Elementary School READ! Module
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Module 1: Dino Fantastic Fun! Module 1: Dino Fantastic Fun!
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 5
EVENT PLANNER 8
MONDAY: OH, SAY CAN YOU SAY DI-NO-SAUR? 9
TUESDAY: DINOSAUR CLASSIFICATION 17
WEDNESDAY: FOSSIL FUN 29
THURSDAY: RESEARCHER-ROROUS-REX 34
FRIDAY: DINO-FANTASTIC CAREERS! 41
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About This Module
Journey back in time with the Cat in the Hat as he explores the world of Overview dinosaurs. Learn about their various characteristics and the unique thumbprint they left on our earth.
What are common and uncommon characteristics of dinosaurs?
Driving Questions How are animals of today similar to dinosaurs of the past?
What are some career choices in the study of animals of the past?
Fossils
Product of the Dinosaur Research Week Triceratops Measurements
Community Dino-Tastic Careers Field Trip Sharing Event
Ankylosaurus, Brachiosaurus, Centrosaurus…Sing the ABC’s of dinosaurs as you take a deeper look at some of the most intriguing animals of the Introduction past. Learn the names, heights and the characteristics they possessed that made them unique.
Have available Microsoft Office Suite and the Internet for each team. If Internet-connected computers are unavailable to accommodate each team, feel free to provide an assortment of books that relate to dinosaurs. Special Notes Fossil Stations need to be prepared and labeled in advance. Have a minimum of two facilitators for this module. One facilitator should be assigned solely to assist the younger team in research efforts and completing activities throughout the week.
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Academic Vocabulary
Word Definition
one who studies archaeology, the scientific study of prehistoric peoples Archeologist and their cultures by analysis of the things they left behind
Carnivore an animals that eats meat
from the Latin meaning “terrible lizards,” this is the name of the large Dinosaur group of reptiles that lived 230 million years ago
the ability to judge the distance of objects and the spatial relationship Depth perception of objects at different distances
the remains or the impressions of animals or plants that lived millions of Fossil years ago.
Herbivore an animal that eats plants.
Museum a building where objects of interest or value are kept and shown
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Ice Age DVD Facilitator Measuring Tape – 1 per Facilitator and Junior Staff Chart Paper – 1-2 per Facilitator Dinosaur Foot print http://www.schleich- s.com/dinos/media/pdf/dino_fussStarschnitt_en_US.pdf
Dinosaur pictures-printed per team
Markers- 1 -2 packs per team Dino Directory – http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct- creatures/dino-directory/timeline/late-triassic/list.html Facilitator Resource: Categorizing Graphic Organizers- 1 per team of 4-6 Facilitator Resource: Dinosaur Measurement Chart- 1 per team of 4-6
1 per Team Toilet Paper
Post It Notes Facilitator Resource: Categorizing Graphic Organizers- 1 per team of 4-6 Facilitator Resource: Dinosaur Measurement Chart- 1 per team of 4-6
Toilet Paper
Post It Notes
Modeling clay- 2 tubs per team
Eye patch
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Form or Function Chart for recording results
Air dry, 4 tubs per team
11”x14” copy paper- 4-5 reams per team
Facilitator Resource: Dr. Seuss Cat In the Hat Learning Series Book List (per group, if needed) Plastic dinosaurs - One mini toy dinosaur per member Computers and iPads with Internet Access Construction Paper Pencils 1 per Member Clay tools Plastic cups Dry paint brushes Data Chart Washer with a hole larger than pencil/pipe cleaner diameter Assortment of arts & craft supplies (wiggly eyes, pompoms, pipe cleaners, feathers, pony beads, foam shapes, paint) Oh Say Can You Say Di-No-Saur? by Dr. Seuss Is Your Camel A Mammal? By Dr. Seuss A Great Day For Pup by Dr. Seuss What Cat Is That? By Dr. Seuss Fine Feathered Friends by Dr. Seuss Oh, The Pets You Can Get by Dr. Seuss Books Archaeologists Dig for Clues (Let's-Read-and-Find-Out Science 2) http://www.amazon.com/Archaeologists-Clues-Lets-Read---Find- Out- Science/dp/0064451755/ref=sr_1_2?ie=UTF8&qid=1422494789&sr =8-2&keywords=archaeology+books+for+kids Fossils Tell of Long Ago by Aliki http://www.amazon.com/Fossils-Tell-Lets-Read---Find-Out- Science/dp/0064450937/ref=sr_1_16?ie=UTF8&qid=1422494614& sr=8-16&keywords=kids+paleontology Meet the Dinosaurs engage express evaluate exhibit6 6 of 42 Module 1: Dino Fantastic Fun!
http://www.amazon.com/DK-Readers-L0-Meet- Dinosaurs/dp/0756692938/ref=sr_1_1?ie=UTF8&qid=1423700046 &sr=8-1&keywords=meet+the+dinosaurs
Meet the Dinosaurs http://www.amazon.com/Meet-Dinosaurs-DK-READERS-Publishing- ebook/dp/B006OOFBXC/ref=sr_1_2?ie=UTF8&qid=1423700046&sr =8-2&keywords=meet+the+dinosaurs
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Oh, Say Can You Say Di-no-saur?
Monday Warm-up
Location: Multipurpose Room or Tech Center Estimated Time: 15-20min
http://www.sciencekids.co.nz/videos/dinosaurs/dinosaurevolution. html
What You Need Internet-enabled Computer
Projector for showing the video
Introduce the lesson, saying that Today we will journey back to the
time of the dinosaurs.
Say Let’s watch a video that tells us about the evolution of the
dinosaurs. Steps to Follow Play the video: http://www.sciencekids.co.nz/videos/dinosaurs/dinosaurevolution. html
Allow students to discuss their impressions
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Monday Activity 1: Oh, How Tall Were the Dinosaurs?
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: After listening to the story, Oh, Say Can You Say Di-no-saur?, the members will participate in an interactive activity that will help them compare and contrast the heights of various dinosaurs by using a common household object to graph their heights. Objective: By the end of this activity, members will be able to: Apply appropriate techniques, tools, and formulas to determine measurements. Represent data using tables and graphs such as line plots, bar graphs, and line graphs using spreadsheet. Formulate questions using statistical information.
Toilet Paper Measuring Tape The following links can help you in your selection of dinosaurs for What You Need this activity. http://www.enchantedlearning.com/subjects/dinosaurs/anatom y/Size.shtml Post It Notes Choose no more than ten dinosaurs that the students can measure. Have the names, heights and pictures available for members as they make their choices. Possibilities include: . T Rex . Diplodocus . Apatosaurus . Argentinosaurus . Stegosaurus . Oviraptor . Velociraptor How to Prepare . Triceratops . Maiasaura . Parasaurolophus . Compsognathus . Utahraptor
Use the following link to get heights: http://www.enchantedlearning.com/subjects/dinosaurs/activities/ math/size.shtml
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1 Read the book: Oh Say Can You Say Di-no-saur? aloud.
2 Show the front of the book and read the title.
3 Ask members to predict what they think the book will be about.
4 Take a picture walk through the book.
Discuss pages with members and ask questions such as: 5 Where do you think this story takes place? Who are the main characters of the story?
6 Put the members into cooperative learning groups. Steps to Follow
Use measuring tape to measure the height of each dinosaur on the 7 floor.
Roll the toilet paper out to the length of the appropriate 8 measurement and tear it off.
Write the dinosaur’s name on a post it note and attach it to the 9 strip of toilet paper.
Discuss which dinosaur was the tallest and the shortest and how 10 do you know.
Analyze the heights of dinosaurs by writing the names of the 11 dinosaurs on index cards and have them put themselves in the order of shortest to tallest.
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Monday Activity 2: How Big was That Dinosaur?
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will estimate how big each of the dinosaurs was in terms of objects we use in our world today.
Objective: By the end of this activity, members will: Research the heights, lengths, and weights of different dinosaurs. Apply appropriate techniques, tools, and formulas to determine measurements. Represent data using tables and graphs such as line plots, bar graphs, and line graphs using spreadsheet. Formulate questions using statistical information.
Plastic dinosaurs Internet What You Need Resources from site: http://www.zoomdinosaurs.com/subjects/dinosaurs/activities/mat h/size.shtml Data Chart
Copy the charts from the link provided and have them ready for distribution before the lesson. How to Prepare
Facilitator and junior staff will be needed for this activity. Junior staff will assist the younger members.
Introduce the lesson by displaying sample dinosaur models to the 1 class. Discuss with members their observations of the different shapes 2 and sizes of the dinosaurs. List these observations on the board. Steps to Follow Ask the members whether these models accurately show the sizes 3 of dinosaurs.
4 Ask the members to predict how small or large dinosaurs were.
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Print and distribute to each member a copy of the Dinosaur Size 5 Math Activity.
Members complete the chart in cooperative learning groups and 6 discuss their results.
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Monday Activity 2: How Big Were the Dinosaur’s Feet?
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will discover how many children’s feet it would take to fit inside a Triceratops’ feet.
Objective: By the end of the activity, members will: Members will use nonstandard measurement to determine the amount of human feet it takes to equal one foot of a dinosaur. Apply appropriate techniques, tools, and formulas to determine measurements. Represent data using tables and graphs such as line plots, bar graphs, and line graphs using spreadsheet. Formulate questions using statistical information.
Dinosaur Footprint (one per team) from http://www.schleich- s.com/dinos/media/pdf/dino_fussStarschnitt_en_US.pdf
What You Need Construction Paper Pencils Scissors
Print the Triceratops’s foot from the link and tape it together. (The How to Prepare entire foot will be about 12 pages)
Review with members their findings on how mammoth dinosaurs 1 were. To put their size into perspective members will compare their foot size to a Triceratops foot.
Steps to Follow 2 Give each group of four a Triceratops foot.
Members will estimate how many of their feet it will take to fill a 3 Triceratops foot.
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Members will trace their feet on the construction paper and cut 4 them out.
5 Facilitators will record guesses on chart paper.
Teacher will display the dinosaur foot on the floor and instruct the 6 members to fill it with their footprints.
Members will trace their feet as many times as needed to fill the 7 footprint.
Members will then estimate how many Triceratops feet would be 8 needed to measure the hallway, a car, the multipurpose room, etc.
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Monday Cool Down Estimated Time: 15-20min
Journal or paper What You Need Pencil
Members will write down which measurement activity gave them a Steps to Follow 1 better perspective on how large dinosaurs were and why.
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Tuesday: Dinosaur Classification
Tuesday Warm-up
Location: Multipurpose Room or Tech Center Estimated Time: 15-20min
Video: Classification of Dinosaurs What You Need http://pbskids.org/video/?category=Dinosaur%20Train&pid=rSKnJr BeqZOOr7d3dYNhj3fZXk0hTuBs (1:25)
Say Yesterday we were introduced to dinosaurs and we did activities in measurement to get a perspective on how big they 1 were. There are people that make that a career and group Steps to Follow dinosaurs based on their characteristics. We will learn about them and more today.
2 Play video
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Tuesday Activity 1: Classifying Dinosaurs
Location: Multipurpose Room or Tech Center Estimated Time: 30-45min
Description: Members will use the techniques that scientists use to classify various dinosaurs. Scientists use some basic rules to decide which ancient creatures are dinosaurs. Using these rules, members will make a classification chart of selected dinosaurs. Objective: By the end of the activity, members will: Analyze and group dinosaurs based on certain characteristics. Compare and contrast dinosaurs based on their classification.
Chart Paper Dinosaur pictures What You Need Markers/Pencils Dino Directory http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct- creatures/dino-directory/timeline/late-triassic/list.html
Using the website, print dinosaur pictures that are examples for each group. Dinosaur pictures should already be printed and ready for distribution prior to the activity.
List the criteria for classification and have it displayed.
List the two categories for classification and their meanings. How to Prepare (younger students)
List the two categories and the subgroups for classification and the
criteria and meanings for each. (older students)
Draw the Graphic organizer prior to the activity on chart paper:
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Say Today you will be scientists. You are going to help to determine what a dinosaur is and group them so it is easy for 1 others to understand. You will use the following criteria, and chart the names of dinosaurs that fit into each group.
On the whiteboard or chart paper write the basic rules that scientists used to decide which creatures were dinosaurs were:
2 Dinosaurs lived between 250-65 million years ago. They lived on land. They had straight legs tucked underneath their bodies. They were reptiles.
3 Read and discuss the basic rules of scientists. Steps to Follow
Distribute a Graphic Organizer and three pictures of dinosaurs to 4 each group of members for them to classify.
5 Give the definition for the two categories in child friendly terms.
Younger members will only categorize dinosaurs based on the two 6 categories. (Ornithischian- awr-nuh-this-kee-uh n and Saurischian - saw-ris-kee-uh n) Older members will categorize dinosaurs based on the two 7 categories and the sub groups. Members in these groups will need to have pictures of dinosaurs.
8 Allow members to share their findings.
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Tuesday Facilitator Resource: Classification Chart
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Tuesday Activity 2: Ice Age
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will use the techniques that scientists use to classify various dinosaurs. Scientists use some basic rules to decide which ancient creatures are dinosaurs. Using these rules, members will make a classification chart of selected dinosaurs.
Objective: By the end of this activity, members will: Examine group processing by reflecting on how a team functions. Classify dinosaurs in various ways (such as groups or species), living environment, strength and weaknesses. Analyze and group dinosaurs based on certain characteristics. Compare and contrast dinosaurs based on their classification.
Ice Age DVD Working tables 11”x14” copy paper Pencil What You Need Marker Facilitator Resource: Dinosaur Chart Dino Directory http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct- creatures/dino-directory/timeline/late-triassic/list.html
Facilitators will set-up multimedia presentation. Using excerpt from How to Prepare the movie Ice Age, members will see how the three main characters form a working unit.
1 Facilitators will set-up multimedia presentation.
Steps to Follow After viewing, members will then be grouped in teams of 3-4 and given a list of 5-7 dinosaurs that thrived during the Jurassic Period. 2 They can choose any combination of the listed dinosaurs. Examples are included in the Facilitator Resource: Dinosaur Options.
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Members will be given 10 minutes to work as a collaborative group and express how they live as a unit (dwelling location: in or near 3 water, in mountains, etc; diet: what they eat, how they obtain food, etc.; and other important descriptors of the group)
Members will give themselves a team names that describes them 4 as a unit.
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Tuesday Facilitator Resource: Dinosaur Chart
Plesiosaurs Brachiosaurus Stegosaurus Brachiosaurus
Tyrannosaurus Rex Apatosaurus Pterosaurs Allosaurus
Allosaurus Plesiosaur Ichthyosaurus Stegosaurus
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Tuesday Activity 3: Form and Function Classification
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: How are mice and cats like dinosaurs? It’s all in the EYES! Members will discover when the brain uses depth perception it uses the differences between the picture from the left eye and the picture from the right eye to figure out how far away something is. Objective: By the end of this activity, members will: Engage in collaborative discussion on depth perception. Explain that depth perception lets us know how far away something is. Analyze various dinosaurs and be able to tell if they had good depth perception.
Pencil or pipe cleaner Small ring with a hole larger than pencil/pipe cleaner diameter What You Need Modeling clay Eye patch Chart for recording results
Prepare a chart for each partnership to have for the activity prior to How to Prepare the lesson.
Say Animals that hunt for food need to have good aim, good hand- eye (or hand-claw!) skills and good depth perception. When our 1 brain tells us what we are seeing, it needs information from both eyes. Today you will discover how the dinosaurs saw the world!
2 Display the words Depth Perception and define it. Steps to Follow Play the following video – 3 What is Depth Perception? https://www.youtube.com/watch?v=vUfhMgpkzKc
After viewing the video members will simulate the vision of a 4 dinosaur through an activity.
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Stand the ring up on the clay. 5 Turn the clay and ring so that you are looking at the side of the ring– not the hole.
Hold the clay and ring in one hand with that arm stretched out in 6 front of you.
7 Put the eye patch on one eye.
Try to put the pencil or pipe cleaner through the ring, like threading 8 a needle.
Repeat the experiment so that you make 10 tries with the right eye 9 covered, 10 tries with the left eye covered, and 10 tries with both eyes open.
Members will record their partner’s results in the Handout: Depth 10 Perception Chart.
Allow members to discuss their findings. What happened? How many times were you able to put the pencil or pipe cleaner 11 through the washer with only your left eye open? only your right eye open? both eyes open?
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Tuesday Handout: Depth Perception Chart
Right Eye Covered Left Eye Covered Both Eyes Open Left Eye Open Right Eye Open Yes No Yes No Yes No
1
2
3
4
5
6
7
8
9
10
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Tuesday Cool Down Estimated Time: 15-20min
Members will write down three things they enjoyed in the Steps to Follow 1 activities, two new things they learned and one question they still have about dinosaurs using the Handout: Learning Chart.
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Tuesday Handout: Learning Chart
3 things I enjoyed
2 things I learned
1 question I have
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Wednesday: Fossil Fun
Wednesday Activity 1: Making Fossils, Part I
Location: Multipurpose Room or Tech Center Estimated Time: 30-45min
Description: Members will make fossils of toy dinosaurs to simulate fossils of real dinosaurs found around the world. (This activity is the first part of a two-part activity.)
Objective: By the end of this activity, members will: Recognize the work that archeologist do to discover dinosaur bones Compare fossils of various dinosaurs
One plastic cup per student Clay, air-dry. Enough for one small clump per member:
What You Need
One mini toy dinosaur per student
Say Dinosaurs left clues about themselves behind when they died. 1 These clues were fossils. Today, we will simulate dinosaur fossils that paleontologists may find. Steps to Follow
2 Members will make two small balls with their clay.
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3 Members will flatten their two balls.
Members will place the toy dinosaur into one of the flattened balls, 4 and place the other clay ball right on top of the other side of the dinosaur.
Members will place the clay ball into a cup. (Make sure to put the 5 member’s names on the cups.
Let the clay dry overnight, preferably in place where it will harden 6 quickly.
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Wednesday Activity 2: Fossil Stations
Location: Multipurpose Room or Art Room Estimated Time: 30-45min
Description: Members will rotate through nine fossil stations to better understand fossils and how they help us learn about the past.
Objective: By the end of this activity, members: Recognize various types of fossils Draw conclusions about different types of bones.
Chocolate chip cookies Toothpicks Play dough Plastic letters What You Need iPad with “Digging for Dinosaurs” App Labels from Fossil Stations Packet] Resources from Fossil Stations Packet Bones copied and laminated from the following website http://epicofevolution.com/activities/reconstructing-fossil- bones.html
All center activities should be prepared prior to the lesson. Signs How to Prepare indicating the name and directions of each center should be visible.
Facilitator will review the centers and what should be done at each 1 center.
2 Facilitator will label centers based on age appropriate activities. Steps to Follow Members will rotate through each center and check off that they 3 have done each activity.
Members will share their favorite activities and why at the end of 4 the session.
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Wednesday Cool Down Estimated Time: 15-20min
Steps to Follow 1 Members will complete the Learning Chart
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Wednesday Handout: Learning Chart
3 things I enjoyed
2 things I learned
1 question I have
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Thursday: Researcher-rorous-rex
Thursday Activity 1: Dinotastic Facts
Location: Multipurpose Room or Art Room Estimated Time: 30-45min
Description: Members will find five facts on the dinosaur of their choice and prepare an informational poster board about the dinosaur.
Objective: By the end of the activity, the member will: Elaborate on a dinosaur with appropriate facts and relevant descriptive details. Speak clearly at an understandable pace. Conduct short research projects that build knowledge.
Computer and projector to show videos: http://www.bbcearth.com/video/?v=418238 (17 secs) http://www.bbcearth.com/video/?v=418237 (17 secs) http://www.bbcearth.com/video/?v=418244 (17 secs) http://www.bbcearth.com/video/?v=418242 (17 secs) What You Need http://www.bbcearth.com/video/?v=418245 (17 secs)
Pencils Writing paper Computers Dinosaur Websites
Say Today you will research five to ten facts about a dinosaur of 1 your choice.
