cfpl educator guide - field museum · dig dinosaur bones out of field jackets, set up your own...
TRANSCRIPT
Educator Resource Guide
Young children are natural scientists, constantly observing and testing the world around them. Now there is a wonderful place to
encourage your students’ exploration and creative play!
The Field Museum • Crown Family PlayLab Educator Guide Page 2
Table of Contents
Crown Family PlayLab An Early Childhood Learning Center
Introduction•AcknowledgmentsandAdvisoryCouncilRepresentatives• WelcometotheCrown Family PlayLab •Crown Family PlayLabObjectives•Crown Family PlayLabAreasandOverview• UsingtheCrown Family PlayLabEducatorResourceGuide
Part I: Student Classes for Pre-K–2nd Grade• Pre-K:Pre-FieldTrip,During,andPost-FieldTripActivities•K-2ndGrade:Pre-FieldTrip,During,andPost-FieldTripsActivities• Self-GuidedExploration:Pre-FieldTrip,During,andPost-FieldTripActivities• FloorPlan:Youarehere!•HowtoRegisterforStudentClasses
Part II: Teacher and Student Resources• BooksforTeachersandStudents• ProfessionalDevelopmentforTeachersandStudents• RelatedResources,suchasWebsites,ExhibitionDestinations, andMuseumResearchandCollections
• TheHarrisEducationalLoanCenterResourcesandMaterials• FunFacts!
Part III: Exhibition Walking MapWewouldliketoacknowledgethefollowingindividualswhohavemadesubstantialcontributionstotheCrown Family PlayLabEducatorResourceGuide
Reviewers and Contributors SharonBall,M.Ed.,EducationConsultant,HomeschoolParentCatherineTanner,NBCT,FineArtsCoordinator,PershingEastMagnetSchool,CPS
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Reviewers and Contributors
DeniseGraf,EarlyChildhoodEducator,HomeschoolParentDianaJ.Roesenbrock,M.Ed.,ProgramCoordinator,EarlyChildhoodEducation,TritonCollegeIsabelBaker,Librarian,President,BookVineforChildrenMarcieBates,M.Ed.DirectorChildserv/St.MatthewHeadStart,FamilyChildcareHomesProgramLuzMariaB.Solis,Administrator,ChicagoPublicSchoolsOfficeofEarlyChildhoodEducationMariaIbarra,Teacher,JoseDeDiegoCommunityAcademy,CPSMaryAnnJackson,EarlyChildhoodSpecialEducationTeacherNiMackevicius,ChicagoMath&ScienceInitiative,CPS
The Field Museum Staff Contributors
Dr.ElizabethBabcock,DirectorofEducationandLibraryCollectionsMaraCosillo-Starr,HarrisEducationalLoanResourceCentersManagerBethCrownover,PublicProgramsandOperationsDirectorKathleenDonofrio,FloorManager,GalleryProgramsBrianDroege,Coordinator,GalleryProgramsMonicaGarcia,ManagerofTeacherProgramsandPartnershipsAndyHershberger,StudentProgramsManagerJustineHoughton,AntiochCollegeInternDannyLaBrecque,Crown Family PlayLabProgramsCoordinator
TheCrown Family PlayLabisgenerouslysponsoredbytheCrownfamily
Allimages©TheFieldMuseum,photographerDavidRigg
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Teacher’s Note at a Glance
TheCrown Family PlayLabprovidesstudentsandtheireducators,parentsandcaregiverswithfunopportunitiestousetheirnaturalcuriosityandcreativitytoexplorenatureandculture.Thisnewpermanent7,500-square-footspacenurtureswonderandlearningabouttherichworldinwhichwelivefocusingonpeople,plants,rocksandfossils,andanimals.
Students will:• Exploreup-close,• Engageinhands-on/minds-onexperienceswithrealspecimensandartifacts•Discoverandinvestigatebyaskingbigquestions•Actasscientistsandcloselyobservetheworldaroundthem• Engageincreativeexpressionoftheirideasaboutnatureandculture
ByhighlightingTheFieldMuseum’suniqueresources,thisnewearlychildhoodlearningcenterwillofferexperiencesthatarenotavailableelsewhereintheChicagoregionandwillserveasagatewaytothewondersoftheMuseum,encouragingbothfamiliesandstudentswiththeireducatorstogrowupatTheFieldMuseum.
Students who visit the Crown Family PlayLab will: • Increasetheirenthusiasmtolearnandbecomemoreawareofnature,culturesandtheworld’sdiversity;
• Engageinconversationswithfamilymembersand/orclassmatesaboutwhattheydidandlearnedattheMuseum;
• Feelempoweredtostudyobjects,askquestions,andseekanswers,aswellascollectdata,formulateideasandstateinformedopinions;
• BebetterequippedtolearnfromotherMuseumexhibitions;• Cometounderstandthatcloseobservationofspecimensandartifactsyieldsincreasedunderstanding.
The Crown Family PlayLab includes the following: • Realobjectstoengagevisitors•Hands-on,discovery-orientedactivities• Tieredactivitiestoengagedifferentagelevels,includingadults• Elementsthatspurorpromptactivity,toencouragenon-readersengageinthespace• Elementstoassistparents/caregiversintakinganactiveroleandfeelingcomfortableempoweringchildrenwithinthespace
• ContentconnectionstootherareasoftheMuseum•Opportunitiesforvisitorstoexpressthemselvescreatively—throughplay,musicandart• Bigquestionstofocusvisitorsonnaturalandculturaldiversity•Opportunitiesforvisitorstomakethebridgefromtheirownfamiliarexperiencetonewideasand experiences.•Opportunitiesforvisitorstowork/playandlearncooperatively
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Crown Family PlayLab Overview
The Crown Family PlayLaboffersendlessopportunitiesforyoungstudentstoexpressthemselves,thrilltotheirowndiscoveries,andbeascientistfortheday.Withactivitiesandchallengesthatgrowalongwithyourstudent’sinterests,theCrown Family PlayLaboffersanewadventureeverytimeyouvisit.
Art StudioFacilitatedartexperiencesinspiredby natureandculture
RelatedExhibitionDestinations:Africa, Northwest Coast Native Americans, Inside Ancient Egypt, Evolving Planet(CharlesKnightMurals),andShoe Wall
Rhythm SectionPlayingmusicalinstrumentsfromaroundthe world,dancingtoandlisteningtorhythmsfromaroundtheglobe.
RelatedExhibitionDestinations:Africa,andEntrance of Pacific Spirits
Pueblo DailylifeoftheAncestralPueblopeople,gathering,storing,andgrindingmaize;aprimeopportunityforstudentstomakeconnectionstoPeoplesinthepast.
RelatedExhibitionDestinations:The Ancient Americas, Alsdorf Halls of Maritime Peoples of the Arctic and the Northwest Coast, Pawnee Earth Lodge, North American Indians, and Africa
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Crown Family PlayLab Overview(continued)
Scientist’s LabLabtableswithrealartifactsandspecimensforexamination.Featuresamagnificationstation,sortingstationandpeek-a-boodrawersfulloftouchableartifactsandspecimens RelatedExhibitionDestinations:McDonald’s Fossil Preparation Laboratory, Regenstein Laboratory, Hall of Jades, Hall of Gems, Earth Sciences, Moving Earth, and Plants of the World
Illinois WoodlandOpportunitiesfordramaticanimalplaywithinahabitatcompletewiththesoundsoftheIllinoisWoodland.FeaturesnocturnalanddiurnalanimalsfoundinanorthernIllinoisforest.ShowsthewayanIllinoisWoodlandhabitatmighthavelooked300yearsago. RelatedExhibitionDestinations:Messages from the Wilderness, Nature Walk, What is an Animal?, Animal Biology, Mammals of Africa, Lions of Tsavo, Mammals of Asia, North American Birds, and Bird Habitats
Dino Field StationDigdinosaurbonesoutoffieldjackets,setupyourownmagneticprehistoricecosystem.Comparedinosaurtrackways,makefossilrubbings,andplaywithdinonestsandeggs. RelatedExhibitionDestinations:McDonald’s Prep Lab, SUE,andEvolving Planet
Book NookAquietareatotakeabreak,enjoyabook,orjustwatchtheexcitementaroundyou.Filledwithageappropriatefictionandnon-fictionrelatedtoanthropology,botany,geologyandzoology.
