a~ well. 110\\ arc from sioncs in
waged his battles.
his people more than a thousand
years ago. In a way that is
way. you could never really walk the
same hills or till the same soil that the Saxons did.
Every day wind and water change the surface mountains, another.
or the
Some
earth. They move sand, break down rocks, wear away and carry tons of soil from one place to Most of thc changes are slow and gradual. in Egypt have been wearing down for
blocks of granite
more than 3.000 years. But sometimes the changes are swift and devastating, A whole town in Quebec, Canada, once disappeared 184 in a landslide in less than two hours. 185
Teaching the Lesson

Instruct your child to read through the top paragraph on page 188. The remainder of the page will be read in the next lesson.
4. What part of our beginning activity was an example of chemical weathering? (the vinegar and the
limestone)
5, Look at the cross section of soil on page 187. What is the dead plant material found above the topsoil called? (humus) The humus provides water and food for the plants, 6. Which part contains the rich soil that produces healthy plants? (topsoil) This part has been weathered by wind and ice. 7. Which part does not contain humus? (subsoil) The subsoil is coarser than the topsoil. 8. Which part is solid rock? (bedrock) 9. Do you think the weathering processes are helpful or harmful? (Answers will vary.)
Direct a text activity on pages 184-88. Use the following questions to initiate your student's interest in what he is going to read. 1. What is mechanical weathering? 2, What is chemical weathering? 3. What is bedrock? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1, What is weathering?
(breaking down of the rocks
into soil)
weathering? (wind,frost, fire, water, or roots acting on and changing a rock) 3. What is chemical weathering? (Gases like carbon dioxide mix with water and cause the breakdown of rocks.) 2. What is mechanical
212
SCIENCE 4 HTE
Plants can break up rocks. plants can push into force against expand through
it
Ho\V
is it possible
that a frail
flower or a tiny seedling tree could split a rock? Roots of small crack in a rock and spread out. As the plant grows. its root-, and stem push with steady the rock. After a while a small plant Can to break a boulder. to give way. over a rock call make the outer layer hy fire long break apart from the heat. A plant can grow even because the power of its growth enough
I
jtoPsOil
~"".:::.;
a city sidewalk
forces the cement not. A fire rushing expand enough,
l-orest fire, heat up rocks in a way that the sun doc, and split off. If the rock is surrounded it can actually
1;bedrock
When gases like carbon chemical amounts dioxide weathering of carbon dioxide dioxide mix with water, Raindrops pick up small acid. This acid can happen.
from the air. Water and carbon but it can change
make a weak acid, called carbonic
does not hurt plants or animals.
limestone, dissolving it gradually.
How might a miner or a
scientist use this information to identify limestone? Weathering decays the earth's crust, breaking it down into simpler become clements. Eventually rocks and boulders called particles, Mixed with dead plant material.
humus, soil can hold water and grow new plants. The rich soil at the surface is called topsoil. The soil just under that has no humus; think subsoil bedrock, 186 is coarser solid, unweathered it is called subsoil. rock.
187
Why do you is
than topsoil?
Below the subsoil
213
name
L_ NOh port of tht I0Il. Drew line to match the st.tement
Enrichment
Collect, or allow your student to collect, several soil samples from various places such as a garden, an empty lot, and a wooded area. Remove any large rocks and trash from the samples and crumble the lumps of dirt. Fill a separate quart jar for each soil sample onequarter full with soil. Add a tablespoon of alum to each jar and enough water to fill the jar to three-quarters full. Label the jar with the place from which the soil came. Cap each jar tightly. (NOTE: See Figure 48-1.) Place the following directions and questions with the jars:
1. Shake each jar vigorously for one minute. 2. Let the jar stand for several minutes. The soil will separate into layers of rock and coarse sand, silt, and clay. Any organic matter will float on the top of the water. 3. Study the contents of each jar and answer the following questions: How long did it take for all the particles to settle? Did it take longer for all the particles to settle in some soil samples? If so, which ones? What do you think caused this difference in settling times? Why do you think it takes longer for the clay particles to settle? Which sample has the most organic matter? Which soil would be best for growing plants? How could the soils with little organic matter be improved?
with the loll part or part, It describes.
humus
lapsoU
rich soil that produces healthy plants
subsoU
by wind
bedrock
"'1990 Bob Jones U,"IIvcrSOlyP'ess AeproduCllonproh.b,red
O Sdence4
Lesson 48
EViltallng III. lI on
NoeeIIook ,
57

Direct a notebook activity on page 57. Ask your student to read the directions at the top of the page; then tell him to complete the page as directed. Direct an outdoor observation. Take your student on a walk or drive through the neighborhood looking for signs of weathering. When you see holes or cracks in the surface of the road, you might ask him if these were caused by heavy trucks using the road. (No, roads are designed not to crack when supporting heavy trucks and cars.) Ask him what could have caused the holes and cracks. (Freezing water will crack concrete just as it cracked the jar in the demonstration.) Explain to your student that unlike water, rocks contract when they are cooled and expand when they are heated. Ask him to predict how this contraction and expansion will work with the contraction and expansion of the water to further speed the weathering of rocks. Guide your student as he looks for other signs of weathering. He might see stones worn down from running water or tree roots breaking up sidewalks or roads. If you plan to do the following Enrichment activity, you may wish to collect your soil samples at this time.
Figure 481
214
SCIENCE 4 HTE

Scientists have identified about seventy thousand different types of soil in the United States. The soil type is determined by the type of organic matter present, the climate, and the type of rocks from which the soil is formed. Characteristics that distinguish soils include the amount of nutrients present, permeability, potential for erosion, color, and texture. The physical characteristics of color and texture are the easiest to observe.
215
Family Time 49
The Earth and Its Land
Materials
Have available: 1 large apple.* 1 paring knife. The following demonstration may be used as an object lesson after reading about the creation (Genesis 1:1-2:24) or the story of the sower (Matthew 13:1-23; Mark 4:1-20).
Instructions
Display the apple and tell your child that it represents the earth. Cut the apple into four equal parts. Tell him that three of these parts represent the parts of the earth that are covered by water. The fourth part represents dry land.
Direct a demonstration.
Cut the fourth land section in half lengthwise. Tell

your child that one of these sections represents areas of the earth such as swamps, mountainous regions, deserts, and the Arctic and Antarctic. The other one-eighth section represents the land where man can live. Cut this one-eighth piece crosswise into four equal parts. Tell your child that three of these pieces represent areas of the earth where the weather is too wet or too hot, or the soil is too rocky or not fertile, or the land is covered by homes, businesses, or roads. Peel the last small one-thirty-second ( 3~) section of the apple. Tell your child that this small bit of peeling represents the soil that we depend on to provide food for the whole world! Obviously, crops will not grow well in rocky soil, nor is it a good idea to build houses on soil that tends to hold water on the surface. Careful planning to match the soil with the land use will help to prevent the loss of this small amount of usable soil.
216
SCIENCE 4 HTE
Lesson 49
Mass- wasting and Erosion
Text, pages 188-91
caused the blocks, as well as the soil and rocks in these examples, to fall. (gravity) Continue with another activity. Allow your student to add a few drops of food coloring to the water. Place the tile on a flat surface. Ask your student to hold the water dropper about twelve inches from the tile, and allow a drop of water to fall on the tile. Tell him to watch the drop as it hits the tile. Ask him to describe how the water splashed. Repeat the same procedure, using the piece of carpet. Ask him the following questions. 1. How is this splash different from the splash on the tile? (The splash is absorbed in the carpet. It spreads out on the tile.) 2. Why do you think it is different? 3. Which is more like a field covered with grass-the carpet or the tile? (carpet) 4. Which is more like bare soil-the carpet or the tile? (tile) 5. What do you think the drop of water represents? (raindrops) 6. Is rain more harmful to bare soil or soil covered with grass? (It is more harmful to bare soil because rain moves bits of dirt on the bare soil.) Prop an end of the piece of tile and the piece of carpet on a wooden block. Allow your student to hold the dropper twelve inches above each piece and allow a drop to fall. Ask him the folluwing questions. 1. What happens to the drop on the tile? (The water ran down the slope.) 2. What would happen to rain on bare soil? (The rain would run downhill taking some soil with it.) 3. What happens to the drop on the carpet? (The water is absorbed.) 4. What does this activity show you about bare soil and soil covered with grass? (Your student should conclude that rain does more harm to bare soil than to soil covered with grass. It is more harmful still to bare, sloped ground because the rain runs off more quickly, taking more soil with it.)
Preview
Objectives
Given proper instruction, your student will be able to do the following: Find evidence of mass-wasting and erosion in his neighborhood. Describe the problem of mass-wasting or erosion.
Materials
Have available: 15-20 small wooden blocks. 1 small piece of carpet.* 1 small piece of tile or linoleum.* 1 water dropper. 1 cup or bowl of water. Food coloring. Paper towels. Home Teacher Packet, pp. 32-33.
Lesson
Direct an activity. Tell your student that he will be doing activities today to show examples of two ways topsoil can be lost. Ask him to build a pyramid using the wooden blocks. Tell him that the pyramid represents a hill or mountain. Ask him to remove one of the blocks from the outside of the bottom level. Ask him what he thinks removing a block represents. (Answers will vary. Removing the block will cause a reaction that represents a landslide.) What happens to the topsoil during a landslide? (The rock and soil slide downhill.] Why do you think landslides occur? (Answers will vary. Landslides usually occur because of the natural instability of an area, but they can be caused indirectly in places by man.) Can you think of an example of a landslide being indirectly caused by man? (An example would be where roads and highways have been cut improperly into the sides of mountains.) Ask your student to tell what force
217
Mechanical producing without
and chemical
weathering
are constantly to farmland find new
When mas .. -wasting A lantlstid is a sudden If the slide is made partly mountain mountain mountain villagers
i.., swift, it is much more dangerous. downhill movement of rod: or soil. of ice or S"O", it is an avalanche,
new soil. What would happen weathering"
Why do you think farmers
rocks in the fields when they plow each year'!
In J8B!. it town in Swir/crlund
was mining the

