Making the Discovery Dome

Discovery Dome

Contents 1. Introduction 2. How to use the Discovery Dome 3. Object information and activity ideas 3.1 Big Cats 3.2 Bowl 3.3 Butterflies 3.4 Car 3.5 Carpets 3.6 Child’s Cap 3.7 Dinosaurs 3.8 Dolls 3.9 Dragon and Chinese New Year kit 3.10 Drum 3.11 Elephant 3.12 Fossils 3.13 Hedgehog 3.14 Jewellery 3.15 Ladybird and other insects 3.16 Mask 3.17 Ocarina 3.18 Robe 3.19 Sea life 3.20 Shark 3.21 Shoes 3.22 Skeletons 3.23 Textiles 3.24 Tile 3.25 Tree 4. CfE Outcomes 5. Assembly instructions 6. Health and Safety 7. Feedback 8. Returning the Discovery Dome

National Museum of Scotland

Discovery Dome

1. Introduction

The Discovery Dome is a resource for exploration, fun, play and learning for early years groups and settings. The Dome can be used in a variety of ways – group sessions, self-led learning and investigation, role play, storytelling and as a spring board for further investigations. Designed to be easy to assemble, diverse and flexible, it can be assembled indoors or out. It is a museum in miniature covering a cross curricular range of topics, experiences and outcomes, linked to the Curriculum for Excellence at the Early Level (pre- school to approximately P1).

Making the Discovery Dome The Discovery Dome was created by pupils and staff from Woodlands Nursery Centre, Fife and Knightsridge Primary School, West Lothian together with the environmental artist and teacher Karin Chipulina, with support from National Museums Scotland. Inspired by a visit to the National Museum of Scotland, the participants wanted to create a dome structure which could become a travelling home for objects and activities linked to the collections, and cosy welcoming space for early years learning.

This resource has been funded by the Robertson Trust. The Robertson Trust is an independent Scottish grant-making Trust which exists to provide financial support to charities across Scotland. To find out more about the Trust please see the Trust’s website: www. therobertsontrust.org.uk. The Robertson Trust part funded the development of the new Learning Centre at the National Museum of Scotland, Chambers St, Edinburgh.

To find out more about how the dome was made, please visit: www.nms.ac.uk/learning/communities/discovery_dome.aspx

National Museum of Scotland All images © National Museums Scotland, unless otherwise stated.

Discovery Dome

2. How to use the Discovery Dome The Discovery Dome contains a collection of over 30 real and replica objects from across the world, representing the diversity of the collections at the National Museum of Scotland which you are free to carefully handle with your class. The collection and these notes have been assembled with support from pupils and staff from Woodlands Nursery Centre in Methill, Fife and Knightsridge Primary school, West Lothian, working with staff from National Museums Scotland. The resource is designed to be used to support a range of outcomes and experiences across the Curriculum for Excellence at the early level, for example Expressive arts, Sciences, Social studies, Literacy and English, and Health and Well-being (see section 4 for CfE outcomes). The first step is to assemble the dome, and you will find instructions for this in section 5 of this guide. Once the dome has been set up you can attach the felt pouches inside the dome. These will hold most of the objects, which you will then need to match to the correct felt panel. There are images on each object information sheet in the guide to help you do this, but please note this is not strictly necessary and objects could just as effectively be placed in any pouch. You can also put up as many felt panels as you wish. Each felt panel should have an object linked to it, but some objects are too large and will need to be placed on the floor. You may also want to spread out the large Indian printed fabric and carpets on the floor to make the space cosy. Each object comes with its own object information and activity sheet, found in section 3. These notes have been provided to support your teaching by suggesting some cross-curricular activities for your group or class. The activity ideas are by no means prescriptive, so please feel free to adapt them to suit your own needs/themes/activity ideas. There are also photos of the real Museum objects which inspired the pouches and their objects. These are also discussed on the object information sheets, and can be photocopied from the guide to discuss alongside the dome’s objects In section 8 there is a feedback form which we would be very grateful if you could photocopy, complete and post back to us at the address given below after your loan of the resource. This helps us to track its use and make repairs to the items as necessary. The following is a list of ideas and tips on how to use the dome in general:

National Museum of Scotland Discovery Dome

Why not… • Use the object information and activity sheets to prepare ideas for using the dome with your class • Select only certain objects and put them into themes – i.e. countries, dress and costume, food, animals, etc. • Select some objects and use them in storytelling activities –i.e. make a story using only these three objects. • Use the dome as a creative, blank canvas – ask pupils to curate their own exhibition either using the existing objects or find new ones (either from school/nursery or home). If able, they could write labels and make text or image panels about the objects. • Use the dome for drama and role play – i.e. imagine it’s a cave in the desert, a Bedouin tent, a secret camp in the woods. • Use the objects for cross curricular activities like numeracy, science, technology. • Get the class to vote for their favourite objects and ask them to explain why they have chosen them. • Use access to the dome as part of a nurture group and a way to build confidence. • Use the dome as a starting point for discovering more about museums. • In smaller groups, spread large paper out in the dome and make drawings of the objects. Write big labels for the drawings and attach them to the real objects as if writing labels for an exhibition. • If there are many classes using the dome, set up a timetable so everyone has their own slot and can plan in advance how they are going to use it. • Discuss the objects as a group to encourage talking, thinking and listening skills. • Ask children to make their own versions of the felt pockets based on other objects as an art/craft activity in another medium. This could be based on their own favourite objects or from a trip to a museum.

