dinosaurs - home - early learning successearlylearningsuccess.net/.../dinosaurs...ages-2015.pdf ·...

Dinosaurs

Unit of Study Mixed Ages

2

Dinosaur Unit of Study © Early Learning Success, LLC, 2014

www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Dinosaurs Unit of Study, Mixed Ages (Birth through School-Age) Copyright © 2014 by Nancy Dougherty Dinosaurs Unit of Study is a component of the Early Learning Success Curriculum. Early

Learning Success Curriculum, copyright © 2014, is written by Nancy Dougherty. It is owned exclusively by Early Learning Success, LLC with all rights reserved. Early Learning Success Curriculum is published online at www.earlylearningsuccess.net Logo design is by Nancy Dougherty. © Early Learning Success, LLC, 2014. Disclaimer

Educators and providers that use the Early Learning Success curriculum are expected to adhere to the licensing statutes, regulations and requirements specific to their State.

Educators and providers should understand early childhood education and care best practices.

Educators and providers need to diligently monitor safety practices when using materials as appropriate for the developmental level of the children.

Online Resources for Unit Development www.wpclipart.com www.pinterest.com

http://www.earlylearningsuccess.net/

http://www.wpclipart.com/



http://www.pinterest.com/

3



Units of Study All Units of Study have been developed using the same criteria. This process results in a very balanced and consistent delivery of activities that address all developmental domains. This also supports the early childhood education and care field in preparing children to be successful with STEM programming emphasis, (Science, Technology, Engineering and Mathematics). Supporting the Domains of Development and STEM Education Functions The Early Learning Success Curriculum Units of Study have been carefully designed to support and enhance every child’s learning in all developmental domains:

Social & Emotional Development

Approaches to Learning

Creativity & the Arts

Language & Literacy Development

Cognitive Development, including math, science and social systems

Physical & Motor Development The Early Learning Success Curriculum uses Minnesota’s early learning standards as stated in the Minnesota Early Childhood Indicators of Progress (ECIPs) document as the goals and objectives for children. These early learning standards cover the span of ages birth – school age. The curriculum is easily aligned with other early learning standards. The Units of Study also emphasize the skills and knowledge needed to be successful in the areas of STEM as stated by Janice Morrison (TIES STEM education monograph series, attributes of STEM education, 2006). She outlined several functions of a STEM education and suggested that students should be:

• Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations. • Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process. • Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process). • Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames. • Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention. • Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately.



4



Using the Unit Materials The Planning Framework Planning for preschool through school-age children is done using a framework that includes all six developmental domains. Through purposeful planning each Unit includes 2 activity plans that address the domains of Social & Emotional, Language & Literacy, Cognitive, Creativity & the Arts, and Physical & Motor Development either as the primary or secondary focus of the activity. In addition, each activity plan identifies an Approach to Learning component and explains how the activity supports school readiness. Each activity plan also includes a STEM Education Function.

The Unit planning framework provides many activities for educator/providers to implement but allows for freedom and creativity to create weekly plans that address the specific needs and interests of individual children and programs. The Units are not weekly plans, but can span several weeks depending on educator/provider preferences. A Sample Week is included but educators/providers should adapt and create plans that meet their programming needs. A blank planning form is included so that educator/providers can make each Unit their own.

Included in the Unit are activity plans, templates, patterns and pictures for the numbered activities in the planning framework. All the educator/provider needs to do is read through the activity plan and gather or prepare the necessary materials. Most materials are those commonly found in childcare programs such as glue, paint and paper. The activity plans include ideas for ‘getting ready’, the actual activity directions, questions to reflect upon, and the developmental domains and importance of the activity. This helps the educator/provider know what to look for in observing a child’s skill and knowledge development.

The Unit planning framework includes 8 numbered activities along with several other ideas that are not numbered. Complete instructions are included for each of the numbered activities, which can take more than one day to complete depending on time, schedules and interests of children. The sample planning sheet demonstrates how the activities in the planning framework can be used for weekly planning. A form is also included to note adaptations to activities for individual children.

Planning for Infants & Toddlers The Unit activities for this age address the development needs of a wide range of infants and toddlers. These activities are designed based on learning and discovery through sensory interactions with the educator/provider. They can be easily integrated throughout different components of the day depending on the infant’s schedule. The activities can be adapted to meet the differing skills as young infants grow to be toddlers and then preschoolers. A block-style planning form is used to indicate activities in each domain. Planning for Preschool and School-Age The included Weekly Plan uses only a few of the activities listed in the Planning Framework. Each activity identifies an ECIPs domain so that learning activities are balanced across all domains. This also helps educator/providers be intentional with planning based on observations of a child’s needs.



5



Dinosaur Unit of Study Highlights How big WAS a T-Rex footprint? What is a paleontologist and what do they do? What did dinosaurs look like, what did they eat? Where can I see a dinosaur? These are some questions that children may have about dinosaurs. This Unit of Study helps children discover answers through hands-on (and in some cases feet-on) experiences. In this Unit, children will be:

Creating Dino Hats and Stompers so that they can become dinosaurs

Using math skills to discover how big some dinosaurs were in the T-Rex footprint activity

Using scientific investigative skills to ‘look inside’ a dinosaur through the skeleton activity

Exploring a variety of art materials as they sculpt, paint and draw dinosaurs Dinosaurs can be scary to children. Exploring them through books and activities can assure children that dinosaurs are fun to learn about instead of something that is frightening. This Unit also helps children differentiate between fact and fantasy. Sometimes dinosaurs and dragons are similar concepts for young children. The Dinosaur Unit shows children that dinosaurs WERE real, but that they are no longer in existence.



