4-h 1460 just outside the door leaders guide · 2018. 8. 10. · outside the doorleader's...

4-H 1460

Just Outsidethe DoorLeader's GuideA Unit of KaleidoscopeThe Michigan 4-H Youth Programs5- to 8-Year-Old Curriculum

88 4-H Youth DevelopmentChildren, Youth, Families & CommunitiesMichigan State University Extension

Just Outside the DoorA Unit of KaleidoscopeThe Michigan 4-H Youth Programs5- to 8-Year-Old Curriculum

Project Director:Christine Nelson, Ph.D.Assistant Professor/Extension

SpecialistDepartment of Family and

Child Ecology

Project Assistant:Lynn Marshall DarlingPh.D. CandidateDepartment of Family and

Child Ecology

Contributing Authors:Jo Bush·GlennGraduate StudentDepartment of Family and

Child Ecology

Shari 1. DannExtension SpecialistDepartment of Fisheries

and Wildlife

J. Lee Taylor, Ph.D.Extension SpecialistDepartment of Horticulture

Gary A. DunnExtension SpecialistDepartment of Entomology

Joanne SchultinkExtension SpecialistDepartment of Human Environment

and Design

Editor:Janet R. OlsenAssociate Program Leader for

Curriculum Development4-H Youth Programs

Artist:Marian M. ReiterGraphic Artist4·H Youth Programs

Contents

Page

Using "Just Outside the Door" 2

Just Outside My Door 4

I Know How to Be a Friend 7

My Clothing and the Weather 10

Billions of Insects ................•............................... 13

Insect Catcher's Safari 16

An Insect's Life .................................•................ 19

Working Together 22

Fabulous Fruits 25

Surprising Seeds 27

Oh, No! Stains! 31

Wet and Wonderful 34

Birds of a Feather 38

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4-H 1460 Just Outside the Door Leader's Guide • 4-H Youth Development • Michigan State University

sing ':Just Outsidethe Door"Just Outside the Door is partof Kaleidoscope, the Michigan 4-HYouth Programs curriculum for 5- to8-year-olds. This leader's guide provides a variety of activities designedto help children to learn more aboutthe world that exists "just outsidetheir door"-water, plants, otherpeople, insects and appropriate clothing for being outside. It also providesactivities which help children increase their observation skills andlearn more about themselves.Because of the seasonal nature ofwhat can happen and be learnedabout what is just outside the door,other leader's guides are planned onthis topic. This set of activities hasbeen prepared to be used in thesummer, although some activitiescould be adapted to other seasons.

The Just Outside the Doormaterials consist of this Just

z

Outside the Door Leader'sGuide (4-H 1460) and the JustOutside the Door Member'sPacket (4-H 1461). These materialsare available through your countyCooperative Extension Serviceoffice.

This leader's guide has plans formeetings on 12 different topics.Details about the format for eachmeeting are included in Kaleidoscope-An Overview of theMichigan 4-" Youth Programs5- to 8-Year-Old Curriculum(4-H 1459). The format allows forboth leaders and children to makedecisions about how children learnthrough activities, stories, poems,drama, movement games, cardgames, songs, arts and crafts, snackpreparation, trips and science experiments. The overview guide alsocontains information about the

development of children who are5-to 8-year-olds and how to workmost effectively with them. It isrecommended that each leader whoworks with this age group have acopy of the overview guide.

A brief description of the meetingtopics for Just Outside the Dooris provided on page 3:

The member's packet includes a"My Thoughts and Feelings" sheetand mini-poster for parents for eachmeeting. It also includes an "AboutMe" sheet for the "I Know How toBe a Friend" meeting, and "AboutMe" sheet for the "WorkingTogether" meeting, and a "MoreThan Flying-What Birds Do" sheetfor the "Birds of a Feather"meeting.

You will need to obtain a member's packet in order to have all theinformation you need to plan andconduct the meetings. It is recommended that each 4-H member besupplied with his or her own member's packet. It is also recommendedthat you keep all member packetsuntil the final meeting to ensurethat each child always has his or herpacket during the meetings. Themini-poster is sent home with thechild at the end of each meeting,however.

Sharing "JustOutside the Door"With Others

Any of the Just Outside theDoor activity products can beshared with others on bulletinboards, at county recognition events


such as achievement days, at thefair, or at other special communitytimes when you would like to highlight the work of your young4-H'ers. These might be the arts andcrafts activities like the TreasureHunt Collage. Also consider havingthe children sing the songs or do thecreative dramatics to show off whatthey have learned. Another way thatyou can show what your 4-H'ershave done is to take photographsand create a poster. The childrencould even be involved in taking thephotos!

"

*It is strongly recommended that this meeting plan be used first. The others can be donein any other order.

Meeting TopicJust Outside My Door"

I Know Howto Be a Friend

My Clothing andthe Weather

Billions of Insects

Insect Catcher's Safari

An Insect's Life

Working Together

Fabulous Fruits

Surprising Seeds

Oh, No! Stains!

Wet and Wonderful

Birds of a Feather

What Children LearnHelps children think about what is outside their homes and how these things aresimilar to or different from other children's outside areas. Includes a treasurehunt to increase the children's observation skills.

What makes a friend a friend and whatkind of friend children are to others.

What kinds of clothing are appropriate indifferent kinds of weather and why.

Basic information about insects (bodyparts and types).

Where insects live and other places wherethey can be found.

How insects grow, develop andcommunicate.

Why cooperation is important.

What a fruit is and where fruits canbe found.

What a seed is, the seed parts and howseeds can be used.

How to avoid stains and what to do whencommon stains occur.

Basic characteristics of water.

What makes a bird a bird, different kindsof birds and bird behaviors.

•

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Just OutsideMy DoorPurposes• To help children explore what

kind of environment is outside oftheir door.

• To increase children's observationskills.

• To help children explore how theirenvironment is similar to and different from other children'senvironments_

• To help children appreciate differences in people.

SuggestedMeeting Plan1. Do "Major Activity I: A Mapping

Activity." Talk to the childrenabout "What Children Need toKnow."

2. Do "Major Activity II: ATreasure Hunt."

3. Do any other activities that timeallows from "Other Fun Thingsto Do,"

4. Do the "Talk Abouts."5. Plan for the next meeting by

doing "Planning AheadTogether."

6. Send home the "Just Outside MyDoor Mini Poster."

What ChildrenNeed to Know• Children live in many different

kinds of places.• Depending on where children live,

they have different kinds of thingsto see and do when they leavetheir homes. Some examples are:-Some children live in cities.

When they go outside, they mayhave a small yard, a large yardor no yard! There are many

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human-made things like housesand other buildings. There arepaved streets. Often many people live close together in a smallspace. There may be many treesor just a few.

-Some children live in the coun·try. When they go outside, theymay have a yard, or they maynot. There are usually no otherhouses close by. Sometimes theroads are dirt roads_ Usuallythere are many trees and othernatural things.

• Things found outside have different shapes, colors, sizes andpatterns.

• Some things found outside arehuman-made (like houses), andsome are natural (like trees).

• Some things outside are very easyto find because there are so manyof them.

• Some things outside are very hardto find because there are not verymany of them.

• When looking for objects outside,slowly look up, look down and lookall around.

Major Activity 1A Mapping Activity(approximate time: 15-30 minutes)

You will need:o Newsprint or a paper bag for

each childo Scissorso Crayons or markers

1. If you plan to use paper bags, cutthem before the meeting so theywill lie flat.

2. Give each child a piece of newsprint or a paper bag. Ask the children to close their eyes and think

about what they see when theywalk out of their door. Havethem open their eyes and taketurns telling everyone what theysaw. Ask them to be very quietand to close their eyes again. Tellthem to take pictures in theirminds of what they see whenthey walk out of their door.

3. Give the children some crayonsor markers and ask them to draw(on their newsprint or paper bag)some of the pictures that theytook in their minds that showwhat they see when they walkout of their door.

4. When everyone is done or almostdone, have each child show his orher picture and talk about whathe or she drew. Ask about theirpictures. Are there childrennearby to play with? Is there lotsof space for running and playinggames? Are there many or fewtrees and flowers? Think of otherquestions that will help the children see that living in differentplaces provides a different experience for each child. Try to talkabout the advantages and disadvantages of living in eachsituation.

Note: Keep in mind that differentchildren (partially dependent ontheir ages) will do this activity invarying ways. Younger children maymake many little pictures on the bagthat have nothing to do with eachother. As children get older, theywill begin to make pictures in whichthe things are more related. Olderchildren may do it just like a mapvery carefully and specifically.


Major Activity 11A Treasure Hunt(approximate time: 20-40 minutes)

You will need:o One copy of a Treasure Hunt List

for each group (see suggested listbelow)

o Small plastic bagso Extra adults for supervision

1. In this activity, the children willgo on a treasure hunt to look forseveral natural and human-madeitems of different colors, shapes,sizes, types and patterns. Youneed to compile a Treasure HuntList and choose an area in whichthe items on the list can befound. A Treasure Hunt List caninclude things that are:Blue (very uncommon) HardAlive GreenAn insect SoftFrom a plant BrownDry SmoothNot living Rough

Caution: Be certain that theadults on the treasure hunt knowwhat poison ivy, poison oakand poison sumac look like sothese things can be avoided.Also avoid allowing childrento hold centipedes, largespiders, spiny caterpillars,bees, wasps and earwigs.Be sure to prevent the childrenfrom putting any objects in theirmouths (especially berries ormushrooms).

2. Ask the children if they haveever gone on a treasure hunt. Tellthem that today they will go on aspecial treasure hunt that willshow them how to carefullyexplore outside. Tell them thatwhen looking for treasures theymust move very carefully so theydon't miss anything. Tell them toslowly look up, look down andlook all around. Tell the childrenexactly how far they may roamwhile looking for the items ontheir lists.

3. Divide the children into groups ofno more than three or four peopleplus one adult. Give each group alist and one plastic bag for eachperson. Tell them what soundwill be their signal that the huntis over, and then demonstrate thesound. Send them on their hunt.

4. When the hunt is over, makesure every child has a chance todescribe the "treasures" his orher group has found. Discusswhich items were easy to findbecause there were so many ofthem. Talk about which itemswere harder to find because therewere only a few of them.

5. Have the children count and sorttheir treasures. Did some of thegroups collect some of the samethings? Talk about why thismight have happened. Let thechildren decide which of theirtreasures they would like to keepand which they would like to putback.

Other FunThings to DoABOUT ME-A DISCUSSIONAND DRAMA ACTIVITY(approximate time: 10-15 minutes)

Have the children stand up so thatthey have some space around them.Tell them that they are going to actout how they feel when they go outside. Let them know that they willhave different feelings. For example,some will feel joyous and some willfeel scared. Tell them to pretendthat they are at home and they are

walking outside. How do they feel?Tell them to act out how they feel.You may need to demonstrate waysthat people use their faces andbodies to show their feelings.

Have them sit down in a circlewith you. Ask them if they wouldlike to share how they felt, one at atime. If the other children reactnegatively to one of the children'sfeelings, remind the group that weall have feelings. Our feelings are different from each other's and that'sokay.

TREASURE HUNT COLLAGEAN ARTS AND CRAFTSACTIVITY(approximate time: 15-30 minutes)

You will need:o Construction paper or paper

plateso Paste or "tacky" glueo Treasure hunt items

Give each child a piece of construction paper or a paper plate andsome paste or glue. Have them pastetheir treasure hunt items on thepaper.

TREASURE HUNT SORTA GAME(approximate time: 5-10 minutes)

You will need:o Everyone's treasure hunt items

Put all of the treasure hunt materials in one large group on the floor.Have the children sit around thematerials. Tell the children thatthey may all make a collection infront of them from the treasure


hunt pile. The rule is that everything in their collection needs to bethe same in some way. For example,all the things may be blue or humanmade or things that were once alive.

When everyone has a collection,have each child show his or her collection and have the other childrenguess what is the same about all ofthe things in the collection.

BOOKS AND STORIES

Reflections, by Ann Jonas. NewYork: Green Willow Press, 1987.This book. which is excellent forencouraging observation skills,explores a day at the seashore. At whatis the end in most books, this book isturned over and read from back tofront.

TRIPS OR WALKSIf most of the children in your

group live in the same kind of envi·ronment, take a drive to anotherkind of environment. For example, ifmost of the children live on farms,take them to town and have themtalk about the similarities and differences between where they liveand the town environment.

Talk Abouts(approximate time: 10 minutes)

1. How are objects found outside different from one another?They have different shapes. sizes,colors and patterns. Some arehuman-made. Some are natural.

2. Why are some things easy to findoutside?There are many of them.

3. Why are some things hard to findoutside?There aren't very many of them.

4. How should we look for things?Look stowly up, down and allaround.

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Planning AheadTogether(approximate time: 10 minutes)

Have the children find the "MyThoughts and Feelings" sheet for"Just Outside My Door" in theirpacket and put their names on them.Tell the children that at the end ofeach meeting they will record onthese sheets what they have doneand how they feel about it. Then thegroup will talk about what they'dlike to do during the next meeting.

Hold up the "My Thoughts andFeelings" sheet and point to where itsays "Just Outside My Door." Tellthe children that the signs in thefirst column stand for activities andthat everyone will circle the signsfor the activities they did at themeeting. Circle the first activitythat you did and have the childrencircle it on their sheet. Then tellthem to circle the face next to it thatshows how they felt about the activoity. Did they dislike it, like it justokay or really like it? Continue tocircle other activities and the facesuntil you have circled all of theactivities (and a face for each) thatthe group completed. Read the wordsat the bottom and have the childrendraw a face that shows how theyfelt about the entire meeting.