so lar into the into the top, Rocks the town. 1he But the effort hole the
nearby. The miners worked that a crack broke upward began to creep down toward
began to fall night and day. and a huge piece 01 the tried to cUI down the trees on the sliding part to to slow it down. morning, the"
make it lighter and perhaps came too late. One September mountain smashed crashed
dO\I n. Millions
of tons of rock and >I,iI
over the town at 100 miles an hour. dc-trnying
town and killing many people. Not all landslides arc <i"i big or as harmful. soil. Big or small. landslide are brought all things on earth to come down?
Some occur
where there arc no people: some move only a few tons of down by one force. Can you think what force that is'? What force causes
Mass-wasting
When large amounts say the earth's a big change Sometimes of earth or rock slide downhill. by
maSS-HY15Iillg.
wc
crust is changed
Mass-
wasting can be slow or terrifyingly One kind of slow mass-wasting soil slides downhill or feel it moving. Telephone foundation 188
fast. But it always makes is called creep. see But by
in the surface of the earth. so slowly that we cannot
Even the grass is not disturbed.
and by we can see the clues of slow mass-wasting. poles tilt; fences lean; trees grow up in a curve. for a house on a hill to have a On bedrock') 189 Why is it important
Teaching the Lesson

Direct a text activity on pages 188-91. Use the following questions to initiate your student's interest in what he is going to read. 1. What is mass-wasting? 2. What is erosion? Continue with discussion questions. After your student completes his silent reading, use .the following questions and statements as a guide to discuss the pages he read.
5. Why does water almost always run downward to the lowest point? (Answers will vary. Water flows downward because of the pull of gravity.) What will the water carry with it as it flows downward?
(soil)
6. What do raindrops do to the soil? (dislodge parti-
cles and move them about)

7. Do you think splash erosion causes more damage to a sloped field or a flat field? Why? (a sloped
field, because the splashes will flow downward, eventually creating sheet erosion) 8. Have you ever seen a stream or river after a heavy rain? How did it look? (swift, muddy) What do you think made it look muddy? (eroded soil in the water)
Display the song "My Country, 'Tis of Thee" from page 33 of the Home Teacher Packet and sing it with your child before asking question 9. 9. What does rills mean in this line, "I love thy rocks and rills, / Thy woods and templed hills?" (small
(the earth's crust being changed by large amounts of earth or rock sliding downhill) 2. Look at the picture on page 188. What probably caused these trees to tilt? (soil creep) How might
1. What is mass-wasting? soil creep affect other things, such as buildings, roadways, and bridges? (Answers will vary.) 3. Why is it important for a house on a hill to have a foundation on bedrock? (Soil will slowly slide downhill, but bedrock is solid.) This principle applies to our lives as well. We must build our lives on the Rock, the Lord Jesus Christ. (BAT: la Understanding Jesus Christ) 4. What is erosion? (the carrying of soil from one
streams)
Conclude the discussion. Display the gully on page 32 of the Home Teacher Packet. Ask your student what much-loved national landmark is similar to the gully,
place to another)
218
SCIENCE 4 HTE
Erosion
The carrying of soil from one place to another But water almost i, called alw ays runs
erosion. Water and wind cause most erosion.

soil about in many directions. downward guess about most erosion
Wind blows
to the lowest point. Why is that') What can you caused by running water?
Water Erosion
Running raindrops water carries away soil in many ways. When they loosen and push bits of away strike the ground,
soil. This quiet work of the rain is splash erosion. Heavier or longer rains often run off slopes in sheets, carrying loose soil and even small stones. erosion When running landforms. running is called? It ib sheet erosion. water washes away soil, it creates a downpour If the gully continues new Probably Grand the most spectacular gorge in the world is the Sometimes gougc..:s a ditch, a gully. to carry What doc> this hills"? Canyon. It runs for well over 200 miles and is a mile bla/e across the walls. turning look at that layers of rock and say What do you think this
in the surface of the earth. line from "My Country.
water, it is a rill. a small stream.
'Tis of Thee" mean: "I love thy
deep in places. 1 he sunsets vast canyon
rock> and rills. Thy woods and templed
the layers of rock orange and red. Evolutionists and at those beautiful that the earth is millions
of years old, that no young earth and see the power of When the Flood
could have such a deep gorge in it. Creationists look into the canyon God and find evidence
of the great Flood.
waters went down, they swept across whole continents with unimaginable force. The material underneath was still soft Streams, the earth. their banks. crust depends especially flooded streams, erode the surface of and unsettled. happen quickly. Under such conditions, much erosion could Rivers carve valleys and gorges and widen out How fast a valley or gorge gets worn into the on many thing': how hard or soft the rock is. and A young earth in a mighty flood would of water and the sediment showing such a change hardened, walls in rate. 191
indeed have such a gorge. When the river no longer carried the huge amounts erosion narrow slowed down. The layer> in the canyon at the bottom.
how much water there is, how fast the water is moving, how .Iong the water has been moving. 190
but much larger. (the Grand Canyon) Ask him why he thinks the Flood could have created a huge canyon in that location but not in other places throughout the earth,
(the type of soil and the swift downward flowing of the river) Emphasize the creationist belief that the Grand
Canyon is a result of the Flood and not of millions of years of slow erosion. Tell your student that since the evolutionists do not believe in the Flood, they can only assume that the canyon was formed by the same slow processes we see today,

Direct an observing activity. Take your student on a walk through the neighborhood, Tell him to look for evidence of erosion, soil creep, or even small landslides, Allow him to make brief notes about problem areas, When you arrive back home, instruct your student to write a description of two to three of the problems he found and their locations.

The Grand Canyon is the world's most spectacular example of the result of erosion, Yet early explorers considered it nothing more than an obstacle standing
between them and the water of the river that flowed through the canyon, Even as late as 1857, an explorer called the canyon a "profitless locality," believing that his party was the first and would be the last to see the huge gorge, He was wrong on both accounts. Father Francisco Tomas Garces gave the river that flows through the canyon the name Colorado because of its red color resulting from the soil it carried, He was one of the first to make the climb down the steep canyon sides in 1776 to visit the Havasupai Indians as a missionary, Today, the Havasupai continue to live in isolation at the bottom of the Grand Canyon as they have for centuries. The rims of the canyon vary from four to fourteen miles apart On the average, the depth of the canyon is one mile, A dramatic change in the climate and vegetation takes place as one gradually ascends to the northern rim of the canyon, The floor of the canyon has a climate and vegetation similar to that of a Mexican desert, At the top of the northern rim, the climate changes to that of southern Canada, In winter, this northern rim is closed to traffic because of snow, but the southern rim remains open to the public year-round, The Grand Canyon was made a national park in 1913, After visiting the canyon in 1903, Theodore Roosevelt stated that it should be kept "as the one great sight which every American should see,"
219
Lesson 50
Water Erosion
Preview
Objectives
Given proper instruction, your student will be able to do the following: Predict the effects of water on a flat field and a sloped field. Describe the effects of slowing water on the soil it is carrying.
Lesson
Introducing the Lesson --Direct a demonstration. Set the jar on a table where your student can see it. Remind him that water in streams and rivers moves, sometimes very rapidly and sometimes so slowly that it looks as if it is not moving at all. Using the spoon, gently stir the water in the jar, being careful not to touch the soil. Ask your student to tell what water picks up as it moves along. (sand, soil, and rocks) Stir the water faster. Ask him what happened to the soil and pebbles as the water began to move faster. (More was picked up and carried along by the swiftmoving water.) Continue to stir the water faster until almost all the soil and pebbles are carried in the swirling water. Remove the spoon from the water quickly. Ask your student to observe what happens to the water and the load of soil it is carrying. Ask him which particles settle first: the pebbles or the soil. Instruct him to give some reasons that streams and rivers slow down and to predict what happens in the process.
Materials
Have available: 1 large jar. Several small pebbles. Fine potting soil. * 1 spoon. 2 half-gallon milk cartons. 2 oblong cake pans. 1 sprinkling can. 2 quarts of water. 1 ice cube. Prepare: The jar by covering the bottom of it with soil and the small pebbles and adding enough water to fill it almost to the top. The two milk cartons by filling them with soil to within one inch of the top. Place one carton into each oblong cake pan. The sprinkling can by filling it with the water.
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SCIENCE 4 HTE
Water not only picks up material, but it also lays material down in other places. 11 deposits soil as it slows down. What arc some things that would cause a river to slow down enough for the soil and other material to settle
out of it'?
When a river flows into another body of water, it slows down. It pushes out into the other water and fans out. It then deposits soil in a shape something like a fan. We call tbat triangle a delta. Delra is the fourth letter in the Greek alphabet. What do you think that letter looks like'! When a river floods. the water that goes over the banks slows down when it hits the land. The sediment in the water settles out, laying down a flood plain.
Ocean water is it powerful force for eroding the surface of the earth. The steady rushing of the waves can form cliffs, caves, and stacks. A wave-ell! cliO-is a steep, slanted "all of earth that borders the sea. The cliffs at the Strait 01 Dover in southern England contain chalk. They arc commonly called the White Cliffs of Dover. Do }OU think chalk would be casilv eroded? Sometimes the wave, wear a hole in a cliff. This hole is a sea carc. Perhaps you have read a story about someone who hides treasure in such a place. Would that he a good place to hide treasure? When ocean water erodes softer rock from around hard rock, a stack appears. S13c", arc columns or rowers of rock standing out of the sea. lhe sand and bib of rock and shell carried in seawater work like Iilcs on rock, wearing it away in the push and pull of \\ aves.
192
193
Teaching the Lesson

