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Pratt, Grace K.How to Care for Living Things in the Classroom.National Science Teachers Association, Washington,D.C.6516p.NEA Publications Sales, 1201 16th Street, N.W.,Washington, D.C. 20036 (Stock No. 471-14288 $0.35)

Mv-$0.65 HC Not Available from EDRS.*Animal Facilities; *Biology; Elementary SchoolScience; *Instructional Aids; *Science Facilities;Secondary School Science

In this National Science Teachers Association (NSTA)publication, the advantages of having living things in the classroomare discussed. Also given is a brief description of the facilitiesand environments required for various common mammals, fish,amphibians, reptiles, and plants. (CP)

U.S DEPARTMENT OF HEALTH.EDUCATION & WELFAPEOFFICE OF EDUCATION

THIS DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZArON ORIGINATING IT POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY

CARE FOR LIVING THINGS IN THE CLASSROOM

Grace K. Pratt Professor of Education/and Chairman, Department of Early Childhoodand Elementary Education/School of Education, Zeckendorf Campus

Long Island University/Brooklyn, New York

WHY HAVE LIVING THINGS INTHE CLASSROOM?

What do living things add to a classroom? Al-though the squeal of a guinea pig or the thumpof a rabbit may at times divert attention frommore serious matters, the squealing or thumpingcreatures can be important to all members of theclass.

A classroom equipped with plants and animalscan become a laboratory for problem solving, re-flective thinking and testing.1 When inquiry, ob-servation, and experiments are encouraged, thegiving of "ready-made," "textbook" answers iskept to a minimum. Young children learn toconnect cause and effect and find out why certainthirgs happen. Plants and animals may stimulatespeculation among older children and lead themto the use of scientific methods in conductingcontrolled experimentation. Through these pro-cesses they learn something of the tested limitsof human control, such as how diet changes be-havior and appearance or Low the lack of lightaffects plants and animals. The differentiationbetween "self," and "others" is frequently clari-fied through the relationships of children andanimals. Biological sameness and difference areexemplified. Familiarity with animals throughdaily contact overcomes gradually the fear whichsome children may have of them. Young childrenoften feel secure when cuddling a classroom pet.Responsibility, kindness, and concern for life'srequirements accompany the care of living things.While these concerns are peripheral to the devel-opment of understanding of scientific methodsand to first-hand experiences with interrelation-ships in the natural world, they add to the many-faceted advantages of contact with plants andanimals.

'Grace K. Pratt, "Developing Concepts About Science inYoung Children," Science and Children, 1: 21-22, Decem-ber 1963.

It is the purpose of this leaflet to give simplebut adequate information to teachers who Wishto have plants and animals in the classroom. Noformal knowledge of biology is needed to be ableto understand and use this information. Cityteachers frequently avoid keeping living thingsbecause they know little about them. Those whoteach in smaller communities often assume thatchildren know all about the living things aroundthem and do not need to have plants and animalsin the classroom. This leaflet attempts to treat theneeds of the large-school and small-school teacherin either kind of community. Every plant andanimal considered may be kept in a "pavement-bound" city school, and implications for greaterbreadth of activity are implied for the suburbanand small community. Teaching methodology, assuch, is not discussed in this leaflet. In addition,certain other items are omitted, such as, forexample, the sex identification of mammals. Mostteachers will obtain a male guinea pig or a preg-nant rabbit and are unlikely to have more thanone or two of these animals very long. Informa-tion, therefore, on how to "sex" mammals does notseem as necessary as some other items which areincluded. The Source List contains suggestionsfor teachers who desire information about topicsnot included in this pamphlet.

The animals and plants considered in this leaf-let are chosen to meet the needs and interests ofchildren from nursery school age to the upperelementary grades.

HOW TO INTRODUCE LIVINGTHINGS INTO THE CLASSROOM

When shall the teacher have living things inthe classroom? The simplest answer is "always."Timing the introduction of plants and animals,however, is a very important factor.

During the first weeks of school, when theteacher is too busy getting children adjusted to

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National Science TeachersAssociation 1965

A department ortheNational Education Association

1201 16th Street, N.W.Washington, D.C. 20036

SERIES DIRECTORJohn W. RennerUniversity SchoolsThe University of OklahomaNorman, Oklahoma

ADVISORY COMMITTEE

Lois BrandtSenior High SchoolNorman, OklahomaDavid P. ButtsThe University of TexasAustinMickey HerronMcKinley Elementary SchoolNorman, OklahomaT. H. TuckerMadison Elementary SchoolNorman, Oklahoma

NSTA HEADQUARTERS

Helene Z. LeeAssociate Editor

be concerned with the care ofanimals, an empty cage willarouse the curiosity of childrenin the early grades. They willlook forward to its possible occu-pant and to planning for itscare.

Plans can be made to buildcages or aquaria, to assembleneeded materials for raisingplants and animals and to obtainthose which will live in the class-room. .R ooks on plants and ani-mals may be circulated amongthe children or displayed in theclassroom and discussions on thehabits and care of plants andanimals initiated by the teacher.

Several hardy growing plants,such as coleus, begonia, or philo-dendron, placed about the class-room, may also create an in-terest in planning for laterproj ects.

The brief checklist below(which is developed further forparticular living things in latersections) , will help the teacherprepare for plants and animalswhich will be brought into theclassroom.

A collection of clean aquaria,jars, pots, and boxes, of vary-ing shapes and sizes, which canbe converted quickly into tem-porary (or permanent) cages,containers, and planters

Mesh wire and jar tops to beused as covers

Heavy gloves for handlingfrightened animals or pricklyplants

A file of index cards on whichare noted specific informationand special experiences withparticuiar plants and/cr ani-mals

A few books dealing withcommon plants and animals(See Source List)

A growing collection of audio-visual aids (See Source List)

Classroom location of livingthings is important, and the fol-lowing items will have to be con-sidered :

Whenever possible, plants andanimals should be placed in onelocation and left there.

Drafts, sudden changes intemperature, sunlight, and prox-imity to radiators, ducts, andexits should all be considered.

Plants must be placed onsturdy shelves or tables wherethey can be tended easily by thechildren.

Plants and animals should beplaced where they will not inter-fere with the space allotment orteaching of other subjects or bea distraction.

Animuls require a house ordark corner in their cages forrest. They should also be placedin a loc:ttion which is readilysupervised and safe from objectswhich might fall onto the cages.

Severhl other factors to beconsidered are summarized be-low :

Selection of the proper ani-mals (and their most advan-tageous use with each age orgrade level) , as well as safety ofchildren, plants, and animalsmust be planned carefully.

Provisions for food, water,sanitation, and other needs mustbe recognized as an integral partof having living things in theclassroom.

