sábado, 29 de agosto de 2009

INSECTS

INSECTS

Grade Levels

This unit was developed as an introduction to the world of insects. Although insects may be covered in greater depth in these grades, this unit is intended only to introduce children to insects in order for them to learn about

Chosen Subject Matter/Theme

As mentioned earlier, this unit covers an introduction to Insects are explored through reading of children's literature, classifying insects versus non-insects, drawing and painting various insects, and learning how to clap to certain rhythms while reciting insect names.

Broad Goals of the Unit

The children will be able to explore insects in many fun ways. They will learn about insects in four subject areas: Language Arts, Science, Art, and Music. For Language Arts, the children will read stories with insects as main characters, then do a writing activity based on the story they read. For Science, the children will brainstorm animals they think might be insects then later examine actual specimens of insects versus non-insects. For Art, the children will use their imagination and creativity to paint pictures of insects using only primary and secondary colors. Finally, for music, the children will learn how to clap to rhythms using insect names.

Reasons for Choosing Topic/Structure of Unit

One of my reasons for choosing insects as a topic is my personal interest in the topic. I have found insects a fascinating topic and I know that children are naturally curious about insects as well. It is also important for children to learn about insects since insects are numerous and share the world we live in.

This unit is structured so that the students will explore insects in four subject areas in a logical sequence. First the children will explore insects through literature, then after forming some hypotheses on what insects are based on their readings and real-life knowledge, the students will brainstorm as well as come up with a way to classify insects versus non-insects. After identifying insects, the children will be able to choose an insect to paint for their art activity. Finally, the students will be able to learn about rhythm and sing an insect song.


Parts of Insects





Lyfe Cycle of a Butterfly

How a Caterpillar becomes a Butterfly

How a Caterpillar Becomes a Butterfly

Grade Level(s): 2nd 3rd grade.
Subject(s):
Science/Entomology
Arts

Duration: 1 hour
Description: The activity is intended to teach the life cycle of a butterfly.
Students will role play and draw the various stages an insect goes through to become a butterfly.
Goals: Life Sciences
Plants and animals meet their needs in different ways. As a basis for understanding this concept:
a. Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places.
b. Students know both plants and animals need water, animals need food, and plants need light.
c. Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting.

b. Objective: Students will role play and draw the various stages an insect goes through to become a butterfly.

Materials:
The Very Hungry Caterpillar by Eric Carle
string and paper butterfly (teacher-made)
white sheet
pretend butterfly wings (teacher-made)
journals
crayons
live caterpillar in a jar (optional for observations during a butterfly unit)




Procedure:
Getting Ready:
Know the stages a butterfly goes through: egg...larvae...pupa...butterfly.Butterflies emerge from chrysalises; moths emerge from cocoons. Some butterflies reflect in their wing color things they have eaten.
There are some differences in moths and butterflies: butterflies have balls on the end of antennae; many butterflies have a smaller thorax than moths.
Butterflies have 3 main body regions (head, thorax, abdomen)Butterflies have 3 pairs of jointed legs. Butterflies have one pair of antennae.
Motivate:
"Boys and girls, I am going to do a magic trick, and I want you to watch very carefully what I am about to do." Get an ordinary string and stretch it out... (Keeping one hand clutched in a ball with a paper butterfly inside)... as children watch, slowly stick the string inside the balled up hand from the top. When the string is all inside, tell the children something magical is happening to the string. Have them count slowly to three and then pull out the butterfly from the bottom. While you are flittering it around with the other hand, the one holding the string sticks the string in your pocket. Students will be amazed!
'Today we are going to see the different stages a caterpillar goes through to become a butterfly... like my string caterpillar did. I will do this again at the end of the lesson and let you in on my secret... but you must be good listeners."
Activity:
Read the story, The Very Hungry Caterpillar by Eric Carle. Stop periodically to ask questions to internalize the story. Choose the best listeners to act out the story. One child can be the caterpillar and other children can pretend to be the food items. The caterpillar begins in a ball position until it hatches. It crawls out and around as the story is re-read and eats the food. It crawls under the sheet (chrysalis) and puts on wings... when the story is over it emerges as a butterfly.
Concept Discovery:
As students go through the role playing, stop at various intervals and tell the scientific name for the stage of the caterpillar.
Going Further:
Have children make the movements of a caterpillar with their hands while you show with a puppetegg (hand in fist position) larva (index finger extended, scrunched, extended, ...)pupa (index finger inside other hand's fist [like hot dog]) butterfly (two hands interlocking an doing flying motion)
Closure:
Conduct the "magic trick" again. This time slow down so students can see what happened. Give them a piece of string and a butterfly to try on their own. Students will be allowed to take the string home and demonstrate it to a family member.

