Copies of the 1-page list of 28 events (for each child to use during class)

Transcription

1 BEAD 12: Insects evolve wings MATERIALS (STANDARD) FOR EACH CLASS: The Storyboard Box Copies of the 1-page list of 28 events (for each child to use during class) Beads Box that contains labeled bags of the extra beads from prior weeks Clear tape for affixing the bead to the first square in the matrix MATERIALS FOR THIS SESSION: MATERIALS FOR NEWCOMERS: Beads in a Sock chosen to represent flying insects, e.g. dragonfly (they can all be the same) An older student or adult volunteer to create a costume and play role of Dragonfly Copies of scripts (Teacher, Dragonfly, and the 8 Questions & Answers) Basket or hat to hold the folded pieces of paper with each of the 8 questions The 1-page list of 28 events (to take home) Blank Storyboard with the 28-event Matrix already glued on (write their name on it) Beads Box containing beads for all the events discussed thus far ETHICAL OR WORLDVIEW LEARNINGS: Gaining a deep respect for how amazing insects are. PREPARATION NOTES: Recruit an older student or an adult volunteer who loves to be dramatic and who can create a simple Dragonfly costume. Do this several weeks in advance and give them their script plus the 8 Q&A early to study, so they can memorize as much as possible, if they wish. Work out in advance with them exactly when they will enter the classroom without knocking, so it will be a surprise. Have a chair set up for them in the front of the class. Cut apart the 30 rhyming verses (for handing out to the kids who volunteer for each) and also have the full list handy for you yourself to refer to. Get really familiar with how the beat sounds by listening to the online AUDIO of how it sounds. If you are really lousy with the cadence of poetry and cannot hear how syllables must hold to the beat, recruit an older student or adult to lead the class in this part. AUDIO: Read in advance the Preparing for Circle Poem Performance and the Performance itself, and practice moving your arm as directed for the 8-count beat. Practice reciting a couplet or two as you move your arm. If you don t find this easy, recruit a musical adult or older student in advance to lead this part. My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 1

2 REVIEW OF PRIOR WEEK (PARTICIPATORY; CIRCLE RECOMMENDED): Who was here last week? Who wants to help us remember what we talked about and did last week? Amphibians evolve; Ozzie and the Snortlefish play; Snortlefish Song Did anyone do any extra research to tell the rest of us about? NEWCOMER AND ABSENTEE CATCH-UP TIME 1. If you have ANY NEWCOMERS, everyone begin by sitting in circle. Then ask for volunteers ( Which Earthling will volunteer... ) to bring these things to circle center: Storyboard Box, extra storyboards, Beads Box, clear tape, marker pen. 2. Ask another volunteer to pass out a copy of the 28-events list to everyone in the circle. 3. Introduce the Newcomer children. 4. Assign the least-participatory children each of these tasks, in sequence: Give [NEWCOMER NAME] a blank Storyboard. Help [NEWCOMER NAME] select a bead for the event(s) they missed. Show [NEWCOMER NAME] an example of a Storyboard with bead(s) taped on, so they can see where to tape their new bead(s) on. Give [NEWCOMER NAME] a marker pen so that they can write their name on the Storyboard. Note: Because there are so many beads to catch up on, encourage the newcomer to do beads selection and taping to board while they half-listen to what is going on in class. Then next session they can fully participate. Absentee kids will probably want to catch up by coming to class early and selecting a bead from the prior week and taping it on even before class begins. STORYTELLING (PARTICIPATORY; CIRCLE RECOMMENDED): TEACHER: [Ask the kids what event we are learning about this week.] Answer: Insects evolve wings and become the first creatures to fly. TEACHER: [Ask the kids what they know about this event. DRAGONFLY should come through the door as a surprise after a few minutes of discussion.] My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 2

