CFPL educator guide - Field Museum · Dig dinosaur bones out of field jackets, set up your own...

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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

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

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

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

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.

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.

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.

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.

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.

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

• 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.

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.

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

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

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.

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

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.

• 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.

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

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.

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.

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).

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.).

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.

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.

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

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.

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

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

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!

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.

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/

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

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

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

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.

Walking Map

Art Studio

Illinois Woodland

Rhythm Section

Book N

Scientist’s Lab

Dinosaur Field Station

PuebloEntrance

Stroller Parking

CFPL educator guide - Field Museum · Dig dinosaur bones out of field jackets, set up your own...

Documents