OE 29029

Bulletin 1961, No. 28

Science
Equipment and Materials
FOR ELEMENTARY SCHOOLS

SUGGESTIONS FOR SUPERVISORS

ADMINISTRATORS AND TEACHERS

By
4

ALBErr nun, Specialist, Elementary Science

Science, Mathematics, and Foreign Language Section

U.S. DEPARTMENT OF
HEALTH, EDUCATION, AND WELFARE
AMAMI/ A. Mowry .

&emery
Me of Aductation
STUMM Mcklinvux
Cosunissioser
 Foreword

THE PHENOMENAL
M GROWTH of science and technology in
the past -decade has made science teaching more important, and
at the same time more difficult. An awareness of these changes has
caused an unprecedented public support for sound science programs
in the schools.
A good science program makes effective use of equipment and ma-
terials in teaching basic science concepts. The National Defe11913
Education Act of 1968, Title III, has provided educators with
greater opportunity to strengthen instruction through the acquisition
of needed equipment and materials.
A new emphasis on science. in the elementary school has stimulated
supervisors, administrators, and many teachers to seek information
on sources, selection, and use of appropriate materials and equipment
in instruction. TN. bulletin is intended mainly to help the neophito
who is interested in the basics of elementary science teaching. It
offers general guidelines concerning the relationship of equipment to
the various elements of the instructional program. The discussion
is keyed particularly to the needs of the elementary school supervisor,
principal, and others responsible for school policies regarding the
procurem It and use of science equipment.

E. GLENN FEATITERSTON
4
Assistant Commissioner
Division of State and Lpral School Systems

Jomir R. LUDINGTON
Director, Aid to state and Local Schools Branch
Division of State and recta School Systems
 Coitimits
roue
FoRzwoRD

I NTRODUcrioN

EQUIPMENT, MATERIAL, AND FACILITY RDQUIREMENTS

POR A GOOD SCIENCE-LEARNING ACTIVITY __

Planning the Facilities N._ ___ _ i

Determining Needs for Materials__ _ _ _ 142

Industrial and Commercial Nfateriais_ lac

SELECTING EQUIPMENT AND ,MATERIALS roil A SI('TENCE PROGRAM_ 20

Equipment in Relation to Program _
. _ 20
Projection Equipment and Materials 21
Kits, Carts, and Package Afaterial 4)r

The Place of Commercial and Improvised Equipment. «.

Organization, Storage, and Distribution a Equipment_

ORIENTING TEACHERS TO THE PURPOSE AND USE OF EQUIPMENT

AND MATERIALS 32
Inservice yeetings and Equipment Committees_ eam OW 32
Materials benters 34
Mobile Science Laboratories 35
Helpmobiles and Drive-in Conferences 35

SCHOOL %LIMO REGARDING USE OF SCIENCE EQ1iTPMENT- 36

Safety Regulations in Planning Equipment Needs_,__ 36
Field Tripe and Excursions 39
General Suggestions 41

BUDOMITART AND PROCUREMENT PRACTICES

,z4

F.

e-.* ;r d
1
VI CONTENTS

TYPES OF EQUIPMENT LISTS SELECTED SAMPLES 46

APPENDIX I.Basic, Standard, and Advanced Lists for Ele-

mentary ScienceCouncil of Chief State School Officers__ 51

APPENDIX II. Science Supplies and Equipment. for Ele-

mentary Schools, Grades 1 6Detroit Public Schools__ 55

APPENDIX III.Science K-6 Equipment and SuppliesNew

York State Education Department 61

APPENDIX IV.A Basic Equipment ListNational Science

Teachers Association 64

APPENDIX V.Science EquipmentDenver Public Schools__ . 66

 Introduction
N TIRE PRESENT PERIOD of extensive program revision in
1 the sciences, elementary school science is of particular concern,
both tecause it often has been a neglected area in the elementary
school curriculum and because elementary science is basic to program
improvement in junior and senior high school science. The child's en
vironihent5 as it expands rapidly with new "breakthroughs" in science
and technology, offers unlimited opportunity for science learning.
New tcience publications are appearing almost daily for the use of
pupils, teachers, and administrators. Audiovisual aids are in greater
abundance. The quality of the science program, therefore, is related
to the quality of facilities, supplies, materials, and equipment. Since
these are basic to a good teaching-learning situation, they require
special attention in the overall planning of a science program.
Facilities and equipment, of course, are determined by the tyke of
science activities in the school program. Certainly programs of
science should be in harmony with the purposes of the total program
of education which, in the main, helps children gain values, under-
standings, and skills consistent with good citizenship in a democratic
society. Each school must define its own objectives before making
decisions concerning equipment and materials. Although many spe-
cific aims might be suggested, the following are representative of the
general objectives found in most elementary school science programs:
1. Build science experiences around the solving of problems which are sig-
nificant to boys and girls.
2. Provide activities which aid ditikdren to gain skill in the use of many
methods of finding out things for themselves.
3. Enlarge upon children's ever-present curiosity and interest in the world
around them, helping them gain an appr.clation of the potential of science
and technology for improving man's welfare, and alerting them to the
dangers of misuse of scientific knowledge.
4. Select experiences which aid children to understand some generalisations
and principles of science applicable to the solving of problems in their
environment.
5. Show that advances in science require freeglom of thought and Inquiry.
6. Illustrate the relation of science to other areas of knowledge.
Perhaps the great appeal of science for children is activity. With
4

1
 SCIENCE EQUIPMENT AND MATERIALS

Courtesy, Valdosta Public +

choolo, Valdosta, Ga.
Pots costof a growing interest in *cisme.

the help of materials and equipment, the child investigates and makes
discoveries which are as exciting to him as to the original discoverer.
Firsthand experience not only helps him to see relationships and
make applications, but it also helps him develop skills and resource
fulne. Sometimes children may pursue individual interests within
a general area. For example, if the area of study is weather, interests
in air, temperature, evaporation, and forecasting would naturally
arise, and activities would follow with each youngster contributing
to the general theme. At other times a problem introduced in chat-
lenging fashion, whether by a pupil or the teacher, may prompt
group activity for its solution. The following lass activity in prob-
lem solving is illustrative.
While Jim was engaged in feeding fish in the classroom, he noticed a ng
around the glass aquarium where the water level had receded. Curitiokity
prompted him to inquire of the teacher where Um water had gone. "Whit
do you think happened to the water?" the teaciaer asked the entire

The children Were given opportunity to speculate (hypothesize)

and to obeck or test their ideas and reject them if theme ideas were
found to he invalid.
Several members of the class examined the bottom and sides of the aquarium
with great care to see if the water had leaked out but discovered the outside
was quite dry. Mary wondered if the fish drank the water. Bill thought the
plants may have used some of it,
one by one their notions were disproved in the light of tested evi-
dence. The, inductive method was used where possible. Activjties
.1

FOR ELEMENTARY SCHOOLS 3

employing skills in investigation, experimentation, and reading were
utilized. Elements for building scientific attitudes were introduced,
such as careful observation, suspending judgment in drawing con
elusions until sufficient evidence warrants it, understanding cause
and effect relationships, respecting points of view that scientists hold,
openmindedness, and intellectual honesty.
When Jim suggested that the water could have gone into tl = air group
decided tO experiment to test his Idea (hypothesis).
The children were now investigating on a level ot surat ti
their interest and ability and devehping concept als)tlt s4
method and content.
Proposals for ways of finding out -to experiment were made by t lie children
Materials to perform an experiment were carefully outlined by the class.
This led to other problems, and more science information was re-
quired to effect, a solution.
Having decided on procedure and organizat ion, the children selected two
containers of identical size and composition, tilled both with water, capping
one (the control), but not the other (the test and single variable), so that
results could be compared.
When the children arrived at a conclusion, they generalized and related
their finding to the two jars, not the whole universe of jars. Later the

Coanitath 8/primileld Publie Sekeele, Springfield, Mo.

CIAlros try 'Mop est iith apipateet brow* from keen,
4 SCIENCE MENT AND MATERIALS
pupils filled al containers with water, leaving some open and (tapping
other&

They learned about the nature and purl_ vse of scientific expert
mentation. They learned the ritict ies of evaporation and decided
to test them further. Each time the e: xperin ented controls were used
The children now fill is of f rent slit pes and si with water to
discover whether 1/4tiriat area made a difference in rates of evaporation.
Later they tried alcohol and erosene to see if di i nllar liquids made a
difference in the rate cat evaporation= Men they tried ) find out the effec
of temperature and w ind on t the evar atic n of tic aids and dream= conelimions
after checking a.
Applicatic n e pri elt le of evaporation was made by Jim who
remarked, 'I kno FIDE mother hangs clothes out to dry on a warm
windy day. Water porates more quickly when it is warn' and
windy outside." materials used in the experiment were simple,
easily obtainable, and appropriate to the solution of the problem.
In scienc* activities, children have opportunities for utilizing skills
learned in other curricular areas. A child constructing a model air-
plane, measuring the wingspan, or computing fuselage dimensions
applies arithmetical cmicepts in his work. He is provide(' with

Cowles'', Detroit Pttbile 11400ls, Detroit, Mick.

CiffOld einervidion of Nvhs. Wow brkeip
 FOR FAXMKNTART SCHOOLS

Courte4y, Wichita Public School, Wichita, Kan.

Curiosity nut), load to cliscovory.

brary experience when he investigates the nature of a specimen

collection. Attempting an experiment from his reading, anti record-
ing the results, brings into use his language arts skills. In keeping
with the purposes of general education to unify and integrate ex-
perience, science draws from all areas of the curriculum.
Science activities vary in length and importance, depending upon
the interest of the learner and the nature of the problem. Some ac-
tivities may require only a claw period or lam; others may extend
over a semester or even a year. For example, superstitions such as
those that snakes are slimy or can stand on their tail can be easily
disproved by examining a few snakes in the classroom for a relatively
short time; if, on the other hand, children want to find out whether
plants change as the seasms change, a series of excursions may be re-
quiml throughout the year, and this would involve preparation, note-
taking, making collections to compare changes, art skills, and many
"on- going" experiments.
 et
6 Sc I EN CE EQUIPMENT AND MATERIALS

Requirements pertaining to equipment and materials also vary

from simple observations, for which no equipment is neetiNit to ex-
periments or field study involving numerous items of different type.
The role of the teacher is to help the child discover facts and relation-
ships for himself, rather than to tell him the answer, and to 2Lssis
him in demonstrating principles by performing simple experiments
for which suitable equipment and material have twn carefully se-
lected or sed. -)riginalitv of thought and a ion is always
IJth encou at-rt- Ti e t eaci tor fil-SO ures purpcwie in science activity
and se that has ltit1 on value hat it opens up new neods to
know and in to 'lamer s contieience in his ability to find
.he an.,,wers.
 E ui F y Requirements for
a Good Stienceitisa lig Activity

A1IN IS rRAToRs are constantl striving to provide t=l e best

=

setting pcinible for learning. l l manner o = A-ience activity

requires enough room for the pupils to manipulate materials, explore,
demonstrate, experiment, and carry, out both individual and group
investigations. Although the type of organization trek-twArily affects
he facilities and the equipment needs, a given curricular organization
whether the svif-contained claroom or departmentalized program
-does not of itself assure that better learning will take place. The
:igniticant factors in a good en learning activity are the teacher
and the quality and kind of activities the pupils engage in each day.