6



Preschool and School Age Planning Framework Dinosaur Unit of Study based on the common developmental domains & early learning standards Note: All activities encompass the Approaches to Learning Domain; the Social and Emotional Domain is integrated into specific activities

Language & Literacy Cognitive Creativity & the Arts Physical & Motor Reading Math Movement/dance Gross Motor

Read library books about dinosaurs

Hatching & Matching – Plastic colored egg/dinosaur match game (Use dinosaur stickers for matching)

5. Dino Stompers Shoe box or wood block stompers

7. Hidden Dinosaur Puzzle Hide inside or out

3. T-Rex Feet Life Size Dinosaur Feet

Dinosaur Stomp Relays

Dino Lair Game – Like Smaug’s Jewels

Writing Science Art Studio Fine Motor

1. My Dinosaur Book Refer to books:

Alphasaurs and other Prehistoric Types by Sharon Werner

ABC Dinosaurs by Scott Hartman

4. Dinosaur Skeletons Make from toothpicks or straws

6. Mud Art Paint or sculpt with mud

8. Paleontologist’s Bin Bones, fossils and brushes

Dino Eggs from Sand Clay Hand Print Stegosaurus Magnetic Dinosaur Painting

Dinosaur Sandcast fossils/prints

Speaking/listening Social Systems Understanding Music Healthy Living

2. Dinosaur Hat Dinosaur Armor

Dinosaur Families Dinosaur Songs – many songs can be found on the internet

Dinosaur Salad

Dino Eggs

Social & Emotional Special Areas Emotional Ideas for ‘whole day’ programming

Use dinosaur cookie cutters to make sandwiches

Make/find dinosaur stickers to decorate placemats or have children draw a dinosaur for their placemat

Use dinosaur stampers in art area Dramatic Play/environment adaptations

Add paleontologist vest to dramatic play

Add bones and brushes for excavating in sensory table

Add plastic dinosaurs to block area

Create a dinosaur exhibit by making mud sculptures, box sculptures and other types of dinosaurs Field Trips or Guests Trip to a dinosaur exhibit – local science museum

Mud Art

Self-Concept

Dinosaur Book

Dino Stompers

Social Competence & Relationships

Hidden Dinosaur Puzzle



7



Books

I’m a Dirty Dinosaur by Janeen Brian The Big Book of Dinosaurs by Frith, Alex

Dinosaurs by Stephanie Turnbull Dinosaurs Lift and Look Book by Jessica Greenwell How Big Was A Dinosaur? by Anna Milbourne

Questions and Answers About Dinosaurs by Katie Daynes

That’s Not My Dinosaur by F. Watt & R. Wells

How to Hide a Dinosaur by Donna Taylor See Inside the World of Dinosaurs by Alex Frith

The Great Dinosaur Search by Caroline Young Digging Up Dinosaurs by Aliki Dinosaurs Roar by Paul Stickland The Dirty Great Dinosaur by Martin Waddell Alphasaurs and other Prehistoric Types by Sharon Werner ABC Dinosaurs by Scott Hartman



8



Finger Plays and Songs 1. The Five E-Nor-Mous Dinosaurs (a fingerplay)

Five E-Nor-Mous dinosaurs (extend arms out) Shouting out a roar. (cup hands over mouth like megaphone) Then there were four. (hold up four fingers) Four E-Nor-Mous dinosaurs (extend arms out) Sitting in a tree,' Til the wind blew by. (sweep hands across body) Then there were three. (hold up three fingers) Three E-Nor-Mous dinosaurs (extend arms out) Were taken to the zoo Til one got away, (march in place) Then there were two. (hold up two fingers) Two E-Nor-Mous dinosaurs (extend arms out) Were having such fun. 'Til a volcano blew up (push both arms above head) Then there was one. (hold up one finger) One E-Nor-Mous dinosaur (extend arms out) He must have weighed a ton. 'Til the lakes dried up. Then there were none!

2. Dinosaur Song (sung to tune of Mary Had a Little Lamb) Dorothy was a dinosaur, dinosaur, dinosaur. Dorothy was a dinosaur with skin as green as grass. Everywhere that Dorothy went, Dorothy went, Dorothy went, Everywhere that Dorothy went the boys would surely pass. Followed her to the cave one day, cave one day, cave one day, Followed her to the cave one day so they could run and play. The dinosaurs all laughed and played, laughed and played, laughed and played, The dinosaurs all laughed and played with Dorothy the live long day.

3. Silly Dinosaurs Five silly dinosaurs Cleaning up the floor. One got swept away And then there were four. Four silly dinosaurs Chased by a bee. One got stung And then there were three.



9



Three silly dinosaurs Playing with some glue. One got stuck And then there were two. Two silly dinosaurs Out for a run. One fell down And then there was one. One silly dinosaur Acting like a hero, Went to save the others And then there were zero.

4. Dinosaur, Dinosaur Dinosaur, dinosaur, Where can you be? Hiding behind me (hands behind back) Where you cannot see! Now you see one (bring one hand out) It's been waiting for you. Here comes another (bring out other hand), And now you see two!

5. Dinosaurs

Dinosaurs lived long ago. Some walked (stomp in place) Some swam (pretend to swim) Some flew, you know! (flap arms at sides) Some were big (hold hands high) Some were small (hold hands low) Some were gigantic--(stretch arms out wide) Some were VERY tall! (stretch arms up high)

6. Stomp, Stomp, Stomp The first big dinosaur went stomp, stomp, stomp I said to the first dinosaur, "Stop, stop, stop!" The second big dinosaur went run, run, run, I said to the second dinosaur, "Fun, fun, fun!" The third big dinosaur went thump, thump, thump. I said to the third dinosaur, "Jump, jump, jump!" The fourth big dinosaur went whack, whack, whack I said to the fourth dinosaur, "You stay back!" The fifth big dinosaur went creep, creep, creep. I said to the fifth dinosaur, "It's time to sleep!"



