2009
Lesson Plans The Humanist Society of New Mexico
Family Co-Op Childrens Sunday School
Compiled by Michelle Watson
Created by Jeff and Betsy Cornelius, Kristin and Jonathan
Cram, Melissa Goldman and April Wheeler, Adam and
Elizabeth Sefkow, and Jean-Paul and Michelle Watson
Revision 3
Table of Contents How Isis Gained More Power by Learning Ras Secret Name (Goldman/Wheeler) ....... 1
The Story of Persephone and Demeter (Goldman/Wheeler) ............................................. 2
Egyptian Creation Story (Cornelius) ....................................................................................... 3
What About Gods? (Cram) .................................................................................................... 5
Billy Goat Gracious ((Cram) .................................................................................................... 6
The Turtle and the Island Story (Watson) ............................................................................ 7
Truthfulness in Stories (Cram) ................................................................................................... 8
Myths, Legends, and Fables (Cram) ...................................................................................... 9
Winter Solstice Celebrations (Watson) ................................................................................. 13
Obvious Jokes (Watson) ........................................................................................................ 14
Telephone Game (Cram) ...................................................................................................... 15
Sneetches (Cornelius) ......................................................................................................... 16
The Lorax Lives (Sefkow) ......................................................................................................... 17
Scale Model Solar System (Goldman/Wheeler) .................................................................. 18
Arm Levitation (Cram) ............................................................................................................ 19
Camouflage Candy (Cornelious) ......................................................................................... 20
Animal Feeding (Watson) ...................................................................................................... 21
Darwins Natural Selection (Watson) .................................................................................... 22
Testing the pH Level Using a Purple Cabbage (Goldman/Wheeler) ............................... 23
Fizzy Foaming Mess (Watson) ................................................................................................ 24
Separating Curds and Whey (Watson) ................................................................................ 25
Quicksand (Cornelius) ............................................................................................................ 26
Microscope Magic (Cornelius) .............................................................................................. 27
Oil Race (Cram) ...................................................................................................................... 28
Geological Strata (Watson) ................................................................................................... 29
Deserts and their Animals (Sefkow) ....................................................................................... 30
Music (Cram) ............................................................................................................................ 31
Introduction
The Humanist Society of New Mexico launched its Family Cooperative childrens Sunday school program in
May of 2008. Our intention was to expose our children to different religious beliefs and teach them about
values, morals, critical thinking, and scientific methods. None of us had any experience in creating such a
program, and very few secular programs of this type exist. This booklet is intended for others to use as a
resource for Humanist educational programs. We hope you enjoy!
We met twice a month for approximately an hour. Our usual format was as follows:
begin with a story or an introduction discussion songs play break and snack science activity
The childrens parents rotated as the teachers, preparing the lessons and conducting the class. All parents
were encouraged to stay with their children to share in the learning and teaching and to help manage the
children, who were all under ten years old. We feel this is preferred to a drop off arrangement.
In the Plans you will see Complimentary Activities listed that tie together different concepts. These are given
in some detail on separate pages. Feel free to use whatever combination of content that you think will work
best for your group. Some of the lessons that are centered on a story may seem short; however, the lesson is
really in the story itself. Preparation times are provided as relative guides, but will actually vary depending on
the teachers pre-existing knowledge of the material. Rehearsals with your teaching partner or perhaps even
your own children prior to the group class are highly recommended.
The Family Co-Op and these lesson plans were made possible by the Humanist Society of New Mexico and by
the American Humanist Association (AHA). References to the curriculum areas and topics developed by the
AHA Kochhar Humanist Education Center are included in the left panel of each lesson plan, Curriculum
Resources for the Life Span. Additional resources on those topics can be found at http://www.american
humanist.org/ What_We_Do/Education_Center/HELP.
Director of Classes: Ron Herman, 505-292-4375, [email protected].
Dedication
This Lesson Plan is dedicated to Dale McGowan, who conducted a seminar for our group on March 22, 2008,
to kickoff this program. Dale is a former college professor and novelist who wrote several articles for Parenting
Beyond Belief: On Raising Ethical, Caring Kids Without Religion. As editor of that book, he compiled writings
from Richard Dawkins, Dan Barker, Annie Laurie Gaylor, Penn Jillette, Margaret Downy, and other noted
Humanist authors. He has recently co-authored another book, Raising Freethinkers: A Practical Guide for
Parenting Beyond Belief. Dale inspired, guided, and encouraged the new members of the HSNM Family Co-
Op.
Published by the Humanist Society of New Mexico, Albuquerque, May, 2009.
Reproduction is permitted for educational purposes,
but please let us know that you are using these Plans,
so that we can provide updates and coordination.
mailto:[email protected]
1
How Isis Gained More Power
by Learning Ras Secret Name
Appropriate Ages:
4-9 year olds
Subject Areas:
Mythology (Egyptian)
Duration:
Prep Time:
1 hour
Activity Time:
15-25 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them. (Carpet stores will
often donate square
samples to schools.)
Curriculum for the
Life Span:
8.2, Understanding Other
Cultures
Objectives:
Since many religions of to-
day are based on ancient
religions, learn about the
early Egyptian gods.
Materials:
Images of Egyptian gods
taken from reproductions of
ancient art.
Background:
The Lesson:
Tell story, adapted from
http://www.egyptianmyths.n
et/mythre.htm
Wrap up and other
References:
Refer to Egyptian Creation
Story in these lesson plans.
Complimentary
Activities:
(Select from those below.)
http://www.egyptianmyths.net/mythre.htm
2
The Story of Persephone and Demeter
Appropriate Ages:
4-9 year olds
Subject Areas:
Mythology (Greek)
Seasons
Duration:
Prep Time:
1 hour
Activity Time:
15 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
4.2 Nature; 8.2,
Understanding Other
Cultures
Complimentary
Activities:
Objectives:
Learn about the Greeks
explanation for the seasons.
Materials:
Images of Persephone,
Demeter, and Hades (taken
from ancient images and
DAulaires mythology),
pomegranate (optional, but
great, because many kids
havent seen one before)
Background:
The Lesson:
Tell story, adapted from
DAulaires Book of Greek
Myths
Wrap up and other
References:
Good fall activity, can be
paired with other cultures
stories of the seasons.
