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Insects lesson

Posted on September 2, 2014 at 1:14 AM Comments comments (40)
Grandma is giving you a lesson for Insects from Book (57). There is something I want parents to understand. While you are starting your children with a new year of lessons, the public schools are having to test their children to see what level of learning they are at during this time. That gives you one advantage.

The Unit on Insects is as follows:

                                    "Bub Bonanza by Mary Ellen Switzer

Introduction
Turn your (children) into excited young entomologists with this motivating array of insect activities. (Grandma has one book that invites children to belong to what they call a bug club, there is also in another what they call a plant club. At the end of this insect unit in book (57) are awards for insect collecting and doing. Take advantage of awards any time you can because kids really love them as much as they love little stickers.) They will be "buzzing" with excitement as they plan an insect trivia game, use "Bug-a-Rama Drama" script starters to create plays, and work on the Bug Bonanza activity page. (Another important activity for children to do is collect all kinds of bugs, spiders, butterflies, flies, ants, etc.; This time of year they are abundant because they have had all summer to develop. It is a great time to do some fishing and hunt for big worms after a rain.Save insects in plastic cover with netted covers or jars for a short time and then released.)

The Bug Jar Trivia Game
Send your (children) on an insect "trivia hunt" to help make a (family) trivia game. They may use encyclopedias and other reference books to research their information.
Divide your class into small teams and ask each group to write questions (with answers) on 3" x 5" cards on their assigned subject. Suggested categories include ants, butterflies, bees, crickets, grasshoppers, flies, and beetles. Have a brainstorming session with your (family and friends) to add more to the list.
Place the completed trivia question cards in a large glass jar labeled "The Bug Jar," and play a round or two during those extra minutes of the day.
To further extend this activity, trivia teams can write mini reports on their assigned insects to be presented to the (family and friends). Suggestions include making poster reports (with pictures and facts), creating a television game show or news program that features insects facts, and an imaginary interview with an entomologist.

Fabulous Fables
It's fable time! Read students some of Aesop's delightful fables that feature insect characters. Suggestions are "The Grasshopper and the Ant," "The Ant and the Dove," and "The Fox and the Cicada." Next have the children write and illustrate their own fables using insects as main characters.
Celebrate at the end of this project by having an "Aesop's Fable Party." Have your children read their fables to the class. Serve animal cookies, since so many of Aesop's characters were animals!

Mother Goose Fun
Read the familiar "Little Miss Muffet" Mother Goose rhyme to your (children). Ask the (children) to create a comic strip about the rhyme from the spider's point of view. (This is a good introductory unit to Mother Goose but Grandma usually likes to use it in the month of May because of everything starting with the letter M for May. However, Grandma likes to use the story of the Moose eating a cookie and the Mouse eating something else Grandma can't remember because of the mice at Christmas time, cookies for Halloween, forest stories in the fall because of the harvests and changing of the trees. They all seem to fit that way for Grandma thought of learning. You have to plan things comfortably for yourselves. If you did cover the Mother Goose rhymes in the spring or for last year, this definitely fills the position as a review and with the introduction of comics as well as the restart of the newspaper.)

Invention Fun
Be an inventor! Create a new state-of-the-art and farm. Label the parts of your new ant farm. Draw your design on another sheet of paper. Tell the world about your invention. Write an advertisement about the ant farm. (Use another insect if you wish.)

Let's Write a Story
Write a story about a bug. Here are some story starter ideas:
Hello, my name is Gary Grasshopper. My life as a grasshopper is very exciting! Let me tell you about one of my days...
One warm summer day, a curious ant named Andy decided to visit a picnic. It turned into an adventure that he would never forget! here's what happened...

Bug-a-Rama Drama
Delight your (children) with these motivating script-writing activities. ...give each ...a script starter. Ask each...to create a script, practice it, and then share their skits with (you and/or others).

Amazing Insects
Setting: television newsroom
Characters: Announcer and any number of reporters
Script-Starter: Announcer: "Welcome to our program Amazing Insects. Our reporters are here today with some interesting information on insects. Here's our first reporter with some great information." (Reporters 1, 2, 3, etc., give their reports on various insects.) (Puppets can be use or dolls in place of other reporters only your child or children are do the talking. )

The Unhappy Ladybug
Setting: grassy meadow
Characters: Laura Ladybug, Buzzy Bee, Cassie Cricket, Andy Ant, Bernie Butterfly, and any number of insect characters
Plot: Laura Ladybug sits sadly under a mushroom. It's her birthday today, and all her friends have forgotten. Write a script telling how her friends come to the rescue to make it a happy birthday she'll never forget.

The Case of the Missing Caterpillar
Setting: office of Sam E. Spider, Detective
Characters: Detective Sam E Spider, his helper Florence Fly, C. H. Caterpillar, Charlie Butterfly, and any number of insect suspects
Plot: Detective Sam E. Spider needs your help. C.H. Caterpillar has been missing for two days, and everyone is worried. Write a script telling what happened to C.H.

Fred E. Firefly Saves the Day
Setting: grassy field
Characters: Fred E. Firefly, Betty Butterfly, and any number of insect characters
Plot:One rainy day a Monarch butterfly named Betty got separated from her family. They searched all day with the help of their insect friends but couldn't find Betty anywhere. It was getting dark--what could they do now? Write a script about how Fred E. Firefly comes to their aid.

Insect Book Nook
Dorros, Arthur, Ant Cities, New York: Harper & Row, 1987
Johnson, Sylvia Water Insects. Minneapolis, Lerner Publications Co., 1989
Mound, Laurence. Insect Eyewitness Books, New York: Alfred A. Knopf, 1990
Parker, Nancy Winslow, and Wright, Joan Richards. Bugs. New York: Greenwillow Books, 1987.
Parker, Steve. Insects Eyewitness Explorers. New York: Dorling Kindersley, Inc., 1992.
Porter, Keith. Discovering Crickets and Grasshoppers. New York: The Bookwright Press, 1986.
---. Discovering Butterflies and Moths. New York: Gloucester Press, 1987.
Petty, Kate. Bees and Wasps. New York: Gloucester Press, 1987.
Pringle, Laurence. The Golden Book of Insects and Spiders. Racine, Wisconsin: Western Publishing Co., 1990.
Still, John. Amazing Beetles Eyewitness Juniors. New York: Alfred A. Knopt, 1991.
Watts, Barrie. Keeping Minibeasts: Ladybugs. New York: Franklin Watts, 1990.





                                                           Bug Bonanza Trivia

Attention all Junior entomologists! Grab your pencils and test your knowledge of the insect world.

_________________________1.   Name the three parts of an insect.

_________________________2.   How many legs does an insect have?

_________________________3.   The legs and wings are attached to what part of the insect?

_________________________4.   Beware! This insect "attacks"  wood.

_________________________5.   True or false. Insects live long lives.

_________________________6.   What do ladybugs like to eat?

_________________________7.    Name the insect that looks like a twig.

_________________________8.    How many legs does a spider have?

_________________________9.    Are insects cold-blooded animals?

________________________10.   What is the hard outer covering of an insect called?

________________________11.   What is the larva of a butterfly called?

________________________12.   Watch out! These bugs give off a bad odor when disturbed.

________________________13.   What insects are sometimes called "armored tanks" of the bug
                                                  world?
________________________14.   Ants live in groups called ____________________________.

________________________15.   True or False. There are over a million species of insects.

________________________16.   Name the heaviest insect.

________________________17.   Are insects vertebrates or invertebrates?

________________________18.   Bees make honey from _____________________________.

________________________19.   These beetles can shoot a hot liquid from their abdomens.

________________________20. What is the longest insect?







                                           Bug Bonanza Activity Sheet

Attention kids! Get your paper, pencils, and crayons ready and let's begin! We hope you enjoy the activities below__ all about insects.

  1. What is your favorite insect? Tell why.
  2. Draw and label the parts of an insect. Remember the three body parts--head, thorax, and abdomen. Then add six legs, antennae, and wings.
  3. Make a list of all the ways insects can help us.
  4. Extra! Extra! Read all about it! Your trip to the tropical rain forest was a big success! You have discovered a new insect. Write a newspaper article to tell the world about your discovery. Remember to include the five Ws: Who? What? Where? When? and Why? Think of a catchy headline for your story.
  5. Design a bookmark for your favorite insect book character.
  6. Make a list of all the insects you can think of. Make a game, such as a word scramble list or word search. You may also use words pertaining to insects, such as body parts.
  7. Be a reporter! Create a one-page newspaper called "The Grasshopper Gazette." Write news articles and stories about grasshoppers. Include pictures with your articles or stories. Use an encyclopedia or reference book to find out more about grasshoppers.
  8. Write a riddle about any insect. You should have at least three clues written in complete sentences. Try to stump a friend!
  9. How many words can you make using the letters in "praying mantis"?
  10. Be a butterfly detective. Look up information about butterflies in a reference book. Cut out a big shape and include at least one picture in your report.

Circle (and draw) an insect on this page for every activity you complete."




                                     "Butterflies by Florence Rives

Objective: This unit proposes to enlighten us about the beauty and worth of the butterfly by developing an increased appreciation and awareness of the part that butterflies play in the world.

  1. Why are butterflies called butterflies? What are some legends and theories about this?
  2. Describe a butterfly's wings.
  3. Why do you suppose many butterflies are spoken of as "winged flowers?"
  4. Explain what caterpillars are.
  5. How can you tell butterflies from moths?
  6. What are the body parts of a butterfly or any other true insect called?
  7. Write a short paragraph explaining how the butterfly uses its antennae.
  8. 8. What are butterfly wings made of?
  9. What are the purposes of the scents which the butterfly gives off?
  10. List the four stages of life through which the butterfly and the moth go. Draw a sketch of each stage.
  11. Explain what a compound eye is.
  12. List some of the enemies of butterflies. How are butterflies and caterpillars equipped to escape their enemies?
  13. What is molting? How many times does a caterpillar molt before it becomes an adult butterfly?
  14. How long do some butterflies live?
  15. About how many kinds or groups of butterflies are known by scientists?
  16. Describe the butterfly's proboscis. How does the butterfly use it? Write two sentences about it.
  17. Find out about camouflage, or protective coloration, of the butterfly and moth.
  18. What can you find out about the "eyespots" on a butterfly's wings? Why are they there? How do the eyespots help the butterfly?
  19. What do butterflies feed upon? What do caterpillars feed upon? Why do you suppose certain butterflies and caterpillars prefer to eat certain foods?
  20. How do butterflies help people?
  21. Define metamorphosis.
  22. Find out about the migration of certain butterflies. Why do they do this?
  23. How is a "brush-footed" butterfly different from other butterflies?
  24. What United States butterfly is the largest?
  25. If you wanted to have a butterfly haven in your yard, what are some of the plants you would grow?
  26. Research in depth one or two of the following. Write a paper to share with your classmates.
          a.   Tiger Swallowtail                                     b.   Monarch
          c.   Common Sulphur                                    d.   Painted Lady
          e.   Giant Swallowtail                                    f.    Viceroy
          g.   Red Admiral                                           h.   other
    27.  Why do you think some butterflies may be on the endangered list? Discuss.


Things to Do and Think About
  1. Use a large magnifying glass to examine caterpillars when you find them. Do the same for any chrysalis you find.
  2. Go to a museum where collections of butterflies are kept to see different kinds, body and wing markings, etc.
  3. Enjoy looking at many pictures of butterflies in books, magazines, filmstrips, or wherever you find them. By studying their pictures you will be more apt to identify them when you see the real ones. You might also carefully observe the caterpillar pictures in order to match or associate them with the butterflies they will become.
  4. Sketch a butterfly to show its body parts. Label each part.
  5. Use butterflies as motifs to design wallpaper, a bedspread, a bathroom curtain, etc. Select the colors to blend with those of the butterflies.
  6. Selma, Alabama, has been declared the butterfly capital of the state. This was achieved by the efforts of a group of garden clubs, beautification and tourism councils, and Girl and Boy Scouts. It was a conservation effort. In 1985 the Alabama Senate designated April 16 as the annual "Save the Butterfly Day" in Alabama. What do you suppose you might do to have your state and/or city declared a butterfly haven?
  7. Make a set of flashcards using pictures of butterflies. Write the names of butterflies on the back of each card. Study the pictures, and then have a flashcard contest with a (friend or parent).
  8. Sketch and color a desk-size butterfly on cardboard. Cut it into ten or twelve pieces to make a puzzle. See if your (friends or family) can put the puzzle together.
  9. Make a short crossword puzzle with words you have learned during your study of butterflies.
  10. As a (family), choose a favorite butterfly and form a (group) to make a butterfly flag for your (home) or (somewhere).
  11. Select a late spring or early summer month and make a butterfly calendar for that month. Decorate the date squares with colorful butterflies. Make the calendar big enough to be seen easily from the back of the room.
  12. Compile all of your accumulated pictures, clippings, sketches, notes, writings,etc. into a (family) booklet. Add drawings, stories, lists, puzzles, and poems."

References
Bring, Ruth Butterflies Are Beautiful. Minneapolis: Lerner, 1984.
Brouillette, Jeanne S. Butterflies. Chicago: Follett, 1961.
Fischer, Heiderose and Andreas Nagel. Life of the Butterfly, Minneapolis: Carolrhoda Books, Inc., 1987.
Mitchell, Robert T. and Herbert Zim. A Golden Guide to Butterflies and Moths. New York: Golden Press, 1964.
National Wildlife Federation. National Wildlife. Vienna, VA. Aug./Sept. 1988: pp. 4-11.
Porter, Keith. Discovering Butterflies and Moths. New York: The Bookwrite Press, 1986.
Sammis, Kathy. Butterflies. New York: MacMillan Co., 1965.

Zoos

Posted on August 31, 2014 at 9:28 PM Comments comments (47)
Grandma left off in Book (57) when she came upon an event of June 15 about Congress creating the National Zoological Park in 1889. Grandma felt it was best to introduce some Units in Book (57) as part of the lessons. She gave you some information about a couple of National Parks which she will finish in November. Then she will now cover a Unit in Book (57) on Zoos which will tie to the animal study we started which she will end with another animal Unit from Book (57) that will end the year studies. Next she will cover Insects study for the summer and on into September.
Grandma will also do some more of June's Calendar History for the time line, cover circus's, do some of the July Calendar History and go into study about space before she finishes July and gives you August. All these will tie into the studies for September. Now for the following:

"Zoos by Liz Hagner

Which Continent Does the Animal Live ON?
Zoos often display animals according to the continents on which the animals live--Africa, South America, North America, Europe, Asia, Antarctica, or Australia. They may use regions of the world too, such as the rain forest or the Arctic.
When you visit the zoo, notice which continents various animals come from. Does your zoo specialize in any one geographical area? Use reference books to study the species that live in each area of the world. Remember that continents are large areas. The animals of northern Canada are not the same ones that live in southern Florida.

