Meet the living subject or observe the natural phenomenon first. Ask a few questions aloud and give students time to discover what observation can answer. Leave the unanswered questions for later research. A sketch or written narration belongs in a paper nature journal.
This historical lesson is reproduced as a source, not as current animal-care, collecting, medical, or experiment advice. Observe wildlife without disturbing it, follow local rules, and check present-day safety guidance before any hands-on work. Never look directly at the Sun.
01How to use this lessonA short field guide for the adult
Let the subject lead.
Read the teacher material in advance if possible. During observation, select only the questions the student can investigate today. Do not answer on the student’s behalf while there is still something to see, hear, compare, or measure safely. Afterward, invite an oral narration or a picture in a paper nature journal. Discuss remaining questions only once observation is complete.
02The teacher’s readingComstock’s original preparatory text
The teacher’s reading
Text from the original handbook. Page markers are omitted; layout is adapted for reading. The source may reflect 1911 knowledge and practices.
This lesson has no separate teacher story. Read Comstock’s introduction and method in the original lesson below before meeting the subject.
03The original lesson and questionsTake these to the subject itself
Questions to explore
Choose what fits this encounter. Some original prompts ask for collecting, handling, or other historical activities; use a safe observation instead. Write or draw only in a paper nature journal.
The Honey-comb
Leading thought—The cells of honey-comb are six-sided and in double rows and are very perfectly arranged for the storing of honey, so as to save room.
Materials—A section filled with honey and also a bit of empty comb and a bit of commercial foundation comb which may be obtained in any apiary.
Observations—1. Look at a bit of empty honey-comb; what is the shape of the cell as you look down into it?
2. What is the shape of the bottom of the cell?
3. How does the bottom of the cell join the bottom of the cell opposite? Explain how honey-comb economizes space as storage for honey, and why an economy of space is of use to bees in the wild state.
4. In the hive is the honey-comb placed so that the length of the cells are horizontal or up and down?
5. Observe honey-comb containing honey; how is the honey retained in the cells?
6. Carefully take off a cap from the honey cell and see if you can find the six girders that extend inward from the angles of the cell to support the circular portion in the center.
7. By what means is the honey-comb made fast to the sides of the section or the hive?
8. Study a bit of foundation comb and note where the bees will pull out the wax to form the cell.
9. Why and how is foundation comb used by the bee-keeper?
10. For what purpose besides storing honey are the cells of honey-comb used by the bees?
Comstock, Handbook of Nature-Study, Lesson CIV. Read the illustrated original at Project Gutenberg. Public domain in the United States.