Steps to Follow Members will write 5-10 facts on a dinosaur of their choice. What time period did the dinosaur exist? 2 What did they eat? How did they get their food? engage express evaluate exhibit34 34 of 42 Module 1: Dino Fantastic Fun!
Did the Dinosaur walk on two legs or four? Describe the size of the dinosaur? Would this dinosaur be a danger to humans? What did the dinosaur use for defense? How did the dinosaur become extinct? Describe three interesting facts.
Members will find pictures or draw pictures of their chosen 3 dinosaur and glue them on the poster board.
4 Members will display and report their findings.
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Thursday Activity 2: Making Fossils, Part II
Location: Multipurpose Room or Art Room Estimated Time: 30-45min
Description: Members will become archeologists as they “dig up” dinosaur fossils. (This is Part 2 of an activity from Wednesday)
Objective: By the end of this activity, members will: Recognize the work that archeologist do to discover dinosaur bones Compare fossils of various dinosaurs
Clay fossils created from Day 1 What You Need Dry paintbrushes Clay tools Have fossils that were created the previous day, ready for How to Prepare distribution. Facilitator and junior staff will work together on this activity.
Members open up the fossils using clay tools. It’s easiest to stick a tool between the two pieces of clay and gently pry.
1
Steps to Follow
2 Once apart, members gently take the toy dinosaur out of the clay.
Members simulate an archeologist finding dinosaur bones by using 3 a dry paintbrush to gently brush away the bits of dust and clay.
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Members look at their fossil and compare their fossil with other fossils.
4
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Thursday Activity 3: Archeology vs. Paleontology
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will listen to a story to understand what archeologists and paleontologists do.
Objective: By the end of this activity, members will: Recognize the work that archeologist do to discover dinosaur bones Compare fossils of various dinosaurs
Archaeologists Dig for Clues (Let's-Read-and-Find-Out Science 2) and watch a video on Paleontology and compare and contrast the two careers. What You Need
Paleontology 101: https://www.youtube.com/watch?v=LssXGFdueFM Have fossils that were created the previous day, ready for How to Prepare distribution. Facilitator and junior staff will work together on this activity.
Read the following: Paleontologists and archaeologists are easily confused with each 1 other because their works seem to overlap with each other. Though it is not questionable that their professions are closely related with each other, it must still be acknowledged that they are two different persons doing different specialties.
Steps to Follow Facilitator will say: To determine the differences between a 2 paleontologist and an archaeologist, let us look into their fields.
3 Facilitator will make a Venn Diagram on Chart Paper for each team.
4 Facilitator will write the following sentences on sentence strips.
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Paleontology focuses on animal and plant fossils that were once 5 thriving on the planet.
6 Paleontologists closely study about dinosaurs.
Archeology is more focused on studying the cultures and remains 7 of human beings in the past. Archaeologists study the past human cultures and lifestyles.
8 Archaeologists usually do not have anything to do with fossils.
9 Members will use the sentence strips to compare and contrast the two careers.
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Thursday Cool Down Estimated Time: 15-20min
Steps to Follow 1 Members will share what they discovered.
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Friday: Dino-Fantastic Careers!
Friday Warm-up
Location: Multipurpose Room or Tech Center Estimated Time: 15-20min
What You Need Computer and projector
The Facilitator will say: We have been discussing careers that help us to learn about dinosaurs. Let’s watch the following video about one of these careers.
What is Paleontology? Steps to Follow 1 https://www.youtube.com/watch?v=SEyl2rRa2YY (2:23)
Bill Nye, the Science Guy S04E11 Archaeology https://www.youtube.com/watch?v=lLh-SqMITEY (22:00) (watch for only 15 minutes)
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Friday Community Event: Dino-Fantastic Careers!
Location: Field Trip – Natural History Museum Estimated Time: 3hours
Description: Members will take a field trip to a natural history museum in their area to recognize careers in museums.
Objective: Members will discover other aspects of interacting with archeology and paleontology.
Transportation What You Need Journal Pencil Facilitator will have to organize a field trip for members. How to Prepare Facilitator and junior staff will work together on this activity.
Members will view the following video before departure. Kids can start working now to follow their career path. MEET A KID 1 PALEONTOLOGIST! Kids can be paleontologists: https://www.youtube.com/watch?v=FG7T5DMNfXE
Steps to Follow The members will visit a Museum and talk with a docent and the 2 curator of the museum to learn more about dinosaurs. There will be a brief discussion on how to become a natural history curator.
Members will return to the center and write a brief journal entry on 3 what they have learned from their week.
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Module 2: Magnificent Mammals Are We!
Module 2: Magnificent Mammals Are We!
Table of Contents
ABOUT THIS MODULE 2
ACADEMIC VOCABULARY 2
REQUIRED MATERIALS 2
EVENT PLANNER 2
MONDAY: IS A CAMEL A MAMMAL? 2
TUESDAY: MAMMALS AROUND THE WORLD 2
WEDNESDAY: MAMMAL MASKS 2
THURSDAY: ZOO FIELD TRIP (VIRTUAL AND REAL) 2
FRIDAY: MAMMAL MAYHEM 2
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About This Module
“Is a Camel a Mammal?” asks the Cat in the Hat. Why, YES it is!! Members will explore the wonderful world of mammals and how mammals are classified. During this week, members will engage in a Overview virtual hunt for mammals, become familiar with their habitats and delve into the ancient Japanese world of Origami to display these wonderful creatures!
What is a mammal? Driving Questions What are a mammal’s unique characteristics that make it unique from other animals? Product of the Origami Mammal, Mammal Masks Week
Mammal Menagerie – Community members will walk the hallways and Community discover a menagerie of mammal activities that have been created by Sharing Event the members.
Mammals, mammals everywhere! Members will travel the continents Introduction as they take a deeper look at the mammals found all over the world. They may even find one looking at them when they look in the mirror!
A field trip to the zoo needs to be planned if possible. Special Notes
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Academic Vocabulary
Word Definition
Carnivore a meat eating animal
Classification a grouping of animals with similar characteristics
Egg Laying animals that lay eggs
warm-blooded; endothermic animals regulate their own body Endothermic temperature that allows them to live in almost every climate on Earth
Herbivore a plant eating animal
Hibernation a deep state of sleep during the winter
a warm blooded higher vertebrate that nourishes its young with milk Mammal and has skin usually covered with hair
Omnivore an animal that eats both meat and plants
Vertebrate an animal that has a spinal column
Warm-Blooded having high and constant body temperature
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Activity Cards from the QR Code Adventure Mammals! Manual – 2 per Facilitator Sample finished Origami Animals- 6 completed samples per Facilitator Book: Oh Say Can You Say Di-No-Saur? – 1 per Facilitator Facilitator Book: Is Your Camel A Mammal? – 1 per Facilitator Book: A Great Day For Pup – 1 per Facilitator Book: What Cat Is That? – 1 per Facilitator Book: Fine Feathered Friends – 1 per Facilitator Book: Oh Pets You Can Get – 1 per Facilitator Pictures of various animals that are mammal, reptiles, fish, birds’ – per team Glue – per team Is It a Mammal Graphic Organizer - per team Post It Notes – per team Poster Board – per team 1 per Team Tablets with the QR Reader App downloaded – per team Paper- 5 sheets per team Colored Pencils – per team Brown, Green, Black, White and Gray – per team Arts and Crafts items – per team (e.g. Pompoms, Glitter, Jewels, Design Tape, Embellishments) Pencils/Pens – per member Tongue Depressor – per member 1 per Member Paper Plates – 4 per member Construction Paper – per member (as needed)
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Scissors – per member Markers – per member Handout: Zebra Template (also found here: http://www.dltk-kids.com/t.asp?b=m&t=http://www.dltk- kids.com/animals/image/cplatezebra1.gif ) Handout: Elephant Template (also found here: http://www.dltk-kids.com/t.asp?b=m&t=http://www.dltk- kids.com/animals/image/cplateelephant2.gif ) Handout: Beaver Template (also found here: http://www.dltk-kids.com/t.asp?b=m&t=http://www.dltk- kids.com/animals/image/cplatebeaver.gif ) Facilitator Resource: Recording Sheet and Fact Cards – per member http://www.superteacherworksheets.com/animals/mammal-scav- hunt_MAMMA.pdf Adventure Journal – per member Origami paper (colorful, thin paper with patterns) - 7 per member
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Is a Camel A Mammal?
Monday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 20min
Post It Notes
What You Need Pencils/Pens Mammals Website http://www.zoomwhales.com/subjects/mammals/
Say: There are different classifications of animals. Classification means grouping animals that share similar characteristics. Some examples are reptiles, birds, fish and mammals. We will be 1 discussing mammals this week. Let’s take a look at the following Steps to Follow video: Mammals: Milk and Hair https://www.youtube.com/watch?v=K-Rbll991EY
After watching the video the Facilitator will tell members to take a 2 post it note and write down the name of their favorite animal.
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Monday Activity 1: What is a Mammal?
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will name their favorite animals and chart them on a graphic organizer.
Objective: By the end of this activity members will: Categorize mammals as animals that: Are vertebrates (which mean they have a backbone or spine); Produce milk to feed their babies; Are endothermic and have hair on their bodies.
Book: Is Your Camel a Mammal? By Dr. Seuss Pictures of various animals that are mammals, reptiles, fish, birds “Is It a Mammal?” Graphic Organizer Post It Notes What You Need Pencils/Pens Facilitator Resource: Is it a Mammal? Mammals Website http://www.zoomwhales.com/subjects/mammals/
The Facilitator will need to create the graphic organizer on chart paper prior to the activity. How To Prepare The graphic organizer will be posted in the front so that all members can see it.
1 The Facilitator will tell members to write their favorite animals on a post it note. 2 The Facilitator will display the graphic organizer, “Is a Mammal” Steps to Follow and “Is Not a Mammal”. 3 The Facilitator will call groups of members up to the graphic organizer and have them place their post it note under the title they think it belongs under.
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4 The Facilitator will say: We will revisit this organizer at the end of this activity to see if changes need to be made. 5 The facilitator will introduce the word Mammals. 6 The facilitator will show the two common characteristics of a mammal. have hair or fur, babies are born live 7 The Facilitator will show pictures and names of animals on the board and discuss the characteristics with members and tell them to determine whether they are mammals. Facilitator will post some pictures of animals that aren’t mammals. Members will work in teams to apply the mammal characteristics as they analyze the pictures. 8 Teams will look at pictures and tell what is the same about all the animals pictured is. 9 The Facilitator will lead discussion to identify that Mammals are a particular class of animal. 10 Say What makes an animal a mammal are several things. First, they must have glands that give milk. This is to feed their babies. Second, they are warm-blooded. Third, all mammals have fur or hair. Humans are mammals and so are dogs, whales, elephants, and horses. 11 Say Most mammals have teeth with the exception of the ant eater which doesn't have any teeth. Review each picture to discuss animal names and if they have the characteristics of mammals. 12 Facilitator will ask members what they thing the difference between “egg laying” and “live bearing” is. Egg-laying means that the animal lays eggs to have their young. Live bearing means that the mother gives birth to their young. 13 Facilitator will distribute several pictures of animals to teams and they will sort them based on “egg laying” and “live bearing”. 14 Facilitator will read the book, “Is Your Camel a Mammal?” Read the title. Take a picture walk. Choose various pictures in the book and discuss with the members what is happening on that page. 15 Have members make predictions on what they think the book will be about. engage express evaluate exhibit10 10 of 53 Module 2: Magnificent Mammals Are We!
16 Members will revisit the chart from the beginning of the activity. 17 Facilitator will ask if any changes need to be made to the chart. 18 Members will correct any misplaced mammals. 19 Say You did a great job on sorting mammals! Now, let’s make a mammal.
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Monday Activity 2: Paper Plate Zebra Craft
Location: Art Center or Multipurpose Area Estimated Time: 30-45min
Description: Members will create a zebra mask to use in future activities.
Objective: By the end of the lesson members will create a mammal mask.
Paper plate Markers/colored pencils Scissors Glue What You Need Paper Tongue depressor Handout: Zebra Face template (also found here: http://www.dltk-kids.com/t.asp?b=m&t=http://www.dltk- kids.com/animals/image/cplatezebra1.gif )
Print the Zebra Template ahead of time.
How To Prepare If you cut holes in the mask, do so prior to the activity.
1 Say: Glue the pieces to the plate to make a zebra face 2 Say: Glue two stripes on each side of the face. 3 Say: Glue the muzzle onto the bottom of the face. Steps to Follow 4 Say: Glue the ears onto either side of the head, sticking up quite straight 5 Say: Glue the hair onto the center top of the head. 6 Say: Glue the eyes onto the face above the muzzle and under the
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hair (or cut out holes for eyes in a mask).
7 Say: Glue the eyebrows above the eyes. 8 Note If you cut out holes instead of using the template eyes, you can convert your zebra craft to a zebra mask. Attach a paint stir stick or tongue depressor to allow your child to hold it up to their face.
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Monday Activity 3: QR Coding Adventure: Mammals!!
Location: Computer Lab or Learning Center Estimated Time: 30-45min
Description: QR Code Adventure: Mammals! combines technology, science, reading, writing with analyzing and comprehending. There are 30 QR codes that send students all over the internet bringing back facts, articles, videos, and live video streams of mammals from around the world. Objective: By the end of this activity, the students will be able to: List 5 Mammals and tell 5 facts about each one. Draw a picture of their favorite Mammal and describe it to the class.
Tablets or Phones with the QR Reader App downloaded (if no access to tablets/phones the websites will be written on the cards) What You Need Activity Cards from the QR Code Adventure Mammals! Manual Adventure Journals
iPads need to have the QR reader app downloaded Activity cards should be cut out and laminated. You can set them How to Prepare up as centers around the room. Members should be partnered or in groups no more than four
1 Members will answer over 25 questions based off of Common Core. Each question is on a half-sheet of regular sized paper for easier printing (the same question is on a paper twice). Questions are labeled TEXT or VIDEO. 2 Facilitator will introduce the QR Coding Adventure for Mammals to students by showing members a QR code.
Steps to Follow 3 Facilitator will explain that a QR Code barcode is a machine- readable bar code that contains information about the item to which it is attached. 4 The Facilitator will demonstrate how the QR code works. 5 Members will be given an “Adventure Journal” and will use it to record their answers to the questions on the cards. 6 QR Cards will be placed around the room as stations. engage express evaluate exhibit14 14 of 53 Module 2: Magnificent Mammals Are We!
7 Facilitator will pass out tablets or members will use their phones. 8 Members will rotate to cards and complete the activities. 9 Note If there are not enough QR readers, websites can be written down on the cards and the members can use desktop computers or laptops. 10 Say Let’s share some of the things that you discovered in your QR search. (Allow members to share out). Say Tomorrow, we are going to take a trip to visit some mammals around the world.
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Monday Cool Down Estimated Time: 15-20min
Members will write down three things they enjoyed, two things Steps to Follow 1 they learned and one question they still have.
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Monday Facilitator Resource: Is it a Mammal?
Cut out the following pictures and display.
Answer Guide: 1. Red Fox – MAMMAL 2. Polar Bear – MAMMAL 3. Tree Frog – Amphibian 4. Manatee – MAMMAL 5. Musk Ox – MAMMAL 6. Iguana – Reptile 7. Deer – MAMMAL 8. Gorilla – MAMMAL 9. Batodonoides – MAMMAL (world’s smallest mammal) 10. Secretary Bird - Bird 11. House Cat - MAMMAL
1.Red Fox
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2. Polar Bear
3. Tree Frog
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4. Manatee
5. Musk Ox
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6. Iguana
7. Deer
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8. Gorilla
9. Batodonoides
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10. Seceretary Bird
11. House Cat
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Tuesday: Mammals Around the World
Tuesday Warm-up
Location: Computer Lab or Learning Center Estimated Time: 20min
The Facilitator and Junior Staff will start to talk about a trip they are 1 going to take. They are dressed like they are going on a safari. (large sun hat, binoculars, scarf around neck etc.)
Say I can’t wait to go on our trip to Africa. The animals that we will 2 see will be awesome. Ask Are you all ready to take this trip?
Steps to Follow Facilitator will play the video to j to give a brief overview of the 3 seven continents. Seven Continents https://www.youtube.com/watch?v=pP0YyyzY4Yg
Say Let’s travel to our first continent…Africa here we come!! 4 Savannah Safari https://www.youtube.com/watch?v=9MmIBiw8MBQ
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Tuesday Activity 1: Amazing African Mammals
Location: Computer Lab or Learning Center Estimated Time: 30-45min
Description: Members will discover the mammals of Africa as they research animals.
Objective: By the end of this activity, members will: List animals found on the continent of Africa. Write 5 or more facts about 3 animals found in Africa. Recognize that Africa is a continent.
Poster Board per group Drawing Paper Pencil What You Need Markers/Crayons Continent Cards Printed (Found at end of Module) Websites: https://www.youtube.com/watch?v=voFLEqoa91M
Facilitators will need to have websites available for members as How to Prepare they do the research on African mammals.
Facilitator will show the seven continent cards 1 but will explain that the focus will only be on three of the continents. Members will be divided into three groups. Each group will need to 2 find Mammals that live on their continent and do an Informative Poster. Members will view the video: Steps to Follow 3 https://www.youtube.com/watch?v=voFLEqoa91M
Facilitators will explain that they will be going to websites to find 4 animals of Africa. Members will conduct research on animals that are found in Africa. 5 Research can include but is not limited to: African Elephant, Giraffe, Ostrich, White Rhino, Lions, Gorilla
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Say Did you enjoy your trip to Africa to see the animals? Tell me an 6 interesting fact that you learned about the animal you chose. Tomorrow, we will be off to Asia…
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Tuesday Activity 2: Asia’s Mammals
Location: Computer Lab or Learning Center Estimated Time: 30-45min
Description: Asia!! The world largest continent!! While it is well known for its long history of a highly developed culture our journey has brought us here for something not so grand but just as exciting. Members will explore the Asian terrain looking for mammals of Asia! Objective: By the end of this lesson, the members will: List animals found on the continent of Asia. Write 5 or more facts about 3 animals found in Asia. Recognize that Asia is a continent.
Computer Lab Poster Board per group Drawing Paper
What You Need Glue Pencil Markers/Crayons Websites: Asia https://www.youtube.com/watch?v=7gozklysooY
Facilitators will need to have websites available for members as How to Prepare they do the research on Asian mammals.
Say Let’s discover the wonderful continent of Asia by watching a 1 video of it.
Facilitator will show the video: 2 Asia - https://www.youtube.com/watch?v=7gozklysooY Facilitator will review the Asian Mammals Research activity by 3 telling the members that they will be looking for facts about one animal they choose. Steps to Follow 4 Members will work in teams to complete the activity.
5 Members will use the internet to search for Asian Mammals
Members will write their information and glue it to the 6 Informational Poster.
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7 Members will print pictures to glue on their poster board.
Say Tell me one interesting fact that you learned about an Asian 8 mammal. Our next journey will be to the continent of South America!!
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Tuesday Activity 3: Mammals of the South American Rainforest
Location: Computer Lab or Learning Center Estimated Time: 30-45min
Description: South America!!! South American Tropical Rainforests are homes to many amazing animals. Members will journey to South America and discover the mammals that live there.
Objective: By the end of this activity, members will: Recognize various animals that live in the rainforest. Research mammals that live in the rainforest. Write facts about the mammals in the rainforest
Mammal Graphic Organizer (found at end of Module) What You Need Rainforest Research Booklet (found at end of Module) Computers with internet access
Download the graphic organizer and the Rainforest Research How to Prepare Booklet
Facilitator will show the video: 1 Rainforest - https://www.youtube.com/watch?v=jj730YQYKus Facilitator will review the Rainforest Mammals Research activity by 2 telling the members that they will be looking for facts about one animal they choose.
3 Members will work in teams to complete the activity.
4 Members will use the internet to search for Rainforest Mammals. Steps to Follow
Members will write their information and glue it to the 5 Informational Poster.