Activities
  1. As a class activity, attach a world map in the center of a bulletin board. Place photos or drawings of animals around the edges of the bulletin board and draw a line to the continents on which they live.
  2. Choose the animals of one continent to research. Work with (each other) or (others) that have chosen the same continent (or want to work with the child.) Make a bulletin board display (or a poster) of your continent and its animals. Find information about the animals and write a report about them. Place the report and a photo or drawing of the animals on the bulletin board (or poster) or you might want to make a booklet about them instead.
  3. With your continent group, make one card for each of the major animals of your continent. On one side of the card, write the name of the continent on which the animal lives. On the other side, place a drawing or photo and a few facts about the animal. Be sure to include its particular habitat--rain forest, desert, and so on. Join with class groups studying other continents and shuffle your cards together. Divide the class into teams to identify the continent that matches each animal card displayed.
  4. Make a bulletin board parade of the animals of your continent. Arrange photos of them from the smallest to the largest. You might choose only the mammals, the birds, the snakes, or the butterflies. Perhaps you can do this in the hallway of your school.

Getting Started on Research
  1. One of the best places to start is with an encyclopedia (The computer usually holds a free one.) This will provide you with an overview of all the animals. You might look up Animals, Mammals, Australia, Africa, Americas, Arctic, Antarctica, Asia, Europe, North America, South America, or Zoos.
  2. Use a reference book written specifically about animals. Libraries have a variety of these.
  3. Look through magazines such as National Geographic, National Geographic World, International Wildlife, National Wildlife, Audubon, or Ranger Rick for ideas.

Choosing One Animal to Study
  1. When you have decided on a particular animal to study, use the card catalog or computer in your library. This will direct you to books on your animal or to books that include more than one animal. You may also need to look under headings, such as Animals, Mammals, or Reptiles. What Dewey Decimal System call numbers do you find that most nonfiction animal books have?
  2. Ask your librarian for help in using the Reader's Guide to Periodical Literature. Check the guide to find magazine articles about your animal.
  3. Don't overlook fiction books about your animal. Most animal fiction stories contain a great deal of information about animals.
  4. If a zoo is nearby, visit it to study your animal. Often zoos and museums have special books about their animals.
  5. What information will you include?
           a. Introduction
               Think: Who, what when, where, why, and how. (These are the 6 basic questions all
               scientists ask about everything.)Tell your reader the basics about the animal--what
               it looks like, where it lives, its most interesting characteristics.
           b. Physical appearance: Provide details.
           c. Habitat: This is vitally important in these days of diminishing habitat. Which continent?
               Which part of that continent? What specific requirements does the animal have for its 
               home.
           d. What does it eat?
           e. Who are its enemies? How does it defend itself?
           f. Reproduction: How does it raise its young?
           g. Status: Endangered? Threatened?
           h. What is special about the animal?
     6.   How will you present your information?
           a. Read, take notes, and write a report in your own works.
           b. Make some drawings. No one is expecting perfection. Certainly you can show stripes
               versus spots! You can probably draw a bear's head so it looks like either a polar bear 
               or a black bear. Observe, then draw. (We have been doing a lot of tracing ourselves in
               Mexico.) Collect some photographs, if possible.
            c. Make a bulletin board display (or poster).
            d. Dress up as your animal.
            e. Give an oral report to (others).
             f. Present your report to a younger (group of children or older).

Similar, But Different
Think about doing a report about animals that are similar, but different. You'd plan your research just the way you would for one animal, but you'd be presenting a report on more than one animal with the emphasis on comparing the animals. Here are some suggestions:
  1. rhea, ostrich, emu, cassowary
  2. porcupine, hedgehog
  3. Bactrian camel, Dromedary camel
  4. Indian rhinoceros, African rhinoceros
  5. Asian elephant, African elephant
  6. Alligator, crocodile

All in the Family
You might choose one family of animals to study: primates (a huge subject--enough for (a big class), reptiles--or break that one down into snakes, lizards, turtles, and so on.
Perhaps you'd like to pick just one group, such as bears, deer, rabbits, big cats, monkeys, sheep, or cranes. For example, list the bears that live on a specific continent. What continents do bears not live on? Can you draw pictures or find photographs of them? What kinds of displays or enclosures would be necessary in a zoo? Are they endangered or threatened? What special breeding programs exist for them in zoos?

Study an Animal That is Different
Everyone knows what an elephant, giraffe, and kangaroo look like, but what about these?

South America: coati, tapir, cavy, capybara, yapok, vicuna, guanaco, alpaca

Africa: aoudad, okapi, serval, gnu, aardvark, eland, fennec, ibis, gazelle

Australia: dugong, cuscus, Tasmanian devil, wombat, bandicoot, echidna, emu, super glider, dingo

Asia: karakul, yak, mongoose, oryx, tarsier, anoa, gaur

Choose one animal to report on. When you visit the zoo, see if the zoo has that animal in its collection. Describe what the animal looks like. Is it similar to a more familiar animal? Where does it live? What does it eat? What interesting facts can you discover about it? Can you make a poster or a bulletin board?

Special Research Projects
  1. Look in magazines for the latest news on zoos, endangered species, or reintroduction into the wild. Use Audubon, Ranger Rick, Zoo Books, National Wildlife, International Wildlife, Science News, and others. Ask your librarian for help in using the Reader's Guide to Periodic Literature, looking up subjects such as Zoos, Animals, and Endangered Species to locate articles in magazines.
  2. Read about the black-footed ferret. What happened to it? What are zoos and other organizations doing to keep the ferret from becoming extinct?
  3. Read about the California condor and efforts by the Los Angeles Zoo to save it from extinction and return it to the wild.
  4. Read about the owl in western forests and the debate between conservationists and the lumbering industry on the west coast. Again, use the Reader's Guide and a newspaper index.
  5. You, your family, or( a group you learn with) might want to join a large zoo in order to receive their publications about their own animals, animals of other zoos, and endangered species. Some zoo memberships allow free visits  to zoos across the country, as well as their own zoos. (Don't forget to utilize your family newspaper with information you find.) Report to the (group) on the cost of a membership and the zoo's publications. You might consider the San Diego Zoo, the Bronx Zoo, the Brookfield Zoo, the Cincinnati Zoo, or others. Does your library subscribe to Zoo Books, a publication of the San Diego Zoo? 
  6. Read the Just So Stories of Rudyard Kipling to find out how the elephant got its trunk and other tales. You might want to read one aloud to a (group).
  7. Present a report to a kindergarten or first grade class ...(maybe even a preschool or old folks home) about children's zoos (or and animal in a zoo). Have plenty of drawings and photographs. Include information about the animals that are usually housed in a children's zoo, What baby animals might be there, special exhibits (such as the plastic bubbles for viewing prairie dogs at the Roger Williams Zoo in Providence, Rhode Island), what animals the children could pet, and local children's zoo so you can tell the children about the layout. Are there special educational demonstrations for the children? Consider assisting the kindergarten class with a visit to the zoo.
  8. Make a zoo map for your (home). You might enlarge the map of a zoo your (family) has visited, or you could design a map of your own imaginary zoo. Be sure to tell what continents and types of regions are represented, where the demonstrations are held, and so on.
  9. Do you think you live in the middle of nowhere? Is there no zoo anywhere near you? Well, not every animal lives in a zoo, you know. What other opportunities for seeing animals are available to you? Find out where the nearest National Wildlife Refuge is located. What kind of animals or birds does it protect? Is there a visitor center? Falcon Press, a publisher in Montana, markets books describing where to view the wildlife of Montana and other states. See if your state offices provide a similar publication. Do you live near a national park where you might see wildlife? Does your state have a state fish hatchery? Find out when you can visit. Some states have built fish ladders next to dams so fish can get upstream to spawn. What about aquariums?
  10.  Are you a photographer? Plan to take photographs on your zoo visit.
  11. Would you like to go on a safari to Kenya? How far away is Kenya? How much would it cost to fly there? Check with a travel agent for that figure and to find out the cost of various safaris. What animals would you see there?
  12. Do a report on zoo exhibits. Include the various "cageless" exhibits, such as moats; temperature barriers; oneway glass enclosures; safari-type areas; planting of real trees and bushes, both native and exotic; fake trees and rocks; horticultural exhibits; indoor exhibits; special butterfly and bird exhibits; and nocturnal exhibits.
  13. Research zoo careers--zoologists, veterinarians, keepers, educational personnel, groundskeepers and landscapers, administrators, and food-preparation workers. What other zoo careers are there?
  14. Find out about volunteer opportunities at a zoo near you. How old do you have to be to volunteer? What volunteer programs does your zoo have for teenagers? What are docents? In what ways do you think volunteers could help at a zoo?
  15. Find out about "Adopt an Animal" programs at various zoos. You might want to do this with another (group of people). How could your (family) earn money to adopt a zoo animal? What benefits, besides the obvious one of contributing money to the zoo, do these programs offer?
  16. Investigate special educational programs at a zoo near you. Besides school visits, look into after-school programs, weekend workshops for students and families, and school vacation and summer zoo camps.
  17. Watch the special animal programs on television. Borrow videotapes about animals from your library.

Creative Writing Ideas
  1. Write a mystery about an animal tat disappears from the zoo. Include a school class, their teacher, a parent, a circus performer, a mayor from another city, and anyone else you need as characters in your mystery.
  2. Write a fantasy about a hippopotamus who thought he was a kangaroo.
  3. Write a tune and words for a song about the dance of a rhinoceros, a hippopotamus, or an elephant.
  4. Pretend you're an elephant that shrank to the size of a beaver. What adventures might you have?
  5. Pretend that your parents will not let you visit the zoo. You don't know the reason, and you're trying to find out. It has something to do with an uncle that disappeared, a large dog that your parents once owned, phone calls from Australia, and a rug in your family room. Write the story that you unravel from the clues.
  6. Write an imaginary conversation between a giraffe and a rattlesnake.
  7. If you could be any animal in the zoo, which animal would you choose to be? What would be the best things about being that animal? the worst things? Which animal in the zoo would you least like to be? Why? What animals do you know of that do not live in any zoo? Why don't they?
  8. Write a paper telling why you think it is important for people to support zoos.
  9. Write a paper explaining the important role that zoos play in preserving threatened and endangered species.
  10. Write a history of zoos in the United States or Canada. Where were the first zoos and what where they like?

Plan a Zoo Trip
  1. Make reservations for the zoo visit and special programs during the visit. ... . Does anyone need special help?
  2. What will you take? (lunch; money for admission; snacks; books; souvenirs; clothing for humid rain forest exhibits, unexpected cold or rainy weather; ...individual name tags (if necessary); etc.)
  3. What should you know about the zoo ahead of time? Write or call for a map to study before you go. What are the feeding times for various animals? What is the schedule for special demonstrations?
  4. What else is at the zoo besides the animals? Many zoos are called zoological gardens. What is special about the garden at your zoo? What kinds of bushes, flowers, and trees are there?
  5. Define rules for (all going); buddy system, staying together as a ..., small (group). Will you have specific assignments to complete at the zoo?
  6. What are typical rules at the zoo? Why are there rules like no feeding the animals, no radios, no bikes, no skates, no skateboards, no littering, no dogs or other pets, no running, no loud noises or yelling at animals, no tapping on glass cages, no balloons?
  7. Read before you go. Ask for information about the zoo so you'll know what's going on right now. what's new, what's special. Read about your special animal before you see it at the zoo.
  8. After your zoo visit, talk about it. What did you learn? What did you see that you didn't expect? What will you look for next time?
  9. Write thank-you letters to adults who went with you to the zoo and any special people at the zoo.




                                                                 Zoomath

  1. The operating budget for one zoo is $2,976,118, which it receives from the following sources:
         52% public and government support                                                                 
         37% self-generated
         11% donations
         a. How much money does the zoo receive from each of these sources?
         b. How would a zoo generate income?

      2.  The zoo pays 63% of its budget for wages. How much money is that?
      3.  Animal feed costs $232, 396. What percentage of the total budget is that? Round off your        
          answers to the nearest dollar or percentage. What percentage of its budget does your family
          spend for food?
       4. If the zoo contains 1,300 inhabitants, how much does it cost to feed each animal? Why would
           that figure be a very rough estimate?
       5.  During a five-year period. the following amounts were spent for purchasing new animals:
                     1989--$5,928                    1990--86,773                      1991--25,738
                     1992--14,725                     1993--9,156
           a. What is the total amount spent in the five years for purchase of animals?
           b. What is the average yearly amount spent for the five-year period?
           c. Think of several reasons to explain why the amount varies so much from year to year.
      6.  If this zoo is located on 23 acres, how much room does each animal have? Why is that a VERY
           rough average?
      7.  The following list shows the size of some zoos in the United States:
                    Philadelphia                            42 acres
                    San Diego
                        Balboa Park                       100 acres
                        Wild Animal Park             1,800 acres
                    Bronx                                     265 acres
                    Brookfield                               204 acres
                    Minnesota                              480 acres
            a. What is the average size of these zoos?
            b. A measurement that is often more meaningful than the average is the median. The median is
                found by locating the middle number of the total. The median of the above figures would be
                halfway between 204 and 265 acres. What would that figure be? How does that differ from
                the average?
            c. How many acres does the zoo nearest you have?
       8.  In 1990, one zoo had 870 mammals, 595 birds, and about 1,274 reptiles, amphibians, and fish.
            a. What is the total number of animals?
            b. What percentage of the animals are mammals?
       9.  The food for these animals costs $563,942.
            a. What is the average cost of feeding each animal?
            b. How does that figure compare with the feeding cost of the first zoo in Number 3
                on the preceding page?
      10.  This zoo has the following number of permanent staff members:
                     Animal care                            91
                     Maintenance                           55
                     Visitor Services and Security    24
                     Administration and Support       72
             a. What is the total number of employees?
             b. What percentage of employees are involved in animal care?
       11.  A zoo charges $5.00 for admission.
             a. If 103,241 visitors paid admission, how much revenue did that provide for the zoo?
             b. Would that amount pay a feed bill of $587,000?
             c. If no, where else would the zoo get money to buy the food?
             d. What other expenses does a zoo have besides feed?
       12.  Look at the following list showing the number of animals and species at various zoos:
                                                        Vertebrate Animals                   Species
              Toronto                                         2,739                                481
              Dallas                                          1,456                                 321
              Toledo                                          2,000                                 400
              Los Angeles                                 2,000                                  500
              Philadelphia                                 1,700                                   550
              a. Make a graph to show both numbers for each zoo.
              b. Roughly, what would be the average number of species that the zoos have?
              c. If you could find the average for a species, do you think the number would be meaningful?
                  Why or why not?
 
