Welcome to the unit study activity page. Children all have different learning styles. Hands-on learning has always proved to be a great way for children to retain information and is almost always a child's favorite way of learning. This page is a list (by subject) of activities to accompany your current study. Please share your activities with all of us to help build this page into a great resource.
UNIT STUDIES MAIN DIRECTORY:
Click on subjects listed below to jump to relevant unit study categories.
(from there, you can click on sub-category links to jump to specific entries in that category)
NATIVE NORTH AMERICANS
SCIENCE (ARCHAEOLOGY)
SCIENCE (HUMAN)
SEASONAL/HOLIDAYS
NATIVE NORTH AMERICANS:
Click on subjects listed below to jump to relevant unit study categories.
(from there, you can click on sub-category links to jump to specific entries in that category)
EASTERN WOODLAND HUNTERS
EASTERN WOODLAND FARMERS
INUIT OF THE ARTIC
NATIVES OF THE NORTH WEST COAST
NATIVES OF THE PLATEAU
NATIVES OF THE PLAINS
NATIVES OF THE SUBARTIC
EASTERN WOODLAND HUNTERS
Wig Wams or Tipis
Wig Wams
YOU WILLNEED
a piece of cardboard or Styrofoam that you can stand sticks up in (10 BY 10 )
lots of bendable sticks
leaves as birch bark
optional ( material for outside they were sometimes made with caribou skins when available)
DIRECTIONS
1: if the sticks are bendable enough you should be able to stick one end into the base ,curve the stick over in a semicircle and secure across into the other side of the base , if they are not pliable you may have to create a more tipi style
2: use a glue gun to secure the sticks
3: glue the leaves onto the sticks
4: do not leave a hole at the top for the smoke , these wig wams did not have openings they needed the smoke inside to deter the bugs
DONE
Tipis
YOU WILL NEED
3 skewers
elastic band
a base that will allow you to poke skewers into 8by8
leaves as birch bark optional - leather looking material -light cloured (sometimes skins were used birch bark was preferred)
felt pens
DIRECTIONS BIRCH BARK COVERING
1:poke the skewers into the base in the points of a triangle
2: secure the sticks with the elastic band at the top
3: use a glue gun to secure the bottoms of the skewers into the base
4: cover sticks with leaves
DONE
DIRECTIONS HIDE COVERING:
1: cut the material into a shape that will make a cone when folded together
2: cut the pointy tip off ( smoke hole)
3: sew or staple the sides together making a cone
4: turn it inside out
5: using felt pens decorate the tipi¹s " buffalo hide"
6: poke the skewers into the base in the points of a triangle
7: secure the sticks with the elastic band at the top
8: use a glue gun to secure the bottoms of the skewers into the base
9: pull the " hide " over the top of the skewers
DONE
EASTERN WOODLAND FARMERS
Long Houses
YOU WILL NEED
a base that you can easily poke sticks into 8by8
lots of bendable sticks
leaves as elm bark
DIRECTIONS
1: poke sticks in base , curve over in a semicircle across to the other side and poke other end into the base do this with a bout 6 or seven sticks in a row making a skeleton of a long tunnel
2: cover with leaves
DONE
INUIT OF THE ARCTIC
Igloo
YOU WILL NEED
sugar cubes
white glue or stiff royal icing
white material (optional)
DIRECTIONS
1: glue cubes together in the shape of an igloo - it is very hard to make the dome shape so a piece of white material on top may work better , however, I have seen some kids succeed quite well with the sugar cubes alone
2: many times communities were connected with tunnels between the igloos , you may want to have more than one child connect their igloos.
DONE
NORTH WEST COAST NATIVES
Plank Houses
YOU WILL NEED:
popscicle sticks
small box ( about the size of a 500ml milk carton)
glue
construction paper
toilet paper tube
DIRECTIONS
1 cut the toilet paper in half - long ways
2: cut a semicircle on one end as a door opening , this is the "totem pole" door
2: glue popsicle sticks on the outer edges of the box -vertically- there is no need to do the top of the box
3: decorate the "totem pole" toilet paper tube
4: glue the cut toilet tube onto one end of the box - in the centre
5: use a piece of construction paper for the roof - fold it in an half making a peaked roof
6: glue the roof onto the top making sure that it peaks
DONE
NATIVES OF THE PLATEAU
Winter Pit Houses (cross section view)
YOU WILL NEED
a small green strawberry basket
play dough or other dough art or clay (all depends on how long you want it to last)
stick about 8 inches in length
10 by 10 cardboard for a base
DIRECTIONS
1: cut a small hole in the top centre of the strawberry basket this is the "door"
2: cut one third of the strawberry basket off , it should still stand on its own but the side is now open much like a diorama
3: cover the strawberry basket with clay (except the hole)
4: carve little steps into the stick
5: stand the stick up in the hole , you can use a little piece of dough to secure it to the base this will be the "steps" the natives used to get out of the pit house
5: using a little piece of dough you can secure the stick to the base
6: use dough and other art supplies to add to your house , a fire , people , hides as rugs ect.