10



Letters, Numbers, Colors and Shapes

Letter Focus: D, d

Make ‘dddd – dunkers’ – use frozen bread dough, shape into D’s & d’s, serve with marinara or cheese sauce for snack

Write a lower-case and capital d on paper, have children create things that start with ‘d’ out of the shapes – dog, dinosaur, donut etc.

Cut D’s & d’s out of magazines and glue onto paper

Number Focus: 3

Have goldfish or animal crackers for snack, separate into groups of ‘3’ before eating

Play a musical chair type game – have blank circles on the floor, add some with the number 3, when the music stops, children need to find a number 3 – more than one child can have their foot on the circle at a time

Make 3’s out of sandpaper for a tactile activity

Color Focus: Brown

Mix primary paint colors together – let children experiment until they create brown

Use chocolate pudding for finger paint

Go on a nature walk and collect ‘brown items’, glue onto large piece of paper for a group collage

Shape Focus: Circle

Play circle games – Ring Around the Rosie, Motor Boat Motor Boat, Doggie Doggie Where’s Your Bone, etc.

Cut out many different sizes and colors of circles, glue onto paper for a collage

Use Circle tracers, different sizes, and make a design tracing around the circles, overlap for more interest

Websites for free printables

www.education.com

www.first-school.ws/THEME/alphabetp1.htm

www.kidslearningstation.com

www.abcteach.com



http://www.education.com/

http://www.first-school.ws/THEME/alphabetp1.htm

http://www.kidslearningstation.com/

http://www.abcteach.com/

11



Sample Weekly Planning Form Dinosaurs: Preschool and School-Age Weekly Theme: Dinosaurs Date:

Letter: D Make a ‘D’ book, D tracers, playdough D’s

Color: Brown Mix colors to get brown, sorting activity, chocolate pudding

Number: 4 Matching games, number tracers,

Shape: Circle Shape sort, add circles to dinosaur projects

Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

Read

Dinosaurs Roar by Paul Stickland

Look at dinosaur pictures

Read I’m a Dirty Dinosaur by Janeen Brian Discuss how to make a sculpture of a dinosaur out of mud

Read ABC Dinosaurs by Scott Hartman Talk about T-Rex and how big it was Activity 3 T-Rex Feet Activity

Read Alphasaurs and Other Prehistoric Types by Sharon Werner Activity 1 My Dinosaur Book Start working on dinosaur book

Activity 1 My Dinosaur Book Continue working on dinosaur book; continue this project into next week

Domain/ECIPS Language & Literacy Emergent Reading

Domain/ECIPS Language & Literacy Emergent Reading

Domain/ECIPS Cognitive Mathematical and logical thinking

Domain/ECIPS Language & Literacy Emergent Writing

Domain/ECIPS Language & Literacy Emergent Writing

Discovery Time

Activity 2 Dinosaur Hats Talk about what types of armor dinosaurs had; Start dinosaur hats

Activity 2 Dinosaur Hats Finish dinosaur hats and save them for Friday’s party

Activity 5 Dino Stompers Look at dinosaur feet Start dino stompers

Activity 5 Dino stompers Finish dino stompers and save for Friday’s party

Dinosaur Sorters and Puzzles

Domain/ECIPS Language & Literacy Listening

Domain/ECIPS Creativity & the Art Creating

Domain/ECIPS Creativity & the Arts Responding

Domain/ECIPS Physical & Motor Physical Health & Well Being

Domain/ECIPS Cognitive Scientific Thinking & Problem Solving

Motor Skills

Playdough and dinosaur cookie cutters or playdough stampers

Nature Hunt Go on a walk to find some objects for the sculpture

Activity 6 Mud Art Start mud dinosaur sculpture – make frame

Activity 6 Mud Art Work on mud dinosaur sculpture This will carry over to next week

Dinosaur Dance Party: Use Dino Stompers and wear Dino Hats

Domain/ECIPS Physical & Motor Fine Motor

Domain/ECIPS Physical & Motor Gross Motor

Domain/ECIPS Social & Emotional Emotional

Domain/ECIPS Creativity & the Arts Evaluating

Domain/ECIPS Social & Emotional Social Competence & Relationships



12



Week of: Theme: Use this form to make adaptations for individual children

Activity:

Domain Focus:

Child Skills/adaptations

Activity:

Domain Focus:


Activity:

Domain Focus:




13



Project or Theme Based Webbing Planning Form

Use this Webbing Form to add your ideas to the Unit

Development Domains 1. Social and Emotional 2. Approaches to Learning 3. Creativity and the Arts 4. Language and Literacy 5. Cognitive 6. Physical and Motor



14



Planning Form

Weekly Theme: Date: Letter: Color: Number: Shape:

Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs

Discovery Time


Motor Skills




15



Week of: Theme: Use this form to make adaptations for individual children

Activity:

Domain Focus:


Activity:

Domain Focus:


Activity:

Domain Focus:




16



Infants & Toddlers Integrated planning based on the Minnesota Early Childhood Indicators of Progress, Birth - 3

The following activities and directions could be integrated into the various components of your day

Directions and Materials Needed

Getting Ready

Setting the stage for excited and engaged learning; includes caregiver preparation

Use the following materials to introduce dinosaurs to infants and toddlers during various times of the day

Have stuffed dinosaur, dinosaur puppets, plastic dinosaurs, and books available for infants and toddlers to touch

Laminate pictures of dinosaurs

Look at books and sing dinosaur songs

Activity The directions are based on developmentally appropriate practice; adaptations should be made for age and skill level

Infants and Toddlers Caregiver directly interacts with infant/toddler 1. Stuffed dinosaurs walk, stomp, tiptoe over,

under, on top, around ‘block mountains’ 2. Carry infants, hold walkers hands, as you

stomp, tiptoe, and walk around the room as dinosaurs

3. Crawl on all 4 through various ‘dinosaur’ habitats: sand pit; river or lake; volcano (works best outside when you can crawl over sand, water from hose, soft pillows to climb over, bubble wrap etc)

