Parent/Teacher : Teachers' Lounge Welcome, Teachers! The fact that you are visiting this site demonstrates that you are already part of the growing force committed to enhancing this earth through education and action. As teachers, you direct your students' attention to new things. You present other perspectives. You arouse their imagination and curiosity, and cultivate the joy that children possess for the natural world. You play a vital role in celebrating children's discoveries and showing them how to preserve and protect the environment and its inhabitants. We invite you to explore the classroom activities below. They are designed to cultivate the child's connection with nature. As you and your students explore various environmental issues, you go beyond the walls of your classroom, past the boundaries of your community, and into the global landscape. Most importantly, you convey to the children that protecting the environment is everyone's responsibility. They are capable of making a difference right now! Our Commitment It is our intention to provide creative ways of learning about and connecting with the earth and its inhabitants. In the upcoming months, we will be introducing classroom suggestions focused on the different earth domains that are represented by each EcoPal. The first two of these classroom suggestions are below. Synapse's Handmade Book explores the issue of recycling by inviting students to make their own book from handmade recycled paper. In addition, students have an opportunity to deepen their personal relationship with the environment through writing. If you would like to review this classroom activity go to Synapse's Handmade Book Section below. Geo's Story Stones guides students in a discovery of petroglyphs, pictographs, and this multicultural, storytelling heritage. Students create their own rock art and use this ancient form of communication to share their own stories about themselves and the world. If you would like to review this classroom activity, go to Geo's Story Stone Section below. Would you like to receive notice when additional classroom activities are included? Please give us your email address and we'll be happy to drop you a line! Thanks for visiting!! Synapse's Handmade Book: Classroom Ideas and Applications Like many of our treasured possessions, books are actually a gift from Mother Nature. Books began as rolls of vegetable fibers. These papyrus scrolls were the first "books." People went on to write on all sorts of other natural materials: palm leaves, metal plates, stone and clay tablets, silk rolls, wood and bark strips, leather and parchments. Today, of course, we use paper for our books, newspapers, and other printed materials. The vast amount of pulp needed to support the modern papermaking industry has increased both the demand for this precious resource and our need to recycle it. Fortunately, there are hundreds of creative ways to use recycled papers. Several ideas are shared in this lesson, Synapse's Handmade Book. You and your students can create one-of-a-kind books using recycled papers for the covers and pages. Just as a painting shines inside a beautiful frame, a story or poem can be presented at its best when published on the pages of a handmade book! In this activity, the students will: Learn about the important role plants play in the making of books Understand the importance of recycling paper in order to save the precious resource of trees Make their own recycled paper Cut and prepare papers for the cover and inside text pages of a handmade book Assemble their handmade books Explore through writing an environmental topic pertinent to their personal life Preparation: Share the history of paper and book making with your class. See suggested reading list below for books on this topic. Have students visit Synapse's EcoInfo Page to learn about the papermaking process and its impact on trees. Click here to preview this educational area. In a whole group discussion, explore the papermaking process and its impact on the environment. Students can also discuss ways that they can help the earth by recycling paper (i.e., newspaper recycling, reusing used paper as scrap, supporting companies that use recycled materials in their packaging, buying products that have less packaging, purchasing bulk paper that is recycled, reusing gift wrap, tissue paper and magazines for crafts, etc.). Have each student make a sheet of Synapse's Recycled Paper, following the instructions given in Synapse's Recycled Paper Project. Click here to preview this project. (Note: Each sheet of finished handmade paper will be folded in half and used as a book cover. Select a suitable size before beginning the papermaking project. This decision will determine the size of the screen and the amount of pulp you will need.) Other materials needed: two pieces of blank recycled paper per student for the interior text pages of the book. (If possible, show students how recycling is indicated on the paper's packaging label.) —Or— four pieces of used