DONE
Summer Wig Wam
YOU WILL NEED
a piece of cardboard or Styrofoam that you can stand sticks up in (10 BY 10 )
lots of bendable sticks
leather pieces or material that looks like leather
DIRECTIONS
1: if the sticks are bendable enough you should be able to stick one end into the base ,curve the stick over in a semicircle and secure across into the other side of the base , if they are not pliable you may have to create a more tipi style
2: use a glue gun to secure the sticks
3: glue the material (hides) onto the sticks
4: leave an opening at the top for a smoke hole
DONE
NATIVES OF THE PLAINS
Tipi
YOU WILL NEED
3 skewers
elastic band
a base that will allow you to poke skewers into 10by10
leather looking material (light cloured)
felt pens
DIRECTIONS
1: cut the material into a shape that will make a cone when folded together
2: cut the pointy tip off ( smoke hole)
3: sew or staple the sides together making a cone
4: turn the "hide" inside out
5: using felt pens decorate the tipi¹s " buffalo hide"
6: poke the skewers into the base in the points of a triangle
7: secure the sticks with the elastic band at the top
8: use a glue gun to secure the bottoms of the skewers into the base
9: pull the " hide " over the top of the skewers
DONE
NATIVES OF THE SUBARTIC
Wig Wams
YOU WILLNEED
a piece of cardboard or Styrofoam that you can stand sticks up in (10 BY 10 )
lots of bendable sticks
leaves
optional-material for outside "hide" (they were sometimes made with caribou skins when available)
DIRECTIONS
1: if the sticks are bendable enough you should be able to stick one end into the base ,curve the stick over in a semicircle and secure across into the other side of the base , if they are not pliable you may have to create a more tipi style
2: use a glue gun to secure the sticks
3: glue the leaves onto the sticks
4: do not leave a hole at the top for the smoke , these wig wams did not have openings they needed the smoke inside to deter the bugs
DONE
SCIENCE (ARCHAEOLOGY)
ARCHAEOLOGICAL DIG
- submitted by Lindy templeman
If you are studying history and discovery do not miss doing this fun activity.
WHAT YOU WILL NEED: * Terra cotta plant pots - one for each student or group (I found this to be a great co-operative group activity) * Sheets of paper and pencils * Permanent marker * A hammer * A sandbox or garden area for digging * String * Stakes * Large kids paint brushes * Spoons * Glue gun WHAT TO DO: #1create a code or hieroglyph of your own or use a code from a book #2 write a message on the terra cotta pots using the permanent marker i.e.: have a nice day #3 take a hammer and break the pots (be sure not to mix the pieces of different pots together) #4 bury the pots in the garden or sandbox keeping a fair distance between each pot #5 put stakes in the ground in all 4 corners of EACH pot's area. #6 tie string from stake to stake in each area so that the string marks off 4 quadrants (in each area) #7 get the children CAREFULLY using spoons and paintbrushes to dig out treasure. NOTE: the children should not remove the pieces just reveal them #8 after all the pieces are revealed the children should sketch what they see using the string (4 quadrants) as a guide. #9 once the sketching is completed the children may carefully lift the pieces out #10 the children should now try to put the pot back together #11 give each child or group a copy of the codes or hieroglyphics that you used in writing the secret messages #12 after the pot is back together the children can try to figure out the secret code that is written on the pot using the code guide
SCIENCE (HUMAN)
CIRCULATORY SYSTEM - DRAMATIZE IT!
CIRCULATORY SYSTEM - MAKE YOUR OWN STETHOSCOPE
CIRCULATORY SYSTEM - MAKE VISUAL PULSE INDICATOR
CIRCULATORY SYSTEM - MAKE CANDY BLOOD
CIRCULATORY SYSTEM - MEASURING YOUR PULSE RATE
CIRCULATORY SYSTEM - USING THE MICROSCOPE
IMMUNE SYSTEM - LAB BACTERIA GROWTH
IMMUNE SYSTEM - 3-D MODEL
IMMUNE SYSTEM - HUMAN BODY DRAWING
IMMUNE SYSTEM - COMIC STRIP
IMMUNE SYSTEM - AIDS
IMMUNE SYSTEM - DISEASE CHART
MUSCLES - ENZYMES IN ACTION
SENSES - SMELL
SENSES - HEARING - GUESS THE SOUND
SENSES - HEARING - VIBRATING SOUNDS
SENSES - HEARING - TALKING TUBES
SENSES - HEARING - OBJECTS VIBRATE
SENSES - TOUCH - FEELING BAGS
SENSES - TOUCH - FEELING BOXES
SENSES - TOUCH - WATER
SENSES - TASTE - AREAS OF THE TONGUE
SENSES - SIGHT
SKELETON - SKELETON PRETZELS
SKIN - JELL-O SKIN
CIRCULATORY SYSTEM - DRAMATIZE IT!
· Discuss with the kids the path the blood takes through the body
· Assign each child a part of the system: Oxygen, CO2, lungs, 4 chambers of the heart, artery, capillary, vein.
· Let the children act out a simple circuit the blood takes through the body
· The blood travels from the left side of the heart through the arteries to the body where it meets up with a capillary, gives out oxygen and receives CO2 and waste.
· It then travels through the veins back up to the heart to be replenished with oxygen from the lungs.
· Have two students be the lungs. Have them hold an inflated brown lunch as a model. Also, give the lungs 2 pieces of paper cut out of construction paper and write Oxygen on them.
· Standing in front of the lungs get 2 students to be the heart As there are 4 chambers on the heart each child can be 2 chambers each (blue side or red side). I cut out in construction paper two blue chambers and two red chambers for them to hold (I just cut out circles) and each child stood in front of the lungs.
· Have the left side (the red side) of the heart hold on to the end of a long (3-5ft) piece of red ribbon (arteries). Have the right side of the heart hold onto the end of a long (3-5ft) piece of blue ribbon (veins). Note: the blue ribbon should be thinner than the red ribbon.
· Have one of the children pick a part of the body they would like the blood to flow. (We picked the leg). Have that child hold onto the other end of the red (artery) ribbon.