Planning the Facilities

In the early development of grams in science it was common to
turd a small corner of the classroom sit aside for science, This might
consist of a table or open shelf upon which collections, siwitnens
and models were placed for viewing. A potted plant, an inert cage,
an aquarium, or a terrarium might be found on an improvised stand,
window leklge, or table. It was not unusual to find dust-laden objects,
or science "clutter," in a disorganized display. Science tended to be
an appendage to the school program.
As schools change from a token inclusion of wienee to a bona fide
kindergarten to 12th-grade science program, the elementary class-
mom will need to be equipped with the up-to-date tools and auto-
mated devices which improve instruction. Now, as in the past, there
is a place for improvised equipment and material, if the learning to
be deriveti from the experience justifies the time and effort expended
in the "making." Classroom construction, furniture and fixture
choices, and equipment installations should, however, remove science
from the "table," "center," or "corner" setting of a room and make
it an integral part of the school program. Keeping in mind the
physical environment, purpose, and use of facilities, teachers should
select items for rooms in which elementary science is taught for the
purpose of cresting a situation that will stimulate and promote
science learning. Tice following list of suggested items includes the

7
 SCIENCE EQUIPMENT AND MATERIALS

basic equipment considered by most modern schools in maldng a

selection. This, or similar lists, should be useA, with standar&
devised by teachers in cooperation with other school personnel, when
science equipment is selettea.
Demonstration table-s, permanent
Many demonstration tables of a standard type. with specially treated tope.
and high enough to allow for clear vision of demonstrations and experi-
ments, are used it elementary school classrooms.
Demonstratiots tabk4, mo bi4e
In schools where proper utilities are lacking or improperly located, portable
demonstration tables are sometimes used. There are a variety of types
available to schools. Usually, the mobile table is intended to provide
laboratory facilities. Some portable tables are constructed with chemically
resistant tops ; tackboard or pegboard space for display; a small stainless
steel sink with a pump faucet, fresh water and waste tanks (polyethylene
carboloys) ; adjustable shelves; fiberglass apparatus trays ; removable
Greenlaw arm ; and an electrical receptacle with 15-foot cord. The desk
is mounted on four rubber wheeled swivel-type lock casters. The unit is
completely self-contained; no plumbing connections are required.
Tracker's desk
Standard with drawers (1 per room).
Multipurpose table
Approximately 48 inches long by 30 inches wide by 30 inches high ( I or 9
per room).
Chair, teacher's
18 inch.* high (2 or 3 per room).
Stool
With tubular metal frame, 4 lam, wood seat, 24 inches high (1 per room).
Germinating beds
In elementary schools where there is no provision for a conservatory or
plant room, a germinating bed could At into the section of a wall counter.
The bed should be portable, on casters or gliders. and sine- lined. Three
20-gallon garbage pails for peat, soil, and sand. on a dolly, would supply
Borne indoor needs in plant work.
Storage cabinets or cases
Teachers always need storage space for materials, equipment, and supplies.
As many cabinets and cupboards as possible should be included in the plan
for a room wheie science is taught. Cabinets for chart storage may by
constructed without shelves and for collections of various kinds, such as
rocks, insects, botanicals, eta., with specially designed adjustable shelves.
Bookcases
Open bookshelves should be built along a section of the room for both
basic and supplementary books for use with pupils.
Vertical file cabinet
A four-drawer, built-in vertical file cabinet saves space and is useful for
records and visual materials. It should be easily accessible to the teacher.
Chalkbowd
Section chalkboards are usually situated in front of the room.
Projection screen
A standard projection screen may be mounted 18 inches to 24 Inches above
the chalkboard. Instead, sometimes the wall above the chalkboard is
 EPLIEENTARY SCHOOLS

Courtesy, LossiortUe Public Rekoots, Louisville, Ky.

Tito Amossmfory science fey draws from a vswiety of activity.

painted white, for approximately feet by i feet, and is used as a projec-

tion screen.
Dispiagboordt
Science bulletin boards have been found to be valuable aids to learning;
corkboards and pegboards with fixtures should be placed in available wall
arms~
Student tables and stmt.
Since activity involving materials and equipment requires work facilities,
student tables may replace seats with arm rests, with standard chairs to
accompany the tables.
Tables should vary in height from 25 inches to 30 inches, according to
the age group taught in the room ; and the student chair, from 14 inches to
ld ifthes.
Spook, room feature.
A large closet could serve as a darkroom, storage area, and preparation
room. Sometimes a small room could adjoin two rooms and be used for
the samilitrposes by both rooms.
Lighting
Trends in ilinndnation favor fluorescent lighting. Fluorescent lighting is
being used successfully in new room construction. Window glass should
be of a type to permit enough light to pan through for pant growth
expftiments.
Floor
floor surfacei should be durable and resistant to liquids.
 4
10 MANCE SQUIPMINT AND MAMMALS

Coastasy, 1.4PWA Ammo 1144N04 Loa Rams VIM" Timm" Afa

hmlomme is is or prommes amoseimpe activity.

OP'
Chart or map rails
Since more chart material is being made
available, a map rail for attach-
ment can be very useful.
Counters, built-in and sectional
Wall counters, with storage space and doors
below, have been used success-
fully by elementary s4.ience teachers. The
along the window side of the room.
counters are usually installed
Many models contain a sink and
running water at one end of the counter-shelf.
Some
are produced in 4-foot sections. An average classrrm commercial designs
five of these sections. Wall-counter would reqnire about
sections which are mounted on gliders
or casters can be moved easily into any desired
positions.
Darkening faciiifies
Light-tight rooms are needed where projection
and experimmts require
darkness. Pull drapes, opaque roller shades,
louvers, or jalousies are devices which
venetian blintla, adjustable
may be used for darkening a class-
room.
Clock
A clock with a large, clear face is useful.
Electric outlets
Electrical outlets should be sufficient in number
for equipment needs.
The number and variety of activities
planned for science instruction
require that many facilities be flexible and
allow changes as programs change. multipurpose in design to
Regardless of the type of cur-
ricular framework in which science is taught,
rooms should contain
utilities considered basic to the program. Running
electrical outlets are essential for many experienceswater, heat, and
school science.
in elementary
 FOR ELEMENTARY 8C1100111 11
The illustrations of room layouts on this page and the next include
the basic furniture considered by many modern schools when science
elassroonis are designed. It is recognized that any room deign is
individual and unique and consistent with the school program. The
number, and particular arrangement, of seats should also conform to
school philosophy and the tenets of the program.

Wen counter with storage cabinets berth

IIIIIIN.M11111111111.1,
41,

...111141,

Teacher
Owoutonstratiow
Tabs (twoweibie)
1....

Citsikhostd with Map 111

3r,
Where desk cloaks are wed, the perimeter arrangement of well molter with 'item". cahoots
besecoh affords the teacher teem fee storage mbli the popoile, space ler &splay nod actvty.

IMMIMMINI11111M1111111111111111 41110.001.1.0.111.11.10011
Irwametmovuelawiumisrimosi
"wows um+ sszsvo.r.ts4
litAPJLIAT 1.%°:."Er.r.:" 1.1r4r1110116
Ira iwur amr atirasswirigurmArill
s Ww.T2 s siverihreswwwww4

This typo of wsl mower facilitates storage _of widows snoaateti anodises.
Those maw
dem may be pissed in speck* siseigaeci drawers of the cabiaste at the sods of the
somster.
 I2 SCHENCK IOW IPM ENT AND MATERIALS

31' "Mtraegaer11............=1M141101

Wilt cNintitt with sbrap cabin beiVigh

Whom tbioe aro wood I di. dimmed's fitpr (DON* wet*, the wiAll coorstors nay an eyed
for disphryieg vewieurs peeled" wed oovebial experimpott

Detwwilning Nood ftw Matriats

Many types of science bookstextbooks, trade, supplementary,
and reference ----are commonly found in elementary classrooms and
have become basic to the pragram. There is a great variation in their
use, according to the ways that scienee is taught, but reading is an
important tool in teaching science. Children involved in science
study may use books as a basic souree of material for learning, as
supplements to the textbook, as aids in pursuing an individual in-
terest, as a source of new information, or as a check to find out
whether their results in an experiment agree with what authorities
have written. Teachers may use books only for an occasional reference
or merely for ideas which they develop with children in discussion
and demonstration. They may, however, rely on texts to such an
extent that science becomes mostly a reading activity. A skillful
teacher attempts, instead, to maintain a balance between reading and
other learning activities and makes selections on the basis of what
is best for the pupil in a given learning situation.
When providing firsthand experience *for pupils is not feasible,
teachers may use motion picture films and filmstrips to bring reality
 TAR Y SellOCCS 13
closer to the children' Visuah; may also be used to provide emphasis
or depth to etperience gained directly through field study.
Well arranged graphic materialspictums, and photographs repre-
senting a science then* can stimulate children to learn more about
8cienoe. Bulletin boards may be useful in introducing a lesson, de-
veloping conoepts, or summarizing a learning experiencv. Often
three-dimensional objects with various mlia may be displayed effec-
tively in oombintion with picturas and captions. Bulletin boards
can also be used with exhibit tablft and serve as an interesting back-
drop to dramatise the models, object, or specimens displayed.
Children enjoy displaying the rtNiults of activities in science, and
often the exhibits nf ti4r efforts stimulate other children to a greater
interest in sciance. cfaairoom exhibit is a dramatic may to illustrate
science pmgreto. The exhibit may take one of many for/Its. Some-
time projects include collections of materials that tell a story; or
diorama or cyclorama may depict the habitat of some prehistoric
animal. Experiments and demonstrations are also popular, and the
design and purpcee generally accompanies them. Son*tinms note-

Courtesy, Paabolly laboratory 11400l, Miliodsovillo, Go.

Reeding is lopettast SW isnraiss winos.
 14 SCIENCE EQUIPMENT AND MATERIALS

Cowilaty, Pitcher School, Detroit Mich

Display end real* gin:Mote children to kern more *beet some.
-00/ P44
books, charts. graph pictorial material show the ra liar in-
teres a youngster the study required and the effort forth
to perfect The particuiar project. Sometimes classroot exhibits may
become organized in a science fair. Many science fairs originate
in
classrooms and expand to the whole school and the community.
A specimen from the out-of-doors observed in a olgss.room permits
the pupils to examine, test, and study the specimen in a setting with
proper equipment. Any object, whether it is animal, vegetable, or
mineral, is only a fragment of the environment, however, when it is
removed from its natural surroundings for purposes of study. It is
important, therefore, to interpret tile °hied in relation to its environ-
ment.. Frogs, rocks and minerals, marine shells, or a
feather from
a bird, for example, may provide rich opportunity for science
learn-
ing when they are carefully observed and given the necessary in-
terpretation.
Charts may be useful in helping children arrange certain data con-
cisely and dearly. An interesting time chart of the earth and the life
upon it can be found in most science books. Such a chart presents
quickly information which may require several pages of text for de-
scription. Charts may also be used in illustrating experiments chil-
dren perform to compare results of compiled data. Graphs help to
enliven statistical (1.41.a and, when applied to science activities, they
 FOR ELF,MF.,NTARY SCHOOLS 15
help make clear certain arithmetical concepts. For example, in a
fifth-grade experiment to show how different diets affect young rats,
a bar graph was prepared by the pupils, using the data collected on
the growth and weights of the animals. The graph cleitrly illustrated
the results of their experimentation and also provided the children
with experience in using the language of grapfis.
The value of direct purposeful experience in science for children
is well recognized, but since a school program imposes various limita-
tions oTrairerings, there is also a place for contrived experiences. For
example, direct experience with a jet aircraft at an air terminal will
not of itself provide a group of children with an understanding of
how a jet aircraft functions. The more important aspects of flight
could be learned through some other teaching procedure. The same
may be true of trying to provide direct experience with atoms and
molecules which:are too small to be seen and too abstract.
It sometimes becomes necessary to contrive experiences in order to
give reality greater meaning. Models, specimens, objects, and mock-
ups are examples of aids which are used extensively by the elementary
teacher to explain science phenomena:A model of a water-purification
system enables a child to observe carefully each process in the whole
operation. Individual units may be dismantled and examined mi-
nutely and, thus, functions become clearer. A mockup of a simple
circuit, prepared by a teacher or pupils, can illustrate in a unified
fashion the various elements of circuitry. Complete, incomplete,
open, closed, and short circuits can easily be demonstrated in this way.

Ovartiog, DE**, NOW* Bolutok Detroit, Mita'.

kisses ft* exklIWN ivied variety iniereets.
 16 SCIENCE EQUIP NT AND MAlltRIA141

Mownt Ides 'Meet District, H.ywerd,

Mktg e balance cod w4ght set to dksovor bow different Mete
sled yeses rots.
A map can be a tool of enormous value to the pupils engaged in
science study. Children may use maps to trace the migratory routes
of birds or to follow the major current system of the North Atlantic
Ocean. Various terrain and geological formations can be identified
on certain types of maim. Weather maps are aimmt emential in
studying climatology or weather and are frequently used by pupils in
learning how weather conditi9ns are forecast. Appreciation of the
work of the meteorologist is enhanced when a boy or girl under-
stands how much dais is neKled to make a weather map. Them is
also a variety of star and space maps which can be used in exploring
the heavens.
The globe, in addition to its geographical value, enables the pupils
to study land mass, discover distances over great circle mutes, see
relationship; between the polar regions and air routes in transconti-
 FOR ELEMENTARY Sc HooLs 17
rental travel. It has become glinc*t standard equipment for discus-
sion of seasons of the year, solar and lunar eclies, and explanations
of day and night when it is used in conjunction with other audio-
visual materials. Some globes are made of plastic material which
may be inflated ; others have a metal component which can be used
with small magnets. Many have serialized uses in astronomy
studies. An orrery is a type of globe which shows the position of the
planets in relation to the sun. Some orreries are designed to show
this by the month of the year. Celestial globes are star finders and
maps of the heavens and present the basics of astronomy. Moonballs
are reproductions in three dimensional relief of the moon as it is
viewed from the earth. The surface features are generally identified.
Planetariums, which may be purchased in varying sizes and quality,
project stars and comtellations upon the wall or ceiling of a room.
To obtain some measure of accuracy in projection, a domed ceiling
is required. There are a variety of solar and lunar devices which
enable the teacher and pupil to demonstrate sky phenomena.
In many places television provides the only science program in the
school. The followup of the TV program by the classroom teacher
determines the kind and amount of laboratory experience that chil-
dren receive. The TV teacher should always be a thoroughly compe-
tent, skilled, and inspirational teacher, fully trained for TV teaching

Merles& Mood Met Mioa hist, Heyward, OW

iktostois aid pupils bettor to no tolooloostalpo.
 18 SCIENCE EQUIPMENT AND MATERIALS

and provided with tried and tested program material. This "on-
camera" teacher should also work closely with the classroom teacher
in developing the program and should receive ``feedback" of in-
formation to strengthen the telecasts.
In many parts of the country, educational television has become
a powerful medium for shaping the science program, and
a great
deal of experimentation is in progre. As a new medium it requires
constant evaluation. TV should not be used as a total program any
more than any single instructional aid should constitute a
total
program.
Teaching machines and related de is are presently undergoing
extensive evaluation in many areas of the curriculum, including
science. Since machine teaching is done by a program of instruc-
tional materials, major assessment focuses on the quality of program.
Like other educational media utilized in elenientary science, self-
instructional programs need to be examined on the basis of what the
pupils are expected to do and whether the pupils are attaining the
goals of the science program. Science instruction with tutorial ma-
chines, just as with textbooks or other aids, requires the planning of
integrated laboratory experience.