3
Egyptian Creation Story
Appropriate Ages:
4-9 year olds
Subject Areas:
Mythology (Egyptian)
Duration:
Prep Time:
1 hour
Activity Time:
10-15 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
4.2 Nature; 8.2
Understanding Other
Cultures,
mouth.
Part 3: Read the story of Ra,
which explains how the earth
came to be.
Ra was the first to be he
gives birth to himself from the
waters called Nun. I am
alone and so he began to
create other beings. Ra
created Shu, the goddess of
air, and Tefnut, the god of
water, from his spit. Shu and
Tefnute created two more
beings, Geb, the god of the
earth and Nut, the sky god-
dess.
Ra sent out his eye to keep
watch over his children, the
lesser gods. While his eye
was gone, he created a new
golden eye as a replace-
ment. He was so pleased
with his children that he cried
tears of joy. When his tears
fell from his golden eye upon
the ground, they became
human beings.
His first eye traveled back to
him and was angry to find
that it had been replaced by
a golden eye. So Ra took
back his old eye and placed
it in the middle of his head to
become the sun. From his
other eye, he created plants
and animals.
Each day, Ra traveled across
the sky to light up the world.
And at night he passed
(Continued next page)
Objectives:
Learn about creation stories
the early Egyptian gods.
Materials:
Puppets easily made from brown lunch
bags or more com-
plex if you desire. Pic-
tures can be used as
another option.
The story of Ra and the Dragon
Background:
The Lesson:
Part 1: Define and discuss
creation myths. Definition: A
story people make to
explain how the world
began and/or why things
are the way they are today.
Talk about how long ago
people didnt have science
or scientists to explain the
unknowns. The sun and its
movements were particu-
larly puzzling.
Part 2: Find Egypt on a map
or globe and explain that
some people think that
Egyptian stories are the
oldest. No one can be sure
of this, however, since there
was no written language in
ancient times, and stories
were passed by word of
4
Egyptian Creation Story, Continued
beneath the world, which
was a dark and terrible
place and guarded by a
terrible dragon named
Apep.
Each night, Ra and Apep
would fight, and each
morning Ra defeated Apep
so that he could rise once
more to travel across the sky
and light up the world.
Finally, the lesser gods
banded together and
defeated the dragon for
good. Ra celebrated and
cried, The dragon is the one
fallen! He cannot see! A
curse is upon him I have
swallowed his bones, and his
bones are not. His skin is not.
His children are not. He is
fallen and overthrown!
Now, Ra could travel the
world, even the underneath
world, and shine his light all
over the world.
Wrap up and other
References:
Refer to other Egyptian
mythology.
5
What About Gods?
Appropriate Ages:
4-9 year olds
Subject Areas:
Religion
Duration:
Prep Time:
30 minutes
Activity Time:
10 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
2.1 Rational, Scientific
and Reflective Thinking;
8.2, Understanding Other
Cultures
is a personal choice to
decide what works best for
you.
Wrap up and other
References:
Complimentary
Activities:
Any science experiment.
(See below.)
Objectives:
Introduce how religion and
science answer some of the
same questions.
Materials:
What about Gods By Chris
Brockman
Background:
Heres a way to get minds
thinking about the differ-
ences between science and
religion. The book provides a
perspective about gods
being invented by people to
explain where the world
came from before scientific
explanations were discov-
ered.
The Lesson:
Read story about gods and
science from the book What
About Gods? Depending on
the age of the children the
first five pages up to: we no
longer need gods to explain
how things happen..we
call this thinking, measuring,
and testing science.
Discuss how science and
religion both exist to answer
questions about life. Talk
about how the author of the
book believes in science as
the best way to understand
our world, but that there
might be other ways, too. It
6
Billy Goat Gracious
Appropriate Ages:
4-9 year olds
Subject Areas:
Folklore
Duration:
Prep Time:
30 minutes
Activity Time:
10 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
2.1 Rational, Scientific,
and Reflective Thinking;
5.1 Social Action to Meet
human Needs
Objectives:
Students will learn about
cooperation.
Materials:
"The Three Billy Goats Gra-
cious"; a retelling of "The
Three Billy Goats Gruff," writ-
ten by Teaching Tolerance
Director Jennifer Holladay,
puts a cooperative twist on
the traditional Norwegian
tale by Jennifer Holladay.
Available online:
http://www.tolerance.org/te
ach/magazine/features.jsp?
cid=947
Background:
This version of the story
teaches cooperation,
conflict resolution, and
problem solving, an impor-
tant difference from the
original Billy Goat Gruff.
The Lesson:
Read the story.
Wrap up and other
References:
Complimentary
Activities:
Arm Levitation
http://www.tolerance.org/teach/magazine/features.jsp?cid=947
7
The Turtle and the Island Story
Objectives:
Learn about different ways
people explained natural
occurrences before the
scientific method was used.
Materials:
Globe to show location of Papua
New Guinea
The Turtle and the Island: A folktale from
Papua New Guinea
by Barbara Ker Wilson
Background:
Folklore of various cultures
teaches us about other parts
of the world and what they
value.
The Lesson:
Read the story about how
the island was created and
how people came to inhabit
it.
Wrap up and other
References:
Discuss why this story could
or could not be factual.
Also discuss why the people
of the island may have
created this folktale.
Appropriate Ages:
4-9 year olds
Subject Areas:
Folklore
Duration:
Prep Time:
1 hour
Activity Time:
20 minutes
Setting:
Story telling arrangement,
kids on the floor on carpet
squares, teacher on a
chair in front of them.
Curriculum for the
Life Span:
2.1 Rational, Scientific,
and Reflective Thinking;
8.2, Understanding Other
Cultures
Complimentary
Activities:
Animal Feeding (see
below)
8
Truthfulness in Stories
Appropriate Ages:
4-9 year olds
Subject Areas:
Literacy, Beliefs
Duration:
Prep Time:
1 hour
Activity Time:
10-15 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
2.1 Rational Scientific and
Reflective Thinking
didnt happen.) What does
non-fiction mean? (It really
happened.)
Read the story of Mitchel is
Moving (or other animated
dinosaur book).
Discuss the story, ask if they
think this story is fact or fiction
and why. Is it true that dino-
saurs existed? Is there any-
thing about the story that
tells you its not a true story?