· Have another child hold onto to a very thin white piece of string (capillary). Have the child connect with their hand their ³capillary² to the end of the artery held by the child playing the body part.
· Have another child hold onto the end of the blue ribbon (vein) and connect it with their hand to the end of the white string (capillary).
· You should now have a circle or circuit for the blood to pass through, red side of heart through arteries through capillaries and back up to blue side of the heart through the blue veins.
· Have one student stand beside the capillaries holding two pieces of construction paper, which should read, CO2 and the other WASTE.
· You are now almost ready to act you just need some blood. You can have as many as four students be components of the blood or one child can be them all. The components are red and white blood cells, platelets and plasma. (Having 4 children act out the components of the blood may perhaps give a better visual)
· Have the blood hold hands and get inside the circuit right beside the heart to begin. Have the parts make up appropriate statements and then walk through the circuit. There are some examples of statements below.
1. The lungs say who they are and what their function is ³We are the lungs and we breathe oxygen into the heart². They take a deep breath, perhaps blowing their bag up, and then they pass their oxygen papers to the red side of the heart.
2. The heart then says who they are and what their function is. ³We are the heart we pump blood through the body.² ³ I am the left side of the heart I pump oxygen rich blood through the thick red arteries carrying blood to the body.² The red side of the heart then passes the oxygen paper to the blood (if you have more than one person being blood pass the paper to the red blood cells as they carry the oxygen)
3. Now it is the bloods turn. ³We are the blood we are being pumped by the heart through the body. (At this point it would be good for each component to say what they do i.e.: ³I am the red blood cells I carry oxygen²) after together they can say ³We are going to the leg! First, we must travel through the thick arteries.²
4. Once you reach the leg ³I am the leg, like all the parts of the body I need oxygen to function I am so lucky I have the capillaries to help me receive the oxygen.
5. Capillary says ³My thin walls help the oxygen go through to the body parts²
6. The blood gives the leg the oxygen.
7. The student-standing bedside the capillary. ³ Once the body parts have received the oxygen we give the blood what we do not need any more - Oxygen and waste² The student gives the blood the CO2 and waste papers.
8. The vein: ³Now that you are poor in blood you need to go back to the heart to get more oxygen, come travel up my thin vein²
9. Holding the waste and CO2 papers the blood travel up the vein back to the heart to exchange the CO2 and waste for fresh new oxygen. The blood passes the CO2 paper to the blue side of the heart ³I am the right, side of the heart I receive the oxygen poor blood from the thinner veins and then pump it back through the red side of the heart to start the circuit again.² The blood gives the blue side of the heart the CO2 and the waste. The heart then gives the CO2 to the lungs who blows it out of the body.
10. The circuit is over and it is time to do it repeatedly and over again forever!
CIRCULATORY SYSTEM - MAKE YOUR OWN STETHOSCOPE
· Long ago, doctors used hollowed out wood about 10 inches long and 1 inch in diameter to hear the heart beat
· Using cardboard have the students make and decorate homemade tubes (paper towel tubes work great), creating and old-fashioned stethoscope.
· Have the student test out their stethoscopes on each other listening for heartbeats.
· It really works!
CIRCULATORY SYSTEM - MAKE VISUAL PULSE INDICATOR
· Using play dough have the children make a small thin circle, about the size of a dime
· Then have the children find their pulse on their wrist
· Next, have them place the dime piece of play dough on their pulse. It will be hard to find, as the pulse will be slow.
· Next have the children poke a toothpick standing up in the play dough
· Have the children observe the tooth pick
· The tooth pick should move very little or not at all
· After observing the toothpick, have the children take the play dough and toothpick off their wrist and then do jumping jacks to increase their heart rate
· They can then place the play dough and toothpick back on their pulse and observe
· The toothpick should move in accordance with their raised heart beat
CIRCULATORY SYSTEM - MAKE CANDY BLOOD
· Discuss with the children about what is in blood, ask them what percent they think each component has in the blood
· As a great visual of the percentages of each component you will concoct candy blood
Materials
· Candy red hot valentines 44% (red blood cells)
· Corn syrup 55% (plasma)
· White jelly beans 1/2% (white blood cells)
· Candy sprinkles 1/2% (platelet¹s)
· Using the above percentages as a guide make candy blood
· First add the corn syrup 55%, be sure to discuss what the plasma does.
· Next, stir in the many red-hot candies - 44%. Once again, be sure to discuss at this point, what this component does.
· Ask the children what percentage is next.
· Since there is only 1% then the next two components need to be very small!
· Sprinkle in the sprinkles (platelets) 1/2% and add 1 or two white jelly beans (white blood cells) 1/2%
· The children visualize the differences in amounts of the blood components, especially, in how little white blood cells and platelets are in it.
· As gross as thought his concoction was the kids loved it (be sure to buy extra white jelly beans they were a hit)
CIRCULATORY SYSTEM - MEASURING YOUR PULSE RATE
· Using a ready made chart or one the children make on their own the children record their pulses while sitting, walking, and after doing jumping jacks
· The children compare the differences in their pulses rates and discussed reasons why.
CIRCULATORY SYSTEM - USING THE MICROSCOPE
· The microscope is a great tool to use when studying the human body.
· Science, shops have pre-made slides available for viewing, human muscles, human bone and more.
· The children especially love looking at blood it is very cool!
· Do not forget about looking at a human hair or a thin piece of human skin as well.