Industrial and Commercial Materials

The list of industrial firms that distribute fref and inexpensive
materials to teachers is voluminous. Quantities of the materials
may be obtaine4 by writing directly to the organizations concerned.
Many firms employ the professional servicezi of experienced educators
for the purpme of developing this type of material. Many State anil
Federal agencies also distribute helpful materials and frequently
issue catalogues containing annotated items. Materials might in-
clude pamphlets, books, an array of printed matter, pictures,
and charts, a variety of films, filmstrips, phonograph records, indus-
trial samples of raw and proceed materials, and elaborate exhibits.
In selecting commercial material of any kind, the teacher should
be certain that the material is adaptable to the program. A few
criteria used in election might help to wreen out the undesirable aids:
Is the advertising motive more (*vim; than tlu) instructional valtn?
Is material accurate, exaggerated, or biawd?
Does it fit the intent of the whool prcgram?
Does it have a specific we in the elawoom?
Is it appropriate for the- maturity of the learw?
The *spice-age industry has ushered in a host of new materials.
Excellent maps, charts, and pictures of up-to-date materials on space
explorations may contain more recent information than textbooks
 FOR ELEMENTARY SCHOOLS 19
because of the rapid technological advances in the field. Perhaps the
most1 desirable features of much of the information supplied by non-
government and government agencies are the detailed accounts of a
particular iftdustry, process, or product.
 Selecting Equipment aid Materials for a
Sdence Program

I N LEARNING IENcE liddren plan. discuss, read, report,

I and listen, but these alone do not add up to effective science teaeh-
ing. The vital elements are experimentatiot and demonstration.

Equipment in Relation to Program

What is to be taught in a science program and how it is to be taught
should determine the equipment and material needs. It would be
untenable to purchase a model of a power dam, a science kit, or some
object and then build a program around it. If children are to as-
semble or construct instruments for a weather station, the purpav of
the instruction should determine what will be purchased and what
will be constructed. For example, a barometer or thermometer may
need to be purchased. but a weather vane may he constructed. In
each instance the value to the learner should be considered.
Complicated materials and apparatus are usually not suitable for
elementary school children, since they, may confuse the child and
sometimes actually interfere with the principle to he taught. Con-
cepts developed with formal, complex laboratory equipment are often
isolated thoughts in the mind of the child. Ideally, most demonstra-
tions or experiments should he sucii that they can he repeated, varietl,
or extended at home.
The grade level, the geographical location, the textbook or the
science guide or manual, availability of utilities in the clawroom,
and the ingenuity of the teacher are some of the factors which deter-
mine the materials and the equipment needs for a given clawroom.
Also, equipment which might be suitable for individual or small- group
experimentation might be too small to be seen easily if used for
demonstration purposes. Thus, content and method are factors which
hear directly on the needed materials.
Since careful olmervation is an important aspect of science learn-
ing, much valuable experience may be gained by simply viewing the
natural environment either in the immediate vicinity of the school or
on an extended field trip in which ecological relationships are sought.
Often observations which children make of the day and the night ay,
20
 FM ELEMENTARY SC11001.8 21

,ZOOM*. AWN. /Moots, Detrigto AWL

Sirraple, immoumm eferipment ohm olds Wien hoondlew

of natural habitats of plants and animals, and of land and rock

formations require no equipment or materials but result in consider-
able learning.
The teacher as well as the children can be alert to science materials
in the environnwnt. Colivions of materials, besides being useful in
study, may often lead to 'careers. hobbies, and leisure-time activities.
Children may w)metimes be encouraged to bring to school specimens
from the out-of-doors or articles from home. It is natural for a
youngster to bring a cocoon, a new toy, or a budding twig I. whool
to "show and tell." This bwomes a resource for the teache and a
stimulus to learning. A personal contribution helps the child to
identify more clowly with the project and to develop self-direction
and resourcefuhim. However, too much dependence by the teacher
on the contribution of the children is impractical, since responses are
often capricious. The practice of engaging children in particiiAtion
by having them contribute material or construct apparatus should in
no way replace the use of emential equipment and materials pro-
vided through the school budget.

Ilepolpnott and Matwiais

Maim picture and filnlittrip projectors have become almost 'stand-
ard equipment for nva elementary schools and, in general, are ac-
 22 IKIENCE EQUIPMENT AND -AI ALS

Goortstsg, Detroit NibUc Schools, Detroit,

Yossipston Vito to "show sod tot"

cessible to teachers. For easy handling, many projectors

on mobile carts which can be moveki to the
are mou
room where they are t
useli. Classrooms are either equipped with
projettion wreens
darkening facilities or special rooms are equipped and
dwignate
projection rooms. With the greater availability of
films on elementary school science and with
motion pi(
funds for purchase b
grreatly increnscl, the use of films is becoming
more widespi
_The quality of films is constantly improving
and they are ge
more and more to the instructional program.
Sciences films for
mentary school children deal with subject matter that
emphasize
some degree, Ole procem and the application of
scientific princi
as well as the products of science. Films
that emphasize the pr&
of science are orients to the social studies and
of transportation, communication, and devices center around the
which have ma&
easier in the home.
 FOR ELZMIENTART OW1100148 23
Film_strips (or slidefilms ) are usually 3 Trim in width and often
priJit a 9eluenct of still pictures on a specific area in science. The
teacher may use all or a portion of the seluence. Sometimes indi-
vidual frames from a filmstrip are useA for instruction. Sync_hro-
nimi recordings of commentary can be used to create a "Round film
strip.
There is it great versatility in the of slides, suice the teacher
can do his own ph9tography and make or procure a slide for almc*.t
any subject. Slides may also be us-ittil with sound aoA-_-ompaniment
mainly from record discs or tape recordings. Bird calls and various
animal sounds have been etTectilely ud with picture projection.
Many teachers make a hobby of taking their own slides in color.
Microscopes have many us in elementary clarooms. Magnifying
a specimen in science ofteti helf the teacher get acro&i an idea which
may not be in evidence when the specimen is viewed macroscopically.
however, it is important with children not to u so high a power of
magnification as to make the part which is enlargeAl win totally un-
related to the whole specimen being examined. Even if the teacher
helps the pupil properly focus and adjust the micro for riew
he is not always certain that he will see what is actually on the
slide or even the section of a slide that nds toe= observell for study.

ftirftinb NH IMAM elloole, Ationft, G.

Medea Odom* Is Wm* Imolp Wog meaty sifter to &him.
 24 EQUIMIN'r AND XATIMIAL8

fterkli% Mom* Mos /***4 Nerwar4 OW.

Misressepse hove variety of was Is sisommikwy dassessas.

The problem is even grader with five and moving material. Micro-
projectors have exm* advantages in this respect. Although micro-
projectors are usually limited in magnification compared to soave
microscopes, the enlargement in projection will generally suffice for
most elementary school children. While microscope can be used by
one person at a time, the microprojector projects the object or speci-
men cm the screen so that the entire grasp can 806 it. This enables
pupils to discuss the material shown on the screen and helps the
teacher to clear up certain points for the entire claw In addition,
each individual has the Ban* focus on the image at the same time.
This may be useful in certain ingances.
Since an opaque projector can project on a screen nmtransparent
pictures, flat specimmis, and even shallow containers, its posibilities
for elementary science are manifold. Photographic and hand-drawn
or handwritten iihutratims are commonly used. In addition, botan-
icl and animal specinms of some types can Niggly be pro*ted.
Opium projectors can be used for children in alma grades.
Scam specimens too fragile to be passed around for indi nal ex-
amination can be projected for an entire class. Children also can
prepare material for projecticm.
 1PCM gLIMENTARY SCBOOLS 25
Overhead transparency projectors have a distinct advantage in
elemntazy science classes because the teacher can face the pupils in
front of the class when projecting the material. The teacher Citn also
draw or write on a plastic sheet in the course of his presentation with
an overhead projector. The chalkboard may be comparatively
limited in this respect, nine a greater number of pupils can readily
view an overhead projection with ease. Much of the material used
can be prepares by teacher and pupil, using various colored wax
pencils for color if desired. With successive layers of transparencies
or overlays, various stages in a scientific proces4 may be illustrated
or changes which occur in a life science ktquence shown dramatically.
Ai projective techniques and materials are developed further, their
place in instruction must be constantly evaluated by both teachers
and administrators. It is well to keep in mind that projective tech-
niques are used mainly with groups of children, whereas nonprojer-
tive techniques are more for individual use. Both types have their
place in a good science program.

kits, Carts, and Padtaw MatoOsk

Science kits and so-called "packaged science" are of particular
ctincern to program builders because of their popularity and their
potential misuse. The Noy administrator who lacks the time to
select and' order separate items from the various catalogues looks
upon the kit as a solution to his program and equipment prWems.
Likewise the teacher who is inexperienced in building a science cur-
riculum wekcniws the readymade program Although the oost of
Some kits may exceed that of the san* items purchased separately,
the kits do contain useful materials. Some supervisors of science,
however, have empliasizell that an overdependence on science kits
may have a limiting effect on an instructional program. This equip-
nutnti like her types of equipment, can be used effectively or in-
effectively. one pertms are cmcerned with the steretAyped 1198 of
equipnwmt, kading to the s-called "co*book" science. To a large
extent the kit may determine the program.
The several omnnm3rcial kits familiar to most teachers and available
in ektimmtary schools have quite a range of price depending on the
amount and quality of the contents. They contain a viriety of physi-
cal science item, such as magi" spring-balance, tixtrm(mWer, and
magnifier: They are tumidly marketed in specially built boxes with
handks, which makes them convenient to carry.
&gm achook cob school syttenn make their own kits; they construct
the box and obtain the materials for it from many sources. One type
of school-Wilt kit is dedigned to provide materials for the study of
 26 SCIENCE EQU1PAN T AND Id A TIIRLAIA

concepts in a specific unit or area in elementary science, such

as earth
science, the night sky, light, heat, sound, magnets, and
weather. In
some school systems these kits are called
"shoebox kits"; in other
places they are called "Fcience--eoncept boxes."
Some kits emphasize the aiv)embly of a particular kind
of
ment, such as a toy motor, telegraph Ivt, question-and-answer equip-
or optical system. The skills developed in putting boards,
the eA)mponont
parts together would justify the activity, providing
the purpose of
the activity' is clear at the outset.
To relieve the problem of storing and
transporting materials and
equipment, a cart or mobile arrangement lia, been made
available to
teachers in various w-hooi stems. Some carts have been
in local mill shoF--; others have been built by SC constructed
hool personnel. The
cart usually contains basic science materials., both
improvisM, arranged in an orderly faAion. Much commercial an
is contained in boxel3 or in
of the materi
comp*rtments, according to topics, and
iulabeled and inventoried. Some mobile units
contain
water and a source for heat, and can be rum-ea from a sAmir of
clawroom. clamroom to
There are currently available serer
cannwrcially designed labora-

allita 406* 111.0011. AMPS* ea.

sadrii at soft d to dew shrew* upsdassh
 °soil** ~SO Osisatilds NM* liksheols, Wastaiolosi, D. C.
toeshar hoes bee pop& yeas less OS evoolipsod preiotter.

tory waits for use in elementary schools. Much like the handmade
cart, they are more elaborate in construction and are intended is pro-
vide the laboratory facilities which many elementary classrooms lack.
They canes in a wide range of prices, depending on construction,
features, and size. In the opinion of many school people the carts
have solved, in part, some of the prWems of work spae, utilities,
availability of demonstration equipment. when needeci, and mobility
of use.

'Ma Mace of CANmnordid and Improvised Equiponont

There is clearly a place in the science program for both commercial
and improvised equipment. The value of each for its contribution to
 28 NCE EQUIPMENT AND ATERIALS

Cetn-tem Westaide Kleinentah Scheel, DeWs Ark.

