Rainbows, Color, and Light Sample

Rainbows,
Color, and Light
Teacher Activity Manual
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Table of Contents
Rainbows, Color and Light Digital Sampler
Sample Activity
Activity Overview
Activity Summaries
Activity: Rainbow Effects: Bubbles
Activity: Mixing Colored Light
ExploraGear
I Wonder Circle
More about Science Companion
Module Components
Full Curriculum List
Science Companion Unique Features
Online Pilots
Professional Development
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Rainbows, Color and Light - Sample Activities
2011 Edition, Release 1.4.0211 Copyright © 2009 Chicago Science Group.
All Rights Reserved. Except as permitted under the United States Copyright Act, no part of this publication may
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Teacher Activity Manual
The Teacher Activity Manual shows teachers how to implement
hands-on science activities for their children. Activity by activity, young
children develop strong process skills and in-depth understanding of
specific concepts.
Each study within the Teacher Activity Manual contains a varied
collection of structured and unstructured activities and discussion topics
aimed at engaging children in multiple ways and from multiple angles.
The book aims to help teachers and children uncover the vast science
opportunities presented by the world around them by building on young
children’s abundant questions and thoughts as they try to describe and
make sense of their natural and physical surroundings.
Unlike the grade level Teacher Lesson Manuals that contain groups of
lessons and focus on big ideas, the activities within a study do not follow
a linear sequence. Rather, you are encouraged to follow the interests of
your class in selecting which activities to do and when. You are free to
leave out activities that do not fit with the flow of the study your class is
engaged in, and, by all means, add activities that are not included in the
curriculum.
Overall, you’ll find that children LOVE
the mix of active, hands-on, minds-on science.
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Rainbows, Color, and Light
Overview
A rainbow arching across the sky is a source of wonder to children. In this study, children
bring rainbow effects into their classroom and onto the playground through experiments
with prisms, mirrors, bubbles, water, sunlight, and flashlights. Children also bring a
scientific approach to the familiar art activity of color-mixing. They observe that mixing
colored light produces different results than mixing pigmented paints, dough or water.
This surprising discovery fosters a desire to know more, to explore and compare. For
example, what happens when I add more red? Can I get to white by mixing paints? Can I
get to black by mixing light? Children are also introduced to how their eyes perceive light
and color as they explore what colored objects look like in the dark. This combination of
keen interest, hands-on experience, and an opportunity to share and discover together
provides children with the experience of acting as scientists.
As with so much of early elementary science, the phenomena the children observe and
explore in this study are too complex for young children to fully understand. But there are
fruitful rewards to be found through exploration, questioning, and describing what they
observe. The children’s inquiries into rainbows, color, and light will help them develop
their budding scientific skills as they exercise their natural curiosity and enthusiasm for
exploration.
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RAINBOWS, COLOR, AND LIGHT
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Overview
Activity Summaries
What is a Scientist?. . . . . . . . . . . Children consider and share what they know about
scientists and begin to see themselves in the role of
scientists.
Opening the Box. . . . . . . . . . . . . To set the stage for the study, children explore the
materials that accompany the study and ponder how they
might use the items for scientific exploration.
Rainbow Effects: Prism. . . . . . . Children communicate observations and ideas as they
describe rainbows, then explore how to make rainbows in
the classroom using a prism and a light source.
Seeing Light and Color. . . . . . . Children participate in a variety of experiences to help
them develop an initial understanding of how light affects
our ability to see in color as well as in black and white.
Mixing Colored Pigments. . . . Children explore the process of mixing colors by
experimenting with familiar art materials.
Finding Hidden Colors . . . . . . . Children explore colors by separating them. Children
Spinning Colors. . . . . . . . . . . . . . explore how motion can create the effect of blended color.
Mixing Colored Light. . . . . . . . . Children explore the primary colors of light by displaying
and mixing them. They compare the results of mixing
colored light with their experiences mixing colored
pigments, such as paint or playdough.
Rainbow Effects. . . . . . . . . . . . . . Children explore another way to make rainbows, this
Tub and Mirror. . . . . . . . . . . . . . . time using a tub of water, a mirror, and a light source.
Rainbow Effects. . . . . . . . . . . . . . Children observe changing patterns of color on the
Bubbles . . . . . . . . . . . . . . . . . . . . . . surface of a bubble using a light source to enhance the
effects.