A few simple and necessaryruk for the care and handlingof animals and plants must beclearly understood and shouldbe formulated by the teacherand children.

Specific plans for daily careand the procedure for delegatingresponsibility should be clear toall.

Holiday, weekend, and vaca-tion care of animals and plantsmust be well planned in advance.(When animals and plants arekept in the children's homesduring such periods, parentsoften understand more fully theimportant role played by livingthings in the lives of theirchildren.)

WHICH LIVING THINGSSHALL WE CHOOSE?

ANIMALSAmong the many possibilities

for the classroom, the followinganimals are suggested. They areeasily cared for, representativeof the many types of animals,and comparatively safe forchildren.

MAMMALSChildren are most familiar with the class of

mammals; dogs and cats are of this class butmammals selected for the classroom are usuallyrabbits and members of the rodent order. Rod-ents include mice, rats, hamsters, and guinea pigs.These are interesting animals; they are cleanand easily tended. While it is advisable to havefemale mice and rats, because of the occasionalstrong odor of adult males, either sex of hamsters,guinea pigs, and rabbits is equally acceptable.Feeding

The children should feed the animals. The largefeeding may be given in the morning after thechildren arrive and a smaller one before schoolis over for the day. Rabbits and rodents thriveon a mixture of hard grain or pellets and leafyvegetables, greens, lettuce, carrots, and applecores. Hamsters hoard extra food in a corner oftheir cages and so should not be given excessfood. All these animals drink water, and ham-sters, mice, and rats will use a drip bottle (avail-able in any pet shop) or may have a small dishor jar of water. Rabbits must have water avail-able at all times, but no water is required for ro-dents if only one or two are kept in each cage andthey are fed fresh lettuce twice daily. Salt is alsoimportant in their diet. If iodized salt is notcontained in the pellets fed to them, some shouldbe sprinkled twice a week over the lettuce orgreens. Small salt blocks (available in rural feedstores) may be provided for rabbits. All theseanimals can be fed a double ration, on Fridayafternoon, which will provide them adequatelyfor the week end. Strange foods, or feeds theyhave not had recitntly, should be fed sparingly,or diarrhea is likely to result. The charts on foodand water requirements summarize the amountsand types of foods to be given to the variousanimals.Housing

Housing for rabbits and rodents varies fromanimal to i.nimal according to their sizes andparticular habits.

RabbitsSince they have a tendency to burrow, rabbits

should not be kept in a simple enclosure on theground. They should be kept in a rabbit hutch,or cage, approximately 4 x 6 feet long and con-structed of half-inch mesh wire nailed tightlyaround four 2 x 2-inch or 3 x 3-inch wooden up-rights. These are connected by a frame of sturdywood. If the hutch is on high legs, no top isneeded, but a top is absolutely essential if thereis a possibility that things might be dropped intothe cage accidentally or if the hutch is ever movedout of doors, where protection from dogs andother predators must be considered. One end ofthe hutch should be enclosed with solid materialand boarded off, leaving an entrance hole for therabbit, so that he may rest away from the chil-dren. Half-inch mesh wire on the bottom, an

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-Photograph by Carl Purcell

inch or more above a movable tray, permits wastematter to fall through and facilitates cleaning.Shavings, straw, or Kitty Litter (a commercialproduct used for kitty toilets) provide a soft ab-sorbent covering in the tray or in the bottom ofa zinc-lined cage. Since rabbits use one or twocorners of their hutch for elimination, these cor-ners can be washed with hot water daily. A littlepine oil disinfectant used in the water, or droppedinto the cage keeps everything free from odor.While rabbits exercise freely in a 4 x 6-foothutch, a smaller one, commercial or otherwise,may be used if the rabbit is permitted to hopabout the 'room every day or two.

Guinea pigsGuinea pigs are the most suitable rodents for

the classroom. They ate small enough to thrivein compact quarters and large enough to permitease of handling by the youngest child in theschool. Guinea pigs can live in a 2 x 4-foot cage,similar to, bot smaller than, the rabbit hutch,which can be kept clean in the same way. Guineapigs dirty the whole cage, but Kitty Litter isabsorbent enough to last several days withoutcleaning.

Hamsters, mice, and ratsHamsters, mice, and rats are nocturnal ani-

mals, but life in a classroom and frequent hand-ling by the children accustoms them to beingawake during the day. Hamsters, mice, and ratsmay be kept on Kitty Litter in a large wire-covered aquarium, or in regular cages bought forthem. Since exercise is necessary to the animals'health, commercia' ages are good because theycontain exercise :els. These wheels may alsobe bought separately and fitted into a home-madecage. Excellent exercise objects for mice andrats are small plastic ladders, usually made forparakeets, or rings, springs, and small strongplastic or metal objects fastened to the top of thecage and permitted to dangle.

3

HandlingRabbits should be picked up by grasping the

scruff of the neck with one hand and then quicklyplacing the other hand and arm under their feetfor support. Under no circumstances should theybe graspd by the ears. Rabbits thump their hindfeet when frightened ; they can claw and bite butwill do so only when seriously threatened. Whileall breeds of rabbits make fine animals for theclassroom, Dutch rabbits are recommended be-cause of their smaller size. Si.ace pe-2mitting,larger and heavier breeds, such as white Flemishgiants, New Zealands, chinchillas, silver fox, orchequers (which may weigh up to 12 or morepounds) are very satisfactory. These large rab-bits, however, are too heavy to lift by any butolder children. A great deal can be learned fromcaring for angora rabbits. They need frequentbrushing to keep their coats clean and unmattedand must also be plucked about three times ayear. This is done by grasping a small amountof loose wool (which should be ready to come outanyway) between thumb and forefinger and pull-ing firmly. Combing, spinning, dyeing, and knit-ting the wool provide an occasional worthwhileproject for older children.

Guinea pigs can be picked up in the same wayas rabbits. However, their size and general desireto be held make it easy for children to "scoop"them up by thrusting one hand under them.Short-haired guinea pigs are the most common,but there are also long haired, or angora, guineapigs. The latter are not usually plucked for theirwool as are the angora rabbits. Colors may beblack, brown, white, gray, yellow, or mixed.

It is best to pick up a mouse or rat by the tail,close to the body, and to place the other handunder it, immediately, for support. Even youngchildren grow adept at this with a little practice.Unless the rat is very tame, however, heavygloves should be used.

Hamsters may be grasped by the scruff of theneck, or by placing the hand right over them sothat the head sticks out between thumb and fore-finger. They may be held in both hands.