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Part I: Resource Guide for Student ClassesIllinois Learning Standards (ILS)
TheIllinoisLearningStandards(ILS)definewhatstudentsinallIllinoispublicschoolsshouldknowandbeabletoaccomplishinthesevencoreareasasaresultoftheirelementaryandsecondaryschooling.TheCrown Family PlayLabaddressesthefollowinggoals:
English Language ArtsStateGoal1:ReadingStateGoal2:LiteratureStateGoal3:WritingStateGoal4:ListeningandSpeaking
MathematicsStateGoal6:NumberSenseStateGoal7:EstimationandMeasurementStateGoal8:Geometry
ScienceStateGoal11:InquiryandDesignStateGoal12:ConceptsandPrincipalsStateGoal13:Science,Technology,andSociety
Social Sciences: StateGoal16:HistoryStateGoal17:GeographyStateGoal18:SocialSystems
Physical Development & HealthStateGoal19:MovementSkillsStateGoal21:TeamBuildingStateGoal24:CommunicationsandDecision-making
Fine ArtStateGoal25:LanguageoftheArtsStateGoal26:Creating&PerformingStateGoal27:Arts&Civilization
Social/Emotional Learning (SEL)SELGoal2:Usesocial-awarenessandinterpersonalskillstoestablishandmaintainpositiverelationships.SELGoal3:Demonstratedecision-makingskillsandresponsiblebehaviorsinpersonal,school,and
communitycontexts.
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Part II: Student Classes
At the Crown Family PlayLab,yourstudentscandressupaslocalanimalsandstarintheirownnatureplay,orexploreaPuebloanhomeandseehowfamilieslivedindifferenttimesandplaces.Theycanexamineinsectsandcolorfulwovenpouches,playanAfricandrumordancetoaLatinbeat.Theycanopendrawersanddiscoverhiddenobjects,playinadinosaurnest,oruncoveradinosaurfossil.
Crown Family PlayLab Learning Objectives:•Providechildren,chaperones,andeducatorsanopportunitytoexploretheworld’snaturalandculturaldiversitythroughhands-onengagementinastimulatingandnon-threateningenvironment.
•Exposeyoungstudents,chaperones,andeducatorstorealartifactsandspecimensfromtheMuseum’scoredisciplines:anthropology(people),botany(plants),geology(rocksandfossils),andzoology(animals).
•Providetheyoungstudentwiththetoolsandresourcesforsafe,open-ended,creativeexplorationusingmultipleintelligenceswhilehavingfun.
•Provideobject-basedlearningexperiencesthatstrengthenscience,languageandliteracyskillsbypromptingstimulatingquestionsandobservations,yieldingabroaderunderstandingoftheworld-fromthefamiliarIllinoislandscapetothefarthestreachesoftheglobe.
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Part II: Student Classes(continued)
Tips for Fostering Early Childhood Science Education:• Exploreandobserveyoursurroundingswithyourstudentsinandout oftheclassroom• Extendstudents’thinkingbyaskingthemopen-endedquestionsandgivingthemverbalprompts•Allowampletimeforopen-endedexplorationandproblemsolving• Providehands-onactivitiesbasedonstudent’sinterestsandideas• Encouragechildrentodevelopwaystoanswertheirownquestions•Guidechildrentoaskquestionsincollaborativeconversations• Labelstudents’explorationsanddiscoveriesasscientific
Steps to experiencing The Crown Family Play Lab with your students:
Beforebringingyourclass,wehighlyrecommendvisitingourwebsiteatwww.fieldmuseum.org/playlab andplanningatimetovisitthespaceonyourowntobecomefamiliarwithalltheCrown Family PlayLab hastooffer.
You must pre-register for all Crown Family Playlab Group Experiences.
Studentclasses,leadbyCrown Family PlayLabeducatorsareavailableTuesdaysandThursdays, 10am-4pm,withlastadmissionat3pm.Eachclassruns50minutesinlength.Maximumof 30studentsallowedperclass.
Self-guidedclassexplorationoftheCrown Family PlayLabisavailableat11:45amandisavailablefor50minutesinlength.Maximumof30studentsallowed.
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Classes for Preschool
Tuning into Storytelling Helpusweavestoriesbyclapping,hummingandplayingmusicalinstruments.Storytellingwillneverbethesame!
Class Locations:SouthwesternPuebloPlazaandtheRhythmSection
Objectives:• Studentswilldevelopanappreciationofculturalandgenerationaldifferencesandsimilaritiesbyviewingandinteractingwithavarietyofinstrumentsthatareusedtotellstories.
• Studentsandadultswillactivelyworktogethertofindrhythms,patterns,andoverallthemesinthefeaturedstory,YouandMeTogether:Moms,DadsandKidsAroundtheWorld,byBarbaraKerley,byusingprediction,callandresponse,andobservationskills.
• Studentswilldevelopself-awareness,self-appreciation,andunderstandingoftop-to-bottomandleft-to-rightprogressionbyreadingandsingingpatternsandsymbolsintheYour Facesong.
• StudentswillbecomefamiliarwithinstrumentsfromaroundtheworldintheRhythmSection.
Pre-Visit Activities:• Displaypicturebookswithmusicalinstruments,differentculturesandfolktalesforchildrentoexplore.
• Usefoundobjectsfromyourkitchentomakeimpromptuinstruments,suchaspans,spoons,andplasticcupstocreateyourveryownkitchenband.
• Useobjectsfromoutsidesuchasrocks,sticks,andpineconestomakeinstrumentsfromnature.• CheckoutboxesfromtheHarrisEducationalLoanCenter,suchastheWorld Percussion Instrument
Experience Boxtoplayalongtodifferentstylesofmusicorjusthaveajamsession.
• Checkouttwoorthreeoftherecommendedbookslistedattheendofthissectionforyourstudents.
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Classes for Preschool(continued)
Post-Visit Activities:• Askstudentstopickoneoftheirfavoritestoriesandperformitasanopera.Havestudentscreatecostumes,sets,andinstrumentstobringtheoperatolife.
• Studentscantaketurnstappingoutrhythmicpatternseitherindividuallyorasagroupcopyingwhattheyhear—thisiscalledEchoClappingorCallandResponse.Thiscanbedonebyclappingtheirhands,snappingtheirfingers,orusingrhythmsticks.
• TeacherscancheckoutaudiomaterialsfromtheHarrisEducationalLoanCenterorlocallibrariesofdifferenttypesofmusicandsetuplisteningcenters.Childrencancomparethesimilaritiesanddifferencesandbegintoidentifyinstruments,rhythms,andcultures.
• Askstudentstointerviewarelative;eitheraparent,sibling,orelder,tolearnmoreabouttheirfamilyhistory.Studentscanuseataperecorder,videorecorder,orcreatealistofquestionstoaskfamilymemberstogainabetterunderstandingoftheirownfamilyhistory.Askstudentstobringinartifacts,photographs,etc.tosharetheirfamily’sstory.
Words to Know:•Heritage–Acommunity’screativeoutputthatishandeddownfromgenerationtogeneration, includestraditions,language,andmaterialculturefromarchitecturetotoys.•Opera–Atheatricalperformancethatissettomusic.• Pattern–Arepeateddecoration,designorsoundcreatedeithervisuallyoraudibly.• Rhythm–Measured,patternedbeatormusicasasongordance.• Tradition–Viewpoints,beliefs,andpracticeshandeddownfromgenerationtogenerationthroughhumaninteraction.
Fun Fact: • Chineseporcelainpotsanddisheswereoftendecoratedwithscenesfromstories,thisartformwasmostpopularinseventeenthcenturyChina.
Book List:Fleming,Candace.Gabriella’sSong.NewYork:AladdinPaperbacks,2001.Guthrie,Woody,andKathyJakobsen.ThisLandisYourLand.Boston:LittleBrownBook,1998.Hausherr,Rosemarie.WhatInstrumentisThis?NewYork:Scholastic,1992.Hoyt-Goldsmith,Diane,andLawrenceMigdale.PuebloStoryteller.NewYork:HolidayHouse,1991.Kerley,Barbara.ACoolDrinkofWater.WashingtonD.C.:NationalGeographicChildrenBooks, 2006.Staub,Fox,MemStaub,andLeslieStaub.WhoeverYouAre.HarcourtTrade,1996.Weiss,GeorgeDavid,BobThiele,andAshleyBryan.WhataWonderfulWorld.NewJersey: Atheneum,1995.Wells,Rosemary.Twinkle,TwinkleLittleStar.NewYork:ScholasticP,2006.