 

More of June Calendar for Summer Lessons

Posted on August 31, 2014 at 10:56 AM Comments comments (48)
I am so pleased with all the answers I am receiving about the blogs and some of the material. It is very flustering when one is trying to get material to people and the machines just don't get the message that it is important. I do appreciate people being so patient with me.
There are a few more events to me added to June 12 history line from Book (1) as follows:

June 12, 1956 The Official Flag of the U.S. Army was adopted.

June 12,  1974 Little League was opened to girls.

June 12, 1979 Bryan Allen became the First Person to Fly a
Human Powered Aircraft across the English Channel.
He supplied the power of pedaling.


June 13 has two birthdays as follows:

June 13, 1786 Winfield Scott, American army general, was born.

June 13, 1865 William Butler Yeats, Irish poet, was born.

The events are as follows:

June 13, 1789 Mrs. Alexander Hamilton served ice cream for
dessert at a Dinner Party for George Washington.

June 13, 1893 Thomas Stewart patented the MOP.

June 13, 1927 New York City honored Charles Lindbergh
with a ticker-tape parade.

June 13, 1956 British Troops Withdrew from the Suez Canal,
turning over the waterway's operation to Egypt.

Book (1) has got this to say: "Canal mapping-Have your (children) locate the Suez Canal on a world map and name the two major bodies of water it connects. Then ask them to name the major canal in the Americas and locate it on the world map. Which  two bodies of water does it link? Why are canals important?

June 13, 1966 The Supreme Court handed down the Miranda Ruling,
which required that crime suspects in police custody be informed of their rights.

Book (1) says in "Supreme powers-Tell your (children) that President Lyndon Johnson nominated Thurgood Marshall for the U.S. Supreme Court. Then have them use an almanac to find out the nine current Supreme Court Justices and the presidents who nominated each of them. Some people believe a president's greatest power is the ability to nominate Supreme Court justices. Ask your students why this might be true."

June 13, 1983 Pioneer 10 became the First Man-Made
Object to Leave the Solar System.

Book (1) says in "Spectacular space missions-When Pioneer 10 left the solar system in 1983, it was a landmark event in aerospace history. Ask you (children) to imagine the kinds of space missions that might occur over the next 50 years. Have them make a list of their ideas. Then have them draw a futuristic space vehicle and describe its first-of-a-kind mission."


June 14 is full of history starting with the birthdays as follows:

June 14, 1811 Harriet Beecher Stowe, American author who wrote
Uncle Tom's Cabin, was born.

June 14, 1945 Bruce Degan, children's illustrator, was born.

June 14, 1948 Laurence Yep, children's author, was born.

June 14, 1958 Eric Heiden, American speed skater who won
five gold medals at the 1980 Winter Olympics
at Lake Placid, N.Y., was born.

June 14, 1969 Steffi Graf, German Tennis star, was born.

Then there is also all the events for that day as follows:

June 14, 1777 The Continental Congress adopted the
Stars and Stripes as The Official American Flag.

Book (1) gives an activity for the children for this event under "National symbol-On June 14, 1777, the Continental Congress adopted this brief resolution: "That the Flag of the United States be 13 stripes alternate red and white, and that the Union be 13 stars white in a blue field representing a new constellation." But Congress didn't make a sketch of the new flag, so people weren't sure how big the field of blue should be, how to arrange the stars, how many points the stars should have, or how wide the stripes should be. Ask your (children) to design their own flags based on the original resolution. Your (family) will be surprised by all the possible variations. Today, the size, color, and placement of each star and stripe is stipulated by executive order."

June 14, 1834 The First Practical Diving Suit was patented.

June 14, 1834 Sandpaper was patented.

June 14, 1846 Settlers in Sonoma, Calif., proclaimed California a republic.

June 14, 1900 The Hawaiian Islands became U.S. territory.

June 14, 1919 The First Nonstop Transatlantic Flight was
completed after 16 hours.

Book (1) gives the following activity with the title "Flying heroes-Tell your (children) that pilot John Alcock and navigator Arthur Brown flew nonstop from Newfoundland to Clifden, Ireland, despite numerous in-flight problems. For instance, an overheated exhaust pipe turned to liquid and blew away. A snowstorm caused ice to form on the airplane's instruments, and Brown had to climb out onto the wings to chip it away. And a dense fog so disoriented the men that they nearly crashed into the Atlantic Ocean. (The fog lifted suddenly, allowing Alcock to pull up after seeing he was just 100 feet above the ocean.) Challenge your (children) to uncover more details about this historic flight. Then encourage them to create front-page stories or television news reports about these men. (The children)  might also like to role-play Alcock and Brown and answer (others') questions about their adventure."

June 14, 1922 Warren G. Harding became the First U.S. President
to Make a Presidential Radio Broadcast.

June 14, 1938 The Caldecott Medal, for the Most distinguished
American picture book for children, was awarded for the first time.

June 14, 1951 Univac I, The First Commercially Built Computer,
went into operation at the Census Bureau in Philadelphia.

June 14, 1991 The National Video Game and Coin-op
Museum opened in St. Louis, Mo.

June 14 is also Flag Day and Hug Pledge Day


June 15 is just as eventful but has only the following two birthdays:

June 15, 1954 Jim Belushi, American actor, was born.

June 15, 1958 Wade Boggs, baseball star, was born.

Following are the events for June 15:

June 15, 1752 Ben Franklin Flew a Kite during a lightning storm
and proved that lightning is an electrical charge.

Book (1) makes an activity of this most famous event in "High-flying adventures-To mark the day that Ben Franklin used a kite to prove that lightning is an electrical charge, bring in a kite and suspend it from the ...ceiling. Then share Tom Moran's Kite Flying Is for Me with your (children). Next, ask the kids to write and illustrate poems about Franklin's electrifying experiment."

June 15, 1775 George Washington was appointed
Commander in Chief of the Continental Army.

June 15, 1836 Arkansas became the 25th state.

June 15, 1844 Charles Goodyear patented a process for vulcanizing rubber.

June 15, 1854 The First Ice Cream Factory opened.

June 15, 1864 Arlington National Cemetery was established.

June 15, 1877 Henry O. Flipper became the First Black Graduate of West Point.

June 15, 1889 Congress created the National Zoological Park.

Grandma thought there might me a more appropriate spot for the Following Units in Book (57), but as she looks at things this has to be the best spot to start lessons on these following topics:

The first mention here is of National Parks and considering summer is a great time to visit or go to National Parks. A couple of these Grandma will write about and give activities for. She will finish them in November. Consider there is mention of Mountains in these parks Grandma wants you to know also that she has plans to cover that in November if she hasn't already.
The next mention in this event is that of the Zoos. Book (57) has a Unit also to tie with the study of the animals which I feel is best to start here and move these on into September then begin them again in May.
Then it opens the door for the study of insects throughout the summer and into September then picks up again in the spring when butterflies, Ants, and Bees begin to be seen again. Book (57) not only has a section on Butterflies, but a big one on Ants. Grandma feels there should be as much study on bees as well because as one book Grandma has points out there is becoming a problem of many bees dying unexpectedly lately as well as the production of butterflies. Many people believe it is due to the production of Monsanto and other types of pesticides we are developing in our plants for protection. They are contaminating our own water and the cattle's. How can we expect the birds and bees to survive it, as well as the butterflies. Do some research on that in the next few weeks and see what you discover.

"The National Parks" by Pat O'Brien from Book (57) and Grandma will finish it up in November starts out with the following information:

"Four parks, a monument, and a seashore have been selected for study here. They represent areas in the United States national park system that have been set aside for the protection off natural wonders and the enjoyment of the people. Hopefully the information, questions, and wonders that are a part of the nation's heritage.

Grand Canyon National Park
For many years nature has been at work carving a masterpiece. Mountains formed and eroded. Seas covered the area and dried up, leaving layers of sediment. Running water, heat, frost, wind, gravity, uplifting, and faulting have combined to determine the formations of the Grand Canyon. (It is famously visited by many people.)

Vocabulary
Define the following terms: bluff, batte, plateau, mountain, canyon, and gorge.

History
For centuries, Native Americans had made the canyon their home. Most early explorers were looking for land to settle and riches to mine. From their point of view the canyon was awe=inspiring, but not practical.
The first white men to view the Grand Canyon in 1540 were conquistadors in search of gold. John Wesley Powell explored the canyon by boat in 1869. He and his party risked their lives running the white water rapids. As dangerous as it was, he believed it was worth a  great deal to see it. Theodore Roosevelt became aware of the need to preserve the beauty for generations to come. As President in 1908, he declared the Grand Canyon a national monument. It was to become a national park in 1919.
Imagine what these explorers might have said when they first saw the canyon. Make a list of quotes.

Special Study: Rocks (This is where Grandma's families greatest interests are.)
The Grand Canyon is composed of many elaborate rock formations. There are three main classes of rock, igneous, sedimentary, and metamorphic. They are classified by how they are formed.
  1. Collect and identify rocks. Where in nature would you find each type? 
  2. Read to find out how each type is formed, Compile the information into a booklet entitled All About Rocks.
  3. Make rock rubbings. Use them to create a collage.
  4. Compile a glossary to describe the rocks .... .

What to See
Because of the varied elevations throughout the park, There are different climates. Deep in the canyon it is hot and dry. There, desert plants and animals may be seen.
The North Rim features a cool mountain climate. The North Rim is the only place in the world where the Kaibab squirrel may be found.
High desert and mountain climates combine along the lower South Rim. Chipmunks and deer live among the piñon and juniper forests there.

What to Do
There are hiking trails for viewing the various formations and wildlife in the park. In the summer, hiking into canyon is difficult because of the hot, dry climate. Mules also take riders into the canyon. Another view is from the river looking up.
Would you want to see the Grand Canyon by walking along the rim, hiking or riding a mule down into the canyon, flying overhead, or rafting on the Colorado? Survey members of your class to find out which they would prefer. Graph the results.


Hawaii Volcanoes National Park
Within Hawaii Volcanoes National Park there are two active volcanoes: Mauna Loa and Kilauea. These volcanoes are seldom explosive. The magma is fluid and low in gas, producing shield volcanoes, gently sloping volcanic mountains resembling a warrior's shield.
  1. Draw a map of the island of Hawaii. Show the two volcanoes.
     2.  Plan a tour of the area. What other places of interest could you visit?

Birth of an Island
A hot spot, an immense reservoir of molten rock below the surface of the Pacific. Plate, is responsible for building the Hawaiian Islands. Magma is forced up between the cracks of the plate. After contless eruptions of lava, a new volcano grows for thousands of years until it rises above the surface of the sea to form an Island.
  1. If the island of Hawaii "grew" out of the ocean, where did the plants and animals come from?
  2. Use a series of illustrations to show how an island is formed. Write a label for each picture.

Special Study: Volcanoes
The three main types of volcanoes are shield, cinder cone, and composite. Compare the three kinds of discover how they are alike and different.

Something to Do
  1. Organize the information you have collected into a book titled, All About Volcanoes.(Tie this to the unit learned about Disasters I will be finishing this year from Book (57) also.)
  2. Make a diagram showing the inside of a volcano. Include the conduit, vent, crater, magma, steam, and lava flow.

In the Beginning
The early Hawaiians made up stories to explain volcanic eruptions. They believed that Pele, the goddess of fire, showed her displeasure with them by causing eruptions that sent flaming lava down to destroy their homes. Create your own myth to explain how volcanoes are formed. Write and illustrate the story.
Today scientists better understand how volcanoes erupt. They use delicate instruments to predict volcanic activity. They usually know where the eruption will occur but not how powerful it will be."
(That is all Grandma will give about National  Parks for now. Next will be about Zoos and then Grandma will move into Units on Insects.)


Play Ball

Posted on August 29, 2014 at 11:42 PM Comments comments (35)
Grandma is writing when Nebraska will be playing their first football game for the year this weekend. However, she has decided that since much of the work she has given you has been so late at getting there she wants you to understand that much of it can be carried on into September and throughout the year. Whatever it takes to add to the learning. Various sports is one of the lessons Grandma begins with so this could be used as an introductory to that lesson. The history you will receive for the summer months can just be given as that and added to what you have and you can start out again with the beginning of time and move onto each time in history, placing a little bit of the Bible at a time on the line as you cover it.
Grandma has worked very hard to make connection today with the interference of the storms. She kept loosing her wireless router connection today as well as a problem with making InternetInternet connection again. The gal sent out some signals and the rain that had just came down as well as another push on the plug-in to the modem possibly did it finally; after my husband just had to spend $35 on new cords a guy the other day said it might be making part of the problem.
Therefore, Grandma is going to give the rest of the unit in Book (57) on the baseball games she gave some information to you last night from. It is as follows except for the Bibliography I will give you later:

"Take Me Out to the Ball Game!