4. Make your hand into a dinosaur by placing fingertips on surface, raise your middle finger to resemble a head and "walking" the other four fingers along; walk your "hand-o-saur" gently on baby when changing diapers, changing clothes, tummy time

5. Make ‘dino feet’ socks – directions, pattern included

6. Use cookie cutter to make dinosaur cut out cookies or toast

7. Read dinosaur book, make gentle roaring sounds, don’t make them too loud or it may startle the babies

8. Put plastic dinosaurs in water table –babies love water for splashing

9. Use dinosaur bones (dog Nyla bones) on pots or plastic containers for banging/drumming

10. Draw dinosaur shapes on sidewalk with chalk, let infants paint with water

11. Draw dinosaur shapes on roll paper, let infants use chubby crayons, markers or stampers to color dinosaur

12. Draw dinosaur on paper plate, add chocolate pudding for tar pit snack

Stuffed dinosaurs

Dinosaur puppets

Sand box, hose – water stream

Soft pillows

Bubble wrap

Extra socks

Dinosaur cookie cutters

Dinosaur books and pictures

Plastic dinosaurs

Dog bones such as Nyla Bones

Water table or bin

Chalk

Paint brushes

Roll paper

Chubby crayons, markers or stampers

Paper plates

Chocolate pudding



17



Extended Learning for Toddlers

Dino dancing with paper bags – tie grocery bags onto toddler’s feet, stomp around

Stamp with dinosaur cookie cutter shapes

Use dinosaur cookie cutter shapes and play dough

Make two sizes of dinosaurs, laminate and use for small and big sorting activity – pattern below

Bury dinosaurs and bones (dog Nyla bones work well) in sand table for older infants and toddlers

Add dinosaur puzzles and play dinosaurs to different centers/areas

Add felt toenails to slipper-socks for dinosaur feet

Add very large buttons to different hats for dinosaur hats – dinosaurs have a lot of armor and plates for protection

Toddler Activities

Grocery bags

Paint or markers

Play dough

Large and small dinosaurs – laminate

Dinosaur puzzles

Play dinosaur

Slipper socks, felt for toenails

Large buttons and hats

Development Domains This material comes directly from the MN Early Childhood Indicators of Progress, Birth – 3 document. Infants and toddlers are working on these skills and behaviors through activities listed; meeting specific indicators is based on individual development

Social and Emotional Development:

Trust and Emotional Security: o Engages in behaviors that build relationships with familiar adults o Shows preference for familiar adults o Responds to unfamiliar adults cautiously o Seeks ways to find comfort in new situations o Shows emotional connection and attachment to others

Relationships with Other Children: o Shows interest in and awareness of other children o Responds and interacts with other children o Begins to recognize and respond to other children’s feelings and emotions o Begins to show concern for others o Learns social skills, and eventually words, for expressing feelings, needs

and wants o Uses imitation or pretend play to learn new roles and relationships

Self-Awareness: o Expresses feeling and emotions through facial expressions and sounds or

gestures o Develops awareness of self as separate from others o Shows confidence in increasing abilities

Self-Regulation: o Begins to manage own behavior and show self-regulation o Shows ability to cope with stress o Shows increasing independence o Understands simple routines, rules or limitations

Language Development and Communication:

Listening and Understanding: o Shows interest in listening to sounds o Listens with interest to language of others o Responds to verbal communication of others



18



o Responds to nonverbal communication to others o Begins to understand gestures, words, questions or routines

Communicating and Speaking: o Uses sounds, gestures, or actions to express needs and wants o Uses consistent sounds, gestures or words to communicate o Imitates sounds, gestures or words o Uses sounds, signs or words for a variety of purposes o Shows reciprocity in using language in simple conversations

Emergent Literacy: o Shows interest in songs, rhymes and stories o Shows interest in photos, pictures and drawings o Demonstrates interest and involvement with books and other print

materials o Begins to recognize and understand symbols

Cognitive Development:

Exploration and Discovery: o Pays attention to people and objects o Uses senses to explore people, objects and the environment o Attends to colors, shapes, patterns or pictures o Shows interest and curiosity in new people and objects o Makes things happen and watches for results or repeats action

Memory: o Shows ability to acquire and process new information o Recognizes familiar people, places and things o Recalls and uses information in new situations o Searches for missing and hidden objects

Problem Solving: o Experiments with different uses for objects o Shows imagination and creativity in solving problems o Uses a variety of strategies to solve problems o Applies knowledge to new situations

Imitation and Symbolic Play: o Observes and imitates sounds, gestures or behavior o Uses objects in new ways or in pretend play o Uses imitation or pretend play to express creativity and imagination

Physical and Motor Development:

Gross Motor Development: o Moves body, arms and legs with coordination o Demonstrates large muscle balance, stability, control and coordination o Develops increasing ability to change positions and move body from place

to place o Moves body with purpose to achieve a goal

Fine Motor Development: o Uses hands or feet to make contact with objects or people o Develops small muscle control and coordination o Coordinates eye and hand movements o Uses different actions on objects o Controls small muscles in hands when doing simple tasks



19



Physical Health and Well-Being: o Shows characteristics of healthy development o Responds when physical needs are met o Expresses physical needs nonverbally or verbally o Participates in physical care routines o Begins to develop self-help skills o Begins to understand safe and unsafe behaviors

Supporting Emergent School Readiness Infants and toddlers are acquiring the knowledge and skills that are the foundation of preschool readiness skills

These activities:

Encourage muscle development – both gross and fine motor

Provide experiences for cognitive development

Increase vocabulary

Support literacy development through books, songs, finger plays and language

Promote social and emotional development through nurturing the child to try and do new things

Promote the development of trusting relationships

Provide experiences to interact with other children



20



Block Planning for Infants and Toddlers with Activities Theme: Dinosaurs Date: _____