Direct a text activity on pages 192-96. Use the following statement and questions to initiate your student's interest in what he is going to read. 1. Find out if the predictions you made at the end of the activity were correct. 2. What is a stack? 3. What is a glacier? Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Why do you think a river slows down as it enters a lake or ocean? (The water in the lake or ocean
is moving but not as swiftly as the river is flowing.)
You may wish to explain to your child that most waves are caused by winds pushing against the surface of the oceans. They begin as ripples and continue to grow as they approach the shore. All waves have the ability to cause erosion, but the bigger a wave is, the more power it has to carry soil and sand away. A hurricane or a tsunami [tsoo-na'me] (tidal wave) can erode a great deal of the land in a short amount of time.
2. What is a delta? (soil deposited in the shape of a

fan or a triangle)
3. What do we call sediment that remains after flood waters have receded? (flood plain) 4. Name three things that ocean waves can form.
(wave-cut cliffs, sea caves, and stacks)
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Frozen
water also makes changes
on the earth.
What is
one way that freezing
water weal her S the surface? A glacier
is a huge mass of ice moving slowly. When snow falls on

snow, and more snow falls on that, the weight forms a great block of ice. When that block gets heavy enough, to move. scraping sometimes shoving it begins over the surface of the earth and rocks and soil ahead of it. Why do you it snows'? have names out by gouged out by glaciers
think that glaciers do not form everywhere The new landforms that sound (pronounced a glacier. mountain like something
out of science fiction, A cirque hollow scooped a
surk ) is a large round
When ice melts and water fills a cirque, lake called a lam forms. AjJord fjord is a Norwegian
(pronounced
[yord; is an inlet from the sea that has been made deeper
by a glacier. Norway word. Why do you think has many fjords'
If oceans only wore down the shores, the continents might dwindle to islands after a while. God has provided for the rebuilding as well as the eroding of the earth's crust. Ocean waves wear down shores; ocean currents build them up and make other landforms in the sea. A spit is a bar of sand that reaches out from an island or the shoreline. It is deposited there by the working of the ocean. A hook is a spit with a bend in it. Barrier islands are sandy beaches that are not connected with the mainland. Why do you think they are called barriers" -connects 194 A tombo!o is a beach of sand or gravel that two islands or an island and the mainland. 195
5. Look at the picture on page 194. Name the four landforms that God has provided for the rebuilding of the earth's crust. (spit, hook, barrier island,
tombolo)
6. What is a glacier?
(a huge mass of ice moving
slowly)
7. Why do you think that glaciers do not form everywhere it snows? (The snow and ice melt each year,
and the piles made in one year are not thick enough to form the huge blocks of ice.)
8. Where might you find the landforms created by glaciers? (near the North or South pole) 9. Look at the picture of the fjord on page 195. Why do you think that there are many fjords in Norway? (Answers will vary, Much of Norway is bordered
by the Norwegian Sea, This very mountainous country is close to the Arctic Circle-so close, in fact, that the northernmost part of the country lies within the circle.)
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SCIENCE 4 HTE
About Water Erosion

I. Get two half-gallon milk cartons, two oblong cake can pans, some fine potting soil. a spoon.
a sprinkling
of water, and an ice cube,
2. Cut one side out of each carton. Fill both with soil
within one inch of the top. Make a "riverbed" carton with the handle of the spoon. the baking pans. Lift one end of one carton in each in about four Put the cartons
inches, keeping the spout at the top.
3. Sprinkle
one quart of water slowly into the top of the tilted carton. Watch what happens to the soil. Sprinkle
the same amount of water into the other pan that is sitting level. What happen> to that soil'! 4. Now tilt the second carton Glaciers, like ocean water and streams, deposit material too. The rock and soil pushed glaciers melt back. Moraines along by the snout or front and drumlins are two kinds of and put the ice cube at the
top. Let the ice cube move and melt a. it will. Record all your observations.
edge of the glacier are called till. Ridges of till are left when hills made by glaciers, Glaciers can deposit Meltwater Also, when glaciers material when they melt as well. carries earth and rock much as a stream does. melt they send billions of gallons of far below them. Meltwater
[0
water flowing to streams
is fresh
water, which is water that is good
drink.
God designed
when water months
the glaciers to store water in the coldest
months
is not usually scarce and to release it in wanner
when streams and

196
reservoirs
are
low, 197
Conclude the discussion. Ask your student to name the two types of hills that glaciers form, (moraines and drumlins) Tell him that scientists consider these hills important because they show how far glaciers have come in the past. Rock flour is the name scientists have given the finely ground pieces of rock and earth that are carried away by glaciers, This rock flour gives the waterfalls and streams that flow from glaciers their beautiful colors.

Direct a Finding Out activity on textbook page 197 and notebook page 58. Place the pans on the floor or a low table. Allow your student to make a "riverbed" in each milk carton of soil. Elevate one end of one milk carton about four inches. Instruct your student to predict what will happen when water is poured into the tilted carton and to write his predictions in the correct place on the notebook page. Allow your student to carefully pour one quart of water from the sprinkling can into the top of the tilted carton. Tell him to record his observations; then have him predict what will happen when water is poured into the flat carton. Pour one quart of water into the flat carton. Tilt the flat carton and place the ice cube at the top of the' 'riverbed." Direct your student to watch the ice cube and to record his observations.
223
neme

Scientists have estimated that approximately 10 per cent (6,020,000 square miles) of the earth's land surface is covered by glaciers. Ninety per cent of this ice can be found in Antarctica, covering the continent so thickly that just over 2 per cent of the land can be seen. Huge glaciers, such as this one in Antarctica, are called ice sheets. Radio echo soundings have enabled scientists to measure the depth of the Antarctic ice sheets at almost 3 miles. They have also discovered several lakes under this ice, the largest of which covers over 3,000 square miles. On a temperate glacier, such as the ones found in parts of Canada, Scandinavia, and New Zealand, the yearly snowfall may be as much as 16 to 30 feet. This snow may be converted to glacial ice in as little as 5 years. But on the much colder glaciers of Greenland and Antarctica, it may take the same amount of snow as much as 3,000 years to convert to ice because of the smaller amounts of yearly snowfall and the inability of the ice to thaw and refreeze quickly. A thin film of water between the ice and the rock it covers enables the glacier to move. It slides easily over smooth rock, pushing against any bumps in the rock with such pressure that the glacier may bend and crack. If the ice on the underside of the glacier has reached the melting point, some of the ice forced against an obstacle will melt, flow around the obstacle, and often refreeze on the other side where the pressure is not so great. Some glaciers have been known to "surge" or advance quickly for short periods, sometimes as much as several yards per hour. The Quarayaq Glacier in Greenland was recorded to flow at the rate of 65 to 80 feet per day in 1982. Such forward movement can actually be seen, heard, and felt as the ground shakes violently.
Predictions
Resuhs to the soil to the wlter
tilted
flat
Can you think of a way to keep the soil from being carried
away by the water?
The ice Thesoil
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SCIENCE 4 HTE
Lesson 51
Preventing Erosion
About Controlling
I. Get the same equipment AboUI Water Erosion,
Erosion
Out
you used for the Finding
except you will not need an ice beakers.
cube. You will also need two large measuring 2. Fill both cartons
within one inch or the laps with df) pans and tilt hath cartons. in the
soil. Put both in the baking
3. "Plow" vertically in one carton and horizontally
other, using the handle of the spoon or your fingers. 4. Then slowly sprinkle vertically "plowed" soil. Then sprinkle one quart of water into the soil. Watch what happens another to the Collect quart of water at the same Walch what happens. vcparatcly. your Which kind
rate into the other carton.
Preview
Objectives
Given proper instruction, your student will be able to do the following: Identify soil-conserving plowing methods. Distinguish between soil-conserving practices and erosive practices.
the run-off of plowing observations.
from both cartons prevented
more erosion'? Record
Materials
Have available: 2 half-gallon paper milk cartons used in Lesson 50. 2 oblong cake pans. Clean, fine soil (about 1 gallon). 1 spoon. 1 sprinkling can. 2 quarts of water. 2 large measuring beakers. *t Prepare: The milk cartons by filling them with soil to within one inch of the top.
198
name
Plowing method
Amount of run-off
Lesson
Direct a Finding Out activity on page 198. Instruct your student to follow the directions for Steps 1 and 2 on page 198. Allow him to plow the soil in each pan according to Step 3 and to place the measured beakers under the spout of each carton to catch the runoff. Ask him which carton will lose more soil when water is poured onto it. (Answers will vary.) Allow him to pour water on each carton, using the sprinkling can. Discuss the results with your student. Explain to him that the horizontal plowing is called contour plowing, plowing "with the land." Direct him to record his observations on notebook page 59.
Which plowing method Why? would you use?
contour
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Some erosion land. Farmers plowing,
can be
jJl\;\t:lltctl
with careful
use of the
keep soil from washing
away by contour the curves of
plowing "with the land," following
the hills. Strip-cropping. in which crops arc planted in bands along the contours. also slows down fun-off. Rows of trees between fields also help stop wind erosion. especially Erosion of clearing during plowing. with responsible America. methods can and burned, nothing can also be prevented
land. Where vast areas arc stripped
as in the great rain forests of South Careful planning and cutting
keep millions of tons of soil from being swept away. rather than total the forests. Seuwatls arc or rebuilt. destruction Shores. barriers and hollows out What docs the How hurricane can conserve soil and preserve
too. can be protected
Wind Erosion
When wind carries away loose material a basin in the ground, it creates a name tell about the landform? Wind deposits sand, building
b!OWOIJI.
of steel. wood. or concrete whipped
built along the beach.
Galveston.
Texas. has had a seawall since 1900. when a the ocean waves across the city with The Army Corps of Engineers Florida, by pumping rebuilt up tons
great destruction.
part of the beach in Miami. up hills called dunes. A rich topsoil
and tons of sand from under the sea. is a finer treasure than the giant sequoias buried beneath it. It is life rests. It supports our air. God If we arc that grow from it or the diamonds the plants that provide has not only provided established careless the processes to operate
is the work of the wind on the earth like the work of water? How is it different? Erosion comes from two Latin word parts that mean "to gnaw off." Why is that a good name for this process? A.II the wearing Hebrews clothes down of the earth is called degeneration. grow old and wear out like at work. God I: II says the earth "shall wax old as doth a gardo. is not the only process
the very base upon which our physical
our food and replenish by which it is renewed.
our earth with good soil. He has also the great cycles of
ment." The earth will eventually But degeneration
with the soil, if we do not perceive
and endeavor
within them, we waste one of
God's best blessings continue
to Us. We arc to be good stewards
has also established conservation. ways for energy, soil, and other things to be preserved or renewed. Hebrews 1:3 tells us that God is "upholding power," all things by the word of his
this gift: we must use the soil wisely so that the earth may to bring forth it. bounty.
199
200
occurs? (Answers will vary. The land is dry. There
You may want to further develop the

