DOCUMENT RESUME

ED 047 834 RC 005 037

AUTHOR Wight, Edgar L..; And OthersTITLE Environmental Awareness; An Action Approach.INSTITUTION Bureau of Indian Affairs (Dept. of Interior),

Washington, D.C.REPORT NO Curr-Bull-No-9PUB DATE 71NOTE 53p.

EDRS PRICEDESCRIPTORS

ABSTRACT

EDRS Price MF-$0.65 HC-$3.29*American Indians, Conservation Education,*Curriculum, *Ecology, Education, *EnvironmentalEducation, Natural Resources, *Program Development,Sciences

In the changing world of today, man has createdalarming imbalances of nature which threaten all living creatures ofthe earth. The public is becoming aware that severe measures must betaken to correct these imbalances. Indian people are closely attunedto their lands and resources--it is part of their traditional cultureto have close ties with and appreciation for the soil, trees andplants, water, wildlife, clean air, mountains, the sea, and all thebeauties of nature. With this kind of appreciation, teachers ofIndian children can readily implement activities related toenvironmental improvement. This booklet was designed to help teachersand students in learning of the relationship of the environment tothe human race. Divided into 5 major sections of activities, eachactivity is classified according to the level for which it is bestsuited. Symbols such as PRI for primary, INT for intermediate, and JHfor junior high designate the level. Included are illustrations ofsimple experiments that can be conducted in the areas of soil andwater; plant life; weather and air; fish, wildlife, and microscopiclife; and forests, rangeland, and watersheds. (EJ)

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U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFARE:OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

ENVIRONMENTAL AWARENESSAN ACTION APPROACH

BUREAU of INDIAN AFFAIRSDIVISIONS OF

Instructional Services Curriculum Development & ReviewDr. Richard J. Keating, Chief Thomas R. Hopkins, Chief

CURRICULUM BULLETIN NO.9

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AcknowledgementsThis booklet is essentially a revisionof "Classroom Activities Related toNatural Resources" by Edgar L.Wight, Helen Payne, andGolden Kilburn.

Appreciation is extended to the staffof the Instructional Service Centerat Brigham City, Utah, for illustra-tions, photographs, and their helpin completing this booklet. We aregrateful to the Indian students atIntermountain School for the use oftheir photographs on the cover andin each section of the booklet.

Edgar L. Wight, DirectorInstructional Service Center

Table of Contents

ACTIVITIES RELATED TO SOIL AND WATER 5

ACTIVITIES RELATED TO PLANTS AND PLANT LIFE 29

ACTIVITIES RELATED TO WEATHER, AIR, AND CLIMATE ... 37

TD)ACTIVITIES RELATED TO FISH, WILDLIFE, AND

MICROSCOPIC LIFE 49

ACTIVITIES RELATED TO FORESTS, RANGELAND,AND WATERSHEDS 57

NOTE: Each activity is classified accordiag to the level for which it is best suited.However, many of the demonstrations can be adapted to meet other grade levels.The following symbols are used to designate grade levels:PRI Primary Grades JH Junior High School SH Senior High SchoolINT Intermediate Grades

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A Adults

Preface In the changing world of today manhas created alarming imbalances ofnature which threaten the lives ofall living creatures of the earth. Thepublic is becoming aware that some-thing is wrong, and that severe mea-sures must be taken to correct theseimbalances. It is important toestablish in the minds of all, anawareness of the necessity ofmaintaining a healthful environment.Challenging and interesting educationalapproaches are necessary if the jobis to be done effectively.

Indian people are closely attuned totheir lands and resources it is partof their traditional culture to haveclose ties with and appreciation forthe soil, trees and plants, water,wildlife, clean air, mountains, the sea,and all the beauties of nature. Withthis kind of appreciation universallyapparent among Indian students,teachers of Indian children canreadily develop and implementinteresting activities related toenvironmental improvement. Inmany cases such activities willstimulate immediate constructiveresponses leading to greater under-

standing, appreciation, and restorationof a clean environment.

Most teachers and students learnbetter by seeing and doing than justby hearing. In teaching about theenvironment, the wise teacher hasan excellent opportunity to instructby visual means both indoors andoutside. When it is impossible toteach out of doors, materials fromoutside can be used in the classroom.Rocks, twigs, insects, soil, water,and wildlife are all portable and canbe used to make learning interestingand effective.

This booklet was specifically designedfor teachers and students to help themin learning the relationships of soil,water, plants, rocks, microscopic life,and wildlife to the human race. Theactivities were selected to aid theteachers and students in beginninga project without too much equip-ment and preparation. The subjectmatter can be as limited or broad asthe situation dictates and should aidstudents, teachers and Indian familiesin productive community actionprojects which will restore and improvethe country in which they live.

Demonstration Page

Rocks May Be Worn Away by Friction 7

Chemical Action Decomposes Rocks 7

The Natural Forces of Heat on the Earth 7

Broken Rock Is Not True Soil 8

Plants Take Minerals From Soil 8

How to Classify a Rock Collection by Texture 8

Rock Classification Guide 9How to Recognize Limestone 9Suggested Book on Rocks and Minerals 9How to Separate Sand, Silt, and Clay Particles 10Plan a Field Trip 10Explore a Brook 10Your School Grounds 11Is Water Important? 11What Earthworms Do to the Soil 11Demonstrate Wind-Erosion 12Contour Ridges Save Soil and Water 12An Arithmetic Problem 13To Demonstrate Raindrop Impact on Bare Soil 13Raindrop Impact on Sloping Field 14Raindrop Impact on Sod-Covered Soil 14Roots Hold Soil in Place 14Topsoil Is More Fertile Than Subsoil 15Organic Matter Affects the Structure of Soil 15Soil Contains Water 15Soil Contains Air 15Plan Another Field Trip 16

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Activities.Rei0e0:koSoil eandWoter.

Demonstration Page

Which Kind of Soil Is Best 16Examine Water Penetration 16Make Some Humus 17Muddy Water Made Clear 17Hard Water and Soft Water 17Daermine the Water-Holding Ability of Various Kinds of Soil 18Rainstorms and Muddy Water 18Water Travels Upward in Soil Due to Capillary Action 18Water Rises Faster in Loose Soil 19Water Percolates Thru Some Soil More Readily Than Others 19Soil Conservation Projects (General) 19Test for Lime in Soils 20Test for Black Alkali in Soils 20Test for Salt in Soil 21Test for Salt in Water 21Water-Holding Capacity of Soils 22How Salt Forms on the Surface of Soil 22Plant Cover Prevents Soil Erosion 23The Value of Organic Matter in Holding Soil Moisture 2.

The Values of Liquid Manure 24Soil Texture 24Name of Soil and Description Table 24Make a Model Farm 25Carbon Dioxide in the Atmosphere 25Weathering of the Earth's Crust 25How Does Weight Affect Melting 26

1. ROCK MAY BE WORNAWAY BY FRICTION

By rubbing rocks together or usingsandpaper, children may see thebeginning of soil formation. This willlead them to a better understandingof the long period required in soilforming. (PRI, INT)

2. CHEMICAL ACTIONDECOMPOSES ROCKS

Put a few pieces of limestone ormarble in a small amount of vinegar.Heat the, vinegar and notice theformation of bubbles on the rocks,which demonstrates the presence oflime and also the effect of acid uponlimestone and marble. As waterabsorbs carbon dioxide from the airand also from plant roots carbonicacid is formed. This acid decomposeslimestone and marble. (al, SH)

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3. THE NATURAL FORCES OFHEAT ON THE EARTH

Place several stone samples on ametal stand over a Bunsen burner.Allow the P.Lones to heat until theyare vert hat. Then pick each stone upwith a pair of tongs, drop it in a panof ice-cold water. What hashappened to the stones? Why hasthis happened? What effect does thishave upon the earth? Where doevents like this occur naturally?(PRI, JR, SH)

4. BROKEN ROCK IS NOTTRUE SOIL

Prove that broken rock is not soil.Crush some rocks, plant seeds, waterthem. The plants will soon die afterthe energy from the seed has beenused up. (INT, JH)

5. PLANTS TAKE MINERALSFROM SOIL

Burn some leaves in a container.Pour water over ashes and mixthoroughly. Let water evaporate andobserve mineral deposit on sides andbottom of container. (JH, SH)

6. HOW TO CLASSIFY A ROCKCOLLECTION BY TEXTURE

Divide your specimens of rocks intofour groups: Course-grained,fine-grained, irregularly-grained, andglassy. If you do not have examplesof every group, make as many groupsas you can.

