Sunday, May 23, 2010

monkey craft


Monkey Puppet

MATERIAL




  • Paper Craft Sack
  • Felt Sheet - White
  • Felt Sheet - Black
  • Felt Sheet - Brown
  • Felt Sheet - Orange
  • Foam Stickers - Alphabet
  • Aleene's "Tacky" Glue®
  • Scissors


Step 1

Cut felt pieces from pattern.

Step 2

Remove one end of bag handle and twist for tail. Remove second handle and discard.

Step 3

Assemble puppet face and glue to fold on craft bag. Apply the foam stickers to the bag.

Craft Notes

Adult supervision required at all times.

Tip

Monkey around with this adorable sack puppet you can make yourself

FROM :http://www.theknackkids.com/ProjectView/Code/kn0584.aspx

ORIGAMI ROSE













































































































































































SUMBER :Origami-Instructions.com

The Knack(SM) - Where Kids Discover(SM) - View Project

The Knack(SM) - Where Kids Discover(SM) - View Project

Thursday, May 13, 2010

PROJECT APPROACH - STANDARD

Standards

nets

Science

Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
After the children started thinking about bugs and generating questions, they searched for bugs on the playground or at home using bug catchers and nets. Once a bug was caught, it was examined carefully. Children worked to determine what type of habitat they could create in their bug catchers to make their bugs more at home. When some boys noticed the butterflies they had caught were attracted to flowers, they added flowers to the bug catcher.



child book

Language Arts

Demonstrate an understanding of concepts of print to determine how print is organized and read and Compose oral and visual presentations that express personal ideas
The girl on the right decided on her own to write a book about bugs. Using invented spelling she wrote and illustrated several pages. This page says, "Bugs are slimy".
Develop comprehension skills by reading a variety of informational texts and Develop comprehension skills by listening to a variety of self-selected and assigned literary texts.
The local library contained numerous fiction and non-fiction books dedicated to bugs. The classroom shelves were stocked with these books that were read to the children individually, in small groups and at meeting.

reading Reading

Math

Survey

Explore and display data. Apply a variety of concepts, processes, and skills to solve problems.
After learning that an insect had three body parts and six legs, children made a point of discovering which bugs were insects by counting their legs and body parts. To find out whether most children liked bugs or not the class did a survey. The survey was tallied and transferred to a compiled chart. From this chart the children were able to tell how many children in each room liked bugs and which rooms had the most children that did not like bugs.

Social Studies

Recognize that a globe and maps are used to help people locate places.
Before going on the campus field trip, a map was explored by the children to see the route they would be taking. Since many children's families worked on campus, they were familiar with many landmarks. This gave the children an idea of where they would be going.



art

Art

Use color, line, and shape to represent ideas visually from observation, memory, and imagination.
Many observational drawings were made from actual bugs that were collected. Other drawings were made from memory or imagination when dictating stories that had happened previously. A variety art materials were available to the children on low shelvess that they could access on their own.







Music

crawling

Explore creative expression through music.
Many children's songs relate to bugs, The Insy Weensey Spider, I'm Bringing Home a Baby Bumble Bee, The Ants Go Marching 1 by 1, Herman the Worm, etc. Musical instruments were available to the children throughout the day. Many children enjoyed dancing to the melodies. The choice of these songs were inspired by the overwhelming interest in bugs.

Gross Motor

Explore spatial awareness and a variety of locomotor skills.
The movement teacher had the children explore moving like different insects, such as trying out what it might feel like to be in a cocoon and emerge as a butterfly. The children particularly liked moving like the bugs they had read about in books.

FROM : http://polaris.umuc.edu/~vwiest/bugstudy/standard

PROJECT APPROACH - phase 3

Phase III

Culminating Event

Two culminating events were planned. One was a visit to a butterfly garden that doubled as an end-of-camp picnic for those parents that could drive and chaperone. The other was a display of clay sculpture bugs individual children created. This display included the children's dialog as well.

Activities

Butterfly on my finger fieldguide

The Butterfly garden was a huge success. Prior to the trip several non-fiction books were read about how butterflies grow from caterpillars and how they are different from moths etc. The garden was incredibly populated with butterflies. Everywhere the children looked they could see butterflies of every shape and color. Some children tried to identify or match the live butterflies on a butterfly field guide chart. By far the most exciting moments were when the butterflies landed on the children. Children tried to speculate why the butterflies would do this.

Display

Sculpture Sculpture

Children were offered a variety of collage materials to use with their clay bug sculptures. Some sculptures were quite whimsical like the "Alien Bug", and others were more true to real bugs where children took information they had learned and incorporated it into their sculpture. Many children added six legs and commented that their bug was an insect. After their sculptures where complete, the children wrote descriptions to go along with them. The sculptures were then set out in a common area showcase for all of the parents and students to see.

Collaborative evaluation

The summer camp bug project turned out to be a wild success. Even children that did not seem to care for bugs at the beginning of camp were interested by the end. Children became excited when they found bugs. The whole school got involved by reporting to the Red Room any interesting bug sightings or by capturing bugs to donate to the Red Room. One older boy from another room brought in an interesting insect he had found at his house. The Red Room children observed it for a few days, looked it up in their Audubon field guide and returned it with the information they had learned. When children were asked about their favorite part of the project many talked about the field trips.

Parents Comments

Parents were very supportive during the bug project. Some parents had their own aversion to bugs but went on the field trips and hid their fears. One father thought his daughter would not be interested in bugs but commented later that the way the topic was presented helped his daughter to become quite interested. Another parent was pleased to have her son involved in a nature study. She noted that he had not been exposed to a nature study for some time.