paper per student for the interior text pages of the book. (Students can collect the used paper in school or from home. They can then glue the used sides of the papers together to create two, thicker pieces of blank paper.) a hole punch, awl, or similar tool for making holes waxed string, yarn, or thin cloth ribbon one ruler and pencil per child paper clips or small clamps decorative beads (optional) The Lesson: Measure the length and width of the handmade paper. Cut the blank text papers 1/4" smaller than the length and width of the handmade paper. For example, if the handmade paper is 6" x 8", the blank papers should be cut to 5 3/4" x 7 3/4". Carefully fold each text paper in half. Carefully fold the handmade paper in half. The fold is called the spine of the book. Using the ruler and pencil, make two dots on the spine: one dot is 1" from the top and the other is 1" from the bottom. Now make a third dot in the exact center of the spine. Open the cover and place the stack of blank text papers on top (Do not cover the side with the dots). While laid out flat, center the text papers on top of the cover, making sure the folds of the papers and cover are aligned. (Remember the cover is slightly larger than the text papers. There should be an even border all the way around the text papers.) Hold the cover and text papers in place using paper clips or clamps. With the hole punch or awl, punch three holes in the spine through the cover and text papers using the pencil dots as guides. Adult supervision is suggested when using the awl. A piece of cardboard should be placed under the pages to avoid scratching tabletop. Hint: If your hole punch is not long enough to reach the center of the spine, close the book and punch a half circle on the middle pencil dot. When you open up the book, a whole circle will be in the center of all your pages! Cut the ribbon, yarn or string three times the length of the spine. The book is now ready for stitching. Take the end of the ribbon and enter the middle hole from the outside of the book. (Note: Go through the three text pages and the cover while stitching.) Pull ribbon through to the inside, leaving at least a 4" tail outside. Next, enter the top hole from the inside and pull ribbon through to the outside. Make sure your stitches are tight but not buckling the papers. Then, enter the bottom hole from the outside and pull the ribbon through to the inside. Finally, enter the middle hole from the inside. Pull the ribbon through to the outside making sure there is one ribbon tail on each side of the long stitch. Tie the two ribbon tails into a double knot. Remove paper clips or clamps from book. Optional step: string beads onto the ribbon tails. The books are ready to be filled with stories, poems, and pictures. Here are some suggestions for writing prompts that you can present to your students. The intention of these prompts is to invite students to explore environmental topics that are pertinent to their lives: Tell the story of how scraps of recycled paper became a treasured book. Now that you've created a beautiful handmade book, think about the process from beginning to end. Start with the paper. Where did you get your recycled paper(s)? What other elements did you add to the pulp: petals, leaves, lint, tissue paper scraps, food coloring? What were the steps in your papermaking process? How did you make your book? How did you feel when the book was complete? You might want to tell the story from the recycled paper's point of view. In other words, write as if the recycled paper was talking. You could start from the time the paper was part of a tree. Or, you might begin as soon as the paper knew it was going to be recycled instead of thrown away. Write about a favorite tree. What kind of tree is it? Where does it grow? Is it a tree in your backyard, in a park, in your schoolyard? Perhaps you recall a tree that you saw on a trip. Describe the tree using as many of the five senses as you can. What are the experiences you've had with this tree? Has it been a spot for thinking, climbing, swinging, reading, picnicking or hiding? Write a letter to something in nature that you know well. Address it by name. For example, instead of saying "Dear Flowers" you might write "Dear Daffodils." Rather than "Dear Tree," you would write "Dear Oak." As you compose your letter, imagine you are writing to a close friend. You will be the speaker, and the object or creature you have selected will be the listener. Tell your "listener" why you want to write it a letter. For example, you may want to write this letter to compliment your "listener" about their qualities or characteristics. What are the things you appreciate most? What have you noticed? What questions might you have for your "listener"? Use the book as a nature diary. Go for a walk and write down all the things you see, hear, smell, touch, and (maybe) taste. Try and describe each item in detail. You may wish to make a few sketches too. End the hike by writing down the most memorable part of the