ReproductionWhen one of these animals becomes pregnant,

she should be placed in a cage by herself at leastfour or five days before the young are expected.The mother rabbit carries her young from 28 to30 days. She prepares a nest of hay, if it is avail-able, lines it with fur from the under part of herbody, and covers the babies with fur after theyare born. The mother rabbit should be left alonewith her young, since she is likely to kill the new-born if she is disturbed. Rabbits are born blindand without fur, but in about ten days they arecompletely covered with soft fur and open theireyes. At this time they are very lively and maybe watched without annoyance to the mother.

Baby rabbits may be taken from the mother atsix weeks. At this time, the sexes should be3eparated.

The gestation period of guinea pigs is about 63days, and the young are born fully covered withhair and with their eyes open. There are usuallythree or four in a litter, and the time of weaningand of separation from the mother is similar tothat for rabbits.

The gestation period of hamsters is about 16days ; of rats about 21 days ; of mice from 20 to22 days. Litters of these rodents range in num-ber from 2 to 12 or 14, and average about 8. Theyare born blind and without fur and are keptcovered in the nest made by the mother withbits of hay, cotton, or even cleansing tissues.These, or similar materials, should be given herin advance of the expected birth. Bits cf meatmay be fed to the expectant mother to help pre-vent her tendency to cannibalism.

Young hamsters, mice, and rats are nursed fre-quently. After their first week, the babies beginto nibble at bits of lettuce. They also like to eatsome of the bread soaked in milk which may begiven to the nursing mother. When the youngare between 14 and 16 days old, their eyes beginto open, and the coat of fur, which has beengrowing steadily, covers their bodies. The motherwill wean them at about four weeks.

The hamsters' true color does not appear untilthey are fully mature. Hamsters may be goldenbrown, albino, cream or champagne, or harlequins

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Photograph by Carl Purcell

Oh, no! Don't hold them that way!

of mixed color. Mice vary from white zo blackthrough various shades and two color o6mbina-dons of tan, brown, gray, and yellow. Rat:, areusually white or hooded with brown. cream orblack.

Male and female rodents should be separatedby the time they are five weeks old. It is usuallywise to give male mice and rats to a pet shop2 atthis time. If one is kept, keep him alone and pethim frequently. He is then less likely to be odor-ous.

FISH

Many specimens of fish may be selected for usein the classroom. Goldfish, however, are by farthe most satisfactory. Of the tropical varieties,guppies are the hardiest and thrive best underschool conditions. Children eight years old, orolder, may be given responsibility for their careunder the supervision of the teacher.

Ge;icrc equiroments

Several factors are ess(m zial for successful rais-ing of all types of fish. A rectangular aquariumwith straight sides is more desirable than a roundbowl since a maximum of air surface must beprovided. It should have a loose cover to keep outdust, prevent the fish from jumping out, and toprotect them. from sudden temperature changes.

Water for use in an aquarium should be "con-ditioned" before use. This is especially necessaryin the city where chlorine and other purifiers arefrequently used. "Conditioning" is done by draw-ing and keeping the water in a clean receptaclefor 24 hours before use. Commercial conditionersmay be used if preferred.

A light is necessary ; a pump and filter withglass wool and charcoal are recommended ; andsmall white gravel, white pearl chips, or coarsewhite sterilized sand should be used as a bottomcovering approximately one inch thick. The aquar-ium needs several green oxygen-producing plantssuch as sagittaria or vallisneria, and some ana-charis or cabomba. These should be weighteddown with a small mound of gravel so that theywill root in the bottom. These plants grow wildin streams and lakes in many localities and arealso available in pet shops. Wash them carefullyin clear cool water before planting them in theaquarium.

Snails may be placed in the tank. Regardlessof whether they are caught locally, or are boughtin a pet shop, they should be kept in a separatewater container for three or four days beforebeing put into an aquarium to be certain thatthey are healthy.

The term petshop is used to denote a separate shop, orthe pet and pet supplies department of any large store.

If the aquarium is in the sun, colored cellophanecan be put over the side facing the light. Thiswill help prevent the growth of algae which ap-pear like a green scum in the water.

Soap is poisonous to fish and should never comeinto contact with the water, aquarium, or any-thing which might go into it. Shells, small rocks,or ornaments should be rinsed thoroughly andexamined for colorfastness, as dyes are also harm-ful. Only one or two shells should be used in theaquarium because the lime from the shells is notbeneficial to fish.

Feed ing

Fish should consume all of their food withinfive minutes or so after it is given to them. Ifsome food remains, smaller amounts should begiven in subsequent feedings. Children should besupervised in this respect as they may overfeedthe fish. Tubifex worms, available in any pet shop,may be fed at least three times a week. The tubi-fex need to be rinsed with clear, cool water daily,and can be kept in a partially covered containerin the bottom of a refrigerator. Two or threekinds of dried fish food can also be used forvariety and a pinch of one kind may be fed eachday.

GoldfishGoldfish require a minimum of a gallon of water

per inch of fish. Overcrowding and overfeedingare the most common reasons for their prematuredeath. Although goldfish can survive being frozeninto a cake of ice, radical temperature changesare not recommended. Water about 65 degreesFahrenheit is preferable. Although light isnecessary, several cabomba plants will give shadefor rest during the day. The mother goldfishlays from 10 to 20 eggs at a time arrl usually laysa total of several hundred in the course of a sea-son. The eggs hatch during a period of three toseven days. It is very unlikely, however, thatbaby goldfish will hatch indoors. The young,which may be brought in from an out-of-doorpond, are dark at first and gradually growbrighter.

Varieties of goldfish include the common gold-fish, the pop-eyed Telescope, the double-tailedFantali, the large finned and long tailed Comet,the even longer tailed Fringetail, and the mottledShubunkin.

Guppies

The life span of guppies is approximate!y threeyears. They thrive best when a heater keeps thewater temperature between 70 and 80 degreesFahrenheit. A small aquarium thermometer isuseful. Since guppies bear their young alive, theyare the most satisfactory tropical f a for theclassroom. Several strains of guppies may be in-troduced gradually, and older children find it

fascinating to observe the different types of off-spring. Up to 50 young may be born to each fe-male every four to six weeks. They are rolled upwhen ejected from the mother, but unroll immedi-ately and must swim to cover so that they won'tbe eaten by the adult fish. Cabomba plants placedin the aquarium can provide the young fish witha good hide-out. Feeding an extn ration of foodto the adults when the young are uorr. is also anexcellent precaution to take. Very tuie dry food(bought commercially) should be fed to thebabies. If it is unavailable, grind the adult foodinto a powder with the back of a spoon.

Other selections for the aquariumAny one of the several small varieties of tropi-

cal catfish is a useful scavenger in the guppyaquarium. Although almost constantly busy find-ing food which has fallen into the gravel, the cat-fish thrives if a few tubifex worms are droppedoccasionally in front of him.