Web Sites:• FindoriginalYour Facesong,writtenbyBobMcGrathandotherinteractivesing-alongs www.bobmcgrath.com
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Classes for Preschool(continued)
• Greatsourceformusicandstoriesfromaroundtheworld:www.mamalisa.com
• Greatsourceformulti-cultural,globalcommunity,andearlyliteracybooks:www.bookvine.com
• Greatsourceforfolklore,classics,familybooks,andresourcebooksincludingstorytellingforteachers&parents:www.turnthepage.com
Related Harris Educational Loan Center Resources:• BritishAirways:Sing-Along• ListentotheSoundsofAfrica•MaoriGamesandMusic:ThatWeMaySing•WorldPercussionInstruments• BritishAirways:LanguagesoftheWorld• EgyptianHieroglyphs
FindevenmoreExperienceBoxesatwww.fieldmuseum.org/harrisloan
Seeing Spots, Pre-KLearnaboutanimalcamouflageandspotanimalshidingintheirhabitats!Also,takeanup-closelookatallofthepatternsfoundinnature—fromstripestospotstonumbers!
Class Locations:IllinoisWoodlanddioramaandtheScientist’sLab
Class objectives:• Studentswillhonethescientificskillsbyobserving,comparing,predicting,describing,andrecordingfindingsintheScientist’sLab.
• Studentswillsort,group,measure,andmagnifyrealspecimensintheScientist’sLab.• Studentsandchaperoneswilllearnthatjournalingistherecordingofinformationnotonlyinwrittenword,butalsothroughdrawings,rubbings,andspecimencollecting.
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Classes for Preschool(continued)
Pre-Visit Activities:• Havestudentscreateanimalvestsoutoflargepaperbagsandcreateadramaticplay.Playthemesmayincludepredatorandpreyornaturalhabitats.
• Askstudentstosort,group,measure,andmagnifysmallmotormanipulative—suchastoyanimals,insects,birds,largewoodenbeads,andcoloredblocks.Askeachstudenttosharehisorherfindings.
• CamouflageBingo!Asktwostudentstoactas“caller”andholdupcardswithapictureofananimalinitsnaturalcamouflagehabitat.Studentswaituntiltheiranimaliscalledontheircard.Thefirststudentwithalloftheanimalcamouflageidentified,wins!YoucanalsocutoutandlaminateanimalimagesfrommagazinessuchasNationalGeographictomakecamouflageBingocards.
Post Visit Activities• Goonanatureexpedition!Encouragestudentstolookforanimals,tracksorplants.Workwithstudentstosketchanddrawtheirobservationsinajournal.Backintheclassroom,havestudentssharetheirfindingsanddofurtherresearch.
• ReadAnimals,Animals,AnimalsbyEricCarleandcreateanEricCarle-inspiredanimalcollageusingscrappaper.
• Askstudentstolookcloselyattheclothestheyarewearing.Havestudentssortthemselvesbyspots,stripes,fabric,imagesand/orlettersonclothes,shortorlongsleeve,etc.
Words to Know:• Camouflage—colors,patterns,ormarkingsonananimalthathelpitblendintoitssurroundings•Habitat—ananimal’shome• Predator—ananimalthathuntsandeatsotheranimals• Prey—ananimalthatishuntedandeatenbyotheranimals
Fun Facts:• Eachzebrahasitsownuniquepattern ofstripes.
• Notallladybugshavespots.• Someanimalshavespotsthatmimiceyesinordertoconfusepredators.
• Someanimalsthatarepoisonoususebrightcolorsaswarningcolors.
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Classes for Preschool(continued)
Book List:Benjamin,Cynthia.FootprintsintheSnow.NewYork:ScholasticInc.,1994.Black,Sonia.FollowthePolarBears.NewYork:ScholasticInc.,2000.Black,Sonia.PlentyofPenguins.NewYork:ScholasticInc.,1999.Carle,Eric,andBillMartin.PolarBear,PolarBear,WhatDoYouHear?NewYork:HenryHoltand CompanyInc.,1991.Carle,Eric.FromHeadtoToe.NewYork:ScholasticInc.,1997.Carl,Sams,andStoickJean.StrangerintheWoodsandWinterFriends.Milford,MI:CarlE.SamsII PhotographyInc,2000.Cauley,LorindaBryan.ClapYourHands.NewYork:Putman&GrossetGroup,1997.Chessen,Betsey.CountingPenguins.NewYork:ScholasticInc.,1998.Dr.Seuss.MyManyColoredDays.NewYork:AlfredaKnopf,1996.Fleming,Denise.TimetoSleep.NewYork:ScholasticInc.,1998.Fox,Mem.HattieandtheFox.NewYork:MacmillanCo.,1997.Fuge,Charles.IKnowaRhino.NewYork:SterlingCo.,2002.Martinjr,Bill,andEricCarle.BrownBear,BrownBear,WhatDoYouSee?NewYork:HenryHolt andCompanyInc.SamsIi,Carl,andStoickJean.LostintheWoods.Milford,MI:CarlE.SamsIIPhotographyInc., 2004.Tworkov,Jack.TheCamelWhoTookaWalk.NewYork:E.P.Dutton,1989.Weeks,Sarah.IfIWereaLion.NewYork:SimonandSchusterChildren,2004.Wilson,Karma.BearSnoresOn.NewYork:SimonandSchusterChildren,2002.
Web Sites:• DesignedtoprovidestudentswiththemostaccurateandcurrentresourcesavailableontheInternet:www.facthound.com
• InformationaboutwhatisgoingonattheLincolnParkZoo:www.lpzoo.com
• InformationaboutwhatishappeningattheBrookfieldZoo:www.brookfieldzoo.com
• Solvejigsawpuzzlesandcrosswordpuzzles,takeavirtualworldtour,sendane-card,learnaboutanimalsandtheirnames—there’splentytodoontheNationalZoo’swebsite: www.nationalzoo.si.edu/audiences/kids
Related Harris Educational Loan Center Resources: •AGoodEgg•AnimalHabitats:Pond•AnimalHomes•AnimalTracks•AnimalsofAfricaVideo• PatternsinNature
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Classes for Preschool(continued)
Journaling through NatureSeeandfeelnatureinourlab!Patternsandtexturesareusedbyscientiststoidentifyobjects,animals,andplants.Comeandcreateajournalofnaturerubbingswithustotakehome.
Class Locations:Scientist’sLabandArtStudio
Objectives: • Studentswillhonescientificmethodsbyobserving,comparing,predicting,describing,andrecordingfindingsintheScientist’sLab
• Studentswillsort,group,measure,andmagnifyrealspecimensintheScientist’sLab.• Studentsandchaperoneswilllearnthatjournalingistherecordingofinformationnotonlyinwrittenform,butalsoindrawing,rubbings,andcollectingspecimens.
Pre-Activities:• Visityourlocallibraryandcheckoutavarietyofpoetrybooksaboutnaturetoreadwithyourstudents.
• CheckoutamammalorplantexhibitcasesfromTheHarrisEducationalLoanCenterandaskstudentstodrawwhattheyobserve.Helpstudentslabelthedifferentpartsofthespecimentheydraw.
• Goonanaturewalkandcreateanaturebracelet.Haveeachstudentweara2”tapebracelet(stickysideout)pickingupleaves,bark,grass,flowerpetals,oranythingelsetheyfindinterestingandcansticktotheirtape.
• CreateCuriosityCases!Provideeachstudentasmallboxwithoneendopen.Askstudentstostartacollectionofspecimensfromnature.Showtwoorthreeexamplessostudentshaveagoodideaofwhatacollectionis,suchasaboxofleaves,rocksand/orfossils,flowers,etc.Oncetheboxisfull,havestudentsbringtheircollectionstoclasstomagnify,weigh,measureandcompare.
• Makecardboardtubebinocularsand/ortelescopesandgoonanaturewalk,bringafieldguidetohelpidentifybirds,animaltracks,rocks,plants,andflowers.
• Askstudentstocollectleavesorflowerstopressbetweenwaxpaperanddisplay.
Post-Activities:• GoonaFollowYourNOSEHike!Useyourkeensenseofsmelltoguideyournaturehike.Followthesmellsoftreesandflowers,identify2-3,sketchanddrawyourspecimenandwriteitinjournaldescribingeachsmell.
• Outside,stopandlistenfordifferenttypesofbirdcalls.Ifavailable,putsomebirdseedinafeederandsitquietlylisteningtothebeautifulsoundsthebirdsmake.Ifpossible,audio
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Classes for Preschool(continued)
tapetheirsongsorcheckoutBirdsSoundsfromTheHarrisEducationalLoanCenter.
• MakePineconeBirdfeedersusingshorteningspreaditontoapineconeandrollinbirdseed.Tiethepineconewitheitheryarnorstringandhangoutsidetoobservethedifferentspeciesofbirdsitattracts.Whatotheranimalsmightyourbirdfeedersattract?