Social and Emotional

Use dinosaur bones (dog Nyla bones)

on pots or plastic containers for banging/drumming

Language Development and Communication

Read dinosaur book, make gentle

roaring sounds, don’t make them too loud or it may startle the babies

Cognitive Stuffed dinosaurs walk, stomp, tiptoe

over, under, on top, around ‘block mountains’, use words

Toddlers Make two sizes of dinosaurs, laminate

and use for small and big sorting activity – pattern below

Physical and Motor

Crawl on all 4 through various ‘dinosaur’ habitats: sand pit; river or lake; volcano (works best outside when you can crawl over sand, water from hose, soft pillows to climb over, bubble wrap etc)

Toddlers Dino dancing with paper bags – tie

grocery bags onto toddler’s feet, stomp around

Environment

Add plastic dinosaurs to sensory table, and block area

Notes



21



Block Planning for Infants and Toddlers Theme: Date: ______

Social and Emotional Language Development and

Communication

Cognitive Physical and Motor

Environment

Notes



22



Activity Directions & Patterns Dino Dancing Draw dinosaur face onto paper bag and color Tie large paper bag around feet and stomp around to music Big and Small Dinosaur



23



Dino Feet Pattern

Cut out triceratops shape from felt Use permanent marker and acrylic paint to add features Using fabric glue, attach to top of baby socks or booties



24



Preschool and School-Age Activity Plans

1. Activity: My Dinosaur Book

Directions Materials Needed

Getting Ready

Setting the stage for excited and engaged learning

Read Alphasaurs and Other Prehistoric Types by Sharon Werner and ABC Dinosaurs by Scott Hartman

Talk about their favorite dinosaurs

Caregiver sketches out some of the dinosaurs – use simple lines so children can copy

Books, Alphasaurs and Other Prehistoric Types by Sharon Werner and ABC Dinosaurs by Scott Hartman

Paper and markers

Activity Directions should be adapted to fit the individual skills of children

PS-K

Children draw their favorite dinosaurs, following the simple drawings done earlier

Add their own additions

Caregiver, or child, writes the names of dinosaurs on the pages – children may make up names for dinosaurs

Make copies of drawings for group book so children can take their original picture home

School Age

Children can expand on their books by writing a short paragraph that tells something about the dinosaur

Children can do research on the internet

Each child makes their own book, but pictures can be copied to also make a group book

Paper

Markers, pencils, crayons

Materials to make books

Reflection Extending the learning, encouraging critical thinking

Things to reflect on

What is your favorite dinosaur?

Why is it important to study dinosaurs when they lived so long ago?

Development Domains Main development focus of activity

Primary Focus: Language and Literacy Development Preschool – Emergent Writing: Uses scribbles, shapes, pictures, or dictation to represent thoughts or ideas School-age – Writing: Demonstrates increased proficiency in using written language to express thoughts, ideas, tell a story or report facts

Secondary Focus: Social and Emotional Development Preschool – Self Concept: Begins to experiment with own potential and shows confidence in own abilities School-age – Self Concept: Exhibits a positive self-concept through displaying confidence, self-direction and independence



25



Approaches to Learning Preschool – Reflection and Interpretation: Generates ideas, suggestions, and/or makes predictions School-age – Reflective Learning Practices: Sets personal goals based on learning and experiences

STEM Education Function

Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately

School/life Readiness Skill Development

Preschoolers are not sure about fact & fantasy when it comes to dinosaurs. They love dinosaurs but need to be reassured that they are no longer living, and that we can have fun learning about them without needing to fear them. School-agers really enjoy learning about dinosaurs. They are fascinated with the different types of dinosaurs, where they lived, what they ate and how they ruled the land. Encouraging children to research dinosaurs gives them a great hands-on learning experience where the skills can be transferred to all subjects.



26



2. Activity: Dinosaur Hats


Getting Ready


Look at the different types of ‘armor’ dinosaurs had

Talk about why they needed horns, plates, spikes etc.

Book on dinosaurs, or pictures


PS-K

Children use dot painters to decorate bottom or back side of paper plate

Glue on different pasta shapes

Let dry

When dry, staple headband strip to paper plate for hat

School Age

Children research the type of dinosaur hat they want to make

Design hat on paper first

Complete hat using above directions – they may want to paint their paper plate instead of using dot painters depending on color they want for hat

They may want to make additional pieces out of construction paper, paper towel or toilet paper tubes, or other materials

Paper plates

Dot painters

Glue

Different shapes of pasta

Paper for headband strips

Stapler/staples

Tempera paint

Paper and pencils

Other art materials



What animals of today have some of the same protective gear or armor as the dinosaurs?

What animals of today resemble animals that lived during the prehistoric times?


Primary Focus: Language and Literacy Development Preschool – Listening: Follows directions that involve a two- or three- step sequence of actions School-age – Listening: Follows verbal and/or written directions that involve a series of actions

Secondary Focus: Creativity and the Arts Preschool – Creating: Participates in art and music experiences School-age – Creating: Demonstrates the fundamental knowledge and techniques needed to create and perform

Approaches to Learning Preschool – Curiosity: Shows interest in discovering and learning new things School-age – Interest in Learning: Displays comfort with exploring and discovering new things


Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)



27




Preschoolers will love making dinosaur hats. This activity teaches patience as well as perseverance with an activity. The glue needs to be dry before the hats can be finished, and it takes a lot of glue to secure the pasta. (Great school readiness skills!) When their hats are finished, this would be a great parade activity – they may even want to walk and roar like dinosaurs. School-agers need that extra challenge of creating a plan and then following it. This thoughtful planning encourages school-agers to use critical thinking and problem-solving, and these are skills that they will need in their school life. They may also find that their original plan needs some adjustments, and that is another learning experience for life skill development.



