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# Final ring o

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### Final ring o

1. 1. Tell Me How Far It Is Shirley Willis <ul><li>Introduces the concepts of distance and length, discussing how they are measured, why measuring is important, units of measure, perspective, and the reasons for measuring a variety of objects and distances. </li></ul>
2. 2. Tell Me How Far It Is Shirley Willis <ul><li>Students write down different things in the room that they would like to measure. They are given rulers or tape measures and are asked to log their findings in their science journal and put them into categories that they make up themselves. </li></ul><ul><li>Science 1.2.4 Measure the length of objects having straight edges in inches, centimeters, or nonstandard units. </li></ul><ul><li>Language Arts 1.4.6 Organize and classify information by constructing categories on the basis of observation </li></ul><ul><li>Gardener: Intrapersonal (journal log keeping) </li></ul>
3. 3. Even Steven And Odd Todd Kathryn Cristaldi <ul><li>The mismatched team of collegiate Even Steven and fun-loving Odd Todd, two boys who are opposites in seemingly everything, teaches young readers basic numbers concepts in a humorous and lighthearted manner. </li></ul>
4. 4. Even Steven And Odd Todd Kathryn Cristaldi <ul><li>Students will examine different numbers chosen at random and match them with their number names, they will also identify if the number is even or odd. We will discuss the story and talk about logical order as well as the order of events that Steven and Todd encountered. </li></ul><ul><li>Math 1.1.6 Match the number names (first, second, third, etc) with an ordered set of up to ten items </li></ul><ul><li>Language Arts 1.2.2 Identify the text that uses sequence or other logical order. </li></ul><ul><li>Gardener- Verbal-Linguistic (nonfiction reading) </li></ul>
5. 5. If You Find a Rock Peggy Christian <ul><li>Grade 1-4-Since the dawn of time, humans have found rocks, stones, and pebbles to be subtly alluring. In a poignant, lyrical text, Christian contemplates the magnetism of an assortment of such serendipitous discoveries. From drawing ephemeral runes on the sidewalk with a &quot;chalk rock&quot; to the satisfying slither of a handful of &quot;sifting rocks&quot; and the exaltation of a &quot;climbing rock,&quot; these common but beguiling objects are wondered about (&quot;-you might find a rock with a stripe running all the way round it-You have a wishing rock, and you whisper what you want before you throw it&quot;). Each two-page spread includes at least one of Lember's softly hand-tinted photos that eloquently reflect the evocative text. Insert this gem into an earth-science unit and watch as certain students drift from igneous, sedimentary and metamorphic rock, and the Mohs' scale to look at their specimens with wide, remembering eyes. </li></ul>
6. 6. If You Find a Rock Peggy Christian <ul><li>Pass out several rocks to the students. Ask them to “observe” the rocks without touching them and write down what the see. </li></ul><ul><li>Pass out magnifying glasses to each student and allow them to pick up the rocks and examine them now with the magnifying glass. </li></ul><ul><li>Have the students compare what they saw with and without the magnifying glass on a sheet of paper using as many descriptive words as they can. </li></ul><ul><li>Ask them if they know why Scientists “observe” things?” </li></ul><ul><li>Did the magnifying glass help you see the rock better? </li></ul><ul><li>Discuss the findings as a class </li></ul><ul><li>Science Standard: 1.2.5 Demonstrate that magnifiers help people see things they could not see without them </li></ul><ul><li>Language Arts Standard: Use descriptive words when writing </li></ul><ul><li>Gardener: Naturalistic ( Using a Microscope) </li></ul>
7. 7. Animals Should Definitely Not Wear Clothing Judi and Ron Barrett <ul><li>... because a snake would lose it, a billy goat would eat it for lunch, and it would always be wet on a walrus! This well-loved book by Judi and Ron Barrett shows the very youngest why animals' clothing is perfect...just as it is. </li></ul>
8. 8. Animals Should Definitely Not Wear Clothing Judi and Ron Barrett <ul><li>Discuss the Title of the book and the author, read the inside section “about the author” and discuss what kind of person the students think she was </li></ul><ul><li>Explain that the author and the illustrator are different people </li></ul><ul><li>Talk about sections of the book and how they all follow a pattern </li></ul><ul><li>Listen to the song sung by animals and discuss as with the book that sometimes stories have animals talk and sing even thought they really can’t </li></ul><ul><li>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. </li></ul><ul><li>Language Arts 1.2.1 Identify the title, author, illustrator, and table of contents of Musical (singing) </li></ul><ul><li>a reading selection </li></ul><ul><li>Gardener Musical (singing) </li></ul>