After you have classified yourcollection by texture, look again atthe grains in each specimen. TJse amagnifying glass if possible. Are allthe grains in a given specimen alike?If not, are they different in shape? Insmoothness? In shine? In color? Inany other ways? See RockClassification Guide on next page.(SH)

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ROCKCLASSIFICATIONGUIDE

Specimen Texture Grains Description of Grains

A Course-grained 3 kindsSome grains irregular, transparent, and glassySome grains with square sides, pink, smoothSome grains oblong, shiny, black

B Irregularly-grained 2 kindsSome grains the size and appearance of sandSome grains like pebbles the size of grapes, whiteand brown

C Fine-grained 1 kind All grains gray and fine as powder

D Glassy No Grains No grains visible even under magnifying glass.Specimen looks like piece of smoked glass

7. HOW TO RECOGNIZELIMESTONE

Put a drop of diluted hydrochloricacid on the rock which you believemight be limestone. If the dropbegins to bubble furiously withescaping gas (carbon dioxide) therock is limestone or has limestone init. (JH, SH)

8. SUGGESTED BOOK ONROCKS AND MINERALS

If you have found any rocks andminerals that you cannot name, lookup, "Field Book of Common Rocksand Minerals," by P. B. Loomis. Thisis a simple guidebook for theamateur collector. There are manyother books on rocks and mineralsequally as helpful. (JH, SH)

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9. HOW TO SEPARATE SAND,SILT, AND CLAY PARTICLES

Pour a cup of water into a pint jar.Then put in 1/2 cup of soil. Put acover on the jar and shake it forabout 30 seconds. Let it stand untilthe soil settles. Can you see layersof mud in the jar? Can you see alayer of clay? A layer of silt? Alayer of sand? Write names of layersof soil. (Most of the sand particleswill settle first in about 1 minute.Silt particles will settle in about5 minutes. Clay particles will takemuch longer to settle. After sand andsilt have settled perhaps you can pourwater containing clay into anotherjar and allow the clay to settle.)(JH, SH)

10. PLAN A FIELD TRIPOrganize and plan a field trip tostudy virgin soils and cultivated soils.Provide spades and soil augers foreach group of students. Choose a"Captain" or scribe for each groupand make definite assignments atdifferent field locations for eachparty. Bring all students together todiscuss their findings before movingto a new location. (INT, JH, SH)

11. EXPLORE A EROOK

Explore a brook or small stream for ahalf a mile. Make a sketch map of itscourse and notes of your observa-tions regarding various speeds ofwater, depth and width of channel,bottom, banks, rocks, vegetation,fish, insects. Note particularly signsof erosion and transportation of soil.(INT, JH, SH)

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12. YOUR SCHOOL GROUNDS

What conditions are found on theschool grounds in your communityand county? Are there evidences oferosion? Have the grounds beenbeautified? If so, how and by whom?If not, why not? If the grounds are inneed of improvements, make a planfor the needed improvements.Discuss plans in class. Make an effortto see that your plan, or some otherplan equally as desirable, is carriedout. (SH)

13. IS WATER IMPORTANT?

Keep a record of all the ways you usowater during one week. (INT, JH)

14. WHAT EARTHWORMS DOTO THE SOIL

Place several earthworms in thebottom of a glass jar. Add three orfour inches of loose black earth.Cover the earth with about the sameamount of white sand or sawdust.Scatter a little corn meal on thesurface and soak the mixture withabout a quarter of a cup of water. Setthe jar in a paper bag to keep it darkso that the worms will work near theglass. Moisten the mixture a littleeach day. Take daily observations onwhat happens to the white sand orsawdust. This will show you clearlyhow earthworms cultivate the soil.(INT, JH, SH)

15. DEMONSTRATEWIND-EROSION

Use electric fan or vacuum cleanerattachment tc show how wind willblow unprotect d soil. A sample ofbare soil and one of protected soilwith straw or grass will show howunprotected soil erodes and hewsurface cover prevents the soil fromblowing away. Use pinion pine,juniper, or brush twigs (6-7" high) tobuild miniature windbreaks on theunprotected soil. (INT, JH, SH)

16. CONTOL. et RIDGES SAVESOIL. AND WATER

To show this use a washboard andwater it: the following ways:

(a) Hold washboard nearly flatwith ridges horizontal andpour on water. Thisillustrates the amount ofwater contour plow furrowshold.

(b) Next, tilt the washboardslightly to show the effects ofrows not quite on thecountour.

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(c) Hold the board at a steeperangle but with ridgeshorizontal. Notice that thefurrows still hold water andthat the run-off is slower.

(d) Hold the board at a gentleangle with ridges vertical andpour on the water. Thisrepresents up-and .downtillage which wastes waterand causes erosion. (JH, SH)

17. AN ARITHMETIC PROBLEMThe transporting ability of runningwater varies as the sixth power of thevelocity. The formula is expressedthus T=V6 . If water is moving downa more or less bare slope at a velocityof one inch per second, the T (ortransporting ability of the water)=IXIXIXIXIXI, or T=1. For thisstudy, assume that at this rate somesoil will be moved.

If the water were moving twice asfast, 2 inches per second, whatwould its transporting power be?How many times as much soil couldbe moved?

Supposing after a cloudburst or aftera heavy rain or melting snow, thewater were flowing at the rate of 100inches per second (less than 6 milesper hour). What would its trans-porting power be compared to thefirst case? Does the answer to thisquestion explain that big gully onthe north side of the reservation?Does it help explain why smallstorms falling on unprotected fields,cause so many gullies and so muchsoil loss? (SH, A)

18. TO DEMONSTRATERAINDROP IMPACT

Set a jar lid, or saucer of soil in thecenter of a large sheet (two or threefeet square) of paper or cardboard.Release a few drops of water from aheight of several feet so they strikethe soil. Examine the paper. Do theshattered drops carry soil withthem? How far does the splashextend? (JH, SH)

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19. RAINDROPS (Cont.)

Repeat, placing both soil and newpaper at a sharp angle to represent asloping field. Observe the differencein splash down-hill and up-hill. Howdo you account for the fact thatstreams running from level farmlandappear muddy after rains? (JH, SH)

20. RAINDROPS (Cont.)Repeat the experiment withsod-covered soil. Do the shattereddrops carry soil? Does the splashextend as far as in the case of thebare soil? (JH, SH)

21. ROOTS HOLD SOILIN PLACE

Use two large glass jars or fishbowls (with wide tops). Build a wirescreen ( 1/4" mesh or 1/2" mesh)to fit "U" shaped into each jar. Thebottom of the screen should extend1/2 to 2/3 of the distance to thebottom of the jar. Fill the two bowls2/3 full of water.

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Select an area nearby where goodgrass is growing, with some spotswhere nothing is growing due to over-grazing or trampling. The soilsshould be the same in either case.Cut a small square of sod and soilfrom the grassy area and anotherblock If the same size from the barearea. Put the samples on the wirescreens and then place them in thewater-filled jars. The bare soil willdisintegrate and settle to the bottommaking the water muddy. Theroot-filled soil will remain in placeand the water will stay clear. Whatdoes this tell you about the cause offloods? Why do many of our waterstorage reservoirs fill with silt? (INT,JH, SH)

22. TOPSOIL IS MOREFERTILE THAN SUBSOIL

Into one flower pot put moistsurface soil; into another put subsoil.Plant some seeds in each. Keep thepots watered and compare thegrowth. The plants in the subsoil willsoon stop growing while the topsoilplar ts will continue. This shows whyson:. hillsides and high points infields ,,re less productive than thelower la ,Ids. Erosion has taken thetopsoil off the high lands. (PRI, INT,JH)

23. ORGANIC MATTERAFFECTS THE STRUCTUREOF SOIL

Make mud cakes using the followingconsistencies: 2/3 clay to 1/3 saw-dust; 2/3 sand to 1/3 sawdust; 2/3loam to 1/3 sawdust; clay alone.Moisten enough to mold well. Dryand then crumble each mold, notingdifferences in ease of breaking.(INT, JH, SH)

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24. SOIL CONTAINS WATER

Partially fill a pyrex nursing bottlewith seemingly dry soil. Heat the soiland note the drops of water whichform inside the bottle. (INT, JH)

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25. SOIL CONTAINS AIRFill a jar half full of soil. Then fill thejar with water and note the airbubbles. Different soils holddifferent amounts of air. (Refer toactivity No. 78) (INT, JH)