Words to Know:• Classify—sortingandgrouping• Compare—toseewhatisthesameanddifferentaboutthings• Experiment—repeatinganactivitytogainandconfirmnewknowledge•Hypothesis—aproposedexplanationbaseduponpreviousknowledge•Nature—thephysicalenvironmentoftheoutdoors•Observe—lookingcloselyatthings• Pattern—Somethingthatisrepeatednaturallyintheenvironment• Plant—Alivingthingthatusessunlighttomakeitsownfood• Predict—guessingwhatisgoingtohappen• Record—tomakeacopyofsomethingtorememberbyusingwordsand/orimages• Specimen—Asamplethatshowswhatthewholethingorgroupislike• Texture—Thestructure,appearanceorfeelofsomething,smooth,rough,bumpy,etc.
Fun Facts: • Atreecanlivelongerthanallotherlivingthings.Itcanliveforhundreds,eventhousandsofyears.TheoldesttreeknownisabristleconepineintheWhiteMountainsofCalifornia.Itisover4,700yearsold.
• Yellowandblueflowersattractbees.Redandorangeflowersattractbirdsandbutterflies.Beetlesandmothsareattractedtowhiteflowersthatarestronglyscented.
• Earthwormscomeoutofthegroundwhenitrains,sotheyareabletobreathe.Thereisnotenoughoxygenintherainwaterforearthwormstobreathe,asitfiltersthroughtheground.Eventhoughtheyhavenoeyes,theirbodyisverysensitivetosunlight.
• Therearemorethan5,000differentkindsofladybugs.Someareredwithblackspots,blackwithredspots,yellowwithblackspots,andsomeareredwithyellowandblackspots.Theyalsocomewithdifferentamountsofspotsrangingfrom2to22.
• Beehivesareair-conditioned.Inhotweather,beesplacedropsofwaterordilutedhoneyaroundthehiveandfantheirwings,keepingthehivecool.
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Classes for Preschool(continued)
Book List:BarretGeorge,Lindsay.IntheWood:Who’sBeenHere?NewYork:Scholastic,1995.Castell,Krystina,andBrianBoyl.DiscoveringNature’sAlphabet.Berkeley:HeydayBooks,2005.Cole,Henry.OntheWaytotheBeach.NewYork:GreenwillowBooks,2003.Ehlert,Lois.RedLeaf,YellowLeaf.NewYork:HarcourtChildren’sBooks,1991Fife,Dale.TheEmptyLot.Boston:LittleBrownBook,1991.Florian,Douglas.NatureWalk.NewYork:GreenwillowBooks,1989.Florian,Douglas.TurtleDay.NewYork:Crowell,1989.Johnson,D.b.HenryHikestoFitchburg.NewYork:HoughtonMifflin,2000.McGehee,Claudia.AWoodlandCountingBook.IowaCity:UniversityofIowaP,2006.Rockwell,Anne.FourSeasonsMakeaYear.NewYork:Walker,2004.Rockwell,Anne.GrowingLikeMe.Orlando:Harcourt,2001.Rockwell,Anne.MySpringRobin.NewYork:Macmillan,1989.Rockwell,Anne.TwoBlueJays.NewYork:Walker,2003.Selsam,Millicent,andJoyceHunt.KeepLooking.NewYork:Macmillan,1989.Sill,Cathryn.AboutBirds.Atlanta:Peachtree,1991.
Web Sites: • Educationalsitewithactivities,storiesandgames:www.kids.nationalgeographic.com
•NationalWildlifeFederation,TeacherandParentsite:www.nwf.org
• Lessonplansforteachersandstudents:www.pbs.org/teachers and www.pbskids.org.
• ForestPreserveDistrictofCookCounty,includesenvironmentaleducationforteachers,studentsandeventsforfamilies:www.fpdcc.com
•Greatsourceformulti-cultural,globalcommunity,andearlyliteracybooks:www.bookvine.com
Related Harris Educational Loan Center Resources•AnimalHomes•AnimalTracks• Birds:BuiltforFlight• PatternsinNature• Insects• RocksandMinerals
Findmoreresourcesvisitwww.fieldmuseum.org/harrisloan
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Classes for Preschool(continued)
I Spy a Dinosaur! FromthestegosaurustothemightyT. rex,alldinosaurshavespecialfeatures.ThroughdramaticplayandtheDino/DinoNotgame,studentswilllearnhowtospotadinosaur.
Location of Class:DinoFieldStationandRhythmSection
Objectives:• Studentswilllearntodistinguishthemajorphysicalcharacteristicsofdinosaursfromotheranimals(bothprehistoricandpresentday)byplayingDino/DinoNotgame.
• Studentswilllearndifferencesbetweencarnivoresandherbivores.• StudentsandchaperoneswillcreateadramaticreadingofDINOSAURROAR!,byPaul&HenriettaStickland.Usingrhyme,prediction,movement,voice,andmusicalinstruments,studentsandchaperoneswillcomparedinosaurcharacteristics,suchaslargeandsmall,fastandslow,carnivoreandherbivore.
Pre-Activities:• Usingavarietyofcleanedanddriedbones,suchasthosefromachicken,turkey,pig,orcow,askstudentstoweigh,measure,sketch,andobservethroughamagnifyingglass;havethemsharetheirfindingswiththeclass.
• Askstudentstodrawadinosaurskeletononapaperplate,cutintoseveralpieces,burythepiecesinasensorytableorboxfilledwithrice,excavatewithsmallbrushesandcraftsticks,onceallthepieceshavebeenfound,havestudentsrecreatetheirdinosaurskeletonbytapingitbacktogether.
Post-Activities:• Havestudentscreateadinosaurskeletonusingdriednoodlesandglue.Provideeachstudentwithdifferentkindsofnoodlestorepresentthevariousbonetypes.Forexample,macaronimakesgreatvertebrae;fettuccineworksforlimbsandspaghetticanberibs.
• Havestudentsdrawtheskeletonoftheirfavoritedinosaurandlabelitsparts.Studentsshouldidentifyoftheirdinosaurandsharewhythisistheirfavorite.
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Classes for Preschool(continued)
• Havestudentsmakealargedinosauroutofboxesorcardboard.Encouragetheclasstoworkasateamtobuild,paintanddecoratethedinosaur.Oncethedinosauriscomplete,inviteotherclassesintoseethelarge-scaledinosaurandhavethestudentsshareinformationaboutthedinosaurandhowtheycreatedit.
• Createanopportunityforstudentstosortandclassify.Usingasmalldinosaurmanipulative.Provideavarietyoftoydinosaursandintroducethevariouscriteriasuchasdinosaurshavingspikesorbumps,dinosaurswalkingon2or4feet,meateaters(carnivores)orplanteaters(herbevores).Havethemselectonetosharealoudtotheclass.
Words to Know:• BodyFossil—Afossilthatisanactualpartofanorganism,suchasabone,tooth,orleaf.• Fossil—Theremainsortracesofthingsthatwereoncealive.• TraceFossil—Marksoftracesleftbehindbysomethingthatoncelived.Dinosaurtracksandfossilizeddungaretypesoftracefossils.
Fun Facts:• Dinosaurtrackways(footprints)cantellscientistshowdinosaurswalked,ranorcrawled,aswellashowlongtheirstridewasandhowbigtheywere.
• Trackwayscanalsoexplainhowdinosaursbehavedbytellingthemiftheylivedingroups,huntedingroupsorhowfasttheymoved.
• Dinosaurlegsgostraightdownfromtheirhips.Thistraitallowedthemtosupporttheirhugebodies.Thinkabouthowpillarsholdupbuildings!
• Meateatingdinosaurswalkedontwolegs.Someplant-eatingdinosaurswalkedonfourlegs,somewalkedontwo,andotherscouldwalkontwooffourlegs.
• Thefootprintsofdinosaurslike T.rex havethreetoes,justlikefootprintsofmostbirds.Whyisthat?Birdsaredinosaurs!
Book List:Aliki.DiggingUpDinosaurs.NewYork:HarperandRow,1988.Aliki.DinosaursareDifferent.NewYork:Crowell,1985.Aliki.FossilsTellofLongAgo.NewYork:Crowell,1990.Aliki.MyVisittotheDinosaurs.NewYork:Crowell,1985.Bailey,Jacqui,andMatthewLilly.MonsterBones:theStoryofaDinosaurFossil.Minneapolis: PictureWindowBooks,2003.Barton,Byron.BonesBones,DinosaurBones.NewYork:Crowell,1990.Barton,Byron.Dinosaurs,Dinosaurs.NewYork:Scholastic,1991.McCarty,Peter.TisforTerrible.NewYork:HenryHoltandCompany,2004Most,Bernard.HowBigWeretheDinosaurs.SanDiego:HarcourtBrace,1994.Most,Bernard.IftheDinosaursCameBack.NewYork:HarcourtBrace,1978.Most,Bernard.WhateverHappenedtotheDinosaurs?NewYork:HarcourtBrace,1984.Strickland,Henrietta,andPaulStrickland.DinosaurRoar.Wahl,Jan.IMetaDinosaur.SanDiego:HarcourtBrace,1997.Wahl,Jan.TheFieldMouseandtheDinosaurNamedSue.NewYork:Scholastic,2000.