Its true that dinosaurs existed
but dinosaurs didnt live in
houses so we know its fiction.
Paleontologists, scientists who
study dinosaurs, know that
dinosaurs didnt live in the
kind of houses people live in,
they lived in the wild, out in
the open in nature, roamed
the earth.
Wrap up and other
References:
Why would someone write or
tell a story that is not true?
(To scare people into acting
a certain way, to entertain,
to get people to think or to
act, to educate people)
How can you tell if something
is true or not?
Complimentary
Activities:
Telephone Game, Myths,
Legends, and Fable.
Objectives:
To promote critical thinking
about whether a story is true
or untrue, completely or
partly real or mythical,
through the telling of a story.
Materials:
Mitchel is Moving by
Marjorie Weinman Sharmat
(This story was chosen since
some of our members were
moving. Any story where the
animals have human char-
acteristics could be used.
Background:
Stories are told for different
reasons: to teach a lesson or
about history, to frighten, to
control, to entertain, to
cause people to think, to
act. Historically, some stories
were created to explain
what people did not yet
know until science provided
an explanation. This lesson
encourages questioning
about what makes a story
true or false.
The Lesson:
What is a story? A story is a
written or told narrative,
either true or false (in prose
or verse, designed to inter-
est, amuse, or instruct the
hearer or reader)
What does fiction mean? (It
9
Myths, Legends, and Fables
Appropriate Ages:
4-9 year olds
Subject Areas:
Folklore, Beliefs
Duration:
Prep Time:
1 hour
Activity Time:
10-15 minutes
Setting:
Story telling
arrangement, kids on
the floor on carpet
squares, teacher on a
chair in front of them.
Curriculum for the
Life Span:
2.1 Rational, Scientific,
and Reflective Thinking;
3.0 Secular Values and
Virtues (Humility,
Courage, Responsibility
for Our Actions)
Objectives:
To teach the difference
between myths, legends,
fables and folk tales.
Materials:
Aesops Fable( or The Turtle
and the Hare)
Background:
Myths, legends and fables are
old stories written for adults and
children. Folk or fairy tales
were written specially for chil-
dren.
The Lesson:
Explain what myths, legends,
and fables followed by reading
The Tortoise and the Hare.
Part 1:
Myths are made up stories that
try to explain how our world
works and how we should treat
each other. The stories are
usually set in times long ago,
before history as we know it
was written. Myths sometimes
made people feel they had
the answers to questions such
as How did our world come to
be? or Why do tornadoes
happen?. In other myths,
characters called gods or
super-beings used their pow-
ers to make events happen o
adventures of these gods,
goddesses, men and women.
These myths described the big
things that happened to
people and the choices they
made. They might be about
triumph (achieving some-
thing), tragedy (losing some-
thing), honor (doing the right
thing), being brave even
when you are frightened, or
being foolish and making
mistakes. Around the world,
myths were shared by groups
of people and became part
of their culture. Storytellers
have passed the stories on
from generation to genera-
tion. Some myths are told in
many cultures, but with varia-
tions in the events or charac-
ters. Most cultures, tribes or
groups of people have their
version of how our world
came to be. Myth comes
from the Greek word
mythos which means word
of mouth.
Part 2:
Legends are also stories that
have been made up and are
about people and their
actions or deeds. These peo-
ple lived in more recent times
and are mentioned in history.
The stories are told for a pur-
pose and are based on facts,
but they are not completely
true.
Either the person never really
did what the story says, or the
historical events were
changed. The purpose was to
(Continued next page)
10
Myths, Legends, and Fables, Continued
make the story more interest-
ing or convincing, or to
teach a lesson, like knowing
right from wrong.
Part 3: A fable is another
type of story, also passed
down from generation to
generation and told to
teach a lesson about some-
thing. Fables are about
animals that can talk and
act like people, or plants or
forces of nature like thunder
or wind. The plants may be
able to move and also talk
and the natural forces cause
things to happen in the story
because of their strength.
The most famous fables were
written by a man called
Aesop who wrote more than
600.
Part 4: Read The Tortoise
and the Hare. (Here is a
version retold by writer
Oban. A hare is a rabbit.)
One morning, Hare hopped
down to the lake, to rest in
the warm sunshine. Other
animals were already there.
Fox was lying on the rocks,
cleaning her soft sandy
coat, and Tortoise was
munching the sweet grass
near the waters edge. Hare
stopped and watched them
for a while. Soon Fox
yawned and drifted off to
sleep, but Tortoise carried on
waddling around slowly, her
little pink tongue pulling in
each mouthful of grass. Hare
flicked his long ears and
hopped over to her. Tortoise
stopped chewing, and
stared up at him.
You look funny when you
eat, laughed Hare. Your
feet are short and stumpy,
and you move so slowly. No
wonder you spend so much
time eating it takes you
forever to get enough grass.
Tortoise just stared at him,
and then started chewing
again. Hare was annoyed.
He wanted everyone to talk
to him. He drummed one of
his big feet on the ground.
Im the fastest animal, he
shouted. When I run at full
speed, no-one can beat
me. He looked across at
Fox, who was awake again
and watching carefully. I
challenge anyone to a
race, said Hare, flicking his
ears proudly.
No one answered. Then
Tortoise swallowed her
mouthful of grass. I accept,
she said. Even if you are as
fast as the wind, I can still
beat you in a race.
Hare laughed loudly. I
accept the challenge, he
said. Tortoise suggested that
Fox should choose when they
would race, where they
(Continued next page)
http://www.planetozkids.com/oban/oban.htm
11
Myths, Legends, and Fables, Continued
remembering the race, he
leaped up and hopped off
again. In the distance he saw
Fox and the other animals
gathered near the fallen tree
finish point. Good. Theyre
waiting to cheer me when I
win, he laughed as he ran.
Then he saw Tortoise on a
grassy mound right next to
the tree. Fox was talking to
her. Hare bounded up as
quickly as he could. He
couldnt believe he had lost.
Fox nodded to him and
asked everyone to be quiet.
Then he congratulated Tor-
toise on winning the race.
Tortoise was tired, and drifted
off to sleep.
Some of the other animals
crowded round Hare to ask
him what happened. He
should have won, shouldnt
he? His legs were much
longer than tortoises and
hed won other races in the
past. Hare was angry with
himself and felt very silly.