Whole Group Introductory Activities

Showing a film such as Field of Dreams, The Rookie, Babe, or Rookie of the Year is an excellent way to introduce this unit.(A League of Their Own; which is a movie about women first playing softball or baseball is showing on This ,a movie channel in Omaha, NE, this weekend.) Viewing a televised game, attending a live game, or holding a (group) baseball game are other suitable introductory activities . Before beginning, establish rules for working at the centers and a routine for moving from center to center. (A center is an area of a home or school with each of subjects such as math, social studies, history, language and reading, writing, art, science, and health or physical education. Grandma has area in her home for each of these subjects some are named different things as a work area, Disney area, play House area, Play store, and even another additional area for Media as movies, comedy as jokes, riddles, comics etc. Some things still need some more organization and some things are done at the table still for art, writing, etc.It is getting better and better. Because of my knees I have actually failed to do my gardening totally outside because I cannot stand long at all now, which SSI is not allowing me to call it a disability and want me to go out to a job making phone calls. My husband knows I cannot even do that since I can hardly get about very fast he says. I know I could reach my grandson in danger fast enough a while back though. However, each area can be called simply what it is for either reading, language, social studies, history, writing, art, science, health or physical education even besides the physical games or dances you may preform. Someone stated they felt bowling and golf were not a physical activity. They are very wrong there. I have totally forgotten the teaching of music and that is really one of my favorite subjects to teach and use as a tool for learning. For by the way you can use many things as tools for learning as dolls, decorating rooms, posters, films or making videos, pretending things is even a tool, acting out things or role playing, puppets. Anything you can think to help get the concept through the same as blocks to build with or colored pencils or things drawn on paper; anything to help.) You may wish to set up all centers at the same time and have (the children) rotate through the complete cycle in their cooperative groups, or you may choose to have (the children) complete half the centers and then set up the other half. Another option is to have the (children) complete half the activities in cooperative (work with others) and then allow (the children) to select individually from the remaining activities. You might have students complete some of the activities as individual contracts. (Each unit of topic like baseball to a country to fairy tales might be handled different than even an ongoing subject as all the continents and countries to art and math or an interchange of a play store used as part of math but maybe math in another area or all the individual other areas or centers as well as by itself somewhere. History and the time line might even be handled with only a part of history in an area or an area of study rather than all of it together along with the Bible study on the line as well with many books included for them to read.)

Small Group Activities
Where It All Began

There are several conflicting theories about how baseball began. Some contend it was adapted from cricket.Others state that Abner Doubleday invented the game in Cooperstown, New York, in 1839. (Football grew out of the game we call Soccer, but in Mexico they call Soccer Futbol.) At this center, have students work in cooperative groups to brainstorm possible origins of baseball. Have them select their most original idea and write a myth or legend telling how baseball originated, and then perform a reader's theater version of their story for (others). (Now Grandma might set this up in what she calls the children's work area where they can dress-up to go to work at a desk where there is a pretend computer or real one to use and pretend they are doing it for work then come home to their house area when done and pretend they are working in a restaurant and fixing a meal or go to the store and buy food. Else she may set it up to be done at a play school desk to be done as an assignment in a separate writing area. If she thought of it as a history lesson or social study lesson she may assign it to be done close to those areas. If after a movie she might assign it to be done in another room of the house. This is how it works.)

The Playing Field
Baseball is played on an area divided into an infield of definite measurement and an outfield that varies from ballpark to ballpark. The infield is a square with 90' (27.4 m) sides. The corner farthest from the outfield fence is home plate, and the other bases run counterclockwise. The pitcher's mound is an 18' (5.5 m) circle inclining toward a small rectangular rubber slab in the center. It lies inside the square, 60' 6" (18 m) from home plate. The outfield ends at an outer fence, and its distance from home plate varies with the shape of the field. The fence is usually about 250' to 450' (76 to 137 m) from home plate.
Provide (the children) with the above information, and have them work ...to sketch a blueprint of their "ideal" ballpark (at the work desk as mine, an art table, little school desk, the health, physical education area, reading and language area, math area, history area, newspaper writing area, or the social study area if not where they watched a movie with you.) Have them create a scale model of the park. Encourage (the children) to consider dugouts, dressing rooms, concession booths, parking, washrooms, press box, handicapped accessibility, and anything else that is necessary to their plans. When (the children) have completed their models, have them "sell" their ideas to (you or others).

How Many Miles?
At this center, provide students with the formula for calculating area, perimeter, and circumference. Have them create ballpark problems involving running the bases, outlining the base path, and edging the pitcher's mound. Ask (the children) to include realistic problems in which the calculation of area, perimeter, and circumference is necessary. Have each ...write its problems so that (another person) at the center (if their could be a friend, relative, etc.) can solve them and add problems of their own. When all (children) have completed the practice area, perimeter, volume, circumference, and so on. I would use a separate math area or where the movie or maybe the work area for this unless it was near the history area.)

The Great Baseball Machine

Several machines have been invented to use in ballparks. These are machines that provide easy maintenance of the ballpark, line the field, sell tickets and record sales, provide music and other special effects in the stadium, and assist ball players with their practices. There are even machines that measure the speed of a pitch, computers that record statistics, and pitching machines. (Think of even the things they have in video games now.) At this center, have (the children) brainstorm possible technological advances which might occur in the future of baseball. Have (the children) select their best ideas and draw sketches or create models of them to "sell" to (others).

Let's Hear It for the Team!
At this center provide lists of baseball teams currently in the American and National Leagues. ... Also provide (the children) with a list of Baseball Hall of Famers (which Grandma already provided you with.) Have the (children) reach a consensus on a perfect ball team. Invite (the children) to create their own "dream teams" by selecting members  from any present or past baseball team for each of the nine positions, designated hitter, and coach. Have (the children) share their line-ups with (others as yourself or the person they are learning with), indicating the player in each position. Ask (the children) to justify their choices by using player statistics. Have them name their new teams and create uniforms for the newest additions to the league!

Shoeless Joe
W.P Kinsella is a modern North American writer who has won great acclaim for his tales of baseball in the Midwest. Perhaps the best known of these is Shoeless Joe, from which the movie "Field of Dreams" was adapted. At the center, provide book excerpts and a selection of novels about baseball. Have the (children) read selections and attempt to write their own baseball stories in which local characters are brought to life. (From what I have told you, I will let you decide where the best place for this would be-maybe use it as a homework assignment-to give them plenty of time for it.)

ERAs and RBIs
At this center, provide baseball cards and other sources that identify player statistics. Have the (children) examine the statistics of ten players and create charts or graphs comparing the players. In their presentation to (you or others), have (the children) share why they selected their ten players. Have the (children) create mathematical problems involving average (mean), median, and mode statistics using the information from player cards. Have (the children) submit these problems for later use in mathematics. ... .(This is a third thing that could be used in a math center by itself. They could be given one a day.)

Casey at Bat
At this center, provide students with a copy of "Casey at Bat" and any other appropriate baseball poetry.  Have the (children) use the ideas to create sequels telling what happened to Casey, write their own original baseball ballads, or write prose playscript selections of Casey's batting incident for presentation as plays.

Take Me Out to the Ball Game
At this center, provide a recording of "Take Me Out to the Ball Game" or any other baseball songs. Have the (children) create baseball rally songs for their favorite teams and teach them to the (you and others)!
(Now Grandma would do this in her Music area which is also in the living room with much of the reading and Social Studies.)

Baseball Trivia
At this center, provide baseball cards, trivia books (see bibliography), and Trivial Pursuit™ or another trivia game. Have (the children) work cooperatively to create their own baseball trivia cards. Have each (child) at the center read the cards that are already there and add their own original cards to the cooperative ...game. They can use friends or family members to help them with this lesson.

Baseball Bibliography
Have (the children) examine the bibliography provided at the end of this unit. Have them use baseball books, card catalogs, electronic encyclopedias,and other sources to create their own annotated bibliographies with at least twelve books, pamphlets, audio-visual resources, journals, and resource people.Show (the children) a sample style for an annotated bibliography.
(I Grandmother does not or cannot provide you with this Bibliography as she will try wait 'till she can for this or obtain what you can from the library.)

Baseball Hall of Fame Greats
At this center, provide pictures of famous ball players. Have (the children) use pen and ink, charcoal, or paint to create their own portraits of present or future Hall of Fame players. (Guess what center Grandma would use here.)

Cricket/Baseball Controversy
For decades, the controversy has raged over which is the better sport--baseball or cricket. Have the students examine material explaining how each game is played and prepare charts showing similarities and differences between the two sports. Have them consider such things as: rules, cost, equipment, playing fields, officials, number of players, and skills required. Have them prepare a statement defending one of the games as the greater sport and providing supporting reasons for their choice. (A good assignment for your newspapers.)(If you had not finished out your yearbook, it would be a good time to now also.)

I'm Conducting a Survey
At this center, have (the children) prepare questions examining preferences for games watched and games played. Encourage them to include both males and females of different age groups, levels of education, occupations, and socioeconomic levels as they conduct their surveys. Invite (the children) to include as many sports as they wish, but have everyone include baseball as one of the choices. Have (the children) conduct their survey with relatives, neighbors, school friends, and so on. Then have them compile their data individually and (together with others) and analyze the results. Have them prepare charts and graphs to share their data with (you and others).(Maybe this would be best as homework but as part of a math center and the newspaper area.)

Baseball Food(Remember fruits and vegetables are part of June's monthly project and that of food is important in lessons for September.)
For years, hot dogs, soda, and pretzels have been considered ballpark food. Have (the children) brainstorm other foods they could sell at their new ballparks. Have them select and prepare marketing campaigns to "sell" their new ballpark food to (you and others).

The Quiet Hero
Provide biographical information of famous ball players, past and present. Have each (child) select a player and use the "Bio-Poem" format (Grandma is providing below) to create a bio-poem for that player. Have (the children) create pencil sketches of these players to illustrate their poems. Display completed editions of the poems and sketches, then mount them in a book for the (family, friends, and others). (This part even though it has parts of art which could be part of the newspaper or yearbook areas, but Grandma still would probably make it part of the language area. However, language could be part of the newspaper or yearbook area vice versus.)
Bio-Poem Pattern
Line one: Poem title (Person)
Line two: Three adjectives to describe the person.
Line three: A significant accomplishment.
Line four: A detail of early family life.
Line five: An early career/school accomplishment.
Line six: Something for which you will remember this person. The reason you picked (them).
Line seven: A word, phrase, or saying synonymous with this person's name.
                   (Example: The "Say Hey" kid.)

The Great American Pastime
It has been said that baseball is woven into the fiber of American life--that within the game, all the lessons of life can be learned. Have (the children) work (you or friends) to brainstorm the lessons about life that can be learned on the ball field.

Indoor Baseball
Have (the children) consider how baseball could be played in a living room or recreation room (or as a board game or video game) with young children. Have them rewrite the rules and redesign the equipment to adapt the game to the change in setting and age group. Have them demonstrate the new game with a group of primary children in a gym, library, or classroom.

Great Moments in Baseball
Provide biographical materials about Baseball Hall of Famers. Have (the children) select members of the Baseball Hall of Fame listed and what might be added since the time of Book (57) in the 1990's. Have each (child) prepare a one-page biographical sketch of a player's great moment in the sport. The data should include: stats, position played, teams played for, family life, date of birth and death, and any other interesting facts. Have (each child) check their chosen players off the list so that the next (child) does not select the same player. Completed pages may be bound, illustrated, and placed in the (house or a special place).

What Makes a Great Coach?
Have (the children) brainstorm the characteristics of a good coach. When the (children) have made a long list, have each (child) create an extended simile. Provide the following examples: a good coach is like a parent; a good coach is like a guardian angel; a good coach is like a good sandwich. When each (child) has written a simile, have them complete their comparisons using data from their list of characteristics.(Another good project for the newspaper, yearbook, or language center or area. By the way folks the newspaper and yearbook could be a part of the language area or center. Else the language a part of the newspaper and yearbook area or center. Art could be a part of it all also.)

Baseball in a Box
Have (the children) use the rules of baseball to create a baseball board game for 8 to 10 year olds. Have them write the rules and package the game attractively.

Cartoon Capers
Have (the children) examine comic strip sequences of the Charlie Brown baseball series. Have them create their own cartoon characters with baseball as the topic for four-frame comic strips.(use your own judgement here of where to do it)

The San Diego Chicken
Many major  league teams have a mascot. The Toronto Blue Jays have the blue jay, the St. Louis Cardinals have a cardinal, the Detroit Tigers have the tiger, and the San Diego Padres have the famous chicken. Have the students create team mascots for their local or created baseball teams. Then encourage them to design costumes and routines for these mascots. (This gave Grandma a great addition to this unit of using puppets to play out games or act them out themselves.)

Field of Dreams
Artists like Ken Danby have captured the magic of a sport in their art. Invite (the children) to work cooperatively (with you or group of friends, etc.) on a mural that captures the magic of baseball. Before beginning, have (the children) discuss how to represent their ideas in a mural. It would be helpful to provide pictures relating to baseball at this center. This mural can be on paper, a poster, or a wall if wish.

Whole Group Concluding Activities
The main purpose of the concluding activities is to share the products of the various centers and to celebrate the learning that has taken place. Any or all of the following activities would constitute a fitting finale for this unit.
  • Share products of the centers through displays, presentations, newspaper coverage, an open house, an assembly, and so on.
  • Go to a live ball game.
  • Have "Baseball Day" in which each (child) wears team apparel, has baseball food for lunch, sings baseball songs, and plays a school baseball game or tournament.
  • View a film, such as The Rookie, Field of Dreams, Babe, or Rookie of the Year.


Non-Fiction Bibliography
Angel, R. Once More Around the Park, 1991.
Allen, E. Baseball: Play and Strategy, (3rd ed.), 1983.
Appeal, M. and Goldblatt, B. Baseball's Best: The Hall of Fame Gallery, (rev. ed.), 1989.
______, Baseball Encyclopedia, (6th ed.), 1985.
Child, M. How to Play Baseball, 1951.
Einstein, C. The Pitcher's Story, 1967.
Honig, D. When the Grass Was Real, 1975.
James, B. Historical Baseball Abstract, (rev.ed.), 1988.
___, The Baseball Book, 1990.
Kahn, R. Good Enough to Dream, 1985.
Laird, A. W. Ranking Baseball's Elite: An Analysis Derived from Player Statistics 1893-1987,1990.
Levine, P. Spalding and the Rise of Baseball: The Promise of the American Sport, 1985.
Mantle, M. The Quality of Courage, 1964.
Mays, W. My Secrets of Playing Baseball, 1967.
Petersen, R. Only the Ball Was White, 1985.
Reichler, J. The Baseball Encyclopedia. (6th ed.), 1985.
Ritter, L. The Glory of Their Times, 1984.
Robertson, J. OK! OK! Blue Jays, 1983.
Seymour, H. Baseball: The Early Years, 1960.
____, Baseball: The Golden Age, 1971.
____, Baseball: The People's Games, 1991.
Smith, R. World Series: The Game and the Players, 1967.


