Bob Jones - Science 4
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• 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 by-
5 a knowledge of God 1 Developing • Creation tells us about God (Psalm 19:1; Romans 1:20). • By studying the universe, your student can see illustrations of God's wisdom, omnipotence, sovereignty' and benevolence.
2
3
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.
6 7
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
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.
use process skills such as classifying, measuring, predicting, and experimenting. • Your student will develop a positive attitude about science by being an active participant.
4
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.
8
IV
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.
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
Suggested Daily Schedule
20-25 min. 15-30 min. 20-30 min. 20-30 min. 15-25 min. 5-10 min. 20-30 min. 15-25 min.
v
SUMMARY OF CORRELATED SKILLS AND INSTRUCTIONAL MATERIALS Chapter and Lessons
Lesson numbers
Suggested Teaching Days
Lesson pages
History of the Moon FT* 1
1
2
Theories About the Moon's Origin
1
1
3-6
More Theories About the Moon's Origin
2
2
7-10
The Age of the Moon
3
2
11-13
The Purpose of the Moon
4
1
14-17
Insect Orders
5
1
20-23
Dragonflies, Aphids, and True Bugs
6
1
24-27
Break-Away Bread
1
Insects, Arachnids, and Myriapods
2
Finding Out About Insects Butterflies, Beetles, and Flies Finding Out About Ants
FT 7
1
28
7
2
29-32
FT 8
1
33-34
Bees and Ants
8
3
35-39
Identifying Insects
9
2
40-44
Arachnids and Myriapods
10
2
45-48
Making Electricity Work
11
1
50-53
Static Electricity
12
2
54-58
Looking Ahead
FT 13
1
59
Electricity
3
Electricity in Motion
13
2
60-63
Electricity and Magnetism
14
2
64-67
* Family Time
vi
SCIENCE 4 HTE
Text pages
Notebook pages
2-4
Bible Action Truths Bible Promises IReflections of God
BAT: 8b Faith in the power of
Process Skills
observing
the Word of God; Bible Promise: I. God as Master/ God creates BAT: 8b Faith in the power of
5-8
predicting
the Word of God 9-11
BATs: 1b Repentance and
predicting
faith, 2c Faithfulness 11-16
1
BAT: 7f Praise; Bible Promise: H. God as Father/God
observing, using space-time relationships
creates, God sustains
18-20
/God creates Bible Promise: I. God as
21-23
predicting inferring, using numbers
Master/God creates 34 24-27
classifying
2-3
/God creates
28-32
4-7
BAT: 2e Work
observing
33-34
8-11
Bible Promise: I. God as
classifying
30
Master 35-38
40-42
12
/God creates
observing, classifying
Bible Promise: I. God as
observing
Master/God is all-powerful 43-47
13-14
Bible Promise: I. God as
observing
Master/God is all-powerful 58 48-50
15
51-54
16
Skills and Materials
observing /God creates
inferring, predicting
vii
Lesson numbers
Suggested Teaching Days
Lesson pages
Fungi
15
2
69-73
Algae, Mosses, and Liverworts
16
2
74-76
Chapter and Lessons
Plants
4
Ferns
17
1
77-79
FT 18
1
80
Conifers
18
2
81-85
Flowering Plants
19
2
86-89
20
2
92-94
Nature Walk
Length, Area, and Volume Length Triathlon
5
FT 21
1
95-96
Metrics
21
1
97-99
Area
22
1
100-103
Volume
23
1
104-7
The Mouth
24
1
109-11
The Throat
25
1
112-15
The Stomach
26
1
116-18
The Intestines
27
1
119-22
Digestion
6
viii
SCIENCE 4 HTE
Text pages
Notebook pages
56-59
17-18
60-61
Bible Action Truths Bible Promises IReflections of God
Process Skills
/God creates
observing, classifying
19
Bible Promise: I. God as
observing, classifying
62-64
20
/God creates
classifying
65-69
21
/God creates
observing, classifying
70-76
22
Bible Promise: I. God as
observing, classifying
Master
Master
78-80
23
BAT: 8a Faith in God's
measuring, using numbers
promises 24 81-82
24-25
classifying, measuring, using numbers
83-85
26
BATs: 2e Work, 5a Love, 5e Friendliness, 7c Praise,
measuring, using space-time relationships
7d Contentment 86-90
27-28
92-94 95-98
29 30
99-101
using numbers
/God creates
observing observing
BATs: 6c Spirit-filled, 7d
observing
Contentment 102-6
BATs: 1c Separation from the
observing, predicting
world, 3b Mind, 3d Body as a temple
Skills and Materials
IX
Chapter and Lessons
Lesson numbers
Suggested Teaching Days
Lesson pages
The Moon's Structure and Motions FT 28
1
124
28
1
125-28
FT 29
1
129
Description of the Moon
29
2
130-33
The Moon's Motions
30
2
134-36
Making Play Dough The Moon's Features Model of the Moon's Surface
7
FT 31
1
137-38
31
2
139-41
Camouflage
32
1
144-47
Weapons, Protective Coverings, and
33
1
148-51
FT 34
1
152-53
34
2
154-57
The Characteristics of Light
35
3
160-63
The Human Eye
36
2
164-67
Color
37
3
168-71
Reflection
38
1
172-74
Lasers
39
1
175-77
Lunar and Solar Eclipse The Moon's Phases
Animal Defenses
8
Special Defenses Animal Defense Game
Tactics
Light
9
Machines
to
x
Inclined Planes
40
2
180-83
Pulleys, Wheels, and Axles
41
1
184-87
Levers
42
2
188-90
Wedges and Screws
43
2
191-94
SCIENCE 4 HTE
Text pages
Notebook pages
108-11
31
112-16 117-19
Bible Action Truths Bible Promises IReflections of God
Process Skills
/God creates
observing
32-33
Bible Promise: I. God as
measuring, using numbers
34-35
Master/God sustains Bible Promise: I. God as
using space-time relationships,
Master/God sustains, God
inferring
creates 36 120-22
36-37
BAT: 7c Praise/God is all-
observing
powerful
Bible Promise: I. God as
124-28
38-39
observing, classifying
129-33
40
/God creates
observing, classifying
134-38
41
/God creates
observing
140-43
42-43
Bible Promise: I. God as
observing, classifying
Master
Master/God creates 144-46
44-45
147-52
46
153-56
/God creates
observing
BAT: 8a Faith in God's promises
predicting, observing
Bible Promise: H. God as
observing, inferring
Father/God is all-knowing 47
observing
158-62
observing, measuring
163-65
48
166-67
49-50
168-70
51-52
Skills and Materials
observing, measuring observing, measuring /God is holy
observing, classifying
Xl
Lesson numbers
Suggested Teaching Days
44
2
196-99
Identifying Leaves Part 2
45
1
200-202
Identifying Trees
46
2
203-5
Adopt-a- Tree
47
1
206-8
FT 48
1
210
Chapter and Lessons
Lesson pages
Trees Identifying Leaves Part 1
11
How Earth's Crust Wears Down Finding Out About Frozen Water
48
3
211-15
FT 49
1
216
Mass-wasting and Erosion
49
3
217-19
Water Erosion
50
2
220-24
Preventing Erosion
51
2
225-28
Weathering The Earth and Its Land
12
xii
SCIENCE 4 HTE
Text pages
Notebook pages
172-75 176-77
53
Bible Action Truths Bible Promises IReflections of God
Process Skills
/God creates
observing, classifying
/God creates
observing, classifying, communicating
178-80,
54
182 181
Bible Promise: E. Christ as
observing, classifying
Sacrifice/God is all-powerful 55-56
Bible Promise: H. God as
observing
Father
184-88
57
188-91
observing, predicting BAT: 1a Understanding Jesus
observing, predicting
Christ/God is all-powerful 192-97
58
198-
59-61
201
/God sustains
observing
BATs: 2c Responsibility, 3d
observing, predicting
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
Skills and Materials
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.
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.
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.
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.)
Human Body
Earth
Matter
Write It Flip Chart This flip chart is a tablet of blank paper that you can use instead of a chalkboard or chart paper. Science supplies Refer to the materials section in the of this book for a complete list of items needed to teach each lesson.