3 Script for TEACHER DRAGONFLY: Enter classroom without knocking at a time pre-arranged with teacher. Fly to your chair in the front of the room. Look at nobody until you sit in your chair, then sit silently till somebody guesses Dragonfly. TEACHER: Silently watch Dragonfly enter. When Dragonfly is seated, extemporaneously deliver your first line before you pick up the script, so it looks real, rather than like a play. Hmmm. This is an interesting turn of events. Who do you think this is?! Give clues, such as starts with D... flies fast over ponds DRAGONFLY: When someone guesses your name correctly, jump up and fly with excitement, saying, Yes, yes! I am Dragonfly! then sit back down. TEACHER: Invite the class to recite together, Welcome, Dragonfly! TEACHER: So Dragonfly, tell us about yourself, and why all of the flying insects of the world have chosen YOU to represent them in our classroom today. DRAGONFLY: I, Dragonfly, a member of the Odonata [OH-duh-NAH-tah] clan within the class of insects, was selected to represent all the flying insects of the world because I am the fastest flier of all. I am also one of the few insects that can fly backwards as well as forwards. Besides, I am the fiercest insect that hunts in the air. So even though I try not to be a bully to anyone, I do get a lot of respect. TEACHER: That s very good of you to not be a bully. But don t you actually eat some of your fellow insects? DRAGONFLY: Actually, my entire diet consists of insects, along with some spiders, but we insects are used to eating one another. TEACHER: Some people don t know the difference between you and a Damselfly. Could you explain? Hold up the picture of Dragonfly and Damselfly for all to see (last page). DRAGONFLY: Damselflies are smaller than dragonflies, and they can t go from a hover to a fast zoom as quickly and as far as we can. But the easiest way to tell the difference is to wait My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 3

4 for each of us to land somewhere: My wings always stay straight out to the side, whereas Damselflies fold their wings up over their backs. TEACHER: [say to class] Our distinguished guest seems quite happy to answer questions, so help me out. [Explain the basket/hat, choosing a slip of paper, asking Q.] TEACHER: [The questions can be chosen and read in any order. After each answer, lead the class in saying in unison,] Thank you Dragonfly! When the question/answer session has ended.... TEACHER: Thank you, Dragonfly, for answering our questions. I have one more question for you. We have been learning the story of the Universe, the Milky Way Galaxy, this Solar System, Earth, and how Life on Earth evolved. Do you and your insect relatives tell the same story as we tell? DRAGONFLY: Our story is exactly the same through the Lucky Little Seaweed. After that, we ignore you fishes and instead tell the story of Crusty the Crustacean Who Crawled Out on the Coast. TEACHER: Pretty soon our story will include dinosaurs and little mammals and primates and humans. Do you insects ignore those parts of the story, too? DRAGONFLY: We ve got one really fun episode where mosquitos tell the story of how much they love to suck on the blood of mammals, especially humans because you don t have any fur to dig down through. TEACHER: Well, that is delightful. [Turn to students and ask them to join in thanking our Dragonfly guest, by applause..... After APPLAUSE... Dragonfly, please stay on with us, as we have a special way we will honor you. DRAGONFLY: Thank you. I will stay. [Dragonfly, find a place to sit and watch while the students prepare. Then when the circle performance begins, you join the circle too.] My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 4

5 Script for DRAGONFLY DRAGONFLY: Enter classroom without knocking at a time pre-arranged with teacher. Fly to your chair in the front of the room. Look at nobody until you sit in your chair, then sit silently till somebody guesses Dragonfly. TEACHER: Silently watch Dragonfly enter. Hmmm. This is an interesting turn of events. Who do you think this is? Give clues, such as starts with D... flies fast over ponds DRAGONFLY: When someone guesses your name correctly, jump up and fly with excitement, saying, Yes, yes! I am Dragonfly! then sit back down. TEACHER: Invite the class to recite together, Welcome, Dragonfly! So Dragonfly, tell us about yourself, and why all of the flying insects of the world have chosen YOU to represent them in our classroom today. DRAGONFLY: I, Dragonfly, a member of the Odonata [OH-duh-NAH-tah] clan within the class of insects, was selected to represent all the flying insects of the world because I am the fastest flier of all. I am also one of the few insects that can fly backwards as well as forwards. Besides, I am the fiercest insect that hunts in the air. So even though I try not to be a bully to anyone, I do get a lot of respect. TEACHER: That s very good of you to not be a bully. But don t you actually eat some of your fellow insects? DRAGONFLY: Actually, my entire diet consists of insects, along with some spiders, but we insects are used to eating one another. TEACHER: Some people don t know the difference between you and a Damselfly. Could you explain? Hold up the picture of Dragonfly and Damselfly for all to see. DRAGONFLY: Damselflies are smaller than dragonflies, and they can t go from a hover to a fast zoom as quickly and as far as we can. But the easiest way to tell the difference is to wait for each of us to land somewhere: My wings always stay straight out to the side, whereas Damselflies fold their wings up over their backs. TEACHER: [Prepares for students to ask Dragonfly questions drawn from a hat.] My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 5