Rainbow Effects. . . . . . . . . . . . . . The class experiments with a water source to generate
Outdoors. . . . . . . . . . . . . . . . . . . . . rainbows outdoors on a sunny day.
Rainbow Effects. . . . . . . . . . . . . . Children consider the rainbow effects they’ve created
Recipe for Rainbows . . . . . . . . . and try to make some generalizations about what they did
and observed.
Rainbows in the Sky. . . . . . . . . . Children consider the link between the rainbow effects
they’ve generated and “real” rainbows. They also look
for opportunities to see a rainbow outdoors when the
conditions seem right.
Exploring Light. . . . . . . . . . . . . . . Children develop and test theories as they experiment
and Shadow . . . . . . . . . . . . . . . . . with shadows and the relationship between light and
shadows.
Making Colored. . . . . . . . . . . . . . Children further explore the effects of light and color
Windows . . . . . . . . . . . . . . . . . . . . . by making “stained glass windows.”
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Activities at a Glance
Dear Families,
As part of our science curriculum, our class is beginning a study of rainbows, color,
and light. The children will use prisms, water, bubbles, flashlights, mirrors, and other
common materials to experiment with ways to create rainbow effects in the classroom
and outdoors. If we are lucky, perhaps we will have a chance to see a real rainbow in
the sky, too!
During this study, children will learn about how their eyes sense light and color as they
investigate what colored objects look like in the dark. Children will also experiment
and make observations as they mix colored paint, water, and playdough. When they
explore the less familiar phenomenon of mixing colored light, they will discover that
this yields different results. Hopefully, their exploration will spark further questions
and experimentation. As always, children will be encouraged to ask questions,
propose possible answers, exchange ideas, and exercise their inquiring minds to learn
more about the fascinating world around them.
You can help foster your child’s interest, understanding, and enthusiasm by talking
with them about these activities—including their discoveries, questions, and ideas—
and helping them repeat or extend some of these activities at home. For example,
check out books about rainbows at the library. Help your child be on the lookout for
real rainbows, and, if they are lucky enough to spot one, encourage them to draw
what they observe. Get out paints, playdough, flashlights, and bubbles for continued
exploration and experimentation. In all cases, follow your child’s lead. Young children’s
curiosity makes them natural scientists, so it won’t take much to encourage their
explorations at home.
Most importantly, keep in mind that, although the phenomena behind rainbows,
color, and light are too complex for kindergartners to fully understand, the children’s
exploration, wondering, and thinking about these topics will enrich deeper study in
future years. It will also help them develop scientific skills, such as observation and
description, at an early age.
If it is convenient for you to send in any of the following items for use during this
study, we would be most grateful. Please label anything you would like returned.
•
•
•
•
•
•
CD’s you no longer use
Colored cellophane
Flashlights and/or new C or D flashlight batteries
An old plastic dishpan or aluminum roasting pan
Small mirrors, such as those in makeup compacts
Prisms
Sincerely,
RAINBOWS, COLOR, AND LIGHT
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FAMILY LETTER
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29
RAINBOWS, COLOR, AND LIGHT
Mixing Colored Light
Activity Mixing Colored Light
Focus:Children explore the primary colors of light by displaying and mixing
them. They compare the results of mixing colored light with their
experiences mixing colored pigments, such as paint or playdough.
Materials: Red-, green-, and blue-theater lighting gels*; 3 powerful flashlights; a
light-colored wall or white paper on which to project the colored light.
Setting:
A class meeting for discussion and demonstration, followed by free
experimentation with flashlights and theater lighting gels in the
Science Center. (This activity works best in a slightly darkened area.)
* Indicates items that are included with the curriculum
Teacher Note: The primary colors of light are red, blue, and green. Combining them produces
white, unlike combining the primary colors of pigment (red, blue, and yellow), which produces
black. Use this surprising result to fuel children’s interest in experimenting with and comparing
the two processes, but do not expect children to understand the complicated reasons for the
difference.
At a class meeting, with the room semi-darkened, ask the class to closely observe what
happens when you shine light, one by one, through each of the three colored gels.
Remind children of their experiments with mixing colored pigments, and ask if they
can think of a way to mix colored light. Encourage discussion, and then try out their
suggestions.
