TITLE:          MONSTERS, MONSTERS, MONSTERS
 
GRADE LEVEL:    Early Childhood, Pre-K K,1,2,3
 
SUBJECT AREA:   Interdisciplinary, Whole Language, Computers &
                Telecommunications
 
NAME:           Elissa H. Gerzog
                gerzoge@mail.firn/edu
 
OVERVIEW:
Monsters, Monsters, Monsters introduces primary and early childhood
students to the concepts of the internet, telecommunications, and e-mail.
The project shows teachers how to incorporate telecommunications into their
existing curriculum and into classroom instruction.  Monsters, Monsters,
Monsters, is a whole language project, which allows it to fit into any or
all areas of the curriculum.
 
Directions are open ended, so as to meet any teaching style.  Minimal
requirements are sending one e-mail message.  However an extended
learning can include how to set up a distribution list on the servers word
processor.  Snail mail pictures of the monster are often exchanged between
group participants.  Over the past year seven groups of across the United
States including Alaska and Hawaii, Canada, Finland, United Kingdom, India
and Australia have participated in this project.  These groups included
more than 125 teachers and 3000 pre-kindergarten to third grade students
have been included.
 
DETAILS -
 
PURPOSES:
The purpose of Monsters, Monsters, Monsters is to introduce primary and
early childhood students to the concepts of the internet,
telecommunications, and e-mail.  Students further will learn how to work
cooperatively and collaboratively.  They gain a perspective on global
awareness
 
For teachers, the project had the purpose of teaching them how to
incorporate telecommunications into their existing curriculum and into
classroom instruction.
 
OBJECTIVES:
TECHNOLOGY:
See how communications with other places around the world can be made
through the use of computers.  (Optional) To perform some of the tasks
necessary to make this communication, (i.e. use a computer to connect to a
telecommunications service.  Type and send e-mail etc.
 
OTHER SUBJECTS :
Literature/reading: Read popular children's book for enjoyment and/or
discussion
 
Oral Language: Describe an assigned physical feature of an imaginary
monster
 
Math: How many, Counting, sizes, measurement, number recognition.
 
Science/ Health: Identification of body parts.
 
Social Studies: Map and Globe Skills, Global awareness and understanding.
Geography, Weather, Voting etc.
 
Art: colors, usage of different mediums
 
DURATION:
 
REGISTRATION: Participants have one week from the day the project is
announced to  sign up.
 
RESPONSES: All responses to assigned "parts" should be sent within 5 days
of receiving them.
 
PROJECT CORRESPONDENCE: MAIL CORRESPONDENCE: 5-10 minutes reading and
writing on days that mail correspondence takes place.
 
CLASSROOM ACTIVITIES: Depends on how much time teacher desires to spend on
project.  This can vary from one half hour to an entire whole language unit
that takes several days or longer.
 
MATERIALS:
MINIMUM HARDWARE NEEDS:  If teacher has computer, modem, phone line,
telecommunications software, and account with a telecommunications service,
the project does not require that the students have these.
 
OTHER NEEDS: The book, There is a Nightmare in my Closet (Cupboard in
Australia) by Mercer Mayer.  Chart paper, markers, (or chalk board and
chalk) selected art supplies, maps and globes are optional.
 
PROCEDURES:
        1. Discuss the project, identify the other participants (use
        computers where available, maps if desired)
        
        2. Read- There is a Monster in my Closet by Mercer Mayer
 
        3. Using any oral language development situation let the group
        describe an assigned physical feature. Ideas can be charted. If
        several ideas are developed group can "vote" on the answer .
        Extended activities *can be used to meet any and all curriculum
        objectives as listed above.
 
        4. Return via e-mail the description of the assigned physical
        feature.
        
        5. When the entire description arrives, chart these.
 
        6. Create the monster
        
        7. (Optional) Take photo's and send to the other participants
 
        8. Continue to use extended activities* to meet curriculum
        objectives.
 
* Extended activities examples:
 
Global awareness, identifying other participants locations on maps, talking
about the weather in those places.
 
Time zone differences, etc.
 
If the monster has rotten teeth then a discussion on dental health fits in
here.
 
If the hair is 15 inches long then measure out 15 inches.