Mobile science snit provides minimum* wherever
wooded.

the educational process must he studied carefully, and the

deteru ina-
tion to purchase or improvise can then be made in relation
to program
ne&s and the purposes to be achieved in the learning
activities.
In many areas of science study there are a number of
satisfactory
ways to demonstrate the same principle. To show the effects
of air
pressure, for example, the teacher may use either an elaborate
vacuum
pump or the classical "egg in bottle" demonstration. Each
can show
the effects of reduced or increased pressure. If mources
are plenti-
ful, a variety of experiments may be used. To reinforce
learning and
stimulate -critical thinking, children should be challenged to deviw
their own methods of illustrating principles and
experimenting.
To avoid frustration, all projects for construction should be
care-
fully considered in terms of the children's ability and the
availability
of tools and materials. Adequate raw materials, tools, and
work space
are essential. If small-group experimentation is to be
encou
equipment should he sufficient to allow all children to participate.
In a successful activity in which a model of a solar system was con-
trived, children used numerous references for information,
many
 FOR ELEMENTARY SCHOOLS 29
aids, creativity in mounting, and arithmetical concepts in measuring
distances and making models to scale. They soon learned the limita-
tions of the models but were stimulated to learn more about the night
sky and achieved great, appreciation of telescopes and optical equip-
ment. If in construction of equipment a child is helped to better
understand a science concept or can better apply a principle of
science, then the activity is warranted.
In the past, ause science And equipment facilities were often
inadequate, teacher education emphasizeti skills designed to develop
resourcefulness in borrowing, salvaging, and improvising materials
and equipment to provide low-cost aids for teaching science. As a
result, valuable teaching time and effort often were spent in the
creation of makeshift facilities. As greater amounts of equipment
and materials biome available, more instruction can be done with
commercial scientific equipment. Elementary school pupils may con-
tinue to build thermometers so..that they may better understand the
principles of temperature and measurement, but they will need pre-
cision thermometers for exact readings of temperature. Simple ma-
terials from the child's environment can provide rich learning ex-
periences, but dry cells, wire, meters, and other apparatus cannot all
be improvised. The child who constructs a telegraph set or miniature
motor from metal, wood scraps, wire and nails, learns about ma-

Osertem aprft016141 Pub Ho Hoke*goo apringjkado Mo.

proper ov4moomil Om two/knoll fa, We seisms wetly.
30 SCIENCE Eguirstracr AND MATERIALS
terials, electromagnets, and principles of rotation.
He also exercises
manipulative skill in the activity. The commercial
gives him opportunity to study construction and, motor, however,
further, to explore
the operation that makes motors useful.

Organization, Storage, and Distribution of Equipment

To insure adequate classroom control during periods
tivity, the teacher will nevi to work out a plan for of class ac-
collecting materials. Frequently used items
distributing and
should have storage

Owirtage iffiesietli Vat Asko IA64 Palo Aito,

chaq.
Good *wow asiesereps mimeo asOviNsa.
 FOR ELEMENTARY SCHOOLS 31
facilities clam at hand. When a classroom is being designed to in-
clude adequate storage, consideration should be given to the charac-
teristics of each item, such as kind, quantity, size, shape, durability,
and frequency of uw, and, then, the storage facilities planned ac-
cordingly. Storage appropriate for chemicals differs from that
necessary for teleet,opes, microscopes, large charts, or demonstration
apparatus. Delicate or expensive equipment which requims swial
handling, such &s galvanometers or microscopes, should be kept
under lock and key. Chemicals should also be stored some distance
from any Nuipment that will corrode.
Some costly equipment items which are used infrequently might
be stored in a central location either in a school building or central
warehouse or in a cooperating children's museum, materials center,
curriculum laboratory, or audiovisual center. Much will depend on
the facilities available in the school system. If items are distributed
to classrooms from a central supply room in a building, a system of
classification, labeling, and inventory will help ih locating and dis-
tributing them.
Whether equipment is stored in a whool building or at an instruc-
tion center, it is important that an easy method be device of making
it available to teachqrs if freluent use of the item is desires. Some
provision also should be made for repair and replacement of ma-
terials and equipment.
 Orienting T rs to the Purpose and Use of
Equipment and Materials

Inservice Meetings and Equipment Committees

Teachers who are inexperienced in teaching science
and who are
vague about a Kience program cannot very well
make judgments on
which eluipment is appropriate for children.
The inservice Kluca-
tion of staff in the use of equipment may require
a of
primarily designed to help evolve a common philosophy meetings
of science
teaching and to insure that each teacher recognizes
the significance
and role of science teaching in the elementary
school program. Ittre n
when a guide or course of study is
available, teachers may lack confi-
dence or the experience to use it to full
advantage. It is then that
an individual who is well trained and experienced
and education and recognized for his
in both science
successful teaching in ele-
mentary science should be brought in to sere the
a science supervisor or consultant or an administrator group. He may be
the local or State level. He may be an instructor working at
from a college or
university or he may be a succwsful classroom
teacher.
The most successful science workshop; for
elementary teachers have
been those in which teachers work on a practical
the experience to their own classroom
level and can relate
situations. The teachers gain
confidence when they are given the opportunity
and materials, engage in activities which are
to handle equipment
like the the children
will enter into, and perform experiments
and demonstrations much
likethe envisioned for the classroom. Where workshop
instruction
is simulated to conform as cl(mly as
possible to the active classroom
conditions, teachers seem to gain most from the
experience.
Television is also being used for inservice
improvement in science
teaching. One large school system in the East
has regular programs
of instruction in which teachers learn to
construct teaching aids for
the clawroom. It is a "doing"
program with
through TV receivers throughout the city whool direction coming
syEtem.
In any inservice 'program in wienm, the
use of committees can
involve large numbers of teAchers, who,
because of their rarticipa-
tion, feel more a part of the program. Some
teachers feel that those
who serve on committees, devoting
time to profetnional business,
32
 PM ELEMENTARY

Ceowteiy, 0.1five of the ihipertoteisdatt of P.blis Ifeetreactioa, State of

Wawkshops au' kwpaTtfre Wow expwimke for whim.
should be allowed some release of time during the day
to work on
those duties.
Committees can function in a variety of ways. They study
program
needs and suggest supplies and equipment which
implement the
science program and improve clateromn conditions.
Equipment com-
mittees keep informed about the newer developments
in the quip-
nwnt field and help to revise existing standards as
improved products
appear. They also search for better ways of utilizing equipment
and frequently plan inservice programs to effect this.
They are cw-
nizant of teachers' needs and recommend items which
help strengthen
teacher practices.
Some committees are charged with examining and helping
to select
textbooks and preview films, working on study guides
and curriculum
improvement, and preparing lists to help the teachers locate
human
and natural reimrca. Committees may also work
on facility prob-
 34 SCIENCY EQUIPMENT AND MATERIALS
lens that may be hampering the science program
change of ideas among teachers ; plan science ; encourage the ex
fairs, exhibits, and
library resources; and bring to the school slected
and other published materials. Committees pamphlets, guides
may work on building_
grade =, and system-wide levels depending on their
sphere of influence. particular task and
Visits to a school where a teacher is using equipment
rn teach-
ing situations should be encoura More and better science teach-
ing is stimulated where opportunity rs
given for teachers to pool and
share ideas and practices.

Materials Centers
Instructional materials centers have been useful
many States. Sometimes the centers are merely inservice aids in
idea rooms where
teachers can examine materials and models;
view bulletin boards.
dioramas, cycloramas, display tables; and
generally avail thernmivm

(Yourtem Oiles of the lopperkttestdott of Patio

learseihmt. illetv of M.
Teachers ceastrect horeMeaal sae at i6e assolowials
cessier.
 FOR ELMENTART SCHOOLS 85
of printed material which may suggest the use of aids and
materials ni
selected activities. Usually the materials contained in these
centers
include tools, building materials, equipment, reference
books, stand-
ardized tests, catalogs, films, and audiovisual
equipment. Many
centers make provisions for teachers to construct
at the centers for use in the classroom. The center instructional aids
is often used as a
central point for th tribution of equipment and supplies. In
many instances, the tional center becomes the meet in place
for teachers therin or institutes and general
conferences on pro-
gram improvement in elementary science.

Mobil* Scionce Laboratoti

A mobile science laboratory has been operated
in one of the most
sparsely populated States. The 32-foot trailer is
a laboratory on
wheels, designed to assist elementary
school teachers in the use of eit
equipment and materials. It contains a 12-station
science laboratory
and travels from area to area for a prescribed
period of time. Its
program is geared to help teachers develop efficiency in using
ment and introducing new materials, as well as in equip-
of creativity. The mobile science laboratory is developing a sense
wtt up in a school yard
for a 3-day session, three times during the
year. The elementary
teachers who sign up for first continue through the
year until a total of 27 hours of inservice
instruction ifLacquired by
each. The first 3-day pion covers natural sciences
at the elementary
level; the second and third sessions cover
the physical sciences in the
elementary school.
Local districts participated in this program by
providing released
time for the teacher; the electricity, water, and
sewage facilities that
were necessary to tie in with the
laboratory; and drivers to transfer
the trailer from area to area. In addition to the equipment
for performing experiments, the mobile necessary
laboratory contains a cur-
riculum and reference library on science and a
collection
audiovisual aids designed to serve as part of the inservice of basic
education
program-

FhplammOk aid Drivemin Cavfsraftes

Various techniques have been used by su sort' personnel to
bring teachers together for programs d
o promote bOtter
utilization of materials and equipment. Often a in a cen-
trally lasted school will be used for institute
or ccaderence work.
shops, at which time practical demonstrations illustrate
uses of equip-
ma. These conferences are generally described u helpmobile or
drive-in conferences.
 School Pos Nisi* Use of kiwi) Evimmt
vl

SAFETY in the utv of equipment and materials in science study

should be of foremmst concern to the teacher and pupil.
An
accident mv undo R11 the work a teacher has done to develop
a
science program. In the aftermath of carele.% activity, some
schools
have p`fohibitKI the use of lighted candles or open flame in a
class
room; others have outlawed the use of certain laboratory animals in
a school ; and, in one county, field trips are seldom
encou because
teachers fear liability suits.
At the oppasite extreme, some schools adopt a laistw-fa re
policy
until some misfortune occurs. Some preventive accident
measures
incorporated in written policy would do much to encourage greater
confidence in a good science program. It is common for whool
systems to iue to teachers and administrators handbooks on
safety.
Safety Regulations in Planning Equipment Needs
Just as good housekeeping will prevent accidents in the home, ea
will reduce hazards in the classroom. A practical it
"common sense"
approach to building safety habits with children as early as
the
primary grades will go far toward guarding their future
Many safe practices become almost automatic with
wurity.
children who
have had plannell science experienets. Understandings
developed
from careful observation, experimentation,
demonstration, and study
will aid the child in exercising caution when
confronted with a nat-
ural or industrial hazard. The science room should provide
nity for youngsters to practice safegurads and to overcomeopportu-
fears.
Children should learn that materials that may cause slipping or
tripping must be removed from the floor immediately. They must
be taught not to place foreign objects in their mouths, ears, eyes,
or
nose. It is not uncommon to find children placing chalk,
marbles
buttons, and similar objects in their mouths. Careless use of sharp
and pointed objects, such as scissors, pointers, and pins, often result
in injury to children. Pupils should be made to realize certain
dangers and should be instructed in the proper use and care of all
equipment and materials.
Throughout their lives children will lift many heavy things.
Therefore the teacher should take the opportunities in the classroom
86
 YOU El AEM E N T AZ I 15C I I 00148 37
to teach the co rect manner of lifting and of relating it to scieneo
principle. Aquariums and terrariums, because of their weight and
construction, are particularly heavy. Aquariums should be emptied
with a siphon or dipper before moving. Sintv the lifting
fx-iwer
varies from person to person, a teacher mould u judgment in asvIer
taining the relative weights that pupils might he required tea lift.
All glaware should be subject to special re ulations when handled
in cleaning. moving, or demns otrating__ In many school systems,
teachers are cautioned against permitting immature pupils
to use
such items Ft8 bottles, vases, jars, and pitchers. It has been
suggested
that paper, metal, or plastic receptacles, which are le fragile
than
glatiwt, be used by children in early elementary grades
to carry scienoe
materials into whoa However, if the teacher cautions
children
about the hazards of handling glam and provides
some supervision
to insure against carele2 practice, accidents can
be held to a min' imum.
Elemettary school programs often provide opportunity through
gardening activities for the study of plant life. The learning
of
good garden practice should begin with primary
children. The
teacher and claw should discuss the safe way to carry and
store tools.