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Mixing Colored Light
Tape a red gel over one of the flashlights, a blue gel over the second, and a green gel over
the third. Ask a child to display the red light on the wall or white paper. Have another
child do the same with the blue gel on a different spot and then overlap the blue with the
red. What happens? Have a third child shine the green light on a separate spot, and then
shine the green light so it joins the other beams of light. What colors can the children see?
Can they describe these colors? Can they mix the colors together to make white in the
center where the colored lights cross each other?
If the group was able to generate white light by mixing the three colors (it can be tricky),
you might also remind children of their exploration with prisms. Do they recall what
happened to the light when it shone through the prism? You might explain that, just as
the prism separated light into different colors, in this activity they were able to put the
primary colors of light back together to get white light.
Remind the class of their experiments with colored pigments. (See “Mixing Colored
Pigments” on pages 44-46.) Help them to recall that all the different colors of paint could
be made from just three primary colors: red, yellow, and blue. Point out the colored gels
they have been using to mix colored light. Ask them to describe these colors (red, green,
and blue). How do they compare to the primary colors of pigment? What have they
noticed about mixtures of colored light compared with mixtures of colored pigment? Is
this different from what they would expect? Help them understand that sometimes they
can learn new and interesting things even though they may still feel puzzled about them.
For scientists, this leads to taking the next step of exploration.
Put the flashlights and gels in the Science Center after the meeting and encourage
children to continue experimenting. Children may want to explore some of the following
questions:
•
What colors can they make from just these three colors and their combinations?
•
Can they make all of the colors they see in the rainbow (colored light) from the
primary colors of light and their combinations?
•
How do combinations of colored light compare with the same combinations of
pigments?
•
Does changing the amount of a color of light affect the mixture in the same way
as changing the amount of a color of pigment? For example, if you have extra gels
or flashlights, children can experiment with adding two blues to a red to see if this
makes a difference. They can compare this to what happens when they combine red
paint with a greater amount of blue pigment.
The children may wish to make colored drawings to record their results. You may also
want to photograph the children’s results and compile them in a book or display them in
the Science Center.
RAINBOWS, COLOR, AND LIGHT
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Mixing Colored Light
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53
Science Extensions
Children can explore how colored light affects the appearance of different objects by
using a color viewing box. Cut a large, rectangular viewing hole in the lid of a shoebox
and tape a piece of red cellophane over it. Also cut a small hole in one side of the box.
Place one black and one red playing card in the box and put the lid back on. Shine a
flashlight through the hole in the side and look at the cards. Do they look different?
Make more boxes using other colors of cellophane. Keep the boxes and flashlights in the
Science Center. Encourage children to think of other interesting objects to put inside the
boxes.
Connections
This activity should come sometime after “Rainbow Effects: Prism” and “Mixing Colored
Pigments.”
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Mixing Colored Light
RAINBOWS, COLOR, AND LIGHT
Rainbow Effects: Bubbles
Activity Rainbow Effects: Bubbles
Focus:
Children observe changing patterns of color on the surface of a bubble
using a light source to enhance the effects.
Materials: Cookie sheets (or cafeteria trays); a large dishpan to mix and store
the bubble solution; a small dishpan for the Science Center; straws;
flashlight*; bubble wands (plastic-coated wire* can be cut and shaped
into bubble wands); and bubble solution.
To make bubble solution, combine the following:
2.5 L (10 C) water
125 ml (1/2 C) light corn syrup
250 ml (1 C) liquid dishwashing soap—Joy® and Dawn® work well
Setting:
Class meeting for demonstration. Later, small groups work in the
Science Center and/or outdoors on a sunny day.
* Indicates items that are included with the curriculum
Bring a cookie sheet, a bubble wand, a straw, a small cup of bubble solution, and a
flashlight to the class meeting. Ask children to think about the color of bubbles. Some
children may comment that bubbles are clear like water while others may have noticed
bubbles that show swirls of many colors. Let the children know they are going to do an
experiment to find out if and when bubbles have color.
Next, demonstrate the process the children will use:
•
Pour some of the bubble solution onto the cookie sheet. Using your hand, wet the
entire surface of the cookie sheet with the solution.
RAINBOWS, COLOR, AND LIGHT
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Rainbow Effects: Bubbles
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57
•
Dip the wand into the cup of bubble solution and blow a bubble onto the cookie
sheet.
•
Dampen 2/3 of the straw with the bubble solution (a dry straw will pop the bubble)
and insert it into the bubble you made. As you blow through the straw, the bubble
will grow to an impressive size.