6 DRAGONFLY: [Refer to your list of 8 Questions and Answers. Note that the questions will be asked in random order, so be prepared.] When the question/answer session has ended, teacher will say.... TEACHER: Thank you, Dragonfly, for answering our questions. I have one more question for you. We have been learning the story of the Universe, the Milky Way Galaxy, this Solar System, Earth, and how Life on Earth evolved. Do you and your insect relatives tell the same story as we tell? DRAGONFLY: Our story is exactly the same through the Lucky Little Seaweed. After that, we ignore you fishes and instead tell the story of Crusty the Crustacean Who Crawled Out on the Coast. TEACHER: Pretty soon our story will include dinosaurs and little mammals and primates and humans. Do you insects ignore those parts of the story, too? DRAGONFLY: We ve got one really fun episode where mosquitos tell the story of how much they love to suck on the blood of mammals, especially humans because you don t have any fur to dig down through. TEACHER: Well, that is delightful. [Turn to students and ask them to join in thanking our Dragonfly guest, by applause..... After APPLAUSE... Dragonfly, please stay on with us, as we have a special way we will honor you. DRAGONFLY: Thank you. I will stay. [Dragonfly, find a place to sit and watch while the students prepare. Then when the circle performance begins, you join the circle too.] My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 6

7 ACTIVITY: PREPARING FOR CIRCLE POEM PERFORMANCE TEACHER DIRECTIONS: Have your 3-page set of 30 Dragonfly verses handy. But first hand out all but the first 2 verse cut-outs to whoever volunteers. I strongly suggest you do it by reading the first line of each couplet aloud to the whole class, and giving each verse to whoever volunteers. Make sure everyone who wishes gets a chance to volunteer before any student gets to have a second verse to work on. Some kids may not want to volunteer. Don t push them. They will still get a chance to participate in circle. And there will be another beads session that uses the same approach so they might be inspired to volunteer at that time. Begin by explaining the whole project, that it will culminate in us all standing in circle and each of us with a slip of paper reciting our part while the rest of us mark out the beat with our bodies. Each volunteer will have a 2-line poem to recite, but the interesting part is: Before we form the circle, each volunteer gets to create the second line of the poem! All you have to do is think of a way to end the second line so that it rhymes with the first line. [READ THE FIRST 2 VERSES AS EXAMPLES.] 1. DRAG - GON - FLY... BORN in the PAL-e-o-ZO-ic your STOR-y IS her-o-ic 2. DRAG - GON - FLY... has MIL-lions of YEARS of FLIGHT has COM-pound EYES for SIGHT! Review that the first verse rhymed PALEOZOIC with HEROIC. The second verse rhymed FLIGHT with what word? [SIGHT]. Ask the class to brainstorm out loud other words besides sight that would rhyme with flight. Then ask if anyone wants to use any of those rhyming words in a new second sentence that begins with Draaaaagonfly. Help the student rework the sentence, if necessary, so that it has the right number of emphasized syllables in it after Dragonfly. Note that there are always 3 emphasized syllables. Make sure you listened in advance to the audio of how to say it on the beat:! AUDIO: After all verses are handed out, give the kids about 5 minutes to write their second lines and to practice saying both. Tell them it is okay to trade their verse with another student, or to ask a someone for help in writing it or how to say it on the beat. THE SYLLABLES IN CAPITAL LETTERS ARE THE ONES TO BE EMPHASIZED. So make sure the line you write also has 3 emphasized syllables after the word Draaaaaagonfly. Anyone who gets done early, walk around and see if one of your classmates might appreciate your help. My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 7