Small fresh water snails, such as pond snails,red ramshorn, Japanese, or Australian red, helpto keep the aquarium clean, but their numbermust be carefully restricted. Most oi these layeggs that appear as tiny dots seen inside a jelly-like mass which is laid on a plant or on the sideof the tank. They hatch and thrive under goodaquarium conditions but become a nuisance whenallowed to become too plentiful. Their activitymay be observed througls a magnifying glass.Precautions

Purchase fish only from tanks in which all thefish look healthy. Watch for white fungus-likespots, torn tails and fins, or a scum-like substanceon their Podies. Keep the fish isolated for at leastthree days before introducing them into the com-munity tank. If you do get fish which show anysuch signs after purchase, add a pinch of iodizedsalt to the water This may alleviate their condi-tion. Five drops of 2 percent mercurochrome foreach gallon of water may be left in the water forfive or six days as a cure for "ich" (Ichthyopthi-rile). If no remedy can be found for the diseaseask the advic:a of the pet shop keeper.

AMPHIBIANS

Small amphibians such as green frogs and newtsare easily kept. They grow best when only a smallnumber, six to eight, are kept at one time, andthe two kinds of amphibians should not be inthe same aquarium.

As the name "amphibian" implies, these animalsrequire an cnvironmeat which provides land andwater. Prepare their aquarium by placing an inchof gravel in the bottom. Place in it several rocks2 to 6 inches high, cover them with moss andcover the bottom of the aquarium with about twoinches of water. An alternative procedure is tocover the bottom with soil, or gravel, and to insert

a dish of water to occupy approximately one quar-ter of the area of the aquarium. The top of thedish should be nearly level with the soil or gravel.Moist moss and bits of bark and leaves are thenput over the soil to provide a damp shelter.

NewtsNewts, like all amphibians, hatch out from eggs

to become larvae with external gills, which are inevidence for several months. While most easternnewts spend the second year of their lives on land,some newts never leave the water even as adults.

Eastern newts, in both the land and waterstages, live well under aquarium conditions suchas the one described above and are very easy tokeep. During the water stages, eastern newts arebrownish-olive in color, with red spots on theirbacks and black spots on their stomachs. Duringtheir land stage (usually the second year) theyare known as "efts" and turn a bright red-orangecolor. They then return to water for the rest oftheir lives, resuming their original brownish-olivecolor. During their "water stage" they need morewater and less land in the aquarium. Newts inland and water stages of development will livewell together.

These bright-eyed, nimble, little amphibians areespecially recommended for classroom use andstudy during either stage. Children can pick themup easily at the base of the tail al.!1 then supportthem on hand or fingers.

The larger western newt also lives well indoorsin an aquarium affording land and water. Thewestern newt appears to live near the water dur-ing his life span and in the water during thespring breeding period. Other smaller varietiessuch as the two-line salamander and the red-backed salamander, found under rocks in streams,are neither as hardy nor as satisfactory as theeastern or western newts.

Frogs

Of the various frogs, the small green frog is theeasiest to keep. Males croak and females oftenmake a slight squeaking sound. Males are readilydistinguished by their larger ears which appearas round spots behind each eye. In males, the earis larger than the eye ; in females it is smaller.While they do not always adjust quite as easilyto indoor life, pickerel frogs and leopard frog3may live for several years. Several kinds of frogsusually do not live well together.

Feed ing

While frogs and newts relish earthworms, theydo well on tubifex worms or meal worms, whichare available in any pet shop. If a small amountof tubifex is placed a short way in front of him,on a toothpick for example, the frog or newt willgrab it quickly. Since he likes live animals, he

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A corner of the school yard, ftnced in for keeping larger animals

may be tricked, when worms are not available, bybeing offei-ed very small amounts of raw choppedbeef placed on a toothpick and moved slowly infront of him. Feeding a small amount each day isbest for classroom purposes, but slightly largeramounts three times a week are sufficient. Twosmall earthworms or meal worms or enough tubi-fex worms to cover three-quarters of the surfaceof a dime is a convenient way to measure an ade-quate daily ration. Both frogs and newts willoccasionally pick at water plants.

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Eggs, or spawn, are laid in masses by mostfemale frogs. Each black spot, or egg, which iswhite underneath and surrounded by jelly, is atightly rolled flat tadpole. Newt eggs are similarexcept that they al e laid singly. In either case,place the eggs in an aquarium separate from thatof the adults with water at the same temperatureas that from which the eggs were taken. Leavethe aquarium in the sun, and the tadpole or newtlarvae will uncurl in a few days and emerge fromthe eggs. The length of time this takes dependson the temperature of the water. The youngshould not be overcrowded, and some, bat not all,of the water in the aquarium should be changeddaily. The "conditioned" water which is addedshould be of the same temperature as that alreadyin the aquarium.

Within a short time, each larva will fill out tobecome a frog tadpole or a tiny newt larva withfeathery gills. The legs of newts are visible withina short time but it takes longer before the legs offrogs appear. The hind legs of frogs may appearsome weeks before the front ones. When thefrogs-to-be have three or four legs and when thenewts become a half inch long, add plants orsloping rocks to the aquarium to afford places forthem to emerge wholly or partly from the water.This is necessary while they replace their gillswith lungs.

Tadpoles will eat small droplets of raw egg yolk,infusoria, and other microscopic life as well as bitsof lettuce.

REPTILESReptiles are cold-blooded animals which are clas-

sified into the following groups : turtles, lizards,snakes, alligators, and crocodiles. Turtles are con-venient reptiles to keep in the classroom, snappingturtles being the only type definitely not recom-mended. Although the word tortoise is frequentlyused for those living on land, "turtle'. is the mostcommon overall term for the whole group.

The land turtle needs a habitat that consistsprimarily of land with a little water for drinkingand occasional submersion. The water turtle re-quires mostly water with enough land to be able

to come completely out of the water and bask inthe sun or under an electric light.

Feeding

Many kinds of turtles thrive on night crawlers,worms, raw chopped meat, and beef- or fish-flavored canned cat or dog food. Water turtleswill eat little else except bits of water plants andlettuce. Land turtles will also eat berries, piecesof apple, tomato, peach, or melon, and lettuce,corn, peas, or beans. Young turtles of both typeswill eat tubifex and blood worms, ant eggs, anddried insects. Dried commercial turtle food shouldbe fed occasionally but not too often: rememberthat water turtles must eat under water.

Kinds of turtles and their habitsIn the wild state, turtles spend the cold winter

months asleep in the mud or in the ground, butthey will not usually hibernate when they are keptat room temperature and are given a small amountof food daily. A general rule of thumb for tellingthe sexes apart is that the male tends to have aconcave plastron (or undershell), a longer tail andlonger front feet claws than the female has.Turtles in captivity rarely lay eggs and almost allthe ones sold in pet shops are "wild." When thisdoes happen, however, the female digs a hole withher hind feet in the ground available to her,deposits the eggs, covers them, and ignores them.