The End
Wrap up and other
References:
What is the moral of this
story? (Slow but steady wins
the race)
When you take it easy
because you think you have
an advantage over some-
one, you may be surprised.
would start and the finish
point. Fox thought it was all
very amusing, and sug-
gested the day after
tomorrow as race day.
When the time came, the
Hare and the Tortoise lined
up at the flat rock, which
was Foxs designated start-
ing point. He told them they
should go round the edge of
the lake and the first one
past the old fallen tree
would be declared the
winner.
The race began. Hare
bounded off at top speed
and soon rounded a bend
and was out of sight. Tortoise
moved at a slow, steady
pace never stopping to
rest or eat. Running by the
side of the lake, Hare felt the
warm sun on his back and
slowed a little. Then he
stopped. Umm, he said,
stretching. Itll take Tortoise
forever to catch up. Ive got
time for a nap. And he
burrowed into the grass and
dozed off.
Tortoise plodded and shuf-
fled on, round the bend,
past the sleeping Hare and
on towards the finish point.
By now the sun was low over
the lake and evening was
coming.
Hare stirred as he felt the
temperature drop, then
12
Myths, Legends, and Fables, Continued
Complimentary
Activities:
Truthfulness in Stories, Tele-
phone Game
13
Winter Solstice Celebrations
Appropriate Ages:
4-9 year olds
Subject Areas:
Holidays, Religion
Duration:
Prep Time:
1 hour
Activity Time:
15-25 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
8.2, Understanding Other
Cultures
Part 3: Discuss how people
decide which holidays to
celebrate and which one(s)
would you choose.
Wrap up and other
References:
Endless websites have
descriptions of holidays,
especially these:
http://www.religioustoleranc
e.org/winter_solstice.htm
http://en.wikipedia.org/wiki/
Winter_solstice
Eyewitness Books: Religion
by Myrtle Langley
December Idea Book by
Teachers Friend, a Scholastic
Company
Complimentary
Activities:
This activity is intended to be
a regular December activity.
Different holidays can be
chosen each year or
discussed at a different level.
Objectives:
Learn how others celebrate
the winter holidays and how
different religions celebrate
the Winter Solstice.
Materials:
Background:
During different parts of the
year some secular kids have
a hard time understanding
the meaning of different
holidays. Explaining and
discussing these holidays
can unravel the mystery.
The Lesson:
Part 1: Have each child
explain what holiday(s) their
family celebrates and what
it means to them.
Part 2: Pick 4-5 holidays that
are celebrated during the
winter time. Do some basic
research about their origins,
how they are commonly
practiced today, why peo-
ple celebrate them.
Below is a partial list of holi-
days to consider:
Hanukah, Christmas, St.
Lucia, Druid, Celtic Midwin-
ter, Perchta ritual, Soyal,
Kwanzaa, Festivus.
http://www.religioustolerance.org/winter_solstice.htmhttp://en.wikipedia.org/wiki/Winter_solstice
14
Obvious Jokes
Objectives:
Use jokes to teach thinking
skills.
Materials:
Joke books if desired.
Background:
Sometimes the most obvious
answers are not the first ones
to come to mind. Using
jokes is a great way to make
this apparent.
The Lesson:
The following quiz consists of
four questions that tell you
whether or not you are
qualified to be a professional
thinker.
The questions are not that
difficult. You just need to
think logically.
1. How do you put a giraffe
into a clothes closet? The
correct answer is: Open the
closet, put in the giraffe and
close the door. This question
suggests that sometimes we
can be right with an obvious
uncomplicated answer.
2. How do you put an ele-
phant into a closet? Incor-
rect answer: Open the
closet, put in the elephant
and shut the door. Correct
answer: Open the door, take
out the giraffe, put in
the elephant and close the
door. This question tests your
Appropriate Ages:
4 to adult
Subject Areas:
Critical Thinking
Duration:
Prep Time:
30 minutes
Activity Time:
5 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
2.1 Rational Scientific and
Reflective Thinking
awareness of assumptions
are we starting where we left
off with the giraffe, or before
that? Did we ask about
clothes in the closet when
we started?
3. The Lion King is hosting an
animal conference. All the
animals attend except one.
Which animal does not
attend? Correct answer: The
elephant. The elephant is in
the closet! This tests if you are
capable of comprehensive
thinking (assumptions again).
OK, if you did not answer the
last three questions correctly,
this one may be your last
chance to test your qualifica-
tions to be a professional.
4. There is a river filled with
crocodiles. How do you cross
it? Correct Answer: Send
them all to the animal con-
ference, then simply swim
through it. This question tests
your reasoning ability and
provides a good example of
reasoning from first principles.
Wrap up and other
References:
Refrigerator in original story
replaced with closet to dis-
courage kids from playing in
abandoned refrigerators.
15
Telephone Game
Objectives:
Show that listening skill are
critical but can be difficult.
Materials:
3-4 short sentence that are
printed on note cards
Background:
Even when we try to listen
carefully, what we hear is
not always what was said. It
is important to not always
believe everything that you
hear.
The Lesson:
Play the timeless game of
telephone by having one
person whisper a short sen-
tence to the person next to
them. They have to repeat
the same sentence or
phrase to the next person,
and so on, until everyone
has heard it. The last person
says out loud what they
have heard. The original
saying is then read. Notice
they are rarely even close to
the same. You can do it
multiple times with the
phrases getting longer each
time.
Example phrases: You are
fantastic.
This morning I ate oatmeal
with brown sugar.
Appropriate Ages:
4 to adult
Subject Areas:
Communication
Duration:
Prep Time:
30 minutes
Activity Time:
5 -10 minutes
Setting:
Everyone (parents
included) sit on the floor
in a circle.
Curriculum for the
Life Span:
2.1 Rational Scientific and
Reflective Thinking
Another version of this game
creates a story. Have the first
person start by saying out
loud It was a dark and
stormy night.. Have each
person repeat what was said
before them (without correc-
tions) and add a little more.
Repeat until everyone has
completed the story.
Wrap up and other
References:
Discuss how it is easy to mis-
understand others, and that
what we hear in the news
and other sources is also
often misunderstood.
