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48 HOW TO USE THE EDUCATIONAL SOUND FILM dren had looked up much information about caterpillars and had shared it by giving reports on their observations, activi- ties, and readings. With this as a preparation for the show- ing, a very alert class began a unit of work on the life-history of moths and butterflies. C. RELATING THE FILM TO OTHER SCHOOL EXPERIENCES School-wide projects are centers of absorbing activities promoting the use of a wide variety of instructional materials. A fourth-grade class was preparing to participate in a circus, as part of the "World Fair" which the school was holding. The problem of immediate interest to the children was that of acquiring more information as to the behavior and appear- ance of some of the circus animals. The teacher therefore introduced the sound films Animals of the Zoo and Animal Life. The following list of observation points, prepared in a preliminary discussion by the pupils and teacher, shows plainly the teacher's technique in adjusting the use of the film to the current interest of the group. 1. Listen for noises of animals 2. See what the animals look like, especially their markings, so that cos- tumes may be made 3. See how the animals are managed. [The teacher warned the children that they would not see much of this in the picture since it was not the fundamental purpose of the film] 4. Watch the characteristic movements of the animals 5. See how they act when people approach 6. Find out what, when, and how the animals eat In a second-grade classroom a terrarium inhabited by two chameleons (the children had dubbed them "Minnie" and "Mickey") was a source of constant interest. The pupils had read stories about chameleons, and each pupil had made a scrapbook about animals. When the film How Nature Pro- tects Animals was shown, this provocative background of classroom experience focalized attention on the sequence showing the protection which nature has given the chame- leon.