28



3. Activity: T-Rex Feet


Getting Ready


Read a book about Tyrannosaurus Rex

Look at the life-size drawing of the T-Rex foot

Estimate how many child-size footprints would fit inside the T-Rex footprint

Chart estimates

Book on Tyrannosaurus Rex

Life size footprint

Paper/marker to chart estimates


PS-K

Adult draws T-Rex footprint on roll paper

Children either make several footprints on paper and cut out, or make footprint right on the T-Rex footprint

Count child footprints, and compare to the estimated number

School Age

Children research and draw several different dinosaur footprints – they need to draw these footprints to scale

Use graph paper to ‘chunk’ different parts of the footprint for easier replication

Children measure all of their footprints and use a calculator to find the average size to use as their ‘measure’

Make footprints from their chosen ‘average’ foot and see how many footprints fit into the different dinosaur foot prints

Chart the results

Life size T-Rex footprint

Tempera paint

Paper

Scissors/glue

Roll paper for dinosaur prints

Paper/pencils

Calculator

Chart for results



What did you learn about estimating?

Why is estimating an important skill?


Primary Focus: Cognitive Development: Mathematical and Logical Thinking Preschool – Measurement: Recognizes objects can be measured by height, length, weight, and time School-age – Compares and describes objects using attributes that can be measured

Secondary Focus: Language and Literacy Development Preschool – Emergent Reading: Retells information from a story School-age – Reading: Uses a variety of strategies to gain meaning from books and other print media

Approaches to Learning Preschool – Imagination and Invention: Uses new ways or novel strategies to solve problems and explore objects



29



School-age – Learning Strategies: Demonstrates problem-solving skills through play and daily activities


Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention


Preschoolers are just becoming aware that different objects have different sizes. Having them compare their footprint to a dinosaur’s footprint makes size comparisons real. This activity could be extended to see how many of their footprints fit into other objects – whatever they want to measure. This would be a good thing to chart. School-agers are expected to do increasingly difficult mathematical tasks. This fun activity provides hands-on experience with a variety of skills – research and draw according to scale, estimating, measuring and comparing. This learning will transfer to many activities in their school-life.



30



4. Activity: Dinosaur Skeletons


Getting Ready


Sing ‘Dem Bones’ Song – you may want to do only the verses of the actual bone connections

Talk about what a skeleton is and does

Pictures of skeletons

Great website for other skeletons http://www.kids-dinosaurs.com/dinosaur-skeleton.html


PS-K

Each child is given a copy of a dinosaur skeleton

Using various types of pasta, glue pasta onto skeleton outline

School Age

Children draw their own skeleton of chosen dinosaur

Using various types of pasta, glue pasta onto skeleton outline

Mount on cardboard

Stand up skeletons to create their own dinosaur exhibit

Add other examples of work from other projects – sandcast fossils/footprints, dinosaur eggs etc.

Copies of dinosaur skeletons

Various types of pasta

Glue

Paper/pencils to design skeletons

Cardboard for mounting



What can we learn from skeletons?

What animals have skeletons, which don’t?

What other dinosaur artifacts can we include in our Exhibit?


Primary Focus: Cognitive Development: Scientific Thinking and Problem Solving Preschool – Observing: Uses senses to explore materials and the environment School-age – Inquiry Skills: Seeks information through active exploration and investigation

Secondary Focus: Physical and Motor Development Preschool – Fine Motor: Uses eye-hand coordination to perform a variety of tasks School-age –Fine Motor: Demonstrates increasing small muscle control and coordination in eye, hand and body movements

Approaches to Learning Preschool – Persistence: Seeks and/or accepts help or information when needed School-age – Interest in Learning: Demonstrates an interest in the world



http://www.kids-dinosaurs.com/dinosaur-skeleton.html



31



around them and how they interact with it


Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations


Preschoolers usually are not very coordinated with their fine motor skills, and this can cause some frustrations. Providing lots of opportunities for them to develop muscle control and persistence in completing tasks is a valuable school-readiness skill. Children need to know that they can complete a task, and they can be proud of their accomplishments. School-agers will usually take an idea or activity and expound upon it. Giving them the opportunity to turn their dinosaur skeletons into a ‘Dinosaur Exhibit’ will engage them in greater learning and creativity. School-agers need the initial ‘push’ regarding a topic, but when left to plan and create, they will come up with things the caregivers didn’t even think about! This is a great opportunity to develop leadership skills.

African-American Spiritual in the public domain, based on Ezekiel 37:1-14. In this passage, the prophet Ezekiel visits a valley full of bones and brings them to life simply by mentioning the Lord. Also known as "Dry Bones" or "Dem Dry Bones," the song has become a staple of children's music to teach the parts of the body. The popular tune associated with it was written by James Weldon Johnson and these lyrics are by his brother J. Rosamund Johnson: Ezekiel connected dem dry bones Ezekiel connected dem dry bones Ezekiel connected dem dry bones I hear the word of the Lord. Your toe bone connected to your foot bone, Your foot bone connected to your ankle bone, Your ankle bone connected to your leg bone, Your leg bone connected to your knee bone, Your knee bone connected to your thigh bone, Your thigh bone connected to your hip bone, Your hip bone connected to your back bone, Your back bone connected to your shoulder bone, Your shoulder bone connected to your neck bone, Your neck bone connected to your head bone, I hear the word of the Lord! Dem bones, dem bones gonna walk aroun' Dem bones, dem bones, gonna walk aroun' Dem bones, dem bones, gonna walk aroun' I hear the word of the Lord!



32



Disconnect dem bones, dem dry bones Disconnect dem bones, dem dry bones Disconnect dem bones, dem dry bones I hear the word of the Lord! Your head bone connected from your neck bone, Your neck bone connected from your shoulder bone, Your shoulder bone connected from your back bone, Your back bone connected from your hip bone, Your hip bone connected from your thigh bone, Your thigh bone connected from your knee bone, Your knee bone connected from your leg bone, Your leg bone connected from your ankle bone, Your ankle bone connected from your foot bone, Your foot bone connected from your toe bone, I hear the word of the Lord! I hear the word of the Lord!