•
Shine the flashlight down the inner wall of the bubble at a 45-degree angle (it’s a
good idea to practice this beforehand). Outdoors, the sun—not a flashlight—will be
your light source.
•
Ask the children to name the colors they see. Have them continue to observe the
bubble and describe any color changes they notice until the bubble pops.
Teacher Note: The colors are the result of the interference that occurs when white light reflects
off both the inner and outer surface of the bubble. Because this effect depends on the thickness
of the bubble, the children may notice a pattern of changing colors as the bubble wall evaporates
and thins. Just before the bubble bursts, dark spots will begin to appear in the thinnest places of
the bubble’s surface.
To end the meeting, read the following poem by Carl Sandburg and encourage children
to share their thoughts about it.
Bubbles
Two bubbles found they had rainbows on their curves.
They flickered out saying:
“It was worth being a bubble just to have held that
rainbow thirty seconds.”
Encourage children to continue experimenting in the Science Center. Set out cookie
sheets, bubble wands, straws, flashlights, and a small dishpan of bubble solution on
the table where the children will work. Suggest that they try different types of lighting.
For example, they might compare the colors with and without the flashlight, with the
flashlight at different distances or angles, near a sunny window, and in the dark. You can
also take the materials outdoors for experimentation.
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Rainbow Effects: Bubbles
Science Extensions
Making Bubbles Outdoors
Encourage children to experiment with bubbles during their outdoor time by bringing
out a variety of bubble makers. Children can use:
•
Film canisters or paper cups—Punch a small hole in the bottom of a film canister or
a 2 oz (60 ml) paper cup. Children dip the open end in the bubble solution, and blow
through the hole.
•
Straws and string—Cut a straw in half. Thread a 60 cm (24 in) piece of string through
the two halves and tie the ends together. Stretch out the string by holding the straws
parallel to each other. The result will be a rectangular frame which the children can
dip into a dishpan of bubble solution. Children can make very large bubbles by
holding the frame into the wind and walking backwards.
•
Hands—Children can also use their own hands to make bubbles. If they are able to
make a completely connected shape with their fingers, a bubble film will have a place
to form.
Making Rainbow Effects with CDs
Put out some compact discs (CDs), along with the flashlights and prisms, for children to
experiment with. (You can also hang a CD in the window.) If you shine light at an angle on
the blank surface of a CD, a rainbow effect is created (which can then be reflected onto a
light colored surface).
Teacher Note: This occurs as a result of different wavelengths of light interacting with each
other when they are reflected off the closely spaced grooves on the CD.
Art Extensions
Have children create pictures of bubbles using watercolors or colored pencils.
You can also make bubble prints with bubble solution dyed a variety of colors. Fill about
1/3 of a small bowl with bubble solution. Stir in enough food coloring, tempera paint, or
liquid watercolor to dye the solution. Show children how to blow into the bowl with a
straw until the colored bubbles froth to the surface, then gently place a sheet of paper on
top of the frothy surface to get a “bubble print.” Use several bowls, each with a different
color, so children can generate a multi-colored print. (They can bring their paper from
bowl to bowl and repeat the process.) Children will be fascinated by the frothy surface of
the bubble solution and by the interesting print it makes on their paper.
Language Arts Extension
Take photographs of the children doing this activity and compile the pictures in a
class book. Have the children write or dictate their observations as captions for their
photographs.
Teacher Note: Bubbles (and their colors) photograph well, especially when the picture is
taken from the side rather than from above. Refer to the book, A Drop of Water, by Walter Wick, for
stunning photographs of bubbles.
Connections
This activity should follow “Rainbow Effects: Prism.” It connects with “Rainbow Effects: Tub
and Mirror” and “Rainbow Effects: Outdoors.”
RAINBOWS, COLOR, AND LIGHT
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Rainbow Effects: Bubbles
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59
ExploraGear
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ExploraGear® Items
The ExploraGear® provides all of the hard-to-find, hands-on materials needed to
effectively implement a Science Companion module. This kit of non-consumable
and consumable items is your go-to place for the tools needed to teach inquiry
science. The authors of Science Companion carefully developed the curriculum
so that the ExploraGear® items are not overwhelming and unfamiliar, but filled
with the most essential, high quality items needed to engage students in a rich,
interactive, inquiry science experience.