Supplement
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,
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.
Living Things
Energy
Miscellaneous supplies Your student will need standard supplies: crayons or felt-tip pens, pencils, scissors, glue, etc.
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
Chapter 1: Introduction
* * *
* *
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
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.
Materials Have available: • 3 cans refrigerated biscuit dough.* cup melted margarine.
•+ 3
cup granulated sugar. • 2 teaspoons cinnamon. • "4
2
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.
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
"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
Theories About the Moon's
Origin Text, pages 2-4
Preview
The Moon's Beginning Science can be defined
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.
our senses." hearing,
as "information
Faith means "holding
tasting,
smelling,
gained
beliefs without
or touching
by using seeing.
the proof of them."
When the moon came into being, were there any people there to get facts through ideas about
their senses? Then do all our
where the moon came from rest on science or
faith? What anyone
believes about the beginning
rests on faith, not science. [aith we understand
Hebrews
of things
11:3 says that "Through
that the worlds were framed
by the
word of God." 2
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.
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.
Lesson Introducing the Lesson Each lesson begins with an activity to stimulate your child's interest in 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.)
Chapter 1: Lesson 1
3
Theories on the Moon's Origin
See if you can find any problems for a moment
People who accept the Bible believe that God made everything.
They call God's description
instead
that everything
Evolutionists moon.
one cubic foot of the moon. Is the earth's
the Bible believe
as the moon's
got here by itself. They call this
try to guess what events caused things like the
Following
Theory
pulled on the earth, a large lump of soft
rock formed on one side of it. Because the earth was spinning
fast, this lump broke away and shattered
pieces. Then the pieces pulled back together
they be the same if the Do
this Break-Away
'Theory? Does it
seem that the moon could have corne from the earth?
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
to
the same
the earth and (he moon have the same rocks and minerals') What do you think about
are three guesses made by evolutionists
how the moon began.
The Break-Away
density? Shouldn't
density
moon came from the earth? Check the other columns.
of how things began the Evolution Model.
description
about
shows how (he mass of one cubic foot of earth compares
of how things began
the Creation Model. Those who disregard
with (hi, theory. Look labeled dens it)'
at the chart. The column
EARTH
MOON
Density
5.52 gms/cm3
3,34 gms/cm3
Igneous Rocks:
mostly granite
no granite
not found on earth
found on moon
not found on earth not found on earth
found on moon
into tiny
Minerals Armalcolite
to make the
moon. The "hole" left in the earth, they say, became the Pacific Ocean.
Tranquillityite Pyroxferroite
found on moon
3
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.
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
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
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
5
For Your Information 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.
6
SCIENCE 4 HTE
Lesson 2
The Capture Gangsters
More Theories About the Moon's Origin
Theory
What do you think of when you hear the word capture? someone
or pirates? To "capture" or something
believe the Capture its own path around the earth's captured
from another
Theory
usually
means to seize
place. Those who
think that the moon once had
the sun like the nine planets.
path came close to the moon's
But when
path, the earth
the moon with its pull of gravity.
Text, pages 5-8
Preview This theory
also has some problems.
to do with which has more "stuff,"
Objectives
more "stuff" something
One problem
is made of. the more pull of gravity
it has. The sun has 333,400 times more material
Given proper instruction, your student will be able to do the following: • Demonstrate the difficulties of the Capture Theory. • Describe the Condensation Theory.
earth.
So which has the greater
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.
Lesson Introducing the 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
pull of gravity?
than the The sun
does. If the moon was once on its own path around then how could the earth (distances
remaining
the suo,
the same)
capture the moon away from the sun'! Could some big accident have helped the earth capture the moon'? The solar system is so orderly
Materials
has
the earth or the sun. The
that such an accident
does not seem
possible. 5
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.
7
The Condensation Theory The word condense means "to make thicker." scientists
who believe this theory thinking?
the earth and the moon were both formed
What are
They think that from the same
cloud of dust and gas. They assume that the dust and gas condensed,
or thickened,
You probably
to make a solid earth and moon.
see a problem
with this theory
How did the gas and dust gradually you ever heard of it happening
formed
rocks and minerals.
Another
problem
with the Capture
been traveling
from the same gas and dust, should
they not be
is reasonable'?
bas to do
it would have crashed
up into small pieces. If it had
really fast, it would have zoomed
new path around
and
If the moon had been traveling
slowly when it came near the earth, into the earth and broken
Theory
densities
If the earth and the moon
more alike? Do you think this theory
with the speed of the moon.
Have
before'! YOLI have already
seen that the earth and moon have different different
right away.
come together"
off into a
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
that anything
materials,
But
they find no
like that ever happened.
6
Teaching the Lesson Direct a text activity on pages 5·8. 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?
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.)
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
8
SCIENCE 4 HTE
The Biblical Record of the Moon's Origin The three theories just discussed guesses about
are some scientists'
how the moon began . But Christians
do not
have to guess how things began. The Bible not only tells
LIS
that God made the lights in the heaven but also that He made them out of nothing.
The last part of Hebrews
11:3
says "that things which arc seen were not made of things which do appear." spoke. The creation
No material of the moon,
place immediately.
thing existed
until God
like everything
else. took
Psalm 33:9 says, "He spake, and it was
done." The moon sprang command.
into being in an instant.
at God's
8
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
9
Figure 2-1
CREATION
Through faith we understand that the worlds were framed bv (nc word of God. so that thing..,
CAPTURE THEORY
which are seen were no! made of things which do appear. HEBREWS
CREATION
11:3
For he spake. and it wax done: he commandcd.nnd it SlOnu f01.,\
CAPTURE THEORY
CONDENSATION THEORY
BREAK-AWAY THEORY
CONDENSATION THEORY
Evaluating the Lesson 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
CAPTURE THEORY
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.
For Your Information 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 "Howald scientists
The Age of the
is the moon?"
for centuries.
This question
Evolutionists
is billions of years old because
their model requires
great
by chance. But
spans of time for things to happen creationists
has puzzled
assume that the moon
believe the moon is much younger,
perhaps
only 10,000 years old.
Moon
Activity on the Moon One trait of youth is activity. observed
signs of activity
light flashing
Text, pages 9-11
Many people have
on the moon, such as streaks
and small areas changing
is called transient lunar phenomena. written
books telling about
changes
of
color. Such activity
Some people have
their observations.
arc taking place on the moon today,
If such is the moon
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
Teaching the Lesson
Introducing the 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.
~
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
Distance
Each year dust from comets
and material
from the sun
Another
reason to believe that the moon is young is its
settle onto the earth and moon. On the earth, this dust
distance
finds its way to the oceans. On the moon, it settles in the
moon is gelting farther away from
low areas. Scientists
They can measure
have figured out how much dust builds
up each year on the moon. been the same amount
If they assume that it has always
each year, then they can calculate
how much there is with the following
from the earth.
year. Evolutionists
Scientists
have found that the the
how much farther could multiply
earth each year.
away it is getting each
the distance
that the
moon is moving away by one billion year, (the age they think the moon is). This would tell them that the moon
formula:
should
he farther
as the Evolution
away than it is. Could the moon he as old Model require,
it to he'!
0
238.900 mites ------~m~e~'n~di~sta-n-ce-------
The Purpose of the Moon Have you ever wondered God made anything'!
why God made you" Or why
God made you and all things for His
own glory (1 Chronicles
16:28, Romans
11:36, and [Corin-
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
on the moon each year. An evolutionist
would multiply
.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
would say that the moon has one inch of dust. dust did the astronauts
discover
H ow much
when they were on the
moon? They found only a very thin laycr. Docs the moon seem to be old or young?
whether
like the moon
verses and see
you can find three ways that the moon can
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 "declare
the firn;ament"
to be for signs, for seasons,
11
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
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
and for lights in
the heaven?
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)
Evaluating the Lesson 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
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.
For Your Information 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
Distance Another distance
reason to believe that the moon is young is its
from the earth. Scientists
moon is getting farther
The Purpose of
have found that the
away from the earth each year.