26. PLAN ANOTHERFIELD TRIP

Take a field trip to a worn-outeroded field. Observe the cattlegrazing in a pasture. What plants dothey ignore? Compare the animalson the good and poor land as toappearance and development. (JH,SH)

27. WHICH KIND OFSOIL IS BEST?

Collect three kinds of soil; (1) goodtopsoil from a garden, old fence row,or unplowed pasture, (2) soil froman erodedhillside, and (3) subsoilfrom a depth of three or four feet.Put each sample in a flower pot or tincan. Label. Plant seeds in each. Wateras needed. Watch the plants grow.From this test, decide which kind ofsoil is best for growing crops. (PRI,INT)

28. EXAMINE WATERPENETRATION

After a rain that follows a dryperiod, find out how deep waterpenetrates soils of different kinds.This may be done by turning soil ordigging into soil with a spade. Makeexaminations in at least three places:

or in soil covered withigrasfsr,Ot

soil,on sboare hard soil, and on a

steep hillside. (JH, SH)

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29. MAKE SOME HUMUS

Put a sample of moist soil with deadleaves on it in a small jar. Havechildren watch to see how long ittakes to disintegrate leaves andbecome soil. Keep moist. This iscalled humus or leaf mold. (INT, JH)

30. MUDDY WATERMADE CLEAR

Place a teaspoonful of fine soil in aglassful of water. Cover the glasstightly and shake well. Place the glass,of muddy water on a table and watchit for several minutes. Can you seethe particles of soil? Are they risingor falling in the quiet water? Dosome of them settle to the bottom?Do all of them settle to the bottom?Next, fold a filter paper as shown,and fit into a glass funnel and watchit seep through the paper. Catchsome of the water in a clean glass.Does the filter paper remove any ofthe mud? Does it remove all themud? (INT, JH)

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31. HARD WATERAND. SOFT WATER

Take a dish of salt water and a dish ofrain water. Test them with soap tosee which is hard and which is soft. Itwill be much easier to make a greatdeal of soap suds in the rain water.

32. DETERMINE THEWATER-HOLDING ABILITYOF VARIOUS KINDS OF SOIL

Fill funnels of equal size with equalvolumes of gravel, sand, subsoil,barren topsoil (from unproductivefarm lands), rich topsoil, leaf moldfrom a forest floor, end dry leaves.Be sure that each of these is perfectlydry. Then pour equal amounts ofwater on them and measure theamount that runs through in adefinite period of time. Explain theresults you find. (JH, SH)

33. RAINSTORMS ANDMUDDY WATER

Have pupils note how muddy wateris after a heavy rainstorm. Collectmuddy water and observe how muchsoil settles to the bottom of thecontainer. What should be done toprevent such loss of soil by water?(INT, JH)

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34. WATER TRAVELS UPWARDIN SOIL DUE TOCAPILLARY ACTION

To show that water rises in soil, tie avery thin piece of cloth over thebottom of a lamp chimney 3/4 filledwith soil. Set the chimney in a smallamount of water. Observe upwardmovement of water. This is due tothe attraction of the soil moleculesfor the water molecules, or capillaryattraction. The tiny air spaces in thesoil act as capillary tubes.

Also put a narrow strip of whitecloth in some colored water. Becauseof capillary action, the water willwork upwards into the cloth. Aporous rock will likewise demon-strate this. Also use blotting paper.(JH, SH)

35. WATER RISES FASTERIN LOOSE SOIL

Fill two lamp chimneys with soil,packing one and stirring the other.Tie a thin piece of cloth over thebottom of each chimney. Place indishes of water. Observe thechimney in which the water reachesthe top first. Because of capillaryattraction, the water will rise in thesoil. It will penetrate the looselypacked soil first due to spacesbetween soil particles. (INT, JH)

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36. WATER PERCOLATESTHROUGH SOME SOILSMORE READILY THANTHROUGH OTHERS

Tie or tape cheese cloth over one endof each of three lamp chimneys oropen glass cylinders. Fill firstcontainer 3/4 full with dry clay, thesecond with sand, and the third withloam containing humus. Pour 1/2pint of water into each at the sametime. Compare the length of time forpercolation and the amount of waterthat passes through. (INT, JH, SH)

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37. SOIL CONSERVATIONPROJECTS (GENERAL)

(a) Have members of classattend meetings of the soilconservation districtgoverning body and report toclass. (JH, SH)

(b) Write a brief statement ofapproximately 300 words on"What Conservation Meansto Me." (JH, SH)

(c) Write a member of the boardo:: zupervisors of your nearestsoil conservation district andinvite him to attend andparticipate in some of yourclasses. (JH, SH)

(d) Prepare posters and exhibitson soil and water conserva-tion. (PRI, INT, JH)

(e) Have a soil conservationist oryour county agent give a talkin your school. (INT, JH, SH)

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(f)

(g)

Have children make a bookor record of soil conservationactivities. (INT, JH)

Conduct classroomexperiments and demonstra-tions on soil conservation.(INT, JH, SH)

(h) Organize field trips to see thecause, effects and control oferosion. (PRI, INT, JH, SH)

Have students plan their ownfield trips. (JH, SH)

(j) Have students collectsamples of soils, grasses, etc.,and use in classroomexperiments. (INT, JH, SH)

(k) Have advanced studentsmake maps of farms and plana rotation system for eachfield. (SH, A)

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38. TEST FOR LIME IN SOILS

The purpose of this demonstration isto show the presence or absence oflime in the soil.

Collect two samples of soil, onewhich is high in limestone and onewhich has little or no limestone in it.Place a small amount of soil (about1/2 tsp.) from sample No. 1 in asmall test tube. Add a similaramount of soil No. 2 to another testtube. Now add a few drops of dilutedhydrochloric acid to each. Watch thereaction. The one whii.,11 containslime will have a hissing or bubblingeffect which shows the presence oflime and the release of carbondioxide. Sample No. 2, which is lowin lime, will have very little or nobubbling or hissing, which shows it islow in lime. (SH, A)

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39. TEST FOR SLACK ALKALI IN SOILThe purpose of this test is to show thepresence or absence of black alkali in soils.

Collect two samples of soil, one from apoorly drained area where the soil looksslick, where the water does not pene-trate easily, and where very few plantsare growing. This soil may range fromdark gray to a dark brown in color andusually contains black alkali. Select asecond sample of soil from a well drainedproductive land. Add a small amount (1/2tsp.) of soil No. 1 to a clean test tube orother suitable container. Add an equalamount of soil No. 2 to another test tube.Add distilled water to each test tube. Fillit half full. Shake each test tithe well for afew seconds. Then let them stand for afew minutes. To each sample add a fewdrops of phenolphthalein (an indicator)which will turn the solution to a pink, red,or reddish purple when black alkali ispresent. Soil No. 2, which is free of blackalkali will not show any change of colorwhen this solution is added. The phenolph-thalein can be obtained through the SoilsDepartment of the State AgriculturalCollege or from almost anychemistrylaboratory. (SH, A)

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40. TEST FOR SALT IN SOILThe purpose of this test is todetermine whether or not there issalt in soil. Low-land soils in many ofthe western States, especially in theGreat Basin, carry a high percentageof salt (NaCI). Salty soils do notpermit good plant growth, therefore,it is necessary before crops areplanted to know if the soil containstoo much salt.

Select one sample of soil from areaswhere the salt content is suspectedto be high. Select a second samplewhere the soil is free from salt. Piecea small sample (1/2 tsp.) of each soilinto separate test tubes. Fill each testtube about 2/3 full of distilled water.Place stopper in tube and shake. Letstand a few seconds then add to eacha few drops of diluted silver nitrate.Care should be taken in use of silvernitrate. If it comes in contact withthe skin cr eyes it may cause severeburns. Soil No. 1 will become cloudyif salt is present. This cloudy effect isdue to the salt in the soil uniting withthe silver nitrate which forms silverchloride. Silver chloride is veryinsoluble in water and in time willsettle. Soil sample No. 2 will show nocloudiness.

For a color effect, add a few drops ofpotassium chromate to each sample.Soil N o. 1, which showed the..presence of salt by cloudiness, willturn to a light yellow. Soil No. 2,where there is no salt, will turn to areddish brown color. Even thoughthe colors are beautiful, do notdrink. (SH, A)

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41. TEST FOF1 SALTIN WATER

Collect two samples of water; onesuspected of containing salt and onewhich is free from salt (distilledwater such as used for automobilebatteries). Place a few drops of silvernitrate in each of the samples ofwater. The sample of distilled waterwill remain quite clear. If salt ispresent in the other sample, thewater will become very cloudy.