day. Note: When books are completed, the title and author's name can be written or typed on a separated sheet of paper and glued onto the cover. The porous nature of handmade papers cause certain inks to bleed. You may wish to test your writing medium on a scrap piece of handmade paper to see what will happen. Other ideas: Cut out a rectangle in the center of the handmade paper and use it as a picture frame. The size of the rectangle is determined by the dimensions of the image to be framed. Back the handmade paper with heavy paper or cardstock after the picture is taped or glued in place. Have the children share their handmade papers and use torn or cut scraps of them to make colorful collages. Add other elements like photographs, pictures from used magazines, student poetry, favorite quotations, drawings, or other kinds of decorative papers to the collages. Glue the final draft of a poem in the center of the handmade paper and mount in a classroom poetry display. Glue a piece of blank scrap paper onto one side of the handmade paper. Fold in half and use as a greeting card. Fold the handmade paper in half and glue or stitch up two sides. Use this special pocket-style envelope to keep notes, favorite poems, or ideas for stories. Suggested Reading: Aliki. How a Book Is Made, (New York: Bantom Doubleday Dell, 1986). (Juvenile book) Blake, K., and B. Milne. Making & Decorating Your Own Paper, (New York: Sterling, 1994). Johnson, P. Literacy Through the Book Arts, (New Hampshire: Heinemann, 1993). LaPlantz, S. Cover to Cover, (North Carolina: Lark Books, 1995). Mansfield, J. Decorative Handmade Paper, (London: Chancellor Press, 1996). Webberley, M., and J. Forsyth. Books, Boxes & Wraps: Binding & Building Step-by-Step, (Washington: Bifocal, 1998). Geo's Story Stones: Classroom Ideas and Applications Rock artists who pounded petroglyphs or painted pictographs onto boulders, cliffs and cave walls were really storytellers. Their desire to communicate specific aspects of their lives is clear by the images they left behind. Their pictures included stories of family life, animals, hunting, travels, weather and worship. Both special events and everyday activities are memorialized in stone and show the people's intimate relationship with nature. The discovery, study, and preservation of these stones give us valuable links to the past, reminding us of those who have traveled on this earth long ago. Like these ancient artists, we all have stories to share about our lives. Like Geo, we carry a bag of story stones in our minds and hearts. These stones, gifts from the earth, celebrate the collective story of mankind. In this activity, the student will: Learn about petroglyphs and pictographs and their role in ancient storytelling Understand that rock art is one benefit of preserving the earth and its historic sites Write a personal memoir Illustrate the story by creating a simple pictographic line drawing Paint that image onto a display board in the classroom Share the story with their classmates Preparation: Create a Rock Art Storytelling Display Board (see instructions below). Have students visit Geo's EcoInfo Page to learn about petroglyphs and pictographs, as well as rock art locations around the world. To preview this educational area, click here. Share several examples of petroglyphs and pictographs with your students. Identify the location that these works of ancient art were found. See suggested reading list for books that cover this topic. While looking at the books, include the following questions in a whole group discussion: Question: Do you recognize any of these symbols? What do you think they represent? Answers to include: Common images include human figures, groups of people, hands and feet, mammals birds, fish, reptiles, insects, plants, weather and sky symbols, and abstract designs. Question: Why would people want to carve or paint pictures on rocks? Answers to include: To communicate. Question: What do you notice about pictures? Answers to include: That they are simple, geometric line drawings. Question: What subjects might an ancient artist choose to paint? Answers to include: People, animals, elements in nature, important daily activities, ceremonies etc. Question: What do these images tell us about the people who painted them? Answers to include: No one can be certain of the messages. Archaeologists make educated guesses and students can do the same. Question: Many of these sites have been lost through destructive forces of nature (i.e., erosion and exfoliation), but other works of art have been destroyed through mining, building dams, and vandalism. When people choose to destroy the rock art, what are we losing? What can we do to prevent more of these ancient story stones from being destroyed? Answers to include: We lose our historical link to the past. We lose an understanding of human civilization. We lose our ancient stories. We lose an important communication link to our ancestors. Discuss various methods of environmental activism. The Lesson: Ask your