The Field Museum • Crown Family PlayLab Educator Guide Page 20
Classes for Preschool(continued)
Web Sites: • DinosaursofallshapesandsizescanbefoundatTheDinopedia: http://kids.yahoo.com/dinosaurs
•TakeatripthroughtimewithTheFieldMuseum www.fieldmuseum.org/evolvingplanet/POST/EP_V8content.html
• Enter Evolving PlanetandexploredinosaursandotherMesozoicbeasts: www.fieldmuseum.org/evolvingplanet/mesozoic.asp
• JoinFieldMuseumscientistPeterMakovickyasheandhisteamdigsupdinosaurfossils: www.fieldmuseum.org/expeditions/pete_expedition/petehome.html
Related Harris Educational Loan Center Resources•DinosaurEggs•DinosaursandOtherMesozoicCreatures•DinosaursandTheirTimes:Cretaceous•DinosaursandTheirTimes:Jurassic•GreatHornedDinosaur,Tricertops
Findmoreresourcesatwww.fieldmuseum.org/harrisloan,K-2ndgrade
The Field Museum • Crown Family PlayLab Educator Guide Page 21
Classes for Kindergarten through 2nd Grade
A Southwest Harvest, K–2ndDiscoverwhatlifewaslikeinasouthwesternPueblobyharvestingandgrindingcorn.Makeacoilpotforyourcorn.
Class Locations:PuebloandArtStudio
Objectives:• StudentswillbecomefamiliarwithAncestralPuebloanculture.• StudentswilldevelopanunderstandingoftraditionalPueblomethodsusedforgrowing,harvestingandpreparingcorn.
• StudentswillexploretheAncestralPuebloanpeoples,performthetasksinvolvedincornproduction.
Pre-Activities: • DisplayandreadauthenticPuebloliterature.• Havestudentsworkwithclaybeforetheirtrip,sotheycanbefamiliarwiththedifferencebetweendough&clay.
• Showthestudentsdifferenttypesofcorn:cornonthecob,Indiancorn,canofcorn,cornmeal,driedcornonthecob(availableatpetstores)anddiscussthesimilaritiesanddifferences.
Post-Activities:• Grindcornwithamano&metate,availablethroughHarrisEducationalLoanCenter.
• Plantcornseeds.Placeadamppapertowelintoaplasticcupandputthekernelsinsotheyarevisiblefromtheoutsideofthecup.Observethecornseedoverthenextfewweekstorecordwhathappens.
• Makeadobebricksoutofclay,straw,sand..Letdryandstack.
• Tocreatea‘shoebox’AncestralPuebloandwelling,eachstudentwillbringinashoeboxfromhome.TheHarrisEducationalLoanHomeSweetHomeandImageboxeswillbetransformedintotheirdwelling;alltheshoeboxeswillbestackedtocreateaPueblocommunity.Educatorsareencouragedtotalkabouttheimportanceofeachindividualcomingtogethertocreateacommunity.
The Field Museum • Crown Family PlayLab Educator Guide Page 22
Classes for Kindergarten through 2nd Grade(continued)
Words to know:• Adobe—Abrickmadeofclayandstraw•Ancestors—Peoplewhocamebefore•Manta—Traditionaldressthatcoversoneshoulder• Metate—(muh-TAH-tay)Grindstonetogrindthecorntomakecornmeal• Piki—Traditionalpaper-thinbread• Pueblo—VillageinSpanish.Puebloalsoreferstothetypeofhomesthesepeoplebuilt–pueblosandthepeoplewhobuiltthem-Pueblos.TherearenineteenPueblogroups.
Fun Facts:• Archaelogyexcavationsuncovertheremainsofeverydaylifefromthepastthathavebecomeburidovertime.Informationaboutthepastrangesfrompotterytotheremainsofmealseatenthousandsofyearsago.
• InAncestralPuebloancultures,menoftendidthehuntingandweavingofblanketsandclothingandwomenmadepotteryandwovematsandbaskets.Everyoneworkedinthefieldsandchildrenhelpedouteverywhere!
• PotterywasveryimportanttoAncestralPuebloanculturesbecauseitallowedthemtostoretheirfoodincaseofbadweatherorpoorharvests.
Book List: Aliki.CornisMaize.NewYork:HarperCollins,1976.Ancona,George.EarthDaughterAliciaofAcomaPueblo.NewYork:Simon&Schuster,1995.Broida,Marian.ThePueblo.NewYork:MarshallCavendishBenchmark,2006.Copsey,Susan.ChildrenJustLikeMe.NewYork:DorlingKindersley,1995.Flanagan,AliceK.ThePueblos:aTrueBook.ChildrenPress,1998.GrobelIntrater,Roberta.TwoEyes,aNoseandaMouth.NewYork:Scholastic,1995.Hoyt-Goldsmith,Diane.PuebloStoryteller.NewYork:HolidayHouse,1991.Katz,Karen.TheColorsofUs.NewYork:Scholastic,1999.Keegan,Marcia.PuebloBoyGrowingUpinTwoWorlds.NewYork:CobblehillBooks,1991.Keegan,Marcia.PuebloGirlsGrowingUpinTwoWorlds.NewMexico:ClearLight,1999.Montanari,Donata.ChildrenAroundtheWorld.Toronto:KidsCanP,2001.Morris,Ann,andKenHeyman.Bread,Bread,Bread.NewYork:HarperCollins,1989.Morris,Ann.HousesandHomes.NewYork:Lothron,LeeandShepard,1992.Swentzell,Rina.ChildrenofClay:aFamilyofPuebloPotters.Minneapolis:LernerPublications Company,1992.
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Classes for Kindergarten through 2nd Grade(continued)
Web Sites: • AncientCulturesoftheSouthwest,LoganMuseum,BeloitCollege. OverviewofSouthwesternUSpeopleandceramics,withtimeline,photographs: www.beloit.edu/~museum/logan/southwest/index.htm
• Children’sMuseumofIndianapolis,NativeAmericansandtheNaturalWorldlessonplans: www.childrensmuseum.org/teachers/unitsofstudy_nativeamericans.htm
• TheMitchellMuseumoftheAmericanIndian Plains,Woodlands,Southwest,NorthwestCoast,andArcticlifeways: www.mitchellmuseum.org/about.htm
• SouthwestMuseumoftheAmericanIndian,thewesternUnitedStatesandMesoamerica: www.autrynationalcenter.org/southwest/
Related Harris Educational Loan Center• LivingTogether:Shelter• SouthwestArchaeology• Metate• Corn(exhibitcase)
Animal AdaptationsUncoverafewanimals’secretstosurvivingbylearninghowtheyareadaptedtotheirenvironment.Andlearnhowyoucantellwhatdifferentanimalseatbytheshapeoftheirteeth!
Class Locations:IllinoisWoodland,Scientist’sLabandDinoFieldStation
Objectives: • Studentswilldistinguishthedifferencebetweensharpandflat-toothedanimals(includingdinosaurs).• Studentswillidentifycharacteristicsofdifferentanimalsandhowthosefeatureshelptheanimal.
Pre-Activities:• Displayandreadbooksaboutanimalcharacteristics.• Whenaretwolegsbetterthanfour?Experimentwithhavingchildrencrawlonallfoursnotinghowmanythingstheycanseefromthislevel.Nowstandandwalkinthesamearea.Whatcanyouseenow?Comparethetwolists.
• Chartorgraphthemanydifferentwayshumanscommunicatewithoutwords.Asaclassroomdevelopyourownwaysofcommunication(withoutwords).
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Kindergarten – 2nd Grade Classes (continued)
Post-Activities:• CreateaWildlifeInvestigationScene!Outside,ropeoffanareaandlookforfootprints,torngrassscattered,varioussignsofgeneralactivityandseeifyoucanidentifytheanimalthatwashere(i.e.squirrel,rabbit,raccoon,orabird).
• Showavarietyofimagesofanimalsandhavechildrensortthemintogroupsbytheircharacteristics.Thisalsocouldbemadeintoamemorygame.