They can measure
how much farther
year. Evolutionists
could multiply
away it is getting
the distance
each
that the
moon is moving away by one billion years (the age they think the moon is). This would tell them that the moon
the Moon
should
be farther
as the Evolution
Text, pages 11-16 Notebook, page 1
away than it is. Could the moon be as old Model requires
______
it to be?
~23~8,~90~o~m~ite=5
0
mean distance
The Purpose of the Moon
Preview
Have Vall ever wondered God mad~ anything?
own glory (1 Chronicles
16:28, Romans
II :36. and
thians 6:20; 10:31). But how can something
Objective
bring glory to God? Read the following
Given proper instruction, your student will be able to do the following: • Write a sentence concerning new information about the moon.
r Corin-
like the moon
verses and see
whether
you can find three ways that the moon can
"declare
the glory of God."
"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
Materials
Do you see that God made the moon and all "lights in the firmament"
Have available: • Plastic tack. • 1 globe.*t • 1 softball. • SCIENCE
why God made you? Or why
God made you and all things for His
to be for signs, for seasons.
and for lights in
the heaven'! 11
4 Notebook Packet.*t
• A three-ring binder.*
Lesson Introducing the 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.
14
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?
SCIENCE 4 HTE
Relative sizes of moons to the planets they orbit v
than protons,
charge. When you walk across a carpet. electrons.
your body gathers
extra
Do you have a minus charge or a plus charge?
When you touch a metal knob, the electrons
"jump" from
your hand to the knob. You feci a sting and hear a snap. The electricity Lightning
is then, we say. grounded.
of water rub against
the air in the clouds.
always plus-charged
-fall
The smaller.
Sometimes
flares in the sky for the same reason.
minus-charged
For a while, the air keep'
toward
earth.
Drops
Large drops
the bottom charges
of the clouds. apart,
Do you know a way that people try to make lightning
or
travel into the earth. that is. to be grounded') lightning
rods on tops of buildings.
insulates them. But when it no longer can, the electricity
the rod down the side 01 the building
jumps
plate in the ground.
across the cloud or between clouds in a giant spark:
lightning.
We call the sound of that exchange
thunder.
carries the electricity 43
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.
56
nr the highest points in flat
areas most likely to be hit?
drops stay higher in the clouds. the different
the spark goes between the cloud and the
Why are tall buildings
If lightning
They put
A heavy wire runs from and onto a metal
strikes the rod. the wire
into the ground.
44
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.
SCIENCE 4 HTE
Sometimes wavering
at night,
in tall ship,
a dim glow
When you comb your hair on a dry, cold day. you
at the tops of the masts and at the ends of poles
that hold the was caused
Heron: sailors understood
by static
passing
the air, they called it Sf
make a crackling
ho«
electricity n
nothing of electricity in the dark. but
to see the top of their mast;
rubbing
and lightning
Another
quiet glo\v and
Greeks'
Why do you think St.
name for static electricity
amber drew
have different
thunderstorm
charges
then that each strand
!lashes)
by
the comb
ssfricuon«!
or hits of attract
each other.
Object> that Why do you think
of hair pushes away or repels every
other strand of hair? Object> that have the same charge repel each other.
45
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.)
Chapter 3: Lesson 12
with another
Your hairs follow the comb for the same reason that and St. Elmo's fire all result
from the action of stauc electricity. Elmo's fire is
one thing~ your hair
sound.
etectrtcn». Can you tell
burning or smoking. Thunder
notice that your hair follows the comb or brush.
that the light
from the ship into
'sfire. Imagine
must have seemed to men who
probably
46
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
,aIr,
whether
®
Example: auract
-+
®
@
@
+
+
@
@
®
®
@
®
@
@
repel
repel
-
attract
+
repel
+
attract ~19908obJonesUn'versltyf>ress
D Sdence4 NotebookPad, Whole trunk> of some
become telephone
poles and boat docks. Can you
think of any other things made from woods like pine and cedar? 69
67
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 al-
Information for the flip chart: • cypress-small, round cones • cedar-egg-shaped and smooth • juniper-berrylike
Evaluating the Lesson 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.
lows the wind to carry the seed.)
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
For Your Information 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.
Chapter 4: Lesson 18
85
Lesson 19 Flowering Plants Text, pages 70-76 Notebook, page 22
Study the chart bdo\\
III
compare
mOnO,IlI"
and dicot-.
Leaf Tubes
Monocots Go in the same direction
Dicots Go in all directions
No. of Flower Petals
Groups of 3
Groups of 4 or 5
No. of Seed Leaves
1
2
Stems
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
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.
Lesson Introducing the 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.
86
75
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.
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
SCIENCE 4 HTE
Flower and Fruit-Producing Plants
Inside a fruit are seeds. Sometimes
Plants that make seeds in flowers and fruits are called flowering plants.
There are some parts that all flowers have.
You can see these paris in the drawing
below.
The petals arc usually the most colorful flower. God has created
many beautiful
arc small pol/en
part of the
and colorful
sacs containing
inside'
Name some fruits that have more than one seed
inside. What wilJ a seed become? petals.
The male part of the flower is the stamen. At the top of the stamen
there is only one
seed inside. Can you think of a fruit with only one seed
About plants.
half of alJ the plants in the world arc flowering
Flowering
plants can be large or small. Many trees
have flowers, Can you name some trees that have flowers?
the powdery
grains of pollen. The female part of the flower is the carpel. The bottom
of the carpel is the ovary. A fully developed
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
bananas.
what do or grapes')
and corn arc fruit?
are fruits too.
71
70
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
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?
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.)
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.
(pollen sacs containing powdery grains of pollen)
3. How does the pollen get from the stamen to the carpel? (wind, insects, animals, man)
Chapter 4: Lesson 19
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
have divided
the monocotyledons Monocots
flowering
plant;
into two classes:
and the dicotyledons.
are flowering
one leaf. This first structure
the tubes run in mall) directions.
plants whose first sprout has
or diem? The stems of monocots
is called a seed leal Dieots
"I he "cotyledon"
part of the
comes from
a \\
words dicotyledon
In a dicot leaf',
Are the leaves rnonocot
and dicors arc also different
Monocot-, have son. green stems which arc sometime .. hollow. Dicots have hard woody sterns. Can
have two seed leaves. Seed leaves have lood in them that feed, the tin) new plant. nionorotyledon
run into the leaves? In a monocot
leaf, all the tubes run in the same direction.
from each other.
you think of a soft-stemmed
and
ord that means "cup-
plant" What would a maple
tree be'?
What do you think "mono" means'? And "di"?
shaped." 72
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.
of three (3, 6, 9, and so on). Dicots have petals in
plant world
of four or five (4. 5. 8, 10, and so on). Look at the below and decide \\ hich arc monocots
no tubes
tubes
and which
are dicots.
seeds flowers monocots
no seeds cones
88
tunqr
I
algae
mosses and liverworts
ferns
o.cots
"/fsJ(JI' man, his days are so heflounshrth,"
74
table to see how the plants
(1,\
grass: as a flower
ofthefietd. Psalm 11i]:15
76
SCIENCE 4 HTE
name Determine
whether
the •••
Circle'" for monacot.
re monocotyledons and D for dleot •.
_ or dicotyledons
from their physlca'
Figure 19-1
characterl.tlcl.
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>
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M
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Lesson 19
Padcet
Ev.llialing
Ihe Leuon
22
Evaluating the Lesson 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.
For Your Information 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.
Chapter 4: Lesson 19
89
CHAPTER
5 Length, Area, and Volume 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.
* *
*
* *
Length, Area, and Volume
* * *
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
Chapter 5: Introduction
91
Lesson 20 Length Text, pages 78-80 Notebook, page 23
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.
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
r------------------
.
------------------,
. ...--~---......* ...------....... ...
750 miles
..•
750 miles
I I I
I I
I I
Lesson Introducing the 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.
92
I
I I I
I I I I I I I
L__________________
I I
•
I 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.
SCIENCE 4 HTE
"And he that talked with me had a gulden reed
the
1'111',
measure
and the gUN'S thereof, and the wal! thereo].