· When using the microscope be sure to teach the proper handling instructions. Have the kids prepare their own slides and discuss about magnification. (All of these skills are in the learning outcomes and can really add if you are looking for things to put in your ministry required reports)
IMMUNE SYSTEM - LAB BACTERIA GROWTH
Using Petri dishes and nutrient agar, we will perform our own bacteria growth experiment in our classroom. The dishes are prepared with solidified agar. Instructions to make nutrient agar are below.
Directions:
Using a black marker label 4 Petri dishes one, two, three, and four.
Use a sterile cotton swab and swab the inside of your cheek.
Very gently, rub the swab over the agar labelled ³one² in a few strokes.
Use another sterile cotton swab and wipe a desk surface.
Very gently, rub the swab over the agar in the second dish in a few strokes.
Use another cotton swab and wipe the floor of the classroom.
Very gently, rub the swab over the agar in the third dish.
Use the last cotton swab to wipe a doorknob in the classroom.
Very gently, rub the swab over the agar in the agar in the last dish.
Another option: Use a 1 ml pipette to place 0.1 ml of polluted water or any other bacteria infested liquid on a dish. Spread the liquid all over the plate surface. Cover the plate.
Turn it upside down and place it in an incubator or warm place 35º. Nutrient agar will remain moist when the plate is upside down. Check back within 36 hours to see the result of bacteria growth. (35º - see below for ideas on incubation)
If you do not have access to an incubator use allow the dishes to sit in a warm/damp place
Through the clear plastic of the petri dshi observe the samples.
From a safety concern, do not open the dishes to view them. It is always possible to have cultured a pathogen. While your bodily defences might have a fighting chance against the few bacteria that you put on the plate, you¹ve now increased their numbers by as much as a few billion-fold, and your immune system might not be able to handle those numbers.
When you are done throw the dishes away.
Draw and explain what you see in the four Petri dishes.
HOW TO MAKE NUTRIENT AGAR
In order to grow bacteria, you will need culture media, plates or petri-dishes and some laboratory supplies and incubator. Culture Media: Culture media is a moist or liquid matter that contains nutrients for bacteria. Almost any nutrient food may be considered a culture media for general bacteria, however if you want to grow a specific bacteria or prevent growing some other bacteria, you will need to use a fine tuned recipe for your culture media.
Chicken broth and beef broth are among nutrients that most bacteria like. In some recipes you may also add some mushroom extract. Sugar can also be added to most culture media. Small amounts of some minerals such as potassium phosphate and calcium carbonate may also be added to the culture media. Note that there are many foods that are good for growing bacteria, but they are not good as culture media. For example bacteria can easily grow on milk, but milk is not a good culture media because it will change by the activity of bacteria. Part of milk will solidifies when bacteria produce acids. A good culture media must be clear and must remain liquid and should not easily change pH. If we need to solidify our culture media, we use agar to do that. Agar is a gelatinous substance that is extracted from sea weeds. If we need to grow bacteria for the purpose of identification or counting, we need to grow bacteria in nutrient agar plates. These are petri-dishes containing a mixture of agar and nutrients.
Peteri-dishes: Petri-dishes are disposable clear plastic dishes with a cap that are used for many science experiments and bacteria growth. A thin layer of nutrient agar in a petri-dish is enough for growing bacteria. You can see the bacteria colony shapes and count them without opening the lead of the petri-dish. Since petri-dishes are clear, you can see the bacteria from either side of the dish.
Incubator: Incubator is a warm cabinet that you can set it's temperature to a proper temperature for bacteria growth. About 35º C is a good temperature for most bacteria. This is close the body temperature. If you be able to create such a temperature in any other way, it is as good as an incubator. You may find warm places behind your refrigerator, next to the radiator or inside an oven that is off.
You may also make an incubator by placing a small desk lamp inside a wooden or metal box. Or you may put a Styrofoam cooler upside down over a desk lamp. A small lamp (15 watts) should be able to create enough heat to warm up a small space. Prepare your incubator in advance and use a thermometer to test it a day before starting your experiment.
Materials
Chicken broth
Water
Pot for boiling
Coffee filter
Droppers
Agar powder
* Chicken broth or beef broth can be purchased from supermarkets and health food stores or you may make them at home. (It must be fat free). Filter paper is coffee filter or you may substitute it with any clean cotton cloth.
Procedure:
If you are making your own chicken broth, one small chicken can give you enough broth for this experiment. (Half a pound beef can be used instead). Boil the chicken for one hour. Separate the broth by transferring it to another pot. Remove any fat from the top of the broth. Filter the broth using a clean piece of cloth or coffee filter. If you are buying chicken or beef broth from a super market, it comes in small bags of about 4 grams each. Use two bags in about 300 ml water and boil it. Then filter it and transfer the filtered broth to another clean pan.
Add water to the broth to bring it to about 650 ml and boil it again. Start adding the Agar powder while stirring (8 grams of dry agar powder). You will add agar gradually while stirring. Adding agar will take 30 seconds to one minute. If you do not stir it well, agar solidifies at the bottom of the pan and burns. Continue stirring for another two minutes or until the agar solution is fully dissolved and the solution is clear.
At this time, you may optionally add a calcium carbonate tablet and some mushroom extract. (You could also boil mushroom with beef or chicken broth).
Your nutrient agar is ready at this time. Turn off the heat and let it cool down. While it is still warm, set your petri-dishes on a table. Open the lead (lid) of each petri dish and pour some nutrient agar in each dish (enough to cover the bottom of the dish). Immediately put the lead back. Repeat this for all petri-dishes. Leave the dishes where they are until they solidify.
