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Ontario Teachers' Manuals: Nature Study
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Ontario Teachers' Manuals: Nature Study

بقلم Ontario Ministry of Education

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ONTARIO TEACHERS' MANUALS

NATURE STUDY

AUTHORIZED BY THE MINISTER OF EDUCATION

TORONTO
THE RYERSON PRESS

Copyright, Canada, 1915, by
The Minister of Education for Ontario
Second Printing, 1918
Third Printing, 1923
Fourth Printing, 1924

CONTENTS

Page Prefatory Note 1 Course of Study—Details 3 Chapter I The Aims of Nature Study; General Methods 13   Concrete Material 15     Topics and material must suit the season; matter suited to the child; use of the commonplace; order of development of lesson; problems in observation; note-books and records 15 The School Garden 19   Suggestions; Garden Expenses 20 The Excursion 23     Its value; difficulties; frequency; suggestions for ungraded schools; the teacher's excursions; a type excursion 23   Collections 29 Animal Studies 29   Domestic animals; references 29   Birds; references 30   Insects; insect collections 34   Butterfly and moth collections 37 Plant Collections 39 Chapter II Physical Science Phase of Nature Study 42 Instructions and General Method 42     Value of such lessons; conditions under which experiments should be performed 42     Correlations of physical science phase 44   List of Reference Books and Bulletins on garden and plant study, physical science, and animal study 45 Physical Science—Equipment for Forms III and IV 47   Desirable apparatus 47 Chemicals 48 Apparatus 50   Grenet cells; decomposition apparatus; pneumatic trough; spirit-lamp; barometer; hygrometer; hints 50 Time Apportioned to Nature Study 53 Chapter III. Form I: Autumn Garden Work 54   Lessons on a Garden Plant—Pansy
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align="right">55   Observation Exercises on the Dandelion 57     Correlation with literature and reading 59   Dwarf Nasturtium 59 Seeds 60     Field exercise; class-room lesson based on the collection 60   Seed Dispersal 61     Lesson on seeds that fly; correlations 62 Twigs and Buds 62   Lesson on Twigs 62     Further study of twigs; review lesson 63   Lesson on Buds 65     Review lesson; correlations 65 Leaves 66   Field exercises; class-room lesson on leaves 66 Garden Studies 68   Studies in the Pupil's individual Plot 68   Studies from the Garden as a Whole 69 Bulb Planting 69   Lesson on Bulbs and Bulb Planting 69     Planting the bulb 70 Chapter IV. Form I: Winter Pet Animals 72   The Rabbit—Lesson on; correlations 72   The Domestic Cat—detailed study 75   The Pigeon—detailed study 76 Winter-blooming Plants—Observation and care of 78 Trees 79   Pines of the Locality 79   The White Pine 79     Field exercises; class-room lesson 79   The Elm—field exercise 82 Domestic Animals 83   The Horse; correlations 83 Domestic Birds 85
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align="left">  The Duck—class-room lesson 85 Chapter V. Form I: Spring Garden Work 87   Garden Studies—window garden 88 Wild Flowers 90   Recognition of Wild Flowers 91   Lesson in Outline—Bloodroot; correlations 91 Insect Study 93   Cecropia, or Emperor-moth 93   Dragon-fly 94   Other Conspicuous Insects 95 Birds 95   The Robin 96     Field exercises; the nest, eggs, and young 96   The Song-sparrow 97     Field exercises; class-room lesson 97 The Sheep 99   Problems for Field Work 99 Chapter VI. Form II: Autumn Bulb Planting Out-of-Doors 101   Bed for growing bulbs; planting of bulbs indoors 101 Garden Work 103   Seed selection; storing seeds; harvesting and storing of garden crops; class-room lesson; autumn cultivation 103 Garden Studies 106     Garden Records; correlations 107 Climbing Plants 108 Trees 109   Storing of Tree Seeds 110 A Flower 110   Type—Nasturtium 110 Soil Studies 112   Kinds of Soil 112 Animal Studies 113   Bird Migration; correlations 113   Common Wild Animals 114     General method for field work 114
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align="left">  The Wood-chuck 116   The Chipmunk—field exercises 117   The Eastern Swallow-tail Butterfly 118 Chapter VII. Form II: Winter Care of Plants in the Home 120 Trees 121   Collection of Wood Specimens 122 Related Reading 122 The Dog 123   Class-room lesson; observation exercises; correlations 123 Lessons Involving Comparison 125   Cat and dog; experiments for assisting in the study of the cat; comparison of the horse and cow 126 The Squirrel 129   Field exercises; class-room lesson 129 Winter Birds 130   Field exercises; class-room lesson; correlations 130 Animals of the Zoological Gardens 132 Chapter VIII. Form II: Spring Garden Work 133   Combating Garden Pests 134     Cutworms; root-maggots; flea-beetles 134   Seed Germination 135 Plants for Individual Plots 137   Studies Based on Observations of Growing Plants 137     Planting and care of sweet-peas 138 Wild Flowers 139 Weeds 140 The Apple Tree 141   Field exercise; class-room lesson; field exercise following class-room lesson 141 Bird Study 143 The Toad 143   Field exercises; class-room lesson; detailed study; life history of the toad 143 The Earthworm 147   Class-room lesson; references 148 The Aquarium 149   Aquarium Specimens