And th« city liethfoursouare,
and the length is as
as the breadth: and he measured the cilY with the reed. (we/vI?
thousandfurlongs.
the height ofit are equal,"
The length and thr breadth and Revelation 21:15 and 16
Suppose tall. Without
that you know that a hemlock cutting
distances
it down,
tree
feet
could use that tree to
along the ground.
Can
do you think this kind of measuring a tool for measuring.
someone
to bury a treasure
a certain
rock, That person would have
i~? If
you might tell
three hemlock-tree (0
lengths from
be sure to use
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
Length
measure
How accurate you used the tree
to find the treasure
five years later') Why not"
WELL, BA.BL THIS TIME 'IOU l'/\USTA'
think of a
way to do that? Try holding
a pencil at arm's length. Line the pencil up
with the edge of the chalkboard point down. chalkboard
or the duo:
When the pencil just covers the edge or
door frame, turn the
to the floor, keeping the point in the you measured distance
without moving
Could you use the sixty-foot
tree in the
79
78
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)
Chapter 5: Lesson 20
93
name
_
1. Find the words describing unit. of measurement. 2. Place the,. units under the correct he.dlng ..
Customary
Metric
What other ways are there of measuring would you measure you measure
length?
the length of your classroom?
the distance
How would you report
How
millimeters
I.
ounces
to your house in the same way?
2.
kilometers
2.
miles
3.
meters
3.
inches
4.
centimeters
4.
feet
5.
yards
6.
cups
your findings?
Lord Kelvin, a British scientist years ago, said that measurements
who lived about
100
must he expressed
in
numbers. Only then. he said. do you know something what you arc measuring, Scientists
I.
Would
make many kinds of measurements,
try to make them as accurately the same ways of measuring.
as possible.
about
and they
AU scientists
use
Why do you think they do
that? They can more easily share information
and keep
records.
019908obJonesUniversityPr8'Ss
D
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I'leproductionprohibited
Lenon 20 EVI!u.tlngthoeLflIOI'I
Evaluating the Lesson 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.
For Your Information 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
23
name
_
Triathlon Scores
Estimate
Family Time 21
Difference
Actual
Potato jump Medicine
dropper
exchange Object balance
Triathlon Notebook, page 24
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
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
O
01990
.-
Botl JOrlH
University
Presa.
Raprodu(:tiOll
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Lesson 21
Notebook Packet
nadlinQlheL.uofI
prohibiled
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.
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
than
meter
the centimeter
and the
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'! millimeter.
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.
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.
Lesson Introducing the 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?
Chapter 5: Lesson 21
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.)
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
you figure out how to measure
around
Using.
length 01 string, me •• ure obj.cts
In the room and record your finding •.
things that are not
square? Column
1
Column
2
globe trash can chair leg file cabinet
01990 Bob Jonn
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NoeeboKP ••••••
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Pren
Reproduclionprohlbiled
L.nIOn21 EVllultlng the l.-on
Evaluating the Lesson 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
25
For Your Information 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.
Chapter 5: Lesson 21
99
Lesson 22 Area Text, pages 83-85 Notebook, page 26
Preview Objectives
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
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 Introducing the 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?
Do you know
bow to find out? The surface of the front of your notebook is the area. If you measure multiply
the width and the length and
those two measurements
together,
you will come
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)
Chapter 5: Lesson 22
101
If tad, square
Gluck is one square centimeter,
centimeters
how many
are in these pictures?
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
one of the flat objects on the graph
paper.
Determine
paper.
Now find the area by multiplying
the area represented
width of the object.
Record
on the graph
and compare
the length and your findings.
84
85
Evaluating the Lesson 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.
102
SCIENCE 4 HTE
name
_
Object
Length
For Your Information
Width
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
I Length
X Width
________
Counted
=
Area
I
X
squares:
_
_
Calculated squares:
_
C>'!i9(l Bob Jones Universi!y
D Sdence4 N_book
Packet
p,,",. Reproduction
prohlbll&d
Lesson 22 EYIIlultinlltheLeuon
26
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.)
Chapter 5: Lesson 22
103
Lesson 23
name
_
Calculatf! Ihf! volume 01 the following object •.
I
Le';gth X Width X Height
Volume
= Volume
I
Text, pages 86-90 Notebook, pages 27-28 1=5 w=
Preview
1= 10
=5 h=6 volume = _-,3",,0,,-0
3
w
h=4 volume = __
6_0__
Objective
,
Given proper instruction, your student will be able to do the following: • Calculate the volume of regular polygons.
..
~,
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.
Lesson Introducing the 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
104
_
1=9
=3 h=6 volume w
C].
=3 h=6 volume - _"",,16=2 __ w
=_-,-,,19-=..8 __
01990BobJoneIUn;~r$;!yPress
D
Sdence4 Notebook
P;ocket
lesson
Reproductlonprohibiled
23
28
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.
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
long. you have a
box that has a volume of 2.000 cubic centimeters. is always expressed in cubic units.
Volume
87
86
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.)
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.)
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
105
Archimedes immersed
took a piece of gold he knew was pure and
it in water. Then he measured
how much water
By comparing the weight of the gold with the weight of the water that moved had been moved and weighed
the water.
up when the gold was put in, he found out how much water real gold should
move or displace,
Archimedes
was looking
for more than a simple volume
with his test. but you can use the same idea to find the volume
of objects
measure
that do not have smooth,
An object that is completely
~Ihe mathematician
took the crown and tested it the
same way, What do you think he found? artist had indeed cheated
He found that the
the king, He had kept some of the
gold for himself and made part of the crown from silver.
easy-to-
sides,
displace
a volume
volume,
Suppose
immersed in water "ill
of water that is the same a~ its own you put water into a graduated
until the lowest point is fifty cubic centimeters. put in
it
cylinder Then you
small plastic toy, The lowest part of the water nO\I
is at fifty-seven the toy?
cubic centimeters.
What is the volume
88
of
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.
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)
Evaluating the Lesson 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.
106
SCIENCE 4 HTE
name
_
About Volume I. Get a graduated
cylinder.
water, and a small stone.
2. Pour some water into the cylinder.
Take a reading
at
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
water used. Color with a blue crayon 2. After the stone has been submerged, water level on the second graduated
of
to that mark. mark the new cylinder. Color
with a yellow crayon to that mark.
3. Calculate
the volume
water level:
stone added:
volume
of stone:
of the stone. _
_
_
'1990
90
Bob Jontl
Unlvlrlily
Preu.
te •• on 23 T •• chlll9
Figure 23·1
Reproductlonprohlblt..:!.
27
tI\.lanon
For Your Information 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.
Chapter 5: Lesson 23
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 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.
*
*
* *
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 Text, pages 92-94 Notebook, page 29
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.
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.
'C
The digestive tract visual found on g ,-_p_a will _e_l_8_0_f_t_h_e_H_om_e_T_e_a_c_h_e_r be used in Lessons 24-27. "".
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 Introducing the 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
Chapter 6: Lesson 24
109
The Mouth
Did you know your digestive system is rather like a factory? II lakes in material, makes useful products, and
distributes them. operating,
of this factory
Glands
is alway'
is one of the most efficient and inexpensive
And what it produces
in the cheeks near the cars and below the tongue
pour saliva into the mouth. TIley produce
and rarely do the worker> fail to do their work.
The factory operate.
part
Some
saliva a day. Without
to
enough
for your body is extremely
quart
of
to swallow easily and you would not be able to
taste anything.
valuable.
about a
saliva. food would not get soft
Even when you are not eating,
keeps your mouth
saliva usually
moist inside.
Saliva contains
ptyalin. one of the many
eml'll/('s
that
glands in the body make to help digest food. Bread, potatoes.
and corn arc foods that ptyalin
chew. It turns the starch are not changed
works on as you
in them into sugar.
Meats and fats
into sugar by saliva. But the more saliva
any food has in it the better it forms a small ball, or bolus. for swallowing.
Why do you think it is important
to chew
your food well before you swallow'! Your tongue What is your favorite right now . Just thinking first stage of digestion
food? Think about
of taking
digestion.
a bite of it
mouth;
a food you like can set the
going. LOOking at food or smelling
it
probably
the first part of digestion
food.
to good
inside the
it moves the food so that the teeth can crush it into also has another
think is more important.
job, one you
lt lets you taste your
93
92
Teaching the Lesson Direct a text activity on pages 92·94. 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.)