8 ACTIVITY: PERFORMING CIRCLE POEM TEACHER DIRECTIONS: If you are clumsy at carrying a beat, have a musically gifted older student or adult lead this part for you.! Gather the kids in a circle, each with their verse in hand. Invite DRAGONFLY to be part of the circle, too. Begin by teaching everyone how to mark out an 8-count beat: Put both arms straight down at your sides. Then bend one arm at the elbow so that the lower arm sticks out in front, making the whole arm look like the shape of an L. This is the position of the down beat, which is each number in an 8-count beat. The and between each number is marked by the up beat, with the hand about 6 inches higher than the position of the down beat. Demonstrate:! and 1 and 2 and 3 and 4 and 5 and 6 and 7 and 8 Repeat until the kids all follow you. Then while they keep the beat you recite the first verse, below. [NOTE: The 6 emphasized syllables in each line occur on these beats: 1, 2, 3, 5, 6, 7. This means that beats 4 and 8 are pauses without words. You don t need to tell the kids this. It should just feel natural. But if it doesn t feel natural to you, make sure you use a volunteer leader for this, and have that leader listen in advance to the AUDIO example.]! Pause, and tell the kids that from now on, as they keep the beat, ask them to join in on just the Dragonfly part of each line, if they can. Or just keep the beat, if that is too difficult. (Some may also begin to repeat the whole line, and that is okay.)! 1. DRAG - GON - FLY... BORN in the PAL-e-o-ZO-ic your STOR-y IS her-o-ic Try the same thing with the second verse, repeating it over and over until most of the kids are able to keep the beat AND say Dragonfly at the beginning of each line. 2. DRAG - GON - FLY... has MIL-lions of YEARS of FLIGHT has COM-pound EYES for SIGHT Now ask for a student to volunteer to recite their own verse, while the rest of us keep the beat and say Dragonfly. Ask them to recite their 2-line verse twice. If they don t get the rhythm right, help them say their lines in a better way. (Maybe ask DRAGONFLY to stand alongside them and help them read at the right pace.) You may need to improvise a simpler sentence for the child, while keeping the same final rhyme. Other kids might volunteer ideas aloud, and this is good. My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 8

9 ! Keep asking for volunteers to recite their verses as the rest of us mark the beat. And do the same for all. When you get through everyone, if there is time, have the circle rearrange to go in order, beginning with Verse 3, and then Verse 4 next to them, 5 next to them and so on. Then see if you can get through the whole circle, without stopping or stopping just to get on-beat again when a mistake happens. Make it fun when a mistake happens, so that there is no pressure.! Note that many of the kids will instantly be able to recite back from memory a new verse as soon as they hear it, so on this final round, you might have each student recite their verse twice, in turn, and encourage any who wish to join in on the second recitation Maybe have everyone applaud themselves at the end. ACTIVITY: CHOOSING THE BEAD (INSECTS EVOLVE WINGS) TEACHER DIRECTIONS: Pass around the sock with the INSECT beads in it. Let the kids know if the beads are all the same. If there are a variety of beads, then instruct the kids to choose a bead by feel no peeking! ACTIVITY: ADDING THE NEW BEAD TO THE STORYBOARD TEACHER DIRECTIONS: Do this in your usual fashion. AT CLASS END: Request children to put their storyboards into the storage box. So what event will we be doing next week?.... [look at list] Trees grow tall when plants discover how to fill their stems with sturdy cells of wood.! Did anyone volunteer today to research a question and report back next week [or later this week]? My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 9

10 CLOSING SONG I am a child of the Universe. You are a child of the Universe. We are all one. My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 10

