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Ring o
 

Ring o

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    Ring o Ring o Presentation Transcript

    • Brown Bear, Brown Bear, What Do You See? By Bill Martin
    • Activity
      • Discuss with the students about sorting items into groups.
      • Read the book to the students.
      • At the end of the book ask the students how many different ways we could sort the animals in the book. (where they live, group of specie they belong to)
      • Have the students get into groups and start sorting the animals the way they want to.
    • Standard
      • Science: 3.4.1 Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act to decide which things belong to which group.
    • Brown Bear, Brown Bear, What Do You See? By Bill Martin
    • Activity
      • Discuss with the students how we could sort things in different ways and why we would sort them that way (pens and pencils, paper back and hard back books)
      • Read the book
      • Ask the students how they would sort the animals in the book and why they would sort them that way.
      • Have the students get into groups and see how many ways they could sort the animals and have them explain to the group what features they used to sort them that way.
    • Standard
      • Science: 3.4.2 Explain that features used for grouping depend on the purpose of the grouping.
    • The Giving Tree By: Shel Silverstein
    • Activity
      • Ask the children if they have ever talked to a tree and why they have not.
      • Read the book.
      • Ask the students why they think the boy talked to the tree in the book.
      • Have the students talk about if they had a chance to talk to a tree what they would ask it.
      • Ask the student why trees can not talk.
    • Standards
      • Science: 1.4.1 Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have.
    • The Giving Tree By: Shel Silverstein
    • Activity
      • Talk to the students about why they think apples fall from trees. What causes it to happen.
      • Read the book.
      • Ask the students what all in the book had something do to with gravity.
      • Use plastic apples in the classroom to show the students how gravity works
      • Use different items of different weight to show how the weight of the item causes the different quickness of the fall.
    • Standard
      • Science: 1.3.5 Recognize that and demonstrate how things near the Earth fall to the ground unless something holds them up.
    • The Day the Goose Got Loose By: Reeve Lindberger
    • Activity
      • Discuss with the students how different animals deal with the change of the seasons.
      • Read the book
      • Ask the students what they think the other geese are doing and if they think the farm goose wants to join them.
      • Talk about what birds they think migrate and talk about what farm birds do for the winter.
    • Standard
      • Science: 2.3.1 Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migration.
    • Corduroy By: Don Freeman
    • Activity
      • Read the story aloud to students.
      • Have students draw a picture of their favorite stuffed animal.
      • Ask the students to write a description of their animal.
      • Students will share their picture of the stuffed animal and will describe it to the class.
      • When all students have shared, ask the students how they could separate them into groups.
      • Classify as a class, each student’s favorite stuffed animal. Can be done by color, animal, shape, years owned, etc.
      • Have the class then pick one of the classification and put the drawing on the board in the groups.
    • Standard
      • Math:1.4.3 Classify and sort familiar plane and solid objects by position, shape, size, roundness, and other attributes. Explain the rule used.
    • The Three Little Pigs
    • Activity
      • Read the book to the students
      • After the story ask the students why they think the first two houses did not stand up like the third one.
      • Have the students talk about what they would make their house of.
      • Give the students materials: straws, popsicle sticks, tape, and glue.
      • Have them create their own house.
    • Standard
      • Science: 2.2.4 Assemble, describe, take apart, and/or reassemble constructions using such things as interlocking blocks and erector sets. Sometimes pictures or words may be used as a reference.