Fiction Bibliography
Archibald, J. Bonus Kid, 1959.
____, Shortstop on Wheels, 1962.
Brossman, J. Pennant Race, 1962.
Gelner, S. Baseball Bonus Kid, 1961.
Jackson, C. Hillbilly Pitcher, 1956.
Kinsella, W. P. Shoeless Joe, 1982.
____, Box Socials, 1989.
____, The Iowa Baseball Confederacy, 1979.
____, The Dixon Cornbelt League, 1992.
Porter, M. Winning Pitcher, 1960.
Russell, P. Going, Going, Gone, 1967.
Scholefield, E. Tiger Rookie, 1966.
Scholtz, J. Base Burglar, 1955.
____, Center Fielder Jinx. 1961.
Tunis, J. Highpockets, 1948.
____, Keystone Kids, 1945.
____, Rookie of the Year, 1944.
____, The Kid from Tompkinsville, 1940.
____, World Series, 1941.
____, Wells, B. Five Yard Fuller of the New York Giants, 1967.
Wallop, D. The Year of the Yankees' Pennant, 1964.
Zanger, J. Baseball Spark Plug, 1963.

Some of June for Summer

Posted on August 28, 2014 at 10:45 PM Comments comments (34)
Grandma left off on the birthday of Jacques Cousteau June 11 we will continue with the following:
 
1945 birthday of Robert Munsch, storyteller and children's author
 
1956 birthday of Joe Montana, professional football quarterback
 
Book (1) has an activity called "Sports role models-When Joe Montana started playing sports in grade school, he'd anxiously wait for his father to return from work so they could practice football drills. To develop his passing accuracy, he practiced throwing a football through a moving tire swing. While practicing, he and his best friend would pretend to be stars on the Notre Dame football team. Ask your students to name the athletes they try to emulate."
 
The events for June 11 are as follows:
 
1895 Frank and Charles Duryea were granted a patent on the first Successful Gasoline-Powered- Automobile in the United States.
 
1912 Joseph H. Dickinson of Cranford, N.J., patented the Player Piano.
 
1919 Sir Barton became the First Horse to Win the Triple Crown.
 
1978 A dog named Martha Faye set the Canine Distance Record
for Frisbee Catching when she caught a 334.6-foot toss.
 
1988 Adragon Eastwood Demello--age 11 3/4--became
the Youngest College Graduate on record.
 
It is also Race Unity Day
 
The next day of concern is June 12 as follows:
 
1806 is the birthday of John Augustus Roebling, German-born American
engineer who designed the Brooklyn Bridge
 
1817 is the birthday of Henry David Thoreau, American writer
 
As given in Book (1) under "Simplifying one's life-At the age of 28, Henry David Thoreau built and moved into a cabin on Walden Pond near Concord, Mass. He lived there alone for the next 2 years, growing beans, observing nature, and writing. In large part, Thoreau retreated to Walden Pond to find out what he needed for a fulfilling life and what he could do without. He believed that many of the things society considered necessities were in fact merely distractions, and that the pursuit of them led people to overwork themselves and, in the process, to become unhappy. So he tried to pare his life down to the essentials. Present these ideas to your (children). Then ask each of them to create a list of things that are important in their lives. They might get ideas for the list by thinking about what they spend their time doing. Lists might include such things as housing, TV, music, sports, a VCR, (now DVD's. computer games as well as other games), toys, nice clothes, a bike, (skateboarding), and a telephone. Next, ask the children each to examine their list carefully and to put a check mark next to any items that aren't really necessary but that add significantly to the quality of their life. Have them explain why. Then have them put an X next to any items they could do without and not miss, again telling why. Finally, ask the kids what, if anything, they learned from this exercise."
 
1827 is the birthday of Johanna Spyrl, Swiss author who wrote Heidi
 
1924 is the birthday of George Herbert Walker
Bush, 41st president of the United States
 
1929 is the birthday of Anne Frank, German-Dutch diarist
 
The events for June 12 are as follows:
 
1913 The First Animated Cartoonist, The Dachshund, was released.
 
1917 The Secret Service extended its protection to the president's family.
 
1922 The First Documentary Film--Robert Flaharty's
Nanook of the North--was released.
 
1939 The Baseball Hall of Fame opened in Cooperstown, N.Y.
 
Book (1) says in an activity under "Halls of fame- Tell your (children) the names of the five original members of the Baseball Hall of Fame: Babe Ruth, Honus Wagner, Christy Mathewson, Walter Johnson, and Ty Cobb. Next, have (the children) choose an area of interest and create a "Hall of Fame" for it by selecting five charter members. Have the kids present their choices... ."
 
Book (57) has a unit on Baseball I forgot to mention. In it they give a list of "Some Hall of Famers:
 
Mickey Mantle               Jackie Robinson          Babe Ruth                     Ted Williams
Sandy Koufax                Cy Young                    Abner Doubleday            Branch Rickey
Ferguson Jenkins           Roy Campanella          Christy Mathewson         Hank Aaron
Joe DiMaggio                 Whitey Ford                Ford Frick                      Willie Mays
Lou Gehrig                     Juan Marichal              John McGraw                 Frank Robinson
Satchel Paige                Jim Thorpe                   Honus Wagner               Walter Alston
Johnny Bench                Lou Brock                    Happy Chandler              Bob Feller
Billy Martin                     Carl Hubbell                 Joe McCarthy                 Nolan Ryan
Warren Spahn                Tris Speaker                 Roberto Clemente           Bob Gibson
Lefty Grove                     Al Kaline                      Joe Morgan                    Carl Yastrzemski
Kenesaw Mountain Landis                                  Albert Goodwill Spalding
 
(Grandma will have to finish this in the morning. Problems have dragged her down today that had to be dealt with. The wires on the wireless may be too old and creating a problem but Hughes Net decided to change the security system to the lap top I used in Mexico because it had a problem. Therefore, we went through a whole day session. Now we should be able to finish in prayers. I might get new cords before I finish though. Take care. I will start early and work on.)             

last part of Fishes

Posted on August 28, 2014 at 1:37 AM Comments comments (29)
Grandma had this started last week upon returning from Mexico and her computer system did not want to cooperate. I was set up for a repairman from Hughes Net on September 8th. They called me Monday and said they were coming this Wednesday. What a relief, I was setting up for the library again. The repairman worked in the afternoon and then I called the Hughes Net technicians again and they decided it may also mean it was a bad connection wire which after some signals from him and a switch on wires it began to pick up Internet. I can finally finish the summer work for you. I looked back and classes for my homeschooling did not start till September 8 and the Unit in Book (57) on Oceans would be good to start the lessons again this fall. I will be checking my lessons this year, adding material, and making corrections. I will also add any product I can and work with more people that might help us carry further.
Grandma will finish the unit in Book (57) right now and move back into Book (1) for more Calendar History Line material and activities for June covering Clowns in Book (57). Then Grandma will move into Book (1) with July Calendar History for the Line covering a unit of the Universe in Book (57) and the Calendar History of August. I will work very hard with some long days. The Unit on Oceans in Book (57) should tie us right into the next learning year of Home Schooling.
I will also be giving that book list soon and the material I want to give you from Patricia Gallagher. There are four more activity pages in the Unit on Fishes in Book (57) as follows:
 
"Something Fishy
 
Some fish have interesting names. Choose one of the fish below. On a separate piece of paper, draw a picture of an imaginary fish that fits the name. Below the picture, draw a fictional account describing the creature's features and habits. Then do some research on the fish you've chosen. On a second piece of paper, draw a picture of what the fish really looks like. Below the picture, write factual information about it. Display the papers side by side, or make a booklet by putting your contributions together with those of your (family). Have a contest to design a cover for this unusual "Picture Fishionary." (Some of these fish may have a seperation in the name from the part of the word "fish" to find them.)
 
clown fish                 oarfish                   filefish                  crocodile fish                  hatchet fish
flashlight fish             needle fish             trumpet fish          turkey fish                      batfish
cookie cutter shark    balloonfish            lantern fish            boxfish                           sailfish
hammerhead shark    goosefish              dogfish                 catfish                            sea horse
porcupine fish            sawfish                 jewel fish              stonefish                         lionfish
squirrel fish                butterfly fish          angelfish               tiger shark                      striped drum
parrot fish                  nurse shark           pipefish                 guitarfish                        carpet shark
 
Coral Challenge
 
                                                                                                              Yes              No
Coral formations are made up of many tiny       brain                                     G                P
animals called Coral polyps. Most of a coral     beadlet                                  U                R
formation is made up of the skeletons of          star                                       E                O
these creatures, but the outside of the             staghorn                                A                S
formation is covered with living coral polyps.     goosefoot                               N                T
The polyps have tentacles that are used to
poison small creatures and then push them     whelk                                     C                B
through the mouth into the stomach. Since      elkhorn                                   A                L
each coral formation can be made up of           organ-pipe                               R               A
millions of polyps, it is staggering to think of    Venus's flower basket              M               R
the number of creatures it would take to form   snakelocks                             O                I
a reef more than 1200 miles long. Such a        abalone                                  A                E
reef does exist. To find out the name of this     lettuce                                    R                S
reef, look at the creatures listed. If the
creature is a kind of coral, circle the letter        flower                                      R                H
under the "yes" column. If it is not a kind         crown-of-thorns                        O                E
of coral, circle the letter under the "no"            mushroom                               E                L
column. You will have to use reference            crumb-of-bread                         L                F
materials and maybe even guess at some
of the answers, but keep working on this         What is the mystery place? ___________________
activity until you get an answer that makes
sense.
 
 
 
 
(second page)
 
 
 
Fishy Crafts
 
Balloonfish: Blow up a balloon of any size and shape desired. Tape on paper fins, eyes, etc. Add details with markers. Try changing another balloon into a sea creature other than a fish.
 
Stonefish: Paint a smooth, clean stone to look like the body of any fish desired. Glue on additional
paper parts if desired.
 
Cookie cutter shark: Use cookie cutters shaped like sharks of other sea creatures to make animals from modeling clay or dough.
 
Jewel fish: Mix 1/2 cup flour, 1/4 cup salt, and 1/6 cup water together in a bowl. Knead the dough with your hands. Add a little flour if the mixture is too sticky or a little water if the mixture is too dry. Then
use the dough to mold a shark medallion, sea horse necklace, clown fish charm, etc. Be sure to poke holes in jewelry to which you will add string or cord when dry. (Grandma suggests adding jewels to it if you wish. The picture shows it looking like a shaped piece of diamond or cut jewel. I suggest trying some food coloring if you wish.)
 
Boxfish: Cut a fish shape out of a piece of paper. Place a dab of tempera paint on the inside corners of a box lid. Put your fish shape in the center of the box lid. Place a marble in the box lid and tilt the box lid back and forth so the marble moves around and paints a design on your fish.
 
(pictures on these two pages are as follows: The first page has a scene of coral a fish, star fish, sponge, and a sea anemone on the bottom of the sea; the second page shows pictures of the jewel fish, balloon fish, a needle fish, a guitar fish, and a saw fish. The rest of the second page follows:)
 
Underwater Scene
 
The sea is filled with colorful sponges, sea anemones, corals, sea urchins, sea cucumbers, and sea lilies. In places where they are found, the sea bottom looks like a beautiful underwater garden. The flower-like appearance of these individuals, however, is deceiving. Though many have names like Venus's flower basket and rose coral, they are not plants. They are animals.
Make a diorama of an underwater scene, or better yet, transform your (learning area or home) into an undersea world. Use crepe-paper streamers for seaweed, inverted paper cups with thin strips of tissue paper for sea anemones, and painted paper sea creatures hanging from the ceiling. Add some seashells, clay snails, and starfish to the floor in areas where they won't be stepped on. Be sure to display some of the activity sheets and projects from this unit.
 
 
 
 
 
 
 
 
 
(Following is page 3 of the rest of the end of the unit:)
 
 
 
 
Vocabulary of the Sea
 
Use any reference materials available to help you complete this activity. Color the spaces according to the color code.
 
        fish-yellow                  mammals-green        mollusks-blue         all others-red
 
walrus             
humpback
whale
sea otter
flounder
lobster
sea
urchin
bottlenose
dolphin
halibut
clown
fish
swallower
coral
angler
dugong
manatee
narwhal
grunion
shrimp
sea
anemone
sole
hammerhead
shark
sea lion
whale
shark
barnacle
sturgeon
death
 puffer
sea
horse
clam
barracuda
snail
 
killer
whale
seal
harbor
porpoise
stonefish
Portuguese
man-of-war
 
turtle
starfish
tuna
mussel
moray
eel
conch
sponge
 
snapper
oyster
cockle
limpet
 
sailfish
bass
abalone
stingray
squid
 
 
jellyfish
manta
ray
sea slug
octopus
scallop
  
 
 
  1. Make up as many words as you can from the letters in stonefish. Then choose any of the animals above and make up as many words as you can from its name. Have a contest to see whose choice yields the most words.
  2. Make rebus puzzles out of five of the creatures above. Give them to other (friends) to solve. Your puzzles can use clues that look like parts of the answer or they can yield the exact spelling. Some examples are given. (It shows rebus puzzles as different small pictures of things with plus or  minus signs in between giving the names of the pictures together to form a name. For instance they used a bottle, plus a nose, plus a doll, plus an arrow showing the fin of a fish to make the word bottlenose dolphin; then they used a corn on the cob, plus a chain minus rain to make the word conch.)
  3. List the mammals in alphabetical order. As a super challenge, list all the creatures in alphabetical order.
  4. Scramble the letters in ten of the words. Exchange your ten words with those of a classmate. Without looking at the words given in the chart, unscramble as many of the exchanged words as you can in ten minutes. Score one point for each correctly-spelled word. The winner is the one with the most points.
  5. Cut out the squares in the chart and place them in a fish bowl or other container. Play this game with one other player. Without looking, choose a square. Read the creature's name to the other player. If he or she can spell it correctly, the player may keep the square. If he or she cannot spell it correctly, the player may look at the correct spelling, then put the square back into the bowl. Take turns choosing words for one another to spell. The winner is the one with the most word squares at the end of ten minutes or when the container is empty.
  6. Choose five of the creatures in the chart. Write sentences with words beginning with the letter in the creature's name. These can serve as a mnemonic device for helping you to remember how to spell the words.
 
