trafton] outline OF NATURE-STUDY 103 



2, making outdoor observations on the topics studied such as 

 flowers, trees, birds, and insects in their natural environment; 



3, bringing specimens to school to show the children's ability to 

 identify the form studied; 4, watching others doing the things 

 studied, as the farmer and gardener plowing their fields or harvest- 

 ing their crops; 5, making collections such as weed seeds, woods, 

 flowers, leaves of trees, ferns, and insects; 6, talking over with the 

 parents at home the topic studied; 7, cutting out clippings from 

 newspapers and magazines relating to the topic under considera- 

 tion. 



A few suggestions regarding the working out of the various parts 

 of a lesson are given below in brief outline form. 



Preparation — 

 Introduction to Child's Problem. 



1 . The introduction to the child's problem should deal with the children's 



experiences. 



2. It should be appropriate to the problem. 

 Statement of Child's Problem. 



1. The child's problem should relate to those things for which the child 



already has a feeling of interest or need, or for which he can be lead 

 to have such a feeling. 



2. It should find its basis in the child's present life, or in that of his 



immediate future. 



3. It should be worth while. 



4. It should be definite. 



5. It should deal with only one main thought. 



6. It should be clearly stated in children's language. 

 Development — 



1. All points included in the development should relate to the problem. 



2. Enough points should be included to answer the problem. 



3. The development should be well organized with reference to the problem. 



4. Provision should be made for summarizing the essential points. 

 Application — 



1. The application should be the doing of something which interests the 



child, and which can be done naturally in his ordinary life. 



2. It should be something which the child can probably be lead to do. 



3. It should suggest the doing of only a few things, preferably of only one 



thing. 



4. It should be stated clearly and with sufficient detail so that the child 



understands what he is to do. 



As a definite illustration of these suggestions the following lesson 

 is given for a third grade: 



Topic — Elm and maple tree. 



Materials — A maple and elm leaf for each child ; a cluster of elm and maple 

 leaves showing arrangement. 



