ACTIVITIES

ART

Class Projects --Murals

1. Stag Light (or light tower with no family living in it)

Divide class into 5 teams, one for each floor of the lighthouse, providing each team with a piece of poster board showing outline of their floor.
Team will draw appropriate furniture, equipment or supplies for that floor. (or cut out and paste on.)
Example -Storeroom--barrel, wooden box, oil drum Bedroom - bed, picture, door to bathroom
Galley (Kitchen) - stove, pots and pans, icebox (or refrigerator), sink, table, and chairs
Recreation Room - bookshelf, TV, chairs, sofa Draw as one -. Watch or Service Room--oil drum, supplies
Lantern Room--lens
Tape them all together on wall to produce one tall stag lighthouse.

2. Marine Mural

Draw rocky shore, sandy beach with dunes, marine life under the sea, as well as in tidepools, buoys, lighthouse, pier, fishing and pleasure boats, ocean-going vessels, shorebirds, and gulls.

3. Lighthouse geographical and architectural mural

Students draw various locations lighthouses are found and then determine the appropriate design for each place -rocky cliff -a short tower (so as to be visible below fog or due to height of cliff), sandy shoal - a tall tower, either cylindrical or conical, island - a spark plug or caisson lighthouse, harbor entrance - could have a varied design.
Older children studying landforms could be given a topographical map showing a coastline to determine where they think lighthouses should be located.

4. Coastal, River, Bay or Sound Map of Lighthouses

Use pre-drawn map of any of above or teacher draw map of area where several lighthouses are located. (in children’s own state where applicable.)
If children live in N.Y., Michigan, or Maine, choose a particular section of shoreline or a limited number of the more important lighthouses.
Teacher or students to locate places on map where various lighthouses can be found, and mark on map with an X.
Make paper or cardboard 2D model of each lighthouse, and place on map in proper location with double-sided Scotch tape. Leave for a few days. Remove the lighthouses and play a game to see if children can place them in their proper location.
Each child could pick a particular lighthouse and write a few sentences about it giving factual information.

Individual Projects

1. Younger Children -

Give each child basic shapes to cut out, cylinder, cone, triangle, rectangle, square, half circle Using shapes paste together on blue background to form a lighthouse. Record what shapes were used and where.
This can be done as a mathematical exercise in visualizing and representing shapes by using 3 -D materials and constructing a lighthouse.
For higher grade levels, geometric shapes (pentagon, octagon, polygon, etc.) can be identified in photographs of lighthouses. The pattern design can then be reproduced as a 3-D image.

2. Reverse Image

Give each child a piece of blue construction paper. Using chalk or white poster paint, brush and sponge, let each child draw gulls, rocks, waves, clouds, fog, a lighthouse and whatever else their imaginations wish to depict.

3. Jigsaw Puzzles

Give each child a piece of construction paper to draw a lighthouse and color. Cut out, mount on cardboard, then cut into pieces to make a jigsaw puzzle. Exchange with another student to piece together.

4. Daymarks - Patterns of bright colors and bold design that help identify each lighthouse during daylight hours.

Use enclosed daymark outlines (enlarged) with instructions. (See page 21). Give an outline of a lighthouse to each child to create his/her own self-stylized daymark.

5. Lantern Room

Using pre-drawn lantern room, have children mark various items - dome, lens, galleries, lightning rod, etc.

6. Collage

Make a lighthouse collage using old cards, calendars, pictures, etc.

7. Stencil

Design a lighthouse stencil and use it to decorate.

8. Home Project - Constructing a Lighthouse

Using recyclable materials, such as glass jars and bottles, aluminum pie plates and foil, paper towel and toilet paper rolls, a shoe box, newspaper, magazines, paper bags, rubber bands, paper clips, plastic milk containers, 6-pack rings, have children construct a lighthouse or a light station.

LANGUAGE ARTS

Teacher read a lighthouse story to the class:
After initial storytelling, teacher start the story, then have children retell, recounting the various details or give an individual word from the story to each child and have them recount some event in the story using that word. You may want to let the children write their own lighthouse stories using that word, which could also be illustrated.

SCIENCE

The Properties of Light
1. Light travels in a straight line if it is not interrupted.
2. When light strikes a surface, it can be reflected, transmitted or absorbed, or a combination of all three.
3. Light travels through some objects but not through others.

Exercises

1. Use a flashlight to explain the principle of reflection, which is used in the parabolic reflector. The silver reflector behind the bulb acts like a mirror, concentrating the light, and increasing its brightness.
2. Shine a flashlight on an opaque object such as a desk; this will block the light. The object absorbs (assimilates or takes in) the light.
3. Shine the flashlight through a drinking glass, a transparent object (one that lets the light pass through).
   Most of the light will be transmitted (transferred or passed along).
4. Using a prism run the beam of a flashlight horizontally across the room. Place the prism in front of the beam and it will refract (bend) the light, breaking its normal path and causing it to shine on the ceiling, spreading out 1" in all directions.
   This demonstrates the principle of the Fresnel lens. The prisms and convex lens (curved outwards) work two ways; their shape and location also influence their effectiveness. The convex lens refracts ( bends or slants) the rays of light as they pass through. The prisms first refract and then reflect (throw out) the light
   Light can be classified according to its brightness:
   candlepower wattage