Oardsabg ailvilso
Osertsoa
mato him* is
fir IkAtialo Dart" Ilk*.
phew .
 WEINCE IQUIPKINT AND MATICRIIS
When a-child places a hoe, rake, or weeder on the ground,
he must
learn to place the teeth or sharp so they will not injure anyone.
Some insecticides, fungicides, and wee4 killeq
are poisons and should
be properly labeled and used only under
the direct supervision of the
teacher. Children should be taught Co use care in
and plants with thorns and burs because of the handling cacti
possibility of injury.
Also, conservatories should always be kept free of
clutter. Supplies,
such as flats, flower pots, and water hose
should be kept in orderly
arrangement.
The extensive use of electricity in home and
school place3 a grave
responsibility on the teacher to exercise special care in
trical equipment and materials. AU electric wiring handling elec-
should be scruti-
nized regularly for exposed places where
accidental
caw* injury or where short circuits might smirk fires. contact might
ing codes prohibit temporary wiring when the Many build-
be used continuously at one location
electrical device is to
and also require that drop cords
be used only as temporary expedients and
never extended through
windows, door framet3, or Sher places where
friction might cause
short circuit. Connecting cords should be
short and plugged at the
neamt outlet.
Whenever any new electrical device which ie not in
in schools is common use
to be used, caution should be exercised and trial
tion secured from proper authority. sanc-
Electric plates are annmonly used in elementary
schools as a prime
source for heat in conducting cksnolutratims.
An electric plate that
is being used should rest cm an aithestos pad
or smim) aim fireproof
material. There may be occasicals when it is
asbestos pad beside it for ha material. It is weeenry to place an
good pradice to dis-
connect electric equipment when it is not in use.
(0 stoves, heaters, water heaters, and This rule applies
furnaces of all kinds. Before
leaving the room at the end of the day, the teacher
lar care to disconnect all electrical equipment. mug, take partial-
Since tap water is conductor of electrical ctirrtmt, chikirtm
be instructed never to touch an electric cord, switch, should
or appliance with
wet hands nor to use a damp cloth to clean the outside
of an electric
plate while it is turned on. If wet caning is
the hot plate and wait until it cools. Although'memory, (hammed.
dry cells have low
voltage and are quite safe in ordinary use, children
should be cau-
tioned to avoid crossing bare wires to the terminals of
a mow cell, gime
a burn may result.
Every turn of the maws affords special (magas for
activities for the children around particular holidays. For pluming
example,
Christmas is a good time to plan for certain science activities.
In-
 IOW 111.111111MAIIIT 11011001.1 39

Anwittep, Wickite Pob14. SohoWs, Vic lata, Kea.

Mad* of mimeo ewe be ilestreded with simple apparatus that is oak sad
**(wive
few aties.

veAigating 41* origin of Christmas plants will help children

better
understand history, cumoms, and superstitions as they relate
life. Working intimately with nature materials
to plant
will involve them
more directly with the ecology of living things.
However, Christmas
trews, maws, berries, and evergreen scraps brought into
the classroom
increase the hazard of fire. One school 'system circulates a
as the holiday seawall, approaches, listing safety
etin,
precauti to be
observed in setting up Christmas trees and working with
vergreen
materials.

Hold Tripp and Excursions

Field trips or excursions may providesonw of the most stimulating

learning activity in science They afford the pupils an oppgrtunity
for direct 4servatim and a view of plant and animal ecology
impos-
sible in a classrom situation. Field trips, excursions, and
walks
will atm provide opportunities to practice
saftuards previously
lartud dm classroom. Trips should be planned with this in mind.
The practice of good hygiem is important at all tittles.
of an insect may na be as harmful as tiK3 subeequent The bite
scratching
which irritates, breaks the skin, and causes infection.
Girls and boys,

gs
40 &CIE N CI EQUIrltaNT AND MA Tral A 148
having learned about the role of ixicteria in diseases, can be cautioned
to avoid drinking or wading in polluted waters.
Equipment for collecting specimens should be safe and suitable at
all tax's. The use of cyanide jars is priAibiteii in many elementary
schools, but some chlorinatea hydrocarbon such as trichlorethyle_ne
or pervillorethylene may be used to kill insects. Some
insecticides ant
also effective for this purpose.
Baby turtift make good clawroom animals and ary easily
managed,
but snapping turtleii have hard cutting jaws which
inflict severe bite.
When collecting turtles, frogs, or it-mtbi, A youn er should be
on the
alert for mapping turtle.
Children should be taught to recognize poison ivy and poison sumac
so that they may avoid them. Teachers
should always be familiar
with first aid treatment. Children ghould be cautioned
about placing
any parts of plants in their mouths. When cooking outdoors, they
should avoid placing food on the branches of oleanders
or Other
poisonous plants. Since edible field mushrooms are difficult
to iden-
tify, mushrooms should be used only for making more prints
or in
exhibits and not as food. A child should learn to stay away from
all animals which are known to be unfriendly, all plants
which may
be harmful, and any area which pmezts dangers.

Me lb* ~is ishoolit. Nib tMr, Oat

adii wr amid issmulft Awl sieddily.
 IIIMIUDITART KNOW, 41

Norteor, Wic Atte P UeHam.,W4 , Kea..

mime& prerokie ineeiwatiee fey mimeo emporium, bet require epecisi ewe is Ire
eiseseeeni.

Geoered Suggintions
Since there is great value in keeping living things in the classroom
for purposes of instruction, simple sugpstions on proper treatment
and care of animals will be helpful to teachers.
All animals in classrooms should be kept in adequate cam or
vivaria frmi which they cannot escape.
Cold-blooded animals kept in the classroom for purposes of instruc-
tion must have excellent care and show evidence of responding
to
an indoor environment; otherwise, the animals should be released to
their natural habitat.
Warmblooded animals may also be kept in the claffiroom but
always under proper sanitary conditions and the most careful main-
tenance. It is not vrise to keep such 'animals as monkeys and par-
keets in the classroom for long periods of time because they may be
carriers of certain contagious diseases. Animals capable of inflicting
venancnas bites, such as rattlesnakes, gilt monsters, or 4Iackwidow
spiders, should be prohibited in the classroom or in school labora-
tories. Animal cages or amtainers should be so constructed as to
prevent the possibility of the animals biting pupils. Whenever pos-
42 SCIENCE EQUIPMENT AND MATERIALS

sible, doors to cages should be kept locked and the keys kept= in the
custody of the teachers. The fact that animal bites may result in
infection or poisoning should be brought forcibly to the attention of
the pupils.
Children should only be allowed to help care for animals and feed
and generally maintain living things under the direct supervision
of
the teacher, and they should only handle the pets when there is evi-
dence of insttuctional value to be derived from the experience. When
it becomes necessary to handle a wild animal, gloves should be
worn
for, protection. and after such an animal has served its purpose in a
classroom, it should be liberated in its natural environment..

fo.
 Budgetary and Procurement Practices

MOST ELEMENTARY SCHOOLS have some budgetary pro-

visions for equipment and supplies. In only a few instances
are funds earmarked specifically for science equipment, and in some
situations where funds are not earmarked, they may be obtained from
other allotment:. In one small school system, instructional supplies
of an expendable nature, plus the equipmet, averaged $4 per pupil.
Of that amount, actual science equipment purchased was so frag-
mentary it was not even considered. Science equipment was requisi-
t ioned from the central budget.

On the other hand, a large school system in the Midwest has a

department of science and a budget which requires approval from
the board of education. The equipment items are classified on special
forms with a charge and identification number. The equipment lists
have two main classifications, (1) new and additional equipment and
(2) repair and replacement equipment, and funds are allocated ac-
cordingly. In each fiscal year, requisitions are prepared by the ele-
mentary school science teacher with the principal's approval, front
extensive lists developed by equipment committees of teachers and
supenigors. There is a general allocation of $60 to a science room
fop plies but equipment allocations vary. The requisitions must be
returned by a specified date to the central office where they are tallied,

for purchabv. When bids are returned, they are checkedfor

sent to the purchasing department, and, from there, sent out to bidders

cations and chargft. If incoming bids are equal in prig and value,
specifi-

the orders are divided among the bidders. Iii the system described, all
coded items are sent to the warehouse for distribution. Those items
that are not coded are delivered directly to schools.
In small school systems with no established policy, it is likely that
purchases for science will adhere to the same procedures as for other
areas of the curriculum. In most school systems, requisitions for
purchases are prepared in the early spring for the succeeding year.
Where no established lists determine the type of purchase or where
tensive lists allow for great freedom of purchase, the teacher has
responsibility (which she usually shares with the principal) to
itetweonsistent with program. The final decision usually
rests with the principal of a school, who determines the amount that
43
 44 SCIENCE EQUIPMENT AND MATERIALS
may be spent, based on the budget, and transmits the request to the
central office. After all requisitions from the schools are gathered in
the central office, the business manager may either submit for bid or
contact the vendor to contract with the systems directly. Large-scale
centralized purchasing reduces the cost of item and provides for
greater quality control.
Many rural schools authorize the teacher to buy a few essential
items on a reimbursable basis, but there is much variation in practice.
Teachers' requests are generally granted in proportion to the financial
resources of the district.
In a decentralized system, the responsibility for allocation, requisi-
tion, and accounting is shared by individual schools.
Although accounting procedures in large school systems make it
difficult to administer petty cash accounts for immediate purchase,
such accounts are a great help to the teachers developing programs
of science. Purchases which can contribute greatly to good teaching
but which are not providefl for in the regular budget may become
necessary as a result of unexpected developments in the classroom.
The need for incidental materials, perishable items, and certain
living specimens, such as fish, meal worms, and plants, cannot always
be anticipated. A point of frustration for the teacher is reaches
when he obtain petty cash funds at a time when he
them most.
Often science consultants or supervisors, who are employed in a
school system and working with teachers, render help on problems of
selection and purchase. Ideally, school personnel should be familiar
with the program and equipment, supplies, and materials. Catalogs
and available guides can provide much information on instructions
materials for science.
Efficient purchaw procedures, however, require the supervisor to
develop specifications for items of purchase or to adopt specifications
already worked out for items which have proved satisfactory. There
are many sources of reliable specifications for items that may be
considered for acquisition. The sample, on page 45, of an equipment
item taken from a purchase guide 1 illustrates how specific descrip-
tions may be provided.
It is clear from the entry that this construction characteristics as
well as descriptions of other unique features make up the specifica-
tions for the spring balance. The specifwations for items listed in
scientific supply company catalogs should be compared with the
1 From "Subject Lists of Equipment." Pswohou aside for Progreme is Science,
Moltke-
iltatios, Modern Foreign Language* by Council of Chief State School Moors
with the
assistance of Educational Facilities Laboratorim.linc., National Selene* Foundation, and
others. Boston : Ginn and Company, 191*.
 FOR ELEMENTARY 8c1100IA 45

OUR
BALANCII, SPRING

ELEMENTARY SCIENCE STANDARD, ONE FOR EACH 6 CLASSROOMS

GENERAL SCItNCE BASIC, TWO FOR EACH CLASSROOM

PHYSICS BASIC, ONE FOR EACH 2 STUDENTS

For ordinary low-load, noncritical weightings. This balance is alternate ti'

dial-face type; Item 0240, and is particularly useful where both mettle and
avoirdupois measurements are desired. Balances with same gelAeral speci-
fications but having different capacities are sometimes desirable.
Specifications: The spring balance shall be fiat-face, of sturdy construction.
carry both avoirdupois and metric scales up to 16 oz and 500 g respectively
and be equipped with sharp pointer, ring and hook. The 500-g scale shalt be
graduated In 20-g divisions and the 16 oz scale ahafi be graduated in 14--oz
divisions. The swing of the graduations shall be large enough to be easily
reed. The scale plate shall be of nonmagnetic, corrosion resistant sheet
metal and the spring housing shall be of sturdy metal or high impac =t plastic.

standards developed or adopted by the school system. Careful at-

tention should be given to the precise descriptions of equipment
items before submitting them for bids. Purchase on the basis of
public bid is meaningless without accurate specifications. Also equip-
ment standards should be continuously evaluated in the light of
rapidly developing equipment technology.
 Types of Equipment Lists Selected Samples
INTS of suggested supplies and equipment reflect at hest a general
picture of the kind of instructional materials elementary schools
may find useful in a science program. They are meant to he flexible
and serve as a guide for thase who use them.
In nowt published elementary- science lists, equipment and supplies
are usually combined and appear under selected subject titles. There
is a great deal of variation in the listings, however,
depending on the
purpmse for which the guide was developed. Lists are continuously
being imxlifieti as new equipment becomes available. The use of lists
implies that choices of items need to be made by teachers on the basis
of the content of their subjects and methods of teaching. Since more
than one item can often serve the same teaching purpose, it is im-
portant that careful evaluation be given each item in terms of its in-
tended use. But in any caw, a list should be determined by the
program of instruction.
Many, teachers rely heavily on the textbook to shape their science
program, and it often becomes the mainstay of such a program.
Activities, demonstrations, and experiments described in the text are
performed with slight deviation. A tally is often made of the ma-
terials needed for the experiments and other activities, and this
constitutes the list of materials for the program. This practice may
he followecgri places where adoption of a single
text has been made.
Many of the textbook publishers have prepared lists based on the
simple activities suggested in the text. These lists often appear in
the teacher's manual or piintvi supplement to the text and may be
obtained on request from the publisher.
Many elementary schools use the multitext approach in teaching
science. A variety of texts and supplementary, grade, and reference
hooks of different reading levels are available for pupils. These are
used as sources of information when the situation warrants it.
Often,
in this approach, provision is made for a curriculum guide or course
of study which the teacher Imes for direction. This guide is designed
primarily to provide assistance ii developing units of work for
different grade levels, and it usually contains a section on resource
materials. It also lists equipment and supplies which teachers may
draw on for ideas. These science lists commonly become very exten-
sive and are the basis for purchase of equipment and materials.
46
 Tea ELEMENTARY SCHOOLS 47

Ceinlaw, Detroit 1441140 Atilo4WW, Detroit, Nick.