National Museum of Scotland Discovery Dome

Practical Issues • Before looking at the objects, set up some ground rules for handling them. This involves: - Demonstrating yourself how to handle the objects carefully (it can help to get them to imagine they are holding a tiny kitten) - Ensuring that once they have looked at them they pass them onto the next person carefully. - Encouraging them to put the objects back into the correct pockets at the end of the session. - Explaining that many of these objects are real museum artefacts i.e. they are old and cannot be replaced if they get broken. • It is possible to fit up to15 children in the dome, but for best use of the space and more focussed work approximately 5 children per session is preferable.

Contact Details: Museum2Go: Discovery Dome Learning and Programmes National Museums Scotland Chambers Street Edinburgh EH1 1JF 0131 247 4435 [email protected]

National Museum of Scotland Discovery Dome

3. Object information and activity ideas 3.1 Big Cats Touch the leopard, cheetah and ocelot skins. How do they feel? Use different words to describe their texture. Look at the patterns on them. Why do you think it is like this? What is different about the three skins? (the cheetah has small, mostly complete black spots, the leopard has spots with central holes or rosettes and the ocelot has rosettes which sometimes form into curved stripes or bands) Leopards and cheetahs live mainly in Africa and some parts of Asia and the Middle East, and eat other animals in their environment. Leopards hunt their prey using stealth and stalking techniques. Cheetahs are the fastest land mammal and can run up to 75mph/120kph. Ocelots live mainly in the rain forests of the Americas (Central and South). They use the forest to stalk and ambush their prey. Like the leopard and cheetah, their spots give them some camouflage in forests and bushes, as they look at bit like dappled sunlight through trees. Ocelots are smaller than both leopards Themes and cheetahs. Predators and food chains Hunting and stalking Activity Suggestions Camouflage • Discover more about other big cats. Where do they live across the world? What do they eat? How do they hunt? • Find out more about other predators at the top of the food chain and how animals depend on each other for survival. Objects • Imagine you are a leopard prowling quietly through the plains. Walk on all fours and try to move as silently as you Leopard, cheetah and can. Pounce on your prey! Find a small tree to climb and ocelot skin samples see how high you can go (with adult supervision). • Find out about how other animals camouflage themselves. Make your own camouflage masks/outfits for different environments.

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Cheetah Discovery Dome

3.2 Bowl Touch the bowls and spoons in the pouch. What are they made from? How have these been made? What could they have been used for? What is different about the kinds of bowls we use?

Activity Suggestions • Find out about different cooking bowls and methods from around the world, for example Chinese woks, Moroccan tagines etc. • Smell the spices and try to work out what each one is. Think of some words to describe how they smell, look or make you feel. Which countries’ cuisines might use these spices? • Make your own bowl to store food using quick drying clay. What is the best design for holding things in? • Find out about different types of food from around the world. What is the most popular dish of these countries? Try making some simple versions of the food using the spices – for example an Indian curry with turmeric and Themes paprika, Mexican fajitas with (mild) chilli, Chinese stir fry with ginger. Cooking and food from around the world

Objects Wicker bowl and wooden utensils Spices

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Clay bowl from Nigeria, West Africa, decorated by drawing into the wet clay before firing. It was used to store water and beer. Discovery Dome

3.3 Butterflies(two pouches) Look at the photos of and real butterflies in acrylic. What different colours and patterns can you see? Why do you think some butterflies have such bright colours?

Activity Suggestions • Find out about the life cycle of a butterfly. • In spring or summertime: go into a garden or park and see how many insects you can see. Can you find out what they are called? What do the insects use the flowers and plants in the garden for? How do the flowers use the insects? • In autumn: go into the garden and see what has happened to the flowers and leaves on the trees. What colours can you see now? Are there any different insects? • In winter: go out into the garden and see if there are any plants or flowers growing. Which plants and trees have lost their leaves and which still have them? What insects can you see now? • Make paintings of butterflies, or make them out of other materials like fabric, card or coloured paper. • Plant some flower seeds in your garden or pot and watch them grow. How long did they take? Themes Insect life cycles Nature outside your door Simple biodiversity Colour and pattern Seasons Objects Real butterflies in acrylic

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Monarch Butterfly found mainly in North America. One of the largest butterflies and easily distinguishable by its black and orange markings, which act as a detterant to predators like birds. Discovery Dome

3.4 Car Look at this photo of a real car from 1910. It is over 100 years old. What is different about this car compared to cars today? What do you think it would have been like to drive around in? Would it have been fast or slower than cars today? Touch the model car and see how it has been made. What are all the different parts of the car for?

Activity Suggestions • Make your own model car using found objects (cardboard boxes, bobbins). Decorate it in bright colours and patterns. • Make a model plane using found objects. How far can it fly? Have a competition with another plane and see who the winner is. Measure and count the distance in paces. Themes • Find out about different kinds of transport and how they Transport and work. technology • Keep a record of how many types of transport you have been on. How are they all powered?