6 Members will print pictures to glue on their poster board.
Facilitator will say: 7 We have had quite a journey through three wonderful continents. Now it is time to make the largest mammal on earth.
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Tuesday Cool Down Estimated Time: 15min
Steps to Follow 1 Members will complete an exit ticket
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Tuesday Handout: Exit Ticket
EXIT TICKET Write a two-three sentence summary of what you learned from this activity.
______
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Wednesday: Mammal Masks
Wednesday Activity 1: Elephant Mask
Location: Learning Center or Multipurpose Area Estimated Time: 30-45min
Description: Members will create an elephant mask.
Objective: By the end of this activity the members will: Create a mammal mask
Grey paint paintbrush paper plate Markers/Crayons (or color printer) What You Need Scissors Glue Paper Printer Handout: Elephant Mask
Members will view the video How to Prepare https://www.youtube.co+m/watch?v=sVVorvXojhE Prior to the lesson, print the face template.
1 Say Paint the bottom of the paper plate grey Steps to Follow 2 Say Print out the craft template of choice
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3 Say Cut out the template pieces.
4 Say Glue the pieces to the plate to make a elephant face.
5 Say Glue trunk on the bottom of the face.
6 Say Glue the tusks on either side of the trunk.
7 Say Glue the ears onto either side of the head.
8 Say Glue the hair onto the center top of the head.
Say Glue the eyes onto the face above the trunk and under the hair 9 (or cut out holes for eyes in a mask).
10 Say Glue the eyebrows above the eyes. Say Making masks are fun. We will add another mask to our 11 collection with a mammal that likes to live near dams and likes trees.
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Wednesday Activity 2: Beaver Mask
Location: Art Center or Learning Center Estimated Time: 30-45min
Description: Members will create a beaver mask to be used in future activities.
Objective: By the end of this activity members will: Create a mammal mask
Paper plate Scissors What You Need Glue Paper Handout: Beaver Mask
How to Prepare Print template prior to the activity.
1 Say Paint the bottom of the paper plate brown.
2 Say Members will be given
3 Say Glue the pieces to the plate to make a beaver face
4 Say Glue the teeth onto the bottom of the face.
Steps to Follow 5 Say Glue the teeth onto the bottom of the face.
6 Say Glue the hair onto the center top of the head.
7 Say Glue the nose on the face just above the teeth. Say Glue the eyes onto the face above the nose and under the hair 8 (or cut out holes for eyes in a mask). 9 Say Glue the eyebrows above the eyes.
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Wednesday Activity 3: Mammal Tracking Match Up
Location: Gym or Outdoors Estimated Time: 30-45min
Description: Whose footprint is that?? What has been here? Members will match animal footprints with their mammal owners.
Objective: By the end of the activity the members will: Members will identify various animal footprints by the unique tracks they leave behind.
Animal Card and Foot Tracks cards (found at end of Module) Animal figures to go with the animal tracks What You Need Writing paper Pencils/Pens
Facilitator will decide the option of how to facilitate the activity How to Prepare depending on the members. Print out the animal tracks cards
Facilitator will guide members to: Match up animal tracks with 1 labels to animal pictures
Facilitator will guide members to: Match up animal tracks with 2 labels to animal figures.
After members have matched up the animal tracks to their owner, 3 Steps to Follow as a team they will write a short story entitled: Tracks!!
Facilitator will give the team members the following parameters for the story: Identify an animal track, Write the setting (where the 4 story takes place), and Identify how the tracks were discovered. Write about what happened once the tracks were discovered. Write a conclusion to the story.
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Wednesday Cool Down Estimated Time: 15-20min
1 The Facilitator will have members volunteer to share their stories.
Steps to Follow Say Tomorrow we will go on a virtual scavenger hunt to learn more 2 about mammals.
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Thursday: Zoo Field Trip (Virtual and Real)
Thursday Warm-up
Location: Computer Lab or Learning Center Estimated Time: 15min
Members will reflect on the following questions then share out: Why are camels, dogs, whales and humans all considered Steps to Follow 1 mammals? Most mammals give their young more protection and training than do other animals. Discuss how specific mammals take care of their offspring. What behaviors are unique to mammals?
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Thursday Activity 1: Virtual Mammal Scavenger Hunt
Location: Computer Lab or Learning Center Estimated Time: 30-45min
Description: Students will read and research information on mammals to further develop their understanding of their characteristics. Students take a journey through the World Wide Web to various websites to answer questions about mammals.
Objective: By the end of this activity, members will be able to: Recognize certain characteristics of mammals. List and provide examples of mammals and tell their characteristics. Engage in discussions on mammals with other members
Internet access for each member Handout: Scavenger Hunt (found at end of Module) What You Need Pencil/Pens Drawing paper
List all websites on chart paper so that members can readily access How to Prepare them.
1 The Facilitator will review what is already known about mammals.
The Facilitator will explain that members will be going on a 2 scavenger hunt to discover more information about the characteristics of mammals. Steps to Follow Members will receive a handout with questions to answer and the 3 websites where the answer can be found.
4 Members will reconvene and discuss their findings.
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Thursday Activity 2: Zoo Field Trip
Location: City Zoo Estimated Time: 3hrs
Description: Members will visit a Zoo in their area. (If no Zoo is in your area, a petting zoo, pet store, aquarium etc. are acceptable)
Objective: By the end of this activity, members will be able to: Members will identify mammals in an animal sanctuary in their area. (Zoo, Game Ranch etc.)
Transportation
What You Need Pencils
Handout: Animal Hunt List
How to Prepare Zoo Field Trip should be planned in advance.
Members will visit a city zoo in their area and find animals that 1 correspond to the Handout: Animal Hunt List. Steps to Follow
2 Members will share their findings from the zoo hunt.
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Thursday Handout: Animal Hunt List
Directions: Find an animal that meets the characteristics and write it on the right. Remember, you have to see it at the zoo!
…has feathers
…has fur
…has wings
…has stripes
...is a baby animal
…can swim
…can climb
…likes cold weather
…has claws
….is a carnivore
….is an herbivore
…is black
…is from Africa
…likes hot weather
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Friday: Mammal Mayhem
Friday Activity 1: Make an Origami Dog, Cat, Bear, Pig, Whale
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will make a dog with simple paper folding. It’s kind of like a puzzle using geometry to create art. This easy origami pattern will let members explore the traditional Japanese art of paper folding. Objective: By the end of this activity, the members will be able to: To practice fine motor skills. To learn a skill from another culture
Origami paper What You Need Sample finished Origami Animals Crayons/Markers
Prepare a sample of each project so that the students can see what How to Prepare the finished product looks like.
1 First, fold the paper in half, corner to corner.
On the folded side of the page, turn down each of the corners to 2 form two triangles. These will be the dog’s ears.
Next, fold the big center point under to form the dog’s chin. There you go! Your child has just made a dog by just folding paper into Steps to Follow 3 various triangles. What a great way to combine art and math (geometry). Add colors and detail so they may want to add spots or googly eyes to your paper dog. You could also use different colored paper if 4 members want a black or brown dog. – Follow the steps in the following pictures to make other animals.
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Friday Facilitator Resource: Origami
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1 Put a square of paper 2 Fold the left point over 3 Fold the lower left and 4 It looks like an ice-cream on to meet the right point. right sides to meet the cone. Now fold the top the table so it looks like a Unfold, and find the center crease. point down, as shown. diamond. center crease.
5 Fold the right side over 6 Put your finger on the 7 Fold the end point up to make a tail. to meet the left side. bottom point as you turn the whale sideways.
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Friday Activity 2: Make-a-Mammal
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will design their own mammal using the characteristics of a mammal that have been discussed. Objective: By the end of this activity, members will: Use the information they have learned to create and design their own mammal. Merge the characteristics of mammals into their own artistic expression. Construction Paper Scissors Markers Pencils/Pens Colored Pencils What You Need Paint Pompoms Glitter Jewels Design Tape Embellishments
How to Prepare Have all art supplies available for use prior to the activity
1 Facilitator will review the characteristics of mammals.
Facilitator will say Today, you will take what you know about mammals and create your own mammal. You will need to design, Steps to Follow name and include traits that are common to all mammals. 2 For example: The name of my mammal is Glox. My Glox lives in trees. She is covered in fur that is usually glittery when she is in the sun. My Glox has up to two babies a year. She is very fast and she carries her babies on her stomach.
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Members will brainstorm questions that need to be answered 3 about their mammal and chart them on paper.
4 Members will begin to design their animal.
After the animals have been designed and all of the information 5 about them has been written, students will share their designs.
Members will share their animal creations and the characteristics 6 they possess.
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Friday Activity 3: Mammal Scavenger Hunt
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will share their animal creations and the characteristics they possess.
Objective: By the end of this activity, members will: Recognize mammals based on the clues they are given. Engage in a review of the objectives they have learned.
Recording Sheet and Fact Cards (found at end of Module) What You Need Pencils
Print the fact cards on card stock or brightly colored paper and cut
them apart along the dotted lines.
Make copies of the Mammal questions worksheet (2-sided). Each
student will need his or her own copy. How to Prepare Hide the 18 Mammal fact cards around your classroom where students will be able to find them. You can put them on chairs, on
the computer keyboard, on the back of your classroom door, on the sides of student desks, on the chalkboard, or wherever you like.
1 Facilitator will give members a copy of the question worksheet.
Members will have to search the room and find all of the fact cards 2 to answer the questions. Steps to Follow After they have completed the question sheet, the Facilitator will 3 go over the answers together with the class.
4 Members will complete an exit ticket.
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Friday Facilitator Resource: Exit Ticket
EXIT TICKET Write a two to three sentence summary of what you learned from this activity.
______
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Module 3: Animal Babies
Module 3: Animal Babies
About This Module
A mother’s love is what the members will experience in this module. Overview Animal mothers need to prepare their babies for life. Members will see videos of how animal moms protect, love and care for their offspring.
How is the life cycle of baby animals the same and different from the life cycle of human babies? Driving Questions How do mammal mothers care for their young? What makes them special and unique?
Products of the Egg Carton Panda, Flat Cat, Animal Figurine, Mammal Play, Mammal A-Z Week Book, Baby Koala Newspaper Collage
Community Members will share Mammal Plays and their Mammal Book Sharing Event A-Z.
There is nothing more special than the love of a mother. Members will Introduction learn that animal mothers love their young in very special ways.
Some activities require a Junior Staff to assist Special Notes
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Academic Vocabulary
Word Definition
Brood a family of young animals
Camouflage concealment by some means that alters or obscures the appearance
Den the shelter of a wild animal
Habitat the natural environment of an organism
the series of stages, such as childhood and adulthood, that characterize Life Cycle the course of existence of an individual
the process of transformation from an immature form to an adult form Metamorphosis in two or more distinct stages.
Predator an animal that naturally preys on others
Troop a group of animals of a particular kind
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
A Great Day for Pup by Dr. Seuss LCD/Promethean for viewing a video Adult and Baby Animal Sortables Recording Sheets Packet https://www.teacherspayteachers.com/Product/Adult-and-Baby- Animals-224262 Facilitator How to Write a Play Video https://www.youtube.com/watch?v=3A1zCPWlLgM Video of Mammals http://kids.sandiegozoo.org/animals/mammals Stapler (2) Tracing Paper / Baking Paper Animal Families Cards, print here: http://www.montessoriforeveryone.com/assets/PDF/Animal_Famil ies.pdf Paint (Various colors) Adult and Baby Animal Sortable Recording Sheets Packet Small toy animals that match with the sorting cards- per team (see resource guide at the end of the Module for suggestions) Handout: Human Life Cycle Diagram 1 per Team Magazines Poster Board Markers Wild Child: Animal Babies, Their Mothers and Life Cycles Packet – per team (for this lesson only the Mammal Cards will be used) Computers with Internet Access Construction Paper All About Frogs Book https://www.teacherspayteachers.com/Product/All-About-Frogs-
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Fact-Sheets-Life-Cycle-Labeled-Diagram-Report-More-1184678 Graphic Organizer Pictures of adult and baby animals Newspaper- per team Copy of a Tiger Cub https://drive.google.com/file/d/0B5aoVxlVvTyyalpzdm9fckJUTzA/vi ew Paint brushes Toothpicks Sample Bat Life Cycle kidzone.ws/images-changed/bats/batlifecycle.gif Writing Paper Pencils Crayola Air Dry Clay Lifecycle of a Frog Worksheet http://www.enchantedlearning.com/subjects/amphibians/Frogprin tout.shtml Models of Frogs and Tadpoles F8&qid=1422643230&sr=8-5&keywords=tadpole+kits 1 per Member Science Journal Styrofoam egg boxes Green Tissue Paper cut into sixths Wooden skewer (cut in half) 2 Styrofoam dinner plates Letter Writing Paper Large Paper Clip Sticky Note Paper (Yellow) One small paper plate Acrylic Pain (orange and brown) Glue Scissors Koala Template
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http://www.dltk-kids.com/t.asp?b=m&t=http://www.dltk- kids.com/animals/image/bpaperkoala.gif Grey Felt/Foam Black Felt/Foam Small scrap of pink paper 2 Pieces of White Construction Paper Wiggly Eyes
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Are You My Mother?
Monday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15-20min
Facilitator will read the story: 1 Are You My Mother? Steps to Follow Facilitator will say Let’s look at a video of animal babies and their 2 mothers, Animal Babies https://www.youtube.com/watch?v=uQcsfc3H1T4
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Monday Activity 1: It’s All in the Family
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will sort pictures and/or word cards with adult and baby animals and then write and draw about the animals they sort on recording sheets.
Objective: By the end of this activity, members will: Recognize adult animals and their young. Match pictures of parents and related offspring by identifying common characteristics. Exhibit their understanding of adult and baby animals through artistic expression.
Animal Families Cards http://www.montessoriforeveryone.com/assets/PDF/Animal_Famil ies.pdf Copy of a Tiger Cub Template https://drive.google.com/file/d/0B5aoVxlVvTyyalpzdm9fckJUTzA/vi ew Orange and Black Paint
What You Need Paint brushes Glue Brads (2 per member) Adult and Baby Animal Sortables Recording Sheets Packet Small toy animals that match with the sorting cards Handout: T-chart Baby Animals Book: A Great Day for Pup by Dr. Seuss
Cut/Laminate the cards and mix them up. Prepare 6 sets of cards How to Prepare Copy Recording Sheets that will be used for the activity from the Adult and Baby Animal Sortables Recording Sheets Packet
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Facilitator will say Baby animals and their parents may not always 1 look alike and often the babies have names that are different from what adult animals are called.
Facilitator will read the Dr. Seuss book: A Great Day for Pup - All About Wild Babies Show the front of the book and read the title. Ask members to predict what they think the book will be about. 2 Take a picture walk through the book. Discuss pages with members and ask questions such as: Where do you think this story takes place? Who are the main characters of the story
After hearing the story members will work in teams to sort using pictures and figures. Members will extend learning by researching 3 the names of any animal babies that are not represented. Members will then make a T-Chart and list the animal names and Steps to Follow the baby’s names next to the adult they match with.
Members can add to the list as they discover more information 4 throughout the week.
Members will cut out the Tiger Cub Template and assemble suing
brads or glue.
Members will decorate their Tiger Cub.
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Monday Handout: T-Chart Baby Animals
Adult Name Baby Name
Example: Fox Kit, cub, pup
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Monday Activity 2: Ultimate Animal Moms
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will watch various videos of how animal moms care for their young and reflect on the way they are cared for as humans. Members will share their appreciation for a caregiver through letter writing.
Objective: By the end of this activity, members will: Produce writing in which the development and organization are appropriate to task and purpose. Engage effectively in collaborative discussions. Analyze the way animal moms care for their young
Pencils LCD/Promethean for viewing a video What You Need Letter Writing Paper Graphic Organizer
How to Prepare Instructions for securing materials and prepping locations
Facilitator will show the following video excerpts to the members. Mom’s Lesson https://www.youtube.com/watch?v=bjEDaqpB8DM Kangaroos/Joeys https://www.youtube.com/watch?v=vpfc77GffgY Elephants/ https://www.youtube.com/watch?v=xgf7bHHR6Bs 1 Leopard https://www.youtube.com/watch?v=n_T5G3Nq8bo Primate https://www.youtube.com/watch?v=GHP-0_UOtYo Hyenas vs Leopards Steps to Follow https://www.youtube.com/watch?v=1SbytAeKoPM
Members will discuss the different ways that adult animals take 2 care of their babies with their teams.
3 Members will be grouped according to the animals they saw.
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Members will complete a graphic organizer that will show the ways 4 animals from the videos care for their young.
Members will write letters to special people in their lives that care 5 for them and will list 5 things they do for them that they appreciate them doing.
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Monday Facilitator Resource: T-Chart Example
Take care of their They give them babies till they baths are ten Primate Mom
Aunties help take care of the babies Protect them from predators
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Monday Activity 3: My, How they Grow!
Location: Art Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will discover how animals change as they grow.
Objective: By the end of this activity, members will: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Use art materials and tools in a safe and responsible manner. Use visual structures of art to communicate ideas.
Pictures of adult and baby animals Crayola Air Dry Clay What You Need Paint (various colors) Paint brushes Toothpicks
How to Prepare Have paint and clay ready for distribution.
Facilitator will review with students how animal parents take care 1 of their babies
Facilitator will review with students how animal parents take care 2 of their babies
Steps to Follow 3 Members will create miniature versions of adult animals using clay.
4 Members will use pictures as a reference.
Facilitator will note that the head, body, and leg proportions 5 usually change from babyhood to grown-up!
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Members roll Crayola Air-Dry Clay in their hands to form a body. With their fingers, they should pinch the top of the clay to form a 6 head or roll a ball and attach it to the body. Form facial features using a toothpick. Make ears, eyes, nose, and mouth.
Members roll out a snake-like piece of clay to form legs. Attach legs 7 by scratching the spot on body and leg with a toothpick. Wet it with a drop of water and press the pieces together.
Members add details to their animals such as a tail, mane, 8 whiskers, trunk, or paws.
Members choose realistic colors of Crayola Tempera Paint for the 9 animals. If using several colors, let each one dry before adding the next. Remember to rinse the brush when you change colors.
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Monday Cool Down Estimated Time: 15-20min
Members explain to their classmates why they chose their animals. Steps to Follow 1 Describe how the babies look and the changes.
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Tuesday: Animal Life Cycles
Tuesday Warm-up
Location: Multipurpose Room or Tech Center Estimated Time: 10min
Facilitator will say We have discussed how baby animals and their mothers have a close bond. Family is important to us, as humans 1 and to animals. Let’s watch the video to see just how close they Steps to Follow can be. Family Matters 2 https://www.youtube.com/watch?v=swCEHxFzV6E
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Tuesday Activity 1: Life Cycles
Location: Computer Center or Learning Center Estimated Time: 30-45min
Description: Ahhhh, the circle of life! Most animals including fish, mammals, reptiles and birds have very simple life cycles: they are born (either alive from their mother or hatched from eggs) and they grow up. These animals have three stages -- before birth, young and adult. Members will become familiar with the circle of life through interactive activities.
Objective: By the end of this activity, members will: Members will recognize that animals revolve through a life cycle.
Wild Child: Animal Babies, Their Mothers and Life Cycles Packet Use only the Mammal Cards for this lesson Pencils What You Need Computers with Internet Access Sample Bat Life Cycle - kidzone.ws/images-changed/bats/batlifecycle.gif
Have copies prepared before the lesson. How to Prepare Activity Cards need to be printed and cut for 6 teams. Facilitator will show the Bat Lifecycle pics and discuss with the 1 members.
2 Facilitator will note that most things go through a life cycle.
3 Mammal activity cards will be distributed to each team. Steps to Follow
4 Members will read over the facts on the cards.
Team members will be given the reflection sheet for their animal 5 and write the life cycle of an animal they have discussed.
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Tuesday Activity 2: The Human Life Cycle
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will work in teams to create a poster report on the human life cycle.
Objective: By the end of this activity, members will: Orally compare and contrast the human life cycle with an animal life cycle.