The most common water turtles are the spottedturtle, the painted turtle (of several slig. tly dif-ferent subspecies), and the mud turtle. An adultwhich is usually from four to six inches in length,will live well in a seven-and-a-half gallon aquar-ium. There should be several rocks in the aquar-ium to enable the turtle to climb completely outof the water.

Wood and box turtles are the most common landturtles. The Muhlenberg, though more water-loving than either wood or box turtle, can be clas-sified with them. These turtles are protected insome states, and the local Fish and Game Laws,available from the town clerk or other localsources, should be consulted before they are cap-tured. When obtained as adults, they do well ina tub or wooden box approximately 2 x 3 feet widecontaining a layer of soil and a water containerlarge enough for them to submerge completely.Food may be put in a small dish or presented tothem from the end of a pointed stick.

Turtles will live for scores of years. Their mosturgent need is seven to eight hours of sun orartificial light daily. Lack of light causes a stateof lethargy in the turtle and may cause death.A little cod liver oil swabbed around its mouthwith cotton or a toothpick, or mixed in its foodwill help overcome this lethargy, but providingneeded light as a preventative is preferable.

Other possibilitiesAlthough the animals noted above are the most

adaptable to long stays in the classroom, thereare others that make fine temporary visitors.Crickets, for example, in the fall of the year willlive for a time in an aquarium containing somesoil, and hay, or twigs. The females which layeggs will usually die, but the soil should be kept,because baby crickets (nymphs) are likely tohatch from the eggs the following spring. (Eggswill sometimes hatch indoors in late winter.) Thebaby cricket splits his skin, discards it, and growsa larger one several times in the process of hisdevelopment to adulthood. A few drops of water,some lettuce, corn, or bread are all the food thatis needed. Only male crickets chirp. They do thisby rubbing their wings and do not begin chirpinguntil the wings are fully developed, which takesapproximately ten weeks indoors.

Grasshoppers may be kept in a similar way.They enjoy eating grass as well as the foods men-tioned above. Unfortunately temperature changesand the hot, dry atmosphere of the classroomusually prevent the long survival of either ofthese insects.

Commercial ant houses are the best means ofant keeping, but the small size of ants makesthem better suited to children seven years of ageand older.

The cocoons of various insects require somemoisture. They can be kept in a wire or glasscontainer with a wire top. A tiny water recep-tacle, kept full, helps prevent excessive dryness.Upright twigs will give the insect something towalk on or to attach to when it emerges from thecocoon.

Parakeets and canaries may be managed asvisitors for a day, but their susceptibility todrafts makes an added burden for the teacher.Chickens, ducks, and pigeons are good temporaryvisitors also if there is space enough for a largecage, warmth for their young, and an adequatesupply of food and water. Some teachers maywish to use a small two-egg incubator to allow thechildren to watch the whole hatching process ofchickens or ducks.

REQUIREMENTS FOR VARIOUS ANIMALS

Food and WaterPlants (for fish)

oilypellets

or

grain

green or teal vegetablesi lattucei.-cabbage and celery tops

orgrass, plantain, lambs quarters,clover, alfalfa

Or

hay, if water is also givencarrots

vice a weekapple (medium)

iodized salt(if not contained in pellets)corn, canned or fresh, once ortwice a week

water

Rabbits Guinea pigs Hamsters Mice Rats

rabbit pellets:keep dish half full

corn, wheat, or oats:

large dogone or

pellets:two

canary seeds or oats:keep dish half full 11'2 tablespoon 2 teaspoons 3-4 teUSPOOns

4-5 leaves 2 leaves 1 leaf 1/8-1/4 leaf 1/4 leaf

2 handfuls 1 handful 1/2 handful

2 medium 1 medium

1/2 apple 1/4 apple 1/8 apple 1/2 core and seeds 1 coreor salt block

1/2 ear

should alwaysbe available

illydry commercial food

vice a weekshrimp dryor another kind of dry fish food

via or three times a weektubifex worms

Id enough "conditioned" waterkeep tank at required level

antscabomba, anacharis, etc.

sprinkle over lettuce or greens

1/4 ear

Goldfish

1 tablest.aon 1/4 tablespoon1/3 ear or end of ear

I 1/2 tablespoonor end of ear

necessary only if lettuce or greens are not provided1

Guppies

1 small pinch

4 shrimp pellets, or1 small pinch

enough to cover 1/2 area of a dime

allow on gallon per inch of fishadd water of same temperature as that in tank

at least 65F

1 very small pinch; medium size food foradults; fine size food for babies

dry shrimp food or other dry food: 1 verysmall pinch

enough to cover 1/8 area of a dime

allow 1A4i gallon per adult fishadd .water of same temperature as that in tank70-80F

should always be available

lilysmall earthworms or mealworms

orrubifex worms

orraw chopped beef

water

ilyworms or night crawlers

orrubifeit or blood worms

and/or

Newts Frogs

1-2 worms

enough tip caver 1/2,area of a dime

enough to cover a dims

2-3 worms

enough to gOver 3/4 aria of a dime

enough to cover a dim

should Iways be'avallable.* aim* tinp:e1:4"..:ii4:as that. in -.tank or .ntoni temperature

raw chopped beef or meat.and.fish-flavorid dog or cat foodfruit and vegetables .

fresh

dry ant eg g insiest or other -

commercial turtle foodwater

Water turtles Land turtles Small turtles

1 or 2

1/2 teaspoon

1 or 2

1/2 teaspoon1/4 leaf lettuce or 6-10berries or 1-2 slices peach,apple, tomato, melon or 1tablespoon corn, peas, beans

1/4 inch of tiny earthworm

enough to cover 1/2 area of. dime

1 small pinchalways available at room temperature; should be ample for swimming and submersion

3/4 of container large enough for shell I half to 3/4 of container

,

4,

tt1:4

ii

160

Photograph by Carl Purcell

Plants may stimulate speculation and developa sense of aesthetics in children

PLANTS

Hardy plants

What is a hardy p'ant ? In this caseone ableto withstand classroom living. Plant3 requiringsubstantial amounts of water are preferable forchildren of three, four, and five years of age be-cause they enjoy caring for plants daily. Coleus,begonia, geranium, tradescantia, impatiens, andspider plant are quite dependable even in thehands of younger children because they will sur-vive less delicate care. Older children enjoy caringfor these as well as for additional more delicateplants. Plants growing in the classroom must beable to withstand some changes in temperature,especially during week-ends. The amount of avail-able light, too, is an important consideration. Suchplants as philodendron, pothos, nephthytis, snakeplant, ivy, and Chinese evergreen are wise choicesfor a room with little or limited sun. Cactus andcrown of thorns grow well in a sunny room, butcare must be taken to teach the children not tooverwater them. With full sun and a moist atmos-phere, sensitive plants (Mimosa pudica) do well.

