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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!
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Page 1: CFPL educator guide - Field Museum · Dig dinosaur bones out of field jackets, set up your own magnetic prehistoric ecosystem. Compare dinosaur trackways, make fossil rubbings, and

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!

Page 2: CFPL educator guide - Field Museum · Dig dinosaur bones out of field jackets, set up your own magnetic prehistoric ecosystem. Compare dinosaur trackways, make fossil rubbings, and

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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The Field Museum • Crown Family PlayLab Educator Guide Page 3

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.

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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

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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.

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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.

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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

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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

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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!

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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.

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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/

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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

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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

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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.

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Walking Map

Art Studio

Illinois Woodland

Rhythm Section

Book N

ook

Scientist’s Lab

Dinosaur Field Station

PuebloEntrance

Stroller Parking


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