Human Life Cycle Diagram http://wghsjuniorscience.weebly.com/life-cycle.html Pictures of people in various stages of life cut from magazines Poster Board What You Need Markers Old Magazines Glue Scissors
Instructions for securing materials and prepping locations How to Prepare Facilitator makes a sample of themselves showing the growth from baby to adulthood Facilitator will say We have been studying the animal life cycle and today we will see how it compares to the human life cycle. We as 1 humans also go through a cycle. You will use the magazines to find pictures of people in different stages of their lives. Members will work as teams to look through magazines for pictures 2 Steps to Follow of babies, toddlers, teenagers, young adults, adults and elderly people to make their poster. Members will glue pictures in the order of the Human Life Cycle 3 and write about the stages.
4 Teams will share their poster report creations.
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Tuesday Activity 3: Annnd…ACTION! (Part 1)
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will work as a team and write a play on the life cycle of a mammal of their choice.
Objective: By the end of this activity, members will: Write narratives in which they include details to describe actions, thoughts, and feelings. Work collaboratively as team members to develop a play.
Pencil Writing Paper What You Need How to Write a Play Video https://www.youtube.com/watch?v=3A1zCPWlLgM Video of Mammals http://kids.sandiegozoo.org/animals/mammals
Write the three parts of the play that the members will focus on, on 1 chart paper and display it in the front to the room. 2 The Facilitator will need a Junior Staff to assist with this activity. How to Prepare Display the following play for members to get an idea of what a 3 “play” looks like. http://www.lazybeescripts.co.uk/Scripts/script.aspx?iSS=137
Facilitator read a snippet of the play and the parts to the play to 1 the members. Elaborate on the characters, the setting and the story.
Facilitator will show the following video in chunks so that members will understand the process of writing a play. (Stop at 1:41.) Steps to Follow https://www.youtube.com/watch?v=3A1zCPWlLgM Setting (Stop the video and discuss the setting for the play. Let team members discuss their setting for their story and formulate 2 sentences to discuss the setting for their play) Characters (Stop the video and discuss the characters for the play. Let team members discuss the characters that will be in their play and formulate sentences to describe their characters.) Story (Stop the video and discuss what the story will be around the
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characters they have for their play. Allow team members to discuss what the story will be and formulate sentences that begin their story)
Members will choose the mammal that they want to write about 3 from the following link. http://kids.sandiegozoo.org/animals/mammals
Members will work in teams to develop a play about the life cycle 4 of a mammal of their choice.
5 Members will create characters, setting, and scripts.
Members will assign team members parts and practice their 6 respective plays.
7 Members will perform their plays on Day 2.
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Tuesday Cool Down Estimated Time: 15-20min
Steps to Follow 1 Members will write an exit ticket on their experience writing a play.
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Tuesday Handout: Bat Life Cycle
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Tuesday Handout: Human Life Cycle
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Wednesday: Mammal Plays
Wednesday Activity 1: Annnd…ACTION! (Part 2)
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will work as a team and write a play on the life cycle of a mammal of their choice. Objective: By the end of this activity, members will: Write narratives in which they include details to describe actions, thoughts, and feelings. Work collaboratively as team members to develop a play.
Pencil Writing Paper What You Need How to Write a Play Video https://www.youtube.com/watch?v=3A1zCPWlLgM Video of Mammals http://kids.sandiegozoo.org/animals/mammals
Write the three parts of the play that the members will focus on, on chart paper and display it in the front to the room. The Facilitator will need a Junior Staff to assist with this activity. How to Prepare Display the following play for members to get an idea of what a “play” looks like. http://www.lazybeescripts.co.uk/Scripts/script.aspx?iSS=137
1 Facilitator will review what was done the previous day.
2 Members will continue to work on their plays.
Members will continue to work on the mammal of their choice. 3 Steps to Follow http://kids.sandiegozoo.org/animals/mammals Members will work in teams to develop a play about the life cycle of a mammal of their choice. Members will create characters, 4 setting, and scripts. Members will assign team members parts and practice their respective plays.
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Wednesday Activity 2: Egg Box Panda
Location: Art Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will make a baby panda out of an egg carton.
Objective: By the end of this activity members will: Members will use artistic expression to create a baby panda replica.
Styrofoam egg boxes (Need an egg box with the cone shaped pieces down the middle) Black and White Paint What You Need Paintbrushes Green Tissue Paper cut into sixths Wooden skewer
Precut the egg cartons for the panda for each member. You'll need an egg box with the cone shaped pieces down the middle Cut out two shallow eggcups, and make them as even as you can, so you can stick them on top of each other for the body. Cut out another egg cup, but make one side higher, so it curves upwards making a kind of lip or tab. With nail scissors, snip a semi-circle slot in the top of your eggcup How to Prepare body. Push the head tab in here to ensure it fits. If the head sticks out too much, make your slot bigger or the tab smaller. Use two middle cones for the legs, and you'll need to cut them at an angle. (never mind the color change in the photo) so they fit fairly snuggly to the eggcup body. Keep snipping away until you're happy, (don’t glue them yet) Prepare paint cups prior to the activity.
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Paint some spare egg carton pieces black (egg box lid). Pre-cut the arms and the legs of the Panda out of the painted carton. Cut the arms long enough to wrap around the back of the eggcup body. Cut out ears too, and remember to keep them longish, so they can slot into holes on top of the panda's head.
Facilitator and Junior Staff will be needed for this activity.
1 Facilitator will distribute the precut the pieces for the panda.
2 Members will paint the body and head white, and the legs.
3 Facilitator will distribute pre-painted arms and legs to members.
Members will curve the bottom edge a little, and round off the 4 ends for paws.
Members will attach the ears to the slot in the holes on top of the 5 panda's head.
Members will glue the legs and arms in place, and before pushing Steps to Follow 6 the head back onto the body.
7 Members will use a felt tip to draw a panda face.
Members will take half of a wooden skewer and a rectangle of 8 green tissue paper and glue the tissue paper around the end of the skewer.
9 Snip the tissue paper in strips after it is glued on the skewer.
Note If the egg box has circles pressed into the cup bases push 10 them out a little for a snout.
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Wednesday Activity 3: Flat Cat Craft
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will create a cat.
Objective: By the end of this activity members will: Create a flat cat using their artistic expression.
2 Styrofoam dinner plates per team member One small paper plate Acrylic Pain (orange and brown) Glue What You Need Stapler Large Paper Clip Sticky Note Paper (Yellow) Scissors
Pre-cut out legs, ears, and a tail from one paper plate. Cut the feet from around the rim of the paper plate so that they naturally bend How to Prepare down. Try not to have the feet and tail stick out too far.
Facilitator and Junior Staff will be needed for this activity.
The Facilitator will say Let’s make a cat today! Not just any cat, a 1 Flat Cat! 2 Members will staple the legs and tail to the top of one plate.
Steps to Follow Members will cover that paper plate with another paper plate to 3 form the cat’s body. The plates should be stapled top to top.
4 Members will glue ears to the head at the fold.
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Members will take about 7-8 Post it Notes and glue them under the 5 head of the cat. Cut strips into the Post It Notes to make it resemble a main.
6 Members will glue the head to the body.
7 Members will paint the cat.
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Wednesday Facilitator Resource: Egg Crate Panda Example
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Wednesday Facilitator Resource: Flat Cat Craft Example
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Thursday: A to Z Mammal Book
Thursday Warm-up
Location: Learning Center or Multipurpose Room Estimated Time: 15min
Facilitator will say Today you will work in teams to make an alphabet book. Our book will contain animals that are common 1 and some that are not so common. Here is a sample of how the Steps to Follow book should look. We will only name the animal. (Play video to: 28)
ABC Animal Alphabet 2 https://www.youtube.com/watch?v=1mIes5IJT9c
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Thursday Activity 1: Animal Wrap Up
Location: Learning Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will research and write an alphabet mammal book that presents a picture and some facts about a different mammal on each page. Members will include one mammal per letter ("antelope" for A, "Bear" for B, "Cat" for C, etc.).
Objective: By the end of this activity members will: Create an A-Z book featuring mammals. Provide facts based on research.
Construction Paper Markers What You Need Pens/Pencils Computer with Internet Access Printer
Print pictures of animals prior to the activity so members. Print some not so common animals. How to Prepare Include some facts on the pictures. Facilitator and Junior Staff will be needed for this activity.
The Facilitator will tell the class that they will make an alphabet 1 book.
2 The Facilitator will divide the class into 6 groups of 4.
The Facilitator will assign each team a group of letters to work on 3 Steps to Follow for the book.
The Facilitator will demonstrate how to write the letters either on 4 the board or butcher paper so the students can refer to them.
The Facilitator will discuss animal names that begin with their 5 assigned letters.
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Print resources with pictures and talk about the features of these 6 animals and where they live.
The Facilitator will give each student a piece of construction paper 7 and crayons. Students will draw pictures of appropriate animals or find them on the internet and print them out.
8 Members should write the name of the animal under the picture.
The Facilitator will discuss the drawings with the students as they 9 are working. Pointing out unique features and discussing which ones are insects, mammals, and reptiles.
The Facilitator will bind the completed drawings in an alphabet 10 book to share.
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Thursday Activity 2: Baby Koala Newspaper Collage
Location: Art Center or Multipurpose Room Estimated Time: 30-45min
Description: Members will make a baby Koala out of newspaper.
Objective: By the end of this activity members will: Use their artistic expression to create a baby Koala Bear using newspaper.
Handout: Koala Template Newspaper (Black and White Pages) Grey Felt/Foam Black Felt/Foam Small scrap of pink paper What You Need 2 Pieces of White Construction Paper Wiggly Eyes Glue Pen / Pencil Scissors Tracing Paper / Baking Paper
Print out the template prior to the activity. Make the Koala template for members to trace. You can do this by copying the template straight off the screen with some tracing How to Prepare paper or printing it out. You need the nose and ears as separate pieces to the basic head shape. The Facilitator and a junior staff will be needed for this activity.
Members will cut out legs, arms and ears from the grey felt or foam 1 material Steps to Follow 2 Members will cut out the nose from black felt or foam material.
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3 Members will cut out the mouth from the pink scrap paper.
Members will trace the basic body shape and head shape onto 1 4 piece of white construction paper.
Members will cut strips of newspaper and then rip some of the 5 newspaper into smaller pieces and fill in all the blank spaces on the template.
Members will lay the basic body and head template on top of the 6 collage either trace around the template then cut it out or cut straight around the template.
Members will glue all the pieces onto a piece of construction paper 7 so it forms the koala and then add the eyes, nose, and mouth.
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Thursday Activity 3: Off to the Races!!!
Location: Multipurpose Room or Outdoors Estimated Time: 30-45min
Description: Animal babies are always with their mommies because this is how they learn to survive. This interactive activity will help members recognize how baby mammals need their mothers. On your mark…get set…GOOOOOO!!
Objective: By the end of this activity members will: Work together to accomplish a common goal. Recognize the bond of a baby and its mother in order to “survive” (win).
Strip of material (24 inches long) or Rope What You Need Stop Watch
Precut the material or rope that will be used to bind partners How to Prepare together.
The Facilitator will say Baby animals are always with their mothers. Mothers protect them from predators and teach them life skills 1 that will help them to survive when they get older. Let’s watch a video of a Bison mother protecting her baby from wolves… https://www.youtube.com/watch?v=ok3VQina88o
Now we are going to play a game. You will pretend that you are protecting your baby from predators. You will decide who the Steps to Follow mother will be and who the baby will be. You will race to the finish 2 line in order to bring your baby to safety. Members will get a partner. Members will tie their legs together with the material. Members will line up. Members will race to the finish line once they are instructed to go. Members repeat the game several times.
Members will discuss the challenges they faced trying to protect 3 their babies and get them to the finish line.
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Thursday Handout: Koala Template (from DLTK-Kids.com)
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Friday: Not Babies Anymore
Friday Warm-up
Location: Multipurpose Room or Outdoors Estimated Time: 15min
The Facilitator will say: Today we will set up a home for a tadpole so we can watch it change into a frog. The change that the tadpole goes through is 1 called Metamorphosis. Say it with me: Met—a—mor—pho—sis. Steps to Follow Let’s watch a video that tells us how this little girl set up her tadpole habitat.
How to Set Up a Tadpole Tank 2 https://www.youtube.com/watch?v=O_0TXmUc3Wc
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Friday Activity 1: Tadpole Habitat
Location: Multipurpose Room or Outdoors Estimated Time: 30-45min
Description: Members will make a habitat for tadpoles.
Objective: By the end of this activity members will: Recognize the needs of a tadpole. Create a habitat for a tadpole.
Tadpole Habitat Kit (2) http://www.amazon.com/Three-Rivers-Amphibian-Grow-A-Frog- What You Need Kit/dp/B004CGOD92/ref=sr_1_2?ie=UTF8&qid=1424143938&sr=8- 2&keywords=tadpole+kits#product-description-iframe
Tadpoles will need to be ordered prior to making the habitat. How to Prepare A Facilitator and Junior Staff will be needed for this activity.
The Facilitator will say Today we will make a habitat for our 1 tadpoles. We will follow the directions that are on the kit to make sure our tadpoles will have a perfect habitat.
Steps to Follow 2 Members will split into two groups.
The Facilitator and the junior staff will create tadpole habitats with 3 each group.
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Friday Activity 2: From Tadpole to Frog (Part 1)
Location: Multipurpose Room or Learning Center Estimated Time: 30-45min
Description: Members will observe the growth of a tadpole into a frog.
Objective: By the end of this activity, members will: Make diagrams to record and communicate observations. Identify the basic characteristics of living things. Conduct investigations and record data about the growth of different plants under varying conditions.
Handout: Lifecycle of a Frog Worksheet Models of Frogs and Tadpoles F8&qid=1422643230&sr=8-5&keywords=tadpole+kits What You Need Science Journal All About Frogs Book https://www.teacherspayteachers.com/Product/All-About-Frogs- Fact-Sheets-Life-Cycle-Labeled-Diagram-Report-More-1184678
Prepare the tadpole habitat before the activity
Place the habitat in a safe, secure area so that it doesn’t have to be How to Prepare moved once the tadpoles are added.
Order the tadpoles close to the time that you want to introduce this activity to your members.
Facilitator will read over the directions for taking care of the Steps to Follow 1 tadpoles to the students. (Summarize the directions so that it doesn’t become too wordy)
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Friday Facilitator Resource: Taking Care of Tadpoles
Spring Water Do not use 'purified' water. Spring Water is a much better alternative for your tadpole. By the way, if you happen to have well water or live near a real spring, lake, or river... that water will do fine.
Daily Feeding Feed your tadpole one level spoon of food per day follow the directions on the container. It is important to feed daily, especially when you first receive your tadpole, to insure that the eco-system becomes established. After about 2 weeks, however, do not become too upset if you miss a day. The eco-system has established and there is enough food for your tadpole even if you miss a day. You can help your tadpole by... believe it or not... observing its 'poop.' If the water looks very clean and you do not see any 'poop' in the vent directly between your tadpoles’ back legs... then go ahead and add an extra spoon or two of Stage One Food to refresh the ecosystem.
Tadpole Eco-system Your tadpole feeds by filtering the water it lives in. It does not eat 'meals' such as your frog (and you). It eats all the time. Every time your tadpole opens its mouth, it is filtering dissolved microscopic particles out of the water.
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Friday Activity 3: Photo Booth: Tadpole to Frog
Location: Art Room or Multipurpose Room Estimated Time: 30-45min
Description: Members will write a comic strip of the metamorphosis of a tadpole into a frog based on what they see and what they predict will happen.
Objective: By the end of this activity, members will: Make diagrams to record and communicate observations. Identify the basic characteristics of living things. Conduct investigations and record data about the growth of different plants under varying conditions.
Handout: Lifecycle of a Frog Worksheet Science Journal All About Frogs Book https://www.teacherspayteachers.com/Product/All-About-Frogs- What You Need Fact-Sheets-Life-Cycle-Labeled-Diagram-Report-More-1184678 Black Strips of Construction paper (3x5)- 1 strip per member White Construction Paper Squares (3x3) – 4-5 squares per member Markers/Colored Pencils Pencils Precut black construction paper strip prior to the activity. Precut white construction paper squares prior to the activity. How to Prepare A Facilitator and Junior staff will be needed for this activity. Copies of the Lifecycle of a Frog should be printed prior to the activity.
Facilitator will say We have discussed animal babies and their Steps to Follow 1 growth from babies into adults. A way that we can observe this change or metamorphosis is by watching tadpoles grow into frogs.
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Facilitator will review the lifecycle of a frog with the members by discussing the worksheet and then showing the following video; 2 Life cycle of a Frog: https://www.youtube.com/watch?v=AMs3waaW75g
Members will use the life cycle of a frog worksheet to draw their 3 “photos”.
Members will recreate the life cycle of a frog using their own 4 interpretation as the tadpole goes through the process.
Members will draw only the egg and tadpole stages now and will 5 keep adding on as the tadpole goes through its changes.
Members will discuss what they have observed about the tadpoles 6 and predict what will happen next. Members will write their ideas on an exit ticket.
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Friday Facilitator Resource: Exit Ticket
EXIT TICKET
What did you observe in the tadpole habitat? What do you think will happen next?
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Friday Facilitator Resource: Tadpole lifecycle (from EnchantedLearning.com)
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Resources
Plastic Animals to match cards: http://www.bulktoystore.com/store/p/256528-Mini-Animal-Figurines-Bag-of- 100.html?feed=Froogle&gclid=Cj0KEQiA0aemBRC8p87zv_mc5qYBEiQAiEEMQadSIxP4fxS 49e9JKa-duHphl8OehAIkBRUYNlm7zjsaAiFy8P8HAQ
http://www.target.com/p/terra-miniature-wild-animal-collection-by-battat/-/A- 15842685?ref=tgt_adv_XSG10001&AFID=google_pla_df&LNM=15842685&CPNG=Toys& kpid=15842685&LID=34pgs&ci_src=17588969&ci_sku=15842685&kpid=15842685&gclid =Cj0KEQiA0aemBRC8p87zv_mc5qYBEiQAiEEMQVwsXwaUQ9LHW1xhmBJazm640HXyUr UpQv0z_FNUgakaAhvK8P8HAQ
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Module 4: Wild Cats Module 4: Wild Cats
Table of Contents
ABOUT THIS MODULE 2
ACADEMIC VOCABULARY 2
REQUIRED MATERIALS 2
EVENT PLANNER 2
MONDAY: WILD CATS 2
TUESDAY: SURVIVAL OF THE FITTEST 2
WEDNESDAY: LET’S TALK ABOUT CATS 2
THURSDAY: ENDANGERED CATS 2
FRIDAY: CAT CREATIONS 2
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About This Module
Big cats are among the most powerful animals on the planet. They may look like oversized kitties, but they are ferocious predators. Most are Overview stalk and ambush hunters, sneaking up on prey and pouncing to deliver a crushing bite to the head and neck. Wherever big cats live, they are at the top of the food chain.
Do you think it is better for an ecosystem to have more predators or more prey? Driving Questions What do you think will be the consequence when a predator is taken out of the ecosystem?
Product of the Lion Mask, Cat Nose Masks, “Paw” Backdrop, Shaving Cream Tiger Week
Community Members will write letters to conservationists who are trying to save Sharing Event the wild cats.
Wild cats are intriguing, fascinating and endangered. Members will Introduction understand the ecosystem in which they exist.
Special Notes There are activities that require junior staff to assist.