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I Wonder: notice, ask questions, state problems
I Think: consider, gather information, predict
I Try: experiment, model, test ideas, repeat
I Observe: watch, examine, measure
I Record: record data, organize, describe, classify, graph, draw
I Discover: look for patterns, interpret, reflect, conclude,
communicate discoveries
2011 Edition. Copyright © 2004 Chicago Science Group.
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distributed in any form or by any means or stored in a database or
retrieval system without the prior written permission of the publisher.
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Motion
While deciding what makes a solid a
solid, watching water disappear from
an open cup, or comparing various
liquids, children find the value in asking
questions and probing the world
around them for meaningful answers.
Life Science
Through activities that engage
children’s bodies and minds, children
move their own bodies in various ways
to learn about motion, as well as build
ramps, roll toy cars, drop and crash
marbles, slide pennies and shoes, and even fly paper
airplanes.
Life Cycles
From watching a pea sprout to feeding
apples to butterflies, children closely
study four organisms, including
humans, to observe the remarkable
growth and change that living things
experience during their life spans.
Early Chilhood
Solids, Liquids, and Gases
Earth Science
Physical Science
From collecting animal tracks to
dissecting flowers, children deepen
their understanding of what makes
something alive as well as exploring
the similarities and differences among
Physical Science
living things.
Collecting and Examining Life
Early Science Explorations
Weather
Physical Science
Life Science
Through experiments with prisms,
mirrors, bubbles, water, sunlight, and
flashlights, children bring rainbow
effects into their classroom and onto
the playground. They also mix colors to
observe that colored light produces different results
than mixing pigmented paints, dough, or water.
Magnets
Earth Science
Rainbows, Color, and Light
Rocks
Earth Science
Early Chilhood
Inspiring students to explore their world.
Soils
From making a collage of the leaves
and seeds they find to constructing a
lever from rocks and wood, children are
introduced to the wonders of science
and scientific exploration. Contains 7
studies in one book: Growing and Changing; Class Pet;
Collections from Nature; Constructions; Dirt, Sand and
Water; Sky and Weather; and My Body.
One day students learn to use a
thermometer to record temperature,
another day they measure rainfall
or investigate the nature of ice.
Throughout the year, students use
their senses as well as scientific tools to discover that
weather is a dynamic part of nature.
From testing what sort of everyday
objects are attracted to magnets to
comparing the strength of different
magnets, children deepen their
observation skills while learning about
the nature of magnets.
One day children examine fossils,
another day they might test minerals.
As children collect, examine, describe,
and experiment with rocks, minerals
and fossils, they hone their observation
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and how they are formed.
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Life Science
From building river models that explore
erosion and deposition to touring the
school grounds looking for evidence of
the earth’s changing surface, students
use hands-on investigations to discover
the dynamic nature of the earth’s surface.
Human Body in Motion
Physical Science
By modeling how muscles move bones,
testing reflexes, and measuring the
effects of exercise on breathing and
heart rate, students begin to appreciate
the interactions between body parts
and recognize the importance of protecting them by
making healthy choices.
Watery Earth
Matter
Energy
Whether watching light “bend” a
pencil in water or building a periscope,
the combination of hands-on, multisensory learning enables children
to understand what light is, how it
behaves, and why it makes sight possible.
One day children chart the moon’s
cycles, another day they might make a
scale model of our solar system. By
observing the world around them, they
address questions such as “Why are
there seasons?” and “Why does the moon appear to
change shape?”
Whether following a drop of water
through the water cycle, measuring
their own water usage, or exploring
how filters clean dirty water, students
are encouraged to use what they learn
to have a positive impact on water resources.
With challenges like exploring what
they can learn about an unknown
substance called “Whatzit,” students
experience the excitement of scientific
discovery and gain an appreciation of
the scientific method used by professional scientists.
Whether testing the efficiency of light
bulbs, exploring heat conduction,
or designing an imaginary invention
demonstrating the transfer of energy,
students discover that energy is at the
root of all change occurring in the world around them.
Force and Motion
By demonstrating and explaining
ways that forces cause actions and
reactions, as well as gaining a deeper
understanding of basic forces such as
friction and gravity, students discover
the many ways that forces affect the motion of objects
around them.
Building Skills
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Earth Science
By watching composting worms create
soil, to modeling the nutrient cycle,
students have the opportunity to
investigate the organisms that carry
out the process of decomposition and
recycle nutrients in an ecosystem.