110
pushes food around
small pieces. The tongue
can also cause this process to begin. Can you guess what is!
and your teeth are also essential
The tongue
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)
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.
softens and moistens food Saliva __ --:-~----~-and changes some
sweet
The tongue organs
has about
ten thousand
that react to chemicals.
_
taste buds. special
starches to sugar.
The tongue can detect four
kinds of taste: sweet, salty. sour. and bitter. Taste buds that pick up sweet flavors are on the tip of the rongue. sour detectors
Salty and
react to bitter tastes are along the back, What else does your tongue
Salivary Glands
arc usually along the sides: taste buds that Teeth break food into small pieces.
help you do'!
You need to take good care of your teeth because
they
bite and grind all the food you eat. The front teeth cut and tear; the side and back teeth grind and crush,
If you do not
care for your teeth, bits of food. saliva, dead cells. and bacteria
will build up on them, As the bacteria
Wording may vary,
grow in
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?
When you decide you have chewed your food enough, the tongue
forms it into a bolus and pushes it toward
back of your throat.
the
Up until now. vou could still spit the
food out. But once you start to swallow.
your body takes
over and you must swallow. '19!1O BOb Jones Unlve"ily Pr•••. R.productlonprotllblted.
94
teeecn
24
29
Evalualinlil1h.Lflton
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.
Chapter 6: Lesson 24
Evaluating the Lesson Direct a notebook activity on page 29. Instruct your student to follow the directions to complete the sentences on the page.
For Your Information 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
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.
• 1 felt-tip pen. • 2 flexible drinking straws. • Home Teacher Packet, pp. 18-19.
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.
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.
Figure 25-1
bowl
P'P"Ii"~
112
SCIENCE 4 HTE
Lesson
The Throat If you eat too fast or if you try to talk as you swallow.
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.
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?
Chapter 6: Lesson 25
you may get something
"down
the wrong throat."
What do
you think that means? You really have only one throat,
pharynx: but it branches
into a windpipe
little below the back of the mouth.
the
and a food pipe a
The windpipe
is called
the trachea. and the food pipe is called the esophagus. Where the pharynx the trachea
branches
when you swallow.
valve sometimes
there is a valve that closes off If you swallow too fast. the
does not get closed and some food goes
down your trachea.
Then what happens"?
pharynx
esophagus
95
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
you choke.
cough. If the food Do you know
The esophagus your stomach.
what to do if someone cannot breathe because food J1 are surrounded rise high above the moon's
meter" (20,000 ft.) above the bottom moon's
craters
were formed
by steep "ails
that
surface. some as much a, 6,000
look somewhat
of the crater.
like the crater;
The
on earth that
Some craters escape through expand
like volcanic
The expanding
surface material, A fourth
causing
may be straight
gases tear away the moon's craters.
suppose
called rills.
valleys that run along the lunar surface or curved.
They arc from a few feet to three
mile, wide, and some are hundreds scientists
The gases then
to keep them
feature of the moon is the cracks.
These canyonlike
craters
of the moon
cracks in the moon's surface.
because there is no atmosphere
contained.
by volcanoes.
may have formed
form on the earth. Gases from the interior
believe rnoonquakcs a moonquakc
of miles long. Most
caused the rills. What do you
is like?
'. J ' )
Observers have counted at least 30,000 craters on the moon. Some areas have so manv craters that they overlap. Craters
I'
,I
range in size from a, small as a soup bowl to so
large that it would take ten hours at sixty miles an hour to drive around
the rim. Bailley is the moon's
t
largest crater.
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.
were with the
The great explosions
caused craters much bigger than the meteors themselves. 110
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.
Chapter 7: Lesson 28
I
1
)
.
.-
/'
.
s
111
Conclude the discussion. Ask your student to name the four features of the moon. (plains, mountains, craters, and rills)
127
name
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.
_
The Moon's Features Lebel the I.yerl of the moon.
Clrele the
corrtet Ioc.llon of thl.1 "••••."
/
earth
~
~
moon
In each box below, write the nem. of e.ch I•• ture.
crater
plain CI990 Bob Jones Univlt,sity
D Sdence4
Notebook Pad Weight on gravity,
Although
the mass of an
Imagine
feet high being able
up to look into a third-
wind owl
ynu can hit a
baseball 400 teet on earth. you could hi! the same ball almost a Moon's elliptical orbit
113
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)
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.)
114
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)
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)
Mass should not be confused with weight, Mass is the measure of how
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,
Chapter 7: Lesson 29
131
The average
distance
385,000 krn (2)9.000
between the moon ane! the earth is
mil, To travel this distance on earth go around the earth more than nine-
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?
You would need enough inches to equal almost four miles!
The moon orbits the earth completely 29
The Moon's Temperatures If you guessed colder,
guessed warmer variations
you are right. BUI
on the moon than there
earth to vary less than the temperatures atmosphere
acts a~ an insulator
on
on the moon? Our
to keep temperatures
you would
in light for half of that time (14
During a moon day the temperature may reach 2600 E The night, though, may bring temperatures as low as
you
Why is this so? What causes temperatures
once every
% days).
than the
you are also right. There are greater
in surface temperatures
arc on earth,
about
days. If you could Slay in the Same place on the moon
for a month,
Do you think the moon is colder or warmer earth?
Y,
about
the same
,280cF,
all
atmosphere
like the earth's,
the moon is
the sun, it immediately
cools off. This changing
is called sur/lice temperature. The moon also stable temperature, the temperature of its core,
temperature has
115
Without
unable to trap heal, As soon as one side turns away from
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
name
_
_
Fill In the correct word •.
How Much Would It Weigh? For etch
obfec:t,
compute
Moon's orbit
Ita weight on the moon.
~ ~ earth: 12,000 pounds moon:
earth: 84 pounds
2,000Ib,
moon:
earth: 12 pounds
141b, Today's high on the moon willbe~oE Tonight's low will be -280
earth: 6 pounds moon:
earth: 2,400 pounds
11b,
moon:
301b,
moon:
Mass or Weight I need to lose
YOU
some
earth: 300,000 pounds
earth: 1,200 pounds moon:
2001b,
earth:
_
moon:
_
mass
C>1990BobJones '1U90
D'Sdence4 NoIebook' ••••
Sob Jone,
Univerilly
Prell,ReprO,
with a layer
that continues
to
grow and get bigger. Moose and elk, for example, hale antlers;
cows and bighorn
sheep have horns.
Protective
Coverings
Some animals
wear armor.
hard shell to pull into. Others, armadillo. another
have tough
A snail, for example. like the rhinoceros
hides. The rhinoceros
method of defense. What
IS
Armadillos
ears and feetleathery
by tough
arc covered
(I
also has
iI"
The name armadillo comes from a Spanish "armored."
has
and the
all over
word for except for the
plates. Young armadillos
have
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
predators.
Why arc these good defenses for the armadillo"
bushes to escape
131
130
7, Spines do not need to be sharp and strong to protect an animaL Some caterpillars have very fine, hair-
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
Evaluating the Lesson 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.
SCIENCE 4 HTE
Special Defenses There are some animals use electricity
that release chemicals
to defend thernvelves.
and
This beetle sprays a
toxic liquid that pruv ide-, a smoke ...creen and can blain human skin. It is the Bombardier
beetle. Poisonous
frogs in the tropics are brighrl, colored marked.
Other animals porcupine.
What defense are their show;
tree
and boldly skillS warning
of'!
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
plates around
where they join the body, allowing direction
its body. Some
in the tips of the spines. the spines
movement
in any
while protect in,; the muscle.
132
One kind of eel, the electric eel. can deliver a 500volt surprise
to an attacker.
., here arc nearly 500 kinds
of fish and eel- that generate varying amounts of electricity. 133
For Your Information 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.
Chapter 8: Lesson 33
151
Family Time 34 Animal Defense Game If time permits, this game may be played any time after Lesson 33.
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
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.