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Academic Vocabulary
Word Definition
a person who acts for the protection and preservation of the Conservationist environment and wildlife
Crepuscular animals that are most active during the twilight hours of dawn and dusk
Descendants an animal that has descended from a particular ancestor
Deserts a large area that is extremely dry with very little rainfall
Domesticated an animal that is tamed and kept as a pet
Endangered a plant or animal that is in danger of disappearing forever
Feral cat a cat that has returned to the wild
Grasslands a large open area covered with natural vegetation or grass (savannah)
the natural home or environment where plants and animals live (there Habitat are several different habitats)
Mountain regions an area with high elevations and extreme cold temperatures
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an animal's ecological role in an ecosystem, or community, especially Niche with regard to food consumption
Oceans huge bodies of saltwater that covers three-fourths of the earth’s surface
chemicals capable of acting outside the body of the secreting individual Pheromones to impact the behavior of the receiving individual
area where it is very cold; little grows here; area is also known as the Polar regions artic
Predator an animal that naturally preys on others
Prey an animal that is hunted and killed by another for food
Rainforests a thick, dense forest with heavy rainfall
Simulate to imitate the appearance of
Woodlands a large area covered with tons of trees and plants
Wetlands an area of wet, swampy or marshy land
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day, but should be printed in advance.
hula hoops Guide to Cats http://majnouna.deviantart.com/art/Guide-to-Big-cats- 167000754?q=gallery:majnouna/6557&qo=18 What Cat is That? By Dr. Seuss Wild Cats https://www.youtube.com/watch?v=Znp4h_M5YXA Top Ten Most Powerful Cats https://www.youtube.com/watch?v=a79hbQINlQk Top 10 Biggest Wild Cats https://www.youtube.com/watch?v=VuHHitsFD5s chart paper precut letters in the following colors: W (gray), L (green), salmon Facilitator (pink), B (brown) and B (blue), M (gold) food coloring (red, black and yellow) dropper paper towel Lion Letters http://kids.nationalgeographic.com/explore/nature/letters-to- lions/ timer Big Cat Facts http://www.thebigcats.com/lion/lion_social.htm
skittles 1 per team M&Ms crayons/markers
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plastic bags white piece of construction paper (12x18) poster board markers/colored pencils Cat Text: http://www.instructorweb.com/docs/pdf/makescatless.pdf http://www.firstpalette.com/tool_box/printables/folding- tigerstripes.pdf scissors glue pencil paper plates brown or tan paint brown, yellow, pink, and orange construction paper string pie tin/paper plates shaving cream white construction paper (1 per member) 1 per member green construction paper (1 per member) brown construction paper (1 per member) cotton swabs paint brushes markers paper plate brown or tan paint, crayon or marker black or brown marker brown, yellow, pink and orange construction paper drawing paper
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Note: Complete the following table early during the week to prepare for the Community Sharing Event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Wild Cats
Monday Warm-up
Location: multipurpose room or tech center Estimated Time: 15-20 min
Say: “Wild Cats are so fascinating! They have their own 1 idiosyncrasies that make them unique. Have you ever wondered how they came to be?” Steps to Follow
Play the following video: Saber Tooth Tiger 2 http://www.history.com/videos/sabertooth-cat#sabertooth-cat
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Monday Activity 1: A Look Back…Wild Cats of the Past
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: In this activity, members will take a look at early big cats to understand the ancestors of modern, domesticated cats.
Objective: By the end of this activity members will be able to: list the traits of the Smiledon compare and contrast the Smiledon with the tiger list characteristics of cats big and small
Guide to Cats http://majnouna.deviantart.com/art/Guide-to-Big-cats- 167000754?q=gallery:majnouna/6557&qo=18 What Cat is That? By Dr. Seuss What You Need chart paper chart markers Smiledon information http://dinosaurs.about.com/od/otherprehistoriclife/ss/10-Facts- About-the-Saber-Tooth-Tiger_6.htm#step-heading
Print the Smiledon Information sheet http://dinosaurs.about.com/od/otherprehistoriclife/ss/10-Facts- About-the-Saber-Tooth-Tiger_6.htm#step-heading How to Prepare Print and display the following: Guide to Cats Guide http://majnouna.deviantart.com/art/Guide-to-Big-cats- 167000754?q=gallery:majnouna/6557&qo=18
Say: “Cats can be very interesting animals. They are independent 1 creatures. Have you ever wondered what the first cats were like? Listen as I read to you about the first cats.” Steps to Follow Read the information from the following link to give members a brief overview of the Saber tooth tiger: 2 http://dinosaurs.about.com/od/otherprehistoriclife/ss/10-Facts- About-the-Saber-Tooth-Tiger_6.htm#step-heading
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Read What Cat is That? by Dr. Seuss. Show the front of the book and read the title. Ask members to predict what they think the 3 book will be about. Discuss pages with members and ask questions such as: Where do you think this story takes place? Who are the main characters of the story? Ask members to make a graphic organizer of the cats and their 4 characteristics they heard in the story.
Say: “We will refer to our graphic organizer as we focus more on 5 wild cats this week.”
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Monday Facilitator Resource: Graphic Organizer Example
Name of Cat Characteristics
Example: lion large, has a mane, tan, lives in a pride
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Monday Activity 2: Lions, Tigers and more BIG Cats!
Location: computer center or learning center Estimated Time: 30-45 min
Description: Members will use their research skills to evaluate the importance of the wild cat’s existence in the ecosystem.
Objective: By the end of this activity members will be able to: recognize that an animal's niche is its ecological role in a community, especially with regard to food consumption recognize that each big cat species fills a particular niche in its ecosystem
research material on big cats Tiger Folding Template http://www.firstpalette.com/tool_box/printables/folding- tigerstripes.pdf What You Need Panther Folding Template http://www.firstpalette.com/tool_box/printables/folding-bigcat.pdf computer with Internet access Big Cat Research packet
How to Prepare Print the folding templates prior to the activity
Ask members to name all the big cats they can think of. List member’s 1 responses on the chart paper. The list should include, but not be limited to: lion, tiger, jaguar, cheetah, leopard and panther.
Say: “Let’s look at someone who loves cats.” Big Cat Enthusiast Owns Steps to Follow 2 Six Tigers And Two Lions https://www.youtube.com/watch?v=DrRqkW2jkF0 Say: “Although big cats are predators, they are important to the 3 ecosystem.” Divide members into small research teams. Each team will choose a 4 species of big cat and research the niche that particular species fills. Tell members to use the printed materials and Internet for their engage express evaluate exhibit13 13 of 52 Module 4: Wild Cats
research.
Distribute the Big Cat Research organizer and instruct members to add answers to the following questions on the back of their organizer: What service does your big cat provide for its ecosystem? What resources does your big cat use from its ecosystem? What does your big cat's home look like? 5 What time of the day is your big cat active? What other organisms depend on the service your big cat provides for the ecosystem? What special adaptations does your big cat have? What other animals does your big cat compete with, and what other animals does your big cat cooperate with?
Let members work on their reports. Presentations might take the 6 form of posters, skits, songs, etc.
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Monday Activity 3: Wild Cat Habitats
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will compare the various habitats where wild cats live and create an exhibit of the habitat.
Objective: By the end of this activity members will be able to: identify the distinguishing features of various habitats describe, locate and distinguish between the habitats and species ranges of different big cat species
white piece of construction paper (12x18) colored construction paper scissors What You Need glue poster board markers/colored pencils
Fold the paper prior to the activity How to Prepare Print pictures of the various cats from the different habitat Say: “A habitat is the natural home or environment where plants and animals live. The six main habitats that can be found in the 1 world are the forest, ocean, wetlands, desert, grasslands and artic. You are going to be given the names of some wild cats that may live in these various habitats.” Members will research the habitats and make the following display: Steps to Follow
2
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3 Members will fold the paper into 6 to 8 sections.
4 Each team will receive a habitat to write about.
Members will write or type five facts about each habitat, label the 5 habit and color a scene of that habitat. (see example)
Ask members to proceed with the next activity after they complete 6 this one.
Say: “Now that we know about the different types of habitats, let’s 7 find out where some of these wild cats live.” Ask members to draw the habitat and the wild cat they are researching on the poster paper. Tell members to add 5-10 facts 8 bubbles on poster paper. Then ask them to color in their posters to display at the Community Sharing Event.
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Monday Cool Down Estimated Time: 15-20 min
Steps to Follow 1 Ask members to share their poster projects with each other.
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Monday Facilitator Resource: Habitat Readings
Grasslands There are grasslands growing on every continent, except Antarctica. Grasslands have many names like prairies, savannas and rangelands. Grasslands are described as a large open area with natural vegetation or tall growing grasses. There are very few trees and little rainfall making it pretty dry there. Tall grasses and plants that develop here are able to be nibbled on and continue growing to provide food for many grazing mammals like antelopes, bison and zebras. There are many animals that have adapted well to this type of environment such as wild cats, deer, bison, birds, reptiles and insects.
Wetlands Wetland is land that is wet most of the time. There is so much water that it floods the land. Wetlands are found by lakes, rivers, and ocean where land and water meet. They can be freshwater or saltwater depending on the surrounding area. Marshes, bogs and swamps are types of wetlands. Wetlands are on every continent, except Antarctica. Many animals call wetlands home such as turtles, crabs, fish, beavers, alligators, snakes, birds and lots of insects.
Desert A desert is an area that is extremely dry with very little rainfall. There are many different types of deserts, not all are hot and sandy some are cool or cold. Deserts are found on every continent except for Europe. Antarctica is considered a frozen desert! Many deserts have rivers or oases flowing through them. After the sun goes down, the hot desert can get very cold. The Sahara located in Africa is the world biggest desert! It’s hot there every day of the year. The temperature can get over 130 F. Despite the dry conditions, many creatures live there including wild cats, camels, kangaroos, antelopes,
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wolves, lizards, scorpions, snakes, birds and insects.
Rainforests Tropical rainforests are close to the equator, which makes them hot, humid and wet all year. They are the richest habitats on earth, providing the perfect setting for wildlife and plants to flourish. Probably the best known is the Amazon rainforest, which is located in South America. Rainforests are home to a variety of unique species such as sloths, capybaras, jaguars, poison dart frogs, spider monkeys, macaws and many more. Rainforests are very important for all species. They provide about 20% of the earth’s oxygen supply. Scientists are still learning about all the plant life. Many plants offer medicinal qualities that benefit humans. The rainforests are disappearing at an alarming rate due to deforestation or the cutting down of trees, for timber, paper products and farming land. Hopefully, we can stop it before it’s too late!
Woodlands The woodlands are loaded with tons of plants and trees! Woodlands are found on every continent. They cover a huge part of the earth’s surface, and are found in every type of climate. These forests can be deciduous or evergreen. Deciduous trees shed their leaves every autumn. Giant redwoods and sequoias trees found in California are some of the oldest trees on earth. They are more than 4,000 years old! Some of the more common animals like mountain lions, deer, bears, wolves, rabbits, squirrels, chipmunks, birds, salamanders, frogs, insects and butterflies live in this great habitat. Just like in all habitats, the animals and plants in the woodlands depend on each other for survival.
Polar Region Polar regions, sometimes called the artic, are the coldest places on earth! With bitter cold temperatures and long winters that never end, polar regions are the most difficult places to live! In Antarctica, the land is like a frozen sheet of ice surrounded by frozen oceans. Many animals have adapted to live there. Emperor penguins, for instance, have an extra layer of blubber and huddle together to keep their young warm. These frigid places are home to a variety of wildlife including penguins, bears, deer, lynx, fox, hares engage express evaluate exhibit19 19 of 52 Module 4: Wild Cats
and birds to name just a few.
Mountains Depending on the season and elevation, mountain regions have the biggest ranges in temperature and climate. Many animals live at the bottom, or base, of the mountains. But at the top of the mountains, the temperatures are colder and there is less oxygen making it harder to breathe. Not many animals can survive in these harsh conditions. In the Himalayan Mountains, for instance, snow leopards are well adapted. They are nomadic hunters who move up and down the mountain following their food supply. They have thick fur coats to keep warm in the freezing cold winters. Many animals find shelter in the mountains under rocky ledges or in caves.
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Tuesday: Survival of the Fittest
Tuesday Warm-up
Location: outdoor area or multipurpose room Estimated Time: 15 min
Say: “Wild cats are known for their survival skills in the wild, but all 1 cats have the innate ability to survive even if they are not wild. Let’s Steps to Follow look at a video of a feral cat hunting a bird.” Play the following video: Feral Cat Hunting Bird 2 https://www.youtube.com/watch?v=KYebpiRoeOc(1:27)
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Tuesday Activity 1: Predator vs. Prey Game
Location: outdoor area or multipurpose room Estimated Time: 30-45 min
Description: Cats are hardwired to give chase and hunt – mainly at night. Members will simulate the actions of a predator through play.
Objective: Cats are hardwired to give chase and hunt -- mainly at night. Members will simulate the actions of a predator through play
What You Need hula hoops
How to Prepare Set up the game prior to the activity
Say: “Now we will simulate the actions of a predator and prey 1 through a game. We will pretend that we are wild cats and their prey. How easy will this be? Let’s see!”
2 Define the words prey and predator for members.
Tell members that they will simulate the actions of a predator and 3 its prey for a game.
4 Tell members these are safe places for prey animals to hide.
Steps to Follow 5 Place food items around the area for the prey animals to eat.
6 Place hula hoops around a large area.
7 Assign certain students to be prey animals. Tell members that the goal of the prey animals is to gather at least 8 three pieces of food and not get eaten. Tell the members who are predators to roam the area searching for 9 prey. 10 Say: “If you are a prey animal and are tagged, you are the out.”
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Say: “Prey animals may go into the hula hoops to avoid the 11 predators and communicate with other animals by making noise.” Ask members to reconvene to discuss what they learned from the 12 predator/prey activity.
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Tuesday Activity 2: What Would Happen If…
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will reflect on the Predator vs. Prey game and recognize how that game transfers into real life for wild cats.
Objective: By the end of this activity members will have: analyzed the effects of predators and prey’s relationships in an ecosystem predicted the outcome of an ecosystem if one or more members are removed
construction paper in the following colors: gray, green, pink, brown, What You Need blue and gold string
Cut letter on the following colors: W (gray), L (green), Salmon How to Prepare (pink), B (brown) and W (blue), M (gold)
Say: “Today I am going to read you a story. Some of you will be participating in the story so you will have to listen so that you don’t 1 miss your part in the story. When I am finished reading, I want you to be able to reflect on this question: Do you think it is better for an ecosystem to have more predators or more prey?”
Pass out Wolf cards, Leaf Cards, Blue cards, Pink Cards, Gold Cards 2 and Brown Cards to selected members. Steps to Follow Participate with members in the circle and tell the story that goes 3 along with the activity.
Explain what the cards represent the following: Gray = Wolf, Pink = 4 Salmon, Brown = Bear, Green = Leaf, Blue = Water, Gold = Medal. Ask: “Do you think it is better for an ecosystem to have more 5 predators or more prey?” Say: “Please get in a circle. In this activity, we will be holding onto 6 this string and then passing the string to another member in the circle. Make sure you hold onto yours before passing the string.
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When you hear your animal or object called, you will drop your string. The dropping of your string symbolizes your animal/plant suffering a loss of population in the story.”
Say: “In Yellowstone Park, the decision was made to remove the wolves from the park so as not to endanger any tourists. (All students with a “W” drop your string). Once the wolves were taken away, the deer population was no longer being preyed upon as heavily and increased exponentially. This large increase in population caused the deer to eat more resources and eventually wipe out a lot of the vegetation in the area (all students with a “L” drop your string). With all the vegetation gone, there was nothing to build dams for the beavers or hold the riverbanks in place to 7 keep the dams safe and the beavers lost their homes (all students with a blue “B” drop your string). The rivers now contained lots of debris and disruptions of flow due to a reduction in riverbanks. This caused the salmon population to decrease since they were unable to reach their breeding grounds (all students with an “S” drop your string). With the salmon population decreasing, the bears of Yellowstone had fewer resources to keep their population alive (all students with a “B” drop your string). Finally, the deer ate the vegetation to the point that there were started to die off as well (all students with an “M” drop your string).”
Ask: “After completing this activity, how would you answer the 8 question: Do you think it is better for an ecosystem to have more predators or more prey?”
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Tuesday Activity 3: M&M Survival
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members simulate predator and prey survival in a habitat through confectionary delights.
Objective: By the end of this activity members will be able to determine the probability of prey survival in the wild through a simulation.
skittles M&Ms What You Need pie tin/paper plates timer plastic bags
Place 10 M&Ms of each color into a plastic bag (1 bag with 10 yellow, 10 blue, 10 green, 10 brown, 10 red, 10 orange – these How to Prepare M&Ms are the prey). Be sure to print Exit Tickets. Put 60 Skittles of a single color into a bag (5 bags total – these bags represent habitats)
1 Group members into groups of four. These will be the predators. Say: “As Predators you will collect M&Ms. I will set a timer for 20 seconds. During those 20 seconds, you will quickly pick up M&Ms 2 and quickly put them in their other hand. Avoid picking up any Skittles candies because Skittles make you sick. The Skittles represent the habitat that the M&Ms candies live in.” Steps to Follow Pour one prepared bag of Skittles into a metal pie tin or sturdy plate. Mix in the prepared bag of M&Ms. Place the pie tin in the middle of the group of M&Ms predators. Make sure everyone can 3 reach the pie tin. Set your timer for 20 seconds. Say, Go! and start the timer. When the timer beeps, everyone should stop picking up M&Ms.
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Say: “Look at your tin. Do you notice any interesting patterns between the color of the Skittles habitat and the color of the 4 M&M's that were picked? How do you think this same survival strategy would work in the wild?”
5 Tell members they can eat their M&Ms.
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Tuesday Cool Down Estimated Time: 15-20 min
Ask members to write an exit ticket on what they learned from the Steps to Follow 1 activity.
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EXIT TICKET How do you think this same survival strategy would work in the wild?
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Wednesday: Let’s Talk About Cats
Wednesday Warm-up
Location: learning center or outdoor area Estimated Time: 15 min
Say: “Cats have so many amazing attributes! Let’s look at these 1 videos to see a snippet of what makes them so amazing!”
Play the following video: The Ten Most Powerful Cats Steps to Follow 2 https://www.youtube.com/watch?v=a79hbQINlQk
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Wednesday Activity 1: Speed – Wild Cats and the Fastest Cat
Location: learning center or outdoor area Estimated Time: 30-45 min
Description: Members will explore characteristics of wild cats.
Objective: By the end of this activity members will have: recognized that the cheetah is a species of cat compared and contrasted the rate of a cheetah to the fastest man in the world
Cheetah Facts What You Need http://cheetah.org/about-the-cheetah/for-kids/
1 Say: “Listen, as I read about the fastest cat.”
Read the following facts about cheetahs: 2 http://cheetah.org/about-the-cheetah/for-kids/ Cheetahs are part of the big cat family and while they can’t climb trees, they can run faster than any other land animal. The cheetah is the fastest land animal in the world. They can reach a top speed of around 113 km per hour. A cheetah can accelerate from 0 to 113 km in just a few seconds. Cheetahs are extremely fast however they tire quickly and can only keep up their top speed for a few minutes before they are too tired to continue. Cheetahs are smaller than Steps to Follow other members of the big cat family, weighing only 45 – 60 kilograms. One way to always recognize a cheetah is by the long, black lines which run from the inside of each eye to the mouth. 3 These are usually called “tear lines” and scientists believe they help protect the cheetah’s eyes from the harsh sun and help them to see long distances. Cheetahs are the only big cat that cannot roar. They can purr though and usually purr most loudly when they are grooming or sitting near other cheetahs. While lions and leopards usually do their hunting at night, cheetahs hunt for food during the day. A cheetah has amazing eyesight during the day and can spot prey from 5 km away. Cheetahs cannot climb trees and have poor night vision. With their light body weight and blunt claws, cheetahs are not well designed to protect themselves or their prey. When a larger or more aggressive animal approaches a cheetah in engage express evaluate exhibit31 31 of 52 Module 4: Wild Cats
the wild, it will give up its catch to avoid a fight. Cheetahs only need to drink once every three to four days.
Say: “What were some facts that stuck out to you?” 4 Ask members to popcorn (shout) out their answers.
Say: “Now, let’s see how the cheetah holds up against the fastest 5 man on earth, Usain Bolt!” https://www.youtube.com/watch?v=U6K-F9Bjl8s
Say: “Now let’s run races to see who the cheetah is in the race!” Members will run races to see if they can match the speed of 6 Usaine Bolt or a cheetah. Members will draw pictures of themselves running with a cheetah and write a narrative about it.