Assessment: In their journals, students should draw the various stages a butterfly goes through. Students may label the pictures using invented spelling.



1

sábado, 22 de agosto de 2009

Michael Jackson


http://www.youtube.com/watch?v=k2W4-0qUdHY
We are the World

Colours

http://www.youtube.com/watch?v=GzGvV7OAXvY

The Tale of the Sun and the Moon.


http://www.youtube.com/watch?v=UoWFJ690U6E

Irish Tap Dancing Best show in Riverdance

Amaranth

http://www.youtube.com/watch?v=G4AqkUeqv-o


AAamaranth
Dictionary: am·a·ranth (ăm'ə-rănth') pronunciation

1. Any of various annuals of the genus Amaranthus having dense green or reddish clusters of tiny flowers and including several weeds, ornamentals, and food plants. Also called pigweed.
2. An imaginary flower that never fades.
3. A deep reddish purple to dark or grayish, purplish red.
4. A dark red to purple azo dye.

[New Latin Amaranthus, genus name, alteration of Latin amarantus, from Greek amarantos, unfading : a-, not; see a–1 + marainein, to wither.]

An annual plant (seldom perennial) of the genus Amaranthus (family Amaranthaceae), distributed worldwide in warm and humid regions. Amaranths are botanically distinguished by their small chaffy flowers, arranged in dense, green or red, monoecious or dioecious inflorescences, with zero to five perianth segments and two or three styles and stigmata, and by their dry membranous, indehiscent, one-seeded fruit. See also Flower; Fruit.

Physiological, genetic, and nutritional studies have revealed their potential economic value. Of particular interest are high rate of productivity as a rapidly growing summer crop, the large amounts of protein in both seed and leaf with high lysine, the overall high nutritional value, and the water use efficiency for the C4 photosynthetic pathway. Amaranths are important in the culture, diet, and agricultural economy of the people of Mexico, Central and South America, Africa, and northern India. Genetic, ethnobotanical, and agronomic research has been undertaken to develop amaranths as an important food plant in modern agriculture.
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[AM-ah-ranth] Once considered a simple weed in the United States, this nutritious annual is finally being acknowledged as the nourishing high-protein food it is. Amaranth greens have a delicious, slightly sweet flavor and can be used both in cooking and for salads. The seeds are used as cereal or can be ground into flour for bread. Amaranth seeds and flour can be found in natural food stores, as well as in some Caribbean and Asian markets.
S

amaranth (ăm'ərănth') [Gr.,=unfading], common name for the Amaranthaceae (also commonly known as the pigweed family), a family of herbs, trees, and vines of warm regions, especially in the Americas and Africa. The genus Amaranthus includes several widely distributed species called amaranths that are characterized by a lasting red pigment in the stems and leaves. They have been a poetic symbol of immortality from the time of ancient Greece. Amaranthus also includes such weeds as the green amaranth, A. retroflexus, and various species commonly called tumbleweed and pigweed, as well as several cultivated plants—e.g., love-lies-bleeding, or tassel flower, and Joseph's coat. Other ornamentals in the family are the globe amaranth (genus Gomphrenia), sometimes called bachelor's button, and the cockscomb (Celosia), both originally tropical annuals. They can be preserved dry and are used in everlasting bouquets. Amaranth is classified in the division Magnoliophyta, class Magnoliopsida, order Caryophyllales.
Encyclopedia

A flower that is one of the symbols of immortality. It has been said by occult magicians that a crown made with this flower has supernatural properties and will bring fame and favor to those who wear it. It was also regarded in ancient times as a symbol of immortality and was used to decorate images of gods and tombs. In ancient Greece, the flower was sacred to the goddess Artemis of Ephesus, and the name "amaranth" derives from Amarynthos, a hunter of Artemis and king of Euboea.

There are many species of Amaranth, some with poetic folk names such as "prince's feather" and "love-lies-bleeding."


A traditional food plant in Africa, this vegetable has potential to improve nutrition, boost food security, foster rural development and support sustainable landcare.[5]
Amaranth grain is a crop of moderate importance in the Himalaya. It was one of the staple foodstuffs of the Incas, and it is known as kiwicha in the Andes today. It was also used by the ancient Aztecs, who called it huautli, and other Native America peoples in Mexico to prepare ritual drinks and foods. To this day, amaranth grains are toasted much like popcorn and mixed with honey, molasses or chocolate to make a treat called alegría ("joy" in Spanish).

