María Celia da Rosa Cattáneo.

BATS . Interactive Online Adventure of Echo the Bat_National Aeornautics and Space Administration

2011-02-27T05:42:00.001-08:00

http://science.hq.nasa.gov/kids

+ Visit NASA.gov + Science@NASA + IMAGERS Home

Follow Echo through Arizona on his adventure to his winter hibernaculum. Learn about remote sensing and use false-color satellite images to help you find Echo. (Grades 5 – 8)

You experience the Electromagnetic Spectrum everyday but did you know scientists use it to study our Earth and Space. Come have a look at what they see.

Bring the Echo experience into your classroom or home with hands-on activities that teach about the electromagnetic spectrum and remote sensing. (Grades 5 - 8)

A colorful print version of the Echo story. Rich satellite images have lift-the-flaps for exploring each habitat Echo visits along his journey. Hands-on activities for the BOOK and DVD are developed for ages 4-9.

Now visit Echo the Bat on his adventure through Arizona State Parks!

Bats Conservation International.

2011-02-27T05:35:00.000-08:00

Bats are essential to the health of our natural world. They help control pests and are vital pollinators and seed-dispersers for countless plants. Yet these wonderfully diverse and beneficial creatures are among the least studied and most misunderstood of animals.

Centuries of myths and misinformation still generate needless fears and threaten bats and their habitats around the world. Bat populations are declining almost everywhere. Losing bats would have devastating consequences for natural ecosystems and human economies. Knowledge is the key. Bat Conservation International has been combining education, research and conservation to protect bats worldwide since 1982.

The more than 1,100 species of bats – about one-fifth of all mammal species – are incredibly diverse. They range from the world's smallest mammal, the tiny bumblebee bat that weighs less than a penny to giant flying foxes with six-foot wingspans. Except for the most extreme desert and polar regions, bats have lived in almost every habitat on Earth since the age of the dinosaurs.

Bats are primary predators of night-flying insects, including many of the most damaging agricultural pests and others that bedevil the rest of us. More than two-thirds of bat species hunt insects, and they have healthy appetites. A single little brown bat can eat up to 1,000 mosquito-sized insects in a single hour, while a pregnant or lactating female bat typically eats the equivalent of her entire body weight in insects each night.

Almost a third of the world's bats feed on the fruit or nectar of plants. In return for their meals, these bats are vital pollinators of countless plants (many of great economic value) and essential seed dispersers with a major role in regenerating rainforests. About 1 percent of bats eat fish, mice, frogs or other small vertebrates.

Only three species, all in Latin America, are vampires. They really do feed on blood, although they lap it like kittens rather than sucking it up as horror movies suggest. Even the vampires are useful: an enzyme in their saliva is among the most potent blood-clot dissolvers known and is used to treat hu

Bats_ Lesson Plans

2011-02-27T04:57:00.000-08:00

Vibrations

OBJECTIVES

-Explore how vibrations create sound by strumming a rubber band.
-Feel the vibration of your own vocal chords.
-Conclude that sound is given off when something vibrates.

MATERIALS
one large rubber band per student
pencil
paper to record adjectives about sounds/vibrations

PROCEDURE
Firmly grasp each end of the band. Stretch and release. Record the sound.
Use thumb and index finger to strum the band and produce a variety of sounds. Carefully watch the rubber band and listen to the sound.
?'s---- Were all the sounds alike?
What was the rubber band doing when it made noise?
Place fingers on your Adam's Apple.
Say "Ahh, eeh, ohh" and describe how each feels.
?'s---- Did all sounds feel the same? Did all sound the same?
Think about what was happening to the rubber band when it made sound.
What might be happening in your throat?

EVALUATION
Did all students participate in producing sounds with rubber bands?
Were the students able to describe what they felt in their own throats?
Were the students able to conclude that both bands and chords vibrate to create sound?
-----------------
Sound Waves
OBJECTIVES
-Students will explore the motion of waves.
-Students will describe the path of the wave.
-Students will observe how an echo is formed.