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Wednesday Activity 2: Kitty Tricks
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will explore different characteristics of wild and domestic cats.
Objective: By the end of this activity, members will be able to: compare and contrast wild cats with domestic cats describe characteristics that make cats good hunters recall facts about the behavior of domestic cats
Text: http://www.instructorweb.com/docs/pdf/makescatless.pdf What You Need Wild Cats video https://www.youtube.com/watch?v=Znp4h_M5YXA
How to Prepare Print text prior to the activity
Say: “Cats have many characteristic that are unique to just them. 1 Let’s see what some of these characteristics are.” Say: “Let’s take a look at some of the characteristics of cats. I am going to split you into groups and each group will be responsible for reporting on one of the following characteristics of the wild cats:” What are some characteristics about the cat’s eyes? What is a characteristic of their ears? What are characteristics of the way cats smell? What is the reason for licking? Steps to Follow 2 What are some things all cats have in common? What does the cat’s tail tell you? How many hours a day does the average cat sleep? Which cat sleeps the most? What are some of the characteristics that a cat shows when hunting? What are characteristics of sizes and the cat’s coats? What is the purpose of the cat’s whiskers?” Play the following video: Wild Cats World 3 https://www.youtube.com/watch?v=0Q1oerve14Y&spfreload=10 engage express evaluate exhibit33 33 of 52 Module 4: Wild Cats
Read the following text: What Makes a Cat A Cat 4 http://www.instructorweb.com/docs/pdf/makescatless.pdf
Wednesday Activity 3: Shaving Cream Tiger
Location: art center or multipurpose room Estimated Time: 30-45 min
Description: Members will create a shaving cream tiger with a jungle background.
Objective: By the end of this activity, members will have: created an artistic masterpiece using shaving cream synthesized and related knowledge and personal experiences through artistic expression
shaving cream 1 piece of white construction paper 1 piece of green construction paper 1 piece of brown construction paper What You Need food coloring (red, black and yellow) cotton swabs dropper glue
How to Prepare Cut strips of green and brown construction paper
Say: “Tigers are one of the most majestic wild cats and also the most endangered. Their distinctive stripes help them blend into 1 their habitats. Let’s listen to some tiger facts.” https://www.youtube.com/watch?v=JVURSNioT6w Steps to Follow Say: “Now we are going to make our own tiger using shaving 2 cream.” Ask members to spread a thin amount of shaving cream onto a 3 surface such as a cookie sheet or thick paper plate.
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Ask members to drop some food coloring onto the shaving cream 4 and then use the cotton swab or end of a paintbrush to swirl the food coloring around on the shaving cream. Tell members to mix red and yellow in a little bowl first to make 5 orange and then use a dropper to drop the color on the shaving cream. Tell members to drop some black food coloring on next, and then 6 make lines by dragging the food coloring up and down with a cotton swab. Ask members to lay a sheet of paper on top, then smooth and 7 press a bit to transfer the print. Tell members to carefully peel the paper off of the shaving cream 8 and set it aside for a few minutes so the coloring can set. Say: “Use the back straight edge of a plastic knife to gently scrape 9 the shaving cream off of the paper and you'll be left with an awesome print! Let it dry completely.” Ask members to trace the outline of a tiger on the back of the 10 marbled paper and cut it out. Tell members to use the construction paper to make a jungle 11 scene.
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Wednesday Cool Down Estimated Time: 15-20 min
Ask members to complete an exit ticket about what their favorite Steps to Follow 1 cat is and why.
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Thursday: Endangered Cats
Thursday Warm-up
Location: learning center or outdoor area Estimated Time: 15 min
Say: “We have discussed wild cats and how they help our 1 ecosystem, but did you known that some of them are in danger of extinction? Let’s watch some videos that will tell you more.” Earth’s Most Endangered Big Cats 2 https://www.youtube.com/watch?v=Qj7xRUxD1_M Steps to Follow Earth’s Most Endangered Small Cats 3 https://www.youtube.com/watch?v=x5HwbM-EqLQ
Say: “That was interesting. So, what kinds of things do you think we 4 can we do about the wild cats that are endangered?”
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Thursday Activity 1: Saving the Cats
Location: computer lab or learning center Estimated Time: 30-45 min
Description: Members will explore ways they can save the wild cats from extinction.
Objective: By the end of this activity, members will have: written informative letters that convey ideas and information clearly used basic writing skills to establish, maintain and enhance personal relationships used an introductory paragraph, supporting paragraphs, and a concluding paragraph to organize both written and oral presentation written correctly in print and cursive
computers writing paper pencils/pens What You Need Wildlife Conservation Society http://www.wcs.org/saving-wildlife/big-cats.aspx Big Cat Rescue http://bigcatrescue.org/cubs/
List the following websites on the board: Wildlife Conservation Society How to Prepare http://www.wildcatconservation.org/wild-cats/ Big Cat Rescue http://bigcatrescue.org/
Say: “We are going to become advocates for wild cats. We will write letters to a group that is trying to save wild cats and see what 1 they do and how they help save them from extinction. Let’s watch videos on what conservationists do to get a better understanding. Steps to Follow Let’s brainstorm some ideas of what we want to put in our letters.”
Ask members to think of suggestions for questions to ask a conservationist and say them out loud. Examples would be: What 2 do you like most about your job? What do you dislike about the job? How did you end up becoming a conservationist? What advice engage express evaluate exhibit38 38 of 52 Module 4: Wild Cats
would you give to someone who wanted to do what you do? What does a typical day look like in the life of a conservationist? What subjects did you study in college to become a conservationist?
Ask members to work in teams to construct a letter to 3 conservationist groups that save animals.
Members will format their letters to look like the picture and 4 construct their letters like the sample letter below.
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Thursday Facilitator Resource: Example Letter
The Heading The heading of a friendly letter should contain the return address (usually two lines) followed by a third line with the date. In a friendly letter the heading is always indented to the middle of the page.
Example: 123 Most Wonderful Place Lane Disney World, FL 12345
December 14, 2002
The Greeting The greeting in a friendly letter capitalizes the first word and any noun. It normally ends with a comma.
Example: Dear Mickey Mouse,
The Body The body of the letter contains the main text. Each new paragraph should be indented. You may skip lines between each paragraph
The Complimentary Close and Signature Line The complimentary close begins with a capital letter and ends with a comma. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line.
Example: Truly yours, (Signature goes here) Minnie Mouse
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Thursday Facilitator Resource: Listing of Conservationists A list of the conservationists that you can write to is below:
The Nature Conservancy 4245 North Fairfax Drive Suite 100 Arlington, VA 22203 World Wildlife Fund 1250 24th Street, NW P.O. Box 97180 Washington, DC 20090 Natural Resources Defense Council 40 West 20th Street New York, NY 10011 International Crane Foundation E-11376 Shady Lane Rd. P.O. Box 447 Baraboo, WI 53913 USA Friends of Haleakala National Park P.O. Box 322 Makawao, HI 96768 Wildlife Conservation Society 2300 Southern Boulevard Bronx, NY 10460
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Thursday Activity 2: Lion Letters (Part 1)
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will explore ways they can save the wild cats from extinction.
Objective: By the end of this activity members will have: used basic writing skills to convey ideas supported their writing with facts from research drawn a pictorial representation for an idea
Lion Letters: http://kids.nationalgeographic.com/explore/nature/letters-to- lions/ What You Need drawing paper markers/colored pencils or crayons Lion Facts: http://www.animalfactguide.com/animal-facts/lion/
Print lion facts How to Prepare Have pictures to correlate with the lion facts
1 Read the lion facts page to the students.
2 Help members understand that lions are endangered. Ask members to draw signs to encourage others to save the lions Steps to Follow 3 from extinction.
4 Members will share their drawings with team members.
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Thursday Activity 3: Lion Letters (Part 2)
Location: computer lab or learning center Estimated Time: 30-45 min
Description: Members will explore ways they can save the wild cats from extinction.
Objective: By the end of this activity members will have: used basic writing skills to establish, maintain, and enhance personal relationships used an introductory paragraph, supporting paragraphs, and a concluding paragraph to organize both written and oral presentations written correctly in print and cursive supported their writing with facts from research
Lion Letters: What You Need http://kids.nationalgeographic.com/explore/nature/letters-to- lions/
Read the following lion facts page to the students: 1 http://www.animalfactguide.com/animal-facts/lion/ 2 Help members understand that lions are endangered. Steps to Follow Members will write a letter to lions telling them what they mean to them. They will include drawings of lions from their previous 3 activity. Lion Letters: http://kids.nationalgeographic.com/explore/nature/letters-to- lions/
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Thursday Cool Down Estimated Time: 15 min
Ask members to write an exit ticket on what they learned about the Steps to Follow 1 job of a conservationist.
EXIT TICKET What have you learned about the job of a conservationist?
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Friday: Cat Creations
Friday Warm-up
Location: art room or multipurpose room Estimated Time: 15 min
Say: “We are going to play a game of “Guess the Cat.” I’ll pick members to read some facts about a cat and you will have to guess Steps to Follow 1 which cat it is from the list I have on the board. Let’s see if you can “Guess the Cat”!!
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Friday Facilitator Resource: “Guess The Cat” Riddle Cards
Who Am I? Who Am I?
I am from Canada. There are fewer than 3,200 of me living in I have big padded paws that serve as the world today. snowshoes. I am the largest member of the cat family. I live in the cold areas, like Canada? I am capable of killing animals twice my size. Lynx Tiger
Who Am I? Who Am I?
I live in a pride. I live in cold places. Family is very important to me. I live high in the mountains. I am known as the King of the Jungle. I have thick white fur that camouflages me. Lion Snow Leopard
Who Am I? Who Am I?
I am the second largest cat and I am fast. I cannot roar but I can purr and meow. I am sometimes called a mountain lion or I am the fastest land animal. a panther. When I run, I use my tail to help me steer. I cannot roar. Cheetah Cougar
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Friday Activity 1: Lion Mask
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will design their own lion masks.
Objective: By the end of this activity, members will have created a lion mask using their artistic expression.
paper plate brown or tan paint, crayon or marker black or brown marker What You Need brown, yellow, pink and orange construction paper scissors glue pencil Cut out 2 half circles from the brown construction paper to make the ears Cut out 2 slightly smaller half circles from the pink paper (these will be the insides of the ears) How to Prepare Cut out a large, rounded triangle from the yellow construction paper, and a smaller, rounded triangle from the pink construction paper Cut many 4-inch-long and 1/2-inch-wide strips of yellow, brown, and orange construction paper Say: “We are going to make a lion mask for our Community Sharing 1 Event.” 2 Ask members to paint the backside of a paper plate brown or tan. Steps to Follow 3 Ask members to cut out 2 holes for eyes. Ask members to glue the pink half circles onto the brown pieces. 4 Then glue each ear onto either side of the paper plate, just above
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the eyes.
Ask members to glue the pink triangle onto the yellow triangle 5 (positioned as shown in the photograph of the finished mask). Attach the entire piece to the mask just under the eye holes. Tell members to use a marker to draw a mouth, whiskers and 6 spots. 7 Ask members to roll each strip around a pencil to make it curl. Ask members to glue the curled strips around the edge of the plate 8 to make the mane.
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Friday Facilitator Resource: Lion Mask
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Friday Activity 2: Wild Cat Sh-na-zola
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will create wildcat nose masks.
Objective: By the end of this activity, members will have created a wildcat nose mask.
paper bowl glitter glue markers What You Need scissors hole punch ribbon tape Draw an hour-glass shaped nose on the bottom of a paper bowl How to Prepare Cut out the nose with scissors
1 Distribute the precut nose.
Ask members to draw a cat nose and/or whiskers on the cut-out 2 with markers. 3 Tell members to punch a hole on each end of their nose. Steps to Follow Tell members to measure and cut the ribbon to fit around their 4 head. Then, thread the ribbon into the holes and knot each side. Attach ends of ribbon with clear adhesive tape. Say: “Now, we will decorate and add details to your nose with 5 glitter glue.” Tell members to allow their nose to air-dry for at least an hour before wearing it.
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Friday Facilitator Resource: Wild Cat Nose
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Friday Activity 3: Show Us Your Paws
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will create a backdrop for their letter writing campaign to the conservationists.
Objective: By the end of this activity, members will have created a theme inspired backdrop.
paint (various colors) paper towel
What You Need poster board paint brushes
markers
1 Divide members into groups based on types of wild cats.
Ask members to write the name of their wild cat group on the 2 poster board. Have members dip their hands in paint and put their handprint on 3 the poster board. Steps to Follow 4 Put poster boards aside to dry. Have members add special touches, sayings or designs to their 5 backdrops. 6 All backdrops will be connected and hung on a wall for photos. Note: Photos of the backdrops will be sent with members’ letters to 7 the conservationists.
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Friday Cool Down Estimated Time: 15 min
Steps to Follow 1 Have members complete the following:
3 Things I Enjoyed
2 Things I Learned
1 Question
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Module 5: Our Fine Feathered Friends Module 5: Our Fine Feathered Friends
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 6
EVENT PLANNER 10
MONDAY: BIRDS 11
TUESDAY: WHERE THE BIRDS ARE… 17
WEDNESDAY: “POLLY WANT A CRACKER” 25
THURSDAY: BIRD RESEARCH 30
FRIDAY: BIRD-A-FUL CREATIONS! 36
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About This Module
Look up in the sky…It’s a plane, its superman!! No it isn’t…Its BIRDS!! In this module, we will learn just how our fine feathered friends tick. Overview Members will learn about our two legged friends with a plethora of plumage, through hands on activities, reading, writing and the Internet.
What are characteristics of birds?
Driving Questions What are the various groups of birds?
Where are birds found in the world?
Product of the Life Cycle of a Chicken, Birdhouse, State Bird Report, Bald Eagle Craft, Week Birdhouse, Bird Treats
Community State Bird Reports, Bird Masks, Bird Houses, Life Cycle of a Chicken, Sharing Event Birds in a Nest
Birds are interesting animals and make up one of the six groups of animals. Members will fly away with knowledge of the various Introduction characteristics of what birds eat, where they live, and the scientists behind the study of birds in this module.
Several activities will require the assistance of junior staff. Special Notes
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Academic Vocabulary
Word Definition
Migration seasonal movement of animals from one region to another
warm-blooded egg-laying vertebrate distinguished by the possession of Bird feathers, wings, and a beak and (typically) by being able to fly
Plumage a bird's feathers
Beak a bird's horny projecting jaws; a bill
Wings a pair of appendages that enable some animals to fly
Bipedal walking on two feet
Vertebrae animals with backbones
Endothermic warm-blooded
Roosting what a sleeping bird is called
Flocks a group of birds
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a muscular chamber in the throat of a bird in which they can create Syrinx sounds
Nictitating a bird’s special eyelid that moves horizontally membrane
Molting when a bird loses feathers and gains new ones
Ornithologist a person who studies birds
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day, but should be printed in advance.
Fine Feathered Friends By Dr. Seuss. How to Make a Bird Mask Video https://www.youtube.com/watch?v=osQiGJ7oGKM (8:35) "The Perfect Nest" by Catherine Friend "Birds" computer with Internet access Bald Eagle Facts http://www.arkive.org/bald-eagle/haliaeetus- leucocephalus/#text=All hammer Bird Facts http://www.scienceterrific.com/birds.php picture of bird being researched
Facilitator List of State Birds http://www.50states.com/bird/#.VO9Z2dAo7Dc Make a Bald Eagle http://www.dltk-kids.com/animals/mbaldeagle.htm
Various Kites BIRDS OF PREY KITE http://www.amazon.com/Birds-of-Prey-Kite- Hawk/dp/B007CJL62I/ref=sr_1_4?s=toys-and- games&ie=UTF8&qid=1424964490&sr=1- 4&keywords=bird+kites+kids BIRDS OF PARADISE PARROT KITE http://www.amazon.com/XKites-Birds-Paradise-inch- Parrot/dp/B0094LT7CS/ref=sr_1_5?s=toys-and- games&ie=UTF8&qid=1424964770&sr=1-5&keywords=bird+kites BIRDS OF PARADISE TOUCAN KITE
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http://www.amazon.com/XKites-Birds-Paradise-inch- Toucan/dp/B0094LRWIY/ref=sr_1_15?s=toys-and- games&ie=UTF8&qid=1424964770&sr=1-15&keywords=bird+kites Roylco Paper Bird Kite Craft Kit - Set of 32 http://www.amazon.com/Roylco-Paper-Bird-Kite- Craft/dp/B0044SCC3C/ref=sr_1_22?s=toys-and- games&ie=UTF8&qid=1424964770&sr=1-22&keywords=bird+kites glue stick markers scissors liquid glue 1 per team googly eyes feathers computer with Internet access paint brush bird dominoes
toilet paper roll Build a Birdhouse Kit http://www.amazon.com/Toysmith-2953-Build-A- Birdhouse/dp/B0009Z3KLC black marker construction paper in a variety of colors Cheerios (various flavors) pipe cleaners 1 per member white poster board shredded brown paper lunch bags pencils tempera paint (red) computer with Internet access scissors paper plate
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continent cards orange paper (1/4 squares for each member) Bird Cards https://drive.google.com/file/d/0B8_71tjoHnsNMEJYT3RGTWduM0 k/edit brown paint tacky glue pompom (large) popsicle sticks (3 per member) paper Bird Sort and Cut and Paste Documents World Map http://www.mapsofworld.com/print_image.php?id=http://www.m apsofworld.com/world-maps/maps/world- maps/worldmap1/world-map-half-a4.jpg&spid=undefined# United States Map http://pdf.mrprintables.com/mrprintables-ma02-america-bw- states.pdf Post-it notes (1 per member) Graphic Organizer for State Bird https://app.box.com/s/zf8nhf2zun3g2vgbs4sw markers
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing Event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Birds
Monday Warm-up
Location: multipurpose room or tech center Estimated Time: 15-20 min
Say: “Have you ever wondered about the birds that fly in the sky 1 and where they came from? What did the first bird look like? Where did it live? Let’s take a look at some of the first birds.” Steps to Follow Play the following videos: Prehistoric Giant Bird https://www.youtube.com/watch?v=KrKoHGMoXrE (1:14) 2 https://www.youtube.com/watch?v=bElVNx093vw (2:12)
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Monday Activity 1: Prehistoric Birds
Location: computer lab or multipurpose room Estimated Time: 30-45 min
Description: Members will research prehistoric birds and make the connection with them and the birds they see today.
Objective: Members will research prehistoric birds and make the connection with them and the birds they see today.
computer with Internet access What You Need pictures of birds from the Bird Unit Science and Culture Pack
Print out pics of birds from the Bird Unit Science and Culture Pack How to Prepare Pictures of all the prehistoric birds listed below Read Fine Feathered Friends By Dr. Seuss. Show the front of the book and read the title. Ask members to predict what they think the book will be about. Discuss pages with members and ask these 1 questions: Where do you think this story takes place? Who are the main characters of the story?
Ask members to use the bird cards to research the following prehistoric birds and compare them to the birds we have today. Anthropornis (Greek for "human bird"); pronounced AN- thro-PORE-niss Archaeopteryx (Greek for "ancient wing"); pronounced are- Steps to Follow kay-OP-ter-ix Argentavis (Greek for "Argentina bird"); pronounced ARE- 2 jen-TAY-viss Iberomesornis ?? Phorusrhacos (Greek for "branch holder"); pronounced FOE- roos-RAY-coss Aepyornis (Greek for "tall bird"); pronounced AY-pee-OR- niss Raphus pronounced RAY-fuss Ask members to work as a team to look up facts about the birds 3 listed and complete the chart below.
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Monday Facilitator Resource: Bird Chart
Name of What bird today Weight/Height What did it eat? Did it Fly? Prehistoric Bird looks similar?
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Monday Activity 2: Bird Characteristics
Location: computer lab or multipurpose room Estimated Time: 30-45 min
Description: Members will recognize the characteristics of birds.