Note: The nutrient agar should be free from all bacteria; however boiling usually is not enough to kill all the environmental bacteria that have entered our nutrient agar. For school experiments, it may not matter but in real biology laboratories, nutrient agar plates are transferred to an autoclave for sterilization. Hot, under pressure steam of autoclave can kill all bacteria in about 30 minutes. Advanced students may use a pressure cooker to do the same.
IMMUNE SYSTEM - 3-D MODEL
Make a 3-D clay model of an antibody and how it resembles a key that fits a microbe as a lock.
IMMUNE SYSTEM - HUMAN BODY DRAWING
Make a drawing of a human body on a piece of paper.
Inside draw the areas that are infected by the flu or by chicken pox.
IMMUNE SYSTEM - COMIC STRIP
Make a funny comic strip containing at least five scenes how a character gets sick with a communicable disease. Make sure you include how they got sick and what virus or bacteria infected them.
IMMUNE SYSTEM - AIDS
Use the Internet and library to read about AIDS and then write a story about how it feels to live with AIDS. Be sure to include all the common myths surrounding AIDS ³contagiousness²
IMMUNE SYSTEM - DISEASE CHART
Make a colourful chart on four different diseases, two communicable and two non-communicable diseases. Include symptoms, causes, and treatments.
MUSCLES - ENZYMES IN ACTION
Gelatin is derived from the animal protein collagen, which is abundant in muscles, bones, and other tissues of the body. When gelatin is dissolved in water, heated, and then cooled, it forms a semisolid material, such as we have all eaten in the form of gelatin salads, mousse, and other treats.
When gelatin is heated, the hydrogen bonds that hold the shape of the collagen molecule are broken. When it is mixed with water, heated, and then cooled, the bonds begin to reform, and gelatin takes shape. Since gelatin is a protein, it is susceptible to enzymatic activity. The enzyme brome lain is found in fresh pineapple and breaks the bonds of collagen, so gelatin will not gel in the presence of fresh pineapple or fresh pineapple juice. (Brome lain is also used to tenderize meat, since it breaks the bonds of collagen.)
Set up a demonstration in which a Jell-O (or other brand of gelatin) mold has already been prepared, showing students what the gel looks like. Samples may be passed out if desired (Knox blocks work well this way). Then prepare one box of Jell-O using hot water and chilled canned pineapple juice and another box using hot water and chilled fresh pineapple juice. Set these both aside in a refrigerator.
During the next class period, bring out the two preparations of gelatin. Students will see that the one containing canned juice is firm as expected, but the preparation containing the fresh pineapple juice is not. Explain that during the canning process, the juice is heated, which destroys the brome lain.
SENSES - SMELL
1. Prepare before hand some different scented items on plates. Prepare a small sample on different plates and label the plates with numbers 1,2,3Some ideas of items are lemon, potato (this is a good one because its scent is do slight-very tricky) apple, flowers, candy, black liquorice is good, peanut butter, toothpaste, dirt. The possibilities are endless.
2. Give each child a copy of the worksheet. The worksheet is a table to record their guesses.
3. One at time have each child smell each sample and guess what the item is. Have another student write down their guesses on their sheet for them.
4. After everyone has had a turn reveal what the items are.
5. Have the children reflect on their correct and incorrect guesses. Ask them if they feel they were in tune with their sense of smell.
6. If you are doing this activity in co-op or in a larger group perhaps you may want to make a graph documenting how well all the students did as a group
SENSES - HEARING - GUESS THE SOUND
1. Prepare before hand an audio CD or cassette tape with snippets of different sounds. You can make each snippet of sound as little as 5 seconds, or as high as 30 seconds long. Obviously, you may want to go longer the younger the children however if your children are older they really love the challenge of guessing the 5-second or even less ones!
2. Although the possibilities are endless here are some examples of sounds you may want to record: computer typing, a drill, a pencil sharpener, a toilet (kids always love this one), any animal sound a cat¹s meow a dog¹s bark ect.. a car , a musical instrument, walking steps , waves
3. Give each child a copy of the worksheet. The worksheet is a table to record their guesses.
4. Play the recordings and then have the children guess what they think the sound is.
5. Have the children reflect on their correct and incorrect guesses. Ask them if they feel they were in tune with their sense of hearing.
6. If you are doing this activity in co-op or in a larger group perhaps you may want to make a graph documenting how well all the students did as a group
SENSES - HEARING - VIBRATING SOUNDS
Objective
Students can say that sounds are caused by vibrations in things.
Materials
Different-size bottles; same-size bottles; water; wooden spoon or stick; seven-eight glasses that are the same shape and size.
Procedures
The teacher demonstrates that the vibration of air in a container causes sound.
1. Fill bottles of different sizes and bottles of the same size with the same and with different amounts of water.
2. Students predict what will happen if they blow across the tops of the bottles. The students then go ahead and blow on the bottles, trying to see if there is a pattern among the different sounds the bottles make.
3. The students try to sequence the sounds from lowest to highest.
4. If the students are interested, they can make a water marimba. Fill several same-size drinking glasses with water at different levels and strike lightly with a wooden spoon or stick.
5. Students discuss high and low tones in relation to the amount of water in the identical containers.
Getting the Idea
1. What was vibrating that was causing the bottles to make different sounds. (The air inside the bottle.)
2. Did all the bottles have the same amount of air in them? (No, the ones that had a lot of water had only a little bit of air at the top.)
3. When you were hitting the glasses in the water marimba, what was vibrating? (The glasses and the air were vibrating. That is why all the glasses have to be the same shape and height; otherwise, the sounds would be different.)
SENSES - HEARING TALKING TUBES
Objective
Student can say that sound travels.