In order to bring about a color effectwhich is very interesting to see, add afew drops of potassium chromate.The salt-free sample will show abrightreddish brown color. Thesample which showed the cloudinessmay turn to a light'ylelow. Careshould be exercised in using both thesilver nitrate and potassiumchromate since they are both poison.(SH, A)

42. WATER-HOLDINGCAPACITY OF SOILS

The purpose of this demonstration isto show how much water vatiouskinds of soils will hold.

Get two funnels (plastic or glass) ofequal size. At the neck of eachfunnel place a small piece of steelwool, wire screen, or coarse cottonabout the size of a dime and press itdown to prevent the soil samplesfrom running through. Put about 50c.c. of pea gravel ranging from 1/16"to 1/4" in diameter in one funnel. Inthe other funnel, place the sameamount of .;lean sand. Be sure thateach sample is perfectly dry. Placethe filled funnels in a funnel rackwith an empty glass under each oneto catch any water which may runthrough. Now pour equal amountsof water on to each sample andmeasure the amount of water whichruns through. Notice that the coursematerial or gravel would not holdnearly as much water as the sand.

This same experiment can be carriedon with loam, clay, leaf mold, andrich topsoil, but will take a longertime. Each soil particle !las a film ofwater around it, therefore, the finerthe particles, the more water it willhold since there is more air space tofill. (SH, A)

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43. HOW SALT FORMSON THE SURFACEOF SOIL

This demonstration takes aboutseven to ten days to complete. Itmakes a good observation demon-stration for the school room.

Get a 7" or 8" long glass funnelabout 3" wide at the top. Place asmall piece of steel wool in thebottom of the funnel stem. Putsandy loam soil into the funnel toabout 3/4 full. Add the soil slowly sothat it will fill the stem of the funnelalso. Place the funnel filled with soil(stem down) m a quart fruit jarwhich is about 1/2 full of salt water(4 tbsp. of salt to pint of water) sothat the stem is well below thesurface of the water. The salt waterwill rise in the soil through the stemof the funnel. This is known ascapillary action. This actioncontinues until the soil becomescompletely wet. As the water beginsto evaporate from the top of the soil,it will leave the white salt on thesurface. After this has stood forsome ten days and a good covering ofsalt has gathered on the surface ofthe soil, the salt can again be washeddown through the soil by placing thefunnel in an empty jar and addingfresh water to the surface of the soil.(SH, A)

44. PLANT COVERPREVENTS SOIL EROSION

From your school yard or nearbyroadside, collect two bucketfuls ofbare soil. Empty the buckets of soilinto two piles on a large piece ofplywood or large flat board(approximately 4' by 3'). Steel oraluminum sheets may also be usedfor this purpose. Shape each pile ofsoil into a mound. Tilt each board toform a gentle slope. To one moundof soil, apply an organic coveringsuch as straw, sawdust, peat moss,forest duff, leaf mold, or clippedgrass. By means of two sprinklingcans with one gallon of water ineach, apply the same amount ofartificial rain to each pile of soil.Observe how much soil is washed

from the unprotected mound ascompared to the one havingprotected cover.

This demonstration can beperformed on a much more accuratebasis by weighing each soil sampleand collecting and measuring run offfrom each sample. (SH, A)

45. THE VALUE OFORGANIC MATTER INHOLDING SOIL MOISTURE

Select two samples of soil; onecontaining a great amount of organicmatter such as virgin topsoil fromungrazed rangeland or practicalforest land, the other sample can beselected nearby from the cultivatedfield where most of the topsoil haswashed away.

Put one pound of each sample on atin pie plate and stir with a flat

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spatula or knife blade. Then addwater slowly to the virgin samplestirring slowly as the water is addeContinue this until the soil will heno more water. Weigh the sampleagain to find the increase in weighRepeat the operation with thecultivated soil sample. Do not alloany free water. Which sample heldmore water? How does organicmatter affect the water-holdingcapacity of soil? (JH, SH, A)

46. THE ,VALUES OFLIQUID MANURE

Select a clod of clay loam soil. Breakthe clod into two pieces about 11/4" cubes. Now place about 1/2pint of concentrated liquid barnyardmanure in a dish which is deepenough to cover one of the clods. ir etthis clod remain in' the liquid for c (leminute, then, with .a broad-nosedforcep or tong remove it and put itonto a 1/4" mesh along with the dryclod which was broken from thesame piece. Apply water in equalamounts with a sprinkler to bothclods, or place the clods under water.Note the results carefully. Which oneof the clods breaks up first? (SH, A)

47. SOIL, TEXTURE

To identify the texture of someof the main types of soil.Most soils contain diffe:ent amountsof sand, silt, and clay. Sand, silt, andclay are different from each othermainly in the size of the particles.For example: Sand particles rangefrom 2 to .05 mm in diameter. Siltparticles are .05 to .002 mm indiameter, and clay particles less than.002 mm in diameter. When the soilcontains a high amount of sand, we

NAME OF SOIL

call it sandy soil. If it contains a highamount of clay, the word "clay" isused in the name of the soil. Thesame is true for silt.

Soil texture is very important. It isrelated to the size of particles in thesoil and this affects the use of the soilespecially in the tillage operations.After practicing the feel of thedifferent types of soil, it is possibleto determine the texture. Thefollowing table is a rough guide fordetermining soil texture by feel.(SH, A)

DESCRIPTION

Sandy Soils*

Silty Soils*eB

c:ftc2c9

Loose and porous when dry.Non-cloddy when wet. Feels roughand gritty between the fingers. Iseasily worked between the fingersand by cultivation implements.

Slightly cloddy when dry. Clodscrushed between fingers have asmooth feeling with little grittiness.When wet seems smooth, but notsticky. When powdery dry, it feelslike ladies' talcum powder or prewarnylon hose.

Clay Soils*

'Greatly enlarged

23

Sticky when wet, cloddy when dry,ribbons out between thumb andfmefinger. Hard to work withcultivation implements.

48. MAKE A MODEL FARMMake a model farm out of a small lotsay 50' by 100'. This is an extensiveproject and will take a tremendousamount of planning and activities onthe part of both teachers andstuder'-;. To be most effective it issuggested that a replica be made of atypical farm in the area where anumber of conservation practices areapplied.

Such items as steep slopes, shallowrocky soil, severe erosion, and gulliescan be effectively shown. How theseproblems can be treated can beillustrated by contouring, soilbuilding crops, seeded water-ways,terracing, strip cropping, dams andetc. (SH, A)

49. CARBON DIOXIDE INTHE ATMOSPHERE

Take two jars, label one the controland the other the experimental jar.With a straw, bubble some of yourexhaled air into the experimental jarof water. Test both jars with bluelitmus paper. What happens to theblue litmus paper? What does thistell you about the mixture of carbondioxide and water? How does thishappen in nature and what effectdoes this have on the earth? (PRI,INT, JH, SH)

A Control B

A Control

25

24

50. WEATHERING OF THEEARTH'S CRUST

Get an empty plastic bottle with ascrew-on lid. Fill it to the very topwith water and screw the cap ontightly. Place in a freezing compart-ment of a refrigerator overnight.What happens to the bottle? Whatrelationship does this have to theearth and the earth's crust? (PRI, JH,SH)

Before After

51. HOW DOES WEIGHTAFFECT MELTING?

Take three ice cubes of equal sizeand cover each with a piece ofasbestos. Place a half-pound weighton ice cube "B" on top of theasbestos sheet. A full-pound weightis placed on Cube "C." Because noweight other than the asbestos sheethas been added to Cube "A" it iscalled the control. As the cubesbegin to melt, continually watch asto which melts the fastest. Why?Where in nature might this sameprinciple, displayed by the fastest ofthe melting cubes, be found? (PRI,JH, SH)

A

26

25

NOTES

Demonstration Page

Soil May Contain Seeds 30Drainage of Soil Is Necessary for Good Plant Growth 30Study Legumes 30Roots Turn Down, Stems Turn Up 30Ro. of Plants Grow in Moist Soil 31

Plants Need Light 31Plants Need Soil and Water in Order to Grow 31Green Plants Make Food When in Sunshine 32Parts of a Plant Receive Water Because of Capillary Action 32Plants in Sunlight Give Off Water 32Water Passes Through a Permeable Membrane From

Where There Is More Water to Where There Is Less Water 33Study a Piece of Root 33Examine a Leaf 33Determine the Presence of Protein in Food 34Plants Need Water 34Study Your School Grounds 34Study the Growth of Plants 35Growing Plants From Parts 35Growing Root Plants 35

2/29

ActivitiesRelated toPlants andPlant life

7.