When everyone is done, ask ifanyone wants to talk about theirfaces and feelings. After any discussion. ask the children to give theirsheets to you.

Next tell the children it is time toplan the next meeting and they willmake decisions about what kinds ofactivities they will do. Offer themchoices from activities you are willing to do. For example, you mightask, "Would you like to sing a songnext time or read a story?" or

"Would you like to make a puppet orplaya game?" You can also offerchoices in the kinds of materials thechildren would like to use in a particular project or which snack theywould like.

After you have looked at the "MyThoughts and Feelings" sheets, puteach child's in his or her folder as arecord of the activities completedin 4·H.

Mini-PosterSend the "Just Outside My Door

Mini·Poster" home with each child.This will tell parents about theactivities the children did this week.Remember to write down any specialmessages for parents that you feelare important: things each childshould bring to the next meeting,your positive comments about achild, and so on.


I Know Howto Be a FriendPurposes• To help children understand what

it means to be a friend and howfriends behave with each other.

• To give children the opportunityto practice friendship skills suchas doing things together, sharing,helping, listening, expressingaffection and resolving conflicts.

SuggestedMeeting Plan1. Do the "Prui" major activity and

talk about friendship, using theinformation in "What ChildrenNeed to Know."

2. Do any other activities that timeallows from "Other Fun Thingsto Do."



5. Send home the "I Know How toBe a Friend Mini-Poster."

What ChildrenNeed to Know• Friends are people who:

-Like each other.-Like to be near and play with

each other.-Talk with each other.-Help each other do things.

• Friends may be in your family oroutside your family, and they canbe any age.

• Having a friend and being a friendmake people feel good.

• Having a friend gives people some·one with whom to play, work, andshare ideas and feelings.

• People feel friendly toward peoplewho are interested in them, sharewith them, listen to their ideasand help think of ways to solveproblems.

Major ActivityPrui*(approximate time: 10-15 minutes)

1. Tell the children that the Prui(pronounced PROO-ee) is a gentle, friendly creature that growsand that everybody wants to be apart of the Prui.

2. To begin a game, all the playerswill either close their eyes or beblindfolded. Then they stand in agroup and start milling around.Tell the children that when theybump into someone, they shouldshake that person's hand andask, "Prui?" If the person asks"Prui?" back, then both playersknow they have not found thePrui and they should continuelooking for another person to ask.Tell the children that the personwho does not answer back is the

Prui. The child asking must notspeak and then must remove theblindfold (or open their eyes) andjoin hands with the Prui.

3. After the children have startedmilling around, choose one childto be the Prui.

4. When the last person becomes apart of the Prui, everyone shouldcheer and then sit in a circle. Tellthe children that the Prui is likefriendship. It can grow and grow.Talk about ideas in "What Chilodren Need to Know." Have thechildren share their ideas aboutfriendship.

*This game is adapted from The NewGames Book edited by Andrew Fluegelman.Garden City, N.Y.: Doubleday and Co., Inc.,1976.

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Other FunThings to 00ABOUT ME-A DRAWING ACTIVITY(approximate time: 10 minutes)

You will need:o One "About Me-My Friend"

sheet for each child (see the JustOutside the Door Member'sPacket)

o Crayons or markers

Have each child draw a picture ofone of his or her friends. Then tellthem to write (or have an adultwrite) the friend's name and somethings they like about their friendon the sheet.

THE MORE WE GETTOGETHER-A SONG(Sung to the tune of Did You EverSee a Lassie)

The more we get together, together,together,

The more we get together,The happier we'll be.

For your friends are my friends andmy friends are your friends.

The more we get together,the happier we'll be.

IF YOU'RE FRIENDLYAND YOU KNOW IT-A SONG(Sung to the tune of If You're Happyand You Know It)

If you're friendly and you know it,say "hello."


ff you're friendly and you know it,then your face will surely show it.


(Substitute "let's play" or your ownideas for "hello."

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FRIENDSHIP COLLAGE-ANARTS AND CRAFTS ACTIVITY(approximate time: 20-30 minutes)

You will need:o Large (12- by 18·inch) sheets of

construction paper labeled"My Friends"

o Glueo Paper circles (approximately

4 inches in diameter and of var·ious skin colors-peach, lightbrown, dark brown, pink, etc.)

o Assorted collage materials (yarn,buttons, beads, fabric scraps,beans, macaroni, etc.).

Tell the children they're going tomake pictures of their friends. Havethem glue the paper circles onto theconstruction paper. They can usethem as friends' faces and the col·lage materials for features and hair.Children can either write theirfriends' names or have an adultwrite for them.

WATER BALLOON TOSSA GAME(approximate time: 15 minutes)

You will need:o Balloonso Water

Have the children choose apartner to be their friend and haveeach set of partners take turns toss·ing their balloons to each other.After each successful toss, each"friend" takes one step back. Let thechildren decide as a group beforehand what will happen if the balloon drops and breaks. For example,they may decide that the pair withthe broken balloon sits down towatch the others or they may decidethat they get to have anotherballoon.

FRIENDSHIP SKIT-DRAMA(approximate time: 10-15 minutes)

You will need:o Two puppets

Adults can start out this game bypretending that two puppets are trying to make friends with each otherand they can experiment with somedifferent ways of doing this. Forexample, one puppet could say, "Hi,my name is Sam" or "Would youlike to play?" After the puppets havebeen successful with this, try having the puppets work out some prob·lems they might have with eachother, such as sharing a toy orresponding to an unfriendly act. Letthe children take turns being thepuppets while the others watch andcomment on some of their successful friendship skills.

BOOKS AND STORIES

The Aminal, by Lorna Blain.Nashville: Alingdon Press, 1972.When Patrick's friends find out hehas found something, they create anincreasingly larger and more fearfulmonster in their minds until they seewhat the "something" really is.

Best Friends, by Miriam Cohen.New York: Macmillan PublishingCo., 1971.Jim and Paul are best friends untilthey have a minor disagreement.When they have to work together tosave baby chicks, they discover thatthey are still best friends.

Will I Have a Friend? by MiriamCohen. New York: MacmillanPublishing Co., 1967.This is the story about Jim's first dayat school and how he finds a newfriend.

Best Friends for Frances, byRussell Hoban. New York: Harperand Row, 1969.This is the story of Frances the badgerand her friends.


Will You Be My Friend? byChihiro Iwasaki. New York:McGraw-Hill, 1970.Allison is just about to ask the newboy moving in next door to be herfriend when the trouble begins.

A Friend is Someone Who LikesYou, by Joan Walsh Anglund. NewYork: Harcourt, Brace and World,Inc., 1958.This book shows that a friend can be aboy, agirl, a cat, a dog or even a whitemouse.

TRIPS OR WALKS• Visit a senior citizen center and

present handmade friendshipcards to elderly persons.

• Organize a mutual exchangeproject with another 4-H group.Exchange artwork, a cooperativesnack, a skit, or a favorite story orpuppet show.

Talk Abouts(approximate time: IO minutes)

1. What is a friend?A friend is someone who likes youand likes to be near you, to playwith you, to talk with you and tohelp you.

2. Who can be a friend?A friend can be someone in yourfamily or outside your family. Anold person or a young person can bea friend.

3. Why do people want to havea friend?It makes them feel good.

4. How can people show each otherthat they are friendly?They can share, listen to eachother's ideas and help each othersolve problems.

Planning AheadTogether(approximate time: IO minutes)

Have the children find the "MyThoughts and Feelings" sheet for"I Know How to Be a Friend" in thepacket. Follow the same directionsgiven on page 6 to have them com·plete their sheets and prepare for thenext meeting. After you have lookedat the "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4-H.

Mini-PosterSend the "I Know How to Be a

Friend Mini·Poster" home with eachchild. This will tell parents aboutthe activities the children did thisweek. Remember to write down anyspecial messages for parents thatyou feel are important: things eachchild should bring to the next meeting, your positive comments abouta child, and so on.

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My Clothingand the WeatherPurposes• To help children understand how

clothing provides protection fromthe weather.

• To help children understand howto dress for the weather they willbe in.

SuggestedMeeting Plan1. Use the "About Me" discussion

to introduce the topic of clothingand the weather and the informa·tion in "What Children Need toKnow" (see "Other Fun Thingsto Do").

2. Do the major activity ("MakingSandals" or "ExperimentingWith Heat and Moisture Absorp·tion") that is appropriate for theages of the children in yourgroup.




6. Send home the "My Clothing andthe Weather Mini-Poster."

What ChildrenHeed to Know• Clothing protects us from the sun,

rain, wind and cold weather.• Different types of clothing are

best to wear in different kinds ofweather.

• People can also protect themselvesfrom the weather by shieldingthemselves with tents, umbrellas,sun visors or sunglasses.

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FOR OLDER OR MOREEXPERIENCED LEARNERS:• Cotton fabric absorbs moisture

and is comfortable to wear in hotweather.

• Polyester, nylon and other human·made fibers do not absorb moistureand are uncomfortable to wear inhot weather.

• Black or dark-colored clothingabsorbs heat from the sun and iswarmer to wear than white orlight-colored clothing.

Major Activity forYounger ChildrenMaking Sandals(approximate time: 20-30 minutes)

You will need:D Brown wrapping paperD PencilsD ScissorsD PasteD Thick cardboard (enough for two

soles for each child)D One large nailD Shoelaces or pieces of heavy

waxed twine (two for each child)D You may also need an extra adult

to help with this activity

1. Have the children carefully tracetheir feet (one at a time) on thewrapping paper and then cut outthe outlines.

2. Have the children paste the outlines onto the cardboard and cutthem out. You may need to helpthem with this if the cardboardis too thick for them to manage.

3. Draw four holes as shown in theillustration and have the childrenuse the large nail to punch outthe holes.

4. Show the children step·by·stephow to insert the shoelaces andtie them onto their feet. Help chilodren who find this too hard to doalone.

5. After all the children are wearingtheir sandals, ask about the typeof weather in which they wouldwear sandals. Ask them whatother kinds of clothing would beappropriate to wear with sandals.

Major Activity forOlder ChildrenEHperimenting WithHeat and MoistureAbsorption(approximate time: 20·30 minutes)

Start with Experiment 1. Whileyou're waiting for the results, doExperiment 2.

EXPERIMENT 1

You will need:D Two thermometersD A white or light·colored hat or

piece of clothingD A black or dark·colored hat or

piece of clothing

1. Do this experiment in the sun.Put one thermometer under eachof the hats or pieces of clothing.Wait 15 minutes.

2. Check to see if there has beenan increase in the temperature.(The dark·colored hat or piece ofclothing should have absorbedmore heat and the temperatureshould be somewhat higher thanthe thermometer under the light·colored hat or piece of clothing.)


EXPERIMENT 2(approximate time: 10-15 minutes)

You will need:o Large piece of plastico Assortment of clothes made of

different fabrics (windbreaker orcoated rain coat, 100 percent cotton T-shirt, polyester/cottonblend T-shirt, and fabric treatedwith a liquid repellent such asScotchgard)

o Watering cano Water

1. Spread the plastic on the groundand arrange the clothes on topof it.

2. Have the children carefullysprinkle each of the clothes withthe water. Tell them to watch tosee the difference in the amountof water that is absorbed. (Withsome garments, the water willsoak right through to the plastic;with others, it will just sit ontop.)

3. Discuss how the fabrics thatabsorbed the water are best towear when you might get hot andsweaty, while the ones that donot absorb water would be betterto wear in the rain or coolerweather.

Other FunThings to DoABOUT ME-A DISCUSSION ACTIVITY(approximate time: 10 minutes)

Start out with a discussion ofwhat each child is wearing that day.Ask why they chose those particularitems. If they do not mentionweather, steer the discussion in thatdirection with questions like, "Inoticed you wore a jacket today.Why did you choose that?" or "Whydidn't you wear mittens and bootstoday?" Point out such things asshorts or pants, shoes or sandals,and shirts with long sleeves or shortsleeves. For older children, you mayalso talk about dark or light clothing

or the types of fabrics in theirclothes and how this relates to theweather.

WEATHER/CWTHINGMATCH GAME(approximate time: 10 minutes)

You will need:o Large sheet of posterboard

divided into four equal sectionswith a marker

o A large assortment of picturescut from old books, magazines orcatalogs representing clothingworn in different types ofweather (sunny and warm, rainy,snowy, and cold and windy)

o Paste or glue sticks

Draw symbols in each corner ofthe four sections of your posterboardto represent the different types ofweather (sunny and warm, rainy,snowy, and cold and windy). Placethe assortment of pre-cut pictures ina box or bag and have the childrentake turns pasting the pictures ontothe section of the posterboard thatcorresponds to the weather that'sappropriate for the clothing. Talkabout why the children placed thepictures where they did.

RAIN ART-AN ARTSAND CRAFTS ACTIVITY(approximate time: 10-15 minutes)

(This could be a choice offered to thechildren during the "PlanningAhead Together" portion of thepreceding meeting.)

You will need:o Papero Crayons, paints or colored chalk

Read the poem "Rain" (see below)and have the children do a drawingor painting of what they would liketo do in the rain.

RainThe rain is falling all around,

It falls on field and tree,It rains on the umbrellas here,

And on the ships at sea.

By Robert Louis Stevenson. From AChild's Garden of Verses, New York:Random House, 1978. Reprinted withpermission.

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MAKING SUN VISORS-ANARTS AND CRAFTS ACTIVITY(approximate time: 20·30 minutes)

You will need:o Paper plateso Pencilo Scissorso Crayons or markerso One piece of elastic for each child

(about 10 inches-long enough tostretch around the back of eachchild's head)

o Stapler

Draw a quarter-moon shape oneach plate. This will be the shadingpart of the visor. Have the childrencut out this shape. Let the childrenuse crayons or markers to decoratetheir "visors." Give each child apiece of elastic to staple to each endof the visor. Be sure each child'sname is on his or her visor. Discusshow visors protect your face andeyes from the sunshine.