students to think about the stories in their lives. As a group, write a list of possible topics on the board. Stories might include funny family incidents, childhood memories, school activities, summer vacations, special events, or favorite pets. Each child writes a short memoir. (Depending on grade level, these stories can be edited, revised, and put into final draft format.) Invite the students to think about illustrating their stories in the way that ancient artists might depict them. What is the one image that stands out in the story? For example, if it is a pet story, the picture would be a simple representation of the animal featured in the tale. If it is a summer camping incident, a symbol of the story might be a tent, tree, fish, or sun, rather than a complete mountain landscape. Next, each child draws his/her symbol on a small piece of scratch paper. Drawings should be as simple as possible using lines and basic geometric shapes, without too much detail. Encourage your students to play with different ideas until they are satisfied with their final pictographic design. Each student paints a large version of his or her image onto the Rock Art Storytelling Display Board. (Note: You may wish to discuss size and placement with the children so all the pictographs will fit on your "rock face" paper.) When all the pictographs are dry, mount the "rock face" paper onto the wall or bulletin board. Students orally present their stories and pictographs. How to make a Rock Art Storytelling Display Board: Measure the wall or bulletin board that will support the display. Take a roll of brown butcher paper (or another dark color) and cut a sheet approximately the same size as your display area. Slowly tear the four sides of the paper all the way around the perimeter. This will create an irregular, organic shape rather than a clean-cut rectangle. This shape will represent the "rock face" for your students' pictographs. Crumble the paper, making sure not to tear it. Then, flatten it out onto a flat surface in preparation for painting. When your class is ready to paint the large display (step #8 in The Lesson), prepare a palette of black, white, orange, red, and/or brown tempera. These represent the traditional colors used in pictographs, since paints were made by crushing charcoal (black), gypsum (white), and ochre (yellow, orange, red and brown). When painting the pictographs, wide brushes, like a 1" flat brush, work best. Other Ideas: Instead of making the Rock Art Storytelling Display Board, have students paint their pictographs on small, flat rocks. Place these in a drawstring bag. During storytelling time, reach into the bag and select a painted stone. Invite the student rock artist to tell the story. Go on a rock hunt. Find some soft, chalky rocks and use them to draw pictographs on larger, flat rocks. If your area does not have soft "drawing" rocks, chalk pastels work well. Use completed rocks to create Geo's Story Stone Corner in your classroom. Rock Art and Mathematics. Several pictographs and petroglyphs had been discovered with dots next to them. Archaeologists suspect that these were used as number symbols. For example, a human figure with 9 dots under it may have indicated the age of the individual. A goat image surrounded by 22 dots could have shown the number of animals in a herd. Sometimes a dot was circled. Could this mean the number 10? Have your students create their own number system using their pictographs. They could use dots, circles, lines, zigzag--anything that comes to mind! Later, you might have them do simple math problems using their unique pictograph numbering system. Using sidewalk chalks create a giant pictographic "rock face" on a cement surface. Invite other classes to join in the fun! Have a storytelling festival when the drawings are completed. Students pretend that they are archaeologists who have traveled to different parts of the world studying pictographs and petroglyphs. During their journeys, they have taken "notes" in the form of pictographs painted on small stones. Have your students use their stones to share stories about the different cultures visited. Collect and share folktales from different cultures. Have students paint a pictograph for each story or book read. If classroom space permits, each student might paint their pictographs on their own large rock. The rock would function as the child's literary chart. Suggested Reading: Cox, J.H. Hawaiian Petroglyphs, (Hawaii: Booklines Hawaiian, 1970). Dewey, J.O. Stories on Stone: Rock Art, Images from the Ancient Ones, (Boston, MA: Little Brown, 1996). (Juvenile book) Harris, R. Easy Field Guide to Rock Art Symbols of the Southwest, (Arizona: Primer, 1995). La Pierre, Y. Native American Rock Art: Messages from the Past, (Virginia: Thomasson-Grant, 1994). Patterson, A. Rock Art Symbols, (Colorado: Johnson Books, 1992). Stokes, W.M. and W.L Stokes. Messages on Stone, (Utah: Starstone, 1996). Tinus, A.W. Young Goat's Discovery, (New Mexico: Red Crane Books, 1994). (Juvenile book)