Objects Model car

National Museum of Scotland Motor car from 1910 made in Scotland. Discovery Dome

3.5 Carpets Look at the carpets. What different colours and patterns can you see? Feel their texture. What are they made from? How do you think it was made? What could it have been used for? Where do you think it has come from? (Persia – probably modern Iran or Turkey) Rugs and carpets from the Middle East are used for all sorts of reasons. Some are used in homes to decorate and keep houses warm. Smaller ones might have been used as prayer mats. Sometimes people would use them to entertain guests and serve tea or coffee on them. Nomadic people, like the Bedouin who live in the deserts of the Middle East, carried many rugs around with them to keep their tents warm and cosy. Themes Activity Suggestions Colours and patterns • Find the Middle East area on a world map and discover The Middle East more about the culture and people who live there. Different cultures around • Draw the colours and patterns you see on the rug and the work make your own designs using similar colours and patterns. • Do some simple weaving strips of multi coloured paper. Attach some strips vertically to a sheet of paper at the ends only to secure. Then use the other strips to weave in Objects and out of the attached strips. Start from the top and work Carpet and Kilims (rug) your way down until you reach the bottom of the strips. from Persia (now Iran) Does the pattern remind you of anything? (It might look a bit like tartan) • Have a tea party using real mint tea etc. Invite friends over and sit on a carpet. Serve with Turkish delight or other sweet treats from the Middle East like baklava. Careful with the hot water! • Find out more about nomadic people like the Bedouin. What do they live in? How and why do they move around?

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Carpet from Iran showing a flowering tree and blue, red and orange flowers. Discovery Dome

3.6 Child’s Cap Look at the hat from China. How has it been made? What colours and patterns can you see? Who do you think it was made for? When do you think they might have worn it? Embroidered hats like these were often worn in China by children. The bright colours and patterns were thought to scare off evil spirits and protect the child from harm. When they were older they would sometimes wear hats like these during exams for good luck.

Activity Suggestions • Find out about different types of dress and costumes worn around the world. Make a drawing of each of them using colour and pattern. Themes • Play a game by cutting up 3-4 figures in different costumes and mixing them up. Ask a friend to see if they Colours and patterns can match them up again and guess where they are from. The Middle East • Find a collection of old clothes, hats and scarves and Different cultures around put them in the Discovery Dome. Make up a new outfit the work using the dressing up costumes. What kind of person are you – old or young? Where do you live? Find a friend to play the game with you and make up a new story about yourselves. Objects Carpet and Kilims (rug) from Persia (now Iran)

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Child’s cap of black cotton from China, decorated in silk applique on front with monster’s face and ears, and on sides with flower roundels. Discovery Dome

3.7 Dinosaurs Look at the photos of the two different types of dinosaurs: a Tyrannosaurus Rex and a Stegosaurus. The T-Rex lived in what is now Western North America 67 to 65.5 million years ago. The Stegosaurus lived 155 to 150 million years ago in what is now Western North America and Europe. Can you work out which one was a plant eater and which one was a carnivore (meat eater)? Why do you think this is? Touch the real dinosaur fossil. What part of a dinosaur do you think this comes from? (it’s a piece of vertebrae). What size was the dinosaur that this came from? (we don’t know for sure but perhaps a medium sized one like a stegosaurus).

Activity Suggestions • Find out about different types of dinosaurs and prehistoric Themes creatures and how they lived. How do experts work out Dinosaurs what they might have looked like? What creatures lived in Fossils the Scottish Jurassic seas? Modern reptiles • Find out how experts believe the dinosaurs died out. • Make a dinosaur collage using scraps of old fabric and shiny paper to make scales and skin. What kinds of landscape did they live in? • Imagine you are a dinosaur. How do you walk? What Objects noises do you make? What do you eat? Fossilized dinosaur vertebrae

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Cast of fossil Tyrannosaurus rex, walking, from the Upper Cretaceous period.

Cast skeleton of fossil Stegosaurus from the Upper Jurassic period. Discovery Dome

3.8 Dolls Look at the dolls. What costumes are they wearing? Where do you think they are from? (The dolls are originally from Persia which is now modern day Iran and other areas of the Middle East such as Turkey). Do you think they were meant for children to play with?

Activity Suggestions • Draw a doll shape and cut it out. Make different paper clothes for them to wear. Make a family of dolls and invent a story about them. • Discover more about toys from around the world. What is similar to our toys and what is different? • Find out about different national costumes and Themes everyday clothes from around the world. What do Scottish people wear? Dolls and Toys Costumes around the world

Objects Dolls

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Doll from Syria and Iran, c. 1919–1925. Discovery Dome

3.9 Dragon and Chinese New Year kit Look at the Chinese New Year Festival objects (dragon, red envelopes, Chinese lantern etc.) Find out what each of these objects is used for during the Festival. Try on the Chinese dress (girl) and suit (boy) outfits. What do they feel like? What patterns or designs are on them? When do you think these outfits might be worn? Chinese New Year is celebrated between January and February each year with the festivities running for up to a week. People wear new clothes, give gifts and money, and decorate their homes with the colour red to symbolise good luck for the New Year. Dragon and Lion dances are also common and are thought to help to scare off evil spirits and bad luck. Do we celebrate any festival like this? What do we do that’s similar? What other festivals are there around the world? For e.g. Diwali, Hanukah, Eid, Christmas? Themes China and the Chinese New Year Festival Activity Suggestions Festivals around the world • Make your own movable dragon puppet. You will need: 1. Paper clips 2. Dragon puppet template 3. Coloured paper, pens, decorating materials (sparkles, sequins etc.) Objects 4. Wooden lolly sticks New Year celebration kit including dragon girl’s • Make up your own festival and have a party! What are you and boy’s outfits celebrating? What costumes will you wear? What food will you eat? What colours will you choose to decorate with? Hold your festival in the Discovery Dome and invite some friends to join you. • Find China on a world map or globe. Discover more about the country and its culture. What do people wear and eat?