33



5. Activity: Dino Stompers


Getting Ready


Ask children to think about different sizes of feet – elephant, mouse, bird, frog, child’s, dinosaur

What sound would these feet make when stomping?

Pictures of large and small animals


PS-K

Caregiver needs to collect lots of shoe or other small boxes – each child needs 2 for a pair

Glue lids/tops shut and cut out hole on top for child to slip foot into

Children paint boxes with tempera paint

Let dry

Have a Dino Stomp party with lively music, wear Dino Hats from another activity in Unit

School Age

Children use different wood blocks for their stompers (or stilts)

Caregiver drills holes through two sides of wooden blocks

Paint blocks

Insert lengths of rope – about 2 yards per stomper

Tie ropes at correct height so that children can hold onto rope and pull up on wooden block

You may want to also add a strap to help keep wooden stilt on foot

2 shoe boxes per child (or other small boxes or paper bags)

Glue

Knife or scissors – adults only

Tempera paint

Paint shirts

Wooden blocks – 2 of same size per child, can have different heights based on ages of children

Drill – to drill holes in wooden block

Rope – 4 yards per pair of stilts

Paint/paint shirts

Straps for keeping stilts on feet



Why does foot size matter?

Why are feet important?


Primary Focus: Creativity and the Arts Preschool – Responding: Shows others and/or talks about what they have made or done School-age – Responding: Discusses personal experiences in creating and performing

Secondary Focus: Physical and Motor Development Preschool – Physical Health and Well-Being: Follows basic health and safety rules School-age – Health and Well-Being: Identifies and demonstrates personal safety practices

Approaches to Learning Preschool – Reflection and Interpretation: Generates ideas, suggestions,



34



and/or makes predictions School-age – Reflective Learning Practices: Sets personal goals based on learning and experiences


Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames


Preschoolers are a very busy group of children – they love to move their bodies! This activity gets them up and moving, but has an added difficulty of having something on their feet. Children will need to think about how to move safely with the stompers on their feet. This is a great learning experience for children to gauge their own safety based on obstacles in the room, their own balance, and how well they navigate through the space. School-agers are always challenging themselves. Through providing a variety of different stilt sizes, they can master one size and go onto another. They may want to create different dances or even some sort of a talent show. Show them a video or different cultural dances where people use stilts or different kinds of stompers.

Stomp, Stomp, Stomp The first big dinosaur went stomp, stomp, stomp I said to the first dinosaur, "Stop, stop, stop!" The second big dinosaur went run, run, run, I said to the second dinosaur, "Fun, fun, fun!" The third big dinosaur went thump, thump, thump. I said to the third dinosaur, "Jump, jump, jump!" The fourth big dinosaur went whack, whack, whack I said to the fourth dinosaur, "You stay back!" The fifth big dinosaur went creep, creep, creep. I said to the fifth dinosaur, "It's time to sleep!"



35



6. Activity: Mud Art


Getting Ready


Read I’m a Dirty Dinosaur by Janeen Brian

Talk about how to make mud!

Book, I’m a Dirty Dinosaur by Janeen Brian

Make sure children have a second set of clothes… this is definitely a dirty activity!


PS-K

Children mix mud in a bin by adding dirt and water

Children sculpt their dinosaur on cardboard pieces or plastic trays – can use the lids of ice cream buckets or coffee cans

Add rocks, grass, sticks etc. to add details Second project:

Thin mud out so it is consistency of paint

Using copies of dinosaur pictures, use the mud paint

School Age

Children think about the dinosaur they want to sculpt

Collect nature items to add to sculpture

Set space aside to create a dinosaur garden

Children use mud and sticks to create base of their dinosaur, add other materials such as shells, rocks, pinecones etc. to finish sculpture

Second set of clothes

Outdoor bin or sand table for mixing mud

Dirt & water

Copies of dinosaur pictures

Paint brushes

Other materials to add to sculptures



What other materials do artists use to sculpt?

How did the mud feel, did you like working with mud?


Primary Focus: Creativity and the Arts Preschool – Evaluating: Shares opinions about likes and dislikes in art and creative expression School-age – Evaluating: Demonstrates ability to evaluate works of art created by self and others

Secondary Focus: Social and Emotional Development Preschool – Emotional Development: Responds to praise, limits and correction School-age – Emotional Development: Exhibits competence in exploring, recognizing and describing own emotions



36



Approaches to Learning Preschool – Imagination and Invention: Uses new ways or novel strategies to solve problems or explore objects School-age – Learning Strategies: Demonstrates risk-taking by trying new activities


Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process


Preschoolers may or may/not want to get their hands dirty. That is why the second activity – painting with mud, may be an option for those that want to stay clean. Offering different activities meet the needs of all children, and maybe some of them will be encouraged to try something new when they see their friends having so much fun. School-agers respond to working with mud the same as preschoolers – some will really like it, others will not want to get dirty! Pairing children up so that you have one of each may be more successful for all. That way, one can be the ‘brain’ and one the ‘brawn’! Displaying their sculptures as an exhibit opens up many other activities – a party for their parents.