MATERIALS
overhead
clear pan filled with 1" of water
food coloring (optional)
eyedropper full of water

PROCEDURE
Tint the water.
Wait for the water to become calm.
Drop droplet of water into the pan. Repeat.
?'s---- What did you see?
What happened when the waves touched the side of the pan? When you hear an echo, your sound waves have hit and bounced off a surface, then traveled back to you.

EVALUATION
Were students familiar with the action of waves?
Were they able to describe the movement of the water?
Could the students describe the waveÕs motion after it collided with the sides of the pan?

..........................
Family Sense
OBJECTIVES
-Simulate the ways a mother bat finds her pup.
-Practice using the senses of hearing and smell.

MATERIALS
butcher paper
cotton balls
glue
blindfolds for each bat (6)
orange, mint, vanilla, banana, lemon, and coconut extract
stopwatch
hole punch
bat pattern
yarn
graph for recording

PREPARATION
Cut a 1'x1' piece of butcher paper. Glue 500 cotton balls to this to demonstrate the density of bat babies in a nursery.
Cut out necklaces and add yarn. Place a few drops of extract on the adult and a random pup. Use a different extract for each pair. Allow to dry.
Talk about the characteristics of a bat nursery.
- What might it feel like to live in a bat nursery?
- How would a mother bat find her baby?
Locating the pup using scent only.

Explain to the students that you have put different scents on different necklaces.
Discuss the importance of not discussing the smell of their necklace with any other student. Explain that the adult will be blindfolded and their job will be to their pup who has the same scent. There is one pup matched to each adult.
Separate the adults from the pups. Each pup will put on a necklace and stand in a line along one side of the room. Indicate to them the point at which the adult will be starting.
The teacher will blindfold and take one adult to the starting line.
The adult is released, noting the elapsed time until the pup is found. Record on chart column "By Scent Only." Repeat for each adult.
Locating the pup using scent and sound.

Have students trade necklaces to have 6 different adults and pups.
Pair up adults with their pups and let them arrange a special signal of clicks.
Each of the other pups will figure out their own set of signals.
Blindfold the adults one at a time and take them to the starting line.
Mix up the pups.
Have the pups quietly make their own clicks as the adult hunts.
Time and record under "Scent and Sound."
Locating the pup by scent, sound and placement.

Trade necklaces again. Pair up with matched-scented pup and agree upon clicking signal.
Allow the adult to place the pup in position. All others can choose a spot in the nursery. Adults should return to the starting line and be blindfolded. At a given time, one adult may find their pup using all 3 senses while the pups emit their sounds.
Record the amount of time used.
?'s---- Was it easy to find the baby using the sense of smell?
- Which way did it seem easier to find the babies? Explain.
- How important was it to know the placement...smell...sound of baby?
- When we lose something, which of our senses helps us the most in finding the lost item?
Is it the same for the bat?

EVALUATION
Did the students work together cooperatively? Did they follow directions?
Were the students patient with using certain, unfamiliar senses?

.....................
Echolocation -- Physical Education
OBJECTIVES
Students will rely on their hearing to locate other group members.
Students will attribute a batÕs open mouth to the use of echolocation.
Students will conclude that bats are specialized to rely on echoes for navigation.

MATERIALS
blindfold

PROCEDURE
Explain that bat use sound waves, echoes and their ears to navigate at night.
Form a large circle. Blindfold the bat and lead to the middle of the circle.
Appoint others to be moths and step inside the circle. Remaining students will enlarge the circle and be trees.
The bat calls for the insect by saying "Moth?" Moths reply "Here!" The bat must listen and tag as many moths as possible using only his or her sense of hearing. Continue for approximately 2 minutes. If a moth is tagged, it becomes a tree.
If the bat is too close to the edge, the trees whisper "Tree," and gently steer the bat towards the middle of the circle.
?'s---- Why does the bat call out?
Why must the moths respond each time the bat calls out?

EVALUATION
Was relying on hearing as efficient as utilizing sight? Were the students cooperative?
Were students able to conclude that the batÕs mouth is open to create sound waves?
Did the students find it difficult to rely only on hearing? Did this effectively demonstrate that bat navigation differs from human navigation?

...................
Sensational Ears
OBJECTIVES
This simulation activity will enable students to attempt to catch a moving object using only their sense of hearing.
Students will generalize why larger ears may enable insect-eating bats to locate their food efficiently.