Miniature roses thrive in a cool atmospherewhereas dwarf and scented geraniums flourish infull sun.

Why do plants grow spindly or die ? The chiefcauses of failure in growing plants are lack ofwater or overwatering, or accidental placementtoo close to a hot radiator or a cold window. Plantsshould be fed small amounts of liquid or powderedfertilizer every two weeks. They also need to beobserved periodically for indications of disease orinsect pests and should be moved away from otherplants when this is detected. A magnifying glassmay be used for daily "pest inspection" by chil-dren eight years old and older. A gentle, weeklywashing in lukewarm water is a good general pre-ventative for disease and insects, and the practicekeeps the leaf pores free from dust. Plant spraysand powders are readily obtainable for all pests,but should be used only by the teacher.

Which seeds to plant?

The short attention span of young children re-quires that the results of planting show within afew days. It is, therefore, important to chooseseeds which come up quickly. For all ages, andespecially for young children, the following arerecommended seeds for planting in small indi-vidual flower pots, milk containers converted intoplanters, window boxes, flats from florists, orwooden cheese boxes : marigolds (especially dwarfFrench varieties), alyssum, cornflowers, nas-turtiums, calendulas, zinnias (especially low varie-ties), morning glories (soaked for two hours be-fore planting), radishes, bush beans, and rawSpani3h peanuts.

Young children can manage milk containerplanters easily. Holes may be punched in the bot-tom with a table fork. Each container, of what-ever sort, should have a drainage hole which iscovered over with a shard (or fragment of earthenpot), and an inch or so of gravel, or -,1 ards. Itshould then be filled with rich friable (or easilyworkable) soil. Older children may wish to ex-periment with growing plants in vermiculite (acommercial product composed of small pieces ofmica) and with using chemical solutions. Seedsshould be planted one at a time. Children lika tomake holes for the seeds with their fingers, butcare must be taken to see that they do not plantthe seeds too deeply. They can press alyssumseeds lightly into the soil and sift a little soil overthem ; plant peanuts and beans two inches belowthe surface ; and plant the other seeds about halfan inch under the surface of the soil. The seedsshould then be covered and pressed down gentlybut firmly with a hand or a block of wood. Thecontainers should then be sprinkk with enoughwater to wet the soil thoroughly. A.! o '' 2 above-named seeds should germinate .nd willshow sprouts within a few days. Container:, mustbe turned frequently to insure even growth.

10

Cuttings and divisions

Cuttings usually require at least a week or tendays to grow roots of sufficient length for plant-ing. Children eight, nine, and ten years old havea lohg enough attention span to suGtain interestin the whole process. Coleus, begonia, trades-cantia, ivy, crown of thorns, and philodendrongrow roots quickly. Coleus and begonia stemsshould be cut with a sharp knife two or threeinches below the major leaves and below a node.The little ridges, or nodes, around the stem arethe places from which the roots grow. Ends fouror five inches in length may be broken from im-patiens, tradescantia, and crown of thorns. Ivyand philodendron may be cut off at almost anyplace that insures a healthy growing end, but thecutting should not be more than six or eightinches long. The children can submerge thestems, almost to the leaves, in a vase or othercontainer with water at room temperature. Light,but not bright sun, is advisable for the first fouror five days, and then full sun is recommended forcoleus, begonia, impatiens, tradescantia, and crownof thorns, and moderate light for ivy and philo-dendron. Stem cuttings of geranium and cactusmay also be made and are usually allowed to dryfor a day or two before being put in soil.

Spider plants may be divided. The baby plantis suspended on a long stem from the parent plantand grows roots while still attached. After theroots of the baby plant are at least half an inchlong, the stem connecting it with its parent maybe broken off. The young plant is then pottedin good garden soil and usually grows rapidly.

African violets

With careful initial guidance, children nineyears old or older can grow these plants success-

Fascinatingactivities are

suggested by thepresence of growing

plants in the classroom

fully. To start new African violet plants, select ahealthy looking leaf from near the bottom of amature plant. With a sharp knife cut it off closeto the point where the leaf stem joins the plantstem. After wetting the entire leaf gently, placethE stem in water for about twenty minutes. Re-niove it from the water and lay it for about halfan hour on a paper towel to dry it and to permitthe cut end of the stem to "heal." Then placethe stem in damp vermiculite almost all the wayup to the base of the leaf. Be sure to keep thevermiculite well moistened. If the air tends to bedry, a plastic bag with a slit for air can be placedover the entire pot and leaf to keep it moist. Aftera period of three to six weeks, new plants willappear at the base of the leaf stem. When theyare about two inches tall, remove the whole clusterof plants and the original leaf from the vermicu-lite, separate the tiny plants carefully and potthem in African violet soil. African violet soil isa sterilized mixture of equal parts of loam, peatmoss. and vermiculite. It may be purchased incellophane bags in a variety of stores. Africanviolets like warm moist air, water at room tem-perature, and six to eight hours of direct lightdaily (either sun, electric, or fluorescent).

Bulbs

Bulbs are fun to grow in a classroom. Amongthe many bulbs available, the most satisfactoryare the paper-white narcissus. Purchase largefirm bulbs for winter planting from a florist, orother reputable source. Children can plant thebulbs in bowls of pebbles being certain that thebulbs neither touch each other nor the sides ofthe bowl. Stand the bulbs upright with smallestend facing upwards so that the pebbles come two-thirds of the way up the sides of each bulb. Keepthe pebbles wet. Two or three small pieces of

11

'PrIn:

-416or, .

charcoal under the pebbles will help keep thewater pure. Put the bowl in a dark place for aboutten days or until the tops are about an inch highand the roots have begun to grow. Then move thebowl out into the light. Approximately eightweeks from the time the bulbs were planted theflowers should he in bloom.

In a cr,wded classroom, hyacinth bulbs grownin hyacinth glasses or in water glasses with plas-tic collars (available from garden supply stores)are worthwhile. With more space, try crocus.grape hyacinth, and scilla which require abouteight weeks to root and four more to bloom. Theymay be grown in damp sphagnum moss (whichmay be collected by the children in a dampmeadow or woodland, or purchased). They shouldbe planted about three inches deep in flower pots.Hyacinth bulbs, jonquils, daffodils, tulips, andamaryllis will also grow in soil and should beplanted eight to ten inches deep.

