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Main Curriculum Tie:
The Cat in the Hat, by Dr. Seuss; ISBN 039480001X
Baby Animals, by Angela Royston; ISBN 0689715633
Go, Dog, Go! by P.D. Eastman; ISBN-10: 067988629X ISBN-13: 978-0679886297
What Is a Fish?, by Lola M. Schaefer; ISBN 0736808655
Rainbow Fish, by Marcus Pfister; ISBN 1558580093
Are You My Mother?, by P.D. Eastman: ISBN-10: 0679890475 ISBN-13: 978-0679890478
What Is a Bird?, by Lola M. Schaefer; ISBN 0736808647
A Nest Full of Eggs, by Priscilla B. Jenkins; ISBN 0785761411
Background For Teachers:
Camp can also have many extra activities added that will create a more camp like environment, or it can be just part of the school day. One activity is a daily camp message that either the teacher or students compose on paper that looks like a tree or log. Another fun activity is to make a camp stew that is a variety of favorite breakfast cereals in a large pot over a pretend fire. Teachers can also set up a tent in their classroom for a fun reading area.
In order for your students to be successful for these activities of Camp Paws and Claws, you should instruct them on the following items. They should understand realistic and unrealistic behaviors of pets, understand the process of how an egg hatches, identify parts of animals, and understand that some animals are make believe characters, and some are real animals.
Several of the books selected should be ones most of the children are familiar with already, and ones that might already be in your library. I selected them so that it would be easy to teach Camp Paws and Claws, and to hopefully eliminate having to buy several books.
One item the students will make is a Science Journal. The science
journal can be made with either plain white paper or with lined paper.
Take cardboard or cardstock and punch holes in it. Tie the journal
together with jute or yarn to make it appear rustic. At anytime during
camp you can have the students pull out their journals and respond
to a question or a picture you show them. Depending on the ability
level of the students, you may choose to allow them to respond with
pictures, words, or sentences.
Intended Learning Outcomes:
Favorite Pet Graph
The choices on the graph should be cat, dog, fish, and bird. To allow the activity to be completed by all children the graph should have a picture and the word of each animal. Give each child a small yellow post-it note. Allow the class a few minutes to write their name on the note and have them put their name under which pet animal is their favorite.
Group students into four small groups or complete activities as a class. Each animal will have a tub with all materials necessary to complete the activities to earn the badge. Explain all activities to children prior to allowing them to go to the centers. In each tub keep an example so that students know what to do.
Joshua, M. (2007). The effects of pictures and prompts on the writing of students in primary grades: Action Research by Graduate Students at California State University, Northridge. Action in Teacher Education. 29(2) 80-93.
Picture aided writing and drawing are more effective in primary grades than prompts alone. However, picture aides can hinder student creativity and therefore should be paired with student ability and background knowledge.
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education. 30. 159-167.
This research article states the effectiveness of student- centered active learning. Research has proved the effectiveness and improvement of learning in active and passive styles of teaching. Learning should match the needs and personalities of the students.
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