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Dragon costume for Chinese dragon dance made by Kim Bergsagel with Chinese community groups and families from Edinburgh. Discovery Dome

3.10 Drum Look at this photo of a Scottish military drum. What kind of noise do you think it would make? How would you play it? Touch the African drums from the dome. What are they made from? Practise beating a rhythm on the drum. Where is the best place to hit it? Can you make a slow rhythm and then a fast one? Can you make it make different notes? What different kinds of instruments can you name? How are they played?

Activity Suggestions • Listen to some African drum music and try to play along. How does the music make you feel? http://www.youtube. com/watch?v=Bq7IqE9vnuE • Discover more about music from other parts of the world – Themes for e.g. South America, China, Spain, with different rhythms and tempos. What instruments can you hear being used in Musical instruments each? Which ones would be good to dance to? Do any of (percussion) them sound happy or sad? How do they make you feel? Music and dance from around the world NB: there are lots of clips on youtube showing different types of music/dance from around the world, but here are some quick links; • http://www.youtube.com/watch?v=aNLVXojpHf0 (South America) Objects • http://www.youtube.com/watch?v=3EtbIWF_ynU African drums (China) • http://www.youtube.com/watch?v=3X2HN8hsdfY (Spain)

• Try dancing to the music using the way it makes you feel as a guide.

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Drum, painted wood with skin, rope and leather, used by the Old Town Guard in Edinburgh. Discovery Dome

3.11 Elephant Look and touch the elephant skin. How does it feel? Hard or soft? Smooth or bumpy? What can you see on the surface? Use lots of words to describe it. Why do you think it is so thick? (The elephant needs a thick skin to help it stay cool in the heat). How does it use its trunk to stay cool? (Sprays itself with water) Where do elephants live? (In Africa and Asia) What other large animals live in these countries?

Activity Suggestions • Imagine you are an elephant in the African plains. Stomp round the room and swing your trunk around. Find a nice cool pool of water to drink from and spray yourself down. Themes Make a loud trumping noise to show you’re happy! Large animals • Find out more about other animals that live in Africa, for example lions, leopards, giraffes, hippopotamuses, Africa (and Asia) rhinoceroses, and crocodiles. What do they all eat? What environment do they live in? • Make an elephant mask or headdress: http://www.bbc.co.uk/cbeebies/lets-celebrate/makes/lets- celebrate-wesakmasks/printout/0 Objects Elephant skin

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Baby African elephant, believed to be the earliest surviving taxidermy specimen in Europe (1818). Discovery Dome

3.12 Fossils Look at the photo of the ammonite fossil. This creature lived in the warm Scottish seas over 65 million years ago, and looked a bit like a modern day nautilus. The only remaining parts of the ammonite are the hard shell, as the soft parts have rotted away. Touch the real fossils. Do you recognise one of them (ammonite)? Where do you think the creatures might have once lived? (In the sea) Do they remind you of any animals living today?

Activity Suggestions • Find out more about what a fossil is and the different kinds of fossils there are. Match pictures of modern creatures to pictures of fossils to see how they might have once looked. Themes • Make a rubbing of the fossils using paper and crayons. Fossils • Make your own fossils out of modelling clay. Modern sea creatures • Create your own fossil dig! Bury your model fossils in play sand. Ask a friend to uncover them and work out what each one is.

Objects Fossils: Ammonite, gryphea and coral

National Museum of Scotland In the Museum

Ammonite fossil Discovery Dome

3.13 Hedgehog Touch the baby hedgehog. Run your fingers carefully over its spines in the direction of the spines. What do they feel like? Why do you think it has these spines? What does a hedgehog do when it is frightened? (Rolls into a tight ball!) A hedgehog is mainly nocturnal which means it sleeps during the day and is awake at night, when it searches for insects and other small creatures to eat. Hedgehogs hibernate during the winter months. They find somewhere warm and dry, like a pile of leaves, and settle down there for the winter.

Activity Suggestions • Make a hedgehog house: www.bbc.co.uk/breathingplaces/ Themes hedgehog_home/ Local wildlife • Find out more about hibernation. What other animals in Scotland hibernate and why? Hibernation and winter • Make a hedgehog hand print picture: You will need: Natural defences Two shades of brown paint Black paint Paper Instructions: Objects 1. Keeping your fingers together, make a pale brown Baby hedgehog handprint horizontally at the bottom of your paper. This is your head. 2. Make lots of dark brown handprints with your fingers spread out and up. These are your prickles. 3. Finish off by finger printing a brown eye!