Future Projects

Because bugs tended to be a very broad topic, it would be advantageous to narrow the topic down for future investigations. Children could choose a type of bug and perhaps work in small groups to learn and share information.

Summative Evaluation

The teachers were pleased with the study considering the amount of time they had to work on it. It helped to get started during the first week of camp to get the children's ideas on which way the study should flow. The cumulative projects were decided by the teachers, it would have been nice for the children to have participated in this process more. Summer proved to be a very good time to do this project, other classroom teachers commented on how well things were going. Information children may have learned during the Bug Study were: viewing

  • Insects have six legs and three body parts.
  • Bees are interested in nectar, not in stinging children.
  • There are many different ways to attract insects to study.
  • Roly Poly's (Pill Bugs) are not insects.
  • Bugs have names and you can use field guides and the Internet to find out more about them.
  • Bugs can be found everywhere and they are very different from each other.
  • You can capture a bug for a few days to observe it and learn more about it.
  • It is important to look very closely in order to notice details.
FROM : http://polaris.umuc.edu/~vwiest/bugstudy/phaseIII.html

project approach - phase 2

Phase II

Visiting Experts

expert

A bee expert was contacted from the United States Geological Survey, at the Patuxent Wildlife Center in Beltsville Maryland . He agreed to come and talk with the class. He was told about the children's short attention span and also to bring visuals. To prepare for the visit, the Red Room revisited some of their original bee related questions and came up with additional ones. The bee expert was able to answer all ot the children's questions and he offered some new ways to further investigate bees.After the expert left, some children helped fill in the answers to their questions on chart paper.

answers sign


Investigations

bees

The expert left collecting cups and instructions on how to catch our own bees. Soapy water was put in the colorful cups. The bees were attracted to the color and would drown in the soapy water. The cups were carefully lined up along a fence in the playground. Children decided to rope the traps off and write signs to inform the other classes so they would not disturb the traps. After a day the children strained the water in the cups and collected the bees in a plastic bag. The children immediately noticed that they had caught more flies than bees.

More Investigations

kid made trap

After the initial bee trap, the children searched through several books to find other ways of attracting insects to investigate. Some children invented their own bug traps and put them in their garden; checking them each day for results.Other traps were carefully constructed using directions from library books.

Another investigation took place when the children noticed that some people did not like bugs. A survey was taken to see which children within the class liked bugs. Survey After this was established the children went to the other classrooms to find out who else liked bugs. A large chart was made to compile the data. The final chart was presented at a meeting and discussed to see what could be learned from the survey. The Red Room children were able to decipher from the graph that the majority of children from each classroom did like bugs.

Discussions and Representation

Chart

When the assorted bug traps had been set up for a week or two, the class discussed how each trap did.

A chart was made depicting the many different bug traps the children had made. First the children named each trap and then the results were recorded on a large piece of chart paper. One boy's trap made of a box with sticky glue, did not attract any bugs. To depict this on the chart, he drew a circle with a bug in it and a slash through it. There was much pondering as to how they could make the trap more successful. Another trap called the "Butterfly Bar" attracted only wasps. Some traps filled with water when it rained and had to be emptied. leaf litter The trap to the right was more of an experiment. Leaf litter was put into a makeshift funnel and a bright light was placed above the litter. The theory was that the litter loving insects would prefer the dark and dig down only to fall into the jar below. The children observed several insects using this method.



Fieldwork

Field Trip Found

In addition to searching for and discovering bugs on the CYC playground, the camp took a field trip to a local wooded area with a stream nearby. The children gasped with delight as they observed butterflies, dragonflies, and numerous other bugs. At one spot on the path children discovered a plethora of pill bugs. Each child was able to collect many of these small creatures in their bug catchers. The trip took them along the edge of a stream where the children searched for bug that liked water. One parent was a biologist and brought along a special net that the children helped throw it out into deeper water. This way they were able to collect additional species. Later a book was put together using photographs from the field trip and the children's words. The children enjoyed reading this during free time.

Displays

Just like the children had seen the expert do, they pinned dead insects to a piece of recycled Styrofoam for a better look. When the pinned display was first started, one boy told the class about its fragility. After that, each child took care when examining the brittle insects.

guide

Another display was created from observational drawing the children did of bugs they had found throughout the summer. A template was made for the children to fill in. A bulletin board was set up outside of the classroom door using these pages to show the school some of the many bugs that had been found

Information Resources

The Public library was over flowing with books about insects and bugs, fiction and non-fiction. Our main resource for identifying bugs was The Audubon Society Field-Guide to North American Insects and Spiders by Milne. This book proved to be an invaluable resource because it contained photographs in the front half of the book and the detailed hard-to-read print in the back. Children could thumb through the photographs easily and the adults could turn to the back to read the information such as what they eat and the type of habitat they prefer.Some bugs were looked up on the Internet to find their true names, habitats, and other interesting information.

What kind of dragonfly is it?

For story time some collections of non-fiction books were read. The first week some of Eric Carle's well loved books were featured, The Hungry Hungry Caterpillar, The Clumsy Click Beetle, etc. Another week, Anansi stories were read,including, Anansi and the Moss Covered Rock, Anansi and the Talking Melon, etc. The Pill Bug book was read when introducing an experiment with pill bugs. Two non-fiction big books on butterflies were read before the trip to the Butterfly Garden to prepare the children for what they might see.

recourse :

http://polaris.umuc.edu/~vwiest/bugstudy/phaseII.html