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)
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)
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)
152
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)
Chapter 8: Family Time 34
153
Lesson 34
Tactics Animals
r1rten~es. But [he) when light enters the eye.
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.
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
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,
4,
5,
6,
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])
(sclera
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
Chapter 9: Lesson 36
8,
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
its shape. When you look at something
muscles push in on the lens, making look at something flattens
two ways that you see each picture.
I see three blocks in a corner, and I see a stack 01 live blocks with three on the toe and two on
out.
lens cannot
than normal.
ness. In a short eyeball. farsightedness.
causing
nearsighted-
the rays focus behind the retina, Glasses or contact
lenses help the
eyes' lenses focus light correctly. correction
••
the bottom.
then the
focus the light on the retina. The ray, focus in
front of the retina in a long eyeball.
normal eye
Describe
far away. the muscles relax. and the lens
If the eyeball is longer or shorter
causing
close, the When you
it thicker
~
$
•• ••• ••
none requrred
••• ••• •••
Which flower center is bigger?
The~ are the same size .
Look at all four bars at
~~ ~~ ~~ ~~
farsighted eye
I see a white cross and a black cross.
once. Do the lines appear yes to curve?
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
vitreous a suitable description
"liquid."
Why is
of this substance? ·,t90SobJon'IUnlv'r.IIyPrln.Reproduc'lonpro~lblltd
146
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.)
166
D
Sdence4 Note_
PACket
le •• on38 Ev.lu.tingt!1eLeuon
Evaluating the Lesson 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.
SCIENCE 4 HTE
44
For Your Information 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.
Chapter 9: Lesson 36
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.
Text, pages 147-52 Notebook, page 46
Preview Objective Given proper instruction, your student will be able to do the following: • Explain the role of light in producing color.
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.)
The opposite
Combine purple
red with blue to get blue with yellow to get
green
blue is
orange
red is
green
yellow is
orange
yellow with red to get
of
Other Combinations ________
with
to get
________
with
to get
_ _
_____
with
to get
_
~1990 Bob Jones UnIverSIty Preu.
Lesson Introducing the 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.
168
purpte
D
Science 4 Notebook Packet
ReproductIon
p.oh'b,lad
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.
SCIENCE 4 HTE
What Is Color? If opaque
objects
When light strikes an opaque
keep light from passing
reflected
through,
absorbed?
where does the light go? Does it all sink into the object? When light hits an opaque sink in
are absorbed
It is changed
to the light that is
to heat. What colors would help
days? If you have ever seen a ray of light coming
eyes. The ones sent back are the only ones we see as color. Look around
object. you see the
But what happens
you on cold days? What color would be best to wear on hot
object, some of the light waves
-and others are sent back to our
window
the room until you see a red object. That
object looks red to you because it has absorbed
light as color.
or down through
in through
the trees. you probably
a
remember
it as bright and white. Is white the color of light then?
all light
Indeed.
waves except the ones that your eye sees and your brain
is white a color') Can there be color without
Light waves have color
reads as red.
waves, To see color. Remember of the chapter" though remains enough
White is a mixture
light?
of all light
we must see light waves reflected.
the imaginary
trip in space at the beginning
The space between
the SIal'S arc putting
the stars was unlit even
out great light. The dark
because there is nothing
in empty space, not even
dust. to scatter and reflect the light of all those
stars.
What Is Not Color? Black objects absorb
most light rays. Is black a color
then? Complete
black is really the total lack of color.
do you suppose
white. the opposite
colors being reflected
What
of black. is'! White is all
together. 147
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)
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
Chapter 9: Lesson 37
148
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)
169
What Reveals Color You may have noticed \\ hen you were shining the flashlight
in the dark room that
light. Earth', particles flashlight
as outer 'pace
Sunlight
could see the beam or
windows also bounces "see" the light. This scattering
angle and must pass through
in the air, and we call then
lhc dust is scattering
that streams
When the sun is low in the sky. the light comes in at an
is. f'he light waves from the
bounce oil' particles
see the beam.
YOU
air i-, not nearly so tree ot dust and other
down through off particles
are scattered
ircc- and in through
look orange
or red. Sometimes
in the air. and so we
them absorb
blue and green wavelengths.
of light on dust is what make,
our sky
the sun
clouds with lots of water in How does the sky
Red sky at night, Soilorsilelighr.
the middle or the day. the wavelengths
Red sky at morning,
arc coming down from fairly straigh: above. The dust in the air catches and scatters •..orne of the shorter blue wavelengths.
out of the light. making
look then? How do these facts fit with this old vaying:
look blue and our sun look yellow. When the sun's light enters our air during
more dust. More blue
wavelengths
the light waves.
Sailors Remember
The sky then looks blue. The red and yellow
wavelengths. being longer. pass through. yellow to LIS.
lake warning,
our imaginary
trip in space again. Why do
you think that the stars and planets seemed so bright and colorful?
So the SUJ1 looks
149
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,
150
Evaluating the Lesson 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
bent and the light is broken bands of light together the spectrum
About Color
wavelengths paper outside
or to a window.
in it. What do you think would happen
Violet light has the shortest
3. Turn the prism until you can see bands of color On the paper.
to
wavelength.
on one end of the spectrum.
It always
Why does red appear
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
4. What color shows up on the one side? What color
air to break up the light into its colors? Water drops can bc
shows up on the other side? Which color do you think
many little prisms after a rain. How do you think you could make a rainbow appear')
Why'!
151
For Your Information 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
Chapter 9: Lesson 37
But
of different
back together? appears
wavelength?
has a huge number
these colors if you used a second prism to bring them all
2. Hold the prism to the light and put the paper under it.
has the shortest
make up a spectrum. To our eyes,
seems to have only six or seven colors.
each hand in the spectrum
I. On a sunny day, take a prism and a piece of white
a prism, the waves are
up into bands of colors. These
152
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
Lesson
Objectives
Introducing the Lesson
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.
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.
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.
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.)
172
SCIENCE 4 HTE
Curved
Mirrors
Some mirrors
are not flat. They curve in or out. Have
you ever looked at your reflection bowed window?
What happens
ever go into a building amusement
on a shiny knoh or a
to your image? Did you
with curved mirrors
that curve in are called concave. If they curve
Mirrors
only a lillie, the reflection
is made a bit bigger. If they curve
in a lot. the image gets smaller-and Cars have concave Around
$ smooth surface
the headlights.
appear
flat mirrors.
Reflection reflect light helle!' than
others.
in more clearly
see yourself
The best reflectors Polished
are smooth,
metals like chrome
Good mirrors silver
at all in
shiny. opaque
object>.
the glass
it changes
direction,
So the image from the mirror the mirror. be clear.
If the mirror
take in a wider view. Where
be useful?
When light is reflected
it changes
direction,
line. Do you think,
would be able to predict
where a beam of light will reflect
to? Yes, you can. If a light shines on a smooth, direction
but it still
then, that you opaque
off in the opposite
at that same angie.
usually by
but nearly all of it is hit the
each ray is sent back evenly with all the others.
beam, although
mirrors
in convex
away than they would in
and sih or send light back well.
arc sheets of clear glass backed
Light passes through
and farther
surface at an angle, it will bounce
all of them?
sent back by the silver. When the wavelengths mirror,
Convex
travels in a straight
a
paper'! Whal kind of objects can you
in" What is alike about
help throw the
Angles of Reflection
have seen that some object> reflect more
light than 011,or5. But SOI11eobjects
puddle or a white china plate? Can you vee yourself
These metal mirrors
smaller
would such mirrors
a piece of notebook
turns upside down.
on them. Can you guess where?
that curve out are convex. Things
Mirrors
Which can you see yourself
mirrors
light out in front of the car.
rough surface
mirrors
You already
at an
park'>
The
keeps the same form.
looks like what is in front of
is flat and even. the reflection
will
155
154
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.)
Chapter 9: Lesson 38
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,
are instruments straight
that let you see light that is
into your line of vision. They can, in
permit you to see around
Periscopes straight
line and that it can be reflected.
periscope, presents
corners
Of
over walls.
use the facts that light always travels in is reflected
by a series of mirrors
an image to the \ iewer. Soldiers
sailors in submarines,
and sometimes
a
About Reflection
Light travels into a or prisms,
and
in the Civil War,
hunters
have used
periscopes.