52. SOIL MAYCONTAIN SEEDS

Place some topsoil in a box and keepdamp. In a few days small plants mayappear on the top of the soil. (PRI,INT, JH)

53. DRAINAGE OF SOIL ISMECESSAFIY FOR GOODPLANT GROWTH

Take two tin cans and make severalholes in one can. Fill both cans withthe same kind of soil. Plant threeseeds of peas or beans in each can.Place the can with the holes over af:tish for drainage. Pour the sameamount of water in each can. Thecan with the holes will show battergrowth. The soil in the other can willbe too saturated with water for theplant to grow very much. (INT, JH)

54. STUDY LEGUMES

Collect root specimens of variouslegumes and study the noduleformations. (Legumes are plantswhich bear their seeds in pods, suchas beans, peas). Use legumes suchas alfalfa, peas, beans, clover, etc.(JH, SH)

...

55. ROOTS TURN DOWN,STEMS TURN UP

Secure two pieces of glass the samesize. Cut a piece of blotting paperthis size and wet thoroughly.Sprinkle a few drops of fivepercent carbolic acid on the blotterto prevent growth of mold. Arrangeseeds in many different positions onwet blotter. Place between glassesand tie these together securely.Stand glasses on edge in pan ofwater. The roots will turn downand the stems turn up when theseeds germinate. INT, JH)

rAiVa=a-lf

56. ROOTS OF PLANTSGROW IN MOIST SOIL

Construct a box approximately 14"long, 8" wide, and 5" deep, with aglass front. Place two 4-inch flowerpots at opposite ends. The holesmust be stoppered. Fill the box withearth. Plant a number of seeds nearthe glass and in various other places.Fill one flower pot with water andleave the other empty. Note thegrowth near the porous pot withwater by observing through the glassfront. In several weeks' time, removethe pots and notice which issurrounded by roots. (INT, JH)

57. PLANTS NEED LIGHT

Place a growing potted seedling in acardboard box which is larger thanthe plan t, and cover. Cut a slot 1/4inch by 4 inches in one side to permitthe entrance of light. Keep wateredand observe the effects of the lighton the plant. Squash, corn, or beansare suggested. This can also beobserved when onions or potatoesbegin to sprout.

Place a small black envelope and oneof clear white cellophane over twoplant leaves which are not in fullsunlight. Remove in a few days. Notethe colors of the leaves clue to thepresence or absence of chlorophyll.(INT, JH)

58. PLANTS NEED SOIL

AND WATER INORDER TO GROW

Plant seeds in a pot of garden soil andwater when necessary. Plant thesame kind of seeds in the same kindof soil but do not water these.Observe sprouting and growthaffected by the presence or lack ofwater. (PRI, TNT)

59. GREEN PLANTS MAKEFOOD WHEN INSUNSHINE

To a small glass of water add 15drops of iodine. Note the color ofthe water. Drop a piece of whitepotato or cracker into the water. .Ablue color should appear. This showsstarch is present. Then drop a leafinto boiling water for one or twominutes to kill it. Put two table-spoons of alcohol (rubbing) into asmall dish and then place the dishinto a larger one of water. (Thisprevents danger of fire from thealcohol boiling over.) Boil the waterto heat the alcohol. Heat the leafuntil all the green color has gone outof the leaf into the alcohol. Removethe leaf and place it on a saucer. Pouriodine over it. Allow several minutesfor the complete change to occur.The blue color indicates starch foodin the plant. (JH, SH)

60. PARTS OF A PLANTRECEIVE WATER BECAUSEOF CAPILLARY ACTION

Add vegetable coloring or red ink toa jar of water. Then put fresh outerstalks of celery or white flowers intothe water. Soon the red liquid willrise. Cut a cross-section and noticethat only definite cell fibers conductthe liquid up toward the leaves. (JH,SH)

61. PLANTS IN SUNLIGHTGIVE OFF WATER

Cover the pot of a growing begoniaor geranium with waxed paper andfasten the paper securely aroundstem. Invert a glass jar over the plantand place in sunlight. In a few hours,drops of water will appear inside theglass. To prove that the plant doesgive off moisture, invert anotherglass jar of the same size without aplant next to the one with the plant.(INT, JH, SH)

62. WATER PASSES THROUGHA PERMEABLE MEMBRANEFROM WHERE THERE ISMORE WATER TO WHERETHERE IS LESS WATER(OSMOSIS)

Make a bag of animal membrane(such as a sausage casing). Partly fillit with molasses and tie it securely.Drop the bag in a tumbler of water.After several hours the bag will bevery much larger because the waterhas moved from the outside wherethere was more water into the bagwhere there was less water or thecontents are more dense. (water tomolasses) (JH, SH)

63. STUDY A PIECEOF ROOT

If you cannot conveniently get apiece of tree root, a radish, a beet, ora garden weed will do. Wash the soilfrom the root very carefully and seeif you can discover any root hairs.Make a drawing of your specimen,showing the relationship of root,rootlet, and root hairs. (JH, SH)

64. EXAMINE A LEAF

Make a sketch of the underside of agreen leaf. Draw in the veins, whiclact both as rods to support the leafand as pipes to carry water andsoluble mineral matter. Peel the thi:skin off the undersurface of the leadand examine it under a microscope,Notice the little openings throughwhich carbon dioxide enters the leafrom the air. (JH, SET)

65. DETERMINE THE PRESENCEOF PROTEIN IN FOOD

Place a small piece of the white of ahard-boiled egg in a test tube. Inanother test tube place a small pieceof potato. Add a drop or two ofnitric acid to each test tube, beingextremely careful not to spill any onyour body or clothing. The egg whitewill turn yellow, but the potato willremain white. Next, add smallamounts of ammonia to each testtube. The yellow color on the eggwill change to orange, but the potacowill still remain white. This testindicates that the egg white containsprotein and that the potato does not.(SH)

K

66. PLANTS NEED WATER

Bring a bouquet of flowers to school.Divide it into two parts. Put one partin water and leave the other out.Which flowers look prettier at theend of the day? (PRI, INT)

34

67. STUDY YOURSCHOOL GROUNDS

Make a map of your school grounds.Study other school grounds. Plantogether how to improve schoolgrounds. (List needs)

a. Plant flowers, trees, andshrubs.

b. Plan and make a bird bath andfish pond.

c. Sow grass where needed. (INT,JH)

68. STUDY THE GROWTH OFPLANTS

Construct a narrow glass planter by follow-ing the directions in the diagram. Thisplanter is made of two panels of glass about24" long and 12" high. These panels aremounted on wooden base and fitted intoslots in the wooden frame at each end. Theglass panels are about 1" apart. This 1" spaceis then filled with soil and various seeds areplanted. Care must be taken to water the soilfrequently and in small amounts. A numberof interesting observations can be madeafter planting the seeds. Which seeds sproutfirst? What plants have the longest roots?Can you see the root hairs? Do differentplants have different kinds of roots?

This activity can be varied by inserting apartition and comparing the growth of plantsin good topsoil and poor subsoil. Also smallamounts of commercial fertilizers can beused to show how plants respond to addi-tions of plant foods. Care must be taken notto use too much fertilizer. Perhaps 1 tsp.would be the maximum for each sectionof soil. (JH, SH)

f.

69. GROWING PLANTSFROM PARTS

Many plants that are grown indoorsmay be used to develop new plants.This project could be used severalweeks prior to Christmas or MothersDay to provide gifts. Examineseveral plants found in the classroomor at home. With a sharp knife orrazor blade, make a diagonal cutacross the stem, making certain thatit contains the enlarged portions ofthe stem, called nodes. Two methodscan be used: (1) place the plant in ajar of water, or (2) place plant in apot of soil and place this pot in acoffee can full of absorbent material,such as vermiculite or sawdust. (PRI,INT, JH, SH)

NodeCut Here

17.