Complimentary
Activities:
Truthfulness in Stories, Myths,
Legends, and Fables
16
Sneetches
Appropriate Ages:
4-9 year olds
Subject Areas:
Human Rights
Duration:
Prep Time:
1 hour
Activity Time:
40-50 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
7.2 Civil Rights; 7.4 Equal
Opportunity
are mixed together so that
cooperation is required.
Next, have everyone traipse
through the star on or star
off machine so those with-
out stars will now have stars
and those who previously
had stars will have none.
Snack time! The people with
stars will get to eat their
snack first.
Story time! Read Sneetches
by Dr. Seuss and discuss
issues of tolerance and diver-
sity and how the preferential
treatment for those with stars
made the kids feel. Optional:
briefly discuss Martin Luther
King Jr. or other civil rights
leaders.
Complimentary
Activities:
Camouflage Candy (and
have the star group choose
their candy first.
Good January Activity in
celebration of Martin Luther
King, Jr. Day.
Wrap up and other
References:
Make sure the kids recognize
this lesson was done to teach
about inequality; not to show
them that they arent equal.
Objectives:
Learn about differences and
similarities.
Materials:
Yellow t-shirts
Green felt stars and safety pins
The Sneetches by Dr. Suess
Puzzle pieces to two different puzzles
mixed together
The Lesson:
When everyone (adults and
kids) arrives, hand out yellow
shirts (or have everyone
wear one to the meeting).
Half of the group will be
given green stars to put on
the front of their shirts.
Include some small activity
(such as Camouflage
Candy) to show preferential
treatment is given to the
star group. This will provide
a background that you can
discuss later.
For the next part, partici-
pants in the star group will
be given puzzle pieces and
see if they can work
together to solve the puzzle.
Participants without stars will
be given puzzle pieces to do
the same. The puzzle pieces
of the two different puzzles
17
The Lorax Lives
Objectives:
Learn about environmental
issues and how people can
cause them.
Materials:
The Lorax by Dr. Suess
Background:
Dr. Suess was an early
environmentalist and many
of his stories still ring true
today. Relating to story to
current environmental issues
is highly encouraged.
The Lesson:
Read the story and discuss
key areas as the story is told.
Wrap up and other
References:
Refer to current events with
trees and animals in your
area.
Complimentary
Activities:
Planting ivies or other plants.
Creating trufala trees (craft).
Appropriate Ages:
5-10 year olds
Subject Areas:
Environmental Issues
Duration:
Prep Time:
1 hour
Activity Time:
25-30 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
4.3 Impacts of
Technology & the Chal-
lenges of the Future; 5.1
Social Action to Meet
Human Needs
18
Scale Model Solar System
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Astronomy
Duration:
Prep Time:
1 hour
Activity Time:
10-15 minutes
Setting:
Large open floor space.
Curriculum for the
Life Span:
4.2 Nature
Wrap up and other
References:
There are many versions of
this that came be found
online. Our measurements
came from Science Wizardry
for Kids by Margaret Kenda
and Phyllis S. Williams
Complimentary
Activities:
Sing Twinkle, twinkle, little
star, I know what you really
are from
http://www.canteach.ca/el
ementary/songspoems34.ht
ml
Objectives:
Give children a sense of the
proportion of the universe
Materials:
Tape measure
Paper planets to scale with the largest
about 12 inches in
diameter
Background:
The Lesson:
Extend tape measure on
floor to the scale of the
distance between the
planets with the farthest
about 25 feet from the
sun. Have children take
turns putting down the
paper planets at the points
indicated by your scale.
http://www.canteach.ca/elementary/songspoems34.html
19
Arm Levitation
Appropriate Ages:
5-10 year olds
Subject Areas:
Science, Beliefs
Duration:
Prep Time:
30 minutes
Activity Time:
10 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, two
teachers in the front.
Curriculum for the
Life Span:
2.1 Rational Scientific and
Reflective Thinking
pushing against them with
the back of your hands for 20
seconds, then step away?
One at a time, have the kids
stand between the boards
and do that. Encourage
them to push as hard as they
can, so the effect is better.
As each child steps away
and relaxes their hands at
their side, their arms should
rise by themselves without
any effort.
Ask the kids if they know how
and why this happens. Even-
tually tell them that the entire
time they pressed their hands
against the boards, their
brain was sending signals to
their muscles to raise their
arms. A signal was sent long
enough that there was ten-
sion on their muscles. When
their arms were relaxed,
there was still some tension in
the muscles, so their arms
began to rise.
Wrap up and other
References:
Complimentary
Activities:
Objectives:
Students will receive an
understanding of the differ-
ences between science and
belief in superstition through
scientific experiment. Stu-
dents will also learn about
cooperation.
Materials:
2 boards, such as 2x4s,
about 5 feet long
Background:
This provides a great oppor-
tunity to teach that there
are scientific explanations
for experiences that seem
like magic. This experience
is not caused by some
supernatural force, rather a
fairly simple, natural reason.
The Lesson:
This activity takes coopera-
tion, (just like the Billy goats
gracious cooperated with
each other to get to the
other side of the river to the
grass so they could eat).
Have two adults firmly hold
the boards resting vertically
on the floor (secured with a
foot) on both sides of the
student (for bigger kids a
door frame works better).
Ask the kids what would
happen if you stood
between these boards,
20
Camouflage Candy
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Biology, Natural
Selection
Duration:
Prep Time:
30 minutes
Activity Time:
10 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
4.1 Evolution; 4.2 Nature
Complimentary
Activities:
Sneetches (and have the
star bellies choose the candy
first).
Wrap up and other
References:
(Optional) Discuss the
Peppered moths and their
ability to camouflage.
Demonstrate with black,
white, and gray photos of
the moths on trees.
Objectives:
Learn about how food can
easily camouflage and why
that matters in nature.
Materials:
Tray of M&Ms and candy corns (Skittles
would work also)
The Lesson:
Mix candy corns and regular
colored M&Ms on a cookie
sheet. To demonstrate artifi-
cial/natural selection, pass
around a tray of candy to
each person. Each person
will be asked to take two
M&Ms and to record the
color they take.
After everyone has chosen
their M&Ms, look at what is
left and discuss why some of
the colors seemed to be
camouflaged by the candy
corns. You should that find
very few chose the colors
that matched the colors of
the candy corns, because
they were camouflaged
among them. Discuss why
this is important (for survival)
in nature.