MATERIALS
copy paper lids
marbles
bat ears

PROCEDURE
Introduction
- How can an insect-eating bat cat its prey using only its sense of hearing? Think about whether or not it should be hard to catch something you could not see. Show the lid and the marble. Roll the marble in the lid and ask the students if they can hear it. Explain that the bat will have to close his or her eyes, and use the bat ear like a mitt. With the hand cupping the back of the ear, the ear will funnel the sound.
Begin the activity.
- Divide the class into groups of 3 (2 movers and 1 bat). Students will rotate jobs after each turn.
- Distribute the lids, marbles, and bat ears to each group.
- Without closing their eyes, the bats will practice catching the marble between the thumb and forefinger as the movers gently move the lid from side to side.
- Have bats put the bat ear on their non-dominant hand. Close eyes and try to catch the marble while the movers gently move the lid.
-Change jobs once the marble is caught. Do this until everyone in the group has had a turn catching the marble.
Group Discussion
- Discuss among the group how it felt to catch the marble using only the sense of hearing.
- Write how it felt on the lines of the bat ears.
Class discussion
?- Was it as easy to catch the marble with your eyes closed as when you could see it?
- Did anyone develop a strategy to help find the marble with your eyes closed?
- What do you know about the physical characteristics of bats that use echolocation?
- How do large ears help them find their food?
- Explain in your own words how bats use echolocation.

EVALUATION
Did students conclude that an insect-eating bats sense of hearing is different than their own?
Were students able to associate keen hearing with echolocation abilities?

......................
What's the Flap?
OBJECTIVES
Examine the differences and similarities between bat and bird flight.
Discuss structural differences between bat wings and bird wings.

MATERIALS
bat and bird in motion copies
stapler
scissors
butcher paper (bat vs. bird)

PROCEDURE
Brainstorm the differences between bat and bird flight.
Create a flip book.
- Book should help them look carefully at bat and bird flight.
- Cut out and arrange the book. Repeat the sequence 3 times for both the bat and the bird.
- Staple the book together and demonstrate how to use the flip book.
- Direct students to use the books to observe the similarities and differences between their wings in flight.
?'s---- How does the bat wing help it survive in its world?
- What is the importance of wings in flight?
- Bats must roost high enough to drop before beginning flight. Reflect on a bat's
flight and explain why they must roost high in caves, trees or other places.
- What are the similarities on bat and bird flight? The differences?

EVALUATION
Did students observe that there are, indeed, differences in the flight patterns?
Did they understand that the anatomy of the wing determines the flight pattern?

........................
Bats Incredible
OBJECTIVES
Students will demonstrate letter writing skills.
Students will use their acquired knowledge of bats.
They will use this knowledge to persuade a friend that bats are useful and unique.

MATERIALS
transparency of friendly letter format.
copy of letter format without labels.

PROCEDURE
Distribute format page to each student.
Review the format of a friendly letter using the overhead.
Tell students that they are each going to write a letter to whomever they choose. The letter should emphasize what they have learned about bats and the need for bat preservation.
Also encourage the student to include facts about a batÕs physical and behavioral characteristics, and habitats.
Direct the students to independently write the letter on the paper provided.
Collect the letters for content (and structural?) evaluation.
?'s---- Did you enjoy the study of bats? Why or why not.
What suggestions do you have to ensure the preservation of bats?

EVALUATION
Did students follow the friendly letter format?
Did students demonstrate knowledge by discussing specific characteristics?
Were their thoughts complete and well-organized?

...................
Mammals on my Mind

OBJECTIVES
Students will observe characteristics of different animals.
Students will analyze information to divide the pictures into categories.
Students will determine which category to place bats.