Experiummiftlios semi deemitehretion sciesWit

Since the description of the equipment or supply item usually is

limited to the name of the item on a list, it is essential that a knowl-
edge of more specific descriptions be available for use by the in-
dividuals responsible for the elementary science procurement pro-
gram. There is considerable variance in quality and cost of many
manufactured items of the same type, and selection therefore should
be made with this in mind. When an item appears on a list it should
be assumed that specification standards have been worked out.
Because of budgetary limitations, it is often practical to make
some distinction between basic or emential equipment, standard equip-
ment, and advanced equipment. Recognizing this factor, the Council
of Chief State School cars prepared for all the 50 States, lists com-
prising three catego .
(See appendix I.) The Basic Category in-
cludes items for a minimal program in science and itemizes the barest
msentials. The Standard Category consists of items which, when
added to the Basic items, give the pupil richer opportunity for learn-
ing. The Advancftl Category consists of items which are not in-
cluded in the Basic and Standard Categories and which are recom-
mended for advanced work or for selected, specialized projects for
studghts at all levels. Even though the items comprising the three
lists appear adequate, it should be noted that the numbers accompany-
ing each item have gar* in the listed sequence. The number gap
are intentional and suggest that additions conforming to specific pro-
 48 MIENCE EQUIPMENT AND MAMMALS
grams can be made to the list. In the foreword of the Purchase Guide
is a reminder to the user of lists that none is perfect and none should
be regarded as chve(1 in any way. Since new equipment is becoming
available every day, the Gukk is not designed to tie etturation to the
equipment available in the year of its publication.
One large city rhool systemthe Detroit Public Schoolsde-
veloped an extensive subject list but limited each techer's requisition
by placing a monetary ceiling on the amount he could purchaiw.
Each year, however, the teacher requisitioning equipment and sup-
plies has an opportunity to select items which he may not have
orderer the previous year, since the list remains fundamentally the
same. In addition to the subject listing and name of item, the list
contains item and code numbers which help to facilitate large wale
purchase of materials. (See appendix H.)
By this system of classification, the following information
elicited:
1. Whether It Is a supply or equrptuent Item.
2. The level of school organization- -elementary ok-hool, junior high school
senior high school.
3. Whether new and additional equipment or repair and replacement etillitv-
ment.
4. Mode of distribution direct delivery from comra iy to schools, or de-
livery to board of edueation warehouse.
Another useful feature of this list is the inclusion of a liwparate
column giving the unit of measure and mode of packaging. The
suggested maximum quantity for each science room is listed and the
unit price appears in the last column of each page.
The Detroit system adheres to a separate subject curriculum, some-
times referred to as semidepartmenthlized or platoon system, in
which science is usually taught as a separate subject by a teacher
specially trained to teach elementary science. In nearly all elemen-
tary schools, a clatwoom is designed and equipped for science learn-
ing. The organization and format of the list reflect this type of
curricular organization.
One State educational agencyNew York State Education De-
partmentpreparext a list of general nature and classified the items
on it as equipment, supplies, environmental materials, and tools. En-
vironmental materials constitute the largest category in this list and
consist of nonscience items that are readily available locally from
grocery, hardware, drug, Army surplus, or variety stores. (See ap-
pendix III.)
In this form the list serves primarily the rural population, but
any school can extend the list as it wishes. Densely populated areas
 roil ZJAMMENTARY SCHOOLS 49
having extensive science programs could develop more complex lists,
using this one as a basis.
A national organization of science teachers---the National Science
Teachers Associationaware of the new to familiarize elementary
teachers with the use of science materials, devoted an ifinue of its pub-
lication to discumion of equipment, materials, and supplies relating
to classroom teaching. Included in the report was a basic equipment
list giving minimum material requirements for self-contained class-
room and identifying the place where materials are likely to be
found, such as local store or science supply company, home or school.
-See appendix IV.)
The list is very general to allow individual school systems latitude
in determining the details best suited to their own science programs.
One city school systemthe Denver Public Schoolsrecognizing
the needs of teachers in a particular locale, devised a list which names
each item of equipment, illustrates 4, and suggests some possible
uses. Some of this equipment is most\sditable at a particular grade
level for a specific unit, but such a designation on the list does not
limit the use of the equipment to that particular grade or unit. The
columns for school inventories and storage may be used to expedite
locating and obtaining the material in the building.
The list contains 137 items. The first 44 items are the minimum list
that includes items which will be found in all elenwntary schools.
Items 45 through 137 are materials which may be ordered by indi-
vidual schools, following a periodic survey to determine their needs.
To ahoy the form'at of this list, a few selected items appear in ap-
pendix V. The are not in the same order as they appear on the
original list.
The lists described here illustrate different syttems of clawification
which have been found useful in organizing science equipment and
materials of instruction. Such'lists offer convenient ways of keeping
track of items that are needed by teachers in science program.* An
examination of lists of various types may suggest to teachers, well
as supervisors and administrators, ways of *developing a list which
u
will be most suited to their own school program. A published list
which closely conform to the program may often be used as a basis
or starting point for a school system's individual list.
When adopted lists are distributed, they may also serve to publicize
equipment and materials and encourage their use. It is evident that
lists may be deviled by many different educational agencies and on
different levels of organizationlocal, district and State. In each
tam they should be designed to meet their intended purpose. A State
department list may by intent be quite general in scope in order to
allow local syikanu leeway for more specific developments.
50 SCIENCE EQUIPMZNT AND MATERIALS

Entries on lists must always be abeurate and developed in an easy-

to-u format. They should reflect the best materials that can be
found to help attain the teaching objective . Items on a list should
also conform to specifications designed to meet the standards of qual-
ity and function consistent with the science program. Science lists
of approved and recommended instructional equipment should be
under constant revision to keep them up to date.
 Bask, %Ward, and Advanced list
or Science
Berm:into Sci ems. Basic
N.- Mien) titer `711 t Itar Alnico
4.-1 Ba is nt '= S gyring. Ileav y 234 Magn t= Ilf!rr4e0-1(W
x_ B rc riietr r= Aiwr°Id i!70 Magnet. Ilorsefthoe 1

1370 1tea ker. Griffin, Low m :t3-90 Mune:. Shaped

it *, Ie111Electric 2450 Magnifier, Reading Glass
400 Binocular. 4 Meter Sticks
I-rp0 teller. I)ouble 264.4Microscope, 1ement art
14 Buzzer. Electric Net, Insect, GollapP ble
34) 1 5
trviZO Clamps and 'Nilo Prism. Yquilateral
1015 Compass, Magnetic, 1 5 cm. axin Prism, Equilateral. Lucite
1020 etnpass, Magnetic. 4.5 cm. 35ZZ Receptacles for Miniature
1.9 Electromagnet, Horseshoe Electric Lamps
Form 3615 Rod. Glan
14S5 First-ald C binet with 12 0 Spatula, Stainless Steel
Sups 4125 Test Tubes. Burt-milk -ate
1510 Flask, Erlenmeyer 4170 Thermometer, Centigrade,
1 Flask, Florence, Flat Bottom Fahrenheit, Cc)mbined Scale
1V6 Globe, Terrestrial 4175 Thermometer, Centigrade,
1012 Flashlight-Ce11 Holder 100 to +110.
1M0 Hot Rate, Electric, Three- 4190 Thermometer Large. Wall
Heat, Single Unit 4270 Tools
1 nri Hot Plate, Single Unit 4535 Tubing, Glass
.125 Kits 41540 Tubing. Rubber and Plastic
2170 Lamp, Electric, Miniature Test Meter
M5 Lenses, Demonstration Set 4c310 Vnit=Anemometer. Butt y
=15 Magnet, Bar

igilmentary Sclera*: Uarmiard

0092 nemometer, Portable (0,4 Ball and Ring
0110 Ant Negt. Olmervation 0300 Barometer, Aneroid
0112 Ant Nest, Observation 0305 Barometer, Mercury
0115 Aquarium 0310 Barometer, Mercury,
0120 Aquarium Aerator Demonstration
0155 Atoms and Moleenleit, Magnetic 0410 Block, Cubic Foot, Disiwtible
0210 Balance. Fulham 0445 Board, Spreading, Insert
0230 Balance, El prim 0635 Cage, Animal
0240 Balance, Sprhgg, Dial Seale 0(40 Cage, Animal, Collapsible
'Tram "Bub Lists of Equiment," Pyre/tau Guide for Programs is Reissum, Matke-
mance, Modern /Pereira Laartifiget by Ccameil of Chief State Sebool Ofileas with the
&Will:Loos a Educational raellitlea Laboratorleit, I'm, National Science Foundation,
and
others, lfte. and themplentest, 1901. Boston: Ginn and c'espany.

51
 52 OCIENCI ugniriciwr AND MATIMIAL6
0645 Cage, Insect 286 5 Model, Item Engine,
0702 camera, 85 mm. LocomWve Design
0740 Case, Insect Specimen, Storage 2905 Model, Wan* Wbeel
0965 Collection, Rock and Mineral, 2915 Models, Dinosaur
Demonstration 2945 Motor, Battery Operated
1085 Convection Apparatus 2950 Motor, IINectric, Sts Louis
1092 Copying Machine, 3005 Needle, Magnetic, Mounted
Transparency Maker 3000 Net, Towing
1100 Cork Borers, Hand 3070 Organ Pipe
1240 Dish, Evaporating, Porcelain =20 ns, Insect
1245 Dish, laboratory, Plastic 3rio Planetarium, Tri mew**,
MO Dish, Large Borosilicate Hand Driven
1395 Electromagnet, Ironclad, MOO Power Supply, Electric,
Lifting Low Voltage
1457 Filters, Light, Plastic Set 3360 Projectim Screen
151k5 Forceps, Straight 336IS Prdjector, Filmstrip and Slide
1620 Funnels, Filtering, Mr, 3367 Projector, Opaque
Polyethylene 3370 Projector, Overhead
1640 Funnel Tube, Thjatle Top 3375 Projector, 18 Wm., Motion
1700 Germinating Box Picture, Bound.
1780 Globe nu; Projector, Motion Picture,
1790 Globe, Celestial
1795 Globe, Hall Tellurian 3377 Projector, Slide, x 4"
1875 Gyroscope, Simple Form 3380 Projector Stand
1990 Hygrometer, Wet and Dry Bulb 3415 Pulley
1995 Hygrometer, Wet and Dry Bulb 8485 Psychrometer, Sling
with Tables 3515 Radiometer
2015 Illuminator, Incandescent 8520 Rain Gauge
Projection Bulb 3550 Receiver, Telfvhcaut
2040 Incubator, Egg 3650 Ruler, !bleats and Metric
2100 Jar. Battery, Cylindrical Scales
2125 Kits 3740 Slide, Cover Glass, Microscope
2155 Lamp, Alcohol 3780 Slides, Microsove, Plain
2165 Lamp, Chimney 3940 Steam Engine, Electrically
2300 Liter Block, Dissect% le Heated
2345 Magnet, Bar, Cylindrical 4020 Support !Riau!, Metal,
Alnico Ring Stand
2360 Magnet, Electromagnet, 4025 Support Stand, Wooden
Lifting TYPe 4030 Support, Test Tube
2895 Magnet, Wobbly Bar 4035 Support, Test Tube,
2435 Magnifier, Coddington Po ethylene
2440 Magnifier, Dissecting 4075 Tape, Measuring, Metric and
2455 Magnifiers, Pocket, Folding
2485 Map, Slated or Blackboard 4105 Telegrai% Set
2500 Map, U.S., Relief, Large 4120 Terrarium
2510 Mat, Asbestos 4165 Tinnnometer, Alcohol rille4
2520 Measures, Liquid, Metric 4180 Thermometer, Clinical, Oral
2815 Microprojector with Two 41/Mi Thermometer, Dial Type
Objectives 4200 Timmometer, Outdoor
2625 Microscope, illementary ,Weather
2885 Mirror, Plana 4246 Timmy, Interival, ,Spring Wound
2 765 Model, Gas angine 4 256 Timer, Stop Watch
 ZLEMINTART SCHOOLS, 58
427`5 Top, Color 4=S Wagon, Laboratory, Stainless
4320 'Transformer, Small Steel
4355 Transmitter, Telephone 4700 Weights, Brass, English Units
.1395 Trough, Pneumatic 47(X5 Weights* Iron, English Units
4500 Tuning Forks, Set 472 Weights, Blotted, Metric, Small
46015Vivarium 4763 Xylophone* Eight Bars
4620 Wagon, Laboratory

