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Show Students Learn About Snakes As Class Experience Excitement ran high in Robert Stratton's classroom when a snake was brought in during the noon hour. Many debates as to whether it was poison or not came to the front. As the pupils returned to their school work at one o'clock the teacher was asked many more questions about snakes. Finally the question was raised. rais-ed. Why don't we find out all we can about the snakes we have around here? This interest was Immediately capitalized on by the teacher. A very interesting interest-ing science experience was built around the questions the pupils had ashed. Encyclopedias came off the shelves, many books were searched for Information, a cage was built in which the snake could be kept for observation. Pupils, under teacher guidance built a bibliography of reading material. Pupils studied different methods of taking notes on information infor-mation for future use. Reports were organized for presentation to the total class. The work carried car-ried over into the home Dad became a resource person telling what he know about snakes. All that information gathered was brought together. At this time, the class found that all of the information didn't agree, so they set out to research for facts, to drag out truth in regard to fiction and after a few classes of intensive work they were well Informed on snakes of i our area, but above this they know more about doing research, about gathering facts, reading critically, pulling factual information infor-mation together for organized reports. re-ports. The learnings were many, the experience rich because a wise teacher had explored an area of real interest with children. Small fry chit-chat overheard In schoolyard after the holidays: "Did you get out of town for Christmas vacation?" "Nope, I stayed home. I had a job though." "AJob? Doin what?" "I got 60 cents a week from Mommy, not to play my new drums." |