COSTUME RELAY-A GAME(approximate time: 15·20 minutes)

You will need:o A variety of summer clothes in

sizes large enough to be put on byall the children (Extra largeclothing is fun!)

o Two paper bags or suitcases tohold the clothes

Divide the children into twoteams. Pick a starting line for theteams to stand behind and put thebags or suitcases of clothes 20 feetaway. Make sure each bag or suit·case contains the same number andtypes of clothes. At the "On yourmark, get set, GO," signal, onemember of each team should run tothe team's bag or suitcase and puton the clothes as quickly as he orshe can, then take off the clothesand put them back in the bag andrun back to the starting line. Thisshould continue until each child hashad a turn.

Note: For younger children,choose clothes that are easy to puton and take off. For example, avoidtiny buttons and tricky zippers.

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BOOKS AND STORIES

Animals Should Definitely NotWear Clothing, by Judi Barrett.New York: Antheneum, 1973.This book for young readers describeswhat might happen if animals woreclothes.

I Like Weather, by Aileen Fisher.New York: Thomas Y. Crowell, 1963.A child gives the reasons for liking allthe seasons and types of weather.

Too Many Mittens, by FlorenceSlobodkin. New York: VanguardPress, 1958.This story tells what happens whe..Do..ny loses a mitten.

Try On a Shoe, by Jane BelkMoncure. Elgin, Ill.: The Child'sWorld, 1973.This book shows the wide variely ofshoe styles from many differenl partsof the world.

Talk Abouts(approximate time: 5·10 minutes)

1. Why is clothing useful?It protecls us from the su... rai..,wind and cold weather.

2. What are other ways we can pro·tect ourselves from the weather?We can use tents. umbrellas. su..visors and sunglasses.

FOR OLDER OR MOREEXPERIENCED LEARNERS:1. What fabric absorbs moisture

and is comfortable to wear in hotweather?Cotton

2. What fabrics do not absorb mois·ture and are uncomfortable towear in hot weather?Human·made fibers such aspolyester and nylo...

3. Why is dark·colored clothingwarmer to wear than light·colored clothing?It absorbs heat from the sun.


Have the children find the "MyThoughts and Feelings" sheet for"My Clothing and the Weather" intheir packet. Follow the same direc·tions given on page 6 to have themcomplete their sheets and preparefor the next meeting. After you havelooked at the "My Thoughts andFeelings" sheets, put each child's inhis or her folder as a record of theactivities completed in 4·H.

Mini-PosterSend the "My Clothing and the

Weather Mini·Poster" home witheach child. This will tell parentsabout the activities the children didthis week. Remember to write downany special messages for parentsthat you feel are important: thingseach child should bring to the nextmeeting, your positive commentsabout a child, and so on.


Billions ofInsectsPurposes• To help children see that insects

come in many sizes, shapes andcolors.

• To help children learn the basicbody parts of an insect.

• To help children recognize the sixmost common kinds of insects.

SuggestedMeeting Plan1. Use the insect picture on page 15

to talk with the children aboutthe information in "What Children Need to Know." Talk aboutthe sizes, shapes and colors ofinsects they have seen. Ask themif they have seen any of the bodyparts on real insects.

2. Have the children do the "Makean Insect Model" major activity.



doing "Planning Ahead Together."6. Send home the "Billions of

Insects Mini·Poster."

What ChildrenHeed to Know• Insects come in many different

sizes, shapes and colors.• Insects always have six legs, one

pair of antennae and three bodysections. Some insects also havewings.

• Insects do not have bones insidetheir bodies. Instead, they have ahard covering or shell over theirbodies. This is called anexoskeleton.

• Insects have three body sections.They are the head, the thoraxand the abdomen. The head hasthe eyes, antennae and mouthparts. The thorax has the legs andwings. The abdomen has theinternal organs, such as thestomach and heart.

• Most insects belong to one of thesesix groups:-Beetles-Butterflies and moths-Ants, bees and wasps-Flies-Grasshoppers, crickets, roaches

and mantids-Bugs

Major ActivityMake anInsect Model(approximate time: 20·3) minutes)

You will need:o An assortment of as many items

as possible-bottle caps, egg cartons, Styrofoam balls, buttons,pipe cleaners, construction paper,waxed paper, cardboard, claydough (see recipe below), yarn,cotton balls, thread, spools,beads, string, toothpicks, sequinsand glitter

o Glueo Scissorso Crayonso Markerso Paintso Stapler1. Talk about how insects come in

many sizes, shapes and colors,but still have the same basic bodyparts: head, thorax, abdomen,eyes, antennae, wings and soforth.

2. Have the children use their imaginations to create their very owninsects using the materials suggested above. They can createmodel insects with the correctbody parts or they can maketheir own "critters."

3. When the children are donemaking their insects, have themgive the insects a name and showthem to the rest of the group.Ask them to point out some ofthe body parts their critters have.

RECIPE FORHOMEMADE CLAY-DOUGH

Ingredients:DIY" cups flouro Y" cup salto 'h cup watero %cup vegetable oil or a few drops

of liquid detergento Liquid food coloring (optional)

1. Mix the flour and salt in a bowl.2. If you want to color your clay

dough, add the liquid food coloring to the water before mixing itwith the flour and salt.

3. Slowly add the oil (or liquiddetergent) and water until youget a dough-like consistency.

4. To store your dough, dust it withextra flour, place it in a plasticbag and wrap it tightly to keepout air. The dough may be storedin the refrigerator. Critters madefrom soft clay-dough will remainsoft and pliable and can bereshaped later.

5. To harden critters made fromclay-dough, place them on acookie sheet and bake them in a250°F oven until hard and dry.Turn the critters three or fourtimes to prevent curling.

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Other FunThings to DoABOUT ME-A DISCUSSION ACTIVITY(approximate time: 5-10 minutes)

Ask the children the followingquestions:• What is your favorite insect?

Stand up and pretend to be thatinsect.

• What color, shape or size wouldyou be if you were an insect?

• Are there any insects you don'tlike? Which insect do you like theleast? Why?

• Would you like to have any insectbody parts like antennae or wings?Pretend to have these body parts.What would you do with them?

• How are you different frominsects? (For example, they havebones, two legs and no antennae.)

CRICKETS AND BUGSA GAME(approximate time: 10 minutes)

This game should te played outdoers or in a large, sparsely furnished roem. Divide the childreninto two teams-the Bugs and theCrickets. Choese a leader for eachteam. Make two goal lines about 25yards apart. Have each team standat their goal line, and have the Bugsstand with their backs to theCrickets. The Crickets should thensilently creep up on the Bugs andstand behind them. Then the leaderof the Crickets calls out, "Run,Crickets, run!" The Crickets hurryback to their goal line and the Bugsturn around and chase them. Thenit is the Crickets' turn to stand withtheir backs to the Bugs. The Bugsshould creep up on them and bechased by the Crickets back to theirgoal line. Have the teams take turnschasing each other until all the children have had a turn being theleader.

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BUSY BEE-A GAME(approximate time: 10 minutes)

You need an odd number of children for this game. Each child has apartner except for one player who is"It." "It" waits while partners scatter and the leader calls out variouscommands, such as "Back to back,""Face each other," "Shake hands,""Flap your wings" and "Hop like agrasshopper." When the leader callsout "Busy Bee!" everyone has to geta new partner, including the childwho is "It." The child who does notfind a new partner becomes the new"It." Play until everyone has a turnbeing "It."

BUG SWAP-A GAME(approximate time: 10-15 minutes)(This game works best with olderchildren.)

You will need:o A small selection of insect pic

tures cut from magazines orCoeperative Extension Servicebulletins. You can also includepictures of insect body parts,such as eyes, antennae andwings. There should be at leasttwo pictures of insects from eachof the six insect groups and eachbody part used. For example, youcould have one picture of a butterfly and one of a moth, two pictures of antennae, two picturesof flies, one picture of a bee andone of an ant. You need enoughpictures so each child has twopictures.

Ask the children to sit on the floerin a circle. Give each child two pictures. As you call out the name of aninsect group or a body part, the children who have those pictures shouldchange places with one another.Then call out another insect groupor body part. Play until each childhas had at least one turn.

A FLY AND A FLEAA TONGUE TWISTERA fly and a flea got caught in a flueAnd they wondered what they

should do.Said the fly, "Let us flee." Said the

flea, "Let us fly."So they flew through a flaw in

the flue.

SHOO·FLY-A SONGShoe fly, don't bother me.Shoo fly, don't bother me.Shoe fly, don't bother me.I belong to somebody.I feel, I feel, I feel like a morning

star.I feel, I feel, I feel like a morning

star.Oh, shoe fly, don't bother me.Shoe fly, don't bother me.Shoe fly, don't bother me.I belong to somebody.

Movement can be added as the children sing this song.• Have the children pretend to

brush away a fly as they sing thewords "shoe fly." When they sing"I feel, I feel," have them pat theirknees to the beat.

• Have the children stand in a circleholding hands. In the first part ofthe song, have the children circleto the left, walking. When theystart singing "I feel, I feel," havethem stand still and clap hands.Have them start circling againwhen the second "shoe fly"begins.

HONEY·BUTTER SPREADA SNACK(approximate time: 10-15 minutes)

You will need:o Peanut buttero Honeyo Graham crackers or slices of

breado Paper cups or small bowls for

mixing (one for each child)o Plastic spoons and kniveso Measuring spoons


Have the children wash theirhands before starting this activity. Have the honey and peanutbutter at room temperature so theywill be easy to mix. Give each child2 tablespoons of peanut butter and1 tablespoon of honey in his or hercup or bowl. Have the children usethe spoons to mix these togetheruntil the mixture is smooth andcreamy. Have the children use theirknives to spread this mixture oncrackers or bread. As they are enjoying their snack, talk about howhoney is made by bees.

BOOKS AND STORIES

I Wish I Were a Butterfly, byJames How. San Diego: HarcourtBrace Jovanovich, 1987.A wise dragonfly helps a sad cricketrealize he is special in his own way.

Never Say Ugh to a Bug, byNorma Farber. New York: Greenwillow Books, 1979.Twenty short poems focus on insects,including the slug, maggot, fly andgrub.

How Many Bugs in a Box? byDavid Carter. New York: Simon andSchuster, 1988.This pop-up counting book is full ofcolorful, comical bugs.

An Insect's Body, by Joanna Cole.New York: William Morrow and Co.,1984.This book provides a clear explanationof an insect's three major body parts:head, thorax and abdomen.

Talk Abouts(approximate time: 5-10 minutes)

1. How are some insects differentfrom other insects?They come in many different sizes,shapes and colors.

2. What do insects always have?Three body sections, six legs andone pair of antennae.

3. Some animals do not have bonesinside their bodies. They have ahard shell covering instead. Whatis this shell called?Exoskeleton

4. What are the three body sectionsof an insect?Head, thorax and abdomen.

5. What are the six most commongroups of insects?• Beetles• Butterflies and moths• Flies• Ants, bees and wasps• Grasshoppers, crickets, roaches

and mantids• Bugs


Have the children find the "MyThoughts and Feelings" sheet for"Billions of Insects" in theirpackets. Follow the same directionsgiven on page 6 to have them complete their sheets and prepare for thenext meeting. After you have lookedat the "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4-H.

Mini-PosterSend the "Billions of Insects

Mini-Poster" home with each child.This will tell parents about theactivities the children did this week.Remember to write down any specialmessages for parents that you feelare important: things each childshould bring to the next meeting,your positive comments about achild, and so on.

lS


nsect atcher's Safari

Purposeso To help children recognize and

learn about the habitats andhomes of insects.

o To help children learn where andhow to look for insects.

o To provide the fun and adventureof an insect safari in the children'sown neighborhoods.

SuggestedMeeting Plan1. Talk to the children about the

information in "What ChildrenNeed to Know."

2. Do the "Insect Catcher's Safari"major activity.




6. Send home the "Insect Catcher'sSafari Mini·Poster."

What ChildrenHeed to Knowo Insects can be found just about

anywhere you might look: in thecity and in the country, insidebuildings and outdoors, in woodsand in fields, in water and in sand,and on pets and animals.

o Insects can be found by lookingup, looking down and looking allaround. Then when you'vefinished looking in one area thisway, look again-insects arealways on the move!

o Most insects have a favorite placeto live. Insects usually live in one

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kind of place because they canfind the things they need to livethere. This might be on a specialplant they like to eat or in an areawith lots of sunlight, flowingwater or sandy soiI.

o Some insects build special homesfor themselves. Two kinds ofinsects which do this are ants(which build ant hills) and wasps(which build nests).

Major ActivityInsect Catcher'sSafari(approximate time: 30-45 minutes)

You will need:o Plastic bottles with lidso A few magnifying glasses, if

possibleo An insect net (optional)

1. Choose a site for your safariahead of time. A backyard, avacant lot or a nearby park willdo nicely.

2. Tell the children that eventhough insects can be foundeverywhere and are often verynumerous, many people areunable to "see" insects becausethey don't know how to look forthem. Insects are often "shy"and hard to see in their ownenvironments, so it takes practiceto actually see all the insects thatare around us. Tell the groupthat they are going on an insectcatcher's safari and that they arelooking for insects, they shouldlook up, look down and look allaround.

3. Have the group begin lookingaround the site. When they have

finished looking in one area, tellthem to look again becauseinsects are always on the move.Tell the children to look underrocks, logs and debris; in thewater; on and under leaves; ontwigs and flowers; and in the air.Tell them that if they were tolook in the same place at different times of day, they would finddifferent kinds of insects.