Materials
Paper-towel tubes; a ticking clock or timer; plastic tubing six feet to eight feet in length (available at hardware or pet stores); two funnels; masking tape
Procedures
1. Place a ticking clock or timer on one end of a wooden table. Place one opening of a cardboard tube on the other end of the table. The students take turns holding an ear to the other end of the tube to hear the ticking coming through the tube.
2. Attach a funnel to each end of the plastic tubing, using masking tape. Partners stand six to eight feet apart while one whispers a message to her/his partner too quietly for the partner to hear. The first child then whispers the message into one of the funnels while the second child listens through the other. The partners take turns listening and whispering.
Getting the Idea
Explain to students that the ear is something like a tube with a funnel. Sound comes in through the outer part of the ear - which is like the funnel - and travels through a tube called the auditory canal. Ask the students to list every object that was vibrating to make the sound heard. (The clock, when it ticked, vibrated, and because it was sitting on the table made the wood vibrate; the sound traveled through the wood and through the air in the cardboard tube to the person's ear.) When the students whispered without the aid of the funnel, the sound was not loud enough to be heard from that distance, but it did cause vibrations, otherwise you could not have heard whispering. The sound waves also traveled through the air and though the funnel.
SENSES - HEARING - OBJECTS VIBRATE
Objective
Students can say that sound is produced when objects vibrate.
Materials
Tuning fork; pan with water; cereal flakes; rubber band; drum; radio; paper towels
Procedures
Students:
1. Strike a turning fork and dip it in water.
2. Sprinkle cereal flakes on a drum, then tap the top of the drum.
3. Stretch a rubber band between two fingers and pluck it; stretch the elastic farther and pluck it again.
4. Put your hand on the top of a playing radio. Describe sounds and changes of sounds of different objects.
5. Put your fingers on the front of your throat, very close to your "voice box." Be careful that you don't press hard enough to hurt yourself. Make a noise. Describe what you felt in your throat as the noise was coming out.
Questions
· What did you feel when you touched the turning fork after you hit it?
· What did the rubber band do when you plucked it? What did it do when you stretched it farther and then plucked it?
· What was each one of these objects doing as it was making a sound, including your throat?
SENSES - TOUCH - FEELING BAGS
1. Prepare beforehand paper lunch bags filled with different items. Try to find items that have different textures, shapes, sizes, and densities (soft or hard).
2. Although the possibilities are endless here are some examples of items you may want to put in the bags: wool, cotton ball, orange, pencil, small stuffy toy, golf ball, sand or corn meal, play slime, sea shell, stick sandpaper.
3. Give each child a copy of the worksheet. The worksheet is a table to record their guesses.
4. One at a time have the children put their hand in the bag and try to guess what is inside
5. Have the children record their answers on their worksheet.
6. Have the children reflect on their correct and incorrect guesses. Ask them if they feel they were in tune with their sense of touch.
7. If you are doing this activity in co-op or in a larger group perhaps you may want to make a graph documenting how well all the students did as a group
SENSES - TOUCH - FEELING BOXES
1. Each child removes a shoe and sock and feels the inside of several "feeling" boxes with a bare foot. The students describe what they feel.
SENSES - TOUCH - WATER
1. The students put their hands in a pan of cold water and describe how it feels. Then they put their hands in a pan of water at room temperature and describe how it feels. Then they put their hands in a pan of warm water (make sure it is not too hot) and again they describe what they feel. Can they feel the water temperature and the texture at the same time?
2. Ask students to put a bare foot into the pan with water at room temperature and ask them what they feel. Again, can they feel that they are touching something wet and something rough at the same time? Ask the students, if they were to put their bare foot into the cold water would it feel colder than if they touched it with their hands? Why do they think that cold (or warm) feels colder (or hotter) on the soles of the feet than on the hands? Do they like to walk bare foot on grass? Rough stones? Why? Why not?
SENSES - TASTE - AREAS OF THE TONGUE
1. Prepare beforehand plates with samples of different food items. Try to find one item for each of these: sweet, sour, salty and bitterness. Small pieces of various foods for taste test (including sweet, sour, salty, bitter; e.g., cookie, lemon, cracker, banana peel); glasses of salt, sugar, lemon, and baking soda dissolved in water
2. After discussion about the tongue and the different places that we taste things, have the children draw a tongue on a piece of blank paper. Have the children label the various areas of the tongue we use for taste. Have the students number the areas from 1 up. Make sure all the students use the same number for each area.
3. It is now time to test the areas of the tongue.
4. Pass out a worksheet to each child. The worksheet is a table to record their responses.
5. One at a time have each child wear a blindfold.
6. Using a toothpick, place a small amount of one type of food on the region of the tongue labelled #1 The blindfolded student judges the taste with the mouth still open so the food sample is not spread to other regions of the tongue.
7. Record the judgment each time. Rinse the mouth with water between tastes.
8. After placing the first food type on all four regions of the tongue and recording the student's responses, taste the next food.
9. The partner performs the test.
10. Students draw and write about the flavours the tongue tastes
SENSES - SIGHT
1. Discuss examples of how we use sight in our daily life. Have the children discuss what it would be like if they could not see. Discuss what daily life would be like if you were blind. Discuss the various aids that blind people use in their day like audio crosswalk signals, Braille books, audiotapes, and Seeing Eye dogs.
2. One at a time have each child out on a blindfold and walk around the room. MAKE SURE THE ENVIORNMENT IS SAFE BEFORE STARTING THIS ACTIVITY.