National Museum of Scotland Hedgehog?

3.14 Jewellery (two pouches) Look at this photo of a necklace from South Africa made from colourful beads. How many different colours and patterns can you see? In Africa beads are used for adornment and decoration, and in the past they were sometimes used instead of money. They often show a person’s wealth, tribe and marital status. What do people in our country wear to show these things? Touch the necklace and purse from the pouch. How do you think these were made? What colours and patterns can you see on them?

Activity Suggestions • Find out about other kinds of jewellery from around the world. Which one is your favourite? Is it only women who wear jewellery? • Make your own bead necklace using large beads made from different coloured modelling clay. • Find Africa on a world map or globe and discover more about this continent. What is the climate like? What animals live there? What types of clothes do people wear? What is the same and what is different? Learn to say some simple words in an African language, for e.g. Swahili Themes Adornment from around the world Africa

Objects African bracelet and purse

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Necklace made from five oblongs of beadwork strung on thread, from South Africa Discovery Dome

3.15 Ladybird and other insects Look at all the different insects. What do they all have in common? How many legs does each one have? Which one has the most legs? Why does the ladybird have a bright red and black spotted body? (The bright colours deter other insects and animals from eating them as they think they might be poisonous). What other insects have bright colours and patterns to do this?

Activity Suggestions • Go out into the garden and look under logs for ladybirds and other mini beasts. Use magnifying glasses to look more closely at them. Count how many legs they have. • Make ladybird houses with bamboo/twigs and string: www. Themes youtube.com/watch?v=k3b4D5-oOGs Insects • Paint 10 smooth, round stones to look like ladybirds and paint 1 to 10 spots on them. Use them for counting. Try Counting using them for simple adding and subtracting. Animal defenses

Objects Plastic insects

National Museum of Scotland Ladybird Discovery Dome

3.16 Mask Look at this photo of a mask and touch the real miniature one. Both are called diabolo (devil) masks and are used during a religious dance at the Oruro Festival in Bolivia (http://www. youtube.com/watch?v=DrdqBNJTeec). They are made of papier maché and are painted in bright colours. What kind of person does it show? What makes it scary? How do you think you would feel wearing a mask like this? How might it make you dance?

Activity Suggestions • Find out about other festivals around the world where they wear masks and costumes. What do they celebrate? How are the costumes used during the festivals? • Make and decorate your own mask using paper or papier Themes maché. Festivals and celebrations • Make up a special dance while wearing your mask. Are you around the world scary or friendly? Happy or sad? What is the dance about? Masks and disguises

Objects Miniature Bolivian diabolo mask

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Dance mask made of papier-mache, painted red, green, yellow and silver, from Bolivia. Discovery Dome

3.17 Ocarina Look at this photo of an ocarina or flute. What animal does it look like? How would you play it? Touch the real ocarina. Can you make a noise? What does it sound like? How is the noise being made? What animal does it look like?

Activity Suggestions • Make your own flute using a cardboard tube. Punch one hole at the top for the mouth piece, and further down up to six holes for the finger holes. Cover the end nearest the mouth hole completely so there is no air leaking. Blow down the mouth piece and cover different holes with your fingers. Can you make different notes? Themes • Find out about different kinds of musical instruments, for example wind instruments like the flute, percussion Musical instruments instruments like drums, and string instruments like a guitar. (wind) Which ones are you favourite? See if you can make your Animal sounds own versions of these instruments using found objects. • Learn how to make different animal sounds. Can you hoot like an owl? Roar like a lion? Make the sound a monkey makes? Coo like a dove? Think of as many different animal noises as you can. Objects Ocarina (frog flute) and mini pan pipes

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Child’s ocarina made from red earthenware in the shape of small bird with two finger holes on the back, a blowing hole in the beak and exit hole in the breast, from Kyrgyzstan. Discovery Dome

3.18 Robe Look at this photo of a robe from Japan. What patterns can you see on it? When do you think this might have been worn? (This was worn during important ceremonies and dances). Try on the Japanese child’s kimono. What different patterns can you see? How does this feel to wear?

Activity Suggestions • Find Japan on a world map or globe. Learn more about Japanese dress and culture. • Make a simple Japanese fan or lantern: www.iyingmai. com/make-paper-lanterns.html • Make some Japanese inspired food – rice, fish, vegetables fried in a wok with sesame seed oil. What spices and Themes flavourings does Japanese food often use? Try eating with Japan chop sticks from a small bowl. Different costumes and cultures around the world

Objects Japanese child’s kimono

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Japanese robe of dark blue cotton cloth with red and white abstract applique decoration, worn for ceremonies in the 19th to early 20th century. Discovery Dome

3.19 Sea life Touch the different types of shells. Can you work out what each is? What different patterns and shapes can you see? What do you think is missing? (The animal inside has died and rotted away, or been eaten) Smell the crab claw. Does it still smell like the sea? Which part of the crab does this come from? What would it have used this for? (For catching food, digging, and attracting a mate by waving or banging)

Activity Suggestions • Draw a picture of each shell and copy the patterns and shapes on them. • Walk along the beach and see what different creatures Themes and shells you can find. Collect some shells to take home to investigate. How many different kinds have you found? The seashore Sort them into similar shapes, colours and sizes. • Make a sea collage using shiny paper, netting, cellophane, and anything else you can find to show fish, shells, seaweed, birds, sand, sea and sky. Objects Crab claw Shells: Conch, Oyster, leopard conch, clam

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Archer fish Discovery Dome

3.20 Shark Look at the photo of a great white shark. Describe what you see. Where does a shark live? What does it eat? Touch the fossilised sharks tooth. How big do you think the shark that once owned this tooth was? Sharks are very successful predators and have been around for millions of years. They are always at the top of the food chain and have no natural predators of their own (except man).