Tubers and pipsThe fragrance of lilies of the valley delights

most children. Lilies of the valley may be grownin sphagnum moss indoors in winter and veryearly spring. Place the pips (individual rootstocks) about an inch below the surface with thetips visible. Keep the moss damp, and in about twoweeks, when the plants seem well rooted, movethe planter into moderate light. The flowersshould appear three or four weeks from the timethe pips are planted.

Young children like to watch the "eyes" ofpotatoes sprout and grow. White potatoes orsweet potatoes may be grown indoors in pots ofdirt, in window boxes, or in jars of water. Choosea white potato with prominent "eyes" or a sweetpotato with observable green sprouts, .Whenplanting potatoes in window boxes or pots, placethe part of the potato with the most "eyes" orstrongest sprouts upward and cover the entirepotato with an inch of soil.

Sweet potatoes grow especially well in jars ofwater. If a wide-mouthed jar is used, place theroot end:1 of the potato down into the water, andinsert three or four toothpicks around the potatoabout two-thirds of the way up its side3. Thetoothpicks resting on the lip of the jar suspendthe potato in the water. This procedure permitsair to circulate between the potato and the sidesof the jar and prevents the potato from rotting.Two or three small pieces of charcoal in the waterwill keep it pure. Keep the water level of the jarnearly up to the toothpicks and place the jar inthe sunlight. The sweet potato should soon growa luxuriant, leafy top.'The root end ix usually heavier and is opposite the endfrom which flu, potato was broken from the rest of theroot.

Making a terrarium

Children can make, or help make, a terrarium.Place gravel one inch deep in the bottom of anaquarium or flat-bottom jar and put several smallpieces of charcoal in the gravel to adsorb impuri-ties. Place several inches of rich soil over thegravel and moisten it well. Among the smallwoodland plants which grow readily in a ter-rarium are wintergreen, tiny ferns, cinquefoil,peppermint, and moss. An accen or two may beplaced in a high sided terrarium. To retain themoisture, cover the top with glass or plastic andset the terrarium where light, not necessarily sun-light, will reach it. Small toads or newts in theland stage, live well in a terrarium that includesa small dish "pond."

Other possibilities

Although the plants and techniques listed aboveare most successful for a classroom, other plantsand techniques can also be used.

Mystery leaves (Bryophyllum pinnatuin) maybe picked from the parent plant, pinned on a cur-tain in either sun or shade, and small plants willappear in a short while in each scallop of theleaves. The new plants may be removed andpotted in moderately rich soil when they reacha height of three-quarters of an inch. Five or sixmystery leaves will usually be sufficient to provideeach child in the class with his own plant.

Children often notice tiny roots growing out ofthe branches of Christmas, crab, or Easter cactus.The ends of the branches may be broken off underthe place where the roots show. Planted in moder-ately sandy but rich soil, these slips will usuallygrow well but are not likely to bloom for a longtime.

Early in the fall before the winter heat is turnedon, children can help transplant pansy plants,dwarf marigolds, English daisies, and compactpetunia plants into pots and care for them in theclassroom. The plants should be inspected care-fully every day for evidence of insects. Givenplenty of room and light, these plants thrive wellindoors.

Avocado and citrus fruit seeds may also begrown. Since these are rather slow growing, theyare more interesting to older children.

Section of Ti plants, or redwood burls placedin dishes and nearly covered with water are veryattractive. Older children like to make them intoscenes with tiny toy animals placed among thegreen shoots.

Young children also enjoy watching the growthof beet and carrot tops. Cut off the top inch ofthe vegetables as evenly as possible and place thetop in half an inch of water in a saucer. It willsoon grow a new top. The crown of a pineapple

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A terrarium, filled with small plants andmosses, is a world in miniature

cut off so that a thin layer of fruit remains, growswell, too, when planted in a pot and exposed topartial sunlight.

The youngest child can sprinkle grass andcanary seed on a damp and porous clay, cement,or old brick surface. This can be kept on a trayand the seeds grow rapidly if the surface is keptmoist. Such surfaces may be purchased in a va-riety of shapes and assembled to form interestingarrangements.

Bush beans sprout rapidly in damp vermiculite.When planted in a glass jar, root growth is ob-servable especially if a few of the beans restagainst the sides of the jar. If some of the Deansare planted in a jar of vermiculite at the sametime that some are planted in a pot of soil, theLwo can be observed and compared, as the beansgrowing in the vermiculite can be lifted out easily,after they have begun to sprout. After two orthree weeks, those in vermiculite can be thrownout because they usually become spindly unlessthey are given proper liquid nourishm.nt. Thebeans planted in the soil can be kept for blossoms,and, hopefully, beans. Bush beans are recom-mended because of their compact growth.

Layering (a method of forming roots by bend-ing a stem so that it comes in contact with the

soil) is most successful with coleus, but can alsobe done with philodendron, ivy, jade plant, andtradescantia. Select a fairly long stem and bendit over so that it touches the soil, either in theplant's own pot, or in a separate pot. If necessary,fasten the stem to the soil with a hairpin or smallpiece of bent wire. Cover the pot or pots contain-ing the plant and the part of the stem wherelayering is to take place with a plastic bag andmake a slit or hole in the plastic bag to allow forair. Tiny hairlike roots will soon begin to showwhere the stem meets the soil. After they havegrown about an inch and a half long, remove theplastic bag, cut off the stem from the parent plantabout one-half inch under the new roots andtransplant in rich soil. If the stem was layeredin a separate pot, no transplanting is needed.

Air-layering can also be done. As the name im-plies, this is done without soil. Select a node ona coleus, philodendron, or jade plant, cover itloosely with plastic and wait for the new roots toform. When they are about an inch long, removethe plastic, cut off the stem below the young rootsand plant in rich soil.

WHERE SHALL WE OBTAINLIVING THINGS?Collecting trips

Such trips are a successful source of supply forchildrer from the time they are in kindergarten.Childre, armed with plastic boxes, jars, bags, andsome nets, can collect a variety of interesting liv-ing specimens from a small creek, field, or woodedarea. Sweeping a net across a creek bottom orunder a log in woods or field may yield a worth-while collection. The contents can be shaken outof the net onto a piece of cotton flannel or woolenmaterial. (The collection shows up best on colorsother than white, brown, or black and remainsbest where shaken when the material is of suchnon-slippery cloth as flannel or wool.)

The teacher, of course, must have a thoroughknowledge of the places to be visited. Permissionto visit these places should be obtained well inadvance, whenever necessary. A few clear, simpleregulations can and should be formulated with theclass before beginning any trip. With childrenthrough age seven, the area to be visited for col-lecting should not require walking further thanabout a quarter of a mile. The selection of speci-mens should be done in ways which will not de-plete the available supply. The importance ofconservation should always be stressed, especiallywith older children.