MATERIALS
animal pictures for each group
chalkboard
scissors

PROCEDURE
Living things are grouped by similarities and differences. Scientists group things so it is easier to study them. Mammals are warm-blooded and give birth to live young and nurse the young. Their bodies are covered with hair or fur. Humans, monkeys, whales, rabbits and dogs are all mammals.
Form pairs. Distribute pictures. Cut pictures apart and sort into groups.
Discuss the sorting rules that each pair used with the class.
If names are volunteered, ask students to describe the characteristics of each group. Record the information on the board. Use a cat and a dog for examples.
Discuss the classification for a mammal. Compare these characteristics to those features of the other animals.
Decide if another picture is a mammal. Write the name of the animal on the checklist and check the characteristics that apply.
Hold up the picture of the bat. Decide if it fits into the criteria for a mammal. Check the list for criteria.
?'s---- Shouldn't a bat be considered a bird?

.....................
Can anyone name another mammal that flies?

EVALUATION
Can students differentiate mammals from other animals?
Were students able to logically sort their pictures?
Could students support their classification of bats logically?
Given pictures of four animals, could students decide if the animals are mammals?
Stuffed Bat

OBJECTIVES
Construct a lesser long-nosed bat by following written instructions.
Practice coloring, cutting and stapling skills.

MATERIALS
bat body and wings
scissors
markers/crayons
stapler
polyfill or old newspaper

PROCEDURE
Color bat body and wings.
Cut out parts along dotted lines.
Place wings in between the body parts. Staple or glue together leaving the head open to stuff the bat through.
Stuff the bat, then staple around the head.

EVALUATION
Could the students read (or orally), follow directions?
Were students able to decorate and cut the bat along the curves?

Bats, creatures of the Night.

2011-02-27T04:44:00.000-08:00

BATS:
Creatures of the Night

Rationale:
This unit uses a combination of science discovery centers, small group activities, and whole group discussions. During the second week of the unit, the students were able to observe "bats" in a "cave" that had been set up in the classroom. This unit was developed to be a two week thematic unit on bats. This unit introduces a lesson on mammals, which they will be studying this year

BAT UNIT GOALS
-Identify the various parts of a bat's anatomy.
-Distinguish between bats and birds.
-Identify the differences between Microbats and Megabats.
-Identify bat habitats and the characteristics that make these locations attractive to bats.
Describe how echolocation is used to locate objects and navigate surroundings.
OVERVIEW
A unit on bats is a great way to expand of the concepts of observing and classifying. Studying bats allows for students to consider the physical differences between the two main groups of bats.
It also provides a means for learning to compare different animals and their features. For example, students may notice that the wing of a bat is very structurally similar to the hand of a human.
This will allow for a class discussion comparing and contrasting mammals.

The question, "Is a bat a bird?" is one that will begin a wonderful discussion comparing the two animals. By merely providing pictures, the children will notice the finest of details and cite them as evidence to support their claims and generalizations.

A bat unit is also a great way to encourage the use of technical and scientific terminology in your classroom.
By the end of the unit, our students might bespeaking to one another about the subject using the terms that they had before believed that were used only by scientists.

A great deal can be learned from a unit on bats--from social studies (how bats interact with their young) to measuring (using standard and non-standard units to compare wingspans) can be covered in merely two weeks.

In addition, many misconceptions exist about these creatures, and it gives the students a great deal of pride to have the evidence to explain the truth about bats to others, especially adults.

BACK TO SCHOOL.

2011-02-26T15:07:00.000-08:00

Name Song
Higgelty, wiggelty, bumblebee who can say their name for me?
(child says name)
let's all say it (name)
Let's clap and say it (name)
Let's whisper it (name)

First Day of School.
Sung to: "I'm a little teapot"

Good morning, _____ how are you?
This is the very first day of school.
I'm so glad to meet you,
others will be too,
just come in the classroom,
there's lots of things to do.

Brand New Year.
Sung to: "London Bridge"

It's time to start a brand new year,
Brand new year, brand new year,
It's time to start a brand new year,
Welcome new friends.

We'll learn lots of brand new things,
Brand new things, brand new things,
We'll learn lots of brand new things
Let's get started now.

What is your name?
Sung to: "Frere Jacques"

What is your name? What is your name?
Tell us please, tell us please,
We would like to meet you,
we would like to meet you,
What's your name? What's your name?

Off to school we go.
Sung to: "A-hunting we will go"

Off to school we go,
It's off to school we go,
We'll take our lunch and ride the bus,
With everyone we know.
Off to school we go,
It's off to school we go,
We learn our ABC's and more,
With everyone we know.