70. GROWING ROOT PLANTSMany plants can be started fromtheir root stocks. Obtain them fromyour local food store. Severalexamples of these plants are theonion, carrots, sweet potato, or thepotato. Various methods ofsuspending the roots in water can beused. Try toothpicks, pencils, etc.Note their rate of growth. Whichgrows the fastest? Where do theroots form? Do plants in nature formnew root plants this way each year?(P, JH, SH)

2

1. Onion suported by toothpicks.2. Sweet potato.3. Carrot with bottom cut off.4. Potato slice with eye.

Demonstration Page

Air Occupies Space 40Air Presses 40Air Presses Because It Has Weight 40There Is Water in the Air 41Air Expands When Heated 41Heated Air Is Pushed Up by Cold Air 41Water May Contain Mineral Matter 42By Oxidation, Oxygen Is Taken Front the Air 42What Makes a Desert 42Climate and Art 43The Amr,, -1 of Water Surface Exposed to the Air

Influences the Amount of Evaporation 43The Effect of Temperature on the Speed of Evaporation 43Prove That There Is Air in Soil 44Water in Our Atmosphere 44Atmospheric Air Pressure 44Atmospheric Moisture 45The Effect of Light Rays 45

0

ActivitiesRelated toWeather,Air, andClimate

71. AIR OCCUPIES SPACE

Fill a large pan or glass tank withwater. Float a cork on the water.Place an inverted tumbler over thecork, pushing cork to the bottom.The air occupying the space in theglass forces the cork and waterdown. (INT, JH)

72. AIR PRESSES

Punch one small hole in the top andtwo more holes in the bottom of acan which is covered with atight-fitting lid. Fill or partly fill thecan with water. The water will runout of the bottom hole as long as thetop is open. The an entering the holepresses against the water and forcesit out. If the top hole is closed, thewater stops flowing. This is due tothe air pressure outside the can beinggreater than the pressure inside thecan. (JH, SH)

40

73. AIR PRESSES BECAUSEIT HAS WEIGHT

Drill holes in a 36-inch stick at the 6,18, and 30-inch marks. Use themiddle mark for suspending thestick. Tie a can on one side and abasketball on the other. Put sand inthe can until there is a balance. Thenrelease the air from the basketball.Note the lack of balance. This is dueto the loss of weight because of theair let out of the basketball. (INT,JH)

74. THERE IS WATERIN THE AIR

Use several containers of differentshapes such as a pan, a glass, bottle,small bottle, and a bottle with astopper. Pour equal amounts ofwater in each and place all containersunder the same conditions. In a fewdays it is possible to see the amountof evaporation that has taken placein each, except the one with thestopper. The amount of evaporationis due to the amount of surfaceexposed to the air. (JH, SH)

75. AIR EXPANDSWHEN HEATED

Fasten a rubber balloon over themouth of a bottle. Heat the bottle byputting it on a radiator. The air in thebottle will expand and partially fillthe balloon. (INT, JH)

358'

76. HEATED AIR ISPUSHED UP BY COLD AIR

Use a small wooden box with a glassfront and two holes in the top overwhich lamp chimneys may be fitted.Fasten a candle to the box under onehole, light the candle and close theglass front. Set fire to a slightlydampened piece of towel that hasbeen rolled rather lightly. By placingthe smoking towel over first onechimney and then over the other, itis possible to trace the current orcold air and hot air. The heavy coldair flows down one chimney pushingthe heated air up through the c ther.

SH)

77. WATER MAY CONTAINMINERAL MATTER

Fill a flat dish with water suspectedof containing mineral matter. Allowthe water to evaporate. The coatingleft on the dish consists of mineralsfound in the water. Also, notice thesediment formed in a tea kettle,where hard water has been used.Pour salt in water and allow toevaporate. Observe the deposit. (JH,SH)

78. BY OXIDATION, OXYGENIS TAKEN FROM THE AIR

Fill an olive bottle with water.Empty it and put some iron filings orsteel wool in the bottle. Shake untilthe filings cover the sides of thebattle. Place the bottle inverted in aglass of colored water. Leave forseveral days. The filings rust oroxidize. Because the oxygen in theair combines with the i-ron, much ofthe oxygen and pressure inside thejar is reduced. Therefore, the waterrises in the jar to about one-fifth theheight of the jar. This is due to thaoxygen which comprised one-fifthof the air in the jar. (JH, SH)

42 36

79. WHAT MAKES A DESERTObtain or make an outline map ofthe world. Locate all the largedeserts and color in these areas withcrayon. Find out the average annualrainfall in each of these desertregions and place this informationon the map. (JH, SH)

80. CLIMATE AND ART(a) Paint a scene to represent an

oasis in a desert. Before youbegin, find out what kinds ofplants, animals, and peopleone might expect to seethere. (JH, SH)

(b) Make a sketch to show acaravan moving across thedesert. (JH, SH)

81. THE AMOUNT OF WATERSURFACE ESPOSED TO THEAIR INFLUENCES THEAMOUNT OF EVAPORATION

Choose three vessels: one flat andshallow like a cereal dish, the secondtall like an olive bottle, the third anordinary drinking glass. Put exactlytwo tablespoonfuls of water in eachof the three vessels and place themon the window sill. Observe themeach day for a few days. Whichcontainer goes dry first, which next,and which last? Does the amount ofwater surface exposed to the airinfluence the speed of evaporation?(INT, JH, SH)

82. THE EFFECT OFTEMPERATURE ON THESPEED OF EVAPORATION

Place exactly two spoonfuls of waterin each of two similar dishes. Put onedish on a warm radiator and theother in the refrigerator or someother cool place. Observe them afterone day and after two days. Doeswarm water evaporate more or les'srapidly than cold water? (INT, JH)

83. PROVE THAT THEREIS AIR IN SOIL

Pour some loose soil into a drinkinggiass until it is half full. Slowly pourwater over the soil until the glass isalmost full. What proof do you get ofthe presence or absence of air in thesoil? (INT, JH, SH)

How to prove that there is air inwood: Tie a weight to a piece ofunpainted wood and sink it in avessel of water. Warm the water butdo not %et it boil. What proof do youget of the presence or absence of airin the wood? (INT, JH) (Refer toActivity No. 25)

84. WATER IN OURATMOSPHERE?

Fill a glass milk bottle with hotwater. Pour out the water, leavingabout an inch in the bottom. Placean ice cub') on the mouth of thebottle as illustrated in the diagram.Set up a second bottle as a control,using cold water instead of hotwater. What happens in each of thebottles? Explain how these eventsrelate to nature. Compare both thecontrol bottle and the experimentalbottle reaction:; to nature. (PRI,SH)

A

Cold Water

Ice Cube

Fog doesnot form

Fogforms..

44

B

Hot Water

85. ATMOSPHERIC AIRPRESSURE

Obtain a glass bottle, a small jar orbeaker, glass tubing, a short piece ofrubber tubing, tubing clamp,two-holed rubber st -7per, funnel,and a small jar of colored water forthis experiment. Fill the small jarwith water and set up your materialsas shown in the diagram. First,attach the clamp to the tube verytightly. What happens to coloredwater when poured into the funnel?What happens when the clamp isreleased? Explain this event. (PRI,INT, JH, SH)

Colored water

Rubbertube clamp

A

86. ATMOSPHERIC MOISTUREObtain from your chemistry teachera piece of "S" shaped glass tubing, arubber one-hole stopper, and anarrow, long-necked flask. Place inthe bottom of the flask about 1 inchof warm water and sprinkle this withchalk dust fr 3M your eraser tray.Blow hard into the tube, then stopblowing suddenly. What happensinside the flask? What threeconditions are necessary for theevent to occur in nature? (JH, SH)

Blow hardthen releasesuddenly

Warm watersprinkled withchalk dust

87. THE EFFECT OFLIGHT RAYS

Set up two flasks or bottles as shownby the diagram. Record any changesin temperature within Bottle A andBottle B. Record the temperature atthe beginning of the experiment andthen continue each 5 minutes for 25minutes. (JH, SH)

Thermometer

Rubber stopper

Aluminum foilSoil

Air

Demonstration Page

What Makes Soil Productive 50Fish and Game Laws 50Homes for Birds 50Feeding Birds 51Conversation With a Hunter 51A Visit to the Fish Hatchery 51How to Make an Aquarium 52How to Breed Microscopic Creatures 52Life in a Mud Puddle 52How a Fish Breathes 53Wildlife and Art 53How to Grow Bacteria 53

*%/49

ActivitiesRelated to Fish,Wildlife, andMicroscopicLife

88. WHAT MAKESSOIL PRODUCTIVE

On the left-hand side of a sheet ofnotepaper, list, about five spvcesapart, one under the other, thewords: bacteria, organic matter,water, air, and minerals. Oppositeeach, on the right hand side of thesheet, give one or more ways inwhich each contributes to thefertility or productivity of soil. Ingiving an oral explanation, aftercompleting the exercise, cite anexample in each case, if possible.(JH, SH)