• Havestudentsmakewaximpressionsoftheirteethandlabelwhichteethareusedforbiting,tearingandchewing.BesuretocheckouttheHarrisEducationalLoanexperiencebox,Bite,TearandChewtoreinforceconcepts.
• Animalmysterystoriescanbecreatedwithlargepiecesofbutcherpaper.TheAnimalTracksexperienceboxfromtheHarrisEducationalLoanCenterisagreatwaytoexplorethedifferencesbetweenanimals.
Words to Know:• Mammals–Humans,dogs,dolphins,elephants,rats,cats,andotheranimalsthatarewarmbloodedandproducemilktofeedtheiryoung.
• Reptiles–Lizards,snakes,crocodiles,andturtles.Almostalllayeggs,arecoldblooded,andmostlyhavescalyskin.
• Hibernation–Howsomeanimalssurvivethewinter.Theybecomeinactiveandslowdownbodyfunctions(suchasbreathing)fordaysorevenweeks.
• Incubation–Keepingeggswarmsoababycangrowinside.• Warmblooded–Animalsthatgeneratetheirownheat,suchasbirdsandmammals.• Cold-blooded–Animalsthatabsorbheatfromtheirenvironment,suchaslizardsandcrocodiles.• Carnivores–Organismsthateatmeat.• Prey–Animalsthatarehuntedbyotheranimalsforfood.• Predator–Ananimalthateatsotheranimals.•Herbivore–Aplanteatinganimalwithflatandbumpyteeth.
Fun Facts: • Anelephant’strunkisreallyaverylongnosewithsoftgrippersontheend.Therearen’tanybonesinsideit,butthereareabout100,000muscles.
• Rhinoscan’tseewell,sotheyattackanythingthatlookslikeathreat–oftenchargingstraightintotreesandrocks.
• Giantpandasaretheonlybearsthatdon’teatmeat.Theyeatbamboo,atoughkindofgrass• Peopletendtothinkthatcamelsstorewaterintheirhumps,butinfacttheystorefood.Acamel’shumpismadeofextrafat,whichisslowlyusedupifthecameldoesn’tgetenoughtoeat.Asthefatisusedup,thehumpgetssmaller.
• Hummingbird’seggsareoftenastinyasyourfingertip(3/8inch).Thelargesteggistheostrichegg(7incheslongandcanweightupto31/4lbs.).
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Kindergarten – 2nd Grade Classes (continued)
Book List: Baker,Keith.HideandSnake.SanDiego:HarcourtBrace,1991.Baker,Keith.WhoistheBeast?Orlando:HarcourtBrace,1990.Collard,Sneed.DoTheyScareYou?Watertown:Charlesbridge,1993.Jenkins,Steve.Biggest,Strongest,Fastest.NewYork:Scholastic,1996.LimbacherTildes,Phyllis.AnimalsinCamouflage.Watertown:Charlesbridge,2000.MorrisKee,Lisa.WhoseSkinisThis?Minneapolis:PictureWindowBooks,2003.Stockland,Patricia.Stripes,SpotsorDiamonds.Minneapolis:PictureWindowBooks,2005.Swanson,Diane.AnimalsCanBeHardtoSee.NewYork:GreystoneBooks,2002.Wohlrabe,Sarah.WhoseSpotsareThese?Minneapolis:PictureWindowBooks,2005.
Web Sites: • Interactivewebsiteforkidsandteachers.Greatadaptationgameforyoungerkids: http://www.ecokids.ca/pub/index.cfm
• Lessonplansandresourcesforscienceteachers.Hasspecificadaptationlessonplan: http://www.sciencenetlinks.com/lessons.cfm
Related Harris Educational Loan Center Resources• Cats• Bite,TearandChew•AnimalTracks
Fossil Dig! K–2nd Comejoinusonapaleontologistdig!Discoverdifferentfossiltypesandhelpdigoutafossilcastfromafieldjacket.
Class Locations:Scientist’sLabandDinoFieldStation
Objectives:• Studentswilldistinguishthedifferencebetweenbodyandtracefossils.• Studentswillprepareafossilfromafieldjacketbyidentifying,measuringanddrawingit.• Studentswillpredictthemostlikelysequenceofeventsfromdinosaurtrackway.
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Kindergarten – 2nd Grade Classes(continued)
Pre-Activities:• Displayandreadbooksaboutfossilsanddinosaurs.• Askstudentstopretendtheyarepaleontologists.Whatdotheydo?Whataretheylookingfor?• Inaboxofsandandhidetoydinosaurs,realrocksorfossilsthatstudentscandigoutanddiscover.Havestudentsmeasureandmakenotesoftheirfindings.
• VisitTheFieldMuseums’Evolving PlanetWebsiteandviewtheshortvideoonfossilization,andotherdestinationspriortovisitingtheMuseum.www.fieldmuseum.org/evolvingplanet
Post-Activities:• Makeatracefossilcastbyaskingstudentstomakehandprintsinwetsandandpourplasterintotheprints.Allowtheplastertodryandbreakawaythesandtorevealacastofthestudents’hands.
• Askstudentstopickadinosauroftheirchoicetolookupontheinternetandgatherbasicfacts,suchassize,shapes,diet,habitat.Askstudentstodraworsketchtheirdinosaurtosharewiththeclass.
• CheckoutoneoftheHarrisEducationalLoanCenterboxeslistedbelowtocontinueyourstudyofdinosaursandfossils.
Words to Know:• Fossil—preservedremainsorevidenceofanycreatureorplantthatoncelivedontheEarth• BodyFossil—preservedremainsofbodypartssuchasbones,claws,teeth,etc.• TrueFormFossil—preservedremainsoftheactualcreature,plantorpartofthecreatureorplant•Ornithopods—Atypeofplant-eatingdinosaurthatsometimeswalksonfourlegsandsometimeson justthebacksoftwolegs.The“duck-billed”dinosaursaretypesofornithopods.• Paleontologist—AscientistthatstudiesextinctorganismsandthehistoryoflifeonEarth.• Sauropods—Plant-eatingdinosaursthathadlongnecks,suchasApatosaurusandBrachiosaurus.• Stride—Thedistancebetweenthesamefootprint(left-to-rightorright-to-right)• TraceFossil—Marksortracesleftbehindbysomethingthatoncelived.Dinosaurtracksandfossilizeddungsaretypesoftracefossils.
• Theory—Anideaoranexplanationbasedonclues.• Theropods—Themeat-eatingdinosaurs,suchasT. rex and Velociraptor;allwalkedontheirtwobacklegs.
Fun Facts:• TheIllinoisStatefossilistheTullyMonster.Asoft-bodiedseaanimalthatlivedaround300millionyearsago.ItwasdiscoveredbyFrancisTullyin1958.
• MaryAnning(1799-1847)wasanearlyBritishfossilhunterwhobeganfindingandsellingfossils asachild.Thetonguetwister“Shesellsseasshellsdownbytheseashore”mayhavebeennamedafterher.
• Thefanshapedleavesoftheginkgotreelookjustlikethoseofthefossilgingkoesthatlived160millionyearsago.
•T. rex SUEisnamedafterSueHendrickson,aself-taughtfossilhunterthediscoveredSUE’s skeletonin1990.
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Kindergarten – 2nd Grade Classes(continued)
Book List:Aliki.DiggingUpDinosaur.NewYork:HarperCollins,1988.Aliki.DinosaurBones.NewYork:HarperCollins,1990.Aliki.FossilsTellofLongAgo.NewYork:HarperCollins,1990.Aliki.MyVisittotheDinosaurs.NewYork:HarperCollins,1985.Gans,Roma,andHollyKeller.Let’sGoRockCollecting.NewYork:HarperCollins,1997.Gibbons,Gail.Dinosaurs.NewYork:HolidayHouse,1988.
Web Sites: •DinosaursofallshapesandsizescanbefoundatTheDinopedia: http://kids.yahoo.com/dinosaurs • TakeatripthroughtimewithTheFieldMuseum: www.fieldmuseum.org/evolvingplanet/POST/EP_V8content.html
• Enter Evolving PlanetandexploredinosaursandotherMesozoicbeasts: www.fieldmuseum.org/evolvingplanet/mesozoic.asp
• JoinFieldMuseumscientistPeterMakovickyasheandhisteamdigsupdinosaurfossils: www.fieldmuseum.org/expeditions/pete_expedition/petehome.html
• Lessonplansforteachers,activitiesforchildren,andgreatlinksaboutfossils: www.fossils-facts-and-finds.com
Related Harris Educational Loan Center Resources • DinosaursandOtherMesozoicCreatures• DinosaursandTheirTimes:Jurassic• DinosaursandTheirTimes:Cretaceous• Fossils• 300MillionYearsAgoinIllinois• FossilsfromRocksNearChicago• AnimalTracks
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Kindergarten – 2nd Grade Classes (continued)
Through the Scientist’s Looking Glass, K–2ndBecomeascientistandIDobjectsinourlab!Withmagnifyingglasses,youwilllookcloselyatdifferentanimalsandobjectstodiscoverthewondersofmagnification!