9. 9. When a Line Bends . . . A Shape Begins Rhonda Gowler Greene <ul><li>Ten shapes are presented in picture and verse. Along with the familiar circle, square, triangle, diamond, rectangle, octagon, and oval are the less frequent star, heart, and crescent. Each shape has its own verse and double-page spread packed with visual examples. There are even some extras for observant children to discover. The watercolor-and-ink illustrations are bold and clean, with ample color; however, a texturing technique occasionally results in a slightly murky appearance. At no time does this texturing obscure the text or interfere with line or shape. Those tired of bright primary colors in children's books may find the muting a nice change. A fine addition to units on shapes and a perky read-aloud.?Jody McCoy, Lakehill Preparatory School, Dallas, TX </li></ul>
10. 10. When a Line Bends . . . A Shape Begins Rhonda Gowler Greene <ul><li>Discuss how this book relates to what we have been studying in our math books about shapes and geometry. </li></ul><ul><li>Students draw different shapes using things around the room as an example. </li></ul><ul><li>Students try drawing pictures using only 4 shapes. </li></ul><ul><li>Discuss if it was difficult to draw a picture while only using 4 shapes. </li></ul><ul><li>Math 1.4.1 Identify, describe, compare, sort, and draw triangles, rectangles, squares, and circles. </li></ul><ul><li>Language Arts 1.2.7 Relate prior knowledge to what is read </li></ul><ul><li>Gardener Visual-Spatial (sketching) </li></ul>
11. 11. The Ups and Downs of Simpson Snail John Himmelman <ul><li>Up and down describe not only lovable Simpson Snail's spirits but where his travels take him--whether it is up a tree, or up in the air and down again. Full-color illustrations . </li></ul>
12. 12. The Ups and Downs of Simpson Snail John Himmelman <ul><li>Tell students they are going to work in small groups to draw a </li></ul><ul><li>map showing the way from their classroom to the principal’s office </li></ul><ul><li>Tell students the first landmark will be the door of their </li></ul><ul><li>classroom and the last landmark will be the door to the principal’s office. </li></ul><ul><li>Have small groups take turns walking to the principal’s office and deciding what landmarks are important to draw on their maps. </li></ul><ul><li>Give students time to draw and revise their maps until they are </li></ul><ul><li>satisfied with the results. </li></ul><ul><li>Math Standard 1.4.5 Give and follow directions for finding a place or object. </li></ul><ul><li>Language Arts Standard 1.4.2 Use various organizational strategies to plan writing. </li></ul><ul><li>Gardener Interpersonal (group work) </li></ul>
13. 13. The Penny Pot Stewart J. Murphy <ul><li>Grade 1-3-At the school fair, the art teacher is painting faces for 50 cents each. Jessie would like to participate, but she just bought an ice-cream cone and has only 39 cents left. Fortunately, there is a penny pot where children put their extra change, so Jessie sits down to wait. As the youngsters approach the booth, their money is counted out and their extra pennies are added to the pot. When Jessie adds up the change and finds that there is 51 cents, she can finally get her face painted to look like a cat. The counting of money becomes a real experience in this appealing story; life-size, authentic-looking coins are used in the brightly colored illustrations, which also show multiethnic children having a good time. Money-related activities are appended. Teachers will welcome this addition to math-curriculum materials. </li></ul>
14. 14. The Penny Pot Stewart J. Murphy <ul><li>Give each student 5 nickels and 10 pennies. </li></ul><ul><li>Ask the students to count out 2 nickels and 5 pennies </li></ul><ul><li>(putting the others aside). </li></ul><ul><li>Ask them if they can make 6 cents using some of these coins. </li></ul><ul><li>Repeat this process for 9 cents, 4 cents, 12 cents, etc. </li></ul><ul><li>Divide the class into groups of three or four students, and ask the </li></ul><ul><li>Groups to find the different amounts they can make using 2 </li></ul><ul><li>nickels and 5 pennies. </li></ul><ul><li>Ask each group to record its results on paper. </li></ul><ul><li>Ask groups to look for patterns in their answers. </li></ul><ul><li>Repeat with different amounts of coins </li></ul><ul><li>Math Standard: 1.6.1 Chose the approach, materials, and stratagies to use in solving problems </li></ul><ul><li>Language Arts Standard: </li></ul><ul><li>Gardener : Logical-Mathematical (using money) </li></ul>