I. Get a flashlight 2. In
a
and a small hand mirror.
dark room turn on the flashlight.
Where docs the
beam hit?
Name some things that do not reflect images at all. 3. Now hold the mirror
What is alike about
all those objects'} They are not
completely
are they? Even the slickest paper shows
smooth,
up rough under a microscope. objects are shiny? Probably
And how many of the
snow, reflect a lot of light. But, unlike a mirror, rough and sends light back in all directions. light, but it appears
4. Now choose a point in the room and try to angle the
not many. So what do you
think makes an object a poor mirror') Some surfaces,
at an angle in from of the beam.
Where does the beam hit?
mirror
so that the light will be reflected
to it.
like
the snow is
We see all the
5. What do you have to do to direct the light 10 another spot?
as the color white, not as an image
reflection.
,. 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
153
156
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)
Evaluating the Lesson 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
For Your Information 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.
SCIENCE 4 HTE
Lesson 39 Lasers Notebook, page 47
Preview
Lesson
Objectives
Introducing the Lesson
Given proper instruction, your student will be able to do the following: • Explain the purpose of the laser. • List two uses of the laser.
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.
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.
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.)
Chapter 9: Lesson 39
175
name
Teaching the Lesson
_
Direct a notebook activity on page 47. Direct your
L1tt the pUrpoMS of the I••• r.
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.)
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
As your child locates each part of the laser, allow him time to fill in the blank with the correct letter.
_c_ partially transparent mirror _a_ flash lamp _d_ ruby
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.
industry, communication
medicine, navigation
~19908obJonesUnjvels'lyPfe"
D
Sdence4
Reproducljonprohibiled
Lesson 39
47
EvetUltlngtIaL."on
Notebook'''''
Figure 39-1
reflecting mirror ruby rod partially metal holder
trigger electrode
flash lamp
Ruby Laser
176
laser light
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.
Evaluating the Lesson 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.
For Your Information 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.
Chapter 9: Lesson 39
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
Chapter 10: Introduction
179
Lesson 40 Inclined Planes Text, pages 158-62
Preview
Lesson Introducing the 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.
Objective Given proper instruction, your student will be able to do the following: • List inclined planes that he sees at home.
Figure 40-1
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.
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!
180
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)
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
(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.
What do you call work? Carrying a bicycle? Reading activity
Riding
must an
have for you to think that it is work'!
Scientists
define worl. in a way that might surprise
They say that work is done "hen
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.
out the trash?
this page" What qualities
a distance.
Would a scientist
you.
an object moves through
say then that holding
this
book is work? No. because you are not moving anything. riding a bicycle work" Yes. it is. And. yes. so is picking
Is up
the trash can.
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.
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)
Chapter 10: Lesson 40
181
Suppose
you wanted to get a treasure
chest out of a
deep hole, The chest weighs twenty pounds;
the hole is five
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
how many
of force do you think it will take to lift the chest
out of the hole? If you said twenty pounds,
you are right!
To find out how much work you will have to do to lift the chest out, use this formula:
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
lift twenty pounds
over your
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
in the formula'!
Let's say that you can lift ten pounds will the distance
easily, How much
have to be to get 100 foot-pounds
done with ten pounds
of work
of force?
ten pounds
x ? ;:: 100 foot-pounds
You will now need ten feel. How can you increase distance 159
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.)
Evaluating the Lesson 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
the
the chest has to be moved?
160
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.)
SCIENCE 4 HTE
Simple Machines
Can you see the inclined
planes in these pictures?
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
Machines make our work easier.
Inclined Planes Look at the picture machine.
on this page. This is a simple
Where have you seen such a machine
being used')
It is an inclined plane. In this phrase, plane means "3 flat surface."
Inclined means "leaning,
use an inclined
slanted."
plane to lift the treasure
How could you
chest out of the
hole? Have you ever seen an inclined open? What do we call the machine that
plane holding when it
a door
being used
way'J
161
162
For Your Information 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.
Chapter 10: Lesson 40
183
Lesson 41
Figure 41-1
Pulleys, Wheels, and Axles Text, pages 163-65 Notebook, page 48
Lesson Introducing the Lesson
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
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.)
SCIENCE 4 HTE
Pulleys
Suppose
Another
simple machine
with a groove around
is a pulley.
its outside.
pulley and fits into the groove.
;\ pulley is a wheel
A rope passes over the
When you pull the rope, the
that the treasure
small for an inclined
chest is in a hole that is too
plane to be used. How could a fixed
pulley help you get the chest out? How would you set the pulley up? Sometimes
pulley turns.
pulleys are used in pairs. One pulley is fixed,
and one is hooked
to the objeet to be moved. This movable
pulley does a different job from the fixed pulley. It multiplies
force. If you use a movable
have to use as much force to accomplish
When a pulley is fastened
to something
pulley, you will not the work.
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
Teaching the Lesson
Figure 41-2
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
Chapter 10: Lesson 41
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
to
chest out'?
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
For Your Information
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 --1L
WA
L
--.WA.
-.WA..
flI! .se:
-p-
~
~
-.WA..
-p-
o ~,-
.,vuo
Sdenc:e4
80~ J6ft••
unlverlltY P" ••. ReprodUcHon ptotllDI1W. lellon'" Evalu.tJngth,Lanon
48
Evaluating the Lesson 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.
Chapter 10: Lesson 41
187
Lesson 42 Levers Text, pages 166-67 Notebook, pages 49-50
About Levers I. Get a spring scale, a plastic bag, gram weights, wooden 2. Choose Record
some weights and put them into the bag. how much weight is in the bag. Tie the bag to
one end of the ruler. 3. Attach
Preview
a
ruler. some string, and a chair.
the spring scale to the other end of the ruler.
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
Objectives
observations.
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.
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.
Lesson Introducing the 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
188
167
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.
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.
_
force
fulcrum
load
3. It takes less effort to lift the bag (the load) with the lever. a. When the fulcrum load,
b. When the fulcrum load,
is
inches from the
it takes this much effort to lift the load.
is
Levers Probably
inches from the
Almost
it takes this much effort to lift the load.
the most familiar simple machine
is the lever.
any pole, rod. or stick can be a lever. A lever is a
bar that turns on a point. c. When the fulcrum
is
1 he point on which the bar rests "the/itfcrum.
inches from the
closer the fulcrum
load, it takes this much effort to lift the load.
move the load. Suppose treasure 4. This experiment
shows that the closer the fulcrum
is to
I he
is to the load. the easier it will be to you rigged up a pulley to lift the
chest. But when you jumped
into the hole to tie a
rope around the chest, you found that you could not get the rope under the chest. How would a lever help you?
the load, the (less/ more) effort it takes to lift the load.
Is this boy using a lever? 01990
D Science 4
Notebook Packet
80b Janel
University
Pr",.
Reproduction
p..onibited
166
teeson aa Teaching
the Lesson
49
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,
Chapter 10: Lesson 42
189
Evaluating the Lesson name Labellhe
fulcrum
(n thl
100d
(L.),
E
B'7 \\ \\ In each tool below the" If'! two load (L), and th' 'Hort (E).
_
and the effort
F
(f) ollach
L
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.)
IIVlr bllow.
and rills. Thy woods and templed
the most spectacular
Canyon.
bla/e across the walls. turning
the layers of rock orange and red. Evolutionists
hills"?
vast canyon
and at those beautiful
that the earth is millions
of years old, that no young earth
could have such a deep gorge in it. Creationists look into the canyon God and find evidence
look at that
layers of rock and say
and see the power of
of the great Flood.
When the Flood
waters went down, they swept across whole continents with unimaginable force. The material underneath was still soft Streams, the earth.
especially
flooded
streams,
erode the surface of
Rivers carve valleys and gorges and widen out
their banks. crust depends
happen
How fast a valley or gorge gets worn into the on many thing':
how hard or soft the rock is.
how much water there is, how fast the water is moving,
and unsettled.
and
how .Iong the water has been moving.