4. Tell the children to collect theinsects so they can take a closerlook. Remind them that they cansafely hold most insects in theirhands, but tell them to avoidholding centipedes, largespiders, spiny caterpillars,bees and wasps, and earwigs. Have them use any type ofclear plastic container to safelyobserve insects. Here are somepointers for using "bug bottles"to catch and temporarily houseinsects:o For safety, use plastic rather

than glass.o Some insects will run up the

sides of your bottle or fly into itif you place it over them.Others will drop into it if youhold it under them.

o If you find an insect eating acertain kind of plant, include asmall piece of the plant in thebottle, if possible.

o Keep the bottle out of directsunlight; the heat will kill theinsects.

o If you can, return the insects tothe habitat where you foundthem when you have finishedwatching them.

5. Keep in mind that you can makeinsects come to your group byproviding special attractions such


as certain types of flowers, foodor lights (in the evening). In caseof mosquitoes and other bitingflies, people are the attractionso your group will have no problem attracting these insects. Following are some pointers forattracting insects.• Flowers-Many types of but

terflies, bees, flies and beetlesare attracted to flowers. Lookfor New England aster, bergamot, cornflowers, ox-eyedaisies, milkweed, goldenrod,impatiens, violets, fireweed,thistle and yarrow.

• Foods-Use overripe fruit,spoiled meat and fish andcereal grains to attract different kinds of insects.

• Lights-Many insects areattracted to lights at night.Look around porch lights,lighted signs, lanterns andstreet signs. (Note: Get per·mission if you are not on yourown property.)


Ask the children the followingquestions:• What kinds of insect homes would

you like to live in? Would there beroom for your families and pets?

• Choose an insect you would like topretend to be, then draw a home tolive in. (Encourage them to usetheir imaginations.)

• Where have you found insectsbefore-in your homes, in parks,on pets? Where have you seen themost insects at one time?

INSECT CATCHER'S ZOOAN ACTIVITY(approximate time: 20·30 minutes)

You may want to start your owntemporary insect zoo with some of

the insects you have collected onyour safari.

You will need:o Some large see-through contain-

ers (gallon jars, terrariums, etc.)o Covers for the containerso A few jar lidso Some soil or sando Stoneso Wood or brancheso Some vegetation (If your insects

were feeding when you capturedthem, include some of this.)

o Watero Insects

Put some sand or soil in the containers along with some stones,branches, plants and a jar lid filledwith water. The length of time youplan to keep your insects will determine how much effort you must putinto the planning and making ofyour bug housing. If you plan onkeeping them for just a few hours, aplain jar with a little soil and a fewleaves will be fine. If you plan onkeeping your critters for a longertime, you will need to create aminiature habitat that will meet allthe needs of the insects (food, water,shelter, temperature, humidity andlight).

Insects that do very well in insectzoos include praying mantids,ground beetles, leaf beetles, ladybirdbeetles, crickets, grasshoppers, woodroaches, many caterpillars, stinkbugs and ants.

WATERSCOPE FOR AQUATICINSECTS-AN ACTIVITY(approximate time: 20-30 minutes)

If you are near water (creeks,rivers, lakes or ponds), your groupcan easily observe aquatic insectswith this tool.

You will need for each waterscope:o Large fruit juice can or half

gallon milk cartono A plastic bag or any piece of plas

tic big enough to cover the end ofthe carton or can

o Scissors or can openero Two elastic bands

Remove both the top and the bottom of the juice can or milk carton.Put the plastic over one end of thecontainer and smooth it over thesides. Put the two elastic bands overthe plastic to hold it in place (onenear the end of the can and one nearthe edge of the plastic). To use thewaterscope, place the end of the container with the plastic in the water.The plastic will act as a lens to helpyou see beneath the water's surface.

THE ANTS CAME MARCHINGONE-BY-ONE-A SONG

In this song, the ants go on safariinstead of people! (Sing this song tothe tune of When Johnny ComesMarching Home.)

The ants came marching one by one.Hurrah! Hurrah!The ants came marching one by one.Hurrah! Hurrah!The ants came marching one by one,The little one stopped to suck his

thumb.And they all came marchingDown around the town.Boom, Boom, Boom!

LADYBIRD-A RHYMELadybird, ladybird,

Flyaway home.Your house is on fire,

And your children are gone.All except one

And that's little AnnAnd she has crept under

The warming pan.

A SWARM OF BEES IN MAYA RHYMEA swarm of bees in May

is worth a load of hay.A swarm of bees in June

is worth a silver spoon.A swarm of bees in July

is not worth a fly.

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BOOKS AND STORIES

A First Look at Insects, byMillicent E. Selsam and Joyce Hunt.New York: Scholastic Book Services,1974.This book includes lots oj descriptionsoj insect parts, insects' eating habitsand ways to catch insects.

Insects Build Their Homes, byGladys Conklin. New York: HolidayHouse, 1972.This book shows how insects buildtheir homes and lay their eggs.


1. Name some of the places insectsmay be found.In the city, country, water,swamps, woods, Jields, yards,parks, buildings, gardens and onanimals.

2. How do you find insects?Look up, look down, look allaround and then look again. Lookunder things and in the air. Lookin the water, on plants and onanimals.

3, Why do most insects usually livein one kind of place?They live in an area where theycan Jind the Jood, water, soil oramount oj sunlight that is justright Jor them.

4. Some insects build special homesfor themselves. What are twokinds of insects that do this?Ants and wasps.

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Have the children find the "MyThoughts and Feelings" sheet for"Insect Catcher's Safari" in theirpacket. Follow the same directionsgiven on page 6 to have them complete their sheets and prepare for thenext meeting. After you have lookedat the "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4-H.

Mini-PosterSend the "Insect Catcher's Safari

Mini-Poster" home with each child.This will tell parents about theactivities the children did this week.Remember to write down any specialmessages fcr parents that you feelare important: things each childshould bring to the next meeting,your positive comments about achild, and so on_


An Insect's Life

Purposes• To help children learn how insects

grow and develop (the process ofmetamorphosis).

SuggestedMeeting Plan1. Use the insect life stages pictures

to talk with the children aboutthe information given in "WhatChildren Need to Know." (Thesepictures are part of the JustOutside the Door leader'spackage.)

2. Have the children do the "LifeStages Game" major activity.




6. Send home "An Insect's LifeMini-Poster."

What ChildrenNeed to Know• Insects hatch from tiny eggs.• Insects change shape as they

grow. This is called "metamorphosis." They do this either bychanging shape gradually, byshedding their skin as they growbigger, or all at once with a verybig change in how they look.

Major ActivityLife Stages Game(approximate time: 10-15 minutes)

You will need:o The insect life stages pictures

that came with the Just Outside the Door leader's package

In this game, the children try tochoose the correct order for the twokinds of insect life stages-gradualand all at once.

GRADUAL CHANGE1. Ask three children to volunteer to

help show this change. Give eachchild one of the gradual changepictures (eggs, baby grasshopper[nymph] and adult grasshopper)to hold in front of them. Have thechildren hold the pictures infront of the rest of the group butmake sure they are not standingwith the pictures in the properorder. (For example, have themstand with the adult grasshopperfIrst, the baby second and theeggs last.)

2. Ask the other children wherethey think baby grasshopperscome from. Have one child go tothe children holding the picturesand move the child with the picture of the first life stage to thefirst position.

3. Ask the group what stage comesnext. Have another child movethe child with the second lifestage picture next to the first lifestage picture. Repeat this for thethird stage.

4. When the pictures have beenarranged in order, ask the groupif this is the way they think babygrasshoppers start out and grow.If they think it is right (and ifthey are correct), congratulatethem and move to the next partof the game. If they disagreewith the order, have them rearrange the pictures until everyone agrees.

SUDDEN CHANGE1. Have four children hold the pic

tures of the butterfly life changes(eggs, caterpillar, cocoon [pupa]and butterfly). Make sure theyare not standing in the correctorder.

2. Have the other childrenrearrange the pictures until theyagree they have the right order..

After the pictures for both typesof changes have been arranged, talkabout the life stages while showingthe pictures to the group. For example, say, "All insects hatch from tinyeggs," while showing the group thetwo pictures with eggs.


Ask the children the followingquestions:• Which kind of change (metamor

phosis) do you like the bestgradual or sudden? Why?

• Pretend to be inside a cocoon andthen come out as a butterfly.

• Pretend to be a caterpillar, a butterfly and a grasshopper. Whichone is your favorite?

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AN INSECT LIFE MOBILE-ANARTS AND CRAFTS ACTIVITY(approximate time: 30 minutes)

You will need:o Unlined 5- by 7-inch index cardso Scissorso Crayons and/or markerso Stringo Paper punch

Decide if the mobile will be madeby individuals or by small groups.Then have the children decide whowill make the butterfly mobile andwho will make the grasshoppermobile, or if they want to makeboth_

Prepare the parts for each mobile:eight eggs, four caterpillars (larvae),two cocoons (pupae), and one butterfly, and four eggs, two young grasshoppers (nymphs), and one adultgrasshopper. These can be drawnfree hand or made from patternstraced from the pictures providedin the Just Outside the Doorleader's package. Have the childrencolor the various life stages beforeassembling the mobile. Talk abouthow the butterfly has a suddenchange (metamorphosis) and thegrasshopper has a gradual change.Have the children talk about the lifestages (how both insects start fromeggs, etc.). Use the paper punch andstring to assemble the mobiles.

20

Encourage the children to find aspecial place to display theirmobile(s) and to talk about thevarious life stages.

BUG MASKS-AN ARTS ANDCRAFTS ACTIVITY(approximate time: 30 minutes)

You will need:o Construction papero Scissorso Glueo String or elastic bandso Crayons, colored pencils and/or

markerso Sequins, glitter, yarn, pipe

cleaners and buttons (optional)

Have each child cut a shape thatis at least as large as his or her ownface. Have the children use theirimaginations to make their owninsect face using the materials listedabove. Remind them to make eyes.When they have finished decoratingtheir masks, have them cut out theeyes (you may need to help theyounger children). Then help themattach the string or elastic bands bymaking a tiny hole on each side ofthe mask and tying the ends of thestring or elastic in a knot througheach hole.

CATERPILLAR RACEA GAME(approximate time: 15-20 minutes)

You will need:o Two long, heavy ropes or poles

Play this game outdoors or in alarge, mostly empty room. Dividethe group into two teams of equalmembers. Have the members of eachteam straddle a rope (or pole) andgrasp it with both hands. At asignal, the teams race to a goal line15 yards away, cross it and comeback. Play until both teams havecrossed the finish line or until theytire of running.

CATERPILLAR-A MOVEMENT ACTIVITY(approximate time: 15-20 minutes)

Play this game either outdoors orin a large, mostly empty room. Havethe children remove their shoes.Tell them to lie side-by-side on theirstomachs. Make sure everyone islying very close together and havevery small children lie between twolarger ones. Now have the child onone end of the line roll over onto hisor her neighbor and keep rollingdown the "road of bodies." Whenthe child gets to the end of the line,he or she should lie on his or herstomach and the next child at theother end starts rolling. Continuethis process until everyone has hadat least one turn. As the game continues the caterpillar will advanceover the ground, so make surethere's lots of room. If your group islarge enough, have two or morecaterpillars_

FIREFLY-A SONG(Sung to the tune of Row, Row, RowYour Boat)

Firefly, oh firefly,Flashing in the night.What a clever bug, you areBringing your own light!


Mini-PosterSend "An Insect's Life Mini

Poster" home with each child.This will tell parents about theactivities the children did this week.Remember to write down any specialmessages for parents that you feelare important: things each childshould bring to the next meeting,your positive comments about achild, and so on.


Have the children find the "MyThoughts and Feelings" sheet for"An Insect's Life" in their packet.Follow the same directions given onpage 6 to have them complete theirsheets and prepare for the nextmeeting. After you have looked atthe "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4-H.

BOOKS AND STORIES

The Very Hungry Caterpillar, byEric Carle. New York: PhilomelBooks, 1979.Follow the progress of a very hungrycaterpillar as he eats his way througha varied and very large quantity offood until, at last, he forms a cocoonaround himself and goes to sleep.

Amazing World of Butterfliesand Moths, by Louis Sabin.Mahwah, NJ.: Troll Associates,1982.This book briefly describes the lifecycle of the butterfly and moth.

Musical Insects, by Bette j. Davis.New York: Lothrup, Lee andShepard Co., 1971.This book follows four insects throughtheir life cycles and describes how eachmakes its "songs. H

ANTS ON A LOG-A SNACK(approximate time: 10·15 minutes)

You will need:o Peanut butter in several small

disheso Celery stalks, cleaned and cut

into 3·inch pieceso Raisinso Plastic knives (one for each child)o Paper plates (one for each child)o Napkins or paper towels (one for

each child)

Have the children wash theirhands before starting this activity. Give each child a paper plateand a plastic knife. Have themspread peanut butter on pieces ofcelery and top with raisins placed ina row down the "log." Eat andenjoy!

(approximate time: 5-10 minutes)

1. How do insects come into theworld?They hatch from tiny eggs.

2. What are two ways that insectschange?Gradually or all at once.

Talk Abouts

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Working Together

Purposes• To help children understand the

positive aspects of workingtogether (cooperating).

• To provide children with the opportunity to do cooperative activitieswith each other.

SuggestedMeeting Plan1. Use the "About Me" picture to

talk about the information in"What Children Need to Know."

2. Have the children do the"Cooperative Fruit Salad" majoractivity.




6. Send home the "WorkingTogether Mini·Poster."

What ChildrenHeed to Know• Cooperation means people working

together to get something done.This means they have a commongoal.

• When people cooperate, they:-Listen to each other's ideas.-Take turns using things.-Take turns talking.