Objective: By the end of the activity, members will be able to: recognize the characteristics of birds analyze various beaks of birds create a graphic organizer of bird characteristics
computer with Internet access Birds, Bills and Beaks document
What You Need Parts of a Bird Graphic Organizer Bird Cards https://drive.google.com/file/d/0B8_71tjoHnsNMEJYT3RGTWduM0 k/edit
Print and laminate enough sets of Bird Cards per team How to Prepare
Say: “Birds bills have many uses. The shape of the beak reflects the 1 type of food each bird eats. Birds can be identified by the shape of their beak.” Ask members to discuss the parts of a bird using a graphic 2 organizer.
3 Ask members to label the parts of a bird. Steps to Follow Members will use the bird cards to group the birds according to 4 their beaks. Model how to sort the birds by their beaks by reading about one 5 type of beak and what it is used to do. Members will work as a team to identify the five additional bird 6 beaks based on the pictures they sorted.
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Say: “Now, let’s make a bird mask. Using what you have learned 7 about beaks, you will be able to customize the beak on your mask.”
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Monday Activity 3: What Does My Beak Tell You?
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will use their knowledge of bird beaks to create a bird mask.
Objective: By the end of the activity, members will have recognized that the different beaks found on birds determine their diet.
yellow tag board blue tag board string scissors What You Need feathers (various colors and sizes) glue stick markers How to Make a Bird Mask Video https://www.youtube.com/watch?v=osQiGJ7oGKM (8:35)
Cut the mask template How to Prepare Work with junior staff for this activity Say: “Let’s make a bird mask. We are going to watch a video on 1 how make this mask. I will stop the video at each step to give us time to complete each one.” Play the following video: How to Make a Bird Mask 2 https://www.youtube.com/watch?v=osQiGJ7oGKM (8:35) Steps to Follow 3 Show the video in steps as the members put the mask together.
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Monday Cool Down Estimated Time: 15-20 min
Steps to Follow 1 Have members complete an exit ticket.
EXIT TICKET Write a two-three sentence summary of what you learned from this activity.
______
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Tuesday: Where the Birds Are…
Tuesday Warm-up
Location: learning center or multipurpose room Estimated Time: 15 min
Say: “Today we will discover where birds live. We will use our Steps to Follow 1 continent cards and the Internet to find out where birds are found.”
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Tuesday Activity 1: Birds Around the World
Location: multipurpose room or tech center Estimated Time: 30-45 min
Description: Members will use bird cards to match the birds to their continents and compare and contrast the differences between the birds that live in other parts of the world.
Objective: By the end of the activity, members will recognize that birds can be found all over the world and compare the needs of birds in different continents.
Bird Cards https://drive.google.com/file/d/0B8_71tjoHnsNMEJYT3RGTWduM0 What You Need k/edit continent cards computer with Internet
Have members view the following video:Exotic Birds 1 https://www.youtube.com/watch?v=VwhVltCGocA (22:36) 2 Distribute bird cards.
Steps to Follow 3 Ask members to use continent cards to figure out where birds live.
Members will work cooperatively to determine where the bird is 4 found and match it with its continent.
5 Members will share their findings.
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Tuesday Activity 2: Birds Endangered and Unique
Location: computer lab or multipurpose room Estimated Time: 30-45 min
Description: Members will create a poster report on birds that are endangered and explain what makes them so at risk.
Objective: By the end of the activity, members will recognize that birds are grouped into categories and determine that some birds are endangered.
pencils
What You Need Bird Report for Unique Habits http://www.abcteach.com/cmd/track_content.php?id=19632
EXAMPLES (but a supplement sheet is at the end of the module) Video of Kookaburra laughing https://www.youtube.com/watch?v=S0ZbykXlg6Q Red footed Booby How to Prepare Ostrich (Unable to fly and the fastest bird) Penguins (Unable to fly, father balances eggs on his feet) Male Red-Capped Manakin http://video.nationalgeographic.com/video/weirdest-manakin- dance
Say: “Birds have many idiosyncrasies. Today we will choose some birds and research what makes them unique. One example is the 1 ostrich. The ostrich can’t fly, but is the fastest birds on land. Let’s watch the following video of an Ostrich racing Dennis Northcutt.” https://www.youtube.com/watch?v=2WcMRpozO4s (6:49)
Steps to Follow Group members into groups and give each team a bird to research 2 and a poster. Examples or the list at the end of the module can be used.
3 Tell members to research the unique habits of a bird they choose.
4 Ask members to write 5-10 facts on the bird.
5 Ask members to draw the bird.
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6 Ask members to complete their poster and share.
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Tuesday Activity 3: Fly Like an Eagle
Location: art room or outdoor area Estimated Time: 30-45 min
Description: Members will become junior ornithologists as they research how birds are identified, then release their own birds as they fly bird kites.
Objective: By the end of the activity, members will identify birds and their characteristics.
Bird Sort and Cut and Paste Documents (pgs. 18-19) glue scissors Various Kites BIRDS OF PREY KITE http://www.amazon.com/Birds-of-Prey-Kite- Hawk/dp/B007CJL62I/ref=sr_1_4?s=toys-and- games&ie=UTF8&qid=1424964490&sr=1- 4&keywords=bird+kites+kids What You Need BIRDS OF PARADISE PARROT KITE http://www.amazon.com/XKites-Birds-Paradise-inch- Parrot/dp/B0094LT7CS/ref=sr_1_5?s=toys-and- games&ie=UTF8&qid=1424964770&sr=1-5&keywords=bird+kites BIRDS OF PARADISE TOUCAN KITE http://www.amazon.com/XKites-Birds-Paradise-inch- Toucan/dp/B0094LRWIY/ref=sr_1_15?s=toys-and- games&ie=UTF8&qid=1424964770&sr=1-15&keywords=bird+kites Roylco Paper Bird Kite Craft Kit - Set of 32 http://www.amazon.com/Roylco-Paper-Bird-Kite- Craft/dp/B0044SCC3C/ref=sr_1_22?s=toys-and- games&ie=UTF8&qid=1424964770&sr=1-22&keywords=bird+kites
Print the sorting document How to Prepare
Assemble any kites prior to the activity
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Say: “We have learned a lot about birds but still have so much more to learn. Today we will become Ornithologist as we sort birds based on their identification. An Ornithologist is a person who studies birds. This list (points to the board where they are listed), 1 shows all the ways birds are identified. Waterfowl and Marshland Birds; Predatory Birds; Upland Ground Birds; Perching and Tree Clinging Birds; Songbirds. You will be given a sorting sheet and you will put the birds in the correct grouping. You will be able to use the Steps to Follow Internet to help you.”
Members will complete a grid on birds. Members can use the 2 Internet to check their answers.
Say: “Now as Ornithologists, we will go out and study birds and the 3 way they fly. We will pretend that these kites are birds and we will watch how they fly like eagles.”
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Tuesday Cool Down Estimated Time: 15-20 min
Steps to Follow 1 Ask members to complete an exit ticket.
EXIT TICKET Write a two-three sentence summary of what you learned from this activity.
______
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Tuesday Facilitator Resource: List of endangered and unique birds: Abbott's Booby Giant Ibis Tooth-billed Pigeon Kittlitz's Murrelet New Caledonian Owlet- Nahan's Francolin Titicaca Grebe nightjar Sulu Hornbill Greater Adjutant California Condor Shoebill Western Bristlebird Kakapo Purple-winged Ground- Eastern Bristlebird Kagu dove Shore Plover Bengal Florican Asian Crested Ibis Udzungwa Forest-partridge Forest Owlet Sangihe Shrike-thrush Madagascar Fish-eagle Philippine Eagle Jerdon's Courser White-bellied Heron Christmas Island Frigatebird Lesser Florican Subdesert Mesite Sumatran Ground-cuckoo Kokako Long-whiskered Owlet Spoon-billed Sandpiper Rufous-headed Hornbill Philippine Cockatoo Northern Bald Ibis Masked Finfoot Spix's Macaw Plains-wanderer Bahia Tapaculo South Island Wren New Zealand Storm-petrel Waved Albatross Crow Honeyeater Hooded Grebe Stresemann's Bristlefront Northern Brown Kiwi White-shouldered Ibis Sociable Lapwing Banded Ground-cuckoo Maleo Eskimo Curlew Flores Hawk-eagle Black-hooded Coucal Slender-billed Curlew Tachira Antpitta Madagascar Serpent-eagle Bannerman's Turaco Beck's Petrel Dwarf Olive Ibis Ashy Storm-petrel Cebu Flowerpecker Rufous Scrub-bird Siberian Crane Blue-eyed Ground-dove Noisy Scrub-bird White-throated Storm- Javan Trogon Junin Grebe petrel Pulitzer's Longbill White-collared Kite Juan Fernandez Firecrown Alagoas Antwren Congo Bay-owl Dark-winged Trumpeter Pernambuco Pygmy-owl White-eyed River-martin Uluguru Bush-shrike Jamaica Petrel Red-headed Vulture Polynesian Ground-dove Grenada Dove Secretarybird Sichuan Jay Wood Snipe Peruvian Diving-petrel Mountain Serpent-eagle Rio de Janeiro Antwren Egyptian Vulture Sulu Bleeding-heart Negros Bleeding-heart St Helena Plover Zapata Rail Black Stilt Australian Painted Snipe Mindoro Bleeding-heart Makira Moorhen Cuban Kite Kaka Great Indian Bustard engage express evaluate exhibit25 25 of 44 Module 5: Our Fine Feathered Friends
Wednesday: “Polly Want a Cracker”
Wednesday Activity 1: Bird Dominoes
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will play a bird domino game.
Objective: By the end of the activity members will be able to recognize characteristics or attributes of birds that are similar.
What You Need bird dominoes
How to Prepare Print and cut out bird domino playing cards
Say: “Today we will play the game dominoes using bird cards. You 1 will match up birds based on similar characteristics. The first person to get rid of all of their cards is the winner.” Deal six cards to each player and mix the rest in the game box or a 2 paper bag as a draw pile.
Steps to Follow 3 The youngest player goes first, and plays any card to start.
Players take turns adding to the line, drawing a card from the draw 4 pile when they cannot play. (Players may play the drawn card if it is playable.)
5 The first player to run out of cards wins!
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Wednesday Activity 2: Famous Birds
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will read/listen to facts about the Bald Eagle and create their own Bald Eagle craft.
Objective: By the end of the activity, members will able to: list facts about the Bald Eagle create a Bald Eagle
toilet paper roll Post-it notes glue scissors paper What You Need markers Bald Eagle Facts http://www.arkive.org/bald-eagle/haliaeetus- leucocephalus/#text=All Make a Bald Eagle http://www.dltk-kids.com/animals/mbaldeagle.htm Print all color documents for the Bald Eagle craft prior to the How to Prepare activity Work with junior staff for this activity
1 Play the audio of Bald Eagle Facts for members.
Members will write two facts that interested them about the Bald 2 Eagle on a Post-it note. Steps to Follow 3 Members will then make a Bald Eagle.
4 Print out the template of choice.
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5 Say: “Color the pieces as appropriate and cut them out.”
Say: “Glue the large rectangular piece around the toilet paper 6 tube.”
7 Say: “Glue the tummy onto the front of the toilet paper roll.”
Say: “Glue the tail onto the back of the toilet paper roll. Glue it any 8 way you want, be creative!”
9 Say: “Glue the head onto the front of the toilet paper roll.”
Say: “Glue the wings onto the back of the toilet paper roll to make 10 it look like the eagle is flying.”
11 Say: “Fold the feet and glue the tabs to the inside of the tube.”
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Wednesday Activity 3: State Birds
Location: computer lab or multipurpose room Estimated Time: 30-45 min
Description: Members will complete a graphic organizer about a state bird.
Objective: By the end of the activity, members will have: recognized why the state bird was chosen listed facts about the state bird, drawn a picture of the state bird located the state on a map
Graphic Organizer for State Bird https://app.box.com/s/zf8nhf2zun3g2vgbs4sw pencils markers What You Need United States Map http://pdf.mrprintables.com/mrprintables-ma02-america-bw- states.pdf List of State Birds http://www.50states.com/bird/#.VO9Z2dAo7Dc Assign members their state bird according to this list How to Prepare Print the map and the graphic organizer Print pictures of the state birds Say: “Every state has a state bird, but have you ever wondered why those birds were chosen? Do you know your state bird? You will 1 work with a partner to complete a report on state birds. Then we will fly from state to state as you tell us about your state bird.” 2 Steps to Follow Divide members into partners. Instruct members to find information on their state bird and enter 3 all information on the graphic organizer. Tell members to work collaboratively to complete the report 4 document.
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5 Ask members to share their findings.
Estimated Time: 15-20 Wednesday Cool Down min
Steps to Follow 1 Tell members to complete an exit ticket.
EXIT TICKET Write a two-three sentence summary of what you learned from this activity.
______
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Thursday: Bird Research
Thursday Activity 1: Bird Research (Part 1)
Location: computer lab or multipurpose room Estimated Time: 30-45 min
Description: Members will pick birds from various continents and research them.
Objective: By the end of the activity, members will have: written an informative research report analyzed information about a bird of their choice
pencils paper computer with Internet access Bird Facts What You Need http://www.scienceterrific.com/birds.php World Map http://www.mapsofworld.com/print_image.php?id=http://www.m apsofworld.com/world-maps/maps/world- maps/worldmap1/world-map-half-a4.jpg&spid=undefined# picture of birds being researched
Print pictures of the birds for members to mount on the poster How to Prepare board
Steps to Follow 1 Group members into teams and choose a continent card.
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2 Read the name of a bird.
3 Ask members to determine the location of the bird.
Tell members to color the location on the world map to indicate 4 where the bird is from.
5 Ask members to write 5-7 facts about the bird.
6 Tell members to mount all information on poster board.
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Thursday Activity 2: Bird Research (Part 2)
Location: computer lab or multipurpose room Estimated Time: 30-45 min
Description: Members will pick birds from various continents and research them.
Objective: By the end of the activity, members will have: written an informative research report analyzed information about a bird of their choice
pencils paper computer with Internet access Bird Facts What You Need http://www.scienceterrific.com/birds.php World Map http://www.mapsofworld.com/print_image.php?id=http://www.m apsofworld.com/world-maps/maps/world- maps/worldmap1/world-map-half-a4.jpg&spid=undefined# pictures of birds being researched
Work with junior staff to help members complete their research How to Prepare Print bird pictures
1 Group members into teams and ask them to choose a continent card. 2 Read the name of a bird.
Steps to Follow 3 Ask members to determine the location of the bird.
Ask members to color the location on the world map and indicate 4 where the bird is from.
5 Tell members to write 5-7 facts about the bird.
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6 Tell members to mount all information on poster board.
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Thursday Activity 3: Baby Birds Nest
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will create a cozy new home for these adorable pompom birds.
Objective: By the end of the activity, members will have created a baby bird’s nest.
paper plate orange paper (1/4 squares for each member) scissors paint brush (per team) shredded brown paper (recycled or shredded paper bags) What You Need brown paint tacky glue pompoms (large) popsicle sticks (3 per member) googly eyes
How to Prepare Put all materials and supplies on tables
Have members cut a paper plate in half and staple the rims 1 together (leaving the top of the "nest" open). 2 Ask them to paint one outside half of the plate brown. Have members create the birds by gluing three blue pompoms to 3 Steps to Follow the ends of Popsicle sticks.
4 Have members add googly eyes.
Ask members to cut small triangles out of the orange paper to 5 make beaks and glue them to the pompoms.
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Have members slide the ends of the Popsicle sticks between the 6 plates.
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Thursday Cool Down Estimated Time: 15 min
Steps to Follow 1 Ask members to complete an exit ticket.
EXIT TICKET Write a two-three sentence summary of what you learned from this activity.
______
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Friday: Bird-a-ful Creations!
Friday Warm-up
Location: art room or multipurpose room Estimated Time: 15 min
Say: “We have talked about many birds this week. We have discovered that there are birds with unique characteristics, and 1 that birds can be found all over the world and that all birds are hatched from eggs. Have you ever seen a bird hatch from an egg? Steps to Follow Let’s watch this video of a chicken hatching from an egg.”
Play the following video: 2 Chick Hatching https://www.youtube.com/watch?v=tof5b1Qs_OE (1:16)
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Friday Activity 1: Life Cycle of a Chicken
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will artistically express the life cycle of a chicken.
Objective: By the end of the activity, the member will have: demonstrated an understanding of the life cycle of a chicken created a diagram of the life cycle of a chicken
white poster board scissors shredded brown paper lunch bags What You Need googly eyes black marker tempera paint (red)
Cut all eggs needed for the project Shred the paper bag prior to the activity or buy some already How to Prepare shredded Work with junior staff for this activity
1 Ask members to cut an egg out of poster board. Ask members to write “Life Cycle of a Chicken” on the top of the 2 egg. Tell members to make a little nest by spreading glue in a circle and 3 Steps to Follow adding shredded pieces of a lunch sack. Ask members to cut a small oval egg to put in the nest from the 4 leftover poster board. Tell members to cut a larger egg out of paper and glue it to the 5 poster board. Then ask them to draw a jagged edge circle on the egg to represent the egg hatching.
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Tell members to color the inside yellow and add googly eyes to 6 represent the chick inside. Ask members to cut out another larger egg, color it yellow and glue 7 it to the poster board. Tell members to add googly eyes, and a small orange diamond, 8 folded in half for the beak. Then tell members to add wings and feet. Tell members they will make the grown up chicken by dipping their 9 hand in the red tempera paint.
10 Allow the poster to dry.
Tell members to add feet and one wiggly eye and draw arrows 11 between each stage to show the life cycle.
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Friday Activity 2: Build A Bird House
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will build a birdhouse.
Objective: By the end of this activity, member will have designed a birdhouse by reading and following step-by-step directions.
hammer
What You Need Build a Birdhouse Kit http://www.amazon.com/Toysmith-2953-Build-A- Birdhouse/dp/B0009Z3KLC
Assemble enough of the birdhouse so the lesson can be finished How to Prepare within the timeframe Work with junior staff on this activity
Say: “Today we will make a house for a bird. You will be able to Steps to Follow 1 design your house any way you like. Follow the directions on the package.”
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Friday Activity 3: Cheerio Bird Feeder
Location: art room or outdoor area Estimated Time: 30-45 min
Description: Members will make a healthy snack for the birds.
Objective: By the end of this activity, members will have created a bird feeder for birds.
Cheerios (various flavors) What You Need pipe cleaners
1 Say: “Today we will make a healthy treat for all the birds to eat.”
2 Lead members to an outside area.
3 Steps to Follow Give them three pipe cleaners.
4 Tell members to string their Cheerios onto their pipe cleaners.
5 Tell members to hang pipe cleaners on tree branches for the birds.
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Friday Cool Down Estimated Time: 15 min
Steps to Follow 1 Ask members to complete an exit ticket.
EXIT TICKET Write a two-three sentence summary of what you learned from this activity.
______
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Module 6: Plenty of Precarious Pets! Module 6: Plenty of Precarious Pets!
Table of Contents
ABOUT THIS MODULE 3
ACADEMIC VOCABULARY 4
REQUIRED MATERIALS 5
EVENT PLANNER 7
MONDAY: PET BASICS 8
TUESDAY: PET NEEDS 14
WEDNESDAY: HOME IS WHERE THE HEART IS! 20
THURSDAY: PET-A-RIFIC PET CRAFTS 25
FRIDAY: RECYCLED PETS 31
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About This Module
Oh, the pets you can get! The possibilities are endless. Studies have found that pet owners are less likely to suffer from depression and have lower blood pressure in stressful situations. Playing with a pet can calm Overview and relax you also. A pet doesn’t necessarily have to be a dog or a cat. Even watching fish in an aquarium can help reduce muscle tension and lower pulse rate.
What do pets need?
Driving Questions What is a pet?
How can we help our pets and pets without homes?
Products of the Various products Week
Community Pet Art Sharing Event
Children and adults alike can benefit from playing with pets, which can be both a source of calmness and relaxation, as well as a source of stimulation for the brain and body. Playing with a pet can even be a Introduction doorway to learning for a child. It can stimulate a child’s imagination and curiosity. The rewards of training a dog to perform a new trick, for example, can teach kids the importance of perseverance. Caring for a furry friend can also offer joy to a child.