concepts taught in the Finding Out activity to include stripcropping and terracing. To demonstrate stripcropping, place a strip of sod perpendicular to the milk-carton slope and sprinkle the "field," using the sprinkler can. To demonstrate terracing, build steps in the soil down the slope, and sprinkle as directed in the activity. Collect and compare the run-off.
is little plant cover. The winds are high.}

2. What is degeneration? (the wearing down of the earth) Name other things that degenerate, or wear out. (cars, houses, toys, our bodies) 3. What does the word erosion mean? (to gnaw off) Why do you think this is a good name for the processes of degeneration of the earth? (Wind and
water seem to "gnaw off' the topsoil.)

4. What things can you do to keep your body from wearing out, or to conserve it? (Some examples
might be to eat nutritious foods, to exercise, or to get plenty of sleep.) Although God protects His
children, He wants them to take good care of the health He has given them. In the same way, God wants us to take good care of the things He has given us in the earth even though He has provided ways for soil and other things to be renewed and preserved. List some ways that God has provided for the soil to be renewed and preserved. (Some
Teaching the Lesson

Direct a text activity on pages 199-201. Use the following question and statement to initiate your student's interest in what he is going to read. 1. What is degeneration? 2. Find out some ways erosion can be prevented. Continue with discussion questions. After your student completes his silent reading, use the following questions and statements as a guide to discuss the pages he read. 1. Look at the picture on page 199. What conditions do you think are present when most wind erosion
examples might be weathering, decaying organic material, or grass and other ground covers.)
(BATs: 2c Faithfulness-Responsibility; 3d Body as a temple; Bible Promise: I. God as Master) 5. Does erosion affect only farmers? (no) 6. Name some ways erosion might be prevented in your neighborhood. (Possible answers: Houses
can be built on terraces. Builders can carefully
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SCIENCE 4 HTE
"Heaven find earth shall pas (Jlt'aL ...
p(JS,~ Glnly.
but my wnrds shall not
Luke 21:33
201
clear only the land needed for a project, cover the soil with straw to keep it in place during construction, and plant trees and grass when the job has been finished. The sides of gullies can be planted with a ground cover or lined with concrete.) Conclude the discussion. Most of the obvious erosion problems are a result of man's improper use of the soil. Discuss the ways that soil erosion can affect your student. Tell him that the estimated yearly cost of erosion in the United States alone reaches into the billions of dollars. Ask your student to read Luke 21:33. Discuss with him the seemingly permanent cycle of weathering and erosion that brings about constant change in the earth. Ask him whether, according to this verse, these things really are permanent. One day, all the things that we are familiar with will pass away-the earth, moon, stars, and sun. God will create a new heaven and earth, and Jesus will be the light. But God's Word has never changed, and it never will. It will not pass away . (BATs: 8a Faith in God's promises; 8b Faith in the power of the Word of God)
227
name
Across I. __ glaciers. are a kind of hill made by I. The wearing Down down of the earth is
name
Complete the puzzle with word. from the chapter. Clue. tor the puzzle are on PIII8 81.
known as __
5. __
can happen when sediment

at the
2. A __
wasting. 3. A __
is a form of swift massis a bar of sand deposited by
clogs rivers and streams. 6. A fan-shaped sediment deposit mouth of a river is a __ . 7. __ glacier. 10. "I love thy rocks and __ erosion. Slow mass-wasting connects
is fresh water flowing from a

."
the ocean's work. 4. __ the Great ruled southern England over one thousand years ago. 8. Rich surface soil is called __ . 9. __ breaks rocks into soil. material is 11. Dead plant and animal called __ .
13. Heavy, long rains can cause __
14.
is called __
two islands.
16. A __ 17. A __
12. Farmers __
a field.
plow with the slope of
is an inlet from the sea. by a glacier is
18. Rock and soil pushed called __ . 19. A __ is formed
15. __
means "to gnaw off."
by the weight of .
snow on top of snow forming ice. 20. Water expands as it turns to __ 21. The __ beautiful is the world's gorge. most
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61
O Science 4
lesson 51
Ev.luatlflg the lElSlOfl
Notebook PAcket
.60

Direct a notebook activity on pages 60~61. Ask your student to read the directions; then tell him to complete the puzzle.

Land has historically been considered a limitless resource in the United States. During the 1500s and 1600s, the New World was looked upon as a land of plenty, largely due to the reports of fertile soil and huge amounts of timber and fur pelts. This feeling of limitless plenty continued through the early periods of expansion and settlement. Government officials perpetuated the idea that it was the young nation's duty to reap the benefits of the land to the west. The Homestead Act and inventions such as barbed wire and the steel plow urged settlers ever westward. Settlers cleared small patches of forest for farms, moving on when the land became barren from overuse. The openness of the Great Plains gave the settlers a feeling of inexhaustible plenty. The prairie soils were able to support large fields and great herds of grazing cattle. But little attention was given to soil conservation
throughout this period of growth, resulting in a great loss of soil to erosion. In the early 1930s a long drought turned much of the farming areas of the Great Plains into the Dust Bowl. Parts of Texas, Oklahoma, New Mexico, Colorado, and Kansas were the hardest hit, with drought and prairie winds working together to blow away billions of tons of precious topsoil. Once-productive farmland was left useless. To make matters worse, the nation was in the throes of the Great Depression. Jobs and money were scarce. Many fanners lost their land because it could not produce enough crops for them to pay their bills. As a result of this great loss, the United States Congress created the Soil Conservation Service in 1935 to educate farmers, builders, and home owners in proper conservation practices.
228
SCIENCE 4 HTE
Supplement
Concepts
Concepts are short statements of scientific knowledge. Although your student will learn about each concept as each lesson is taught, it is not necessary for him to memorize the concept. Chapter 1 Lesson 1 What a person believes about the beginning of things is determined by faith. God's description of how things began is called the Creation Model. The Evolution Model describes ways in which some scientists think that the universe might have begun by itself. The Break-Away Theory says that the moon pulled away from the earth leaving a hole that became the Pacific Ocean. Lesson 2 The Capture Theory states that at one time the moon orbited the sun. When the moon came close to the earth in its orbit, the earth captured the moon, which then orbited the earth instead. The Condensation Theory states that the earth and the moon were both formed when a mass of dust and gas condensed. God's Word says that God spoke and made the moon out of nothing. Lesson 3 Evolutionists believe that the moon is millions of years old. Changes and activity on the moon (transient lunar phenomena) help to prove that the moon is young and active. The thin layer of dust found in the low areas on the moon helps to prove that the moon is young. The moon is gradually getting farther away from the earth. Its present distance helps to prove that the moon is not as old as evolutionists say it is. Lesson 4 The moon reflects the sun's light. The apparent movement of the moon across the sky is caused by the earth's rotation. In the ancient Near East, people began each month at the appearance of a new moon. God will use signs such as the darkening of the sun and moon to signal the end of this age. Chapter 2 Lesson 5 Adult insects have three pair of legs, three body segments (head, thorax, and abdomen), and usually one pair of antennae. Insects may develop by incomplete metamorphosis (egg, nymph, and adult) or by complete metamorphosis (egg, larva, pupa, and adult). The insect order that includes the grasshopper, cricket, praying mantis, and cockroach is called Orthoptera. These insects have two pair of wings, one outer pair like heavy paper and the other covered pair like crisp, clear silk. Lesson 6 The dragonfly group (Order Odonata) has two pair of membranous wings and thin bodies. The nymph stage of the dragonfly group lives in the water. The aphid group (Order Homoptera) has two pair of wings or is wingless. Members of this group use their mouth parts to pierce the outer covering of a plant and to suck plant juices. The bug group (Order Hemiptera) has piercing, sucking mouth parts and two pair of wings. The front pair of wings is thicker where the wings join the body and thinner toward the end. Lesson 7 Butterflies and moths (Order Lepidoptera) can be distinguished from one another based on the following characteristics: body type, antennae, position of wings, time of activity, and pupal stages. Members of the beetle group (Order Coleoptera) have two pair of wings. The front wings are hard and usually shiny and often form a shell-like covering for the thin hind wings underneath. Members of the fly and mosquito group (Order Diptera) have one pair of wings that are thin, almost transparent, and veined. Most have sucking mouth parts. Lesson 8 Bees have two pair of wings. The front pair is larger than the back. With the exception of queen ants and males, most ants do not have wings. Both bees and ants live in large groups called colonies. They belong to the Order Hymenoptera. Bees use special dances to inform other members of the hive of new food sources. Many ants use special odor trails to lead members of the colony to food.
Concepts
231
Lesson 9 Fleas do not have wings. Fleas have sucking tubes designed for eating and legs designed for leaping.
Insects can be separated into groups based on the