• Some things can be done better ormore easily when people worktogether.

• Working together can make peoplefeel good.

22

• Cooperating is a way for people toshow they like each other.

Major ActivityCooperativeFruit Salad(approximate time: 20 minutes)

Note: To do this activity, youneed to arrange with parents aheadof time for each child to bring a different kind of fruit to the meeting.

You will need:o Fruito Cutting boardso Plastic forks, spoons and serrated

knives (one for each child)o Small paper bowls (one for each

child)o Paper towelso Serving spoon

1. Have the children wash theirhands before starting thisactivity.

2. Wash the fruit thoroughly beforeusing and have the children cutup their fruits together and addthem to the large bowl. Some children with firmer fruits will needyour help cutting them into bitesized pieces.

3. Have children serve themselves,eat and enjoy!

4. As the children eat the salad, youcan talk about some of the concepts in "What Children Need toKnow." You might say, "Imaginewhat it would have been like tocut up all this fruit by yourself.We really worked together tomake this salad. We cooperated."Respond to the comments thatthey make about this.


You will need:o One "About Me" sheet for each

child from their packet

Hold up the picture of the childrenworking together. Ask the childrenwhat they see in the picture.Respond with something like, "Yes,these children are working togetherto make music. That's called cooperating. How do you think these children feel about this? Have you everworked with someone else to dosomething? How did you feel aboutthat? Today we will have a chance todo some cooperating." Tell the children that they will be able to takethis picture home with them at theend of the meeting to color and showto their family.

THE GREAT BIG ENORMOUSTURNIP-A DRAMA(approximate time: 10-15 minutes)

You will need:o The book The Great Big

Enormous Turnip by AlexiTolstoi (see "Books and Stories"on page 24)

Have the children pretend to bethe characters in the story and actout what happens as you read. Thenyou can discuss how the charactersfinally did get the job done by helping one another.


THREE-LEGGED RACEA GAME(approximate time: 10-15 minutes)

Note: This activity is mostappropriate for older children.

You will need:o Scarves to tie the children's legs

togethero Rope or ribbon for the finish line

Have children form pairs and haveeach pair tie two of their legstogether. After they have a chanceto practice moving their legs in uni·son, have them run to the finishline. Make sure that each pair of chilodren gets a turn.

FARMER IN THE DELLA SONG

Have the children form a circle,holding hands. Have one child standin the middle to be the "farmer." Asyou sing the song, the other charac·ters will join the farmer in the cen·ter until the "cheese" is chosen.Then only the cheese stands alone inthe middle. Repeat the song untileveryone has had a turn inside thecircle.

The farmer in the dell, the farmerin the dell,

Hi, ho the dairy-o, the farmerin the dell.

The farmer takes a wife, the farmertakes a wife,

Hi, ho the dairy·o, the farmertakes a wife.

The wife takes a child, the wifetakes a child,

Hi, ho the dairy·o, the wifetakes a child.

The child takes a nurse, the childtakes a nurse,

Hi, ho the dairy-a, the childtakes a nurse.

The nurse takes a dog, the nursetakes a dog,

Hi, ho the dairy·o, the nursetakes a dog.

The dog takes a cat, the dogtakes a cat,

Hi, ho the dairy·o, the dogtakes a cat.

The cat takes a rat, the cattakes a rat,

Hi, ho the dairy·o, the cattakes a rat.

The rat takes the cheese, the rattakes the cheese.

Hi, ho the dairy·o, the rattakes the cheese.

The cheese stands alone, the cheesestands alone,

Hi, ho the dairy·o, the cheesestands alone.

RHYTHM INSTRUMENTSA MUSICAL ACTIVITY(approximate time: 15·20 minutes)

You will need:o A favorite tape or record and a

way to play ito An assortment of rhythm

instruments such as tambourines, maracas, cymbals, rhythmsticks, drums, bells, castanets ortriangles. These can be purchased from school supply storesor borrowed from the children ora school. The following includeexcellent instructions on how tomake your own instruments:

o I Saw a Purple Cow and 100Other Recipes for Learning,by Anne Cole, Carolyn Haas,Faith Bushnell and Betty Wein·berger. Boston: Little, Brown andCompany, 1972. (See pages 46·49for instructions.)

o "Homemade Band," a record byHap Palmer. New York: ActivityRecords, Inc., 1973.

Before you start the song, tell thechildren whether they will taketurns or all play at the same time.You may want to divide them intotwo groups with different types ofinstruments and have each groupplay different parts of the song. Forexample, the group with tambou·rines and bells could playa choruspart, and the group with drums andrhythm sticks could play otherparts. The children will probablyneed you to signal with your handwhen it is time to switch. Afterwards, discuss how it sounded whenthey played together (cooperated).Did they like it?

COOPERATIVE MURAL-ANARTS AND CRAFTS ACTIVITY(approximate time: 15-20 minutes)

You will need:o Large sheet of butcher paper

(available from art supply storesor schools) or paper grocery bagscut to lie flat and taped togetherto be as large as you like

o Assorted drawing materials(crayons, chalk, etc.)

Spread the paper on a large flatsurface (table or floor) and have thechildren draw at the same time.They may want to try making onelarge picture in cooperation with theothers or their own individual draw·ings for a collage effect. Give themfeedback when they engage in coop·erative behaviors such as listeningto each other's ideas and sharingmaterials. For example, say, "You'resharing the crayons. That's part ofcooperation."

23


BOOKS AND STORIES

Swimmy, by Leo Lionni. New York:Pantheon, 1963.Through cooperation Swimmy andhis friends are able to protect them·setves from the biggerfish.

The Great Big EnormousTurnip, by Alexi Tolstoi. New York:Franklin Watts, Inc., 1968.An entire famity-an old man, oldwoman, little granddaughter, dog, catand tiny mouse-unite in a tremendous effort to pull a huge turnip out ofthe ground.

Stone Soup: An Old Tale, byMarcia Brown. New York: CharlesScribner's Sons, 1947.In this French folktale, cooperationand sharing lead three hungry sol·diers and the villagers to eat a tastysoup made with stones.


1. What does it mean to cooperate?To work together toward a com·man goal or to get something done.

2. When people cooperate, what dothey do?They listen to each others ideas,they take turns using things, andthey take turns talking.

3. Why do people cooperate?Some things can be done better ormore easily when people worktogether. Cooperating can makepeople feel good. Cooperating is away to show others we like them.

24

Planning Ahead -"""Together -.J(approximate time: 10 minutes)

Have the children find the "MyThoughts and Feelings" sheet for"Working Together" in their packet.Follow the same directions given onpage 6 to have them complete theirsheets and prepare for the nextmeeting. After you have looked atthe "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4-H.

Mini-PosterSend the "Working Together

Mini·Poster" home with each child.This will tell parents about theactivities the children did this week.Remember to write down any specialmessages for parents that you feelare important: things each childshould bring to the next meeting,your positive comments about achild, and so on.


Fabulous Fruits

Purposes• To have children learn what a

fruit is.• To show children the variety of

sizes, shapes, colors and tastes offruits.

• To show children that manyplants produce fruit that may beattached to the plant, found on theground or found under the ground.

SuggestedMeeting Plan1. Talk with the children about the


2. Do the "Find the Seeds in theFruit" major activity.




6. Send home the "Fabulous FruitsMini·Poster."

What ChildrenNeed to Know• A fruit is the part of a plant that

seeds come in.• Fruits come in many different

sizes, shapes, colors and tastes.• Fruits can be found in different

places on a plant.• Fruits can be eaten and are good

for you.

Major ActivityFind the Seedsin the Fruit(approximate time: 10-20 minutes)

You will need:o Fruits of different sizes, shapes

and colors, and which have seedsin different places (for example,strawberries have small seeds onthe outside, bananas and grapeshave small seeds on the inside,melons have larger seeds, an avocado has a very large seed, andall these seeds are differentcolors, sizes and shapes) (at leastone fruit for each child)

o Plastic serrated knives (one foreach child)

o Paper towels or paper plates (onefor each child)

1. Have the children wash theirhands before beginning thisactivity.

2. Place the fruits on a table andhave the children tell how theyare different from one another.After they mention color, sizeand shape, tell them that thefruits are the same in one important way: they are all part ofplants which have seeds.

3. Give each child a fruit to examineclosely to find where the seedsare. Have them use the plasticknives to cut open the fruits. Asthe children find the seeds, havethem tell how the seeds are different from one another and howthey are similar (for example, theseeds will all grow into plantsand they all have the same thinginside them-a baby plant).

4. Encourage the children to tastethe fruit as they look for theseeds. Ask them if they normallyeat any of the seeds as part ofthe fruit. Ask which seeds theyremove before eating the fruit.Ask where the different fruitscan be found on the parent plant.Do the fruits grow up high on theplant or do they grow on or underthe ground?


Ask the children the followingquestions:• Which fruits are your favorites?• What fruits do you eat often?

What fruits have you eaten today?• What fruit shapes do you like the

best?

MAKE YOUR OWN FRUITAN ARTS AND CRAFTSACTIVITY(approximate time: 10-15 minutes)

You will need:o Clay-dough in several different

fruit colors (Use the recipe thatappears on page 13.)

o Variety of seeds, such as poppyseeds, corn kernels, apple seedsor orange seeds

Let the children create their ownfavorite fruits. When they have finished, have them show the otherstheir creation and tell where theseeds are found. If they can, havethem tell where their fruit is foundon the parent plant.

zs


FRUIT SALAD BOWLA GAME(approximate time: 10 minutes)

You will need:o Bases of some sort (chalk

circles work well) arranged in acircle (one for each child exceptfor "It")

Have the players stand on thebases in a circle. The player chosento be "It" should stand in the middleof the circle. Tell the other playersto move slowly from base to basearound "It." When "It" calls out"Fruit Salad," everyone mustchange places. "It" must try to geton a base, too. The player who doesnot get on a base is the new "It."Play until everyone has had a turnbeing lilt."

FRUIT MARKET-A GAME(approximate time: 10 minutes)

Have the players stand in a circleand ask each one to choose the nameof a different fruit. Choose oneplayer to go to the middle of the cir·cle to say, ''I'm shopping in the fruitmarket, and I want an apple and apear" (or whatever fruits he or shewants). The players with thesenames must then change places, andthe player in the middle should tryto take one of their empty places.The player left without a place goesto the middle and repeats the proc·ess. Play until everyone has had aturn being the shopper.

BANANA BOB-A SNACK(approximate time: 10·15 minutes)

You y.oill need:o Bananas, cut into I-inch chunkso Honey or orange juiceo Wheat germ or finely chopped

nutso Toothpickso Containers for honey or orange

juice and wheat germ or nutso Paper plates (one for each child)

Have the children wash theirhands before starting this activity. Have the children use the

26

toothpicks to dip the bananas intothe honey or juice and then rollthem in the wheat germ or nuts andput them on their plates. Enjoy!

BOOKS AND STORIES

Eat the Fruit, Plant the Seed, byMillicent E. Selsam and JeromeWexler. New York: William Morrowand Co., 1980.Directions for growing plants from theseeds found inside avocados, papayas,citrus fruits, mangoes, pomegranatesand kiwis are included in this book.

The Apple and Other Fruits, byMillicent Selsam. New York:Morrow, 1973.This book includes photographs anddescriptions of each stoge in thegrowth of apples and other commonfruits.

TRIPS OR WALKSo Visit a fruit farm and let the

children pick the fruit. Have themwash the fruit and eat it.

o Visit a fruit market or roadsidestand and let the children see thevarieties of fruit. Let them purchase a piece of fruit. Have themwash the fruit and eat it.

Talk Abouts(approximate time: 5-10 minutes)

1. What part of a plant is a fruit?It is the part that has the seeds.

2. How are fruits different from oneanother?They come in different sizes,shapes, colors and tastes.

3. Where can you find fruit ona plant?In different places: sometimes uphigh, sometimes on the ground,sometimes under the ground.

4. Why should we eat fruits?They are good for us and tastegood.


Have the children find the "MyThoughts and Feelings" sheet for"Fabulous Fruits" in their packet.Follow the same directions given onpage 6 to have them complete theirsheets and prepare for the nextmeeting. After you have looked atthe "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4-H.

Mini-PosterSend the "Fabulous Fruits Mini



Surprising Seeds

Purposes• To have children learn what a

seed is.• To help children learn that seeds

grow into plants.• To show children that seeds come

in many sizes, shapes and colors.• To show children what is inside a

seed and to have them learn thenames of seed parts.

• To help children understand thatsome seeds are edible andnutritious.

• To provide children with the oppor·tunity to see and handle differentkinds of seeds.

• To show how seeds can be usedfor decoration.



2. Do the "Inside a Seed" majoractivity.




6. Send home the "Surprising SeedsMini-Poster."

What ChildrenNeed to Know• Seeds are a part of plants and can

be planted to grow more plants.• Seeds come from the fruit of the

plant.

• Seeds come in many sizes, shapesand colors.

• Pretty decorations can be madeusing seeds.

• Seeds have different parts-theseed coat, the scar and the babyplant.

• Some seeds can be eaten and theycontain nutrients.

Major ActivityInside a Seed(approximate time: 10-15 minutes)

You will need:o An assortment of large dried

beans (kidney, navy, lima, etc.)o Containers for each kind of beano Paper towelso Plastic knives (one for each child)o Magnifying glasses, if possible

1. On the day before the meeting,place the beans in water and soakthem overnight.

2. Give each child a paper towel andset out the containers of beans.

3. Tell the children to take a few ofeach kind of bean. Show themhow to carefully pry open thebeans and have them look at theparts of the beans. Explain that:• The seed coat is on the out

side to protect the seed.• The scar on the seed coat is

where the seed was attached tothe plant. It is similar to a bellybutton.