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align="right">150     Mosquito; study of adult form; the development; references 150     Caddice-fly 152 Insects Suitable for Lessons in Form II 153 Chapter IX. Form III: Autumn Garden Work 154   Treatment of Fungi 154   Treatment of Insects—cabbage-worm 156 Plants 158   Annuals, Biennials, and Perennials 158     Class-room lesson 158   Garden Studies 159     Annuals, biennials, perennials 159   Special Study of Garden Plants 160     Sweet-pea; pumpkin; corn; correlations 160 Seed Dispersal—Lesson 164   Detailed Study of Seed Dispersal—class-room lesson 165     Seed collections; man as a disperser of seeds 166 The Sugar Maple—field exercises 168   Maple Leaves—class-room lesson; correlations 169 Weed Studies 170   Observation lesson on weed seeds 171 Grasshopper—field exercises; class-room lesson 172 Aphides 174 Tomato Worm—the adult; the chrysalis 175 The Crow; correlations 177 Chapter X. Form III: Winter Care of Plants in the Home 178   Plant Cuttings 179     Selection of cuttings; potting of rooted cuttings 179 Evergreens—class-room lesson 181 Collection of Wood Specimens 182 Related Reading 183 How Animals Prepare for Winter 183   Summary of Lessons; correlations
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tag="{http://www.w3.org/1999/xhtml}a">184 Chickens 185   Conversation lesson; arithmetic lesson; care and food of chickens 185 Physical Science Phase of Nature Study 188 Solids, Liquids, and Gases 188   Change of State 189   Expansion of Solids 189     Practical applications; questions for further investigation 190   Expansion of Liquids—applications 192   The Thermometer 193   Expansion of Air 194   Sources of Heat and Light 194     Notes for a Series of Lessons 194   Conduction—problems 196   Convection—problems, convection in gases; applications 198   Radiation of Heat—problems 199 Chapter XI. Form III: Spring Window Boxes 201 Window Gardens 201   Suitable Plants; Fertilizer 202 Soil Studies—constituents 203 Garden Work 206   Tree Seeds 207   Transplanting—flowers, vegetables, tree seedlings 208   Budding 209   Cuttings—leaf cuttings, root cuttings, layering 211   Planting and Care of Herbaceous Perennials 212   Garden Studies—biennials 212 Wild Flowers 213   Study of the Trillium 213     Class-room lesson on the specimens 213 Adaptations of Animals 215 Bird Types 217   Woodpeckers—the downy woodpecker; observations 217   Flycatchers
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tag="{http://www.w3.org/1999/xhtml}a">219   Wrens 219 Insect Types 220   Cabbage-butterfly 220   Tussock-moth 221   Potato beetle 222     References 222 Fish—Observations; problems; references 223 Chapter XII. Form IV: Autumn Garden Work 225   Herbaceous Perennials from Seed 226 Trees—Deciduous; references 227   Trees in Relation to their Environment 228 Fruits—Excursion to a well-kept orchard 229   Small Fruits 230 Autumn Wild Flowers—Milkweed; correlations 230 Trees—The White Pine 232   Outline of a class-room lesson on the white pine; correlations; references 235 Apples—Comparative Lesson on Winter Varieties 239   King, Baldwin, Northern Spy 239   Codling moth; references 240 Some Common Animal Forms; references 242   Centipeds and millipeds 243   Salamanders or newts 243   Spiders 244 Bird Studies 245 Chapter XIII. Form IV: Winter Forest Trees 246   Evergreens; Wood Specimens 246 Fruits 247 Weeds and Weed Seeds 248 Physical Science Phase of Nature Study 248   Water Pressure—exercises 248   Study of Air 249     The barometer; the common pump; expansive force of air; composition of air; oxygen; carbon dioxide; impurities of air 250   Solutions of Solids
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class="pginternal" tag="{http://www.w3.org/1999/xhtml}a">255   Solutions of Liquids 256   Solutions of Gases 256   Limestone 256   Carbon 257   Hydrogen 258   Magnets 258   Electricity 259   Steam 260   Farm tools—machines; problems 260 Chapter XIV. Form IV: Spring Method of Improving Home and School Grounds 263   Making and Care of a Lawn; References 264 Soil Studies 265   Weight 265   Subsoils 266   Fertilizers—experiments 268   Soil-forming Agents 268   Tilling the Soil 269   Garden Work—experiments in plots out-of-doors 270   Function of Parts of Plants 273     How the plant gets its food from the soil; germination of some of the common grains 274   Weeds 278   Vines 279   Wild Flowers 279   Planting of Trees, Shrubs, and Herbaceous     Perennials in Home and School Grounds 280       Shade trees; transplanting 281 Animal Studies 283   Scale Insects 283   San José scale; oyster-shell bark-louse; cutworms; white grubs 283   Crayfish 285   Freshwater Mussel 286 Bird Study 287 Different Aspects of Nature Study 288