Amaranth was used in several Aztec ceremonies, where images of their gods (notably Huitzilopochtli) were made with amaranth mixed with honey. The images were cut to be eaten by the people. This looked like the Christian communion to the Roman Catholic priests, so the cultivation of the grain was forbidden for centuries.[citation needed]

Because of its importance as a symbol of indigenous culture, and because it is very palatable, easy to cook, and its protein particularly well suited to human nutritional needs, interest in grain amaranth (especially A. cruentus and A. hypochondriacus) was revived in the 1970s. It was recovered in Mexico from wild varieties and is now commercially cultivated. It is a popular snack sold in Mexico City and other parts of Mexico, sometimes mixed with chocolate or puffed rice, and its use has spread to Europe and parts of North America. Amaranth and quinoa are called pseudograins because of their flavor and cooking similarities to grains. These are dicot plant seeds, and both contain exceptionally complete protein for plant sources. Besides protein, amaranth grain provides a good source of dietary fiber and dietary minerals such as iron, magnesium, phosphorus, copper, and especially manganese. People have also found it beneficial to prevent the premature greying of the hair folicles.
and variations on this transliteration in various dialects). In Vietnam, it is called rau dền and is used to make soup. There are two species popular as edible vegetable in Vietnam: dền đỏ- amaranthus tricolor and dền cơm or dền trắng- amaranthus viridis.


In Greece, Green Amaranth (Amaranthus viridis) is a popular dish and is called vleeta. It's boiled, then served with olive oil and lemon like a salad, usually alongside fried fish. Greeks stop harvesting the (usually wild-grown) plant when it starts to bloom at the end of August.

Dyes

The flowers of the 'Hopi Red Dye' amaranth were used by the Hopi Amerindians as the source of a deep red dye. There is also a synthetic dye that has been named "amaranth" for its similarity in color to the natural amaranth pigments known as betalains. This synthetic dye is also known as Red No. 2 in North America and E123 in the European Union.[13]

Ornamentals

Nutritional value
ower cholesterol via its content of plant stanols and squalene.

As a weed
Anecdotal reports indicate that some people are allergic to amaranth.[citation needed]

Myth, legend and poetry

Amaranth, or Amarant (from the Greek amarantos, unwithering), a name chiefly used in poetry, and applied to Amaranth and other plants which, from not soon fading, typified immortality.

Aesop's Fables (6th century BC) compares the Rose to the Amaranth to illustrate the difference in fleeting and everlasting beauty.

A Rose and an Amaranth blossomed side by side in a garden,
and the Amaranth said to her neighbour,
"How I envy you your beauty and your sweet scent!
No wonder you are such a universal favourite."
But the Rose replied with a shade of sadness in her voice,
"Ah, my dear friend, I bloom but for a time:
my petals soon wither and fall, and then I die.
But your flowers never fade, even if they are cut;
for they are everlasting."

Or in story mode:

An amaranth planted in a garden near a Rose-Tree, thus addressed it: "What a lovely flower is the Rose, a favorite alike with Gods and with men. I envy you your beauty and your perfume." The Rose replied, "I indeed, dear Amaranth, flourish but for a brief season! If no cruel hand pluck me from my stem, yet I must perish by an early doom. But thou art immortal and dost never fade, but bloomest for ever in renewed youth."

Thus, in John Milton's epic poem Paradise Lost (1667), iii. 353:

"Immortal amarant, a flower which once
In paradise, fast by the tree of life,
Began to bloom; but soon for man's offence
To heaven removed, where first it grew, there grows,
And flowers aloft, shading the fount of life,
And where the river of bliss through midst of heaven
Rolls o'er elysian flowers her amber stream:
With these that never fade the spirits elect
Bind their resplendent locks."

Samuel Taylor Coleridge, in Work without Hope (1825), also refers to the herb, likely referencing Milton's earlier work. (ll 7-10 excerpted):

Yet well I ken the banks where Amaranths blow,
Have traced the fount whence streams of nectar flow.
Bloom, O ye Amaranths! bloom for whom ye may,
For me ye bloom not! Glide, rich streams, away!

Joachim du Bellay mentioned the herb in his "A Vow To Heavenly Venus," ca. 1500.

We that with like hearts love, we lovers twain,
New wedded in the village by thy fane,
Lady of all chaste love, to thee it is
We bring these amaranths, these white lilies,
A sign, and sacrifice; may Love, we pray,
Like amaranthine flowers, feel no decay;
Like these cool lilies may our loves remain,
Perfect and pure, and know not any stain;
And be our hearts, from this thy holy hour,
Bound each to each, like flower to wedded flower.