Sources of supplyWell-established, clean, preferably licensed pet

shops, biological supply houses, pet supplies de-partments of large stores, and florists are most

13

likely to have quality products. If a class visit tothe pet shop is contemplated, it should be visitedfirst by the teacher. A friendly owner willing tohave a class visit is a decided asset to any pro-gram. Such a pet shop owner is usually ready toplan the best time for all concerned. School orcollege laboratories are occasional sources of sup-ply. There are a number of possibilities for loanssuch as loans from other classes, college labora-tories, pet shops, hobbyists, and other interestedpersons in the community. Young children shouldobtain the expected animal or plant as soon aspossible. But children nine years old or older mayorder what they plan to raise as they will not loseinterest or grow impatient as readily while await-ing the arrival of the order.Donations

Animals and plants donated by parents and chil-dren are usually given and received with the bestof intentions. Such gifts, however, must be ex-amined with a critical eye. A goldfish with a tinywhite spot of "ich" for example, can contaminatea whole aquarium. Donations, however, are oftena valuable source of supply and, when preliminaryprecautions are taken, may save much time, effort,and money.

Above all else, healthy stock must be selected.Plants with aphids or animals with nasal dis-charge have no place in the classroom. If theteacher neither knows how to judge a healthyplant nor how to look for pests and their eggs,he should deal only with a reliable firm and, ifpossible, seek the advice of an expert about theprospective purchase. Pet shops are usually abetter source of supply for small rodents than arelaboratories. Rodents raised in laboratories arenot raised for pets and usually are not accustomedto being handled.

.:77.:1,-;!;:1",-7,-;17:7:-77.,,,,,,Z:::-7..2.,.. ..' .

Plants and animals are an endless source ofpleasure and knowledge. They provide many valu-able learning experiences for teacher and chiArenalike. These learning experiences may ineludeobservation, experimentation, problem solving,and use of scientific methods as well as specula-tion and finding out the present limits of humancontrol. With forethought and planning, caringfor living things in the classroom becomes an en-joyable part of daily learning experience.

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Photograph by Barbara Mars, Birmingham. Mich.

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SOURCE LIST

Books

Axelrod, Herbert R. and Whitern, Wilfred. Gup-pies. T.F.H. Publications, Inc. Jersey City,New Jersey. 1957.

Axelrod, Herbert R. Salamanders and Newts.T.F.H. Publications, Inc. Jersey City, NewJersey. 1958.

Buck, Margaret W. In Ponds and Streams. Abing-don Press, New York, New York. 1955.

Cochran, Doris. Amphibians of the World. Dou-bleday and Company, Inc. New York, NewYork. 1961.

Free, Montague. All About House Plants. Double-day and Company, Inc., New York, New York.1951.

Gordon, Myron. Guppies as Pets. T.F.H. Publica-tions, Jersey City, New Jersey. 1955.

Hausman, Leon. Beginner's Guide to Fresh WaterLife. G. P. Putnam Co., New York, New York.1950.

Kinney, Richard. Guide to Gardening with YoungPeople. Prentice-Hall, New York, New York.1955.

Morris, Percy. Boys' Book of Turtles and Lizards.Ronald Press, New York, New York. 1957.

Pet Hamsters. All-Pets Books, Inc., Fond du Lac,Wisconsin. 1958.

Tea le, Edwin. Insect Friends. Dodd, Mead andCompany, New York, New York. 1955.

Wailes, James R. Living Things. Vol, 1 of Inves-tigating Science with Children series. NationalScience Teachers Association. 1964. CatalogNo. 479-14266.

Zim, Hertart S., and Smith, Hobart M. Reptilesand Amphibians. A Golden Nature Guide :Simon and SchiAster, New York, New York.1953.

Magazines

The Conservationist, New York State Conserva-tion Department, Albany, New York

Nature and Science, American Museum of Natu-ral History, New York, New York

Nature Magazine, American Natural History As-sociation, Washington, D.C.

Science and Children, National Science TeachersAssociation, Washington, D.C.

Films and FilmstripsCoronet Films, Coronet Building, Chilago, Illinois

Films for the Primary Grades (1-3) : ScienceFilms for the Intermediate Grades (4-6) :

ScienceEncyclopaedia Britannica Films, Inc., 1150

Wilmette Avenue, Wilmette, IllinoisFilms : Basic Life Science Program : Lower

Elementary Living Things : Grades K-3 ;Grades 4-6

Filmstrips : Grade K-3, Grades 4-6Eye Gate House, Inc., 146-01 Archer Avenue,

Jamaica, New YorkScience and Nature Filmstrips ; For kinder-garten, primary, and intermediate grades

Indiana University, Audio-Visual Center, Divi-sion of University Extension, Bloomington,IndianaListings by subjects for preschool, primary, andintermediate age levels

McGraw-Hill Publishing Company, Text FilmDivision, New York, New YorkYoung America Elementary Science FilmSeriesElementary Science Filmstrips : Primarygrades and middle grades

Supplies and MaterialsAquarium Stock Company, 31 Warren Street,

New York, New YetiAmerican Society for the Prevention of Cruelty

to Animals, 30 East 60 Street, New York, NewYork

General Biological Supply House, 8200 SouthHoyne Avenue, Chicago 20, Illinois

New York Scientific Supply Co., Inc., 331 East38 Street, New York 1, New York

National Association of Audubon Societies, 1130Fifth Avenue, New York 28, New York

Trefflich Bird and Animal Co., 228 Fulton Street,New York, New York

Ward's Natural Science Establishment, Inc., 3000Ridge Road East, P.O. Box 1712, Rochester,New York

Local sources:aquaria ; florists ; green houses; laboratories ofuniversities ; museums ; pet shops ; pet suppliesdepartments of large stores ; wild animalfarms; zoos.

15

TITLES IN THE SERIES

How to Utilize the Services of a ScienceConsultant . . . to improve schooi science programs(Stock No. 471-14286)

Kenneth D. George

How to Care for Living Things in the Classroom(Stock No. 471-14288)

Grace K. Pratt

How to Teach Science Through Field Studies(Stock No. 471-14290)

Paul DeHart Hurd

How to Record and Use Data . . . in elementaryschool science(Stock No. 471-14292)

Mary Clare Petty

How to Individualize Science Instruction in theeleme itary school(Stock No. 471-14294)

Theodore W. Munch

Others in preparation. Consult your NSTApublications list.

Order from the National Science TeachersAssociation, 1201 Sixteenth Street, N.W.,Washington, D.C. 20036. Price per copy:35 cents. Discounts: 2-9 copies, 10 per cent;10 or more copies, 20 per cent.

Prepaid orders sent postpaid. Payment mustaccompany orders for $2 or less.