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The Paddling Puppeteers

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Since 1998 Glen and his “Paddling Puppeteers” have been traveling across Canada performing music shows and musical puppet shows all about Canada and its beautiful land, critters and people. 

Music show;  Glen just released his latest children’s album “Deep Woods Jamboree.” In this show Glen will present a selection of songs from this album that celebrate Canada’s amazing landscapes, critters and people. Included in this 45 minute performance are songs of geography using Glen’s giant map of Canada along with animal action songs, sing-a-long songs and a host of traditional instruments and dancing puppets. The students will gain a better sense of Canadian history, ecology and geography.

Puppet Show; This interactive musical puppet show called “Honest Frankie’s Shoreline Review” is the story of Ontario’s lakes and rivers. The show features a First Nation’s puppet, a French Voyageur, a lumberjack, and a shoreline developer.  A host of animal puppets appear and with the student’s help they restore the shoreline with foam plants to convey the message that when we work together we can all be shoreline and water stewards.

New Puppet Show! Coming March 15th 2015 “Plugging Into Nature” This new show is all about Edward. Edward loves his video games, facebook and Netflix’s. But one day thanks to the help of a cheeky squirrel he discovers the “great outdoors” and meets some very interesting creatures! A show all about being active outside and discovering the wonders of nature!

Nature Games A variety of nature games can be the perfect way to enhance a music or puppet show. Once the show is done a variety of simple, active and curriculum based games will enhance student’s understanding of nature and ecology.

Puppet Making Workshop Once the audience has viewed a show, it is always great fun for the children to now make their very own “lollie puppet.” This is a very simple puppet made from recycled materials and can be made in 20 to 30 minutes. Tree Planting Once a show is complete why not go outside and create some habitat in your own schoolyard! Native trees and shrubs are available from Glen’s own tree nursery.   Rates 400.00 per show. 100.00 for a puppet making workshop and materials for 25 students 100.00 for 4 trees, compost and mulch. For shows over 150km from Peterborough Ontario an extra 40.00 will be charged per 100 km     Curriculum Links  

Kindergarten – Science

    OVERALL EXPECTATIONS By the end of the Full-Day Early Learning–Kindergarten program, children will: 3- demonstrate an understanding of the natural world and the need to care for and respect the environment;   SPECIFIC EXPECTATIONS 3.1 identify similarities and differences between local environments 3.2 describe what would happen if something in the local environment changed 3.3 identify ways in which they can care for and show respect for the environment      

Grade 1 – Science

  UNDERSTANDING LIFE SYSTEMS NEEDS AND CHARACTERISTICS OF LIVING THINGS   OVERALL EXPECTATIONS By the end of Grade 1, students will: 1. assess the role of humans in maintaining a healthy environment; 2. investigate needs and characteristics of plants and animals, including humans; 3. demonstrate an understanding of the basic needs and characteristics of plants and animals, including humans.   Specific Expectations Relating Science and Technology to Society and the Environment By the end of Grade 1, students will: 1.1 identify personal action that they themselves can take to help maintain a healthy environment for living things, including humans 1.2 describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life By the end of Grade 1, students will:   Developing Investigation and Communication Skills By the end of Grade 1, students will: 2.2 investigate and compare the basic needs of humans and other living things, including the need for air, water, food,  warmth, and space, using a variety of methods and resources   Understanding Basic Concepts By the end of Grade 1, students will: 3.4 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain why it is important for all living things to have a healthy environment 3.5 describe how showing care and respect for all living things helps to maintain a healthy environment   UNDERSTANDING EARTH AND SPACE SYSTEMS DAILY AND SEASONAL CHANGES   OVERALL EXPECTATIONS By the end of Grade 1, students will: 3. demonstrate an understanding of what daily and seasonal changes are and of how these changes affect living things.   SPECIFIC EXPECTATIONS By the end of Grade 1, students will: 3.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes 3.6 describe how humans prepare for and/or respond to daily and seasonal changes

Grade 2 – Science

  UNDERSTANDING LIFE SYSTEMS GROWTH AND CHANGES IN ANIMALS  

OVERALL EXPECTATIONS By the end of Grade 2, students will: 1. assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live; 2. investigate similarities and differences in the characteristics of various animals; 3. demonstrate an understanding that animals grow and change and have distinct characteristics.  