Write their name in Braille:
3. Get a copy of the Braille alphabet from the library or the Internet: click here for an Internet site with the Braille alphabet.
http://www.nbp.org/alphcard.pdf
4. Using beads (preferable small beads) and glue have the children write their names. Using the alphabet as a guide have them glue beads onto a piece of construction paper in the shape of their names.
5. After everyone is done have the children have the children switch papers. Blindfold the children and then have them try to read each other¹s names.
SKELETON - SKELETON PRETZELS
Read and follow the recipe for pretzel dough. You can follow the method traditionally or you can make dough using the dough setting on your bread maker.
#1 After the dough has risen give each child a piece of dough.
#2 Have the children punch down the dough
#3 Have the children divide the dough into long tubes
#4 Using the tubes have the children build skeletons
#5 You can give the children directions for making their skeletons like "ok lets make a spinal cord and then attach a rib cage onto your spinal cord....." or you may choose the activity to be more free and creative letting them build it on their own. I did both. I let the Children make one in their own style and they made one following my instructions. Be sure to use the correct vocabulary for each bone.
#6 After they have built their masterpieces you can do one of two things. To make traditional Pretzels you should put the pretzels in a pot of boiling water (and a pinch of baking soda) for one minute or so , until they rise to the top , before you bake them. Unfortunately skeleton pretzels are not a convenient shape for this method so you may prefer to just have your skeleton dough rise once more and just bake it . This will create a more bread like pretzel but I never found my kids minded.
#7 Be sure to egg wash your pretzel and sprinkle a bit of course salt on before baking.
#8 You can also spread pizza sauce on and sprinkle cheese on top before baking making delicious pizza pretzels - do this activity before lunch and you kill two birds with one stone school and lunch!
Soft Pretzels recipe (makes 12)
1 cup warm water
1 package dry active yeast
1 1/2 cups flour
2 tbs. vegetable oil
1/2 tsp. salt
1 1/4 cup flour
4 cups water
2 tbs. baking soda
2 tbs. coarse salt
Dissolve the yeast in the warm water and let stand for 10 minutes. Add the vegetable oil, salt and 1 1/2 cups flour. Stir together until thoroughly combined. Add remaining flour and knead dough for 5 minutes. Let the dough rest for 1 hour.
Divide the dough into 12 equal shapes and reform them into small balls. Let them rest for 15 minutes. Roll them into 18" lengths and form them into pretzel shapes or cut each length in half to make sticks. Preheat oven to 475 degrees.
In a large pot, place the baking soda and water to a boil. Let the pretzels rise for a 1/2 hour. Add the pretzels to the boiling water for 1 minute. Remove and place on a greased sheet pan. Sprinkle with coarse salt and bake for 12 minutes.
JELL-O-SKIN
- submitted by Brenda Fawkes
Ingredients:
3 different colors of Jell-O (2pkgs each and 4 for the middle layer ) - I used blue, red, peach
Red string licorice (arteries)
Blue string licorice (veins)
Marshmallows (fat)
Thick black licorice (hair)
Chocolate Chips (freckles)
Spaghetti (sweat glands)
9X13 Pyrex pan
Directions:
Spray pan with Pam and mix to Jell-O jiggler consistency according to package directions. Do one layer at a time about an hour apart to allow layers to set a bit so they don't mix together.
Layer as follows:
1) Blue on bottom with marshmallows (enough to cover in one layer) - subcutaneous tissue
2) Red in middle with red & blue string licorice, and coiled strands of cooked spaghetti for sweat glands (position like diagram below) - dermis
3) Peach on top after you pour the peach layer cover with saran wrap and poke thick black licorice "hair" through (this keeps it from falling over until it sets. - epidermis you can add chocolate chips for freckles/melanin after it sets a bit.
Use your imagination to add anything else you see in the diagram above
4) Let set overnight and disect in the morning - snack-time and lesson in one!
SEASONAL/HOLIDAY:
Click on subjects listed below to jump to relevant unit study categories.
(from there, you can click on sub-category links to jump to specific entries in that category)
AUTUMN - BASKET FULL OF FALL
CHRISTMAS- TREE DECORATION
CHRISTMAS- BEAD TREE ORNAMENT
CHRISTMAS- GIFT BOX ORNAMENT
CHRISTMAS- PINE CONE CHRISTMAS TREE
CHRISTMAS- EASY GLITTER STARS
CHRISTMAS- PASTA CHRISTMAS WREATH
CHRISTMAS- PRETZEL WREATH
CHRISTMAS- GINGERBREAD KIDS
CHRISTMAS- CINNAMON CUT OUTS
CHRISTMAS- SOCK SNOWMAN
CHRISTMAS- REINDEER ANTLERS
BASKET FULL OF FALL
- submitted by Lindy templeman
This is a wonderful idea when studying fall. All you need to do is give each of your students a basket and go for a walk! It is that simple ! While on their walk you ask the students to put fall things in their baskets. When you get back home use the baskets full of fall for beautiful centre pieces for your table! They really look nice, you will be impressed and so will your kids!
CHRISTMAS - EASY TO MAKE TREE DECORATION
This is a great Christmas Party Craft
and an easy Scout Troop Holiday craft!
Use last year's Holiday cards to make a new ornament.
You'll need:
Frozen Juice can lid
Construction paper
Old Christmas cards.
Ribbon
Glue
Cut a favorite picture from a card. Using the juice can lid, trace and cut a circle from the construction paper. Glue the picture onto the paper and the paper onto the lid. Here's a job for Mom or dad Use a glue gun to attach a paper clip to the lid for a hanger.