Activity Suggestions • Find out more about sharks. How do they hunt their prey? Are all sharks aggressive? What different kinds of sharks are there? • Make a shark mask to cover your whole head using either Themes strips of paper or wire and tissue paper. Give the mask a fin on the top and sharp teeth. Sharks • Find out more about other predators at the top of the food Predators and food chains chain, for example lions, tigers, birds of prey. What features do they all have in common? How does each one hunt its prey? Objects Fossilised sharks tooth

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Great white shark Discovery Dome

3.21 Shoes Look at this photo of child’s shoes from China. What animal can you see on them? Try on these shoes from India. Who do you think might have worn them? How have they been made? When might you wear these shoes? Try on the bangles. What noise do they make when you move around? When do you think Indian people might wear this kind of jewellery? (Celebrations and parties)

Activity Suggestions • Design your own shoes in paper or fabric. Decorate with sparkles, sequins and bright colours to make them ready for a party. Themes • Find the Asia/India on a map. Learn more about India and Different costumes and Indian dress and culture. cultures around the world • Listen to some Indian Bhangra music and learn a few India steps: www.youtube.com/watch?v=YnqxJ8I3pqk. Find out about the different instruments that are played.

Objects Indian child’s shoes Indian bangles

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Pair of child’s shoes of embroidered silk in lavender, green and blue with applied swan figures from China. Discovery Dome

3.22 Skeleton dolls (two pouches) Look at the photos of and touch the Mexican day of the dead figurines. These would have been hung up in houses for decoration during the celebration, which are on the 1st and 2nd November. Are they meant to be scary, funny or both? What is each one doing?

Activity Suggestions Find out more about Mexican Day of the Dead celebrations. What do they do to celebrate this? Do we celebrate anything similar? (Halloween) How is their celebration different to ours? • Find the Americas/Mexico on a map. What can you find out about the different countries there? What do people eat in Mexico? How do they dress and what is the climate like? • Make a paper or papier maché skeleton mask and have a Mexican Day of the Dead celebration. • Cook a Mexican meal (tortillas, burritos, fajitas). What is different about Mexican food compared to the food we often eat?

Themes The Americas Festivals and celebrations around the world

Objects Mexican day of the dead figurines

National Museum of Scotland In the Museum

Small wooden box lined with golden glitter and containing miniature ceramic skeleton bride and groom figures, made for the Mexican Day of the Dead festival. Discovery Dome

3.23 Textiles (two pouches) Look at this photo of a piece of 17th century fabric from Linlithgow Palace in Scotland. What patterns can you see? How do you think the patterns on this have been made? (Appliqué technique which is sewing cut out fabric designs on top of a base fabric to make different patterns) What do you think this might have been used for? (It was probably either a curtain or wall hanging) Touch all the different types of fabric. Look at the different colours and patterns. Can you work out how each one has been made? What do you think they could have been used for? Which countries have they come from?

Activity Suggestions • Use the fabrics to dress up as different characters. How can you wear each one? How do they make you feel? • Make your own fabrics and try out different simple techniques such as sewing, simple weaving, printing and drawing with fabric paint, felt making and cutting and sticking fabric using fabric glue. • Dye your own natural wool using plant, spice and vegetable dyes such as turmeric and paprika, onion skins, tea etc. You will need warm/hot water to heat up the dyes to steep the wool in for a few minutes. Decide which dyes work the best. • Find out more about different types of fabric and where Themes they come from i.e. silk, wool, cotton. How does each one Textiles from around feel? Silky, scratchy, smooth, soft? the world Colour and pattern

Objects Fabrics: Indian printed large throw, Paisley- style shawl, African batik fabric, Indian embroidered panel, sample swatches of Indian sari fabric, Indian wooden print blocks.

National Museum of Scotland In the Museum

Hanging or curtain of woollen cloth, decorated with lion passant (lying down) in black velvet applique work, from Linlithgow Palace, early 17th century. Discovery Dome

3.24 Tile Look at this photo of a tile from Kyrgyzstan in the Middle East. How is it decorated? What language is this? (Arabic) Touch the real tile from the pouch. What decoration can you see on this?

Activity Suggestions • Copy the pattern on the tile onto paper and colour it in. Try using different colours for different effects. • Create your own tile pattern using triangular and diamond shapes of different colours. Look in a book of Islamic tiles for inspiration. • Make your own tile using modelling clay. Paint it in bright, geometric patterns once it is dried. Themes • Find the Middle East area on a world map or globe. Colour and pattern Discover more about the people who live there. What The Middle East religion are many of them? What is the climate like? What kinds of clothes do they wear and food they eat?