37



7. Activity: Hidden Dinosaurs


Getting Ready


Ask children how we know about dinosaurs

Introduce what a ‘paleontologist’ is/does

Tell them they are going to look for dinosaur parts

Book showing a dinosaur museum


PS-K

Children can make a Paleontologist Vest out of a grocery bag (directions included), use stickers or dinosaur stampers to decorate vest

Caregiver prepares large dinosaur puzzle on cardboard and hides it either in the house or outside

Have a second ‘puzzle’ with pieces drawn on it, children will need to count & match pieces

Children discover where the various pieces are hidden, and work together to make their puzzle

For take home- make a smaller puzzle for them do at home

Another game would be to hide dinosaur pictures or bones instead of the puzzle pieces

School Age

The activity for the older children is basically the same; variations could be: o Puzzles with more pieces o More than one dinosaur puzzle hidden o Work in pairs to find pieces and complete

puzzle

Prepared large dinosaur puzzle – cut puzzle into appropriate number of pieces for ages of children

Hide pieces in the house or outside



How was finding the puzzle pieces the same as paleontologists discovering dinosaur bones?


Primary Focus: Physical and Motor Development Preschool – Gross Development: Develops ability to move their body in space with coordination School-age – Gross Development: Demonstrates increasing large muscle control and coordination in hand, arm, leg and body movements

Secondary Focus: Social and Emotional Development Preschool – Social Competence and Relationships: Begins to participate successfully as a member of a group



38



School-age – Social Competence and Relationships: Displays appropriate behavior when interacting in a group

Approaches to Learning Preschool – Persistence: Demonstrates ability to complete a task or stay engaged in an experience School-age – Learning Strategies: Demonstrates problem-solving skills through paly and daily activities


Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations


Preschoolers usually need lots of practice in working together instead of focusing on themselves. Side by side is more common until about the age of 5, when children start to work together as a group. The more experiences they have to be part pf a group, the easier it becomes. School-agers are getting very skilled at working in a group – this is something they do often during their school day. This activity combines individual work – finding the different pieces, with working in a group or as part of a pair. And, puzzle solving is a great critical thinking activity - it takes a lot of visual and spatial discrimination skills.

Make a Paleontologist Vest

1. Cut a large paper grocery bag down the center of one wide side 2. Cut out a neck-hole at the top 3. Cut armholes at the top of each short side 4. Use sponge dinosaurs or stampers to decorate with dinosaurs



39



8. Activity: Paleontologist Bin


Getting Ready


Talk about the work and tools of a paleontologist

Talk about why is it important to be very careful and gentle when excavating dinosaur fossils

Books on fossils or dinosaur museum


PS-K

Caregiver prepares dinosaur fossils or collects chicken bones (sterilize)

Fill bin or sand table with home-made moon sand – recipe included

Caregiver buries different dinosaur artifacts – plastic dinosaurs, bones, fossils etc. for the ‘paleontologists’ to excavate using a variety of brushes – NO HANDS

School Age

Children add to the paleontologist’s bin by creating an entire dinosaur landscape on plywood

After researching what the landscape might have looked like, the school-agers create the bone graveyard, a volcano and swamp pit (just as a start!) o Bone Pit – use the moon sand from

above o Volcano can be made using a small juice

can, cover with play dough; set on a tray, put baking soda in the bottom of can and add vinegar and red food coloring

o Tar Pit can be made out of dark molasses… objects placed in the tar pit need to be washable, it’s very sticky!

o Caves can be made from clay, play dough or mud

Create a map of your landscape

Large bin

Craft sand

Corn starch

Coconut oil

Dinosaur artifacts

Brushes

Plywood base – 2’ X 4’ approximately

Moon sand materials from recipe

Dinosaur artifacts

Various brushes

Small juice can

Play dough

Baking soda

Vinegar

Red food coloring

Clay

Paint

Molasses

Trays

Paper and pencils for map



How is the prehistoric landscape different from the neighborhood you live in?

Why is it important to be very careful and gentle when excavating dinosaur fossils?

Development Domains Main development

Primary Focus: Physical and Motor Development Preschool – Fine Motor: Explores and experiments with a variety of tool (spoons, crayons, brushes etc)



40



focus of activity

School-age – Fine Motor: Demonstrates increasing skill in small muscle tasks such as dressing, writing, cutting, keyboarding and using a variety of tools

Secondary Focus: Cognitive Development: Scientific Thinking and Problem Solving Preschool –Questioning: Asks questions and seeks answers through active exploration School-age – Inquiry Skills: Seeks information through active exploration and investigation

Approaches to Learning Preschool – Curiosity: Shows eagerness and a sense of wonder as a learner School-age – Interest in Learning: Demonstrates an interest in the world around them and how they interact with it


Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention


Preschoolers will realize the magic of ‘discovery’! Teaching them to be gentle and careful are great skills that will help them in their school readiness development. Knowing how much pressure to exert when using tools ranges from writing with a pencil, to using a paint brush, to applying glue with a glue stick. All of these are really important skills to have when entering school. School-agers should be encouraged to use their research skills to develop a ‘picture’ or knowledge of a given topic. Creating a prehistoric landscape and comparing it to their neighborhood requires children to make comparisons based on experience and knowledge. Adding mapping skills brings another level of learning.

Make a Paleontologist Vest

5. Cut a large paper grocery bag down the center of one wide side 6. Cut out a neck-hole at the top 7. Cut armholes at the top of each short side 8. Use sponge dinosaurs or stampers to decorate with dinosaurs

Moon Sand Recipe Recipe: 4 cups craft sand

o 2 cups corn starch o ½ cup melted coconut oil o ½ cup water o Mix all together – make several batches to fill your bin



41



Patterns, Templates & Pictures 2. Activity: Dinosaur Hats

Different types of scales and armor Gastonia burgei



42



Achelousaurus



43



Triceratops



44



Stegosaurus



45



Ceratopsian



46



3. Activity: T-Rex Footprint



47



4. Activity: Dinosaur Skeletons Pareiasaurus



48



Ignandon



49



Brontesaurus



50



T-Rex (draw your own skeleton)



51



8. Paleontologist’s Bin Landscapes



52





53



Pictures – Other Dinosaurs Brontosaurus



54



Ankylosaurus



dinosaurs - home - early learning successearlylearningsuccess.net/.../dinosaurs...ages-2015.pdf ·...

Documents