21
Animal Feeding
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Biology
Duration:
Prep Time:
40 minutes
Activity Time:
10-20 minutes
Setting:
Depends on the
animal(s), but generally a
circle around a table
works well.
Curriculum for the
Life Span:
4.1 Evolution; 4.2 Nature
Complimentary
Activities:
Objectives:
Observe animal feeding
patterns
Materials:
Animal(s) such as frogs, toads, fish, or
other easily
transportable animal.
Food for the animals
Background:
The Lesson:
Explain what food you are
feeding the animal. Discuss
what their diet is in the wild.
If you have more than one
animal discuss why they are
different sizes, is one a better
hunter? Can one see
better? Is one the alpha?
Are they different sexes?
Who would survive the best
in nature?
Wrap up and other
References:
Talk about what animals
everyone owns and how
they eat.
22
Darwins Natural Selection
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Biology
Duration:
Prep Time:
1 hour
Activity Time:
20-30 minutes
Setting:
At tables with or without
chairs.
Curriculum for the
Life Span:
4.1 Evolution
certain finches have different
beak sizes and shapes based
on what type of food is
available to them.
Part 2: Give each child 10
nickels and 10 pennies.
Explain that the nickels are
the boys and they want to
attract a girl to have kids of
their own. But when one of
the red ones has a kid, it is
usually red and more attrac-
tive to the girls. Replace one
nickel with two pennies. At
the same time remove the
pennies and a of the
nickels due to predators.
More pennies get eaten
because they are easier to
spot.
On the next generation the
penny gets to have four
pretty kids but the nickels
only get to have one. The
red reproduces more
because it is attracting the
strongest girls. Again, elimi-
nate the pennies and of
the nickels to feed the
predators (round up if neces-
sary). Continue to show how
soon the pennies are now
selected as the preferred
attractive trait.
Wrap up and other
References:
Darwin and Evolution for
Kids by Kristan Lawson
Objectives:
Introduce concepts of evo-
lution while celebrating
Darwins birthday (Feb. 12th)
Materials:
The Young Scientist Book of Evolution by
Baraba Cork and
Lynn Bresler
Two bags of seeds (sunflower seeds, bird
seed or popcorn)
Tools of different types such as wire cutters,
wire stripper, blunt-
end pliers, sharp-end
pliers, clothes pin,
vise-pliers, long-
handled vise, needle-
nosed pliers, tongs,
tweezers
40 pennies, 10 nickels per student
Background:
The Lesson:
Part 1: Give everyone a
small plate of seeds and
have them choose a tool.
Give them 30-60 seconds to
see how many seeds they
can pick up. Have them
switch tools and do it again.
After several rotations they
should begin to understand
what works best.
Show them Darwins finches
pictures and discuss why
23
Testing pH Level
Using a Purple Cabbage
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Chemistry
Duration:
Prep Time:
1 hour
Activity Time:
15 minutes
Setting:
Tables with or without
chairs, plenty of room to
move.
Curriculum for the
Life Span:
4.0 Science
find a better explanation.
The Lesson:
Explain the scientific method
and ask for examples (a
friend tells us there is a mon-
ster in our closet).
Experiments: Cover work
area and pass out filter
paper. Have children take
turns with different liquids.
For each one, child puts a
couple drops of household
liquid on the filter paper and
then drops indicator on top.
Have child make observa-
tions about the colors they
turn and what this means.
Wrap up and other
References:
Ties in well with other discus-
sions of acids and bases,
especially any experiments
with baking soda and vine-
gar.
Complimentary
Activities:
Objectives:
Learn how an indicator
chemical works to identify
an acid or a base. Brief
introduction to the scientific
method.
Materials:
Purple cabbage indicator
(prepared according to
directions in Science Wiz-
ardry for Kids by Margaret
Kenda and Phyllis S. Wil-
liams), various liquids from
around the house (prefera-
bly food grade for younger
children; also dissolve salt
and sugar in water for test-
ing), filter paper (coffee
filters will work), eyedroppers
or straws
Background:
The scientific method is a
learning process that most of
us use in our daily lives. Just
about everything starts with
a question, then we propose
an explanation, then we
devise some kind of test for
it. If the explanation is not
proven wrong by the test, it
remains a good explanation.
This must be repeated until
we are confident that we
cannot find a way to dis-
prove our explanation, or we
24
Fizzy Foaming Mess
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Chemistry
Duration:
Prep Time:
1 hour
Activity Time:
15-25 minutes
Setting:
Tables, preferably not on
carpet.
Curriculum for the
Life Span:
4.0 Science
explanations for this fizzing,
like the Egyptians did for
creation, or we could study
science to help us get ideas.
After they have realized
there is a chemical reaction
that occurs with some start
explaining about acids and
bases. See if they can
explain why vinegar has a
stronger reaction than the
lemon juice. Encourage
them to use the flour for a
thicker but slower reaction.
They will get crazy at the end
with things over-flowing. You
will need to refill their vinegar
and possible baking soda
containers.
Note that all materials can
be dumped in the sink for
cleanup, since they are
natural pipe cleaners.
Complimentary
Activities:
Objectives:
Learn about chemical reac-
tions of acids and bases
Materials:
Trays with multiple sections
Or cookie sheets with edges and several
small bowls for each
child
Vinegar
Lemon juice
Baking soda
Flour
Eye droppers
Spoons
Towels or napkins for cleanup
Background:
The Lesson:
Give each child a tray full of
the materials. Dont tell
them what they are or what
they will do if mixed. Instruct
them to add drops of the
liquids to the different pow-
ders. Let them play with
them for about 5 minutes.
Wrap up and other
References:
Refer back to Egyptian crea-
tion story. We could use our
imagination to propose
25
Separating Curds and Whey
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Chemistry
Duration:
Prep Time:
1 hour
Activity Time:
15-25 minutes
Setting:
Tables with or without
chairs.
Curriculum for the
Life Span:
4.0 Science
over the sink. Let the mixture
cool for about 10 minutes.
Once it is cooled, it should
feel like dough or rubber. Let
the kids play with a gob of it.
If they take it home and
leave it out overnight, it will
become hard like plastic.
Wrap up and other
References:
Smelling Science by Shar
Levine and Leslie Johnstone
While the mixture is cooling,
that is a good time to have a
quick snack.