PREFATORY NOTE

This Manual is placed in the hands of the teachers in the hope that the suggestions which it contains on lesson topics, materials, books of

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reference, and methods in teaching will be found helpful to all teachers and in particular to those who have had little or no instruction in Nature Study during their academic or professional training.

The first Chapter of the Manual discusses topics which have general reference to the subject as a whole. The remaining part of the Manual deals more particularly with the subject in its application to the different Public and Separate School Forms. While this division of the matter into Forms is convenient for general classification, it is not to be regarded as arbitrary. Materials and methods of presentation suitable for one class of pupils in a certain Form might, under different conditions, be quite unsuitable for another class of pupils in the same Form. For example, work which would be suitable for a class in Form I made up of pupils admitted to a school at seven or eight years of age, after two years' training in a kindergarten where nature lessons received special attention, would not be suitable for a Form I class made up of pupils admitted to a school at five years of age with no such previous training. In selecting work for any class the teacher, therefore, should not be guided solely by the arbitrary divisions of the Manual, but should exercise his own judgment, taking into account his environment and the attainments of his pupils. To facilitate such a selection, page references are given in the details of the Course of Study, which in reality forms a detailed expansion of the Public and Separate School Course in Nature Study. By means of these references, the teacher may find, in any department of the subject, typical matter suited to the development of his pupils.

The numerous type lessons that are contained in the Manual are intended to suggest principles of method that are to be applied in lessons upon the same and similar topics, but the teacher is cautioned against attempting to imitate these lessons. This error can be avoided by the teacher's careful preparation of the lesson. This preparation should include the careful study of the concrete materials that are to be used. The books, bulletins, etc., that are named in the Manual as references will be found helpful.

To facilitate teaching through the experimental and investigation methods, special attention has been given to the improvising of simple apparatus from materials within the reach of every teacher.

From the character of the subject the Course of Study must be more or less elastic, and the topics detailed in the programme are intended to be suggestive rather than prescriptive. It may be that, owing to local conditions, topics not named are among the best that can be used, but all substitutions and changes should be made a subject of consultation with the Inspector. The treatment of the subject must always be suited to the age and experience of the pupils, to the seasons of the year, accessibility of materials, etc. Notes should not be dictated by the teacher. Mere information, whether from book, written note, or teacher, is not Nature Study. The acquisition of knowledge must be made secondary to awakening and maintaining the pupil's interest in nature and to training him to habits of observation and investigation.

As a guide to the minimum of work required, it is suggested that at least one lesson be taught from the subjects outlined under each general heading in the detailed Course of Study, with a minimum average of three lessons from the subjects under each general heading.