SPECIFIC EXPECTATIONS Relating Science and Technology to Society and the Environment By the end of Grade 2, students will: 1.1 identify positive and negative impacts that animals have on humans (society) and the environment, form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced 1.2 identify positive and negative impacts that different kinds of human activity have on animals and where they live, form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced   Developing Investigation and Communication Skills By the end of Grade 2, students will: 2.3 investigate the life cycle of a variety of animals using a variety of methods and resources 2.4 observe and compare changes in the appearance and activity of animals as they go through a complete life cycle 2.5 investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment, using various methods (e.g., read simple non-fiction texts and Aboriginal stories)   Understanding Basic Concepts By the end of Grade 2, students will: 3.3 identify ways in which animals are helpful to, and ways in which they meet the needs of, living things, including humans, to explain why humans should protect animals and the places where they live UNDERSTANDING EARTH AND SPACE SYSTEMS AIR AND WATER IN THE ENVIRONMENT  

OVERALL EXPECTATIONS By the end of Grade 2, students will: 1. assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the quality of air and water has an impact on living things; 2. investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment; 3. demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.  

SPECIFIC EXPECTATIONS Relating Science and Technology to Society and the Environment By the end of Grade 2, students will: 1.1 assess the impact of human activities on air and water in the environment, taking different points of view into consideration (e.g., the point of view of parents, children, other community members), and plan a course of action to help keep the air and water in the local community clean   Developing Investigation and Communication Skills By the end of Grade 2, students will: 2.3 investigate, through experimentation, the characteristics of water  and its uses (e.g., living things need water to stay alive; water makes things move; water makes certain activities possible)   Understanding Basic Concepts By the end of Grade 2, students will: 3.3 describe ways in which living things, including humans, depend on water 3.4 identify sources of water in the natural and built environment

 

 

Social Studies and Aboriginal Perspectives

  Several expectations are being incorporated into many areas of the elementary curriculum to help teachers bring First Nation, Métis and Inuit histories, cultures and perspectives into the classroom.  This show fosters in students an awareness of Aboriginal perspectives. In addition to a number of language expectations, here are some social studies expectations that are specifically designed with Aboriginal perspectives in mind, and are touched upon when students watch the show Grade 1:  SOCIAL STUDIES Heritage and Citizenship: Relationships, Rules and Responsibilities Knowledge and Understanding By the end of Grade 1, students will:

–      Describe how they follow the rules about respecting the rights and property of other people and about using the shared environment responsibly (e.g., by sharing, being courteous, cooperating, not littering).

  Canada and World Connections: The Local Community Knowledge and Understanding By the end of Grade 1, students will:

–      Identify the physical and social needs of residents in an area (e.g., for food, water, shelter, safety, recreations, social interaction)

–      demonstrate an understanding that it is important to treat other people and the environment with respect

–      describe some of the ways in which people make use of natural and built features of, and human services in, the local community to meet their needs, and what might happen if these features/services did not exist

  Grade 2: SOCIAL STUDIES  Heritage and Citizenship: Traditions and Celebrations Knowledge and Understanding  By the end of Grade 2, students will:

–      demonstrate an understanding that communities may be made up of people from many cultures;

–      outline traditions of various cultures that are passed down from earlier generations (e.g., celebrations, names);

–      Identify ways in which heritage and traditions are passed on (e.g., stories; community celebrations; special days such as Remembrance Day, Canada Day, Aboriginal Solidarity Day, and religious holidays; the Canadian flag, music, crafts, dance, food, recreation, clothing);

 

Heritage And Identity: Changing Family And Community Traditions

By the end of Grade 2, students will:

–      compare some of the past and present traditions and celebrations of different ethno­cultural groups in their local community, and identify some of the main reasons for the change

–      demonstrate an understanding of the importance of sustainability in people’s interrelationship with their natural environment and of some of the consequences of sustainable and/or non-sustainable actions

 

Address
Peterborough,Ontario
City
Peterborough, Toronto and GTA, Ottawa, Orillia, Barrie, London, Guelph, Kitchne/Waterloo, Hamilton, Kingston, Belleville, Port Hope, Colburg, Orillia
Province
ON
Grade
K
1
2
3
4
Program Type
Travel to You
Cost
Fee
Offering
Camps
Classes | Workshops
Festival
After School Program
Performances
Presentations
YouTube Video
Language
English






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"It has been our pleasure to have Glen into our school and share his natural gift of music and puppetry with our children.  He is a talented, inspiring artist who brings great joy when entertaining both adults and students.  We look forward with anticipation each year to his shows.  Thank you so much for making a difference in our lives."

Marlene McMurray, St Paul's Catholic School, Peterborough, Ontario