Under such conditions,
quickly.
much erosion
could
A young earth in a mighty flood would
indeed have such a gorge. When the river no longer carried the huge amounts
of water and the sediment
hardened,
erosion
slowed down. The layer> in the canyon
narrow
at the bottom.
showing
such a change
walls in rate. 191
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,
Evaluating the Lesson 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.
For Your Information 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
Chapter 12: Lesson 49
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 Text, pages 192-97 Notebook, page 58
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.
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.
220
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.
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.
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
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.
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.
but not as swiftly as the river is flowing.)
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)
Chapter 12: Lesson 50
221
Frozen
water also makes changes
one way that freezing
on the earth.
What is
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
rocks and soil ahead of it. Why do you
think that glaciers do not form everywhere The new landforms that sound a glacier. mountain
it snows'?
gouged out by glaciers
like something
(pronounced
it begins
over the surface of the earth and
have names
out of science fiction, A cirque
surk ) is a large round
hollow scooped
When ice melts and water fills a cirque, lake called a lam forms. AjJord
out by
a
(pronounced
[yord; is an inlet from the sea that has been made deeper by a glacier. Norway
fjord is a Norwegian
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
A tombo!o is a beach of sand or gravel that
two islands or an island and the mainland. 195
194
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.)
222
SCIENCE 4 HTE
About Water Erosion I. Get two half-gallon
milk cartons,
pans, some fine potting
two oblong
soil. a spoon.
cake
a sprinkling
can
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
in each
Put the cartons
pans. Lift one end of one carton
in
about four
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,
too. The rock and soil pushed
deposit
material
along by the snout or front
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 glaciers
melt back. Moraines
and drumlins
are two kinds of
hills made by glaciers, Glaciers can deposit Meltwater
material
when they melt as well.
carries earth and rock much as a stream does.
Also, when glaciers
melt they send billions of gallons of
water flowing to streams
far below them. Meltwater
water, which is water that is good
[0
drink.
the glaciers to store water in the coldest
months
is not usually scarce and to release it in wanner
when streams and
reservoirs
are
is fresh
God designed when water months
low,
196
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.
Chapter 12: Lesson 50
197
Evaluating the Lesson 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
_
For Your Information
Resuhs
Predictions
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
_
01990
D Sdence4
Notebook'''_
224
Bob Jones
Ullive.sily
P,ess.
Leuon
Reproductlonprol\iblted
50
Evafu.UIIQlt..L_
S8
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.
SCIENCE 4 HTE
Lesson 51 About Controlling
Preventing Erosion
I. Get the same equipment AboUI Water Erosion,
Erosion
you used for the Finding
cube. You will also need two large measuring 2. Fill both cartons
beakers.
within one inch or the laps with df)
soil. Put both in the baking
pans and tilt hath cartons.
3. "Plow" vertically in one carton and horizontally
Text, pages 198-201 Notebook, pages 59-61
Out
except you will not need an ice
in the
other, using the handle of the spoon or your fingers. 4. Then slowly sprinkle vertically
one quart of water into the
"plowed"
soil. Then sprinkle
soil. Watch what happens another
rate into the other carton.
Preview
to the
quart of water at the same Walch what happens.
the run-off
from both cartons
of plowing
prevented
vcparatcly.
Collect
Which kind
more erosion'? Record
your
observations.
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.
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
198
name
Plowing method
_
Amount of run-off
Prepare: • The milk cartons by filling them with soil to within one inch of the top.
Lesson Introducing the 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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225
Some erosion land. Farmers plowing,
can be
with careful
jJl\;\t:lltctl
keep soil from washing
use of the
away by contour
plowing "with the land," following
the curves of
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
during
Erosion of clearing
plowing.
can also be prevented
with responsible
land. Where vast areas arc stripped
as in the great rain forests of South
America.
methods
and burned, nothing
can
keep millions of tons of soil from being swept away. Careful
planning
destruction Shores. barriers
Wind Erosion a basin in the ground, it creates a name tell about the landform? Wind deposits
sand, building
b!OWOIJI.
too. can be protected
hurricane
What docs the
great destruction.
whipped
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
the ocean waves across the city with
A rich topsoil
is a finer treasure
that grow from it or the diamonds the plants that provide
A.II the wearing
has not only provided
Hebrews clothes
I: II says the earth "shall wax old as doth a gar-
established
grow old and wear out like
do.
But degeneration
careless
at work. God
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,"
rebuilt
by pumping
up tons
than the giant sequoias buried beneath
our food and replenish
our air. God
our earth with good soil. He has also
the processes to operate
God's best blessings
it. It is
life rests. It supports
by which it is renewed.
with the soil, if we do not perceive
and endeavor is not the only process
Florida,
and tons of sand from under the sea.
"to gnaw off." Why is that a good name for this process?
ment." The earth will eventually
arc
built along the beach.
the very base upon which our physical
down of the earth is called degeneration.
the forests. Seuwatls
The Army Corps of Engineers
part of the beach in Miami. How
or rebuilt.
Texas. has had a seawall since 1900. when a
and hollows out
up hills called dunes.
rather than total
soil and preserve
of steel. wood. or concrete
Galveston.
When wind carries away loose material
and cutting
can conserve
If we arc
the great cycles
within them, we waste one of
to Us. We arc to be good stewards
of
this gift: we must use the soil wisely so that the earth may continue
to bring forth it. bounty.
all things by the word of his
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.
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
226
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
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
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)
Chapter 12: Lesson 51
227
name Across I. __
are a kind of hill made by
I. The wearing
2. A __
clogs rivers and streams. at the
is fresh water flowing from a
7. __
glacier. 10. "I love thy rocks and __
is called __
16. A __
connects
17. A __
is an inlet from the sea.
19. A __
is formed
beautiful
0-
.
by
breaks rocks into soil.
11. Dead plant and animal called __ .
12. Farmers __
material
is
plow with the slope of
a field.
by a glacier is
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 __
is a bar of sand deposited
the ocean's work. 4. __ the Great ruled southern
9. __
two islands.
18. Rock and soil pushed called __ .
3. A __
England over one thousand years ago. 8. Rich surface soil is called __ .
."
13. Heavy, long rains can cause __ erosion. Slow mass-wasting
.
is a form of swift mass-
wasting.
6. A fan-shaped sediment deposit mouth of a river is a __ .
14.
down of the earth is
known as __
can happen when sediment
is the world's
.
most
gorge.
01\190 Bob Jon,.
Unlver.lty
Pre ••. R'productlon
Sdence4
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Notebook
Evaluatfng
Packet
C1990 Bob Jones
prohibited.
st the Lanon
Evaluating the Lesson Direct a notebook activity on pages 60~61. Ask your student to read the directions; then tell him to complete the puzzle.
For Your Information 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
228
_
Complete the puzzle with word. from the chapter. Clue. tor the puzzle are on PIII8 81.
Down
glaciers.
5. __
name
_
61
O Science 4
Notebook PAcket
Universily
Press,
Aeproduclionprohibited.
lesson 51 Ev.luatlflg
the lElSlOfl
.60
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.
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.
Concepts
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.
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.
r
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.
232
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.
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.
Concepts
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.
233
Chapter 12
Materials List
Lesson 48 • Rocks can be broken into smaller pieces by wind, frost, heat, water, or roots in a process called me-
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.
Chapter 1 Family Time 1 • 3 cans refrigerated biscuit dough. * cup melted margarine.
•+
• 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
paper.
Lesson 4 • Plastic tack. • 1 globe.*t • 1 softball. • SCIENCE 4 Notebook Packet. *t • A three-ring binder. *
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. *
books
about
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.
234
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.
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. *
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
*
Concepts
235
Chapter 5
Chapter 6
Lesson 20
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.
236
*
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.
SCIENCE 4 HTE
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.
Materials
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.
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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.
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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 46 • Student leaf collection from previous lesson. • 1 conifer branch and cone. * • Several leaf key books (available from libraries).*
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). *
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.
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).*
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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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Lesson 47 • 1 tree.
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
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,
Bible Action Truths
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
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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
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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
SCIENCE 4 HTE
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 Action Truths
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
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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.' ')
SCIENCE 4 HTE