We like to come to school.
Sung to: "The farmer in the dell"

We like to come to school
We like to come to school
Our school is such a happy place
We like to come to school

Happy Faces.
Sung to: "Jingle bells"

Smiling faces, happy faces,
giggling all around
oh, what fun we'll have this way
in a happy class today.
He-he-he, he-he-he-
Ha-ha-ha, ha-ha-ha-ha,
In a happy class today!

Biddely Diddely Bumblebee.
Biddely Diddely Bumblebee
Won't you tell your name to me?
(child says name) Jane!
(everyone claps and repeats the name twice)
Jane! Jane!

Important Rules.
Sung To: "Twinkle, Twinkle, Little Star"

Here are rule for you and me,
See how important they can be.
Always be honest, be kind and fair,
Always be good and willing to share.
These are rules that we should know,
And follow these rules wherever we go.

I Like To Go To School.
Sung To: "Farmer in the Dell"

I like to go to school.
I like to go to school.
Heigh-ho-the-derry-oh,
I like to go to school.

I like to sing new songs.
I like to sing new songs.
Heigh-ho-the-derry-oh,
I like to sing new songs.

I like to play with friends.
I like to play with friends.
Heigh-ho-the-derry-oh,
I like to play with friends.

ABC School Chant.
Sung to: " Marines marching cadence"

A B C D E
School is where I want to be.
F G H I J
Learning to read and write each day.
K L M N O
Boys and girls I want to know.
P Q R S T
Sharing books with you and me.
U V W X Y
Now it's time to say goodbye.
Z Z Z Z Z
School is where I want to be.

I Like to...
Sung to: "London Bridge is Falling Down"

I like to paint and build with blocks,
Build wit blocks, build with blocks,
I like to paint and build with blocks,
At my school.

I like to sing and model clay,
Model clay, model clay,
I like to sing and model clay,
At my school.

I like to ride the trikes and swing,
Trikes and swing, trikes and swing,
I like to ride the trikes and swing,
At my school.

We Welcome You
Sung to: "Mary Had A Little Lamb"

We welcome you to school today
School today, school today
We welcome you to school today
Please come in and play

We're glad to have you here today
Here today, here today
We're glad to have you here today
Yes, it's a special day

I Want To Say Hello.
Sung to: "I'm A Little Teapot"

I am your new teacher, Ms. (name)
I want to say hello to you
We will learn our letters and numbers too
We'll have fun and learn lots too

Welcome Song.
Sung to: "Happy Birthday"

We welcome you here
We welcome you here
We welcome everybody
We welcome you here

Hi There!
Sung to: "Shoo, Fly"
Hi there, so glad you came
Hi there, so glad you came
Hi there, so glad you came
1-2-3 let's shout "hurray!"
Hurray (spoken)
Hi there, so glad you're here
Hi there, so glad you're here
Hi there, so glad you're here
1-2-3 let's give a cheer!
Yea! (spoken)
Teacher can shake hands with the children as this song is sung.

Little Children.
Sung to: " Twinkle Twinkle Little Star"

Little children, how are you?
Keep a smile all day through
Come to school to dance and play
Paint a picture of your day
Little children sing along
Keep a smile all day long

School's the Place to Be!
Sung to: "Sing a Song of Sixpence."

Sing a song of gladness;
Another year's begun!
We'll be busy learning
Till the year is done.

Sing a song of good times,
For all my friends and me!
New discoveries every day.
Yes, school's the place to be!

BATS.