• The baby plant has a leafy tipand a young root. The leafy tipwill become the top of the plantand will make green leaves asit grows into a full-sized plant.

4. Point out the different sizes,shapes and colors of the seedsbeing used. Ask the children if

they have ever eaten any of theseseeds. Tell them many seeds aregood to eat and are good for you.Ask the children what willhappen if the seed is planted.(1t will grow into a big plant.)


Talk with the children about theirexperiences with seeds. Begin byasking general questions such as:• Have you ever seen seeds before?• Have you ever eaten seeds?• Have you ever planted a seed?

As the children share their expe·riences with seeds, ask more specificquestions about their experienceswith seeds such as:• What seeds have you eaten raw?• What seeds have you eaten cooked?• What seeds do you like best to eat?• Do you think some seeds are

pretty? Which ones?• What kinds of seeds have you

planted? What happened to theplanted seeds? Can you act out aseed that is beginning to grow?

• What other kinds of things haveyou done with seeds?

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WHERE DO SEEDS COMEFROM?-AN ACTIVITY(approximate time: 10·15 minutes)

You will need:o An assortment of thoroughly

washed fruits, such as apples,oranges, lemons, cherries,peaches, beans or peas in the pod,summer squash and cucumbers(Note: As you do this activity,remember to call all the fooditems "fruits" because that is thecorrect name for the part of theplants that holds the seeds.)

o Paper towelso Plastic serrated knives (one for

each child)

Have the children wash theirhands before starting this activity. Give each child a paper toweland a plastic knife. Place the fruitsin front of them and ask them toguess what is inside them. Let themcut the fruits open and remove theseeds. Ask the children questionssuch as:• What did you find inside the fruit?• What color are the seeds'• Are the seeds the same shapes?• Are the seeds the same size?• What will happen if you plant the

seeds?• What kind of plant will grow from

each seed?• Which fruit has the largest seed?

Have the children taste the fruitsas they remove the seeds. Ask themif they ate any seeds as they tastedthe fruits. Which ones were theyand how did they taste?

SAMPLING SEEDS-A TASTING ACTIVITY(approximate time: 10-15 minutes)

You will need:o A variety of edible seeds

pumpkin, sunflower, peanut,pecan, walnut, sesame, coconut,etc. (Include both raw andtoasted seeds.) Information onroasting/toasting seeds followsthis activity.

28

o Paper towels or paper plates (onefor each child)

o Plastic spoons (one for each child)o Containers for each kind of seed

Have the children wash theirhands before starting this activity. Give each child a paper towel orpaper plate and a spoon. Set out thecontainers of seeds. Ask the childrenquestions such as, "What colors arethese seeds? Are there any the samecolor? Are any of the seeds the sameshape or size?" Tell the children totake a few of each of the seeds withtheir spoons and then group them ontheir plates/towels. When they arefinished, ask why they grouped certain seeds together. Ask if there areother ways to group the seeds. Children could group their seeds according to color, size, shape, texture,hardness or type of seeds (for exam·pie, all the nuts together).

After the children have sorted theseeds, encourage them to taste them.Have them taste both raw androasted seeds. Remind them someseeds are good for you because theycontain nutrients.

c. AOC ",>ROASTINGITOASTING SEEDS(approximate time: 10·15 minutes)

You will need:o Seeds (pumpkin, squash, melon

or sunflower)o Vegetable oilo Salto Frying pan or shallow oven pan

Seeds that are hulled (that is, nolonger in their shells) can be roastedin a frying pan over low heat ortoasted in a shallow pan in an ovenheated to 325°F. Mix about 1 cup ofseeds with 2 teaspoons of vegetableoil and 1 teaspoon of salt. Heat andstir frequently to prevent scorching.The time required will be from 2 to6 minutes, depending upon the dry·ness of the seeds.

TOASTING WALNUTS(approximate time: 15·20 minutes)

You will need:o Walnutso Pan for boiling watero Shallow baking pan

Drop walnut kernels into rapidlyboiling water and boil for 3 minutes.Drain well. Spread the kernelsevenly in the shallow pan and bakeat 350°F, stirring often for 12 to15 minutes, until golden. Coolthoroughly.

SEED MEDALLIONS-ANARTS AND CRAFTS ACTIVITY(approximate time: 30-45 minutes)

You will need:o Colorful seeds, such as pinto

beans, kidney beans, corn,squash, split green peas, popcornand sunflower seeds

o 3-inch cardboard circles (one foreach child)

o Scissorso Paper puncho White glue or tacky glueo Yarn or shoelaceso A clear glaze spray (optional)

Before the meeting, cut thecardboard circles and punch ahole close to one edge. Have thechildren spread a thick layer of glueon one side of their cardboard circle.Have them carefully arrange a vari·ety of seeds in a pattern on the glue.After the medallion is completelydry, spray with the glaze (optional).Give each child a 36·inch loop ofyarn or a shoelace to thread throughthe hole and tie in a knot. It's nowready to wear'

These medallions also make lovelyholiday ornaments. For ornaments,make the circles 1'1" inches in diame·ter and use 4·inch loops of yarn.


HUCKLE, BUCKLE,BEANSTALK-A GAME(approximate time: 10·15 minutes)

You will need:o A large seed of some type (For

older children, a kidney bean maybe large enough; for younger children, use a seed the size of a limabean or larger [such as a nut].)

Select one child to be "It" and givehim or her the seed to hide while theother players cover their eyes. Whenthe seed has been hidden, the personwho is "It" says "Ready!" and theother players start looking for theseed. When a player sees the seed,he or she goes to "It" and says"Huckle, buckle, beanstalk."That player then sits down withoutsaying where the bean is. After allthe players have found the seed, anew game is started with the firstplayer who found the seed being thenew lilt."

Younger children may need somehelp in locating the seed. Playerswho have already found the seed cancoach from the sidelines by tellingthe other players when they are get·ting "warmer" or "colder."

POPCORN SONG-A SONG(Sung to the tune of Sing a Song ofSixpence. This song is adapted fromthe song in Sing Through theSeasons, Plough Publishing House,N.Y., 1986. Adapted withpermission.)

Sing a song of popcornWhen the snowstorms rage.Fifty little brown seedsDropped into a cage.Shake them 'til they jump upCrowding to the top.Watch them burst their little coats.Pop! Pop! Pop!

OATS, PEAS, BEANS ANDBARLEY GROW-A SONG(This song is reprinted by permission of Sterling Publishing Co., Inc.,387 Park Avenue South, New York,N.Y. 10016, from The Best SingingGames for Children of All Agesby Edgar S. Bley, © 1957 SterlingPublishing.)

Oats, peas, beans and barley grow,Oats, peas, beans and barley grow,Nor you nor I nor any can know,How oats, peas, beans and barley

grow!

(For the first verse, everyone shouldform a circle and skip to the left.)Thus the farmer sows his seed,Stands erect and takes his ease.He stamps his foot and claps his

handsAnd turns around to view his land.

(For the second verse, everyone shouldstand still and act out the motions ofsowing the seed, stamping onesfoot,clapping hands and looking over theland.)

Note: You can sing the song againand change "his" to "her" in thesecond verse.

PEANUT BUTTERSUNSHINE-A SNACK(approximate time: 20 minutes)

You will need:o Peanut buttero Grated raw carrotso Raisinso Bread or crackerso Paper plateso Plastic knives, forks and spoons

Have the children wash theirhands before starting this activ-

ity. Have the children spread peanutbutter on their crackers or bread,then add a layer of grated carrot andsprinkle with raisins. The childrencan make regular or open·facedsandwiches. Talk about how peanutbutter is made from an edible seedthe peanut.

BOOKS AND STORIES

Seeds and More Seeds, byMillicent E. Selsam. New York:Harper and Row Publishers, 1959.This read·aloud story tells whatmakes a seed special.

Science Fun With Peanuts andPopcorn, by Rose Wyler. New York:Julian Messner, 1986.Information about activities andexperiments usingpeanuts and popcorn is presented.

The Riddle of Seeds, by WinifredG. Hammond. New York: CowardMcCann, Inc., 1965.This book tells all about seeds-theirsizes, shapes, colors and parts. It alsotells where seeds come from and howthey grow.

Eat the Fruit, Plant the Seed, byMillicent Selsam and JeromeWexler. New York: Morrow, 1980.Directions for growing plants from theseeds found inside avocados, papayas,citrus fruits, mangoes, pamegranatesand kiwis are included in this book.

TRIPS OR WALKSGo to a health food store, grocery

store or bulk food store and see whatkinds of seeds are available.


1. What are seeds a part of?A plant.

2. Why do we plant seeds?To grow more ptants.

3. What part of the plant are seedsfound in?Thefruit.

29


4. How are seeds different from oneanother?They come in many different sizes,shapes and cotors.

5. What are the different parts ofthe seed?The seed coat, the scar and thebaby plant.

6. Besides planting seeds to growmore plants, what else can we dowith seeds?We can eat some seeds and we canuse seeds for decoration.


Have the children find the "MyThoughts and Feelings" sheet for"Surprising Seeds" in their packet.Follow the same directions given onpage 6 to have them complete theirsheets and prepare for the nextmeeting. After you have looked atthe "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4·H.

Mini-PosterSend the "Surprising Seeds Mini·


30


Oh, Ho! Stains! •Purposes• To provide children with the oppor·

tunity to identify common cloth·ing stains and to practice methodsof removal.

• To help children understand thatwearing clean clothes can helppeople look nice.

• To help children realize that theycan try to avoid getting stains ontheir clothing.

SuggestedMeeting Plan1. Use the "About Me" discussion to

introduce the topic of stains andthe information in "What Chilodren Need to Know."

2. Have the children do the "MakeYour Own Stain" major activity.


4. Do the "Talk Abouts."5. Plan for the next meeting

by doing "Planning AheadTogether."

6. Send home the "Oh, No! Stains!Mini·Poster."

What ChildrenHeed to Know• A stain is a dirty or discolored

spot.• Different kinds of stains are

removed in different ways.• Treat stains right away, if

possible.• Some stains are hard to remove

and some can never be removed.• Wearing clean clothes can help

people look nice and feel better.

• When using or eating messythings, people can try to keepstains from getting on theirclothes by wearing aprons, paintsmocks and bibs, and by usingnapkins.

Major ActivityMake YourOwn Stain(approximate time: 30·45 minutes)

You will need:o White kitchen·size garbage bags

(one for every two children)o Scissorso Papero Pen or markero Paper bago Old clothes or scraps of fabric

that are machine washable (anold sheet cut into 5·inch squaresworks well)

o Dish tubs or pailso Watero Items or products for making

stains (grass, catsup, Popsicles,fruit such as blueberries, choco·late pudding, ink, soft drinks,etc.)

o Stain removal products (see theStain Removal Fact Sheet onpage 33 for the products suited tothe stains you have chosen)

1. Prepare the following materialsbefore the meeting:• Make aprons for the children.

To make each apron, slit a bagup the sides and at the bottomto make two sections (each sec·tion will make one apron). Cuta strip off one side for a beltand cut a hole in the center

about 3 inches down from oneend for the neck opening.

• Write the name of each stainon a slip of paper and put theslips in a paper bag.

2. Have the children put on theaprons. Tell them that they willneed to protect their clothingfrom stains during this activityby wearing an apron and by roll·ing up their sleeves.

3. Have each member draw a slip ofpaper from the paper bag. Tellthem that this is the stain theywill make. Explain that differentkinds of stains can be removed indifferent ways and that you willbe telling them the best ways.Also tell them that you will betreating the stains right afterthey are made because that iswhen the stains are the easiestto remove.

4. Have the children make thestains on the fabric provided.(The same stain can be made ondifferent types of fabric.)

5. Demonstrate how to removestains and then let each childremove his or her stain using therecommended products andmethods as indicated on theStain Removal Fact Sheet.You may want to let them exper·iment with different removalmethods as well. If some of thechildren are having trouble,explain that some stains areharder to remove than others.

6. After everyone has finished, leteach child show his or her stain.(Most stains will have beenremoved.) Ask for their sugges·tions on ways to avoid gettingstains on clothing. You may also

31

4-H 1460 Just Outside the Door Leader's Guide • 4-H Youth Development • Michigan State University •

want to talk about how wearingclean clothes can help us looknice.

Other FunThings to DoABOUT ME-A DISCUSSION ACTIVITY(approximate time: 5·10 minutes)

Ask the children if they have evergotten stains on their clothes. (Youmay need to define the word "stain"for some children.) For the childrenwho answer "yes:' follow up withquestions like, "Did the stain evercome out? How did you (or yourmother or father) get it out?" Youmay want to continue with questions about how they felt about getting the stain and whether theyhave changed the things they didwhen wearing the clothing that wasstained. For example, they may nowwear a permanently stained shirt forplaying rather than for going tochurch. Explain that they will havea chance to practice getting somestains out themselves.

MYSTERY STAIN GAME(approximate time: 10·15 minutes)

You will need:o Fabric scraps that have stains

made with the same productsused in the "Make Your OwnStain" activity

o Items or products used to makestains

Hold up the "mystery" stains oneat a time for the children to see. Letthe children take turns matchingeach of the stains to its source.

THIS IS THE WAY WE WASHOUR CLOTHES-A SONG(Sung to the tune of Here We GoRound the Mulberry Bush.)

This is the way we wash ourclothes,

Wash our clothes, wash our clothes,This is the way we wash our

clothes,So early in the morning.

(You may want to use hand motionsand add verses for other washingchores such as scrubbing stains,drying clothes and hanging clothes.)

