Ontario Teachers' Manuals: Nature Study - Ontario. Department of Education

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XIII

       FORM IV

       FOREST TREES

       FRUITS

       WEEDS AND WEED SEEDS

       PHYSICAL SCIENCE PHASE OF NATURE STUDY

       CHAPTER XIV

       FORM IV

       METHODS OF IMPROVING HOME AND SCHOOL GROUNDS

       SOIL STUDIES

       ANIMAL STUDIES

       BIRD STUDY

       DIFFERENT ASPECTS OF NATURE STUDY

       Table of Contents

      This Manual is placed in the hands of the teachers in the hope that the suggestions which it contains on lesson topics, materials, books of reference, and methods in teaching will be found helpful to all teachers and in particular to those who have had little or no instruction in Nature Study during their academic or professional training.

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

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

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

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

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

       Table of Contents

       Table of Contents

      DETAILS

      FORM I

       Table of Contents

      AUTUMN

      Garden Work and Garden Studies:

      Division of the garden plots, removal of weeds and observations on these weeds, identification of garden plants, observation lessons based on garden plants, selection of seeds, harvesting and disposing of the crop. (See pp. 54–9.)

      Study of Plants:

      Class lessons based on a flowering garden plant, as pansy, aster, nasturtium; study of a field plant, as buttercup, goldenrod, dandelion. (See pp. 55–9.)

      Potted and garden plants: Observation lesson based on a bulb; planting bulbs in pots, or in the garden. (See pp. 69–71.)

      Birds and Conspicuous Insects:

      Identification of a few common birds, as robin, English sparrow, meadow-lark; observation lessons on the habits of these birds; collection of the adult forms, the larvæ and the cocoons of a few common moths and butterflies, as emperor-moth, promothea moth, eastern swallow-tail butterfly. (See pp. 30–9 and 93–8.)

      Common Trees:

      Identification of a few common trees, as white pine, elm, maple; observations on the general shape, branches, leaves, and bark of these trees. (See pp. 62–7 and 79–82.)

      WINTER

      Farm Animals, including Fowls:

      Habits and characteristics of a few domestic animals, as horse, cow, sheep, hen, duck; the uses of these animals, and how to take care of them. (See pp. 83–6.)

      Pet Animals:

      Observations on the habits, movements, and characteristics of pet animals, as cat, pigeon, bantam, rabbit, etc.; conversations about the natural homes and habits of these animals, and inferences upon their care. (See pp. 72–7.)

      Common Trees:

      Observations on the branching of common trees. (See pp. 79–82.)

      SPRING

      Garden Work:

      Preparation, planting, and care of the garden plot; observations on the growing plants. (See pp. 87–90.)

      Flowers:

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