2011-02-26T11:43:00.000-08:00

In Search of
Stellaluna's Family
http://projects.edtech.sandi.net/chavez/batquest/stella.html
Introduction | Task | Process | Evaluation | Resources | Conclusion
Introduction
Stellaluna became lost from her mother when she was a baby. She did not get a chance to learn about who she was. Stellaluna feels very sad because she is not like her bird friends. Let's help Stellaluna learn more about being a bat. Stellaluna is a very unique mammal with special gifts. It will be your quest to learn the facts about bats. You can help teach Stellaluna and others about the special qualities of being a bat.
The Task
After reading the book, work with a partner to find out more information about bats. You will investigate:
the different types of bats
how bat mothers care for their babies
echolocation
unique bat characteristics
why bats are important to the world
The Process
1. Stellaluna is one type of bat, a megabat. Bats can be first classified into two groups, megabats and microbats. Then there are several different types of bats within these two groups. Choose who will investigate the megabats and who will investigate the mircrobats.
Megabat
Megabats
There are over 900 different kinds of bats in the world, most are found in the tropics.
The megabats are large and found in tropical rain forests (like Australia and Africa). These bats are also called flying foxes because they look like foxes or dogs.
They either eat fruit or drink nectar from flowers, and sometimes look for food during the day instead of at night. They can see well. They have large eyes, simple ears, and simple noses. Stellaluna is a megabat.
>The biggest bat in the world is the gigantic flying fox and it is found in Asia. It weighs over 2 pounds and has a wingspan of about 6 feet. Take a look at some different types of megabats, which one do you like the most?
Microbat
Information
Microbatshttp://projects.edtech.sandi.net/chavez/batquest/images/brazilian_bat.gif
The majority of bats are microbats. Microbats (microchiropterans) are small bats found all over the world, including the U.S. There are at least 4 types of bats in California. The biggest population of bats are the red bats.
Most microbats eat insects. A red bat can eat up to 600 mosquitoes in one night. Some types of microbats eat bigger animals like rodents, other bats, reptiles, birds and even fish.
Microbats have very poor eyesight and use highly sophisticated echolocation, or radar, to find their food. That is why their ears are very large and their eyes are small.
Microbats live in different places. It is important that a bat's home is warm, the temperature needs to be between 80 and 90 degrees farenheit. That is why many bats live together in caves. Microbats also can live in trees, buildings and houses if the temperature is between 80 and 90 degrees.

Investigate some different types of microbats. Which one is the most interesting to you?
2. Stellaluna had a loving mother. You will work with your partner and complete the assignment together. Your job is to find out how bat mothers care for their babies until they are able to be on their own. Click on the bats.

3. Stellaluna could fly at night and not get hurt. Investigate her special gift called echolocation. Your job is to discover how echolocation works. Could you use echolocation to see in the dark like bats do? Click on the bat to find out.

4. Stellaluna and her bat friends help our world. Your job is to list how bats help the world and then teach your friends! Click on the world to discover how bats help us.
5. Bats are unique and helpful mammals. Why do you think some people are afraid them? You will investigate bat facts and myths and decide for yourself. What could you teach people to not be afraid of bats?
6. Write a letter to Stellaluna and explain to her why she is so special. This is your opportunity to show that you are a bat expert!
Evaluation
You and your partner can earn up to 75 points on this webquest. You will find a graphic organizer to complete tasks 1, 2, 3, 4, and 5. Each task can earn up to 10 points. The letter to Stellaluna is most important! You can earn up to 25 points. Each task has a graphic organizer, directions and grading rubric. You can decide how many points you can earn. You will help grade your own work.

65-75 points
54-64 points
47-53 points
40-46 points
Excellent work!
You're a whiz kid and bat expert, keep it up!
Great work!
You really know your bat facts, bat master.
Very Good work!
You have helped Stellaluna be proud
Good work!
Now go out there and teach others about bats.
Remind your teacher to give you the "Certificate of Accomplishment" after you complete this webquest, you deserve it!
Conclusion
Now that you have become a bat expert, visit these fun and exciting sites. You can learn even more about bats or play bat games and make bat art. Maybe you would like to build a bat house in your backyard!
Crossword Puzzle
Sellaluna on line
Bat Quiz
Build A Bat House
Bat Games

Resources
If you just can't get enough of bats, keep on learning. Visit your local library.

Google Maps Street View - launch video

2010-10-10T07:56:00.000-07:00

Google Maps Street View - launch video

2010-10-10T07:54:00.000-07:00

Fun stuff with Google Street View

2010-10-10T07:45:00.000-07:00

Winnie the Witch.

2010-09-09T15:41:00.000-07:00

Facebook | Mis fotos - Winter Camp.

2010-07-27T22:41:00.000-07:00

Facebook | Mis fotos - Winter Camp.