89. FISH AND GAME LAWS

Find out what the game and fishlaws, rules, and regulations and baglimits are for your State. (Thisinformation may be obtained fromthe State Fish and Game Commis-sion and from the U. S. Fish andWildlife Service, Washington D. C.)Are these regulations observed? Ifnot, why not? Talk about theseregulations with men who hunt andfish. Discuss your findings in class.(JH, SH)

50

90. HOMES FOR BIRDS

Build bird houses according tocorrect dimensions and hang or placethem in trees or on poles or fenceshigh enough from the ground toprotect them from cats, weasels, orany other animals that stalk and killsmall birds. (JH, SH)

91. FEEDING BIRDS

Build feeding stations and erectthem in a place suitable forattracting and feeding birds, such asyour own school, a nearby park or inthe woods. See that they areconstantly kept stocked with avariety of suitable food, water, andsand or crushed oyster shellsthroughout the winter season.Suitable foods for birds includeseeds of all kinds, weed seeds, wheat,barley, oats, corn, et. (JH, SH)

92. CONVERSATION WITHA HUNTER

Talk to some duck hunter withwhom you are acquainted, or havehim talk to the class. Write the mostinteresting story or incident he tellsyou in the form of a feature articlesuch as might appear in your localpaper or some outdoor magazine.(INT, JH, SH)

93. A VISIT TO THEFISH HATCHERY

Visit the State or Federal fishhatchery nearest your home. Whatspecies of fish are produced? Atwhat season of the year are theyreleased , How are they released?How large are the fish at the timethey are planted? How are the fishfed at the hatchery? These are just afew of the questions that will occurto you if you plan to make acomplete report to the members ofyour class. SH)

94. HOW TO MAKEAN AQUARIUM

Place an inch or more of coarse sandor gravel on the bottom of awatertight globe or tank. Get somewater plants from a pond or a fishstore. The tall grass-like Vallisneria isespecially good because its leavesgive off much oxygen in sunlight,and the oxygen will purify the water.Push the roots well into the sand.Add some floating water plants ifpossible. Fill the globe or tank withwater to within an inch of the top. Itshould then be left for a week ormore, so that air bubbles and othergases will have escaped. Next add theanimals. The kind and number youchoose will depend on conditions.Sunfish, catfish, young eels, orminnows are good. Salamanders,snails, or tadpoles may have a place.Turtles and water beetles are notdesirable because they are likely toeat or injure the fish. If salamandersare used, be sure the aquarium has aglass cover. Do not put too manyanimals in your aquarium. (JH, SH)

95. HOW TO BREEDMICROSCOPIC CREATURES

Put some hay or grass in water, andleave it in a warm place for two orthree days. Put a little cotton on aglass microscope slide. Take up somewater with a medicine-dropper andsqueeze two or three drops on thecotton. Ccver the cotton withanother microscope slide and place itunder a microscope. Focus themicroscope and you will see severalkinds of tiny living creatures. (JH,SH)

52

96. LIFE IN AMUD PUDDLE

Prepare a slide .ontaining a fewdrops of wa+er from a roadside mudpuddle. Are there microscopiccreatures in this water? If so, how dothey compare in number, shape, andhabit with the creatures you studiedin the preceding exercise? (JH, SH)

97. HOW A FISH BREATHES

Get a fish's head from a fish you havecaught or from a fish market. Cut itopen carefully so that you can seethe gills. Notice how beautifullythey are designed for straining the airfrom the water. (JH, SH)

98. WILDLIFE AND ARTSketch a scene to show typical pondlife. This may be a pond or lake youhave visited or seen on the screen.Include: shrubs, trees, water plants,insects, frogs, toads, birds, ducks,geese, animals, etc. (JH, SH)

99. HOW TO GROW BACTERIABoil a cupful of beef broth for two orthree minutes to kill all the bacteriait may contain. Then add ateaspoonful of gelatin so that whenthe mixture cools it will form ajellylike mass. Pour half the mixtureinto one flat dish and the other halfinto another flat dish. Cover thedishes and let them cool. Next, liftthe cover of one dish and shake a

soiled handkerchief over it. Replacethe cover. Keep the second dishtightly covered. Place both dishes ina warm place for a few days. Observethe dishes from time to time. After afew days the mixture in the dish overwhich you shook the handkerchiefwill probably have little spots on itssurface, as shown. The mixture inthe other dish should remain clean.As time passes, the spots grow largerand larger. Each spot is composed ofmany thousands of bacteria.

Repeat experiment using cions,dishcloths, kissing, or blowingbreath on the plate. (JH, SH)

A

'4111timmiant

Demonstration Page

Watershed 58Measure Precipitation and Temperatures 58Infiltration 58Leaves Are Food Factories 59How a Tree Grows 59What We Get From Trees 60Fire 60Tree Planting 61Forest Insects (a) Beetles 61Forest Insects (b) Tent Caterpillar 61Deer Winter Feed 62Wild Animal Maps 62Stream Bank Improvement 63Electric Identification Boards 63

ActivitiesRelated toForests,Ran9eland,and Watershed

100. WATERSHED

Build two watersheds on pans orsandtable in classroom. Start withtwo or three jagged rocks; addsmaller rocks and gravel, allowing itto fall in crevices. Add topsoil. Onone watershed, press down strips ofgrass sod so that entire watershed,except sharp tops that protrude, iscovered with grass. Turn electric fanon the other watershed that has nograss; then on the grass-coveredwatershed. Note wind erosion orlack of it. Pour water on barewatershed. Note loss of water andsoil. Pour water on grass coveredwatershed. Note absorption ofwater, no loss of soil. (PRI, INT)

101. MEASURE PRECIPITATIONAND TEMPERATURES

Contact the U. S. Weather Bureau oryour closest weather station to learnhow rain and snow are measured.Have the metal shop at your schoolbuild a simple rain gauge. Write toSuperintendent of Documents,Government Printing Offices,Washington, D. C., for a copy ofInstructions for CooperativeObservers, Circulars B & C,Instrument Division; 10 cents acopy. (INT, JH)

102. INFILTRATION

Cut tops and bottoms from two1-gallon cans. Take to an area whereyou can pr ss one can firmly intoground which has been bare ofvegetation for some time and iscompact. This may be near yourclassroom. Place the other firmly inground well covered with plants. Fillboth with water. Note the time ittakes for water to be absorbed ineach area. (INT, JH)

58

103. LEAVES AREFOOD FACTORIES

Prepare two boxes of good soil atleast 6 inches deep. Plant perennialgrass seeds (such as tall wheatgrass)about one inch apart. After theplants begin to grow, thin out untilyou have just enough to make a fewclumps of grass. The number ofclumps will depend upon the size ofthe box. Water both boxes asnecessary to make good growth.After plants are well established,with several shoots on each plant,start clipping three-fourths of eachblade of grass in one box. (Blades ofgrass are leaves.) Do not clip the grassin the other box. Give the sameamount of water to each box. Bunchgrass does not require as much wateras some plants, but keep moistenough to keep growing.

At the end of three months, stopclipping and let grass grow naturallyin both boxes for one week. Thentake some of the bunches of grassfrom each box. Cut around them andlift out gently, washing the dirt fromthe roots very carefully so that thefine roots will not be broken. Youmay need to add a lot of water to thesoil before you try to lift thebunches of grass out.

Mount a clump of grass from onebox on a piece of cardboard, besides

a clump from the other box. Notethe difference in growth of tops androots.

CONCLUSION: Plants need notonly good soil, water, and sunshineto grow; they need green leaves tomanufacture the plant food thatmakes them grow. When too manygreen leaves are removed, the rootsare starve:I, and the plants cannotproduce tops. (JH, SH, A)

59

104. HOW A TREE GROWS

Bring a section of log into theclassroom. Foresters or a sawmillowner will cooperate to furnish thesection. Count the rings todetermine the age of tree. Examinethe width of rings to see which weregood and which were poor growingyears. Look for evidence of diseaseor injury to the tree. Label the ringsfor historical events. Obtain theForest Service chart, How a TreeGrows, from your nearest RegionalForester.