The original spelling is amarant; the more common spelling amaranth seems to have come from a folk etymology assuming that the final syllable derives from the Greek word anthos ("flower"), common in botanical names.

In ancient Greece, the amaranth (also called chrysanthemum and helichrysum) was sacred to Ephesian Artemis. It was supposed to have special healing properties, and as a symbol of immortality was used to decorate images of the gods and tombs. In legend, Amarynthus (a form of Amarantus) was a hunter of Artemis and king of Euboea; in a village of Amarynthus, of which he was the eponymous hero, there was a famous temple of Artemis Amarynthia or Amarysia (Strabo x. 448; Pausan. i. 31, p. 5). It was also widely used by the Chinese for its healing chemicals, curing illnesses such as infections, rashes, and migraines. The "Amarantos" is the name of a several-century-old popular Greek folk song:

Look at the amaranth:
on tall mountains it grows,
on the very stones and rocks
and places inaccessible.

Amaranth from Aesop´s Fables

A Rose and an Amaranth blossomed side by side in a garden,
and the Amaranth said to her neighbour,
"How I envy you your beauty and your sweet scent!
No wonder you are such a universal favourite."
But the Rose replied with a shade of sadness in her voice,
"Ah, my dear friend, I bloom but for a time:
my petals soon wither and fall, and then I die.
But your flowers never fade, even if they are cut;
for they are everlasting."

Plants








www.daviddarling.info/encyclopedia/S/seed.html

Seeds

Flowers and Seeds- Poems and Songs

POEMS AND SONGS:
“Five Spring Flowers”
Five spring flowers grew in a row.
The first one said, “We need rain to grow!”
The second one said, “Oh, my! We need water!”
The third one said, “Yes, it’s getting hotter!”
The fourth one said, “I see clouds in the sky.”
The fifth one said, “I wonder why.”
Then BOOM went the thunder
And ZAP went the lightening!
That springtime storm was really frightening!
But the flowers weren’t worried-
No, no, no!

The rain helped them
To grow, grow, GROW!


"Tulips"
In the garden
Tulips grow
Straight and golden
In a row.
Each one holds its empty cup
Drinking rain and sunshine up.

"Cherry Blossoms"
Little cherry blossoms,
Closed up, oh, so tight.
See them bursting into bloom,
Colored pink and white.

Along comes the spring breeze,
Blowing all around,
And down fall the petals,
Twirling to the ground.

"Yellow Daffodils"
Out in the garden
Early in the morning,
See the little daffodils
All in a row.

See them lift their heads
And give their horns a blow.
Toot, toot, toot, toot!
Fast and slow!

"Little Brown Seeds"
Little brown seeds so small and round,
Are sleeping quietly underground.
Down comes the raindrops,

Sprinkle, sprinkle, sprinkle.
Out comes the rainbow,

Twinkle, twinkle, twinkle.
Little brown seeds way down below,

Up through the earth they grow, grow, grow.
Little green leaves come out one by one.
They hold up their heads and look at the sun.

"Seed Life"
A seed is planted;
First a sprout,
Then a stem,
and leaf,
and buds come out.
Buds grow bigger,
smelling sweet,
Bees and birds come round to eat.
Bees and birds help flowers spread
Their new seeds on the garden bed...
A seed is planted.

"Digging in the Garden"
Digging in the garden,
Churning up the worms.
Clumps and clumps
Of sticky lumps,
Rake them smooth in turn.
Now the soil is ready
To sow some tiny seeds.
Row by row
Of flowers grow
And in between...just weeds!

"Planting Time"
Dig, dig, in the ground,
(Make digging movements.)
Then plants seeds in a row.
(Pretend to plant seeds.)
A gentle rain
(Flutter fingers down like rain.)
And bright sunshine
(Form circle with arms.)
Will help your flowers grow.
(Lift arms like growing flowers.)

“Little Seed”
I'm a little seed
In the dark, dark ground.
Out comes the warm sun,
Yellow and round.
Down comes the rain,
Wet and slow.
Up comes the little seed,
Grow, grow, grow!

“Flower Garden”
The farmer plants the seeds,
The farmer plants the seeds.
Hi, ho and cherry o,
The farmer plants the seeds…

The sun begins to shine...
The rain begins to fall...
The plants begin to grow...
The flowers smile at us...

“Up Pop the Flowers!”
("Pop! Goes the Weasel" tune)
We plant some seeds in the dirt.
(Pretend to plant seeds.)
The rain falls in a shower.
(Raise arms and wiggle fingers downward.)
The sun comes out, and what do you know?
(Squat.)
Up pop the flowers!
(Jump up in the air.)