number and structure of their wings. Lesson 10 Arachnids have four pair of legs, two body divisions (head and thorax form one body division), no antennae, and no wings. Myriapods have many legs. The group includes the centipedes and the millipedes. Chapter 3 Lesson 11 Atoms are made up of three main parts: protons, neutrons, and electrons. Electricity is caused by an imbalance of electrons in atoms. Lesson 12 St. Elmo's fire is a result of static electricity. Objects that have the same electrical charge repel each other. / / Lesson 13 Out-of-balance electrons tend to get back into balance. Electricity needs a complete circuit in order to work. Lesson 14 Electricity and magnetism are closely related. Electricity can be generated with magnets. Chapter Lesson 15 Fungi do not make their own food. Mushrooms, molds, and mildews are all fungi. Fungi reproduce by spores. Lesson 16 Algae, mosses, and liverworts are tubeless plants. Algae, mosses, and liverworts carryon photosynthesis. Lesson 17 Ferns are tubed plants. Ferns do not have seeds. Ferns reproduce by spores. Lesson 18 Conifers produce seeds in cones. Conifer leaves have two basic shapes. Most conifer leaves are evergreen. Lesson 19 Flowering plants are divided into monocotyledons and dicotyledons. Flowering plants produce seeds in flowers and fruits.
Chapter 5 Lesson 20 Length is the distance of an object measured from one end to the other. Measurements must be expressed in numbers. Lesson 21 The most widely used system of measurement in the world is the metric system. The metric system is based upon units of ten, making multiplication and division easier. Lesson 22 Area is measured by multiplying length times width. Area is expressed in square units. Lesson 23 Volume is expressed in cubic units. An object immersed in water will displace a volume of water equal to its own volume. Chapter 6 Lesson 24 God has designed the digestive system to change food into a form that the body can use. Digestion begins in the mouth where the saliva softens and moistens the food and changes some starches into sugar. The tongue moves food and detects four different tastes. The teeth break food into small pieces. Lesson 25 The throat, or pharynx, branches into two "pipes" below the back of the mouth. The trachea is the windpipe. The esophagus is the food pipe. Food passes through the esophagus to the stomach. Lesson 26 Food is mixed with digestive juices in the stomach. Food is mixed by the movement of the walls of the stomach. Lesson 27 The small intestine is a coiled tube about 23 feet long. The small intestine is the main digestive organ. Digestive juices formed in the small intestine, the pancreas, and the liver are added to the food. The large intestine absorbs water and salts. Chapter 7 Lesson 28 The moon has mountains, plains, craters, and rills. The mountains on the moon are jagged because there is no erosion or weathering.
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SCIENCE 4 HTE
Lesson 29 The moon's gravity is one-sixth of the earth's. At perigee, the moon is closest to the earth; at apogee, the moon is farthest from the earth. The moon's temperatures vary greatly because of the lack of atmosphere on the moon. Lesson 30 The moon makes one rotation as it makes one revolution. Inertia and gravity are the two forces that keep the moon in its orbit around the earth. Lesson 31 The moon reflects the light of the sun. From the earth we see different phases of the moon. The word gibbous means' 'humpbacked." The word waxing means' 'to show a progressively larger light surface." Chapter 8 Lesson 32 God has given every animal the equipment and behaviors it needs to protect itself. Some animals look like other more dangerous animals. Some animals look like their surroundings. Some animals are brightly colored to warn or frighten other animals. Lesson 33 Some animals have appendages that help them to protect themselves. Some animals have coverings that protect them from harm. Some animals have the ability to release chemicals or electricity when they are in danger. Lesson 34 Most animals use some type of behavior, or tactic, to defend themselves. Chapter 9 Lesson 35 Light is waves of radiant energy from the sun and other sources. All light waves travel at the same speed in empty space. Light travels in a straight line until something blocks it. Lesson 36 The eye is a remarkable instrument. Each part of the eye performs a special function. If some of the functions of the eye are imperfect, glasses or contact lenses can provide correction.
Lesson 37 Light reveals color. The color of an object depends upon what kinds of light are reflected from it. Colors may be combined to form other colors. Colors of objects vary in intensity depending upon how the objects reflect or absorb light. Lesson 38 Reflection is the return of light from a surface. Reflectors are surfaces that return light. Mirrors are polished reflectors that return an image. Lesson 39 The laser is a device that amplifies light. The laser has many uses. Chapter 10 Lesson 40 Work gets done when a force makes something move. Force times distance equals work. Simple machines make work easier. An inclined plane is a slanting surface that connects one level to a higher level. An inclined plane multiplies a small force into a larger one. An inclined plane is a simple machine. Lesson 41 A fixed pulley changes the direction of a force. A movable pulley multiplies a force. A wheel and axle changes the direction of a force and can multiply the force. Lesson 42 A lever is a bar that turns on a point, or a fulcrum. The closer the load is to the fulcrum, the easier it is to move the load. A lever multiplies force. Lesson 43 A wedge is two inclined planes put together. A screw is a spiraled inclined plane. Chapter 11 Lesson 44 Leaves vary in size and shape and can be grouped accordingly. Lesson 45 Leaves vary in size and shape and can be grouped accordingly. Lesson 46 Trees can be identified with a classification key. Lesson 47 A tree is a living thing that has basic needs.
Concepts
233
Chapter 12
Lesson 48 Rocks can be broken into smaller pieces by wind, frost, heat, water, or roots in a process called me-
Materials List
Chapter 1
Family Time 1 3 cans refrigerated biscuit dough. * cup melted margarine.
chanical weathering.
Rocks can be broken down when gases mix with water in a process called chemical weathering. The rich soil at the surface that is mixed with organic matter is called topsoil. Lesson 49
Mass-wasting occurs when large amounts of earth