Special Notes
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Academic Vocabulary
Word Definition
Animal welfare treating animals with kindness and respect
Guinea pig small, stocky, short-eared rodents from South America
Needs necessities
Parakeet small parrot with predominantly green plumage and a long tail
a domestic or tamed animal or bird kept for companionship or pleasure Pet and treated with care and affection
Shelter place giving temporary protection from bad weather or danger
Veterinarian a person qualified to treat diseased or injured animals
items that a person/animal desires to have, but it will not help them Wants stay alive
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day, but should be printed in advance.
The Pets You Can Get by Dr. Seuss Facilitator Items such as dog food, bowls, blankets, box, leash, etc. chart paper chart paper markers paper pencils Venn Diagram – Comparing and Contrasting My Needs to a Pets Needs http://learningtogive.org/lessons/unit425/lesson2_attachments/2. html Animal Rights Handout http://learningtogive.org/papers/paper360.html 10 small pictures of each pet mentioned in the book
1 per team paper (white) brown paper scrap booking card stock magazines paper (yellow) construction paper (black, green and red) glue scissors paintbrush green paint
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empty toilet paper or paper towel rolls orange streamer Elmer’s Glue (liquid form) orange string pompom (small or medium) old socks butcher paper dog bones scrap booking card stock 1 per member paper (white) markers paper (yellow) double stick tape corks wiggle eyes round toothpicks tan pipe cleaner craft foam (tan) got glue
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing Event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Monday: Pet Basics
Monday Warm-up
Location: learning center or multipurpose center Estimated Time: 15 min
Tell members that they are going to play a game similar to the game “Simon Says” but it is called “The Puppy Says”. Ask members 1 to line up around the edges of the room. Tell them that they should listen carefully to the directions that the puppy will give them and to do what the puppy says. Say: “Ready? The puppy says, ‘If you like animals, walk to the center of the room.’ The puppy says, ‘Go back to your original space.’ The puppy says, ‘If you have a pet at home, walk to the center of the room.’ The puppy says, ‘Go back to your original Steps to Follow 2 space.’ The puppy says, ‘If you would like to have a pet soon, walk to the middle of the room.’ The puppy says ‘Go back to your original space.’ The puppy says ‘If you help take care of a pet, walk to the middle of the room.’ The puppy says ‘Go back to your original space.’
Continue the game as long as members are engaged. Once the 3 game is finished, ask the members to take a seat and get ready to listen to a very interesting story.
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Monday Activity 1: What is a Pet?
Location: multipurpose room or tech center Estimated Time: 30-45 min
Description: Members will learn: that animals are living, feeling beings to think about animas and animal welfare as it applies to pets how humans can help provide those things for pets Objective: By the end of the activity, the members will have: actively listened and identified types of animals that make good pets created a classroom graph of pets, recognized similarities and differences among various pets identified animals that are not usually pets
chart paper Oh, The Pets You Can Get! Dr. Seuss What You Need markers 10 small pictures of each pet mentioned in the book
Print the ten small pictures of each animal mentioned in the story How to Prepare Make the graph prior to the activity Read the story, Oh the Pets You Can Get! once and allow the 1 members to listen. Read the book again and ask the members to listen for the following specific things: What animals are mentioned in this book? What did the dogs need in the book? (exercise, something to eat, 2 clean water, a friend, cozy bed, leashes for walks, tag with their name on it, and a trip to the vet) Why do Guinea Pigs need ramps in Steps to Follow their cages? (exercise) What are some things that every pet needs? (clean water, shelter, food)
Post the following prior to the story so that members can use it as a 3 reference.
Ask members to choose a picture of an animal mentioned in the 4 book and place it on the graph.
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5 Ask members to analyze the graph and discuss what they see.
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Monday Activity 2: Pets You Can Get - Goldfish
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will create goldfish streamers.
Objective: By the end of the activity, members will have created a goldfish streamer.
empty toilet paper or paper towel rolls orange streamer Elmer’s Glue (liquid form) What You Need orange string pompom (small or medium) eyes
Have materials ready prior to the activity How to Prepare
Cut streamer (long and short)
Say: “Goldfish are a good first pet. You don’t have to walk them. 1 You don’t have to feed them often and they are quiet. Let’s make a pet goldfish that you can hang in your room.” Ask members to squeeze a strip of glue down the length of your 2 cardboard roll. Steps to Follow Tell members to wrap your streamer around the roll. Then ask 3 them to put a little extra glue around the rim to make sure everything stays in place. Ask members to cut several lengths of streamer for their tail. 4 Members should make their tail as long or short as they like. Ask members to place a strip of glue inside the roll and glue their 5 tail pieces on.
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Let members decorate their goldfish. Tell members to use the 6 pompoms for eyes.
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Monday Activity 3: Categorizing Pets
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will categorize and discuss attributes of pets.
Objective: By the end of the activity, the members will have: listed the attributes of pets recognized that some animals are good pets and some are not
What You Need Pictures of ALL kinds of animals
Say: “Have you ever heard of a person having a tiger for a pet? How about a bear? Some people have wild animals as pets. Do you 1 think they make good pets? There are pictures of animals on your tables. As a team, decide which animals make good pets and which ones don’t and you will take them to the chart.”
Create a T-chart and label one side “Pet Animals” and the other 2 side “Not Pet Animals”.
Steps to Follow Tell members that they will categorize animal pictures based on 3 whether or not the animal is usually considered a pet or not. 4 Ask members to place their picture under the correct heading.
Ask members to contribute their ideas about whether the animals 5 would be a pet or not a pet.
Tell members to create a short narrative or picture about their 6 favorite pet and include some of the facts that were just discussed.
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Monday Facilitator Resource: T-Chart
Pet Animals Not Pet Animals
Monday Cool Down Estimated Time: 15 min
Ask members to complete an exit ticket about which animal they Steps to Follow 1 feel would be the best pet for them and why.
EXIT TICKET
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Tuesday: Pet Needs
Tuesday Warm-up
Location: learning center or multipurpose room Estimated Time: 15 min
Say: “Do pets need a lot? Is it expensive to have pets? Pets give us 1 much joy. Let’s look at some amazing pets.”
Steps to Follow Play the following video: Amazing Pets – Chris P. Bacon’s Wheels 2 http://kids.nationalgeographic.com/videos?videoGuid=79fde546- 6eb6-4a74-8714-f7ec2a8b21f7
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Tuesday Activity 1: Animal Welfare
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will discuss animal welfare and animal care.
Objective: By the end of this activity, members will have: compared their own needs to a pet’s needs defined the terms: needs, wants and animal welfare
items such as dog food, bowls, blankets, box, leash, etc. magazines chart paper for definitions paper pencils
What You Need glue markers Venn Diagram – Comparing and Contrasting My Needs to a Pets Needs http://learningtogive.org/lessons/unit425/lesson2_attachments/2. html Animal Rights Handout http://learningtogive.org/papers/paper360.html
Write the definition of wants and the definition of needs on 1 separate sheets of paper.
2 Post these in the room to refer back to during the class discussions.
Show the class some items or pictures of items associated with 3 Steps to Follow pets.
Ask members to discuss each item and how they are important for 4 pets.
5 Ask members to decide if the item is a need or a want.
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Tell members to make a display of the items that represent needs 6 and a display of the items that represent wants near each definition hanging in the room. Ask: “Do humans have needs, if so, what are they? (yes, food, water, shelter) Do animals have the same needs as humans? (yes) 7 Do you have wants? (yes, video games, new clothes, going to sporting events, etc.) Do animals have wants? (yes, walks in the park, a comfy bed, toys, etc.) Ask members to discuss if animals tell you all of their needs and 8 wants. If so, how? (some dogs will go and get their leash, scratch on a door 9 to ask to go outside, stand by their empty water bowl, gerbils hide when they want to be alone, cat’s meow when they are hungry). Ask: “When we feed and give water to our pets, are we acting with 10 kindness and respect?” Ask members to discuss what other things pets and people 11 need/want that cannot be bought at a store. (Family love and attention including time, care, touch, trust.) Draw the Venn Diagram: My Needs and Wants and a Pet's Needs 12 and Wants. 13 Ask members to give examples and write them in the circles. Note: The goal is to develop the concept that animals have many of 14 the same needs and wants that humans have.
Tell members to cut or draw 5-6 pictures to represent the needs of 15 pets and paste them in the graphic organizer also.
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Tuesday Activity 2: Pets You Can Get -Artsy Dog Art
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members simulate dog paws using socks to paint and do print art with “Man’s Best Friend” doggy treats!
Objective: By the end of this activity, members will have worked collaboratively and created a “Dog Art” mural.
old socks paint (various colors) butcher paper What You Need dog bones white paper brown paper glue
Prepare paint cups How to Prepare Hang butcher paper Supply the members with paper and paint and have them mimic a 1 dog painting. Tell members to put a pair of clean socks on their hands to help 2 them imagine not having fingers to use. Give members a dog bone and ask them to dip the bones into paint 3 and press the bones onto the mural. Steps to Follow Give members a full sheet of white paper and a half sheet of brown 4 paper. Tell members to make a dog by tearing pieces of the brown paper 5 and gluing them onto the white paper. Let members know they may use small amounts of other colored 6 paper for collars, clothes etc. 7 Ask members to glue their paper dogs to the mural.
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Tuesday Activity 3: How Do I Meet My Pet’s Needs
Location: learning center or multipurpose room Estimated Time: 30-45 min
Description: Members will discuss what people need to provide for pets to ensure their welfare and generate a plan to provide care and shelter for shelter pets.
Objective: By the end of this activity, members will have: listed examples of good pet care designed posters that explained pets needs asked for donations of specific items to give to animal shelters
Let’s Get a Pup, said Kate – Bob Graham Before You Were Mine – Marybeth Boelts
What You Need markers poster board Animal Shelters text http://learningtogive.org/papers/paper358.html
Say: “Animal shelters have a mission to care for and find homes for animals. Has anyone ever been to an animal shelter? Let’s look at a 1 video that tells us about animal shelters.” Animal Shelters https://www.youtube.com/watch?v=_CIC1OXl2u0 (3:40) Guide the discussion by using some of the following questions: How did it look? Why do some pets live in a shelter without a home of their own? Do the animals in a shelter have needs and wants 2 too? Would you like to help the animals in a shelter who don’t have Steps to Follow their own home and family? What could we do to help provide for animals in a shelter? Discuss why the adoption of a pet is beneficial to the animals and to the community. (Adopting a pet from a shelter makes space for 3 other animals in need and it allows the pet to be cared for in a loving family environment.)
Say: “Animals in shelters need things also. We are going to make a 4 poster that will let people know what the shelters need and ask for donations to our local shelter.”
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Tuesday Cool Down Estimated Time: 15 min
Ask members to reflect on what they just discussed about animal Steps to Follow 1 shelters and write down their thoughts
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Wednesday: Home is Where the Heart is!
Wednesday Warm-up
Location: learning center or multipurpose room Estimated Time: 15 min
Say: “Many pets just want a home. Pets who don’t have homes are either finding shelter in the streets or they are taken to an animal Steps to Follow 1 shelter. An animal shelter is a place where animals can be fed and taken care of until someone takes them home.”
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Wednesday Activity 1: Field Trip to an Animal Shelter
Location: community animal shelter Estimated Time: 30-45 min
Description: Members will take a trip to a local animal shelter and learn about the special animals that live there and the special people who care for them.
Objective: By the end of this activity, members will understand: what taking care of pets entails what happens in a shelter
What You Need transportation
How to Prepare Schedule a field trip
Steps to Follow 1 Members will visit an animal shelter in their community.
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Wednesday Activity 2: Field Trip to an Animal Shelter (Part 2)
Location: community animal shelter Estimated Time: 30-45 min
Description: Members will take a trip to a local animal shelter and learn about the special animals that live there and the special people who care for them.
Objective: By the end of this activity, members will have found a nonprofit that helps animals and written a letter to them.
What You Need Transportation?
How to Prepare Schedule field trip in advance
Following the field trip, members will research nonprofits that want 1 to save animals.
Steps to Follow
Help members write letters to the nonprofits asking how to help 2 and be more involved.
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Wednesday Activity 3: Pets You Can Get-Paper Bag Frog
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will make a paper bag frog.
Objective: By the end of the activity, members will have created a paper bag frog.
construction paper (black, green and red) glue What You Need scissors paintbrush green paint
How to Prepare Cut out two large green circles, and two smaller black ones
1 Say: “Ribbet, Ribbet!! Today we will make a paper bag frog.” 2 Ask members to cut a few inches off the bottom of the paper bag. Let them know that this will make the bag look more like a short chubby frog! 3 Tell members to paint the front of the paper bag green. After it Steps to Follow dries, ask them to paint the back. 4 Ask members to cut out a long rectangle from the red paper for the frog’s tongue. 5 Ask members to glue the black circles onto the green ones to make the eyes. 6 Tell members to roll the red paper tightly to make a curly tongue.
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Wednesday Cool Down Estimated Time: 15 min
Ask members to reflect on their field trip to the animal shelter and Steps to Follow 1 write: 3 things they liked, 2 things they learned and 1 thing they still have a question about.
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Thursday: Pet-a-rific Pet Crafts
Thursday Warm-up
Location: art room or multipurpose room Estimated Time: 15 min
Say: “Have you ever wondered what birds see when they are flying? Let’s take a look at two videos that give us a sneak peek.”
Play the following two videos: From the Wings of Birds http://www.discovery.com/tv-shows/winged-planet/videos/a- Steps to Follow 1 birds-eye-view/ (:30)
Bald Eagle Play Catch http://www.discovery.com/tv-shows/winged-planet/videos/bald- eagles-play-catch/ (:42)
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Thursday Activity 1: Pets You Can Get – Beautiful Bird Craft
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will design a beautiful pet bird.
Objective: By the end of this activity, members will have created a bird using various mediums.
scrap booking card stock paper (white and yellow) marker What You Need scissors double stick tape
How to Prepare Make a template for your bird
1 Trace out a bunch of birds using the template you created.
2 Ask members to add eyes. 3 Ask members to cut out beaks Tell members to use double stick tape to attach the beaks to the 4 birds. Steps to Follow 5 Tell members to cut slits in the birds back.
6 Members will draw on some plain white paper.
7 Ask members to fan fold the white paper.
8 Ask members to thread it through and bend in half.
9 Say: “Tweet Tweet!! You are all done!”
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Thursday Facilitator Resource: Bird
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Thursday Activity 2: My Favorite Pet (Real or Imaginary)
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will write and illustrate a story about their favorite pet or a pet they would like to have.
Objective: By the end of this activity, members will have created an imaginary story.
paper What You Need pencils markers/crayons/colored pencils
How to Prepare Instructions for securing materials and prepping locations
Say: “Today you will be using your imagination. Close your eyes. Pretend that you woke up today and you were told that you were going to get the pet of your dreams. The sky is the limit. Based on 1 what we have discussed about pets and everything that they need, what pet would you choose? How would you take care of our pet? What would it eat? Where would it sleep? Write about your pet!”
Steps to Follow 2 Ask members to use their imagination and write about their pet.
3 Ask members to draw pictures to go along with their story.
4 Ask members to share their story.
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Thursday Activity 3: Pets You Can Get -Bean Mosaic Puppy
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will create a bean mosaic of a puppy.
Objective: By the end of this activity, members will have created a bean mosaic of a puppy.
Template: http://www.freekidscrafts.com/bean-mosaic- puppy/?template=basic&imgurl=http://www.freekidscrafts.com/w p-content/uploads/bean-mosaic-puppy.jpg What You Need different color beans (white, light brown, dark brown, tan) tacky glue cardboard
Say: “Print out the pattern, then mount the pattern on cardboard. Cardboard is strong enough to hold the beans when we add them! Steps to Follow 1 Spread a thin layer of glue on small areas at a time and place the colored beans that match the pattern on the template.”
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Monday Cool Down Estimated Time: 15 min
Steps to Follow 1 Ask the members to tell the group five things their pet puppy would need to be happy.
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Friday: Recycled Pets
Wednesday Warm-up
Location: art room or multipurpose center Estimated Time: 15 min
Take members to an outside area or to the multipurpose room to 1 play animal relays.
2 Place members into two lines.
Steps to Follow 3 Tell the first two members in line that they are a certain animal.
Tell these first two members they are to run this race race by 4 running like that animal would run.
Examples of animals to call out would be a turtle, kangaroo, dog, 5 cat, horse, fish, ostrich etc.
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Friday Activity 1: Pets You Can Get – Recycled Kitty Pencil Holder
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will design a pencil holder out of recycled materials.
Objective: By the end of this activity, members will have created a pencil holder out of recycled materials.
Pencil Holder template http://www.freekidscrafts.com/recycled-kitty-pencil- holder/?template=basic&imgurl=http://www.freekidscrafts.com/w p-content/uploads/pattern_kitty_pencil_holder_08.jpg soup can glue What You Need scissors tape crayons or markers construction Paper googley Eyes puff ball
Collect empty cans from members and families prior to this activity How to Prepare
Work with junior staff on this activity
Ask the members to trace the can onto the construction paper to 1 get a strip that will cover the outside of the can, and then cut out the paper. Steps to Follow Ask members to use a piece of tape to fasten one end of the paper 2 to the can. Wrap around the can and glue other end to the tighten it. engage express evaluate exhibit33 33 of 35 Module 6: Plenty of Precarious Pets!
Ask members to cut out the ears and whisker section from the 3 remaining piece of construction paper. Click on the link below for the patterns. http://www.freekidscrafts.com/recycled-kitty-pencil- 4 holder/?template=basic&imgurl=http://www.freekidscrafts.com/w p-content/uploads/pattern_kitty_pencil_holder_08.jpg Ask members to fold the whisker section in half and cut strips from 5 the open ends, leaving about 1/4 inch section in the middle solid. 6 Tell members to unfold the whiskers.
7 Ask members to glue the ears and whiskers to the can as shown.
8 Tell members to glue googley eyes above the nose.
9 Let members decorate the ears and face with crayons or markers.
10 Tell members to fill the can with pencils, markers and crayons!
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Friday Activity 2: Pets You Can Get - Baby Food Jar Pets
Location: art room or multipurpose room Estimated Time: 3 hours
Description: Members will make pets using recycled materials.
Objective: By the end of this activity, members will have created a pet using recycled glass jars.
baby food jars scraps of craft foam tacky glue or glue gun (on low temperature) pompoms What You Need cotton (for white animals) feathers (for bird) 10mm wiggle eyes plastic lace (for whiskers) scissors
How to Prepare Collect clean baby food jars and remove labels
1 Say: “Today you will create your own pet using recycled material.”
Ask members to fill baby food jars with pompoms that are the 2 same color as their animal’s face. Tell them to put the lid on and turn their jar upside down.
Steps to Follow 3 Tell members to glue on wiggle eyes. Ask members to cut ears (or a beak) out of the craft foam and glue 4 these on the jar. 5 Tell members to add pompoms if they want. Ask members to add whiskers, cut pieces of craft lace and glue one 6 end under the pompom nose.
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Ask members to cut a strip of 1/4” wide craft foam and glue this 7 around the edge of the lid.
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Friday Activity 3: Pet You Can Get – Cute Cork Kitten
Location: art room or multipurpose room Estimated Time: 30-45 min
Description: Members will create cork kittens using recycled materials.
Objective: By the end of this activity, members will have created a cork kitten.
corks wiggle eyes round toothpicks What You Need tan pipe cleaner craft foam (tan) hot glue Collect corks before the activity Print a larger picture of the one shown for each team How to Prepare Work with junior staff to hot glue the corks together to form the kitten Steps to Follow 1 Ask members to glue wiggle eyes.
2 Ask members to shorten toothpicks to form the whiskers. Ask members to cut triangles from the craft foam for the ears and 3 nose and glue as indicated. Ask members to bend a pipe cleaner to form a tail and glue this tail 4 to the kitten’s body.
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