"Garden Song"
This is the way we dig the soil,
Dig the soil, dig the soil.
This is the way we dig the soil,
A-working in the garden...
...plant the seeds...
...water the seeds...
...pull the weeds...
...gather the food...

"Up Pops a Flower"
We plant a seed in the ground.
The rain falls in a shower.
The sun comes up
And what do you know.
Up pops a flower!


WRITING:
1. Class Flower Book- "My flower is a _____."
"My flower has __ petals."

2. Journals- "My favorite flower is a _______."

MATH:
1. Graph favorite flowers.
2. Color Flower Match- Place popsicle stick flowers in corresponding "flowerpots" (styrofoam cups) according to the color word written on the pot. This activity can also be used for number identification.
3. Flowerpot Equations- Create a flower pot workmat that displays flower pot equations. Children place flower counters (mine are Oriental Trading erasers) on pot to solve equation.
4. Create color patterns using die-cut flower patterns.
5. Flower Counting- Create flowers using popsicle sticks as the stems. Write numbers on styrofoam cups. Children place the correct number of flowers in each cup according to the number written on it.
6. Color Identification- Read Louis Ehlert's Planting a Rainbow. Create a rainbow book by overlapping red, orange, yellow, green, blue, and purple construction paper and stapling them to make a book. Children cut out a magazine picture of something the same color as each page and glue it on to that page.
7. "Rolling for Petals"- Children roll dice and place matching amount of petals around flower center.

SCIENCE:
1. Color Carnation Experiment- Purchase white carnation and place in clear cup of water colored with blue food coloring. Carnation petals will turn blue as roots drink blue water.
2. Examine flower seeds and bulbs.
3. Plant pansies in small pots or styrofoam cups. A twist on this is to grow bulbs in clear plastic bottles. The roots will be visible.
4. Label parts of a flower: petals, seed, stem, leaves, roots
5. Pollination Demonstration:

1. Prepare two paper flowers.
2.Lay flowers on floor and sprinkle “pollen” (sequins) in center of first flower.
3. Make bee puppet with holes for your fingers in it.
4. Tell students that your fingers are the bee’s legs. “Fly” bee to one flower and land on it, making sure to pick up some sequins in your fingers.
5. “Fly” bee to second flower and land on it, dropping the sequins when you touch the flower.
6. Explain that the bee spreads pollen as it flies from flower to flower.
6. Put lifecycle of a flower cards (seed, root, stem, petals and leaves) in sequential order.
7. Grow Lima Beans- Lima beans can be grown in cups of dirt or in sealed ziplocks containing a damp paper towel. The photo below shows a lima bean growing contest between Kindergarten's lima beans in ziplock bags and Preschool's lima beans in cups.

ART:
1. Paper Plate Flower- Children cut out construction paper petals. Staple around plate. Children draw eyes and mouth and glue on pom pom nose.
2. Tissue Paper Tulip- Children cut out tulip pattern and 2 construction paper leaves, then glue on paper stem. Cover tulip with pastel colored tissue paper squares.
3. Handprint Tulips- Children form tulip using handprints.
4. Tulip Tube- Paint toilet paper tube green. Cut 2 half-inch slits in top end of tube. Cut out tulip pattern and slide into slits. Add green construction paper leaves.
5. Fingerpaint hydrangeas or geraniums.

Plants, growing and changing.


World Biomes



What is a Biome?

A biome is a large geographical area of distinctive plant and animal groups, which are adapted to that particular environment. The climate and geography of a region determines what type of biome can exist in that region. Major biomes include deserts, forests, grasslands, tundra, and several types of aquatic environments. Each biome consists of many ecosystems whose communities have adapted to the small differences in climate and the environment inside the biome.

All living things are closely related to their environment. Any change in one part of an environment, like an increase or decrease of a species of animal or plant, causes a ripple effect of change in through other parts of the environment.

The earth includes a huge variety of living things, from complex plants and animals to very simple, one-celled organisms. But large or small, simple or complex, no organism lives alone. Each depends in some way on other living and nonliving things in its surroundings.



To understand a world biome, you need to know:

* What the climate of the region is like.
* Where each biome is found and and what its geography is like.
* The special adaptations of the vegetation.
* The types of animals found in the biome and their physical and behavioral adaptations to their environment.

Ecological Relationships of Biomes

The survival and well being of a biome and its organisms depends on ecological relationships throughout the world. Even changes in distant parts of the world and its atmosphere affect our environment and us. The eruption of a volcano in Mexico, or Southeast Asia can bring the temperature of the whole world down a few degrees for several years.