Complimentary
Activities:
Objectives:
Learn that milk is made of
different components (a
solid and a liquid) that can
be separated.
Materials:
Microwave
Whole milk
Vinegar
Coffee filters
Microwave safe bowl
Stir stick
Measuring cups and spoons
Background:
The Lesson:
Have the kids recite Little
Miss Muffet. Do any of
them know what curds and
whey are?
Have kids help measure and
pour 1 cups whole milk
into the bowl. Add 4 tea-
spoons of white vinegar.
Yes, it will smell. Microwave
the mixture for 1 minute.
Remove the bowl (it may be
hot!). Let the kids take turns
stirring the mixture until it
turns into a solid. The solid
part is the curd, and the
liquid is the whey.
Place the coffee filter in a
funnel or strainer. Pour the
mixture into it while holding it
26
Quicksand
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Chemistry
Duration:
Prep Time:
40 minutes
Activity Time:
10-15 minutes
Setting:
Tables with or without
chairs.
Curriculum for the
Life Span:
4.0 Science
Wrap up and other
References:
Adapted from Pop Bottle
Science
http://www.amazon.com/Po
p-Bottle-Science-Lynn-
Brunelle/dp/B000K3KB1A/ref=
sr_1_1?ie=UTF8&s=books&qid
=1241462185&sr=8-1
Complimentary
Activities:
Objectives:
Discuss the similarities and
differences between solids,
liquids and gases and how
we observe them
Materials:
Cornstarch
Water (optionally col-ored with food color-
ing)
One small container like Gladware for
each child
Background:
The Lesson:
Combine cornstarch and
water in the containers at a
ratio of 16 oz cornstarch to 1
& cups water. This must
be mixed together very
slowly; having one adult per
child would be helpful. After
it is mixed, let the kids play
with it and examine it. If
they push their hand through
it slowly, it will act like a liq-
uid; but if they try to go too
fast or hit it rapidly, it will act
as a solid.
http://www.amazon.com/Pop-Bottle-Science-Lynn-Brunelle/dp/B000K3KB1A/ref=sr_1_1?ie=UTF8&s=books&qid=1241462185&sr=8-1
27
Microscope Magic
Appropriate Ages:
5-10 year olds
Subject Areas:
Science, Chemistry
Duration:
Prep Time:
40 minutes
Activity Time:
10-15 minutes
Setting:
Tables with or without
chairs.
Curriculum for the
Life Span:
2.1 Rational, Scientific
and Reflective Thinking;
4.0 Science
needle and make a blood
swath on an empty slide.
Even with a low power
microscope you should be
able to observe human
blood cells. Another option is
to use a cotton swab to
capture cells from the inside
of your mouth for observa-
tion.
Wrap up and other
References:
Discuss why it is useful to
examine things more com-
pletely.
Complimentary
Activities:
Objectives:
Discuss observations that
can only be made with a
microscope and discuss
what a microscope does.
Materials:
Microscope
Pre-made slides
Sugar
Salt
Sterilized needle (optional)
Background:
Scientific study often involves
looking beyond what the
eye can see by itself. Using
tools such as microscopes
allows us to understand
more about our world.
The Lesson:
Introduce the microscope to
the kids and explain what it
does. Look at a few pre-
pared slides so that they can
see how it works. Next, look
at sugar and salt out from
under the microscope and
notice how they look the
same. Next, put them under
the microscope and observe
the differences in crystal
structure.
Finally, if someone is brave
enough, prick someones
finger with a sterilized sewing
28
Oil Race
Appropriate Ages:
4-9 year olds
Subject Areas:
Science, Chemistry
Duration:
Prep Time:
30 minutes
Activity Time:
10 minutes
Setting:
Tables with chairs,
preferably on a tile floor
for cleanup
Curriculum for the
Life Span:
4.0 Science
Wrap up and other
References:
Complimentary
Activities:
Objectives:
Study the viscosity
(thickness) of liquids by
having an oil race.
Materials:
various types of oils such as vegetable oil,
coconut oil, grape
seed oil, mineral oil
(baby oil)
small bottles w droppers
wax paper
cookie sheets, on an inclined plane (prop
up against a wall or
on a pillow or stack of
books)
Background:
The Lesson:
Place four (or more)
different oils on the table in
small bottles with droppers.
Place the waxed paper over
the cookie sheet. Have
each kid place a drop of oil
at the top of the waxed
paper at the same time.
Which oil goes the fastest,
slowest? Why? Compare
the thickness of each oil.
Introduce the vocabulary of
viscosity and which oil is
more viscous.
29
Geological Strata
Appropriate Ages:
4-10 year olds
Subject Areas:
Science, Geology
Duration:
Prep Time:
1 hour
Activity Time:
15 minutes
Setting:
Tables with chairs,
preferably on a tile floor
for cleanup
Curriculum for the
Life Span:
4.1 Evolution; 4.2 Nature
cup before you begin. Tape
or glue dental floss to the
center of the object. After
the strata model is complete,
gently pull the dental floss to
upset the layers of strata. This
demonstrates the motion of
a fault line, mountain
formation, or volcano.
Wrap up and other
References:
Adapted from Darwin and
Evolution for Kids by Kristan
Lawson
Complimentary
Activities:
Darwins Natural Selection
Objectives:
Demonstrate how different
layers of the earth are
formed
Materials:
1 Glass jar (and lids) or clear plastic cup
one per child
Several different soils such as dirt,
sand, flour, sugar,
brown sugar, crushed
leaves, small rocks,
anything else you can
think of
Background:
The Lesson:
Give everyone a plastic cup
or jar. Tell them to add a
little bit of each soil, alter-
nating colors if possible.
They do not need to be
even as the wind and water
did not deposit dirt evenly as
the earth was formed.
Variations:
1. Insert a dog bone or other
item to represent a fossil.
Compare different strata
models and where the fossils
are. Which one is older?
2. Place a small piece of
cardboard, button, or plastic
wheel on the bottom of the
30
Deserts and their Animals
Appropriate Ages:
4 to adult
Subject Areas:
Science, Nature
Duration:
Prep Time:
1 hour
Activity Time:
15 minutes plus as
long as they can
hike!
