DRAGON THEME --Suggested plans for multiage grouping. The following is a plan for activities for years one to four in a multiage grouping. The plan encompasses several afternoons of two parts. This plan was made for around 55 students, with three teachers involved. PART I WEEK ONE Day 1 1. Strong reader(s) reads to the group a dragon story. 2. The group completes a comprehension activity: ie - clock sequence chart story board - characters, setting, problem, solution. 3. The group members each make paper bag puppets to represent the characters in the story. Day 2 1. Puppets are finished. 2. Groups practise retelling their stories as a play. 3. Plays are presented. ASSESSMENT & EVALUATION: 1. Did the students work cooperatively? 2. Did the play accurately reflect the story? 3. What was the interest and participation level? WEEK TWO Day 1 1. Groups draw, colour and cut out a dragon. (Large rolls of paper) 2. Dragons are put up on (gym) walls. Each dragon must have its name beside it. Day 2 1. Charts are put beside each dragon for attributes. Groups will go to others' dragons and do measuring and fill in the chart. Repeat for three dragons. 2. Groups next must read the information by finding which dragon is tallest? longest? has longest tail, wings? etc. ASSESSMENT AND EVALUATION: 1. Did the students work cooperatively? 2 How accurate were their measuring activities? 3. What was the interest and participation level? PART TWO: This consists of centres, three per room, three rooms, with a different emphasis in each room. Students visit three centres each afternoon for three afternoons spread over three weeks, thirty minutes per activity. Science Centres: 1. Using plasticene, students will show a dragon's life cycle, from egg to death. 2. Students will design a suitable environment for a dragon. They will represent this with a picture that shows a dragon's home, food, climate, surroundings, etc. 3. (Teacher directed) Students participate in making a food i.e.-dragon shaped cookies. (no baking involved) Socials Centres: 1. Listening centre: Students will hear a story involving a dragon that involves showing fears. On a piece of paper divided into two parts, students will draw a picture of the situation showing being afraid, and another picture of how that fear could be handled. 2. Two pictures of dragons will be on display - one of the traditional benign Eastern culture dragon, - and one of the traditional fierce Western culture dragon. Students will compare and contrast the attributes of the two dragons. Results could be shown with a Venn Diagram. Descriptions could include the feelings the pictures give, as well as the physical attributes. Students could complete a writing activity such as: I like the ____________ dragon because ____________. I don't like the ____________ dragon because ____________. 3. Adopt a Dragon. Students will fill out adoption papers for a pet dragon. They must now complete a booklet with the following information: 1. What food do you need for your pet? Write/Draw the things you are going to get at the store. 2. Draw your house. Put an X where your pet will sleep. 3. Make an exercise schedule, a bath schedule, etc. 4. What rules will you give your friends about playing with your new pet? 5. What is your pet's name? Arts Centres: 1. Students will make a dragon mask. (paper plates or large paper bags, with streamers, feathers, sequins, etc) 2. (teacher directed) Students will practise calligraphy using brushes. They will make a scroll with their names. 3. Murals: Two murals will be labelled-- Knights and Dragons Dragons' Playground. Students will draw, colour, cut and paste additions to either mural. The murals will be cummulative; each of three groups will add the mural. ASSESSMENT AND EVALUATION: 1. Did students participate in each activity? 2. Were they able to work with little supervision? 3. How well were they able to follow directions? 4. How did they react to the finished products? 5. Did group members help each other? UNIT END ACTIVITY: Students will watch an appropriate video Pete's Dragon or Puff, the Magic Dragon Appropriate refreshments will be served, ie Dragon's popcorn (with green food colouring) and Dragon's Blood Drink (juice) UNIT EVALUATION: 1. Student self-evaluation. 2. Teacher evaluation of activities. ----------------------------------------------------------------- ################################################## ###### ###### ###### LIFE CYCLE ###### ###### ###### ################################################## ACTIVITY - Mold a baby dragon from clay or plasticene. - Place the dragon in an empty egg shell or 'leggs' container. _ In booklet form, illustrate and describe the following stages of a dragoon's life cycle. Page 1. Eggs 2. Hatching 3. Growth and Development 4. Diet (of young and adult) 5. Population Control 6. Flight Begins 7. Human Contact 8. Your Own Conclusion - Design an interesting cover for your book. - When the book has been assembled, place both your model and life cycle story on display for others to enjoy. Reference The Flight of Dragons by Peter Dickinson Harper and Row Publishers Note : Discuss possible "life-cycle" stages for a dragon. Older students can creat their own written description of the cycle. =========================================================== A DRAGON LIFE CYCLE =========================================================== ooo ooo o o o o o o o o o o o o ooo ooo / \ ---------> | | | | | | | | <--------- V ooo ooo o o o o o o o o o o o o ooo ooo Dragons hatch from eggs. They grow larger each day. Gradually their wings begin to grow. When the wings are big and strong the young dragon begins to learn to fly. The young dragon also begins to learn to breathe fire. Adult females lay eggs, and the cycle begins again. .