Location of Class:Scientist’sLab
Objectives:• Studentswillmatchanenlargedsectionofanobjectwithapictureofthefullsizedobject.• Studentswilllookcloselyatobjects/specimens.• Studentswilldocumentwhattheysee.
Pre-Activities:• Displayandshowbooksaboutmagnification,andISpybookstoincreasestudents’observationskills.• Collectdifferentkindsofmagnifyingglasseswithvaryinglevelsofmagnificationandhavethestudentscompare&contrast,whatissimilarandwhatisdifferent?
• Havestudentsbringinavarietyofobjectsfromhomeandnatureandobservewiththedifferentmagnifyingglasses.Encouragestudentstodescribewhattheysee.
Post-Activities:• Askstudentstolookupgeographicallocationsonwww.GoogleEarth.comandmakeobservationsfromaspecificlocation.
• Askstudentstocollectdirtandsoilfromavarietyoflocations-aforestpreserve,thebeach,agardenthathasjustbeentilled,etc.Havethestudentsobservetheirsamplesandrecordtheirfindings.
• Askstudentstoputtheirfingerprintsonawindoworaglass.Useamagnifyingglasstolookatthesimilaritiesanddifferencesoftheirfingerprintswithanotherclassmate.
The Field Museum • Crown Family PlayLab Educator Guide Page 29
Kindergarten – 2nd Grade Classes (continued)
Words to Know:Magnification–ProcessofmakingsomethinglargerSpecimen–SampleofsomethinglikeaplantoranimalthatisusedforexaminationandanalysisCharacteristic–AdistinguishingfeatureorqualityObservation–SomethingthatislearnedbyseeingorexperiencingthingsContrast–FindingoppositesthingsthataredifferentbetweentwoormoreobjectsCompare–Findingthingsthataresimilarorthesamebetweentwoormoreobjects
Fun Facts:• Magnificationallowsscientistsanddoctorstoobservethingssocloseupthattheyareabletoseehowthingsaremadeandhowtheywork.
• TheWorldsmostpowerfulmicroscopeiscalledanAtomicForceMicroscope,whichcanseethingsassmallasasinglestrandofDNAoranindividualatom.
• Thewayoureyesareabletoseeisbylightreflectingoffofobjects,magnifyingglassesincreasethisfunctiontomakethingsbigger.
Book List:Bruna,Dick.Miffy’sMagnifyingGlass.BigTentEntertainment,2004.Levine,Shar,andLeslieJohnstone.TheMicroscopeBook.Sterling,1997.Oxlade,Chris,andC.Stockley.WorldoftheMicroscope.E.D.C,1989.Selsam,MillicentE.Greg’sMicroscope.HarperTrophy,1990.Weise,Jim,andEdShems.SpyScience:40Secret-Sleuthing,Code-Cracking,Spy-Catching ActivitiesforKids.Jossey-Bass,1996.
Web Sites:•Allaboutthethingstoosmalltosee:www.nanooze.org• Handsonscienceideasforhomeorschool:http://www.hometrainingtools.com• Sciencesprojectsforkidsontheweb:http://www.hhmi.org/coolscience
Related Harris Educational Loan Center Resources • PatternsinNature•AfricatheLand• SouthwestArcheology•WildinChicago:UrbanWildlifeandEcology•WildinChicago:VacantLot
The Field Museum • Crown Family PlayLab Educator Guide Page 30
Part IIIResources for Educators, Parents/Caregivers and Students
Before you visit The Field Museum...Beginplanningyourvisitathttp://www.fieldmuseum.org/plan_visit/default.html here youcanfindoutdailyadmission,parkingtips,floormaps,andknowwheretofindsnacks!TheMuseumcanbeafunplacetovisitifyouplanahead!Don’tforgetthatTheFieldMuseumisoneofthelargestnaturalhistorymuseumsintheworld,learnaboutthehistoryoftheMuseumathttp://www.fieldmuseum.org/museum_info/default.htmlandbeginexploringtheworldanditspeople!
Just for kids!
Dig in…Dress up…Explore and grow!
Encourageyourchild’sexplorationsandcreativeplay:theCrown Family PlayLabatTheFieldMuseum.Visitusonlineatwww.fieldmuseum.org/playlab
TakeyourchildrenonanadventurethroughsomeoftheMuseum’smostexcitingtreasures.Thenfindoutaboutspecialactivitiestakingplaceonthedayofyourvisit!Visitusonlineatwww.fieldmuseum.org/plan_visit/pv_kids.htm
The Field Museum • Crown Family PlayLab Educator Guide Page 31
Related ExhibitionsVisit us online at http://www.fieldmuseum.org/exhibits/default.htm
< The Ancient Americas Main LevelThe Ancient Americastakesyouonajourneythrough13,000yearsofhumaningenuityandachievementinthewesternhemisphere,wherehundredsofdiversesocietiesthrivedlongbeforethearrivalofEuropeans. Tolearnmore,visitusonlineathttp://www.fieldmuseum.org/ancientamericas/
< AfricaMain LevelGaininsightintotheculturesandenvironmentsofthevastAfricancontinent.
< Bird HabitatsMain LevelAbirdwatcher’sparadiseofpeacocks,penguins,quetzals,weavers... Youcanstudythemtoyourheart’scontent.
< BushmanGround LevelMeetthepiercinggazeofoneofthemostpopularprimatesever,alowlandgorillawhooncelivedatLincolnParkZoo.
Cats and Dogs Main LevelFindoutwhoisrelatedtowhointhiscomparisonexhibitionbetweenfelines andcanines!
< Earth SciencesUpper LevelUncoverthebasicsaboutrocks,minerals,andotherearthlystructures-evenonethatdroppedfromouterspace!
The Field Museum • Crown Family PlayLab Educator Guide Page 32
Related Exhibitions(continued)
< Alsdorf Halls of Maritime Peoples of the Arctic and Northwest CoastsMain LevelComparelifeintheArcticwiththatalongatemperatecoast,andseehowtheseenvironmentsledtotwouniquecultures.
< Evolving PlanetTakeanawe-inspiringjourneythrough4billionyearsoflife. VisitEvolvingPlaneton-lineathttp://www.fieldmuseum.org/evolvingplanet/
< Mammals of AfricaMain LevelStrollamongAfrica’smammals,witheverythingfromaardvarkstozebras.
< Maori Meeting HouseUpper LevelVisitthisexquisitelycarvedstructuresaidtoembodythebelovedancestorwhosenameitbears.
< North American BirdsMain LevelStepinsideour3-Dfieldguidetolearnmoreaboutyourfavoritebirds,anddiscoverawholeflockofnewones
Pawnee Earth Lodge(mustregisteronFieldTripregistrationform)Main LevelExplorethisfull-scalereconstructionofatraditionalPawneelodge,afullyfurnishedNativeAmericandwellingthatbringstolifethetraditionalwaysofthisGreatPlainstribe.
< Nature WalkMain LevelFollowanaturetrailthroughprairies,wetlands,woodlands,andoceanshorestodiscoverthewondersofthewild.
The Field Museum • Crown Family PlayLab Educator Guide Page 33
Related Exhibitions(continued)
Sue Theworld’slargest,mostcomplete,bestpreservedandmostfamous TyrannosaurusRex.SinceSuewasunveiledonMay17,2000,about2 millionpeoplehavevisitedtheMuseumtoseethedinosaurandthe exhibitionhasbecomeoneofthemostpopulartouristdestinationsin Chicago’shistory.CheckoutSue’swebsiteatwww.fieldmuseum.org/su
< What Is an Animal? Ground Level Explorewhatmakesananimalananimal.Seewhatanimalslooklike, wheretheylive,howtheysurviveandmore.