 
 
 
 
(Following is the fourth and last activity page of the fish unit:)
 
 
 
 
 
Math and More Creature Feature
 
Solve the problems to fill in some of the blanks. Use the following words to fill in the other blanks: sea wasp, coelacanth, giant squid, megamouth, narwhal, sunstar, and sea otter.
 
  1. The ___________________wraps itself in kelp to keep from floating away while it naps. It likes to eat mollusks and cracks them open by banging them against a stone which it rests on its chest. Hunted for its fur, it became extremely rare at one time. An international agreement  in ___________________(784 + 849 + 278), however, helped to save this creature from extinction. (Extra: Make a list of water creatures that are endangered. Write a report about one of them.)
  2. The __________________is a jellyfish with ________________(225 + 15) tentacles, each of which may be more than __________(2 x 3 x 5) feet in length. Its sting is almost always  lethal to humans. (Extra: This creature's name is misleading. The horseshoe crab, the sea spider, the cuttlefish, and the crab-eater seal also have misleading names. Find out why their names do not correctly describe them. Then make a list of other misleading sea creatures' names.)
  3. Oceanographers first learned of the existence of the shark called _______________________in _______________________(892 + 196 + 888) when it was caught by accident and hauled aboard a US Navy vessel. The inside of its mouth glows in the dark, possibly to attract the small animals it feeds upon. (Extra: Pretend you are a newscaster. Give a one-minute account of the discovery.)
  4. Scientists thought the __________________had been extinct for more than___________________(12 x 5) million years until one was caught off the coast of South Africa in ____________________(2020 - 82). (Extra: Write a headline and newspaper article about this catch.)
  5. With a diameter of ________(104 + 63 + 203) cm, the eye of the _______________is the largest of any animal. In comparison, a human eye is only about _____(24 ÷ 8) cm in diameter. The creature can be _________(10 x 5)feet in total length and can weigh _________(36 ÷ 18) tons. (Extra: Find out interesting facts about the eyes of the following: octopus, flounder, and horseshoe crab.)
  6. Of all the whales, the _______________can be found the farthest north. This whale has only _________________(301 - 299) teeth. In the male, one of the teeth pierces the upper lip and grows outward to form a tusk that reaches a length of about ______________(72 ÷ 8) feet. (... brainstorm a list of possible uses for the tusk.)
  7. Many people think starfish, or sea stars, always have __________________(60 ÷ 12) arms, but the number of arms varies among different species and sometimes even among individuals in a species. A ______________________ for example, may have _____________________(2 x 2 x 2) to ___________________________(600 - 587) arms. When a starfish loses an arm, it can grow a new one as long as its central disk is still intact. (Extra: Show friends and relatives a picture of a basket start and ask them what it is. Share some of the funniest guesses ... .)
 
 
 
(that's it till tomorrow folks--thanks for your patience)

Fishes con't.

Posted on August 15, 2014 at 1:25 PM Comments comments (31)
Grandma will finish the unit on fish in Book (57) here. She will next give you the Unit on Oceans which she have given first. She has a unit on bugs; one on ants; and one on butterflies all in Book (57). Then Book (57) has a unit on clowns and space for June and July so watch for them. Following is the rest of the fish:

"A Tale of Travel

Many aspects of the incredible migration and breeding habits of the European eel remain a mystery to science. Adult European eels live in fresh water for a time, Then they move toward the sea and change into saltwater fishes. Their color changes to silver and their eyes get larger. Then they migrate more than 3000 miles across the atlantic to their spawning grounds in the Sargasso Sea. When the larva hatch, they are aided by ocean currents in their three-year jouney across the Atlantic to the coast of Europe. When they arrive, they change into baby eels and make their way upstream into European rivers, where they live as freshwater adult eels.
Write a fictional account of the eels' travels and adventures. What attractions might they stop to see? Salt Disney World? Whale National Park complete with spouting "geysers?" Where do the eels spend the night? Motel 6? Where do they stop to eat? At an oyster bar? Write about the itinerary for the whole migration.

Clowning Around
Grandma will finish the unit on fish in Book (57) here. She will next give you the Unit on Oceans which she have given first. She has a unit on bugs; one on ants; and one on butterflies all in Book (57). Then Book (57) has a unit on clowns and space for June and July so watch for them. Following is the rest of the fish:

"A Tale of Travel

Many aspects of the incredible migration and breeding habits of the European eel remain a mystery to science. Adult European eels live in fresh water for a time, Then they move toward the sea and change into saltwater fishes. Their color changes to silver and their eyes get larger. Then they migrate more than 3000 miles across the Atlantic to their spawning grounds in the Sargasso Sea. When the larva hatch, they are aided by ocean currents in their three-year jouney across the Atlantic to the coast of Europe. When they arrive, they change into baby eels and make their way upstream into European rivers, where they live as freshwater adult eels.
Write a fictional account of the eels' travels and adventures. What attractions might they stop to see? Salt Disney World? Whale National Park complete with spouting "geysers?" Where do the eels spend the night? Motel 6? Where do they stop to eat? At an oyster bar? Write about the itinerary for the whole migration.

Clowning Around

Sea anemones have sting cells along ther tentacles that are used to kill the small creatures they eat. A small, brightly-colored fish called the clown fish, however, is able to swim freely near the sea anemone. The mucous coat cavering the clown fish is different from that of other fishes and does not trigger the sea anemone's sting cells. Thus, the clown fish attracts fish for the sea anemone to consume but is protected from predators that cannot swim safely near the sea anemone.
Write about an underwater circus and/or carnival complete with clown fish, lionfish tamer, prancing sea horses, dogfish tricks, a swardfish swallower, and elephant seals.

School Days
Grunion are small fish with unusual spawning habits. Schools of grunion strand themselves on the beach after high tide on nights following a full or new moon. The female quickly lays about 3000 eggs in the sand, the male fertilizes them, and then the adults are carried back into the ocean with the next wave. The eggs are left behind, hidden in the sand. They hatch two weeks later when they are jostled around and carried out to sea by the waves of the next high tide.
Write about school for the grunions or any other fish that swim in schools. What is a typical...school ...like? What school supplies are needed? What subjects are studied? Do pre-schoolers learn the "elverbet" (an elver is one name for a baby eel)
Sea anemones have sting cells along ther tentacles that are used to kill the small creatures they eat. A small, brightly-colored fish called the clown fish, however, is able to swim freely near the sea anemone. The mucous coat cavering the clown fish is different from that of other fishes and does not trigger the sea anemone's sting cells. Thus, the clown fish attracts fish for the sea anemone to consume but is protected from predators that cannot swim safely near the sea anemone.
Write about an underwater circus and/or carnival complete with clown fish, lionfish tamer, prancing sea horses, dogfish tricks, a swardfish swallower, and elephant seals.

School Days
Grunion are small fish with unusual spawning habits. Schools of grunion strand themselves on the beach after high tide on nights following a full or new moon. The female quickly lays about 3000 eggs in the sand, the male fertilizes them, and then the adults are carried back into the ocean with the next wave. The eggs are left behind, hidden in the sand. They hatch two weeks later when they are jostled around and carried out to sea by the waves of the next high tide.
Write about school for the grunions or any other fish that swim in schoools. What is a typical...school ...like? What school supplies are needed? What subjects are studied? Do pre-schoolers learn the "elverbet" (an elver is one name for a baby eel)? Do older children take Fish Hooks 501? What extracurricular activities are offered? Baseball played with a pearl? Spanfish Club? Write about any school-related topics you can think of, such as report cards, lunch, and recess.

(following is a math page)


                  "Addition" al Fish Fact Fun

Solve each problem. Then fill in the letter of the answer that matches each puzzle space.

   A  37+48 =                        G  78+18 =                   N  71+19 =             T  19+58 =
   B  15+29 =                        H  63+28 =                   O  69+29 =             U  65+29 =
   D  66+16 =                         I   14+67 =                   P  25+48 =             Y  57+19 =
   E  26+69 =                        L   52+18 =                   R  43+19 =
   F  49+26 =                        M  36+27 =                   S  17+57 =

1. This fish can leap out of the water and thenoar above the sea using its large pectoral fins.
    These fins can have a span of more than twenty feet from one tip to the other. A loud,
    thunderous clap can be heard when this creature's 3000-pound body reenters the ocean. The
    leaps are a good way to escape enemies and shake off parasites.

                        ____ ____ ____ ____ ____           ____ ____ ____
                         63     85    90     77    85               62    85     76

2. The eggs, blood, and some of the body organs of this fish contain a poison which is deadly to
    humans, yet the flesh can be eaten and is considered a delicacy in Japan. Those who eat this
    fish are putting their lives in the hands of a fugu cook. During preparation, the specially-trained
    cook must take special precautions against contamining the flesh with the poisonous parts.


              ____ ____ ____ ____ ____         ____ ____ ____ ____ ____ ____
                82    95    85     77     91            73    94     75     75    95     62

3. Because its body structure is so rigid, this fish moves very slowly through the water. It uses its
    prehensile tail to hang onto coral and plants so it doesn't drift far out to sea. The female
    deposits her eggs in the male's pouch. The young remain in the pouch until they are well-
    developed.


                             ____ ____ ____        ____ ____ ____ ____ ____
                               74    95    85            91     98    62    74     95

4. When larger fish are bothered by small animals clinging to their bodies and feeding on their
    blood, this little fish comes to the rescue. It performs a valuable cleaning service by eating the
    parasites which are a nuisance to other fish.


              ____ ____ ____ ____ ____ ____        ____ ____ ____ ____
                44    85    62     44     95    62            75    81     74    91

5. Because this fish lives at depths where no light penetrates, it carries its own bioluminescent
    light at the end of a "rod" which it uses to attract prey. Since it can be difficult to find a mate in
    dark water when needed, the female, which grows to about  four feet, carries the small 2 to 3-inch
    male along with her. He uses his jaws to fasten onto her body. Then his blood supply becomes
    connected to hers, and he depends on her completely for nourishment and oxygen.


    ___ ____ ____ ____-____ ____ ____          ____ ____ ____ ____ ____ ____ ___ ____ ____ ____
      82  95    95     73     74    95    85              85     90    96     70    95     62    75   81       74    91

(more pages to come)              

Whales con't.

Posted on August 14, 2014 at 2:28 PM Comments comments (33)
     12.  Compare modern methods of capturing whales to those of the 1800s. Take into account that
      newer harpoons us   e an electric current to kill the whale quickly and easily.
     13. Much has been written about the ability of whales and dolphins to make sounds. Discuss some
      experiments and observations that have been made by cetologists. What do you think about what
      you read?
     14.  We are told that dolphins and toothed whales have the ability to perceive objects by
      echolocation What is echolocation?

  • Bouncing vibrations off objects and picking up the returning sound waves,like sonar.

      15. List some of the sounds cetologists say are made by these animals.

  • Trill, whistle, groan, shrill, burp, chirp, croak, squeak, grunt, moo, scream, yap, click

      16. Try to compartmentalize your information about whales as follows. Write three pertinent
      sentences about each age. Then write three questions about each age. Share with the(family).
       age of myths                          age of butchery                            age of protection
       age of the hunt                       age of threat of extinction
      17. Think about and tell your assessment off whale hunters who do not abide by the laws and
      agreements between nations and laws of their own nations concerning when, where, kind, and size
      of whales that might be caught.
      18.Can you imagine the output of physical energy (muscle pwer) that a whaler used one hundred
      years ago? What kind of person do you think the whaler was? What skills were necessary for a
      whaler to have?
      19.Do you think that whale-watching will ever become as popular as bird-watching? Why or
       why not? Give reasons.
      20. Would you like to ride a whale? Why or why not? Give reasons.
      21.  Things you can do:
  • Talk about whales
  • Collect articles about whales for others to read
  • Make scrapbooks of pictures to generate interest amog others
  • View films and filmstrips
  • Write to environmental protectionists for brochures about whales and other endangered animals
  • Ask questions to manufacturers of whale products
  • Write and act out a skit about two or more whale hunters getting ready to go on a whaling trip.
  • Carve wooden paperweights in the shape of whales
  • Make clay whales and fire them in a kiln for your "why-not" novelties.
  • Make a large papier máché whale and paint it a whale color.
  • Contribute to an organization,such as the National Wildlife Federation, which has crusaded to conserve the dwindling herds ousteau,Jacques and Philippe Dole. The Whales
  • Speak out against dumping toxic wastes and poisons into the oceans and others large bodies of water.
      22. Put your imagination to work and write a tall whale tale. Read it to your classmates. What part
      of your tale is possible today? Explain. What part is at present impossible? Explain.
      23. Why do you think that whales were created in the first place? Brainstormall the reasons you
      can think of. What do you think might happen to them one hundred years from now?
      24. What do you think would happen to the whales if most of the ocean water evaporated? How
      would the whales adapt to these living conditions? What happens to the whales when an
      underwater volcano erupts?

References
Bonner, Nigel. Whales. Blanfor, 1980.
Colliers Encyclopedia. Vol. 23, pp. 438-448, New York: McMillan, 1985.
Cousteau Jacques and Philippe Dole. The Whales: Mighty Monarch of the Sea. Doubleday, 1972.
(will finish the references next week when back in Omaha)

1st continuation of summer classes

Posted on August 11, 2014 at 11:43 AM Comments comments (23)
Dear folks;
Grandma is in Mexico. We heard my husbands father was not waking up and trying to go as soon as could. Many things move us forward and we left home to grandson to care. Hopped on bus with new laptop. Took some work to make connections from the villages of Mexico. We have our own home here by my husbands mother. The whole five homes and 20 acres were given to my husband as a boy. He fed 11 and his mama ten years with it as his brother followed with the corn. He gave it to his papa upon return and now shares with sister and two brothers. Wonderful people!
Learned a special saint, Saint Cristo, brought the Christianity herseae to the villages along with Jose. It is famous history, even before the revolution. They had lots of firecracker's, dinners, and markets.
Grandma left off with the luau celebration of the Hawaiian king's birthday on June 11. The rest of June 11th birthday's are as follows:

1864 of Richard Strauss, German composer

1880 Jeannette Rankin, American legislator and the first woman
elected to the U.S. Congress

1910 Jacques-Yves Cousteau, French oceanographer
As a teenager
Book (1) says in "Undersea Adventures-As a teenager, Jacques-Yves Cousteau injured his arm in a car accident. To aid his recovery, Cousteau saw used to swim in the Mediterranean Sea. When he got a pair of goggles, Cousteau was able to see the beautiful world beneath the surface of the water and thus began his lifelong pursuit of undersea adventures.Invite your (children) to imagine the world Cousteau saw for the first time. Then have them construct a semantic web around the word sea and  illustrate what they "see.""