11 QUESTIONS & ANSWERS [this copy for DRAGONFLY] 1: Is there anyone you are AFRAID of? ANSWER: I am afraid of only the fastest birds that catch insects as they fly through the air. The birds called swallows are my biggest danger because they might swoop down on me without warning. But I can easily dart away from slower birds. 2: Why are your EYES so big and round? ANSWER: These two mounds on my head may look like very big eyes. But each of them is actually made up of hundreds of tiny eyes. Scientists call my kind of eye Compound Eyes. Compound eyes are especially great for seeing in all directions at the same time. I can see up, down, forward, and back without ever moving my head! 3: Do insects have ANCESTORS WHO LIVED IN THE SEA, like we vertebrates have? ANSWER: Yes! Our most ancient ancestors all lived in the sea, just like yours did. But our ancestors crawled out of the sea onto land when your fishy ancestors were still really fearful of the not-water. Ours crawled out in the Devonian period of the Paleozoic, and we actually started flying during the Carboniferous. Your ancestors were all still fish back then. 4: Are you entirely a LAND CREATURE? ANSWER: As an adult I am. But dragonfly females must lay their eggs in water, usually on the surface in the shallow part of a pond. And then our young ones may spend up to 5 years in the water before they grow big enough to crawl out on land and pop open their wings. 5: Who are your CLOSEST RELATIVES that still live in the ocean today? ANSWER: Crustaceans are my closest relatives in the ocean. Crustaceans include crabs, lobsters, and shrimp. Crayfish are freshwater kinds of crustaceans that live in streams. My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 11

12 6. How do you BREATHE? ANSWER: Ha, now that is an interesting question! No insect ever evolved lungs. Instead, our ancestors developed a whole separate system of tubes throughout our bodies to carry air. So, while your blood vessels carry oxygen as well as nutrients from your food and move them to all the cells in your body, we insects have 2 distinct systems: one for blood to carry nutrition and the other just tubes full of air. The only problem with using tubes for air is that we can t get very big. You vertebrates have a heart to pump oxygen-rich blood through your big bodies, but our heart doesn t have anything to do with the air in our tubes. So if we get too big, we can t get enough air to move through the tubes. That means we have to stay pretty small.! However, very young dragonflies breathe in a different way. Since they spend their entire childhood underwater in ponds and streams they can t use tubes to breathe. So they evolved a kind of gill but their gills are not on their neck, like the gills of a fish. Instead, their gills are inside their butts. Yes, dragonfly children breathe by using their butt muscles to move water in and out. 7: What is your FAVORITE MEAL? ANSWER: I love to eat mosquitos. Sometimes I keep hunting after sunset, even though bats become a big danger to me then. I like to stay out late because that s when I have the best chance to catch my favorite meal: a mosquito filled with the blood of a mammal a mammal like you! 8. What kind of insect was the RUNNER-UP for getting chosen to represent all insects? ANSWER: The Monarch Butterfly got the second highest number of votes. But when I told everybody that some dragonflies migrate just as far as Monarchs do to escape the winter, I won the race. You see, the Green Darner Dragonfly migrates from its summer home in the northern United States to where it spends the winter in southern Mexico. And the Globe Skimmer Dragonfly migrates from India across the ocean to Africa. My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 12

13 QUESTIONS [this copy to cut apart] 1: Is there anyone you are AFRAID of? 2: Why are your EYES so big and round? 3: Do insects have ANCESTORS WHO LIVED IN THE SEA, like we vertebrates have? 4: Are you entirely a LAND CREATURE? 5: Who are your CLOSEST RELATIVES that still live in the ocean today? 6. How do you BREATHE? 7: What is your FAVORITE MEAL? 8: What kind of insect was the RUNNER-UP for getting chosen to represent all insects? My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 13

14 Dragonfly 1. DRAG - GON - FLY... BORN in the PAL-e-o-ZO-ic your STOR-y IS her-o-ic 2. DRAG - GON - FLY... has MIL-lions of YEARS of FLIGHT has COM-pound EYES for SIGHT 3. DRAG - GON - FLY... no DAM-sel FLY would KISS 4. DRAG - GON - FLY... makes O-ther IN-sects WA-ry 5. DRAG - GON - FLY... a CAR-bon-I-fer-ous CREA-ture 6. DRAG - GON - FLY... has SPE-cial TUBES for AIR 7. DRAG - GON - FLY... AL-most as OLD as a FERN 8. DRAG - GON - FLY... the FAST-est IN-sect a-live 9. DRAG - GON - FLY... OLD-er than DIN-o-SAURS 10. DRAG - GON - FLY... can HO-ver and AL-so ZOOM My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 14