STAIN PAINTINGS-AN ARTSAND CRAFTS ACTIVITY(approximate time: 10-20 minutes)

You will need:o White paper towelso Newspapero Felt tip peno Eyedropperso Food coloringo Watero Small jars (baby food jars work

well)

Give each child a piece of whitepaper towel and place it on severalthicknesses of newspaper. Haveeach child write his or her name onone of the corners of the papertowel. In each jar, mix water and adifferent food coloring. Tell the children to use the eyedroppers to dropthese mixtures onto the paper towelto create a stain painting. If thecolors are too watery, add more foodcoloring.

BOOKS AND STORIES

Theodore, by EdwardOrmondroyd. Berkeley: ParnassusPress, 1968.This is the story of Theodore, the bearwho comes out clean after he is acci·dentally put in the laundry. Hisowner fails to recognize him until hegets dirty again.

Soo Ling Finds a Way, by JuneBehrens. San Carlos: Golden GateJunior Books, 1965.Soo Ling's grandfather must close hishand laundry business because ofcompetition from a new laundromat.But the story has a happy endingwhen the laundry and laundromatcombine to give the best service tocustomers.

Clean as a Whistle, by AileenFisher. New York: Crowell, 1969.This is the story of three children whoget dirty and are shown that evenanimals keep themselves clean.

Mrs. Mopple's Washing Line, byAnita Hewett. New York: McGrawHill, 1966.When the wind blows Mrs. Mopple'swashing off the line, the washing endsup on the farm animals.

TRIPS OR WALKSArrange a guided tour of a dry

cleaning store or commerciallaundry. Find out which methodsthey use to get out stains.


1. What is a stain?A soiled spot or discolored spot.

2. Why is it important to avoid get·ting stains on your clothes?Some stains are hard to removeand some can't be removed.

3. What are some things you coulddo to keep from getting stains onyour clothes?Use a napkin or wear an apron,a smock or a bib.

4. What can you do if you get something on your clothes?Treat the slain as soon as you can.

5. What are some things toremember about treating stains?Different kinds of stains areremoved in different ways. Try toremove a stain as soon as ithappens.

32



Have the children find the "MyThoughts and Feelings" sheet for"Oh, No! Stains!" in their packet.Follow the same directions given onpage 6 to have them complete their

sheets and prepare for the nextmeeting. After you have looked atthe "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4·H.

Mini-PosterSend the "Oh, No! Stains! Mini

Poster" home with each child.

This will tell parents about theactivities the children did this week.Remember to write down any specialmessages for parents that you feelare important: things each childshould bring to the next meeting,your positive comments about achild, and so on.

Stain Removal Fact SheetGeneral Points to Remembero Identify the stain.o Identify that the garment is washable.o Treat the stain immediately! Fresh stains are easier

to remove than old ones.o Blot or scrape off excess stain.o Work on the wrong side of the fabric so you push the

stain out, not in.o Work carefully and patiently.o Do not use hot water on an unknown stain.

How to Identify StainsOne very important factor in successful stain re

moval is correctly identifying the stain. What is it?When did it happen? What does the garment label sayabout the fiber content? Does the label say the garmentis washable?

If you can't remember what caused the stain, thentry the following:1. Look at the color and appearance of the stain.2. Look at where the stain is located.3. Smell the stain. Does it have an odor you recognize?4. Feel the stain to check the texture.

Procedure for RemovingIdentifiable Stainso Place a soft cloth or paper towels under the stain to

serve as a blotter.o Work on the wrong side of the fabric.o Place the stain side to the blotter.o Sponge the stain lightly with a clean, soft cloth.o Move frequently to a clean area on the blotter.

Simple Stain SolutionsThere are many different methods of stain removal,

and this list focuses on methods and stain removalproducts which children can safely handle with adultsupervision. You may have methods of your own toshare with your group.o Catsup-Scrape off the excess with a dull knife.

Soak in cold water for 30 minutes. Rub detergentinto the stain while it is still wet, then launder thegarment.

• Grass and Chocolate-Treat the stain with coldwater before it dries. Soak for 30 minutes. Use anenzyme presoak (like Axion or Biz) and presoak thegarment for the recommended amount of time. Applyconcentrated detergent to the stain and allow it toset, then launder the garment.

• Fruit juices, mud, soft drinks-Soak the stain for15 minutes in a solution of 1 quart warm water, Y.!teaspoon liquid hand dishwashing detergent and 1tablespoon vinegar. Rinse. Sponge with rubbingalcohol.

oInk (ballpoint)-Sponge the stain with rubbingalcohol or spray it with hair spray until it looks wet.Rub detergent into the stained area. Launder thegarment. Repeat if necessary.

o Ink (felt tip pen)-Rub household cleaner such asFormula 409 or Mr. Clean into the stain. Rinse.Repeat as many times as necessary to remove thestain. Launder the garment. Some stains may beimpossible to remove.

o Ice cream-Soak the stain in cold water. Rubdetergent into the stain. Launder the garment.

• Mustard-Rub detergent into the dampened stain.Rinse. Soak in hot detergent water for several hours.Launder the garment.

33


Wet and Wonderful

Purposeso To help children learn the basic

characteristics of water.

SuggestedMeeting Plan1. Talk about the information in

"What Children Need to Know"and tell them they will be doingsome activities using water.

2. Do the "Ice Turns Into Water"major activity.




6. Send home the "Wet and Wonder·ful Mini·Poster."

What ChildrenNeed to Knowo Water is a liquid.o Water spreads out.o Water flows when poured.o Some things float in water.o Ice is frozen water.o Warmth changes ice into water.o Some things dissolve in water.o Water evaporates.o Water is important to us.

Major Activity forYounger ChildrenIce Turns Into Water(approximate time: 10·20 minutes)

You will need:o Small paper cups (two for each

child)

34

o Tinfoil pie pans or plastic bowls(two for each child)

1. On the day before the meet·ing, freeze water in the cups(one for each child). Fill each cupone·half to three-quarters full.

2. Give each child a cup of frozenwater and a cup half·full ofunfrozen water. Give them eachtwo pie pans or bowls. Ask thechildren what is in their cupsand how the contents are alikeand different.

3. Have them put their ice in one piepan or bowl and pour the waterin the other. Tell the children tonotice how the water flowswhen they are pouring it. Havethe children compare the ice andthe water in the pans. Talk abouthow the ice is colder than water,how the water spreads out in thepan and ice doesn't, how they canpick up the ice in one piece whilethey can't pick up all the water,and how the ice melts and thewater doesn't.

4. Ask the children to describe whatis happening to the ice as it sitsin the pan. They will probablyanswer that it is melting. Remindthe children that ice is reallywater that has frozen and now itis becoming water again.

5. Ask the children if they knowhow to make the ice melt faster.Let them use their imaginationsto come up with ways of meltingice. Ways could include holdingthe ice, breathing on it or placingit in the sun. Let the children dothe things they think of and thenhave them decide which waymelts ice the fastest. Ask themwhat it is that makes the ice

melt. (Warmth.) Then ask thechildren how we can make thewater turn into ice again.

6. Talk with the children about whyice is important to us. (One reason is that ice cools things-food,beverages and us on a hot day_)

Major Activityfor Older ChildrenIce Turns Into Water(approximate time: 10-20 minutes)

You will need:o Small paper cups (two for each

child)o Pen or markero Tinfoilo Small Styrofoam or paper plateso Scraps of cloth, newspapers and

other useful materials such aspieces of wood and plastic, sawdust and sand (be sure to haveboth light- and dark-coloredmaterials)

o Containers large enough to holdwater and an ice cube (one foreach child)

o Bowls of ice cubes

1. Write each child's name on twopaper cups.

2. Place the different materialsaround the area for the childrento use_ Ask the children what iceis and what happens when icegets warm. Remind them that iceis frozen water. Tell the childrenthat they are going to see howfast ice melts when it is put ondifferent kinds of surfaces, whenit is covered with different kindsof materials, and when it is putin different places.


3. Ask the children what happenswhen ice is put in water. Afterthey have predicted what willhappen, give each child a container of water and an ice cube ina paper cup. Have the childrenput their ice cube into the water.Talk about what happens to theice. Does it melt quickly orslowly?

4. Have the children choose a material to put ice cubes on-tinfoil,plastic, Styrofoam, wood, etc.Have the children tell you howfast they think the ice will melton each surface. Give each childice cubes in their paper cup andhave them put them on the surfaces to see how fast the icemelts. Talk about the surfaces onwhich the ice melted the fastest.

5. Tell the children that covering icewith materials can change howquickly the ice will melt. Give thechildren more ice in their cupsand have them cover each piecewith a different material. Askthem how quickly they think theice will melt when covered byeach material. For example, onechild may wrap one ice cube intinfoil and one in newspaper andcover one in sawdust. Again askthe children to talk about theresults.

6. Give each child their second cupand give them one ice cube foreach cup. Have each child choosetwo places to put their cups ofice. Have them tell you which cupof ice they think will melt thefastest.

7. While the ice is melting, talkwith the children about why icemelts more quickly in someplaces. Let them suggest reasonsfor why this occurs. Explain thatwarmth will make ice melt, andthat the warmer the temperature, the faster the ice will melt.You may want to do anotheractivity and check the ice afterthat activity so that it will haveenough time to melt.


Ask the children the followingquestions:• Have you ever floated in water

either by yourself or while onsomething like a boat?

• What have you seen floating inwater around your house?

• Can you think of things you likethat are dissolved in water?(Examples might include lemonade or orangeade.)

• Do you like to be in or aroundwater? What things do you like todo with water? Do you like the feelof water on your body?

• How does your family use water inyour home?

• Do any of you live close to water(for example, near rivers, creeks,ponds and lakes)?

WATER DISSOLVES THINGSAN ACTIVITY(approximate time: 15-20 minutes)

You will need as many of the following as possible:o Salt, sugar cubes, powdered

sugar, honey or syrup, flour,uncooked beans, cooking oil, butter or shortening, uncooked rice(at least one food item for eachchild)

o Straws for stirringo Several clear plastic glasseso Several small plastic containers

of watero Plastic spoons (one for each child)

Give each child a food item andask him or her to tell you what it is.Then give each child a plastic cup, aspoon and a straw. Have the children pour some water in theirglasses. Then tell them to use theplastic spoons to add some of theirfood to their glass of water and thenstir with the straws. Ask whathappens when they do this. What

happened when they added butter tothe water? Can they still see it? Willthey still see it if they stir harder?Can they stir until they can't see thefood anymore? What happened whenthey added the sugar? Can they stillsee it? Did the sugar dissolve in thewater? Did the butter dissolve? Tellthe children that when somethingdissolves in water, it breaks apartand spreads out in the water. Letthe children experiment with different materials until they have triedseveral items which dissolve andseveral items that do not dissolve_

MAKING LEMONADEA SNACK(approximate time: 30 minutes)

You will need:o Lemons, one per childo Sugar (approximately 2 table-

spoons per child)o Paper cups (one per child)o Plastic liquid measuring cupso Measuring tablespoons (one per

child)o Plastic teaspoonso Plastic serrated knives (one per

child)o Several small plastic pitchers or

other containers filled with watero Small plastic bowls (one per

child)o Paper towels or napkinso Large plastic pitchero lee cubes (at least one per child)

1. Have the children washtheir hands before doingthis activity.

2. Give each child a plastic spoon,plastic knife and a bowl.Explain to the children they aregoing to make lemonade fortheir snack.

3. Give each child a lemon and tellthem to roll it back and forth onthe table until it is soft.Younger children may needsome help with this.

4. Have them use the plasticknives to cut the lemons in half,then have them hold the lemonsover their bowls and squeeze

3S


out all the juice. They can usetheir spoons to take the seedsout of their bowls.

5. After this is done, have themlick their spoons. Ask them howthe lemon juice tastes. (Do notlet them put their spoons backin their bowls after lickingthem.) Let them describe theirreactions to the taste.

6. Have each child pour his or herjuice into the large pitcher.Then have each child use ameasuring cup to pour I cup ofwater into the large pitcher(using the water from the smallpitchers). Stir.

7. Pour a small amount of thewater and juice mixture intoeach child's cup and have themtaste it. Ask them what thelemon juice tastes like now.Does it taste the same as it didon the spoon? Ask what theycan add to make this taste bet·ter. (Sugar.)

8. Have each child use the measur·ing tablespoon to add 2 table·spoons of sugar to the waterand juice mixture. Have themtake turns stirring the mixtureuntil the sugar is dissolved.

9. Give the children a smallamount in their cups and havethem describe it.

10. Put ice in each child's cup andhave them pour their lemonade.While they are enjoying theirdrink, talk with them aboutwhat happened with the lemon·ade. How did the mixture taste?What happened when theyadded sugar? Could they see thesugar in the water? How did ittaste after the sugar was added?Did the sugar dissolve? How canthey tell the sugar is still in thelemon/water mixture? Whatelse could they mix with waterto make a drink? You can alsoask questions about whathappens to the ice when it isput into the warm lemonade. (Itfloats, then melts.)

36

CORK SAILBOATS-ANARTS AND CRAFTS ACTIVITY(approximate time: 20 minutes)

You will need:o White papero Scissorso Crayons, and/or colored pencilso Large corks (one for each child)o Plastic multicolored toothpickso Large basin of water

The day before the meeting,cut the white paper into 2-inchsquares, then cut each of thesquares in half diagonally tomake the sails.

Ask the children if they havenoticed that some things float inwater. Ask them to think of thingsthey have seen floating at sometime. Tell them that they are goingto make something that will float onwater-a sailboat.

Put out the crayons and coloredpencils and give each child one ofthe triangular pieces of sail. Havethem write their name on the sailsand decorate it as they like. Giveeach child a cork and have themchoose a colored toothpick for themast. Have them insert the tooth·pick through the sail (see illustra·tion). (You may need to help youngerchildren with this.) Then have themstick the toothpick into the middleof their cork.

