Ring – o project
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Ring – o project Ring – o project Presentation Transcript

  • RING – O PROJECT By Kay Pence EDUC 356.002 Spring 2010
  • MICHAEL RECYCLE BY: ELLIE BETHEL ILLUSTRATED BY: ALEXANDRA COLOMBO There once was a town called Abberdo-Rimey, where garbage was left to grow rotten and slimy. It never smelled fresh. The air was all hazy, but the people did nothing. They got rather lazy. But the town people are called to attention when a streak of green crash-lands in the town dump! It’s not a bird, nor a plane, but a new kind of superhero, Michael Recycle, who has a plan to save Abberdo-Rimey……and the world!
  • MICHAEL RECYCLE BY: ELLIE BETHEL ILLUSTRATED BY: ALEXANDRA COLOMBO  Science Standard: 2.1.7  Recognize and describe ways that some materials, such as recycled paper, cans, and plastic jugs, can be used again.  English Standard: 2.2.6  Recognize cause-and-effect relationships in a text.  Gardner Multiple Intelligences:  Naturalistic
  • MICHAEL RECYCLE BY: ELLIE BETHEL ILLUSTRATED BY: ALEXANDRA COLOMBO  Activity 1:  The students will read the book as a class. They will make a chart about the cause and effect of the trash on the town of Abberdo-Rimey.  The students will talk about how the cause and effect that Michael Recycle had on the town.  Activity 2:  The students will talk about what happens to the trash once we recycle it and how these materials can become something else. Have the students make recycle bins for the classroom.  Paper / Plastic / Can
  • MATH FOR ALL SEASONS BY: GREG TANG ILLUSTRATED BY: HARRY BRIGGS Every riddle in this book poses a problem. You can solve it the slow way, by counting – or you can use the author’s creative techniques to find the answer in a flash. Every page uses the seasons as the focus of the riddle. It uses great description of the seasons to help show the difference in the weather and the changes that it makes.
  • MATH FOR ALL SEASONS BY: GREG TANG ILLUSTRATED BY: HARRY BRIGGS  Science Standard: 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 migrations.  Math Standard: 2.1.1  Count by ones, twos, fives, and tens to 100.  English Standard: 2.7.13  Recite poems, rhymes, songs, and stories.  Gardner’s Multiple Intelligence:  Logical – Mathematical  Visual – Spatial  Naturalistic
  • MATH FOR ALL SEASONS BY: GREG TANG ILLUSTRATED BY: HARRY BRIGGS  Activity 3:  Students will read the book as a class out loud and do the math activities. The students will count the pictures and answer the riddles.  Activity 4:  Students will look at the season of each page and talk about how the seasons have a repeating pattern. Talk with the students about the order that the seasons change and have the student draw a picture using 4 –square of the seasons in the order that they occur.
  • THE VERY HUNGRY CATERPILLAR BY: ERIC CARLE One sunny Sunday, the caterpillar was hatched out of a tiny egg. He was very hungry. On Monday he ate through one apple, on Tuesday he ate through two pears, on Wednesday he ate through three plums – and still he was hungry. This bold, colorful, simple text story, tells the story of a hungry little caterpillar’s progress through an amazing variety and quantity of foods. Full at last, the caterpillar makes a cocoon around himself and goes to sleep, to wake up a few weeks later wonderfully transformed into a butterfly!
  • THE VERY HUNGRY CATERPILLAR BY: ERIC CARLE  Science Standard: 2.6.3  Describe that things can change in different ways, such as in size, weight, color, age, and movement. Investigate that some small changes can be detected by taking measurements.  English Standard: 2.7.3  Paraphrase (restate in own words) information that has been shared orally by others.  Math Standard: 2.5.10  Know relationships of time: seconds in a minute, minutes in an hour, hours in a day, days in a week, and days, weeks, and months in a year.  Gardner Multiple Intelligences:  Intrapersonal  Visual / Spatial  Naturalistic  Mathematical
  • THE VERY HUNGRY CATERPILLAR BY: ERIC CARLE  Activity 1:  Read the story to the students out loud and have the students listen. Have the students tell a summary of what the story was about.  Have the students talk about the time that passed throughout the book . Have the students talk about how many minutes were in each day. And how many days were in the week that the caterpillar ate. Talk with the students about how long the caterpillar was in it’s cocoon and relate it to time. Talk with the students about change and the amount of time it takes for some things to change.  Activity 2:  Have the students make their own flip book including pictures that they saw in the real book. Each page will have a summary of what is happening and an amount of time that it took, either in minutes, hours, days, or weeks.
  • THE TRUE STORY OF THE 3 LITTLE PIGS BY: JON SCIESZKA ILLUSTRATED BY: LANE SMITH In this tale the Wolf explains his side of the story which begins with him innocently venturing to his neighbor’s house to borrow a cup of sugar for his granny’s birthday cake. After a lot of sneezing brought on by a very bad cold, the police find Al Wolf trying to knock the third pig’s door down with the other two pigs in his belly… it’s not as bad as it sounds; he was framed.
  • THE TRUE STORY OF THE 3 LITTLE PIGS BY: JON SCIESZKA ILLUSTRATED BY: LANE SMITH  Science Standard: 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.  English Standard: 2.3.1  Analysis of Grade-Level Appropriate Literary Text: Compare plots, settings, and characters presented by different authors.  Gardner Multiple Intelligence:  Interpersonal  Bodily-Kinesthetic
  • THE TRUE STORY OF THE 3 LITTLE PIGS BY: JON SCIESZKA ILLUSTRATED BY: LANE SMITH  Activity 1:  Students read both versions of The Three Little Pigs. The students create a table that compares and contrasts the different books. Students see how the plot, characters and other features in the books are the same and different.  Activity 2:  The students will work in groups to assemble 3 different homes made from three different materials. The students will go out in the area around the school to find sticks to build with. The students could use drinking straws, paper clips, or anything that they could find in the classroom or around the school.
  • THE NAPPING HOUSE BY: AUDREY WOOD This cumulative rhyme reveals how something as small as a flea can alter a house full of napping creatures, to a house full of wide-awake creatures enjoying the now sunny day.
  • THE NAPPING HOUSE BY: AUDREY WOOD  Science Standard: 2.3.2  Investigate, compare and describe weather changes from day to day but recognize, describe, and chart that the temperature and amounts of rain or snow tend to be high, medium, or low in the same months every year.  English Standard: 2.1.1  Phonemic Awareness: Demonstrate an awareness of the sounds that are made by different letters by: • distinguishing beginning, middle, and ending sounds in words. • rhyming words. • clearly pronouncing blends and vowel sounds.  Gardner’s Multiple Intelligence:  Musical  Linguistic  Visual / Spatial
  • THE NAPPING HOUSE BY: AUDREY WOOD  Activity 1:  The students will read the book in pairs. They will practice with the rhyming words. The students will sing “There was an old Lady that Swallowed a Fly” song. They will compare it to the book that they just read.  Activity 2:  The students will talk about the weather that is in the book. They will talk about the different weather patterns throughout the book. The students will create their own weather calendar for their classroom. The class will record the weather of each day on their table that they created.