This leads us into the undersea study of Book (57). It starts with "Underwater World by Dee Leone--
Where can you find a creature that has been around for so many years its blood is based on copper rather than iron? What place boasts an animal that looks like a carpet, complete with "fringe"? In what kind of habitat might you see a strange animal with a surprising and somewhat gruesome resemblance to human fingers? These and other unique creaqtures can be found in the fascenating and mysterious underwater world. Learn about many of the animals of the sea as you complete the activities in this unit.
(use books with pictures of undersea creature to enhance the children's interest.)

Horseshoe Crab: Circle the nouns.
Horseshoe crabs have been around for many years. These living fossils are not really crabs. They are surviving members of a group of animals that lived during the Jurassic period. One of the horseshoe crab's outstanding physical features is a spike at the end of its tail which it uses to help right itself when it has been turned upside down by a wave.

Carpet Shark: Circle the verbs.
The carpet shark, or wobbegog, looks like a lumpy piece of carpet lying on the ocean floor in shallow water. Hanging from the mouth area are fringe-like pieces that resemble weeds. With disguise and its blotchy skin, the carpet shark is well-camouflaged as it lies in wait for its prey.
Dead Man's Fingers: Underline the plural words.
A sea anemone called "dead man's fingers" has finger-like branches that are pale in color. Dead man's fingers grow on rocks and stones lying on the sea floor. The sea anemones feed upon tiny organisms that they capture by using stinging tentacles."

(This leads us to the following videos on Youtube of connections Sea1, Sea2, and Sea3. There is many more on youtube to watch.)

Back to Book (57):

"Fish "Tails" and Other Tales of the Sea
Read about some of the creatures of the sea. Then use your creativity and imagination to create your own tales of the sea.

Mermaid Tales
When a manatee raises its head and shoulders out of the water and cradles its young to nurse, the pose it assumes can appear somewhat humanlike from a distance. Long ago, sailors may have observed the manatee like this. Then they may have caught a glimpse of the manatee's tail as it dove beneath the surface. From these sightings and sightings of dugongs(close relatives of the manatee), tales of mermaids probably arose. "Mermaids' purses: can sometimes be found along the shore. These sac-like objects with tendrils attached are really the empty egg cases of a shark called the dogfish, but they probably helped to further the legend of the mythical mermaid.
Write a tale about a mermaid. Describe the mermaid's appearance, sleeping patterns, eating habits, social life, travels, diversions, use of sea "tools," and relationships with other sea creatures.
(You may want to check out Mermaids because of some recent studies.)

Whale of a Tale
Besides humans, right whales and humpback whales are the only mammals that sing true songs. All the whales within a group sing the same song, though they graduallly change and add parts to it each year. What tales the humpback whales tell each other with these songs is uncertain. Since they do not sing during the time spent in the polar feeding areas, but do sing during their migration to warmer waters, the songs may have something to do with traveling or breeding.
Write about an underwater "whale of a performance" in which a humpback whale stars as the lead singer. What other creatures take part in the concert? Guitarfish? Striped drum? Fiddler crab? Trumpet fish? What is the name of the group and what are its hit songs? What kind of equipment is used--instruments powered by electric eels from the Amazon? What are the special effects? Bioluminescent strobe lights? Puffs os "smoke" created by squid and octopus stagehands? For what type of audience does the music hold appeal? Coral sea fans? Is your humpback hero successful enough to have his or her name written on a starfish near Manta's Chinese Theater or to have his or her picture appear on a sand dollar? These are just a few questions to get you started. Let your imagination swim!"

Another section of Book (57) is a section on "Whales by Florence Rives;
Whales have been the subject of newspaper articles, films, filmstrips, TV programs, and environmental protectionists' speeches and conversations recently; especially since many of the "mammoths" have been beached, found sick, and have lost their way in the oceans. Many have been hunted down and killed for their meat and oil. They are in danger of becoming extinct. Perhaps this will be a good time for students to study a unit about whales.

___A little message to apalologize again for all the problems of trying to get this to you this summer. Being here in Mexico left me with a lot of problems of trying to get this typed to you. ___


Whales
Children have long been fascinated by the study of dinosaurs--huge creatures on Earth during the age of reptiles. The sizes of these animals have had much to do with this fascination. A study of whales can be equally fascinating--giant mammals that live today in the Earth's large bodies of water.
The primary objective of this study is to gain information, facts, and knowledge concerning whales. Few of us know much about these animals. Many children think that whales are fish because they live in water. They do not think of whales as mammals.
  1. There are two main categories or divisions of whales: baleen whales, which are often referred to as "whalebone" whales, and toothed whales. Research to discover how they differ                       Baleen Whales: These whales do not have teeth. They have a horny substance--like the substance that hair and fingernails are made from--in a series of thin plates, like bristles, that strain out the tiny plankton that these whales eat.                                    
          Toothed Whales: These whales have teeth suited for grasping fish, squid, and sometimes other 
          food. For example, the "killer" whale might eat seals, porpoises, and small baleen whales.
      2.  List some of the whales in each division. Find out  how big they grow to be and where they may
           be found. Read descriptions of each. Find pictures and make sketches of them. Make notes of
           your findings.
            Baleen Whales:
            Bowhead--80 feet; Artic Ocean
            Right Whale--55 feet; North and South
            Blue whale (California Gray whale--45 feet; North Pacific,
            Sulfer Bottom)--111 feet; all oceans except Arctic
            California Gray whale--45 feet; North Pacific, coasts of Asia & America
            Humpback--55 feet:all oceans
            Fin whale--75 feet; all oceans except in Artic ice
            There are others. Read about them. Research in depth either the blue whale or the humpback.
            Prepare a paper about the one you choose to research. Share it with your (family and friends)
       3.  Some scientists(cetologists)think that whales might have been land animals and perhaps
            walked on four legs millions of years ago. What evidence do they cite? Read several
            references.
  •  Small bones that appear to be the remains of hind limbs still exist, buried within the whale's body.
  • .The  flipper contains bones similar to those in human arms and hands.
  •  The relic of a pelvis may be found in a small bone in the muscle tissue on either side of the genital area.
  • Whales breathe through an opening at or near the top of the head.
  • Embryosof whales have two nostrils at the tip of the snout, like land animals.
  • They have the usuaal liver of a land animal.
  • Whales are warms-blooded mammals.
  • Their stomachs are compartmented much like the cow's.
  • Blood tests indicate that the nearest living relatives of both the baleen and toothed whales are ungulate, orhoofed mammals, such as camels, sheep, cattle rhinoceros, and hippopotamus.
      4. What do some scientists believe is one reason why whales are able to grow to be so big? 
  • Being water-borne, weight does not hamper them. They are supported and buoyed by the water.   Land animals are limited in size by the ability of their legs to carry them. (Think about
          thedinosaurs.)
      5. List the general characteristics of whales.
  • Largest mammals that give birth and provide milk for their young.
  • Have lungs and breathe air.
  • Warm-blooded, water-borne. Their great size and streamlined shape are great defenses against
          cold.
  • Blubber, or fat, holds in heat and acts as insulation. A ninety-foot blue whale may have twenty tons of blubber.
  • Whales cannot pant or sweat to cool off. However, cetologists believe that their fins may vibrate away excess heat because their fins don't contain blubber and have a rich blood supply.
      6. How do whales swim?
They move their fludkes up and down. Whales use their flippers to balance and help steer, not for swimming.
      7. Find out about whale spouts.

  • A whale's location is mainly discovered by it's spout. When a whale's location is mainly discovered by it. When  a whale rises to the surface to breathe, it gives off a whitish spray through its one or two blowholes. Some think that this spray is caused  by the condensation of water vapor in the cold air. Others think that when the air, whichhas been compressed in the whale's thorax, reaches the open air, it cases the condensation of the waer vapor. Each species of whale gives out a single geyser that rises eighteen to thirty feet. The right whale has a double spout.

      8  How are whale oil and whale meat used?

  • Margarine, lubricants, soap, paint, wax, shoe polish, lighting purposes, dog food, glycerine for explosives, cattle feed, chicken feed, fertilizer, mink feed.                   

      9. Point out on a world map the spots where whales have been observed carefully by cetologists,
         adventurers, and whalers seeking blubber and meat.
     10. Why do whales migrate? Where do they go?? Track their migration path on a map or globe.
  • To seek food; to seek refuge from enemies like the killer whale.
  • To molt, loat, play, and perhaps rid themselves of parasites.
  • To seek warmer waters where they mate and give birth.
     11.Find out and discuss measures that have been taken to protect whales.

                                                            

4th day of Summer Classes

Posted on July 22, 2014 at 12:42 AM Comments comments (18)
Hello Folks:
 
June 6 is our next Calendar Date to present for learning this summer. The birthdays are given as follows:
 
1755 Nathan Hale, American patriot hanged by the British as a spy
 
1911 Verna AArdema, children's author
 
Book (1)says in "Animal ways-Celebrate Verna Aardem's birthday by reading aloud Why Mosquitoes Buzz in People's Ears. Then invite the children to create their own stories explaining why other kinds of animals behave the way they do. Have them illustrate their work.
 
This leads us into the study of insects and animals of Book (57) starting with Wildlife Wonders by Teddy Meister. Teddy says, "The study of wildlife is called zoology. It involves knowing about all living creatures from the smallest to the largest on land and in the sea.
Learning by Attributes
In order to organize information about wildlife, scientists categorize them by certain attributes or characteristics:
 
Body Forms
    vertebrate (having a spinal column
     invertebrate (no spinal column)
 
Body Temperatures
     warm-blooded or homoiothermic (temp. remains constant)
     cold-blooded or poikilothermic (temp. adapts to environment)
 
Food Sources
      herbivore (plant eater)
      carnivore (meat eater)
      omnivore (plant and meat eater)
 
Divide your paper into seven columns using the traits of the three major attributes as headings. List animals under each heading that have that characteristic.
How would you test a new species that has just been discovered? Set up a plan you might use. Draw pictures of this new creature. Explain its unusual features and habits. Label the body parts and describe which of the attributes might fit it best.
We have learned many things from the animal world. For example, we have learned about radar from bats. What are some other things we have learned? Find out about sonar and dolphins or how hibernation could affect the possibilities for people to some day take long trips into space. Prepare a talk for your class about your findings.
 
Animal Behavior
Can animals remember things? Can they think? Do they communicate with each other? Did you ever wish that an animal could talk with you? Suppose a favorite pet could actually talk! What kinds of questions would you want to ask?
 
Sorting Some More
Animals can also be categorized by phylum, or type, such as mammals, amphibians, reptiles, and marsupials. Fill in each box by listing an animal and describing why it can be categorized in this way.
 
Mammal                                                         
 
 
 
Reptile
Amphibian 
 
 
                                                      
  Marsupial
 
 
Unusual Animals from A to Z
There are unusual animals to fit every letter of the alphabet, and then some! How many can you find? Use this list as a starter. When it is finished, create an animal alphabet book for young children.
 
A___________________  B______________________C____________________D_________________
 
E___________________  F______________________ G____________________H_________________
 
I____________________  J______________________ K____________________ L_________________
 
M___________________  N______________________ O___________________ P_________________
 
Q___________________  R______________________  S___________________T_________________
 
U___________________  V______________________ W___________________ X_________________
 
Y___________________  Z______________________
 
(In drawing a picture on a page with a plate having the words Food Type:, a page holding the outline Description:; coloring:; body form:; body temperature:; height:; weight:; unusual habits: listed in it, and a heart holding As a pet this animal would need:___________________________________________on one side; the other side a house with Home or Habitat:; a global compass marked with N,E,S,W having Found in: on the side of it; then a rectangular cloud saying This animals is interesting because:____
___________________________________________________________________________________
and Man needs this animal because: ____________________________________________________
___________________________________________________________________________________)
 
Fact Finding (is what it is called saying)
Use the outline form to research an animal you want to learn more about. (Look over your A-to-Z list and select one about which you know nothing.)
 
My animal is____________________________________________(on the top)
 
(Book (57) goes on to say,)
Endangered/Extinct
Save our wildlife! Take care of endangered species! This is something we hear all the time. What is the difference between endangered and extinct? Use encyclopedias or the dictionary to find the difference between these two terms. Sometimes an animal on the endangered list can be saved. The Florida alligator is an example of this.
 
Save Our Wildlife
Many animals could out-do humans if we were to have an Olympic contest with them! They are just like Olympic athletes in their special abilities. Can you think of any Olympic competitors to match against a list of animal entries? Use the Guinness Book of Olympic Records to do this.
 
Who Am I?
Create riddles about animals. For example: I have a huge mouth and am known as "the rider horse." I usually weigh a mere 8,000 pounds but bet I can run faster than you! (Answer: hippopotamus.)
 
Animal Pictures
Some animal names make us think of unusual pictures of how they might look. Draw pictures of what the following names make you think of. Use your imagination! Can you find out how each received its peculiar name?
            prairie dog                 bullfrog                  sea lion
            hedgehog                  tiger shark              spider monkey
 
Who's Who
In this activity you will have an opportunity to find out about some of the great people involved with furthering our knowledge about animals. Set up a card file for some mini-research. Find out what each person did by summarizing the information in short paragraphs.
           J.J. Audubon                        Charles Darwin
           Thomas Huxley                     Clinton Merriam
           Rachel Carson                      William Henry Hudson
           Jane Goodall                         Carolus Linnaeus
 
Careers, Careers, Careers
What do the following careers have in common with animals?
               anthropology                             veterinary science
               entomology                               biology
               naturalist                                   vertebrate zoology
               bacteriology
Look through the yellow pages of a telephone directory. Perhaps one of these career areas is listed with a contact person and phone number. Set up a time and date with your ()parents. Call the person listed in the phone book and invite him or her to be a guest speaker for the (family). Be sure to send a thank you note after the visit!
 
It's the Law
The United States Congress passed the endangered Species Act that protects rare plants and animals. This legislation has provided the Secretary of the Interior with the authority to identify threatened or endangered species in new locations. What new laws have been passed in your state? Use the phone book to find the addresses of wildlife and conservation agencies in your state. Write and ask about laws and the animals affected by legislation. Share the information with your (family.)
 
