Because the CYC is located in Maryland, we looked to the Maryland State Curriculum for guidelines. The Maryland Voluntary State Curriculum defines what students should know and be able to do at each grade level in specific content areas. A representation of some of the standards and how they were met are below.
Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
After the children started thinking about bugs and generating questions, they searched for bugs on the playground or at home using bug catchers and nets. Once a bug was caught, it was examined carefully. Children worked to determine what type of habitat they could create in their bug catchers to make their bugs more at home. When some boys noticed the butterflies they had caught were attracted to flowers, they added flowers to the bug catcher.
Demonstrate an understanding of concepts of print to determine how print is organized and read and Compose oral and visual presentations that express personal ideas
The girl on the right decided on her own to write a book about bugs. Using invented spelling she wrote and illustrated several pages. This page says, "Bugs are slimy".
Develop comprehension skills by reading a variety of informational texts and Develop comprehension skills by listening to a variety of self-selected and assigned literary texts.
The local library contained numerous fiction and non-fiction books dedicated to bugs. The classroom shelves were stocked with these books that were read to the children individually, in small groups and at meeting.
Explore and display data. Apply a variety of concepts, processes, and skills to solve problems.
After learning that an insect had three body parts and six legs, children made a point of discovering which bugs were insects by counting their legs and body parts. To find out whether most children liked bugs or not the class did a survey. The survey was tallied and transferred to a compiled chart. From this chart the children were able to tell how many children in each room liked bugs and which rooms had the most children that did not like bugs.
Recognize that a globe and maps are used to help people locate places.
Before going on the campus field trip, a map was explored by the children to see the route they would be taking. Since many children's families worked on campus, they were familiar with many landmarks. This gave the children an idea of where they would be going.
Use color, line, and shape to represent ideas visually from observation, memory, and imagination.
Many observational drawings were made from actual bugs that were collected. Other drawings were made from memory or imagination when dictating stories that had happened previously. A variety art materials were available to the children on low shelvess that they could access on their own.
Explore creative expression through music.
Many children's songs relate to bugs, The Insy Weensey Spider, I'm Bringing Home a Baby Bumble Bee, The Ants Go Marching 1 by 1, Herman the Worm, etc. Musical instruments were available to the children throughout the day. Many children enjoyed dancing to the melodies. The choice of these songs were inspired by the overwhelming interest in bugs.
Explore spatial awareness and a variety of locomotor skills.
The movement teacher had the children explore moving like different insects, such as trying out what it might feel like to be in a cocoon and emerge as a butterfly. The children particularly liked moving like the bugs they had read about in books.