or rock slide downhill. The moving of soil is called erosion. Creationists see the Grand Canyon as evidence of God's power and of the great Flood. Lesson 50 Water deposits soil in new places as it slows down. Water slows down as it enters another larger body of water or as flood waters move over land. Ocean waves erode land, forming cliffs, caves, and stacks. Ocean currents build up the land and make new landforms. Glaciers move and deposit soil in new places in much the same way that water does. Lesson 51 Wind is a cause of erosion. Degeneration is the wearing down of the earth. Conservation is the preservation or renewal of natural resources such as topsoil, forests, and waterways.
f cup
granulated sugar. 2 teaspoons cinnamon. Lesson 1 1 napkin. 1 dampened towel (optional). 1 loaf of "Break-Away Bread" (prepared in Family Time 1). 1 wrapper from a can of refrigerated biscuits. Lesson 2 1 soccer ball or basketball. 1 container of baby powder. SCIENCE 4 Home Teacher Packet, pp. 1-4.*t Lesson 3 1 container of baby powder. 3 sheets of red (or blue) construction A Write It flip chart. *t Lesson 4 Plastic tack. 1 globe.*t 1 softball. SCIENCE 4 Notebook Packet. *t A three-ring binder. *
paper.
Chapter 2
Lesson 5 Home Teacher Packet, pp. 5-6. 1 plastic comb. 1 metal nail file. A Write It flip chart. Several field guides or resource insects. * Lesson 6 2 feet of yam. Small piece of scrap paper. 1 stapler. 1 four-holed bubble pipe. * Bubble solution. Family Time 7 1 plastic margarine container. 5 resealable sandwich bags. 2 Popsicle sticks or flat toothpicks. 2 small weighted objects (large spool of thread or a small box of matches). Lesson 7 1 flashlight.
books
about
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SCIENCE 4 HTE
Family Time 8 1 large wide-mouthed jar. 1 sealed can or cardboard tube (about 1" smaller in diameter than the jar). Slightly damp soil and sand. Small sponge. Swatch of loosely woven cloth. Black construction paper. Cellophane tape. 1 large rubber band. Ants for the ant farm. *t Lesson 8 1 handkerchief or square of cloth for a blindfold. 20 squares (2" x 2") of tissue paper. 1 resealable plastic bag. Perfume or vanilla extract. Several cookies or other treat. Bread crumbs or jelly. Tiny pieces of banana and apple. * Bits of walnuts. * Ant farm prepared in Family Time 8. Ants (different type from the ants in the ant farm) for experiment on Day 4. * Lesson 9 5 insects in resealable plastic bags. Small magnifying glass (optional).*t 5 insect pins (optional)." (NOTE: Number 3 insect pins work well for average-sized insects. Insect pins are recommended because of their slenderness and extra length, but straight pins may be substituted. ) 1 toothpick. Small section of cardboard (about 3" x 3 ") (optional). Viewing jars and boxes (optional). A Write It flip chart. Lesson 10 Home Teacher Packet, p. 7. Spider's web.* I ball of yam.
Lesson 13 Compass. *t 1 dry-cell battery (1.5 volt). * 7 feet of #20, #22, or #24 insulated copper wire. *t I pair of wire cutters. * 1 knife switch. *t I glass or ceramic insulator from a telephone or electrical wire (optional). * Lesson 14 Home Teacher Packet, p. 9. 16+ feet of #20, #22, or #24 insulated copper wire.*t 1 iron bolt or rod between 4" and 6" long. * Several paper clips. 1 knife switch. *t 1 pair of wire cutters. * 1 dry-cell battery (1.5 volt). *t The galvanometer from Lesson 13. 1 felt-tip pen (optional). 1 bar magnet. *t 1 toilet tissue tube. 1 piece of cardboard. Iron filings. *t
Chapter 4
Lesson 15 Moldy orange, cantaloupe, or lemon from Family Time 13. 1 magnifying glass.*t 1 large straight pin (optional). Samples of blue cheese and Camembert cheese (optional). * Home Teacher Packet, p. 10. Lesson 16 Home Teacher Packet, p. 11. Pond water or water from a fish tank with visible algae.* 1 microscope. *t 1 microscope slide. *t 1 microscope cover slip. *t 1 medicine dropper.*t 1 toothpick. Lesson 17 Home Teacher Packet, p. 12. Family Time 18 1 shopping bag. Home Teacher Packet, p. 13. Lesson 18 Home Teacher Packet, p. 14. A Write It flip chart. Scissors. 1 magnifying glass. *t Several spruce needles. * Lesson 19 Home Teacher Packet, p. 15. 2 light-colored felt-tip pens (optional). 2 wildflowers or cut flowers. 1 magnifying glass. *t
Chapter 3
Lesson 11 Home Teacher Packet, p. 8. 1 balloon. 20 inches of string. I wool sweater, scarf, or pair of gloves. Lesson 12 2 balloons. String. 1 wool sweater or pair of gloves. Family Time 13 An old orange, cantaloupe, A large glass jar. or lemon. *
Concepts
235
Chapter 5
Lesson 20
Chapter 6
Lesson 24 A Write It flip chart. Ilemon.* 1 knife. 1 drinking glass. 1 cracker. 1 orange segment or apple slice. Home Teacher Packet, p. 18.
A Write Tt flip chart. 1 foot ruler.

1 large map of the United States.*t 1 paper cube. Home Teacher Packet, p. 16. 1 brightly colored felt-tip pen.
Family Time 21 1 meter stick. *t Balance scale with mass set. *t Masking tape or chalk. 1 felt-tip pen. 1 white potato. 1 metal teaspoon. 1 medicine dropper. *t 2 medicine bottles marked by milliliters. * A stopwatch] or watch with a second hand. 1 object to be weighed. Home Teacher Packet, p. 17. Lesson 21 1 one-foot ruler. 1 yardstick. 1 pint container. 1 quart container. 1 gallon container. 1 thirty-centimeter ruler. 1 meter stick. *t 1 liter container. 1 metric weight, from mass set. *t One piece of string, 1 meter long. Lesson 22 A Write It flip chart. 4 paper squares (10 em x 10 em). 1 metric ruler. 1 sharpened pencil. 1 sheet of centimeter graph paper. * Several flat objects to measure. Lesson 23 A Write It flip chart. Prepared cube from Lesson 20. Graduated cylinder. *t A small amount of water (about 1 cup). 1 small stone. 1 blue crayon. 1 yellow crayon.
Lesson 25 1 bowl (soup or cereal). 1 piece of red construction paper. 1 cardboard tube from paper towels or wrapping paper. 2 small balloons. 1 vacuum-cleaner hose. * Transparent tape. 1 quart bottle filled with water. 1 label. 1 felt-tip pen. 2 flexible drinking straws. Home Teacher Packet, pp. 18~19. Lesson 26 The model of the digestive system as far as you constructed it in Lesson 25. Home Teacher Packet, p. 18. 1 blender (or a dishpan). 1 quart bottle filled with water. 1 label. 1 felt-tip pen. 2 flexible straws. 2 or 3 cups of finely chopped vegetables and/or fruits.
Lesson 27 The model of the digestive system used in Lesson 26. 1 small dishpan. 1 fluffy hand towel. 1 pail. 1 sponge. 2 quart bottles. 2 labels. 1 felt-tip pen. 6 flexible straws. 1 paper towel. 1 tablespoon of table salt. 1 tablespoon of sugar. 1 package of unsweetened Kool-Aid. * 1 tablespoon of lemon juice. Home Teacher Packet, pp. 20-21.
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Chapter 7 Family Time 28 2 cups flour. 1 cup salt. 2 cups water. 4 teaspoons cream of tartar. 2 tablespoons cooking oil. Food coloring (optional). Lesson 28 1 apple.* 1 pie pan. Play dough or modeling clay, prepared in Family Time 28. Home Teacher Packet, p. 22. Family Time 29 A large salad or mixing bowl with completely rounded bottom, at least 15 inches in diameter. Chicken wire (2' x 2').* 1 flat pan for mixing. 2 pounds of plaster of Paris. * 2 pounds of lime. * Strips of cloth to cover completely the surface of the bowl. 6 marbles and small, hard balls of various sizes. * 1 bicycle air pump or rubber tube. * Shellac (optional).* Lesson 29 A Write It flip chart. 1 globe, 12 to 16 inches in diameter. *t 1 rubber ball, about one-quarter the size of the globe. Ball of string. Strip of adhesive tape. 1 bathroom scale. 1 pear.* 1 apple.* Home Teacher Packet, p. 23. Lesson 30 1 dictionary.'] 1 strip of wrapping paper (2' x 6").* 1 book. 1 rope, 4 feet long. 1 large stuffed animal. Family Time 31 1 dime (optional). 1 bicycle with a reflector. Lesson 31 1 lamp. 1 orange. Home Teacher Packet, pp. 24-25.
Chapter 8 Lesson 32 1 sheet of red construction paper. 1 sheet of blue construction paper. 1 sheet of green construction paper. 1 hole puncher. 1 stopwatch+ or watch with a second hand. Scissors. 1 plastic margarine container. 1 felt-tip pen. Home Teacher Packet, p. 26. Lesson 33 1 sheet of drawing paper. A Write It flip chart. Family Time 34 Several game markers (beans, buttons, or rocks) for each player. 1 card (7 x7 for each player. Lesson 34 Home Teacher Packet, p. 27.
T"
T"),
Chapter 9 Lesson 35 1 short candle. 1 candleholder. Matches. 6 drinking straws. Plastic tack. 1 flashlight. 1 Popsicle stick (tongue depressor or anything comparable). 1 clear glass of water. Lesson 36 1 magnifying glass. *t Home Teacher Packet, p. 28 (optional). 1 pencil. Lesson 37 1 prism] or clear drinking glass. Water. Red, yellow, and blue play dough. (NOTE: See Family Time 28 for play dough recipe.) Lesson 38 1 piece of shiny metal (e.g., a metal baking dish). 1 mirror. 1 metal spoon (optional). 1 flashlight. 1 sheet of black paper. 1 sheet of white paper. Home Teacher Packet, p. 29. Lesson 39 A Write It flip chart. 1 lamp with shade. 1 sheet of dark construction paper.
Materials
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Chapter 10 Lesson 40 4 strips of paper. Home Teacher Packet, pp. 30-31. Preweighed packages totaling 20 pounds (e.g., four 5-pound bags of potatoes). * 1 yardstick or ruler. Lesson 41 Home Teacher Packet, p. 30. The paper "planks" used in Lesson 40. 1 hand mirror. I flashlight. 1 large empty thread spool. 1 wire coat hanger. Wire cutters. * String. 1 small pail or a cup with a handle. I crank-type pencil sharpener (optional). * Lesson 42 A Write It flip chart. 1 lever-type can opener. * 1 empty, clean can. Home Teacher Packet, p. 30. The paper "planks" used in Lessons 40 and 41. 1 pull spring scale. *t 1 plastic bag. 1 set of gram weights or standard mass set.*t 1 wooden ruler. String. 1 chair. Lesson 43 1 sheet (8 x 11") of construction paper. Scissors. 1 ruler. 1 unsharpened pencil. 1 felt-tip pen. 1 roll of cellophane tape. 1 box decorated like a treasure chest and filled with snacks to be shared at the end of the lesson (optional).*
Lesson 46 Student leaf collection from previous lesson. 1 conifer branch and cone. * Several leaf key books (available from libraries).* Lesson 47 1 tree. Chapter 12 Family Time 48 1 small glass jar. Water. Lesson 48 Several small pieces of limestone. * 1 piece of paper. 1 cake pan. Vinegar. 1 small glass jar prepared in Family Time 48. Family Time 49 1 large apple. * 1 paring knife. Lesson 49 15 to 20 small wooden blocks. 1 small piece of carpet. * 1 small piece of tile or linoleum. * I water dropper. I cup or bowl of water. Food coloring. Paper towels. Home Teacher Packet, pp. 32-33. Lesson 50 1 large jar. Several small pebbles. Fine potting soil.* 1 spoon. 2 half-gallon milk cartons. 2 oblong cake pans. 1 sprinkling can. 2 quarts of water. 1 ice cube. Lesson 51 2 half-gallon paper milk cartons used in Lesson 50. 2 oblong cake pans. Clean, fine soil (about 1 gallon). 1 spoon. 1 sprinkling can. 2 quarts of water. 2 large measuring beakers. *t
+"
Chapter 11 Lesson 44 1 plant press (optional). * Newspapers or an old telephone book. Several large, heavy books. Pictures of poison ivy, poison oak, and poison sumac.* 1 paper bag or shoe box. Lesson 45 Student leaf collection from Lesson 44. I plant press (optional). * Newspapers or old telephone book. Several large, heavy books. 1 ink pad.* White or light-colored construction paper. Several interesting leaves.
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SCIENCE 4 HTE
Bible Action Truths