Objects Islamic tile

National Museum of Scotland In the Museum

Star-shaped tile from Persia, 14th century. Discovery Dome

3.25 Tree Look and touch the leaves and dried fruits. Can you work out what tree each one comes from?

Activity Suggestions • Collect different leaves from the garden and try to match them to pictures of the trees they have come from. • Find out more about different types of trees. What is the difference between evergreen or deciduous? How long do some trees live for? Do they produce any flowers or fruit? • Make a bark rubbing of a tree. • Find out which animals and insects make trees their homes, or use them to survive. Themes • Find out how trees help provide oxygen to breathe! Trees and plants • Get the whole class to become a tree. Some children stand tall in the centre to be the trunk and others surround them Birds to be branches and leaves. What happens when the wind Life cycles blows? • Make a wishing tree! Write or draw a wish on a small piece of paper and tie it to a tree with different coloured ribbons. • Lie under a tree and look up at the leaves and the sky. Listen carefully to the noises around you. What different Objects sounds can you hear? Basket of leaves and dried fruits • Learn about ‘magic’ trees and famous trees in literature and fairytales – i.e. fairy lore, witches, magic and ancient Britain.

Oak tree Discovery Dome

4. CfE Early Level Outcomes

The activities above can be used to target a range of cross curricular outcomes, including: Expressive Arts Literacy and English Religious and Moral Inspired by a range of As I listen and take part Education stimuli, I can express and in conversations and I am becoming aware of the communicate my ideas, discussions, I discover new importance of celebrations, thoughts and feelings words and phrases which I festivals and customs in through activities within art use to help me express my religious people’s lives. and design. ideas, thoughts and feelings. RME 0-06a EXA 0-05a LIT 0-10a I am developing respect for I enjoy singing and playing As I play and learn, I enjoy others and my understanding along to music of different exploring interesting of their beliefs and values. styles and cultures. materials for writing and RME 0-07a EXA 0-16a different ways of recording I have the freedom to use my my experiences and feelings, voice, musical instruments ideas and information. Sciences LIT 0-21b and music technology to I have observed living things discover and enjoy playing I enjoy exploring events and in the environment over time with sound and rhythm. characters in stories and and am becoming aware of EXA 0-17a other texts, and I use what how they depend on each I learn to invent my own, other. sharing these with others in SCN 0-01a Health and Well- imaginative ways. Through play, I have explored LIT 0-09b/LIT 0-31a being a variety of ways of making I am enjoying daily sounds. opportunities to participate Numeracy and SCN 0-11a in different kinds of energetic play, both outdoors and Mathematics indoors. I can collect objects and HWB 0-28a ask questions to gather I explore and discover where information, organising and foods come from as I choose, displaying my findings in prepare and taste different different ways. foods. HWB 0-35a MNU 0-20a

National Museum of Scotland Discovery Dome

Social Studies Technologies I have explored how people I enjoy playing with and lived in the past and have exploring technologies to used imaginative play to discover what they can do show how their lives were and how they can help us. different from my own and TCH 0-01a the people around me. Through discovery, natural SOC 0-04a curiosity and imagination, I explore and appreciate I explore ways to construct the wonder of nature within models or solve problems. different environments and TCH 0-14a have played a part in caring for the environment. SOC 0-08a I have experimented with imaginative ways such as modelling and drawing to represent the world around me, the journeys I make and the different ways I can travel. SOC 0-09a

National Museum of Scotland Discovery Dome

5. Assembly Instructions You should have: • 36 x Long poles (red) • 30 x short poles (yellow) • 10 x six hole hubs • 10 x four hole hubs • 6 x five hole hubs • split pins • A ground sheet • White canvas cover • 29 x felted pockets • Mallet • Pliers • Tray/bag of objects (see separate inventory)

1. If using the ground sheet (not necessary unless assembling outdoors) place your ground sheet down first and all your poles and hubs in the middle of it.

2. Make a circle with 10 x long poles and 10 x four holed hubs. The poles go on either side of the hubs with the end with no holes resting on the ground. Never take the inner split pin out; it should just stay in place. Place the loose pin into the hole on the outer side once the pole is through the hub hole to keep pole in place. Try to get as many of these in as you can and use the mallet if necessary (not all may be possible). You can also rotate the poles to make it easier to see where the pin goes in. Try to keep the pins facing upwards and the hubs tilted into the middle of the circle. The last pole will be hard to slot in but the hubs are quite flexible, so should be possible with some pressure.

National Museum of Scotland Discovery Dome

3. Find the area where you want the door to be. Keep the two holes of the hubs free on either side of the door area as these will not need poles.

4. From this point (the doorway) insert 1 x short (yellow) pole into the remaining hole and another yellow pole into the next hub hole along to make a small triangle.

5. Move from there onto the next hub. The next triangle will be made of two long (red) poles, and the next triangle short (yellow). Alternate yellow/red until you get back to the doorway. This one should be a small triangle of (yellow) poles.

6. On top of the yellow poles you put a five holed hub (yellow) and on top of the red triangles you put a six holed hub (red). You then connect all the triangles horizontally with short poles (yellow) missing out the door area.