15. 15. Hello First Grade Joanne Ryder <ul><li>In a format strikingly similar to that of Miriam Cohen's first-grade-class stories, Ryder's First Grade Is the Best series features a cluster of sunny children and their amiable teacher, Miss Lee. In the opener, Hello , the pupils fall in love with their class pet, a white bunny named Martha, and plan to star it in a schoolwide first-grade spectacular--but just when they are about to perform, Martha is missing (a happy ending, however, is assured). Ladybugs has the first graders planting a garden, while Valentines alters the standard holiday-tale formula in that the class sends cards for Miss Lee's convalescing neighbor. Animated dialogue and clearly defined story lines will hold readers' attentions. Like the text, the watercolors are cheery and energetic, exuding affability. Instructions for a project related to the story are included at the end of each book. Ages 4-7. Copyright 1993 Reed Business Information, Inc. </li></ul>
16. 16. Hello First Grade Joanne Ryder <ul><li>After the story students discuss the series of events that took place from before the bunny ran away to when they found him. </li></ul><ul><li>They discuss how important it is to know how to properly take care of a pet so that things like this don’t happen. </li></ul><ul><li>Ask students to discuss what they have to do to help take care of their own pets at home, what would happen if these duties weren’t done? </li></ul><ul><li>Science 1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them. </li></ul><ul><li>English 1.2.6 Draw conclusions or confirm predictions about what will happen in a text by identifying key words (signal words that alert the reader to a sequence of events, such as before, first, during, while, as, at the same time, after, then, next, at last, finally, now, when or cause and effect, such as because, since, therefore, to) </li></ul><ul><li>Gardener Verbal-Linguistic (Speaking) </li></ul>
17. 17. Diary of a Fly Doreen Cronin <ul><li>A young fly documents many everyday situations in her diary, from fitting in on the first day of school to having trouble with the babysitter, in this book (HarperCollins, 2007) by Doreen Cronin. Fly has 327 brothers and sisters and must learn things like landing on moving targets. Fly wants to be a superhero, but she's worried that she isn't special enough. Worm and Spider, Fly's friends, help her learn that &quot;the world needs all kinds of heroes.&quot; This humorous tale includes lots of amazing facts about flies. Illustrator Harry Bliss narrates the characters with appropriately high-pitched voices. All of the text in the illustrations and on the end papers is also narrated, including the dialogue in the comics Fly is reading. Subtle sound effects and occasional music enhance the telling. Youngsters will adore Bliss's detailed, humorous illustrations. Young readers will love this imaginative recreation of a fly's world with a human twist.— </li></ul>
18. 18. Diary of a Fly Doreen Cronin <ul><li>After reading Diary of a Fly have the students discuss the problems that Fly has during his many adventures. </li></ul><ul><li>Talk about the different insects and plants that Fly encounters throughout the book and review that most things that are living need water, food and air even though we don’t always seem them eating and drinking. </li></ul><ul><li>Have students respond to questions about the book, who was in the story, where did it take place, what were some problems for Fly and how were they resolved.. </li></ul><ul><li>What was the main idea of the story </li></ul><ul><li>Science 1.4.4 Explain that most living things need water, food, and air. </li></ul><ul><li>Language Arts 1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read </li></ul><ul><li>Gadener Verbal-Linguistic (retelling) </li></ul>
19. 19. Wild Weather Soup Caroline Fromby <ul><li>Winifred Weathervane is responsible for cooking up the world's weather. When she goes on vacation, she leaves the stove on, and it blows a hole in the ozone layer, changing the world's weather patterns. Fortunately, she's able to plug the hole with her umbrella, restoring the weather that the world's plants, animals -- and people -- are used to. </li></ul>
20. 20. Wild Weather Soup Caroline Fromby <ul><li>Students are separated into groups of 3 and given 2 glasses one with frozen water in it and the other with plain water. </li></ul><ul><li>Students follow the directions on the sheet provided (1. write down which glass you think has more water in it, 2. discuss with your group what you think will happen when the frozen water melts, 3. Write down your conclusions) </li></ul><ul><li>Discuss as a class why you think that the glass has the same amount of water when it’s frozen ans when it has melted. </li></ul><ul><li>Science 1.3.1 Recognize and explain that water can be a liquid or a solid and can go back and forth from one form to the other. Investigate by observing that if water turned into ice and then ice is allowed to melt, the amount of water is the same as it was before freezing. </li></ul><ul><li>Language Arts 1.2.4 Follow one-stop written instructions </li></ul><ul><li>Gardener Bodily-Kinesthetic (hands on activities) </li></ul>