The quality and consistency of a man's decisions reflect his character. Christian character begins with justification, but it grows throughout the lifelong process of sanctification. God's grace is sufficient for the task, and a major part of God's gracious provision is His Word. The Bible provides the very "words oflife" that instruct us in salvation and Christian living. By obeying God's commands and making godly decisions based on His Word, Christians can strengthen their character. Too often Christians live by only vague guidancefor instance, that we should "do good" to all men. While doing good is desirable, more specific guidance will lead to more consistent decisions. Consistent decisions are made when man acts on Bible principles-or Bible Action Truths. The thirtyseven Bible Action Truths (listed under eight general principles) provide Christians with specific goals for their actions and attitudes. Study the Scriptures indicated for a fuller understanding of the principles in Bible Action Truths. Thousands have found this format helpful in identifying and applying principles of behavior. Yet, there is no "magic" in this formula. As you study the Word, you likely will find other truths that apply to you. The key is for you to study the Scriptures, look for Bible Action Truths, and be sensitive to the leading of the Holy Spirit. 1. Salvation-Separation Principle Salvation results from God's direct action. Although man is unable to work for this "gift of God," the Christian's reaction to salvation should be to separate himself from the world unto God. a. Understanding Jesus Christ (Matthew 3:17; 16:16; I Corinthians 15:3-4; Philippians 2:911) Jesus is the Son of God. He was sent to earth to die on the cross for our sins. He was buried but rose from the dead after three days. b. Repentance and faith (Luke 13:3; Isaiah 55:7; Acts 5:30-31; Hebrews 11 :6; Acts 16:31) If we believe that Jesus died for our sins, we can accept Him as our Saviour. We must be sorry for our sins, turn from them, confess them to God, and believe that He will forgive us. c. Separation from the world (John 17:6, 11, 14, 18; II Corinthians 6:14-18; I John 2:1516; James 4:4; Romans 16:17-18; II John 1011) After we are saved, we should live a different life. We should try to be like Christ and not live like those who are unsaved. 2. Sonship-Servant Principle Only by an act of God the Father could sinful man become a son of God. As a son of God, however,
the Christian must realize that he has been' 'bought with a price"; he is now Christ's servant. a. Authority (Romans 13:1-7; I Peter 2:13-19; 1 Timothy 6:1-5; Hebrews 13:17; Matthew 22:21; 1 Thessalonians 5:12-13) We should respect, honor, and obey those in authority over us. b. Servanthood (Philippians 2:7-8; Ephesians 6:5-8) Just as Christ was a humble servant while He was on earth, we should also be humble and obedient. c. Faithfulness (l Corinthians 4:2; Matthew 25:23; Luke 9:62) We should do our work so that God and others can depend on us. d. Goal setting (Proverbs 13:12; 19; Philippians 3:13; Colossians 3:2; 1 Corinthians 9:24) To be faithful servants, we must set goals for our work. We should look forward to finishing a job and going on to something more. e. Work (Ephesians 4:28; II Thessalonians 3:10-12) God never honors a lazy servant. He wants us to be busy and dependable workers. f. Enthusiasm (Colossians 3:23; Romans 12:11) We should do all tasks with energy and with a happy, willing spirit. 3. Uniqueness-Unity Principle No one is a mere person; God has created each individual a unique being. But because God has an overall plan for His creation, each unique member must contribute to the unity of the entire body. a. Self-concept (Psalm 8:3-8; 139; II Corinthians 5:17; Ephesians 2:10; 4:1-3, 11-13; II Peter 1:10) We are special creatures in God's plan. He has given each of us special abilities to use in our lives for Him. b. Mind (Philippians 2:5; 4:8; II Corinthians 10:5; Proverbs 23:7; Luke 6:45; Proverbs 4:23; Romans 7:23, 25; Daniel 1:8; James 1:8) We should give our hearts and minds to God. What we do and say really begins in our minds. We should try to think. of ourselves humbly as Christ did when He lived on earth. c. Emotional control (Galatians 5:24; Proverbs 16:32; 25:28; II Timothy 1:7; Acts 20:24) With the help of God and the power of the Holy Spirit, we should have control over our feelings. We must be careful not to act out of anger. d. Body as a temple (I Corinthians 3: 16-17; 6: 19-20) We should remember that our bodies are the dwelling place of God's Holy Spirit. We should keep ourselves pure, honest, and dedicated to God's will. e. Unity of Christ and the church (John 17:21; Ephesians 2:19-22; 5:23-32; II Thessalonians 3:6, 14-15) Since we are saved, we are now part of God's family and should unite ourselves with others to worship and grow as
Bible Action Truths
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Christians. Christ is the head of His church, which includes all believers. He wants us to work together as His church in carrying out His plans, but He forbids us to work in fellowship with disobedient brethren. 4. Holiness-Habit Principle Believers are declared holy as a result of Christ's finished action on the cross. Daily holiness of life, however, comes from forming godly habits. A Christian must consciously establish godly patterns of action; he must develop habits of holiness. a. Sowing and reaping (Galatians 6:7-8; Hosea 8:7; Matthew 6:1-8) We must remember that we will be rewarded according to the kind of work we have done. If we are faithful, we will be rewarded. If we are unfaithful, we will not be rewarded. We cannot fool God. b. Purity (I Thessalonians 4: 1-7; I Peter 1:22) We should try to live lives that are free from sin. We should keep our minds, words, and deeds clean and pure. c. Honesty (II Corinthians 8:21; Romans 12:17; Proverbs 16:8; Ephesians 4:25) We should not lie. We should be honest in every way. Even if we could gain more by being dishonest, we should still be honest. God sees all things. d. Victory (I Corinthians 10:13; Romans 8:37; I John 5:4; John 16:33; I Corinthians 15:5758) If we constantly try to be pure, honest, and Christ-like, with God's help we will be able to overcome temptations. S. Love-Life Principle We love God because He first loved us. God's action of manifesting His love to us through His Son demonstrates the truth that love must be exercised. Since God acted in love toward us, believers must act likewise by showing godly love to others. a. Love (I John 3:11, 16-18; 4:7-21; Ephesians 5:2; I Corinthians 13; John 15:17) God's love to us was the greatest love possible. We should, in turn, show our love for others by our words and actions. b. Giving (II Corinthians 9:6-8; Proverbs 3:910; Luke 6:38) We should give cheerfully to God the first part of all we earn. We should also give to others unselfishly. c. Evangelism and missions (Psalm 126:5-6; Matthew 28:18-20; Romans 1:16-17; II Corinthians 5:11-21) We should be busy telling others about the love of God and His plan of salvation. We should share in the work of foreign missionaries by our giving and prayers. d. Communication (Ephesians 4:22-29; Colossians 4:6; James 3:2-13; Isaiah 50:4) We should have control of our tongues so that we
will not say things displeasing to God. We should encourage others and be kind and helpful in what we say. e. Friendliness (Proverbs 18:24; 17:17; Psalm 119:63) We should be friendly to others, and we should be loyal to those who love and serve God. 6. Communion-Consecration Principle Because sin separates man from God, any communion between man and God must be achieved by God's direct action of removing sin. Once communion is established, the believer's reaction should be to maintain a consciousness of this fellowship by living a consecrated life. a. Bible study (I Peter 2:2-3; II Timothy 2:15; Psalm 119) To grow as Christians we must spend time with God daily by reading His Word. b. Prayer (I Chronicles 16:11; I Thessalonians 5:17; John 15:7, 16; 16:24; Psalm 145:18; Romans 8:26-27) We should bring all our requests to God, trusting Him to answer them in His own way. c. Spirit-filled (Ephesians 5: 18-19; Galatians 5:16, 22-23; Romans 8:13-14; I John 1:7-9) We should let the Holy Spirit rule in our hearts and show us what to say and do. We should not say and do just what we want to do, for those things are often wrong and harmful to others. d. Clear conscience (I Timothy 1: 19; Acts 24: 16) To be good Christians, we cannot have wrong acts or thoughts or words bothering our consciences. We must confess them to God and to those people against whom we have sinned. We cannot live lives close to God if we have guilty consciences. e. Forgiveness (Ephesians 4:30-32; Luke 17:34; Colossians 3:13; Matthew 18:15-17; Mark 11:25-26) We must ask forgiveness of God when we have done wrong. Just as God forgives our sins freely, we should forgive others when they do wrong things to us. 7. Grace-Gratitude Principle Grace is unmerited favor. Man does not deserve God's grace. However, after God bestows His grace, believers should react with an overflow of gratitude. a. Grace (I Corinthians 15:10; Ephesians 2:8-9) Without God's grace we would be sinners on our way to hell. He loved us when we did not deserve His love and provided for us a way to escape sin's punishment by the death of His Son on the cross. b. Exaltation of Christ (Colossians 1:12-21; Ephesians 1:17-23; Philippians 2:9-11; Galatians 6:14; Hebrews 1:2-3; John 1:1-4, 14; 5:23) We should realize and remember at all
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times the power, holiness, majesty, and perfection of Christ, and we should give Him the praise and glory for everything that is accomplished through us. c. Praise (Psalm 107:8; Hebrews 13:15; I Peter 2:9; Ephesians 1:6; I Chronicles 16:23-36; 29:11-13) Remembering God's great love and goodness toward us, we should continually praise His name. d. Contentment (Philippians 4: 11; I Timothy 6:6-8; Psalm 77:3; Proverbs 15:16; Hebrews 13:5) Money, houses, cars, and all things on earth will last only for a little while. God has given us just what He meant for us to have. We should be happy and content with what we have, knowing that God will provide for us all that we need. We should also be happy wherever God places us. e. Humility (I Peter 5:5-6; Philippians 2:3-4) We should not be proud and boastful but should be willing to be quiet and in the background. Our reward will come from God on Judgment Day, and men's praise to us here on earth will not matter at all. Christ was humble when He lived on earth, and we should be like Him. 8. Power-Prevailing Principle Believers can prevail only as God gives the power. "I can do all things through Christ." God is the source of our power used in fighting the good fight of faith. a. Faith in God's promises (II Peter 1:4; Philippians 4:6; Romans 4:16-21; I Thessalonians 5:18; Romans 8:28; 1 Peter 5:7; Hebrews 3:18-4:11) God always remains true to His promises. Believing that He will keep all the promises in His Word, we should be determined fighters for Him. b. Faith in the power of the Word of God (Hebrews 4:12; Jeremiah 23:29; Psalm 119; I Peter 1:23-25) God's Word is powerful and endures forever. All other things will pass away, but God's Word shall never pass away because it is written to us from God, and God is eternal. c. Fight (Ephesians 6: 11-17; II Timothy 4:7-8; 1 Timothy 6:12; I Peter 5:8-9) God does not have any use for lazy or cowardly fighters. We must work and fight against sin, using the Word of God as our weapon against the Devil. What we do for God now will determine how much He will reward us in heaven. d. Courage (I Chronicles 28:20; Joshua 1:9; Hebrews 13:6; Ephesians 3:11-12; Acts 4: 13,31) God has promised us that He will not forsake us; therefore, we should not be afraid to speak out against sin. We should remember that we are armed with God's strength.
Bible Promises
A. Liberty from Sin-Born into God's spiritual kingdom, a Christian is enabled to live right and gain victory over sin through faith in Christ. (Romans 8:3-4- "For what the law could not do, in that it was weak through the flesh, God sending his own Son in the likeness of sinful flesh, and for sin, condemned sin in the flesh: that the righteousness of the law might be fulfilled in us, who walk not after the flesh, but after the Spirit.") B. Guiltless by the Blood-Cleansed by the blood of Christ, the Christian is pardoned from the guilt of his sins. He does not have to brood or fret over his past because the Lord has declared him righteous. (Romans 8:33-"Who shall lay any thing to the charge of God's elect? It is God that justifieth." Isaiah 45:24-"Surely, shall one say, in the Lord have 1righteousness and strength: even to him shall men come; and all that are incensed against him shall be ashamed.") C. Basis for Prayer-Knowing that his righteousness comes entirely from Christ and not from himself, the Christian is free to plead the blood of Christ and to come before God in prayer at any time. (Romans 5:1-2-"Therefore being justified by faith, we have peace with God through our Lord Jesus Christ: by whom also we have access by faith into this grace wherein we stand, and rejoice in hope of the glory of God.") D. Identified in Christ-The Christian has the assurance that God sees him as a son of God, perfectly united with Christ. He also knows that he has access to the strength and the grace of Christ in his daily living. (Galatians 2:20-' 'I am crucified with Christ: nevertheless, 1 live; yet not I, but Christ liveth in me: and the life which I now live in the flesh I live by the faith of the Son of God, who loved me, and gave himself for me." Ephesians 1:3- "Blessed be the God and Father of our Lord Jesus Christ, who hath blessed us with all spiritual blessings in heavenly places in Christ.") E. Christ as Sacrifice-Christ was a willing sacrifice for the sins of the world. His blood covers every sin of the believer and pardons the Christian for eternity. The purpose of His death and resurrection was to redeem a people to Himself. (Isaiah 53:45-" Surely he hath borne our griefs, and carried our sorrows: yet we did esteem him stricken, smitten of God, and afflicted. But he was wounded for our transgressions, he was bruised for our iniquities: the chastisement of our peace was upon him; and with his stripes we are healed." John 10:2728- "My sheep hear my voice, and I know them, and they follow me: and I give unto them eternal
Bible Action Truths
241
F.
G.
H.
I.
life; and they shall never perish, neither shall any man pluck them out of my hand.") Christ as Intercessor-Having pardoned them through His blood, Christ performs the office of High Priest in praying for His people. (Hebrews 7:25-"Wherefore he is able also to save them to the uttermost that come unto God by him, seeing he ever liveth to make intercession for them." John 17:20- "Neither pray I for these alone, but for them also which shall believe on me through their word.") Christ as Friend-In giving salvation to the believer, Christ enters a personal, loving relationship with the Christian that cannot be ended. This relationship is understood and enjoyed on the believer's part through fellowship with the Lord through Bible reading and prayer. (Isaiah 54:5-' 'For thy Maker is thine husband; the Lord of hosts is his name; and thy Redeemer the Holy One of Israel; The God of the whole earth shall he be called." Romans 8:38-39- "For I am persuaded, that neither death, nor life, nor angels, nor principalities, nor powers, nor things present, nor things to come, nor height, nor depth, nor any other creature, shall be able to separate us from the love of God, which is in Christ Jesus our Lord.") God as Father-God has appointed Himself to be responsible for the well-being of the Christian. He both protects and nourishes the believer, and it was from Him that salvation originated. (Isaiah 54: 17"No weapon that is formed against thee shall prosper; and every tongue that shall rise against thee in judgment thou shalt condemn. This is the heritage of the servants of the Lord, and their righteousness is of me, saith the Lord." Psalm 103:13"Like as a father pitieth his children, so the Lord pitieth them that fear him.") God as Master-God is sovereign over all creation. He orders the lives of His people for His glory and their good. (Romans 8:28-" And we know that all things work together for good to them that love God, to them who are the called according to his purpose.' ')
242
SCIENCE 4 HTE