Going, Going, Gone
During the last 2,000 years the world has lost 106 species--two-thirds of these since the mid-19th century,and most since the beginning of the 20th century. How can we stop this alarming rate of extinction? What do children and adults need to do? Does the "Golden Rule" apply to animals as well as people? Talk to parents, neighbors, and (others) about what can be done. Keep a list of suggestions they make. Create a series of new broadcasts you could present to your (family) over a period of time. Ask (others) to help.
 
What Are We Doing?
Many programs are now underway for better wildlife conservation. These include government controls, establishing wildlife sanctuaries, controlling hunting limits and seasons, and restoring and replacing habitats. Do some research about each of these. Find out what is being done in your area. Present a "status report" to your (family). Provide good visual aids to accompany your presentations.
 
IUPN
The International Union for the Protection of Nature began in 1943 with the participation of 33 nations. It was a way to coordinate wildlife protection efforts and share information globally. How did this historic meeting lead to other similar organizations? Find out about IUPN and IUCN. Start a wildlife club at your (church, community, or neighborhood.). Identify club goals and activities. Think of a club name. You might want to design club membership cards and T-shirts.
 
Talk Topics
Gather a group of (people) interested in wildlife conservation and ask each member to thoroughly research a wildlife topic of his or her choice. Practice presenting research findings during free class time ...(Arrange yourselves as "traveling speakers" to other children, adults, groups, and places) Get the word out!
 
Animal Collage
Cut out animal pictures from magazines to create a collage. Begin from the center of the paper. Overlap each of the pictures so that the whole collage is connected to the center. Think of a name for the collage. Display it on (various walls in places.)
 
Nursery Rhymes
Many nursery rhymes you might have learned as a very young child, such as Ding, Dong, Bell; Baa, Baa, Black Sheep; and Mary Had a Little Lamb involved animals. Create a nursery rhyme of your own involving an unusual animal.
 
Animals in Literature
Many of children's favorite stories are about animals. Plan a trip to the library and see how many you can gather for a (family)  reading. Make up a bibliography for your (family). Here is a list to get you started.
Winnie the Pooh by A.A. Milne
Paddington Bear by Michael Bond
The Velveteen Rabbit by Margery Williams
The Wind in the Willows by Kenneth Grahame
Charlotte's Web by E.B. White
Sylvester and the Magic Pebble by William Steig
Where the Wild Things Are by Maurice Sendak
Moby Dick by Herman Melville
Call of the Wild by Jack London
 
                                               Trivia Task---Animal IQ
How many of the trivia tasks can you complete in 15 minutes?.....Have a race to see who has the highest "animal IQ." (Hint: Some of these you might know from earlier activities!)
 
  1. Things we wear that come from animals____________________________________________
  2. Something animals have that humans do not________________________________________
  3. Three things we eat that come from animals_________________________________________
  4. Two kinds of animal habitats______________________________________________________
  5. Animals that provide transportation_________________________________________________
  6. Animals you see every day_______________________________________________________
  7. Animals that are mascots in your area______________________________________________
  8. Animals that symbolize various athletic teams________________________________________
  9. Animal TV "stars"_______________________________________________________________
  10. Animal movie "stars"_____________________________________________________________
  11. Literature based on animals who act and think like humans______________________________
  12. Animals symbolic of certain products we buy_________________________________________
  13. Animals as the main characters in comic strips_______________________________________
  14. Animals symbolic of shoes and clothing we wear______________________________________
  15. The study of animals is called______________________________________________________
  16. Three types of animal food sources__________________________________________________
  17. The classification given to warm-blooded animals_______________________________________
  18. The classification given to cold-blooded animals________________________________________
  19. The meaning of extinction__________________________________________________________
  20. The meaning of marsupial__________________________________________________________
 
 
 
 
 
                                                 "Children" and Their Groups
 
Find out the names of animal groups and what their offspring are called. Some have been filled in to help you. When you complete your research, set up a word search puzzle for (the family and others).
 
        Animal                             Offspring                             Group Name
         cow                                  calf                                        herd
         kangaroo                           joey                                      troop
         whale                                calf                                         pod
         horse                                 foal                                     _________
         wolf                                 ___________                            pack
         beaver                                kit                                       _________
          goat                                  kid                                       _________
          goose                              ___________                          gaggle
          sheep                               lamb                                     __________
          rabbit                                bunny                                   ___________
 
Grandma will return to the Calendar History. She will give a little more each day from Book (57). There is lots about animals. She has still more from Book (57) to go with the Calendar History activities but this is it on the animals today. We were still working on June 6th birthdays as follows:
 
1927 Peter Spier, children's author and illustrator
 
1954 Cynthia Rylant, children's author
 
Events for June 6 are as follows:
 
1822 Ten Inches of Snow fell in New England on this day in late spring.
 
Book (1) says in "Spring snowstorms-Ask your (children) to imagine how New Englanders might have felt when they received 10 inches of snow on this date in 1822. Then have the kids create "what's wrong with this picture?" illustrations depicting a snowy summer day. For example, they might draw a beach scene depicting people in swimsuits along with hats, mittens, and boots."
 
1933 The First Drive-in Movie Theater opened in Camden, N.J.
 
1939 The First Little League game was played in Williamsport, Pa.
 
1944 Massive Allied landings on the beaches of Normandy, France,
 marked the D-DAY invasion of Nazi-held Western Europe.
 
1985 Scientists at the University of California confirmed the presence
of a huge black hole at the center of the Milky Way.
 
June 6 is also National Yo-Yo Day
 
Book (1) says in "Yo-yo tricks-In honor of National Yo-Yo Day, invite your students to bring in their yo-yos and demonstrate tricks they can do. For an extra challenge, have the children write and illustrate the different steps involved.
 
It is also National Safe Boating Week (first week in June)
Book (1) says in "Rules for safe sports-Tell your (children) that National Safe Boating Week is a reminder for them to follow safety precautions when they're in boats. Then ask them to follow safety precautions when they're in boats. Then ask the kids to list other summer activities they plan to enjoy--for example, swimming, tennis, baseball, baking, horseback riding. Have the students brainstorm for safety rules that are important for each of their safe-sports rules. Display the posters... .
 
Book (57) uses LifeSavers to help teach safety and colors to younger children. This Unit is called "Be a LifeSaver by Lisa Crooks.
 
Introduction
Kids love to eat LifeSavorsª and they'll love the following activities even more. This unit on LifeSaversª can also be used as a spring-board for reinforcing basic safety rules.
  1. LifeSaversª can provide a hands-on experience for teaching fractions and parts. If you have ten LifeSaversª on the table and five are eaten, how many are left? What fraction is left? Can this be reduced?
  2. Plan a trip to the LifeSaversª factory. Starting from your state, what states would you pass through to get there? What kinds of transportation could you use? What would be the cost of using various types of transportation? How much would the entire trip cost if you were to include transportation, food, and lodging? This activity could be expanded, depending on the level of students.
  3. Candy is made in an assembly line. In (your home or somewhere) set up an assembly line to prepare a no-bake cookie or candy. Each (child) could be responsible for a specific duty. Discuss what would happen if one of the links in the assembly line broke down.
  4. Have the (children) design a LifeSaversª or other type of candy factory. They would need to explain the different machines that would be used in their factory and prepare a map showing where these machines are located in the plant.
  5. Using similar brands of hard candies, invite (family members or others) to join in a taste test to determine whether Candy A or Candy B is preferred." Following are some math problems from Grandma's Book (7) called Candy Shop with Multiplication skills through 5 x 5 with addition. The children must have a paper each. "Several friends bought some candy. Listen carefully to this information so you can tell how much money each person spent. You will want to write down some of the information I am giving you. First you need to know the price of different kinds of candy. Suckers are 5 cents each. Gum is 3 cents a piece. Jelly beans are 2 cents each. (Repeat prices or write them (down)) Now figure out how much each child spent on candy. Number your paper from 1 to 10. On each line write the child's name (don't worry about spelling) and the price he paid.       !.  Tasha bought 3 pieces of gum. By number 1 write her name and the price she paid           (Repeat this part of the directions as necessary throughout the lesson.)                      
            2. Gary bought 3 jelly beans and 1 sucker.
            3. Ann bought 1 sucker, 1 piece of gum and 1 jelly bean. 
          . 4.Lee bought 5 suckers.
            5. Amy bought 4 jelly beans plus 1 sucker.                                                                                   6. Omar bought 3 pieces of gum plus 1 jelly bean.
            7. Ed bought 2 pieces of each kind of candy.
            8. Jill bought 3 suckers and 1 jelly bean.
            9. Rob bought 4 pieces of gum and 1 sucker.
           10. Circle the name of the person who spent the most.
           11. Underline the name of the person who spent the least.
           12. Write your name on the top of your page."
(Now we are going back to Book (57) on LifeSaversª)
 6. What happens after you chew a LifeSaversª candy? Students could map the process 
     of digestion and label on a blank tongues which areas pick up sweet, salty, sour,
     bitter, and no taste.
 7.  Invite (a) nurse to discuss first aid and basic safety.
 8. Invite a police officer to demonstrate safety while walking, riding bikes, being
     around animals, and riding on a bus or in a car.
 9. Invite a police officer to do a bicycle inspection. .
10. Invite (a) dietitian to discuss good eating habits and the importance of a good
      diet.
11. Have relay races by moving a LiffeSaversª candy across the floor using a straw
      in the mouth.
12. Make LifeSaversª necklaces.
13. Using paper, crayons, glue, and LifeSaversª, make designs of people and animals.
14. Have a safety poster contest. Each (child) must pick a safety rule to illustrate.
15. To reinforce safety rules, read examples of (childrens) behaviors and have students
      respond by holding up a red "not safe" card or a green "safe" card.
 
 
Lifesaver Science Estimation
Estimate--guess
Dissolve--disappear from sight: melt away
 
We are going to estimate how long it will take for a LifeSaversª candy to dissolve and disappear. We will use two different kinds of water--warm and cool.
 
  1. In which water temperature do you think the candy will dissolve first?________________
       Explain.______________________________________________________________________
        _____________________________________________________________________________
        ______________________________________________________________________________  
 2. I estimate that the candy in warm water will dissolve in ______hour(s)______minutes.
 3. I estimate that the candy in cool water will dissolve in ______hour(s)______minutes.
 4. Which candy dissolved first?_______________________________________________________
     How long did it take?______hour(s)______minute(s)
     Which candy dissolved second?____________________________________________________
     How long did it take?______hour(s)______minute(s)
     Was your estimation correct?________
 
Lifesaver Math
 
________Each LifeSaversª candy has ten calories. You ate three LifeSaversª. How many
              calories did you eat?
 
________You ate five LifeSaversª. How many calories did you eat?
 
 
_________A roll of LifeSaversª has eleven candies in it. You ate three. How many are left?
 
 
_________You are hungry and eat two more LifeSaversª. How many are left?
 
 
_________The next day you eat five more candies. How many are left?
 
 
_________A roll of LifeSaversª costs 40 cents. How much money would it cost to buy two rolls?
 
 
_________How much more would it cost for four rolls?
 
 
Lifesaver Opposites
Fill in the blanks with the opposite of the word that is in bold print.
 
LifeSaversª are hard, not_____________________________________________.
 
LifeSaversª are round, not_____________________________________.
 
LifeªSaversª are ___________________________, not sour.
 
LifeSaversª are an______________________invention, not a new one.
 
LifeSaversª are_________________________, not bad.
 
 
Lifesaver Similes
After a ...discussion on similes, fill in the blanks with a proper simile.
 
LifeSaversª are as hard as________________________________________________________.
 
LifeSaversª are as round as______________________________________________________.
 
LifeSaversª are as sweet as______________________________________________________.
 
LifeSaversª are as old as_______________________________________________________.
 
LifeSaversª are as good as_________________________________________________________.
 
 
A Rainbow of Colors!
Assorted LifeSaversª come in four bright colors--red, orange, yellow, and green. Under each color, list things that belong in that category.
 
Things That Are Red
 
 
 
 
 
Things That Are Green
 
 
 
 
 
Things That Are Yellow
 
 
 
 
 
Things That Are Orange
 
 
 
 
 
(Grandma's Book (7) has some math problems using colors as follows:)
 
Colored Products
(Use a page with 110 squares on it and the instructions say you will not use the bottom 60)
1. With a black crayon, color the square that has the answer to 2 X 7.
 2. Use a red crayon to color the square that has the answer to 4 X 6.
 3. Use a yellow crayon to color the square that has the answer to 7 X 7.
 4. Use a green crayon to circle the answer to 5 X 7.
 5. Use a blue crayon to underline the answer to 6 X 6.
 6. Put a brown X on the answer to 4 X 7.
 7. Put a red X on the answer to 4 X 4.
 8. Put a black circle around the answer to 3 X 7.
 9. Put a yellow circle around the answer to 6 X 5.
10. Use a green crayon to underline the answer to 3 X 6.
11. Use a red crayon to underline the answer to 4 X 5.
12. Put a green X on the answer to 3 X 4.
13. Put a blue circle around the answer to 6 X 7.
14. Use a brown crayon to underline the answer to 2 X 6.
15. Put your name in the upper right-hand corner.
 
(Now We Will Finish up the Unit  on LifeSaversª, read the information on the label and answer the following questions.)
 
Read the Label
What is the name of this candy?______________________________________________________
 
How many flavors are in this roll?_______________________________________________________
 
How many candies are in this roll?______________________________________________________
 
How many ounces does it weigh?________________________________________________________
 
Oz, means_____________________________________________________________
 
How many calories are in each piece?________________________________________________
 
Name four colors found in a roll of the candies:
 
   ________________________________           _____________________________________
 
  ________________________________            ______________________________________
 
Name the ingredients:
 
     S_________R, C______________, S_____________________P
 
Artificial C______________S
 
Where Are Lifesaversª Made?
 
  1. Look on your roll of LifeSaversª. Where were they made?___________________________
  2. Is the factory north, south, east, or west of your state?____________________________
  3. LifeSaversª are made in the state of ___________________________________________
  4. Which color candy is your favorite?____________________________________________
  5. On a United States map, use your favorite color to color in the state where the factory is. If you were to travel to the factory, what states would you travel through?
 
 
 
 
 
(Grandma is going to finish the unit tomorrow.)