Setting:
Trail head and hiking path
Curriculum for the
Life Span:
4.1 Evolution; 4.2 Nature
has pointy, sharp
spines?
pinon tree Why dont the leaves fall off in
the winter?
black widow spider Why does the spider
have red on its belly?
coyote Why is it tan? roadrunner Why
does it have long
legs?
mountain lion Why is it tan and have a long
tail?
lizard Why can a liz-ard throw its tail?
cholla cactus Why do you think it has
pointy, sharp spines?
yucca Why do you think the flower grows
so tall?
Part 3: Go on a nature walk.
Have students recognize
plants and animals they see
on the walk with the ones we
discussed beforehand. If
they see plants and animals
that we have not discussed,
have students identify fea-
tures of it and why it may
have developed in that
manner.
Wrap up and other
References:
Objectives:
Get to know (high) deserts
and the animals that live in
them, discuss different spe-
cies adaptations to the
desert
Materials:
Book Desert by Daniel
Moreton. Pictures of various
plant and animal species
found in the region.
Background:
This lesson is specific to the
desert southwest but can
easily be modified for any
nature walk.
The Lesson:
Part 1: Read the book
Desert discuss the pictures
in the book: compare and
contrast the pictures of simi-
lar things (ex: How are these
cacti different/alike?) At the
end of the book, discuss why
there are no big tall trees in
the desert (because big
trees need lots of water, and
there is only a little water in
the desert).
Part 2: Look at pictures of
things that students might
see in the high desert.
Discuss the adaptations of
each one:
prickly pear cactus Why do you think it
31
Music
Appropriate Ages:
4-9 year olds
Subject Areas:
Music
Duration:
Prep Time:
30 minutes
Activity Time:
10 minutes
Setting:
Story telling arrangement,
kids on the floor on
carpet squares, teacher
on a chair in front of
them.
Curriculum for the
Life Span:
4.1 Evolution
See o-ppo-sa-ble thumbs,
See how we can still work,
Work so we can have
peace.
It is EV-O-LU-TION.
Song 2:
CROCODILE SONG words
by Kristin Cram, based on a
folk song called Song of the
Wind, music included at the
end of this section.
Evolution Version:
Once there was a crocodile
who used to be a fish,
used to be a fish,
Till he grew some legs and
lungs, and lots of great big
scary teeth.
Till he grew some legs and
lungs and lots of great big
teeth.
Animated Version:
Once there was a crocodile
who snapped at all he saw,
(make big crocodile mouth
with arms or small one with
hands and make it snap as
you say snap!)
snapped at all he saw,
(snap)
Till he snapped a rock, and
got a tooth ache in his jaw-
ha-ha.
Till he snapped a rock, and
got a tooth ache in his jaw.
(Continued next page)
Objectives:
To have everyone partici-
pate in singing songs with
fun lyrics and lessons.
Materials:
Large paper chart on easel with lyrics
iPod songs (optional)
guitar or piano (optional)
printouts of lyrics
Background:
These songs are simple, but
having someone with some
musical background is
helpful.
The Lesson:
Song 1:
MONKEY SONG 4 pitches
with the rhythm quick quick
quick quick long long (4
eighth notes, 2 quarter
notes. Every line is on one
pitch, moving up by 3 whole
steps and a half step (such
as A, B, C# , D) with each
line, The 4th pitch is
repeated, then sing back
down each pitch with each
line of words.
See the hairy monkey,
Learning to stand upright,
Learning to use tools and
Talking to each other.
32
Music, Continued
Spoken- "Then came the
litterbugs- but they were
dancing!!!
Instead of polluting the
ocean which hurts the fish,
instead of trashing the earth,
they were helping to clean it
up! And dancing while they
cleaned!!!
This made everyone SO
happy they all danced a
dance called the jitterbug
and were never litterbugs
again.
The moral of the story is:
"We can work together to
take care of our planet - and
be jitterbugs instead of
litterbugs!"
Song 5:
Introduce songs by saying
who wrote or performed
them originally. Then sing,
play, or listen to songs that
provoke discussion about
their meaning.
Recommended songs:
This Land is Your Land by
Arlo Guthrie on sharing and
protecting our lands.
Song 6: Stars from
http://www.amazon.com/Po
p-Bottle-Science-Lynn-
Brunelle/dp/B000K3KB1A/ref=
sr_1_1?ie=UTF8&s=books&qid
=1241462185&sr=8-1
(Continued next page)
Song 3:
HSNM FAMILY CO-OP
GREETING SONG
(Sing to the tune of Twinkle
Twinkle Little Star)
I am happy u have come,
I hope we'll have lots of fun.
We r happy to ask u,
Many questions or a few.
Squeeze 3 times for
"ques-tion-ig"
Asking, thinking, and
learning.
Song 4:
LITTLE SEAGUL LU LU"
(to the tune of Little Bunny
Foo Foo/Down by the
Station)
Little Seagul Lu Lu swooping
in the ocean,
Swooping up the fish and
takn em home for lunch.
Spoken- "Then came the
litterbugs, and they said:
Little Seagul Lu Lu, we mess
up the ocean
When you need healthy fish
you'll
Find they are yucky now
Spoken- "You litterbugs bug
our earth, hurt our ocean.
We can clean up the ocean
and have a healthy world if
you stop being litter bugs!!!!"
Little Seagul Lu Lu swooping
in the ocean
Swooping up the fish and
taking them home for lunch.
http://www.amazon.com/Pop-Bottle-Science-Lynn-Brunelle/dp/B000K3KB1A/ref=sr_1_1?ie=UTF8&s=books&qid=1241462185&sr=8-1
33
Music, Continued
Twinkle, twinkle, little star,
I know what you really are:
Giant ball of glowing gas,
One of billions in a mass!
Twinkle, twinkle, little star,
Oh, how big you really are!
Twinkle, twinkle, giant star,
Larger than the Earth by far!
Since your distance is a lot,
You look like a tiny dot.
Twinkle, twinkle, giant star,
Very bright, yet very far!
Stars are twinkling, every
one,
Some are bigger than the
sun!
Just a twinkle in the sky,
Just because you're oh, so
high!
Twinkle, twinkle, little star,
Oh, how big you really are!
Words by Meish Goldish
Wrap up and other
References:
Complimentary
Activities:
Music at every lesson is
recommended.
34
Music, Continued
References:
35