Bob Jones - Science 4

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cience

Home Teacher's Edition

123 143 159 179 195

especially writtenfor the home setting

~or Christian SchooIs.J

use process skills such as classifying, measuring,

Suggested Daily Schedule for Home Education

Suggested Daily Schedule

SUMMARY OF CORRELATED SKILLS AND INSTRUCTIONAL MATERIALS

History of the Moon

7-10 11-13 14-17

Insects, Arachnids, and Myriapods

Static Electricity Looking Ahead Electricity in Motion Electricity and Magnetism

Bible Action Truths Bible Promises IReflections of God

5-8 9-11 11-16 1

predicting predicting observing, using space-time relationships

18-20 21-23 34 24-27 30 28-32 33-34 35-38 4-7 8-11 2-3

predicting inferring, using numbers

classifying observing classifying observing, classifying

40-42 43-47 58 48-50 51-54

observing inferring, predicting

Skills and Materials

Chapter and Lessons

Suggested Teaching Days

Ferns Nature Walk Conifers Flowering Plants

Length, Area, and Volume

The Stomach The Intestines

Bible Action Truths Bible Promises IReflections of God

56-59 60-61 62-64 65-69 70-76

observing, classifying observing, classifying classifying observing, classifying observing, classifying

BAT: 8a Faith in God's promises

measuring, using numbers

24-25 26 BATs: 2e Work, 5a Love, 5e Friendliness, 7c Praise, 7d Contentment

92-94 95-98 99-101 102-6

observing observing observing observing, predicting

Skills and Materials

Chapter and Lessons

Suggested Teaching Days

The Moon's Structure and Motions

The Moon's Motions

Lunar and Solar Eclipse The Moon's Phases

Weapons, Protective Coverings, and Special Defenses Animal Defense Game

180-83 184-87 188-90 191-94

Bible Action Truths Bible Promises IReflections of God

108-11 112-16 117-19

observing measuring, using numbers using space-time relationships, inferring

36 120-22 36-37 BAT: 7c Praise/God is allpowerful observing

Bible Promise: I. God as Master /God creates

observing, classifying observing, classifying

140-43 144-46 147-52 153-56

observing, classifying observing predicting, observing observing, inferring observing

158-62 163-65 166-67 168-70 48 49-50 51-52 /God is holy

observing, measuring observing, measuring observing, measuring observing, classifying

Skills and Materials

Chapter and Lessons

Suggested Teaching Days

Identifying Trees Adopt-a- Tree

How Earth's Crust Wears Down

Water Erosion Preventing Erosion

Bible Action Truths Bible Promises IReflections of God

172-75 176-77 178-80, 182 181 55-56 53 54

observing, classifying observing, classifying, communicating observing, classifying observing

184-88 188-91 192-97 198201