Count & Move

2010-07-27T12:26:00.000-07:00

Counting Numbers 1 - 10

2010-07-27T12:11:00.000-07:00

Counting Song

2010-07-27T12:10:00.000-07:00

Alphabet Sounds

2010-07-27T12:08:00.000-07:00

Old MacDonal had a farm

2010-07-27T12:07:00.000-07:00

BALLONS

2010-07-27T12:05:00.001-07:00

London Bridge is Falling Down - Nursery Rhyme

2010-07-27T12:05:00.000-07:00

Incy Wincy Spider (itsy bitsy spider) - classic nursery rhymes

2010-07-27T12:04:00.000-07:00

Nursery Rhymes - Incy Wincey Spider

2010-07-27T12:03:00.000-07:00

Nursery Rhymes - Happy and You Know It

2010-07-27T12:01:00.000-07:00

Nursery Rhymes - Baa Baa Black Sheep

2010-07-27T12:00:00.000-07:00

Nursery Rhymes - Baa Baa Black Sheep

2010-07-27T11:59:00.000-07:00

Ten little fingers kids rhymes Singer Deepa Miriam

2010-07-27T11:58:00.000-07:00

Nursery Rhymes - Head and Shoulders

2010-07-27T11:56:00.001-07:00

Nursery Rhymes Video - Row Row Row Your Boat

2010-07-27T11:56:00.000-07:00

HEAD & SHOULDERS, KNEES & TOES

2010-07-27T11:54:00.000-07:00

THE WHEELS ON THE BUS

2010-07-27T11:53:00.001-07:00

If you are happy

2010-07-27T11:53:00.000-07:00

TWINKLE TWINKLE

2010-07-27T11:52:00.000-07:00

Nursery Rhymes Video - Good Morning

2010-07-27T11:50:00.000-07:00

stephen krashen's talk part1.avi

2010-07-10T12:07:00.000-07:00

Task Based Learning

2010-07-10T10:56:00.000-07:00

Behavorial and Cognitive Theories of Learing - Part 1

2010-07-10T10:51:00.000-07:00

SIOP Video

2010-07-05T16:33:00.000-07:00

The Ideas of Chomsky-BBC interview

2010-07-05T16:31:00.001-07:00

Suggestopedia in practice: Lonny Gold: part 1 of 5

2010-07-05T16:31:00.000-07:00

What Does It Take 2 Be An Effective Teacher?

2010-07-05T16:30:00.001-07:00

metacognitive strategies

2010-07-05T16:30:00.000-07:00

Shaping the Way We Teach English: Module 13, Peer Observation in Teachin...

2010-07-05T16:28:00.000-07:00

EDUCATIONAL THORIES

2010-07-04T07:35:00.000-07:00

http://educationaltheories.blogspot.com/2008_08_01_archive.html

Google

2010-04-14T14:43:00.000-07:00

Google Maps

2010-04-14T14:41:00.000-07:00

Padres y niños de segundo B

2009-09-10T04:36:00.000-07:00

2009-09-08T15:13:00.000-07:00

2009-09-08T14:52:00.000-07:00

2009-09-07T15:39:00.001-07:00

INSECTS

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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

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Lyfe Cycle of a Butterfly

2009-08-29T05:46:00.000-07:00

How a Caterpillar becomes a Butterfly

2009-08-29T05:32:00.000-07:00

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

Michael Jackson

2009-08-22T13:08:00.000-07:00

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

Colours

2009-08-22T13:02:00.000-07:00

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

The Tale of the Sun and the Moon.

2009-08-22T13:00:00.001-07:00

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

Irish Tap Dancing Best show in Riverdance

2009-08-22T12:47:00.000-07:00

Amaranth

2009-08-22T11:52:00.000-07:00

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.
Sponsored Links

[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

2009-08-22T11:37:00.000-07:00

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

2009-08-22T07:46:00.000-07:00

2009-08-22T07:35:00.000-07:00

2009-08-22T07:29:00.000-07:00

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

Seeds

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Flowers and Seeds- Poems and Songs

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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.

2009-08-22T06:51:00.000-07:00

World Biomes

2009-08-22T06:46:00.000-07:00

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.