National Museum of Scotland Discovery Dome

7. Once they are all connected you put one short (yellow) pole on top of the small (yellow) triangle which should stick up into the circle. Put 2 x long (red) poles out of the long (red) triangle.

8. Link each triangle together using the six holed hubs (red). Connect them all horizontally with the long (red) poles. Continue over the door area as well.

9. The last holes now take all the remaining short (yellow) poles towards the top of the middle and connect to a single 5 holed hub (yellow). As you go up the structure needs more pressure and it can get quite tight. Don’t worry if you can’t always push the pins in. Once the final hub is in the structure will be quite solid.

National Museum of Scotland Discovery Dome

10. Hang the canvas over the dome with the door opening at the door side of the dome. It can be tied up on the inside to keep it open.

11. Tie the felt pockets to the wooden poles inside. To do this it is best to tie the two top ties to the two diagonal poles of the triangle, and the bottom two ties to the horizontal pole. Reverse this for inverted triangles. In order to reach some of the poles you will need to leave a long gap between felt panel and pole (i.e. use the whole length of the ties).

12. Insert the objects into their corresponding pouch (see the activities guide to help you identify what goes where). NB: Most pouches should have a corresponding object. However the pouch showing a sun does not have one. If wanted this could be tied to cover the top central hub.

De-assembly To take the structure down, just reverse the process. It is quite straight forward. To take out the pins, especially if it has been outside and the wood has got damp, it is useful to have pliers (supplied). Tips: One pole is usually easier to take down than others, so start with this. Once you take one pole down the rest should come out more easily.

National Museum of Scotland Discovery Dome

6. Health and Safety

• Transport the heaviest bags using either a trolley or with two people. • Ensure the dome is assembled according to the instructions and is secure and safe before allowing children to enter. Assemble with at least two adults. • Never assemble the dome in very high winds. In light winds use ground pegs to attach cover provided. • Don’t allow any sharp or combustible objects inside or near the dome. • Always ensure doorway is kept open and tied back so visibly into the dome is possible. • When dome is in use by children always ensure it is fully supervised. • Before disassembly and unpacking ensure groundsheet, cover and poles are dry to prevent mould occurring. • Always pack dome and contents into their correct bags. • Store in a safe, dry place.

National Museum of Scotland Discovery Dome National Museum of Scotland

7. Feedback Form (please photocopy and return) Please fill in this form to let us know how you got on using the box and send back to: Museum2Go: Discovery Dome Learning and Programmes National Museums Scotland Chambers Street Edinburgh EH1 1JF

It is important that we receive a completed form from each group which uses this resource in order to track its condition and record user numbers. Thanks! Contact Name

Ages and numbers of people who used it

Address of Group

Telephone

What did your group enjoy most about this resource? Why?

What did you group enjoy least? Why?

Do you have any suggestions for improvement?

Many thanks and we hope you enjoyed using the Discovery Dome. Discovery Dome

8. Returning the Discovery Dome The next person wishing to borrow the dome will pick this up from your location. However, if there is no one scheduled to borrow the dome next you must return it to National Museums Scotland. A member of the Community Engagement team will be in touch to help organise this with you. We ask that you disassemble the dome and replace all the parts into the four bags provided (the two long, narrow bags are for the poles, the wider bags for the canvas cover and tarpaulin respectively). The objects and felt pouches can be placed back in the tray or bag provided. We would be very grateful if you could contact the National Museums of Scotland if any of the objects, pouches or dome construction elements are missing or damaged. Please use the checklist below to ensure all the contents are present when you hand the dome on to the next person (please photocopy).

National Museum of Scotland Discovery Dome National Museum of Scotland

Checklist (please check before and after borrowing the dome) No. Item Check at Check Comment beginning at end (lost/damaged etc) 1. Canvas cover with bag 2. Tarpaulin with bag 3. Wooden rods with bags x 2 4. Rubber hubs with bag 5. Bag/tray of objects and felt panels x 29 6. African beadwork: purse, bracelet, belt, necklaces ( x 2) 7. African drums x 2 8. Basket (woven) with cinnamon sticks 9. Basket with different herbs and scent pouches 10. Basket with dried leaves and seeds/fruit 11. Bolivian diabolo mask 12. Butterflies in acrylic x 3 13. Chinese girls outfit 14. Chinese New Year Festival decorations (Dragon puppet, red pouches etc.) 15. Chinese outfit (boys) top and bottom 16. Coconut shell 17. Crab claw in plastic box 18. Dinosaur vertebrae 19. Elephant skin 20. Fabrics: Indian print large fabric, Paisley- style shawl, African batik fabric, Indian embroidered panel, sample swatches of Indian sari fabric 21. Fossilized sharks tooth 22. Fossils: ammonite, coral, gryphea 23. Hedgehog (baby) in plastic box 24. Indian bangles 25. Indian child’s shoes (pair) 26. Indian wooden print blocks x 3 27. Insects (plastic) x 7 28. Inuit woollen socks (pair) 29. Japanese child’s kimono 30. Leopard, cheetah and ocelot skin samples (x 3) 31. Mexican day of the dead figurines x 3 32. Persian/Iranian dolls x 2 33. Rugs/carpets (small) x 3 34. Shells: Oyster, leopard conch, clam shell, conch

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