Tips: You can spray paint the lids in gold, green or red to add a bit more. If you have particularly creative Kids, they can glue objects onto their lids!
CHRISTMAS - BEAD TREE ORNAMENTS
You'll need:
colored pipe cleaners
beads (make sure the opening of the beads are large enough to fit a pipe cleaner through)
Thin ribbon
These are very easy to make and can be done by almost any aged child. Slip the beads onto a pipe cleaner one at a time. They can be strung with a pattern or randomly. Don't forget to twist the ends, to keep the beads in place. These can be shaped into candy canes, wreaths, bells etc. When you complete the ornament, tie a ribbon loop for hanging.
CHRISTMAS - GIFT BOX ORNAMENTS
Save your little boxes! You can use an empty baking soda box, food coloring box, a box from a bar of soap etc. Have the kids wrap your little boxes in their favorite wrapping paper and attach a string and use it as an ornament. Or, attach your string and then thread them through a piece of jute and use it as garland. So many different things to do with it.
CHRISTMAS - PINE CONE TREE
You'll need:
Dry Pine Cones
Green Glitter
Glue
Sequins
Paint the pine cone with glue. Before the glue dries, sprinkle with green glitter. Top with a paper star. When it dries you can glue on sequins or tinsel. Stand on the base for a Mini- Christmas Tree or hang by adding a tie. Tip: If you cannot find open pine cones. Place some in a 200 degree oven on a cookie sheet. They will open as they dry
CHRISTMAS - EASY GLITTER STARS
These can be used to decorate windows and they come right off.
You'll Need:
Glitter in assorted colors
Plastic food wrap
Large piece of cardboard
A bottle of White glue
Yarn for hanging, optional
Updated Instructions:Use bottled Glitter Glue for a quick and easy craft idea!
Secure the plastic food wrap with tape onto a piece of cardboard tray, pulling it smooth and taut. Make star shapes on the plastic wrap with the glue bottle. Fill in the center with glue as well. You can also make other shapes like a bell, or a pine tree. If you plan onhanging or tying these stars attach a loop of yarn to the top of by putting it into the glue. Sprinkle the glue with glitter. Make sure it is completely covered. Leave to dry for 48 hours. Gently peel the plastic wrap away from the back, working in from each point.
CHRISTMAS - PASTA WREATH
An Easy Scout Troop and classroom Holiday Craft!
You'll Need:
Small Paper Plates
A Variety of Different Pasta
Glue
Silver or Gold Spray Paint
Bow
Cut center out of the paper plate. Glue pasta noodles around the outer ring, completely cover the paper plate. Let glue dry and then spray paint the desired color. Use a Glue gun to add the bow! I still have the wreath I made in Kindergarten!
CHRISTMAS - PRETZEL WREATH
Perfect for a country Christmas!
You'll Need:
Little Pretzels
Curling Ribbon
Glue
String the curling ribbon through the pretzels. Use an over-under /under- over pattern so that the pretzels will lay flat. Apply glue to secure each pretzel as you form a circle. Add another layer of pretzels onto the top. Glue on a Sprig of pine or holly and this makes a beautiful gift. Tip: Consider gluing the wreath onto a paper plate or a circle of cardboard for extra security
CHRISTMAS - EASY GINGERBREAD KIDS
You'll need:
Cardboard
Glue
Raisins
Whole Cloves
Cinnamon hearts
Narrow ribbon
Optional Items
Glitter sequins, gold thread, rick-rack
Use a gingerbread cookie cutter to trace and cut the cardboard. Decorate your boys and girls by gluing raisins to the face for eyes. Use the head of the cloves for a nose and several clove stems to make a mouth. cinnamon hearts make great buttons! Use the ribbon or "rick-rack" to trim the edges, add bows or even clothes. If you want sparkle trim with glue and add glitter or sequins. Use your imagination!
CHRISTMAS - CINNAMON CUT OUTS
No-Bake recipe that smells festive!
Mix 3/4-1 cup applesauce with one 4.12-oz. bottle ground cinnamon to form a stiff dough. Roll out to 1/4-inch thickness. Cut with cookie cutter. Make hole for ribbon. Carefully place on a rack to dry. Let the cut-outs air dry for several days, turning occasionally. Makes12 sweet smelling ornaments.
CHRISTMAS - SOCK SNOWMAN
You'll need:
clean white sock
cotton balls
black felt
fabric scrap
glue
yarn or ribbon
needle & thread
Optional:small holly decoration or pom-pom
Fill the sock with cotton balls up to the cuff. Fold the cuff down to make the snowman's hat. Cut a strip of fabric for the scarf and tie it underneath the heel of the sock to make the head. Cut eyes, nose, mouth, and buttons out of the lack felt and glue them in place. Older children can sew real buttons instead. Take a piece of yarn or ribbon and glue the ends to the inside back of the cuff (hat). You can then glue a pom pom on the top or holly leaves onto the side of the hat. Hot glue works best but be sure that you supervise the glue gun if children are around. Hang your snowman and enjoy!
CHRISTMAS - REINDEER ANTLERS
You'll Need:
Red construction paper
Brown construction paper
Scissors
Stapler
Cut a 3 inch wide strip of red construction paper long enough to fit the child's head. Staple the ends of the paper together. Stack together 2 pieces of brown construction paper , trace one of the child's hands. Then cut it out. Separate the hands and then staple each one to the red band towards the front, just a little apart from each other. That's the antlers. If you want to embellish this simple project...Add Glitter, sequins, stickers, pom-poms etc. Don't forget to get a picture of these sweet little reindeer!