On a field trip with Forest Ranger orForester, demonstrate the use of anincrement borer. Take a core from avigorous, thrifty tree; note annualgrowth rings. Take another corefrom overmature or suppressed tree;note difference in annual growthrings. (JH, SH, A)

BarkCambiumAnnual RingsMedullary RingsHeartwoodSapwood

TREE CORE

LOG SECTION

105. WHAT WE GETFROM TREES

Make a classroom bulletin board offorest products or use a discardedChristmas tree to display theproducts themselves or pictures ofthem. You can get the U. S. ForestService chart entitled What We GetFrom Trees from your nearestRegional Forester, U. S. ForestService. (PRI, INT)

106. FIRE

(a) Moisture content of forestfire fuel is one factor whichdetermines how fast a firewill spread. Cut two sticks ofkindling wood, 12" long.Weigh both on accuratescales (should weighapproximately the same).Number one stick "1" andthe other "2". Make note ofweights. Dry one stick outthoroughly in the sunshine;soak the other in water forseveral hours. Weigh again.Which stick would now bumfaster? When is danger ofspread of forest firesgreatest? (INT, JH, SH)

(b) Forest fires require oxygenand fuel. Build a safecampfire. Put it out, reducingflame by cutting off oxygenwith water or dirt. (INT, JH,SH, A)

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107. TREE PLANTINGTo be done under supervision oftrained forester.

(a) Examine a few seeds takenfrom ripe cones. The foresterwill help you decide whenthey are ripe. Remove hardseed coat carefully. Insidethe brown, papery inner coatthere is a whitish endospermwhich contains the storedfood and the embryonecessary for the seed togrow into a tree. The storedfood is in the form ofcarbohydrates, proteins, andfats. Compare to bread,meat, and butter. (INT, JH)

(b) Plant tree seeds exper-imentally. (This project canextend over several years.)Extract tree seeds by dryingcones. Plant according toinstructions from Forester or

Forest Ranger. Keep a chartof the number of seedsplanted; figure percent ofgermination. (JH, SH)

(c) Enlist help of Forester,Forest Ranger, or CountyAgent in field planting ofseedlings when they are twoor three years old. Followinstructions carefully. Checkplantation every year untiltrees are five years old.Figure percentage of survivalon the basis of total treesplanted; on the basis of totalseeds planted. (JH, SH)

108. FOREST INSECTS

(a) Beetles: Enlist the help ofForester or Forest Ranger inidentifying beetle-infestedforest trees. Collect a l ogsection (billet) of such a treein autumn. Peel or shave barkdown very carefully toexpose insects. Apply plasticwindow. Keep in dark, warmroom, except for observa-tions. Wax the cut ends of thelog. Watch developmentfrom larvae to pupae toadults. Adults will cutthrough the plastic to try toget out to infest other trees.Cut a green log of same treespecies, peel down tocambium layer, insert adultsin pairs (one large, one small)and cover with plastic sheets.Watch development this time

44 61

Hold plasticdown with pins.

Staple or tack edgi-and seal with wax

Seal ends of logwith wax.

from egg stage. (Beetles killby larvae feeding whichgirdles the tree, cutting off its"supply" line from roots toneedles, and by blue stemfungi which the adults carryinto the tree with them whenthey attack.) (PRI, /NT, JH,SH, A)

(b) Tent Caterpillar: Collect eggsin fall from trees or shrubs.Store eggs on branches incardboard box in dry, coldstorage. When aspen andcottonwood trees start toleaf out in the spring, bringbranches and leaves into theclassroom. Place in large glassjar. Take caterpillar eggsfrom storage and put into jarwith foliage. Cover jar mouthwith muslin. Add fresh greenfoliage as needed. Watch eggsdevelop into caterpillar anddevour foliage. (Tentcaterpillar, by destroyingfoliage, reduces growth,health, and vigor of the tree.If leaves are eaten off severalyears in a row, the tree maybe killed.) (PRI, INT, JH)

109. DEER WINTER FEED

Under the supervision of a wildlifemanager, collect specimens of deerwinter feed. Get some of each:choice, fair, and poor or emergencyfeed. Make a classroom displayboard relating lack of winter feed towinter deer losses. Deer can be madeof cork and pipe cleaners. (INT, JH,SH)

,,'LINTER FEEL,oak, 1,4 uprog 19114 Goof)

le* RI& bt et-cm14y.. '216 IAN 41(W' SapEiritto

ipTGE.C¢ vui mogul-

CRwee potaa6e

F440.

OR. em*AcioPey*0060

6'0

110. WILD ANIMAL MAPSMake maps of different States,showing location of differentanimals such as deer, elk, antelope,mountain goat, moose, andmountain sheep. Cut out pictures oruse student drawings to illustratemap. (INT, JH)

111. STRL-AM BANKIMPROVEMENT

Plant willow cuttings along streambanks that are washing away. Do notplant on privately owned landwithout permission or on irrigationditches. Willows planted on otherstreams protect the banks andimprove the streams for fish.. Theyalso provide homes for wild animalsuseful to man. (JH; SH: A)

112. ELECTRIC IDENTIFICATIONBOARDS

Erect a board large enough to holdpictures or drawings of 20 species ofbirds, wild animals, trees or plants,or a combination of these. Placenames on the left, each with a metalcontact alongside. Run a wire fromthe name (on the back of the board)to the clip which holds a picture.Wires held by students run to thebattery, to the bulb. If the correctname for any animal, bird, tree, orplant is selected, the bulb will belighted. (Courtesy Vernon G. Carter,Education Director, NationalWildlife Federation.) (INT, JH, SH)

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Lif

63

51

FOR FURTHER REFERENCEon Environmental Awareness

U. S. Dept. of Agriculture. Land,The Yearbook of Agriculture,1958. Washington, D. C.: TheGovernment Printing Office,1958. 605 pp.

Udall, Stewart L. The Quiet Crisis.New York: Holt, Rinehart &Winston, 1963. 209 pp.

Perry, John. Our Polluted World;Can Man Survive? New York:Franklin Watts, Inc., 1967. 213 pp.

U. S. Dept. of the Interior. QuestFor Quality, Conservation Year-book No. 1. Washington, D. C.:Government Printing Office,1965. 96 pp.

U. S. Dept. of the Interior. ThePopulation Challenge . . . WhatIt Means To America, Conserva-tion Yearbook No. 2. Washington,D. C.: Government PrintingOffice, 1966. 80 pp.

U. S. Dept. of the Interior. TheThird Wave ... America's NewConse-i'vrn, Conservatiol:,Year&D. C.: ti...:*iilme.-tt PrintingOffice, 1")61. 128 pp.

U. S. Dept.`of the Interior. Man .An Eldangered Species?, Con-

M.

servation Yearbook No. 4.Washington, D. C.: GovernmentPrinting Office, 1968. 100 pp.

U. S. Dept. of the Interior. It's YourWorld, Conservation YearbookNo. 5. Washington, D. C.:Government Printing Office, 19n.

U. S. Dept. of the Interior. RiverOf Life Water: The Environ-mental Challenge, ConservationYearbook No. 6. Washington,D. C.: Government PrintingOffice, 1970.

Benarde, Melvin A. Our PrecariousHabitat. New York: W. W. Norton& Co., Inc., 1970.

de Bell, Garrett. The EnvironmentalHandbook. New York: BallentineBooks, Inc., 1970.

Helfrich, Harold W., Jr., ed. TheEnvironmental Crisis: Man'sStruggle to Live With Himself.New Haven: Yale UniversityPress, 1970.

Karplus, Dr. Robert. A New Lookat Elementary School Science:Science Curriculum ImprovementStudy` New York: Rand Mcl;'aily& Company, 1967.

Conservation Science Fr,ir Preects.Soil Conservation Socety of 1.1

America, '7515 N. E. AnkenyRoad, Ankeny, Iowa 50021, 1970.

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Leinwand, Gerald.. Air. and WaterPollution. New York: WashingtonSquare Press, 1969.

Ogden, Samuel R., ed. America theVanishing,. Rural Life and thePrice of Progress. Battleboro,Vermont: The Stephen GreenePress, 1969.

Zurhorst, Charles. The ConservationFraud. New York: Cowles BookCompany, Inc., 1970.

Boy Scouts of America. Conserva-tion of Natural Resources. NewBrunswick: Boy Scouts ofAmerica, 1967.

Bronson, Wilfrid S. Freedom andPlenty: Ours to Save. New York:Harcourt Brace & World, Inc.,1953.

Carvajal, Joan. Conservation Edu-cation: A Selected Bibliography.Danville: Inters' -tte Printers &Publisher, Inc., .1968.

Gates, Richard. True Book ofConservation. Chicago: Children'sPress, Inc.

Graham, Frank, Jr. Since SilentSpring. Boston, Houghton MifflinCompany, 1970.

Smith, Frances C. First Bock ofCovservation. New York:Franklin Watts, Inc., 1954J.