After the children finish theirboats, have them put the boats inthe large basin of water to see ifthey float.

ROW, ROW, ROWYOUR BOAT-A SONGRow, row, row your boat,Gently down the stream.Merrily, merrily, merrily, merrily!Life is but a dream.

WHERE DOES THE WATERGO?-AN ACTIVITY(approximate time: 10·20 minutes)

You will need:o Inexpensive paint brushes in

assorted sizes and/or spongeso Pails or large cans to hold water

This activity should be done out·side. Tell the children they will be"painting" with water today. Giveeach child a pail of water and letthem choose a paint brush orsponge. Allow the children to paintvarious surfaces outside-walls,sidewalks, benches, driveways,fences, railings, tree trunks and soon. Encourage the children to usetheir imaginations in making their"water pictures." Ask if they haveever painted with water before. Doesthe surface look different after theyhave painted it? Does it stay thesame after they have finished paint·ing? Where did the water go? How dowe know the water isn't there anymore? Tell the children the waterwent into the air and that this iscalled "evaporation."

PLAYING IN THE GARDENHOSE-AN ACTIVITY(approximate time: 30·45 minutes)

You will need:o Swimsuitso Towelso One or two garden hoseso A source of watero A warm, sunny day

Have each child bring a swimsuitand towel to the meeting. When thechildren have changed into theirswimsuits, turn on the water andshow the children how the waterflows out of the hose. Point out tothe children that the water spreadsout on the ground and doesn't stayin one shape. Encourage the childrento run and play in the spray fromthe garden hoses for as long as theylike. When they are done, have thechildren leave parts of their bodieswet. As they dry in the sun, askthem where the water went. Didthey dry it off with a towel? Tell thechildren the water went into the air,and this is called "evaporation."


WATER SLIDE-A GAME(approximate time: 10 minutes)

You will need:o A long sheet of plastico A garden hose and water sourceo A warm, sunny day

Spread the sheet of plastic onlevel grassy ground. Spray it wellwith water. (You may need to stakethe plastic down in some way sothat it doesn't bunch up.) Have thechildren take turns running andsliding down the plastic sheet. Talkabout how the water spreads out onthe plastic after it flows out of thehose.

BOOKS AND STORIES

The Little Sailboat, by LoisLenski. New York: Henry Z. Walck,1937.Captain Small and his dog Tinkerspend a day sailing, fishing andswimming.

The Magic of Water, by WarrenG. Schloat, Jr. New York: CharlesScribner's Sons, 1955.The story of a boy named Andy whofinds out all about water and the funhe can have with it.

Talk About Water, by AngelaWebb. London: Franklin Watts.,1986.This book is for younger children. Itprovides information, activities andexperiments about water at an easilyunderstood level.


1. What happens to water when itis poured?It flows and spreads out.

2. What happens to things, such asboats, when you put them inwater?They float.

3. What is ice?It is frozen water.

4. What changes ice into water?Warmth.

5. What happens to things likesugar when they are put intowater?They dissolve.

6. What is it called when water goesinto the air?Evaporation.


Have the children find the "MyThoughts and Feelings" sheet for"Wet and Wonderful" in theirpacket. Follow the same directionsgiven on page 6 to have them complete their sheets and prepare for thenext meeting. After you have lookedat the "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4·H.

Mini-PosterSend the "Wet and Wonderful

Mini-Poster" home with each child.This will tell parents about theactivities the children did this week.Remember to write down any specialmessages for parents that you feelare important: things each childshould bring to the next meeting,your positive comments about achild, and so on.

37


a ea her

2. sparrow bill

cut

~ cut

2. Show children the different pictures of birds. Point out thatbirds come in different sizes,shapes and colors, and that different birds have differentshaped bills. Ask the children ifthey know what all of these birdshave in common. If they areunable to guess. tell them that allbirds have feathers and thatthis makes them different fromany other type of animal.

3. Tell the children that they aregoing to make bird puppets andthey will be able to "tryon" different bills for their birds. Theywill also be able to decorate theirpuppets with feathers, becauseall birds have feathers.

4. Give each child a sock. Havethem cut a very small hole in theend of the sock. Then have thechildren choose buttons for eyesfor their puppets and glue themon above the hole. Let the children decorate their puppets asthey like, using real feathers,feathers cut out of constructionpaper or feathers drawn on theirsocks with markers.

1. duck bill

Major ActivityMaking Bird Puppets(approximate time: 20-30 minutes)

You will need:o Pictures of different birds from

magazines. books, CooperativeExtension Service publications

o Old light-colored socks (one foreach child)

o Scissorso Buttonso Glueo Feathers (available from craft

stores)o Construction paper in a variety

of colorso Markerso Materials for bird bills-Plastic

spoons (for mallard duck bill).plastic straws (for ruby-throatedhummingbird bill). toothpicks(for hairy woodpecker bill), milkcartons (for house sparrow bills)

o Rubber bands

1. Follow the il1ustration belowto prepare the milk cartonbills before the meeting.

• Birds are the only animals withfeathers.

• Birds come in many differentsizes, shapes and colors_

• Different kinds of birds move indifferent ways.

• Different kinds of birds eat different foods.

• Bird feeders can attract birds toyour yard or window.

What ChildrenNeed to Know



2. Do the "Making Bird Puppets"major activity.




6. Send home the "Birds of aFeather Mini-Poster."

Purposes• To help children learn what makes

a bird a bird.• To help children discover the

many different kinds of birds.• To help children learn about the

many different kinds of birdbehaviors.

• To show children how they canattract birds.

38


5. After their birds have been decorated, have the children look atthe bird pictures again. Point outhow birds have different shapedbills, depending on what kinds offood they eat. Some birds, likehummingbirds, have bills thatare like straws because they suckup fluids like nectar from plants.Others, like house sparrows,have thick beaks for crushingseeds. And still others, likeducks, have spoon-shaped billsfor straining through water forfood. And still others, such aswoodpeckers, have sharp, thinbills for probing behind tree barkfor insects. Show the children thestraws, milk carton bills, spoons,and toothpicks and explain thatthese things are a lot like thebills of different birds. Havethem choose one for their puppet,insert the "bill" through the endof the sock, and hold onto it frominside the sock puppet. Havethem use rubber bands to keepthe puppets on their hands.

6. Have the children pretend tohave their puppets eat. Let themtry each kind of bill at least once.

Other FunThings to DoABOUT ME-A DISCUSSION ACTIVITY(approximate time: 5·10 minutes)

Ask the children the followingquestions:• Have you ever seen any of the

birds in the pictures we sawtoday? Where did you see them?

• Which kind of bird would you liketo be if you were pretending?

• How many different colored birdshave you seen around your homeand school?

• Have you ever found feathers onthe ground? Where did you findthem? What colors were they?

• What kind of bill would you liketo have if you were a bird? Whatkinds of food would you eat withthis kind of bill?

• What would be the best thingabout being a bird?

BIRDPLAY-A MOVEMENT ACTIVITY(approximate time: 20·25 minutes)

You will need:o The More Than Flying-What

Birds Do booklet pages (fromthe member's packet)

o Stapler

Tell children that different birdsbehave in different ways. Tell thechildren to fold the More ThanFlying-What Birds Do pages inhalf and then staple them togetherto make a book to use for this activity. (The children will take this bookhome to color after the meeting.)While looking at the books, talkabout the different ways that birdsmove. Tell the children that birdsmove in different ways for manyreasons. They feed on differentkinds of food (seeds, insects, smallanimals), and they move in the waysthat best help them to find theirfood. Also, birds sometimes fly orwalk in a "funny" way to attract amate. Have the children pretend tobe each of the different kinds ofbirds and have them fly, perch andmove on the ground the way the different birds do.

FEATHER FUN-AN ARTSAND CRAFTS ACTIVITY(approximate time: 30 minutes)

You will need:o Feathers (large wing feathers are

preferred)o Crayons with paper removedo Light-colored lightweight papero Scissors

Talk about what makes a bird abird. Remind children that birds arethe only animals that have feathers.Have each child choose a feather anddo a rubbing of their feather byusing the sides of crayons on paperplaced on top of the feather. Therubbing will look most like a featherif the coloring strokes are perpendicular to the shaft (center) of the

feather. The outer edge of thefeather will be very faint. You maywant to have the children outlinethis edge with a different colorcrayon. Have the children cut outtheir feather rubbing.

Talk about how real feathers arevery light, yet very strong. Havethem hold their real feather andtheir paper feather to see which islighter. The paper feather is almostas light as a real feather, but whichis stronger? Have each child movetheir real and paper feathersthrough the air. Which one issturdier? Which one moves andtwists through the air?

FEEDING BIRDS-A CONSTRUCTION ACTIVITYFOR YOUNGER CHILDREN(approximate time: 30 minutes)

You will need:o Pine coneso Yarn or stringo Peanut buttero Plastic kniveso Bird seed

Ask the children how they thinkthey can attract birds. One way is tomake food available for the birds.Tell them they are going to make abird feeder to put in their yards orwindows.

Give each child a pine cone andsome yarn or string. Have them tiethe string or yarn securely aroundthe pine cone, wrapping it aroundthe cone several times. Then havethem use the knives to spread peanut butter generously all over thepine cones. Have them roll each pinecone in the bird seed. Tell them thatwhen they take these feeders home,they can be hung outside a windowto attract birds. Talk about places tohang their feeder. It should be highenough so other animals can't get itand close to protective cover for thebirds.

39


_pencil....oll~1"

FEEDING BIRDS-A CONSTRUCTION ACTIVITYFOR OLDER CHILDREN(approximate time: 30 minutes)

You will need:o 'h gallon cardboard milk cartons

(one for each child)o Felt tip marker or peno Illustration for birdfeedero Scissorso Paper punch (optional)o Pencils (one for each child)o Stringo Bird seed

Ask children how they think theycan attract birds. One way is tomake food available for the birds.Tell them they are going to make abird feeder to put in their yards orwindows.

Give each child a milk carton.Draw lines on the carton to cutalong as shown in the illustration.Have children cut the cartons alongthese lines. Use a paper punch orscissors to make the holes to insertthe pencil for a perch, and to makeholes in the top to attach string tohang the bird feeder. Sprinkle birdseeds on the bottom of the feeder.

Have the children talk aboutwhere they can put their feeders athome. Tell them it should be placedwithin view of a window, highenough so other animals can't get it,and close to protective cover for thebirds.

SIX LITTLE DUCKS-A SONG(This song is from Sally Go Roundthe Sun, by Edith Fowke. Used

40

by permission of the CanadianPublishers, McClelland and Stewart,Toronto.)

Verse 1:Six little ducks that I once knew,Fat ones, skinny ones, fair ones, too.

Chorus:But the one little duck with a

feather in his back,He led the others with a "QUACK,

QUACK, QUACK!QUACK, QUACK,QUACKI QUACK,

QUACK, QUACK!"He led the others with a "QUACK,

QUACK, QUACK!"

Verse 2:Down to the river they would go,Wibble, wobble, wibble, wobble,

to and fro.Chorus

Verse 3:Home from the river they would

come,Wibble, wobble, wibble, wobble,

ho hum hum.Chorus

BOOKS AND STORIES

A Bird's Body, by Joanna Cole.New York: William Morrow and Co.,Inc., 1982.This book discusses the anatomy,characteristics and behavior of birds.It focuses on their ability to fly andincludes great pictures and diagrams.

The Beginning Knowledge Bookof Backyard Birds, by HannifordRush. New York: Macmillan, 1964.The anatomy, eggs and nests of18 most commonly found birds arediscussed.

What Is a Bird? by Gene Darby.Chicago: Benefic Press, 1960.This book describes different birds'anatomy, nesting habits, birth andflight patterns.

Golden Guide to Birds, by H. S.Zim and I. N. Gabrielson. New York:Golden Press, 1956.This is a guide to the most familiarAmerican birds.


1. What is it that only birds have?Feathers.

2. How are birds different?They come in different sizes,shapes and colors. They move indifferent ways, and they eat differ·ent kinds offood.

3. How can you attract birds toyour house?You can provide food for the birdswith a bird feeder.


Have the children find the "MyThoughts and Feelings" sheet for"Birds of a Feather" in their packet.Follow the same directions given onpage 6 to have them complete theirsheets and prepare for the nextmeeting. After you have looked atthe "My Thoughts and Feelings"sheets, put each child's in his or herfolder as a record of the activitiescompleted in 4-H.

Mini-PosterSend the "Birds of a Feather Mini·



_MSU is an affirmativeaction, equal-opportunityemployer. Michigan State

University Extension programs and materials are open to all without regard torace, color, national origin, gender,gender identity, religion, age, height,weight, disability, political beliefs, sexualorientation, marital status, family statusor veteran status. Issued in furtherance ofMSU Extension work, acts of May 8 andJune 30, 1914, in cooperation with theU.S. Department of Agriculture. ThomasG. Coon, Director, MSU Extension, EastLansing, MI 48824. This information is foreducational purposes only. Reference tocommercial products or trade names doesnot imply endorsement by MSU Extensionor bias against those not mentioned. Thename "4-W and the emblem consisting ofa four-leaf clover with stem and the "H" oneach leaflet are protected under Title 18U.S.C.707.

1P-2.5M-l1 :S9·LB.JO


Grasshopper Life Stages

1. Egg



2. Baby Grasshopper (Nymph)



3. Adult Grasshopper


Butterfly Life Stages

1. Egg


•



2. Caterpillar


Butterflv Life Stages

3. Cocoon (Pupa)



4. Butterfly

4-h 1460 just outside the door leaders guide · 2018. 8. 10. · outside the doorleader's...

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