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Moth, The Fire Dancer is part of a compilation entitled Keepers of the Night which provides an integrated approach to teaching the mystery and fascination of the animals, plants, and insects that inhabit the world of night. Through the use of Native North American stories, nighttime artistic and scientific activities, children learn to develop a caring, constructive relationship with nature and the outdoors.
Moth, The Fire Dancer introduces its theme, insects, spiders and plants at night, with a Native American story. The discussion section that follows provides background information and questions about the night and its nocturnal interactions between insects, spiders and flowers. Students participate in a variety of activities that vary from playing games to scientific experiments. Each activity provides goals, detailed teaching instructions and a list of required materials.
The Scents of Attraction – Using a variety of pleasant liquid scents, the students play a game to understand why scent is a good attractant for moths.
Light Up the Night – Students set out different coloured lights and observe which colours generally attract more insects. They record and share their observations.
The Blooming Night – Students discover the sensory world of flowers that bloom at night. They observe insects and spiders that are active on flowers at night.
Cricket Cacophony – Students learn how and why crickets call in the evening and at night. They listen to crickets calling and create their own cricket chorus.
Cricket Thermometer – Students listen to the number of calls made by the field cricket in fifteen seconds and use a formula to calculate the approximate temperature in Fahrenheit and Celsius.
Firefly Flashers – Students learn why fireflies create and flash their lights. They participate in a game during which they identify their mate by recognizing a particular flash of pattern of lights.
The Spider and the Firefly – Students use a red light to observe a spider in action on its web at night.
Poetry to Your Ears – Students create poems from words describing the unique sounds of the night.
A section entitled Extending the Experience provides a variety of activities to reinforce and supplement the lessons of the story and activities.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Poor/Not considered|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Poor/Not considered|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Poor/Not considered|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Poor/Not considered|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Very Good|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|