15 11. DRAG - GON - FLY... has WINGS that NE-ver FOLD 12. DRAG - GON - FLY... e-volved when FERNS grew TALL 13. DRAG - GON - FLY... has LEGS that NUM-ber SIX 14. DRAG - GON - FLY... your WINGS may BE trans-par-ent 15. DRAG - GON - FLY... in WA-ter you LAY your EGGS 16. DRAG - GON - FLY... pa-trols each POND and PUD-dle 17. DRAG - GON - FLY... of the O-do-NA-ta CLAN [OH-duh-NA-tah] 18. DRAG - GON - FLY... to GROW its YOUNG must MOLT 19. DRAG - GON - FLY... you de-fend your TERR-i-TOR-y 20. DRAG - GON - FLY... some KINDS are ORANGE or RED My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 15

16 21. DRAG - GON - FLY... you re NOT real GOOD at WALK-ing 22. DRAG - GON - FLY... we re LUCK-y you CAN T grow BIG 23. DRAG - GON - FLY... is SOME-times BLUE and BLACK 24. DRAG - GON - FLY... can LIVE for MAN-y YEARS 25. DRAG - GON - FLY... its YOUNG breathe THROUGH their BUTT 26. DRAG - GON - FLY... we LOVE to LEARN your STOR-y 27. DRAG - GON - FLY... your EYES are REAL-ly COOL 28. DRAG - GON - FLY... please LAND up-on my NOSE 29. DRAG - GON - FLY... you DART this WAY and THAT 30. DRAG - GON - FLY... is QUICK to DODGE a CAR My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 16

17 1. DRAG - GON - FLY... BORN in the PAL-e-o-ZO-ic your STOR-y IS her-o-ic 2. DRAG - GON - FLY... has MIL-lions of YEARS of FLIGHT has COM-pound EYES for SIGHT 3. DRAG - GON - FLY... no DAM-sel FLY would KISS 4. DRAG - GON - FLY... makes O-ther IN-sects WA-ry My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 17

18 5. DRAG - GON - FLY... a CAR-bon-IH-fer-ous CREA-ture 6. DRAG - GON - FLY... has SPE-cial TUBES for AIR 7. DRAG - GON - FLY... AL-most as OLD as a FERN 8. DRAG - GON - FLY... the FAST-est IN-sect a-live My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 18

19 9. DRAG - GON - FLY... OLD-er than DIN-o-SAURS 10. DRAG - GON - FLY... can HO-ver and AL-so ZOOM 11. DRAG - GON - FLY... has WINGS that NE-ver FOLD 12. DRAG - GON - FLY... e-volved when FERNS grew TALL My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 19

20 13. DRAG - GON - FLY... has LEGS that NUM-ber SIX 14. DRAG - GON - FLY... your WINGS may BE trans-par-ent 15. DRAG - GON - FLY... in WA-ter you LAY your EGGS 16. DRAG - GON - FLY... pa-trols each POND and PUD-dle My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 20

21 17. DRAG - GON - FLY... of the O-do-NA-ta CLAN [OH-duh-NA-tah] 18. DRAG - GON - FLY... to GROW its YOUNG must MOLT 19. DRAG - GON - FLY... you de-fend your TERR-i-TOR-y 20. DRAG - GON - FLY... some KINDS are ORANGE or RED My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 21

22 21. DRAG - GON - FLY... you re NOT real GOOD at WALK-ing 22. DRAG - GON - FLY... we re LUCK-y you CAN T grow BIG 23. DRAG - GON - FLY... is SOME-times BLUE and BLACK 24. DRAG - GON - FLY... can LIVE for MAN-y YEARS My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 22

23 25. DRAG - GON - FLY... its YOUNG breathe THROUGH their BUTT 26. DRAG - GON - FLY... we LOVE to LEARN your STOR-y 27. DRAG - GON - FLY... your EYES are REAL-ly COOL 28. DRAG - GON - FLY... please LAND up-on my NOSE My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 23

24 29. DRAG - GON - FLY... you DART this WAY and THAT 30. DRAG - GON - FLY... is QUICK to DODGE a CAR My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 24

25 Dragonflies (top) never fold their wings. Damselflies (bottom) rest with wings folded. My Universe Story, by Connie Barlow, version 11/09/10, Lesson Plan for Bead 12! page 25