Conservation EducationEnvironmentalConservationPrograms(ECP)UsingresearchandexperienceonhowpeoplelearnandinfusingcontentfromtheMuseum’scollectionsandresearch,ECPdevelopseducationalresourcesfocusedonstimulatingawareness,developingskillstomakeinformeddecisions,andpromotingactionforsustainedconservationbehavior.Visitusonlineat http://www.fieldmuseum.org/research_collections/ecp/cons_edu.htm#mighty_acorns
Cultural ConnectionsExploretheworldinChicago!Twenty-threeculturalcentersandethnicmuseumshavejoinedTheFieldMuseumtobringyouCulturalConnections—anexcitingseriesofprogramsthatshowcaseinsiderviewsofethnicandculturalChicago.TolearnmoreaboutChicago’scommunities,visitusonlineat http://www.fieldmuseum.org/research_collections/ccuc/ccuc_sites/culturalconnections/
The Field Museum • Crown Family PlayLab Educator Guide Page 34
Books for Teachers
Geology, Archeology & Paleontology
Anderson,Alan,GwenDiehn,andTerryKrautwurst.GeologyCraftsforKids:50NiftyProjectstoExplore theMarvelsofPlanetEarth.NewYork:SterlingCompany,1998.IncISBN0-8069-8157-1
Wiggers,Raymond.GeologyUnderfootinIllinois.Missoula:MountainP,1996.ISBN:0-87842-346-x
Barrett,P.NationalGeographicDinosaurs.Washington,D.C.:TheNationalGeographicSociety,1999,ISBN0-7922-8224-8
Farlow,J.O.,andBrett-Surman,M.K.TheCompleteDinosaur.Indianopolis,IndianaUniversityPress,1997.ISBN0-253-21313-4
Fastovsky,D.E.,andWeishampel,D.B.TheEvolutionandExtinctionoftheDinosaurs,SecondEdition.Cambridge:CambridgeUniversityPress,2004.ISBN139780-521-81172-9
Weishampel,D.B.,Dodson,P.andOsmoiska,H.,edsTheDinosauria,SecondEdition.Berkeley:UniversityofCaliforniaPress,2004,ISBN0-520-24209-2
Native American/Cultural Resources
Newmann,Dana.Ready-to-UseActivitiesandMaterialsonDesertIndians:aCompleteSourcebookforTeachersK-8(NativeAmericansResourceLibrary,Vol1).TheCenterforAppliedResearchinEducation,1995.ISBN:0-87628-607-4
Allen,Judy,EarldeneMcNeill,andVelmaSchmidt.CulturalAwarenessforChildren.Boston:AddisonWesleyCompany,1992.ISBN:0-201-28731-5
Borgenicht,David.FolktalesofNativeAmericans:aStory-FilledColoringBook.RunningPrBookPub,1993.ISBN;1-56138-303-1
Milord,Suan.TalesAlive!Charlotte:Williamson,1992ISBN:0-913589-79-9
Robbins,Marilu.NativeAmericanLegendsandActivities.NewYork:Scholastic,1995.ISBN:0-590-26609-8
Bruhac,Joseph,andMichaelCaduto.KeepersoftheEarth.Golden,CO,Fulcrum,1999ISBN1-55591-385-7
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Books for Teachers(continued)
Arts & Crafts
Ritter,Darlene,MulticulturalActivities;FromtheCulturesofAfrica,AsiaandNorthAmerica,HuntingtonBeach.CreativeTeachingPress,1993
Gomez,Aurelia.CraftsofManyCultures;30AuthenticCraftProjectsfromAroundtheWorld.NewYork:Scholastic,1999ISBN:0-590-49182-2
Schuman,JoMiles,ARTfromManyHands.DavisCA,DavisPublishing,2003ISBN:0-87192-593-1
Rodriguez,Susan,ArtSmart:ReadytoUseSlidesandActivitiesforTeachingArt,HistoryandAppreciation.Lebanon,PrenticeHall,1998ISBN:0-13-047754-0
Terzian,AlexandraM.,TheKid’sMulticulturalArtBook;ArtExperiencesfromAroundtheWorld.Charlotte:Williamson,1993ISBN:0-913589-72-1
Nature Activities
Day,Marlena,Trails,Tails&TidepoolsinPails;Over100natureactivitiesforFamilieswithBabiesandYoungChildren.Children’sNatureInstitute,1999ISBN:0-9632753-0-5
Schecter,Deborah,ScienceArt.NewYork:Scholastic,ISBN:0-590-89643-1
Comstock,AnnaBotsford,HandbookofNatureStudy,Ithaca:ComstockPublishing.1996ISBN:0-8014-9384-6
Nickelsburg,Janet,NatureActivitiesforEarlyChildhood.Boston:AddisonWesleyPublishing,1976.ISBN:0-201-05097-8
Ashbrook,Peggy,ScienceisSimple;Over250ActivitiesforPreschoolers.Beltsville:GryphonHouse,2003ISBN:087659-272-8
Milord,Susan,TheKidsNatureBook;365indoor/outdooractivitiesandexperiences.Charlotte:Williamson,1996ISBN:0-913589-42-x
Musical Instruments
Gauthier,Liette,AroundtheWorldwithMusic.Westminster:HeritageEditions,1994ISBN:2-7625-7330-0
Dunleavy,Deborah,TheJumboBookofMusic.Tonawanda:KidsCanPress,2001ISBN:1-55074-723-1
The Field Museum • Crown Family PlayLab Educator Guide Page 36
Books for Teachers(continued)
Lingelback,JenepherandPurcell,Lisa,HandsonNature:InformationandactivitiesforExploringtheEnvironmentwithChildren.Woodstock:VermontInstituteofNaturalScience,2000ISBN:1-58465-078-8
Campbell,BrianandFulton,Lori,ScienceNotebooks.Portsmouth:Heinemann,2003ISBN:0-325-00568-0
Designing Children’s Environments
Olds,AnitaRui,ChildCareDesignGuide.NewYork:McGrawHill,2001.ISBN:0-070-40474-494
Carter,DebandCarter,Margie,DesignsforLivingandLearning:TransformingChildhoodEnvironments.St.Paul:RedLeafPress,ISBN:20031-92961-029-7
Greenman,Jim,CaringSpaces,LearningPlaces:Children’sEnvironmentsThatWork.ExchangePress,2005ISBN:0-942-70233-6
Greenman,JimPlacesforChildhoods:MakingQualityHappenintheRealWorld.ExchangePress,1998ISBN:0-942-70225-5
Owocki,GretchenLiteracyThroughPlay.Portsmouth:Heinemann,1999.ISBN:0-325-00127-8
WeismanTopal,CathyandGandini,LellaBeautifulStuff:LearningWithFoundMaterials.NewYork:Sterling,1999ISBN:0-871-92388-2
Children’s Gardens
Dannenmaier,MollyAChild’sGarden:EnchantingOutdoorSpacesforChildrenandParents.NewYork:SimonandSchuster,1998ISBN:0-684-83725-0
Guiness,BunnyCreatingAFamilyGardenNewYork,AbbevillePress,1996ISBN:0-789-20218-2
Moore,RobinCandWong,HerbertH.NaturalLearning:TheLifeHistoryofanEnvironmentalSchoolyard.NewYork:MIGCommunications1997ISBN:0-944-66124-6
The Field Museum • Crown Family PlayLab Educator Guide Page 37
Harris Educational Loan CenterVisit us online at www.fieldmuseum.org/harrisloan
Welcome to the Harris Educational Loan Program! Whetheryouarealong-timeborrowerofHarrismaterialsorjustnowarebecomingawareoftheprogram,youwillfindtheHarrisLoanProgramtobeavaluableeducationalresourceforyourclassroomoryourhome.TheHarrisLoanProgramhasbeenservingChicago-areaeducatorsandfamiliesforover85years.OriginallyfundedthroughanendowmentfromNormanWaitHarrisin1911,theHarrisEducationalLoanProgramlinksTheFieldMuseumwithChicago-areaschools.Thousandsofloansaremadetoclassroomeducators,informaleducatorsandparentseachyear.Tensofthousandsofchildrenbenefitfromtheprogram.Weofferfourtypesofeducationalmediafromwhichtochoose.
Exhibit Cases:Wehavenearly900ExhibitCasedioramas(24”high,22”wide,and7”deep)thatshowplantsandanimalsinnaturalsettings.Apulloutlabelonthesideofeachcaseincludesbasicinformation.
Experience Boxes:Wecovermorethan70differenttopicswiththeseportablecollectionsofartifacts,replicas,specimens,andmanyotherresourcestoprovideabroadvarietyoflearningexperiences.Therearethreecontentcategories:culture,biology,andearthsciences.
Audiovisual Materials:Audiovisualmaterialsincludeslidesetswithprintedscripts,videotapes,andfilmstripswithaudiocassettetapes.
Children’s Books:Morethan100titlesareavailable.
The Field Museum • Crown Family PlayLab Educator Guide Page 38
Walking Map
Art Studio
Illinois Woodland
Rhythm Section
Book N
ook
Scientist’s Lab
Dinosaur Field Station
PuebloEntrance
Stroller Parking