Earth Science
Nature’s Recyclers
Our Solar System
Earth Science
Life Science
Whether exploring static charges,
figuring out how to get a light bulb
to light, or testing the conductivity of
everyday objects, students experience
firsthand the excitement of electricity
and scientific discovery.
Physical Science
Electrical Circuits
Light
Physical Science
Physical Science
From going on a nature walk to
dissecting owl pellets, children are
asked to think about how organisms
(plants, animals, fungi, and microscopic
living things) survive in the places they
live, and how they interact with other living things.
Science Skill Builders
With 21 lessons spanning the breadth
and depth of science skills, students
develop a core understanding of using
tools in science, scientific testing,
observation skills, and the importance
of analysis and conclusions.
Design Projects
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Machines, Moving Systems, Electrical
Circuits, Human Systems.
The design project series was
developed to support compatible
modules by allowing students to design and/or build
animal homes, tools, machines, and designs of their
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P
STC
Lesson O introduces students to
the scientific method through the
“I Wonder” Circle
Student Reference Books
The original Student Science
Notebooks
Developed by the creators of
Everyday Mathematics®
Teacher-friendly formative and
summative assessment strategies
Several no-cost pilot options,
including an innovative online pilot
program
Correlated to state standards with
customized local standard
correlations available upon request
ExploraGear and Supplemental
Classroom Supplies available
P
P
Modules developed specifically
for PreK-K available
Light and Rainbows, Color, and
Light modules available
“I Wonder” Circle integrates
modules as tool for student
reflection
Engaging, hands-on activities
focused on Big Ideas
Reflective Discussions help
children integrate their experience
and build science knowledge
Hyperlinked teacher materials
(iTLM’s) & digital student materials
build affordable access
P
www.sciencecompanion.com
A New Way to Pilot...
An Innovative Free Online Pilot Program!
We know that both time and financial resources are limited for
school districts these days.
So, we are delighted to introduce an exciting new digital opportunity
for you to try Science Companion materials at no cost, at a scale that
is easily manageable. And it’s high tech, too!
Come to our Online Pilot Website and find:
• Sample lessons from eight of our modules.
• Conversation and support from content and teaching experts.
• Free digital teacher materials and student resources.
• Directions on how to order ‘lending library’ for kit materials.
• A pilot that will give you a rich taste of inquiry science but requires no more than a handful of classroom sessions.
“I think this is an awesome resource for doing science.”
Field Test Teacher
There are a limited number of online pilots available,
so contact us now to find out how you can
explore Science Companion at your pace, for free.
(And, of course, we have traditional pilots available too. Just ask!)
www.sciencecompanion.com
888-352-0660
[email protected]
Professional Development
Succeed with Science Companion
Inquiry-based learning in science is exciting, effective,
and evocative. It also can be challenging.
We can help you take the mystery out of inquiry!
Philosophy
A half-day session introducing the methodology,
pedagogy, and best practices of Science Companion.
Implementation
Building from specific modules your district is using,
a hands-on exploration of how to best implement
Science Companion in your classrooms.
Designed by the
University of Chicago’s
Center for Elementary
Math & Science
Education.
Assessment and Science
Participants
Formative and summative assessment can work together
to strengthen teaching and test scores!
Teachers and administrators
in districts using Science
Companion.
Coming from Everyday Math
Length
Science Companion was developed by the same researchers who developed Everyday Mathematics, and many of
the same pedagogical tools are used. Making the jump to
Science Companion is easy!
Train the Trainers
Build a community of Science Companion experts in your
district or intermediate unit.
It’s in the Bag!
Fully customizable workshops to meet your needs. Contact us to
learn how we can best help you!
Mix and Match to your needs
to build a half day or full day
session.
Continuing Education
CEU’s available, please ask us
about we can work with you to
arrange credits.
Cost
Ask your rep for more
information!
The spirit of inquiry. An invitation to curiosity. The tools for success.
Contact Us!
Get a Full Curriculum Sample
Check out a Pilot Program
Get a Custom Scope & Sequence
Find your Sales Rep
Phone/Fax: 888-352-0660
8400 Woodbriar Drive
Sarasota, FL 34238
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info
[email protected]
www.sciencecompanion.com
The spirit of inquiry. An invitation into curiosity.
The tools for success.