Elementary Science: Advanced

00M Altimeter, Auto Type 1275 Dimecting Set, Student
001X5Anemometer, Weather 1325 Earphones
Instrument Type 1350 Electrical Cirti uit, Basic, Kit
01Z Aquarium, Heater and 1380 Electrolysis Apparatus,
Thermostat Hoffman
0105 Autoclave, Steam Preitsupe 1430 Elevtrotocope, Flask Form
0=5 Balance, Single Beam, 1460 Filters, Light, Set
Avoirdupois and Metric 1740 Flower Pram
tr2110 Triple Beam, LOW
Balmlike, 1540 Fluorescent Minerals Kit
Form, Heavy Duty 1800 Globe* Magnetic
0285 Bar, Compowx1 1860 Gyroscope with Counterpoise
0380 Bee Hive, Observation 1 t65 Gyroscope wi Gimbal Rings
0405 Binocular* Wide Field 2110 Jar, Bell. Hight Solid Top
0435 Board, Dissecting, Animal 21Z Kits
0530 Bottle, Vacuum `2275 "Light-Pipe," Rod
WAX Burner, Bunsen 2315 Magne-Potter of Earth and
0610 Burner, Propane, Disposable Moon
Cylinder =25 ifagne-Poster of Planets
0095 Camera, Pinhole 2375 Magnet, Model
0097 Camera, Motion Picture, 8 mm. 2400 Magiwts, Floating
0098 Camera, Motion Picture, 2410 Magnetic Needle, Dipping
18 In= 2415 Magmtiser
0770 Cell, Student Demonstration 2105 Map, U. 8.* Relief, Puzzle
0775 ()niter of Gravity Apparatus 2610 Microprojector with Three
0780 Center of Gravity Apparatus, Objective,'
Rotator Accessory 2705 Model, Airplane
0785 Center of Gravity Apparatus, 2735 Model, Ear, Separable
Set 2745 Model, Eye, Separable
0810 Mart, the laments 2750 Model, Flower
0825 Mart, Periodic, Long Form 2705 Model, Force Pump
0852 Charts, Geology and Astronomy 2775 Model, Gasoline and Diesel
0055 charts, Life History and &WWI
Habitat V400 Model, Human Skeleton
MOO Okmd Apparatus 2820 Model, Leaf
ONO Odiection, Fossil 2825 Mothd, Lift Pump
Oolieetkm, Rock and Mineral, 2830 Model, Lung Demonstration
Study 2870 Modd, Stem, DictAyledon
0005 Color Disks with Motor 2875 Model, Stem, Monocotyledon
1045 Otmduktmeter for Heat 2940 Motor Assembly Kit
100 Otmvection Apparatus, Uqukls 290 /Emits, Piker
1180 Oylimier, Graduated 3075 Organ Pipes, Sa
1106 Dendty Cylinder 8090 °mei, ebadow (Planetarium)
54 SCIENCE EQUIPMINT AND KATINUAL8

Pulse Glass, Large Form 4005 Sun Dial

3444 Pump, Air, Large Site 4115 Tssowe. 'Three-Inch,
3445 Pump, Air, Small Site Refracting
34-65 Pump, with Pump Plate. 4ID5 Thermometer. Maximum-
Hand Driven MIMEO um
3620 Rod, Penne lloy 4210 Thermometer, Soil
3635 Rotator, Hand Driven 1=5 TIMeto Clock. Electric. RtoP
rd Simple Machine.. 4405 Tube, Barometer
Demonstration 4570 V aarul um
3/410 80i1 Test Set 470$ Whistle, Chilton's

* _
7-4
 Appiegx Swiss aid Eip 400 for
Berry SawIs Wes 14
I --ChemeeeAs

Sug-grt.te4
maiiinum
I tvsk A Filet* Unit Quantity Unit
ntiRA hitt r per *dyne, priew
room

X15 Ammonium
dichromate __ 1t4 024 1-1b. screw-cap bot
535 ridding' Solution A 1115 do
Me Millais Solution B 18- 010
. MO IN. MD rertillser, powckbr... 1S- 203 1-ib. carton
570 Yormaldelyde, 40
permit aolutim. 1-lb screw-cop bottle
Iodine, tincture of..
40 meab, 1-1b. screw -cap bottle
cer 11111. Mercury, lled
bottle)... 4-ot.. bottle_ __ So OF ow.

4F IN. 11- Piaster of Paris

(patching plaaer,I
54b. bag) Bag .1-

1M,. Soda, baking-

12-oa. carton.... *4712-008 Carton
1191 Sulfur, sublimed.. 1S-1EN 1-1b. carton
111 'Vermiculite, 3 9i 4b.
bag r 18-202 Bag _____ _ .111, .1awas
Vinegir, 18406 1-qt. bottle.. as 1
dust"
1111. 41- OW OM M., OW ma.

1210 Zine, nxbtal,

18-108 141b. sicrew-eap bottle 3 .11 0, .1.

--Fiemeseigoe

Suggested
Illatimated Unit
I tem yearly Deed Code Unit quantity per prigs*
akeienee room
osImboolbs......s.spsmmossossms

Acetone 18-213 1-1b. acrew-cap 1 to a room go, al D

bottle.
Alcohol., methyl. 18-214 4111- /Ms ler Sib OW lineal WM 2 to a room Imp Ilm IMP wow Ip

I Matti Ildeace Department, DI view' of Instruction. Detroit Public Schools, Mara

1969.
Use Flennable Requildtlat Mors 49) vibes roquisitlaelag Ilaausabkie.
Note 1.-71d. le ter estimating year!, needs oalrda set refiasition jlestasiato at
MU NN*.
#1

55 5
56 SCIENCE EQUIPMENT AND MATERIALS
111.Glasswa Porcelain

Su ted
1 tem A rttcle
tuax.mum
Code quantity Unit
number per science Prier
room

3-430 Itriutter tube. siphon form! I

1-S10 Beaker, Grittlit 25 rn,I 1

low form. with spout_ 012

1450 Bottle, wide mouth (S--oz.)
t fit N(i rubber stopper
. 1$ 031 1"
Bottle. Homeopathic (vial)
Wit 11 plaStie _screw clip, I

cap: 30 $-070 I) men

1-!.-1 Flask, Florence)
(..00 rex 40410___i 1S ( I Each 1
175 Fla sk, Erlenmeyer (125
t; niL) -Pyrc_ix 4980 _ _ .1 1$-- 233 3
1SMO Flask, Erlenmeyer (150
ml.)-- -Pyre x _ _ _ _ _ Is 23-I 3
Flower 1)(4 tiatuivr (t)-in.).
china or Oa-Ks, machine i
made IS *) LL ___do___
V' 5 j Funnel tube, conical top__ I S--0-17 ___do__
VMi- mai Glass , water (9-0z.),
straight sides, not fluted.
clear 08--451 3
1720 Mortar, porcelain (70 ml.)
with pestle 1S 0.39
16,s5 Staining dish (300 nil 1S
1910 Test tube LIS tran by 150
min.) with rim. Pyrex 91400 18 235
1911 "rest tube (_25 mm by -150
nun.) kvith rim. Pyrex 98(X)- 1. 2.36

IV.--Cork and Rubber

2000 Balloon, rubber ( pkg. of 12) __! 18-368 Package _

2005 tiorks, No 6 (pkg. of 100)---: 115-363

2010 ( 'orks, No. 8 ( pkg. of 100 ) 18-364 1 I

2015 ('orks, No. 10 ( pkg. of 1(1)) _ 18-365 ___do__ 1

I .1"- "'s

2025 Rubber darn, 3-ft wide__ 18-050 Foot 1 .

Stopper, rubber, pure gum. I
sulfur free, SAMA stand-
ard size .
2033 No. 3, solid 18-371 Each 4
M34 No. 4, solid__ 18-372 4 I.
25 o. 5, solid____ 1K--451 4
2036 No. 6. solid___ 18-373 4
No. 3, one-hole_
MN& -MIL

2013 18-375 4
a)44 No. 4, orie--hole_ 18-376 do 4
2045 No. 5, one-hole 4
2446 No. 6, one-hole_ 18-377 ___do__ 4
2053 No. 3, two-hole 18-378 do 4
2454 No. 4, two-hole __ 18-379 do 4
No. 5, two-hole 18-380 do 4
2056 No. 6, two-hole_______ 18-381 do__ 4 =It IMF MM. AM.

2061 Tubing, rubber (amber),

ID %0-in. by %On. wail__ 18--054 Foot 3
2065 Tubing, rubber (red), ID
%-in. by %6-in. wall____ 18-055 do 0
 FOR ELEMENTARY SCHOOLS gfi

V.Gnerol Supphos
,mKdd...==

Suggested
maximum
Item Article Code Uuit quantity Unit
number, per science price
room

esive. bulletin board

10Of 16 sticks) __ 8-008 Box amas- Ked= AMP WI, MP- Pm -
iinum foil (25 feet).
18-in. wide, heavy duty___1 08-190
Aquarium aerator, 110 VAC_ 1S-249
Package
Each ____
_
Aquarium aerator air re-
iea, porous stone air
breaker 18-24 3
Aquarium aerator gang
valve, 3-way 18-(156 do=___ 1
Mr. Aquarium heater thermostat
unit, 110V, with pilot
light. 8-in., 75W 18 061 d0
quarium sand (coarse)
No 5 Ohio quartz gravel
(lb. bag) 18-M7 Bag ____
30a5 Ball and ring apparatus__ 18-253 Each lid= MI. =111. M" -ft.- Oar

Bandage, adhesive (1in )

in metaLcontainer____ 06-101 Roll ..t. MEW =MK dead

Brush, counter 09-016 Each

Brush. test tube, bristled
end fan tip 18-073
Burner. alcohol lamp, glass,
8-c ., with glass cap 18412 do__
C{111, demonstration
(student's) 18-076 do__ 1
a-al-
Clement, airplane, 2-oz. tube_ 18-011 do__ I
4010 (lamp, burette 18-077 d0
4045 Clamp, test tube 18-074 ... _do__ .)
Compass, magnet (dia. 50
mm.) , metal case, agate
bearing, 18-081 ams. mite s

'ompass, magnetic (rdia. 45

mm.), metal 18-082 do__ 6
Dry cells (1.5 v,) lie MI- rImb- a am rm. arm 40. sr- _ 09-718 a= =MP Id= do____ 9
Electric bell 09-719 AMIld 4.1K s ell (11 3
Electric push button 09-717 di= KIMIK Md.. 3
.2245 Fist; food, natural, 8-oz. Jar_ 18-063 Jar _ 1
=r. OW Mr. File, triangular, 00-186 Each 1 ada *NM -dm.

rs MIM 41, Flashlight, 18-084 1

Flats, Wood, 11 in. by 22 in.
by 2% in. 18-182 ____do___ 1)

2265 Flower pot, 3-in., standard

tall form 18-2R2 Immd ol 4111 0 7, SOY mw dn. MED IMM.

2V17 Flower pot, Mn., standard

tall form 18-281 d edimd. MI= V=

2269 Flower pot, 8-in., standard

tall form 18-21k3 do_
2270 Flower pot, for bulbs, 8-in.,
squat form 18-345
Flower pot, hanging, with
bracket 18-028 do__ 'Er, rm. -r
S sob MP MI* Pm. Gauze, wire (asbestos
center) , 5-in. by 5-in., 10-
mesh 18-060 do___ 2
MiramForrOPPMs......s...Soirrsoms--
 38 SCIENCE EQUIPMENT AND MATERIALS

Suggested
Article tlIttiiMUM
t7ode unit quantity Unit
per science Prim
room
Hammer. nail. 7-oz. - tl4Z 1 r2 do____ 1

Ilardware, cloth. galvanized,

14 -in. by 14-in. mesh, No.
424. Nidth 24 in. by 10 ft.'
long _ OsO 14) feet _
II4)e,garden is 2W F:ach 3
Jar. battery 41 ls (ns __do_ 5
Jar. museum (16 oz.), hake-
lite screw cap, high form_ Is 072 I )4)Zell
Knife, paring OS- -366 Eli 4.1
1

Lamp, miniature 42 v. .00 a.) 4>

screw base N4) 4s box ofi

10) 071 It )
4115 Magnesium metal ribbon.
1-oz. roll______ is- 022 Roll r
Magnifiers, reading glass
dia. 3 in., metal rim__ __
1535 Medicine dropper______ _
1g-130
Magnet, bar, Alnico, rectan- lg-121
Each
Dozen
gular (1.9 by 0.7 by 15
cm.)
27 70 Magnet, cylindrical, Alnico, 18-446 Ea c h 12
9 by 125 mm., a pair______
....4__Magnet, horseshoe, Alnico, 1R-305 Pair 3
7 hook attached to keeper,
3 by 3.7 by 1 cm. 1S -090
Magnet, natural ( lodestone) _ 14:ach
Needles, blunt. No. 17 lg 092 _ __do ___
(paper of 5) 07-064 Paper
Pan. cake 9 in. by 144 _
__
4135 Pape. litmus, blue, vialin.__
of
18-201 Each
100
1136 Paper. litmus, red, vial of 1g-020 Vial __-
100
Paper, Ammonia print---8 in. ls 021
by 11 in. (pkg. of 50
sheets) 18- 097
Peat M0861 Package __

2835 Pith balls, assorted colors 1R-184

18- 095 Dozen
3235 Prism. equilateral, 28 mm.
faces, 75 mm. 18-103
3650 Pulley, single sheave______ _ Each _____
3651 1R--207 do_
Pulley, double sheave 18-208
3652 Pulley, triple sheave___
4145 Rack, test tube (wood) 6 1R-209
holes, 6 drying pans__ 18- 078
Rake, garden 1
Receptacle, miniature 1R-204 ____do. _
3
(socket), porcelain, screw
Mote I$ -_406
4150 Ring, 4 in., with clamp ...se
____do___ 6
2V45 Rod, friction, glass_____
_ 1K-079 9
2890 1R-091
Rod, friction, hard rubber, 1
vulcanite 1R-140
Screwdriver (64n.,
do__
AIM. YR. Awn. 0.1.a

13-213
 FOR ZLERENTARY SC11001,8 59

suggebted
I tem r tick maximum
slumber quantity
per science
!Nunn

Seeds, lettuce _
18-186 Package 1
Seed/4, lima bean 1, 185 ___(10__
SefAS, pea _ 1$-187 - ---
SPEAR, radish__ 1 158
Seeds, toniato _ Is -189 -- do__
Shears, pruning 18-099 Each
/Mr

Shovel, garden__ IS 205 _

Sprayer, hand gun, 1-qt
size, glass jar 18- 127 - -- __do __
Spring balance, circular
dial, 2000 gm., 72 OZ. 1144--32" ___ do_ __
Sprinkling can, 6-qt. size_. 18-147 _ _do. I
Support, iron, rectangular
base __ _do -
Switch, knife, SPST,
porcelain base 18-407 4
Thermometer (C° and F°
20° to 110° C, 4* to
280° F) 18-336 4
3300 Thermometer, fever, oral___ 18-089 1
Thermometer, window____ 18-102
.111.
;

1111. a. a a
Tin snim 10-in., straight__ 13-362
aaaaa Trowell, curved 18-128 121
a a. alb. 41111111. m1111.
Tubing (tygon), flexible,
ID 3/46-in. by ;46-in. wall__ 18-104 Foot
Ila Tuning fork, adjustable____ 18-441 Each
41111,
Tuning fork (256 c.p.s.)____
-- IMO a Ultraviolet light source,
with 250 w. bulb. 9-in.
reflector, adjustable clamp 18343
1
Ultraviolet light source,
bulb, 250 w., med. screw
base 18 344 As needed
Tire, copper, BCC, No. 18-- -
I-lb. spool 8- tr)8 _do_ 1
Wire, copper, DCC, No. 24
1 lb. spool 1R-M9 ___ do 1
Wire screen, 24-in. wide, 14
mesh 18 117 Yard 4
Bulbs 3
Bulb, daffodils 18-178 Dozen __ 1
Bulb, tulips 18--179 1
Bulb, narcissus, paper white
(6 per pkg.) 18-180 Package 1
ay. to& a Bulb, lily 18-181 Each _____ 3
3 Please use a separate requisition for each of the
following items
60 SCIEN6E EQUIPMENT AND MATERIALS

tiutpment
Please use a separate requisition for equipment items.
A RETURN SLIP must accompany EACH requisition for RE-
PLACEMENT of an equipment item.

Suggested
Item Article maximum
number Code Unit =
quantity = Unit
per science price
room

5015 1 Aquarium (3 gal.) with

cover 18 107 Each
5016 1 Aquarium (5 gal.) with
von AIM mar-

cover 18-109 = z____do s)

5017 Aquarium (10 gal.) with
1m-

cover 1K--110
'Mt 111 .1=1, Barometer. aneroid, wood
easing, 3% 4n. open cen-
ter dial, scale 27-31 in.
with set hand and knob 18-069 do
VIP Hot plate, 110 v. a.c. or d.c.1 18-188 do _ _ _
Microscope, micrometer fine
adjustment, 5 aperture
revolving substage con-
denser, flat and concave
substage mirror, 8 Huy-
genian eyepieces 5x, 10x,
15x, turret with 4 achro-
matic objectives 5x, 10x,
40x, 001, magnification
from 25x to 9001 do____
 Appendix Keb6 Equipment and Supplies

Equipnwnt
Air pump (bicycle pump) Insect mounts
Alcohol burner Lodestone
Aneroid barometer Magnets : bar, horseshoe. U-type
Animal cages Alnico
Aquarium Magnifying lens. large size
Bell. electric Mercurial barometer
(lamps for rubber tubing Prism. triangular
compass, magnetic Pulleys. assorted sizes with tackle-
Compound microscope block
Dry cells, several Rain gage
Ebonite or amber rods Ring stand, iron. with clamp
Electric hot plate Rubber stoppers. assorted sizes
Electric lamps and sockets, 11,41 and Rubber tubing. assorted sizes
3 volts Sand tray
Electric motor, demonstration motor Socket for 1%-volt bulb
Extension cords Sprinkling can
Field glasses Switchee, push button and knife
Funnels Tea kettle
Fuses Terrarium or herbarium
Glass funnel and rubber stopper Thermometers (clinical, indoor,
Glass, microscope slides outdoor)
Glass plates or panes Tongs. crucible
Glass rod Tripod
Glass tubing, various sizes Tripod lens
Insect cages Tuning fork
Insect killing bottle Wheels, various sizes

supphios
Alcohol (rubbing) Clay, modeling
Asbestos Corks, assorted sizes
Baking soda Cornstarch
Borax Flashlight
Bulbs, narcissus, tulip, etc. Hydrogen peroxide
Bulbs, incandescent and flashlight Iodine
Candies Iron filings
Carbon tetrachloride Mercurochrome
Cardboard Nails, assorted sizes
Cement Nuts and bolts, assorted sizes

I Adapted from New York State Education Department, Bureau of Curriculum De-
relopment, &Abaco K-8 Nquiponest aged Supplies. Albany, N. T. the Department, 1958.

61
 62 (!IE NCI: riQUIPMENT AND MATERIALS

Paper clips Soil, potting loam

Pius Spoons
Plaster of parts Tacks
Rubber bands Wire, copper lamp cords ; bell win.
Screws, assorted sizes magnet DM No. 20 and magnet
Seeds, Bowers and cegetable44 Dec No. 30; chromel No. 22
Silk thread Wood, assorted sizes and pieces
Sockets, plastic

Environmental Materiels
Aluminum foil Flats for germinating ?wed
Aluminum pans Flowerpots
Balloons (toys) Fluorescent light tubes
Baseball Food
Bicycle Food coloring
Bicycle tire and tube Fossils
Birdhouses Fountain pen
Blotters Garden hose
Bones (chicken. etc.) Globe
Bottles ( pop, milk, etc.) Glue
Broom straws Golf balls
Brushes (paint, etc.) Gravel
Cans, all sizes Hatbox
Castor oil Hatpin
Cellophane Ice
Chalk Ink (several kinds)
Cheesecloth Insects
Cider jugs Jars (all kinds
Clay pipes Jar tops
Clorox Juice, lemon, etc.
Cloth (all kinds) Kites
Clothespins (spring type) Knitting needles
Coal TA rd
Coasters Leather
Coathangers Lime
Cocoa butter Lime water
Cold cream Linseed oil
Collections of rocks and minerals Machine oil
Colored paper Mailing tubes
Cotton Marbles
Crayons Medicine dropper
Curtain rods Megaphone
Dishes, plastic, china Mineral oil
Drums Mirrors
Dry ice Mosquito screen and netting
Egg Mustard seed
Electric fan Nails
Eye droppm Needles
Fan Net and strainer
Fertilizer Newspapers
Fish Paint
Fish bowls Paint cans
 1,40R ELEMENTARY SCHOOLS
Pans, all kinds Stones
Paper bags Stopwatch
Paper cups Straws
raper towels String
Paraffin Sugar
Photographic film Sunlamp
i)ing-pong ball Tape, friction adhesive
Pitchers Tennis balls
Plants Thread
Potatoes Tire valve
Rags Toothbrushes
Rhubarb Toys, toy machines-- airplanes, gyro-
Rope seoiws, dump trucks, friction toys,
Rosin wind-ups, and roll backs, etc.
Rubber balls Turpentine
Salt Umbrella
Saud Vaseline
Sawdust Vinegar
Scotch tape Violin
Serew eyes 4
Watch
Sharing soap Watercolors
Shoetrees Waterglafts
Snow Wai paper
Reap Wax, ding, etc4
Sponges Wire
spools Wood, scraps
Steel wool Yardstick

Tee&

Teachers need to hare a few good quality tools available not only for setting
up and for building science equipment, but also for the many other types of
projects that are usually in progress in modern schools. Those suggested are
Adjustable wrench Scissors
Brace and bits Screwdrivers
Claw hammer Tape measure
Files, triangular and fiat Tin snappers
Knife Trowel
Pliers, common and electrician's Wedge or chisel
Raw
 Ap Elpi List
Materials and Equipment From Local Stores
or Science Supply Companies
Garden Fools (Child Sire MiscoNsuseem
hoe alcohol
rake alum
spade ammonia
trowel asbestcm itld
Glassware asbestos. powderfid
bottle. nursing (Pyrex halls
glass tank with cover. 3 t c t anittis corks awiorted sizes
glass tubing cotton batting
lamp chimney dyes
medicine dropper funnel
mirrors. concave and c-onvex iodine
Petri dishes lime
prism meal wornis
Pyrex beaker, appro t size
-4= needles
Pyrex flask, approx. 1-pint size pans
reading glass plaster of Paris
test tubes, 6" x % plastic molding material
Mairaetieva ..d 11w:tricky pl urger, rubber
bell and buzzer pulleys
compass, magnetic ribbon
dry cells, 1% volts p
dry cell holder (for flashlight ee1174 spring twa lance
flashlight steel tape
fur steel wool
glass rod stoppers--rubber, solid, 1- and 2-hole,
hard rubber rod aftsorted sizes
iron filings teakettle
lamps, flashlight bulbs test tube brush
lodestone test tube holder
magnetsbar, I_ and horseshoe thermometercandy, clinical, indoor-
motor, toy outdoor
pith balls or puffed wheat thread
sockets ( for flashlight bulbs) tongs
switcheapush-button, knife, toggle tubing, rubber or plastic (to fit glass
tape, friction tubing 4i6" inside diam.)
telephone receiver or earphone tubing, rubber or plastic 141" diam.
tuning forks (of different pitch)
telephone transmitter
tweezers
wire, copperinsulated No. 22 wire, steel
I From No. 86, National Science Teachers
Association Momentary School Helene. Bad-
!Ms, March 1058.
64
 FoR EIIMENTARY SCHOOLS

U. Home and School Materials

blotter
wraPPing
bottles
PaPer clips
boxes paraffin
bulbs. light t dta riled i=ris knife
tlantlles to
( pIthue pins
enti building plates
!Tient rubber rubber bands
.ereal puffed whentf bran ruler
halk &-aIt
loth sawdust
Ur* and saucerN hsors
upit measuring SVP148
elec trical applian discarded soda
hot Itad. iron radio, motor soil sand
flannel sponge
0(4%er pots six- bons metal (widen
fuses dikarded starch
0: I °be
string
sugar
liars
syrup
1.1K24
thumbtacks
Kt-11%es and for tin cans
labels toys
uai tumbled
f.Aatches
vegetable coloring
fetal scra[w-- aluminu (-toper vinegar
mirrors window glass
musiral instruments yardstick
paver, construction

M. Materials and Tools for Construction

Maftriah screening
acetate. sheets or discarded X-ray screws
film tacks
bolts varnish
brush Tepees
r-clamp brace and bit
glue drill
hardware cloth file
hooks and hinges glass cutter
nails hammer
nuts pliers
paints saw
paint thinner screw driver
panscake, cookie, pie soldering iron and solder
sandpaper tin snip
 Appendix V.1E-Science Equipment
Ip.
Item kJ; Iding
No . Item cnd Pictwe Possible Uses 'Geode
Levills Storage
Location
anytime there is a use
for measuring weiOts,
for example:
Iltolonce, spring keep;ng weisOtt chcrts K -6
on an imols
when showing forces
required in simple
mothiners units
2_11 an a known weight

Wei gets
(set)
n .
*.- 'w
Itt a 't
:' Z, :3
is needed, for example:
when showing advantages
of simple machines
K-6
,
when using items on
_..... homemade balance
3 .

d.k

Barometer to show air presume,

. 6
(aneroid) weather forecasting
, ..

4 1
___
i
i
M. ;II experiments
:7'enerotor
with electricity
s$ Hila
1j
Gyroscope illustroting the lows 6

6
--R---1
1
_ of rotation

Conductometer experiments in the 5

principles of heat

71
_ . ,

Voltmeter / measuring volts in 4,6

electricity

Electroscope use in experiments 4

with static electricity

k) Available in Building

1 Prom appendix, risstruotional (ha& for

Denver. Colo. : Denver Public Schools, 1960. illwaestary School Soloiscis areas 1-4.
* U. e. GOVIERNMILST Pitt ern se OFFicas 11111---4111)411111
66