Ring O Project


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Ring O Project

  1. 1. Ring-O Project Education 356 A collection of activities based off books with science/ math and language art standards connected to Gardner’s multiple intelligences.
  2. 2. The Princess and the Frog Limited Collector's Edition Read-Aloud Storybook <ul><li>Tiana is a beautiful, hardworking young woman with a dream. Naveen is a spoiled, jazz-loving prince who doesn't understand the meaning of hard work. This unlikely pair has nothing in common - until they are magically transformed into frogs. Forced to work together as they set out to regain their human forms, will Naveen and Tiana eventually find true love in each other? Disney's fresh take on an old fairy tale reminds us all that true beauty is more than skin deep and dreams really do come true. The book is meant for kids who can't read - so read this story aloud to them! </li></ul>
  3. 3. <ul><li>Activity: </li></ul><ul><li>Discuss with the students what it takes for frogs to survive and what should be in their environment to live. </li></ul><ul><li>Pass out art supplies and shoeboxes. </li></ul><ul><li>Have the students cover their shoebox with green construction paper. They will have to place their box on the paper, trace around to measure the sides, cut it out, and glue it to the box. </li></ul><ul><li>Next the students will create a background inside depicting a scene from The Princess and the Frog or a factual amphibian scene. They can use paper cutouts, clay, markers and other materials, as well as accessories from home such as plastic animals, trees, etc. </li></ul><ul><li>When they are completed, each child writes a report describing his or her diorama. </li></ul><ul><li>Standard: </li></ul><ul><li>Science 2.4.2- Observe that and describe how animals may use plants, or even other animals, for shelter and nesting. </li></ul><ul><li>Language Arts 2.5.5- Use descriptive words when writing. </li></ul><ul><li>Gardner: </li></ul><ul><li>Intrapersonal (Individual projects) </li></ul><ul><li>Bodily- Kinesthetic (Crafts) </li></ul>The Princess and the Frog
  4. 4. Eliot Jones, Midnight Superhero By: Anne Cottringer <ul><li>By day, Eliot is a quiet boy who likes to read and play with his toys. But when the clock strikes midnight, Eliot is transformed into a hero! When he's not showing off his super swimming skills or wowing the crowds with his expert-lion taming, you can find him assisting the Queen. But one day Eliot receives an urgent message from the world's most important scientists: a giant meteor is hurtling towards Earth. Will Eliot be able to rise to the challenge and save the world from destruction in the nick of time? </li></ul>
  5. 5. <ul><li>Activity: </li></ul><ul><li>Discuss the background information about meteors, meteorites, and shooting stars with the students. </li></ul><ul><li>There are a couple ways to recover space dust. One is to use your roof as a meteorite collector. The next time it rains, place a bucket under a drain spout in order to collect a good quantity of rainwater and debris from the roof. Get rid of the leaves and roofing materials and then sift the remains through a bit of old window screen. What you’re after is so small that you’ll need a very strong magnet (neodymium magnet) to find them. Put the super-strong magnet in a plastic bag to keep it clean. Run the magnet over what was sifted from the gutter. Chances are the metal particles that collect around the magnet are space dust, also known as micrometeorites. To make sure, place the collected particles under a microscope- high power will be required to see them clearly. The micrometeorites will show signs of their fiery trip through the atmosphere- they will be rounded and may have small pits on their surfaces, just like the Oakley meteorite. </li></ul><ul><li>Standard: </li></ul><ul><li>Science 3.1.2- Participate in different types of guided scientific investigation, such as observing objects and events and collecting specimens for analysis. </li></ul><ul><li>  Language Arts 3.2.6- Locate appropriate and significant information from the text including problems and solutions. </li></ul><ul><li>Gardner: </li></ul><ul><li>Bodily- Kinesthetic (Hands on experience) </li></ul><ul><li>Naturalistic (Using a microscope) </li></ul>Eliot Jones, Midnight Superhero
  6. 6. Skippyjon Jones, Lost in Spice By: Judy Schachner <ul><li>The New York Times bestselling kitty boy blasts off into another hilarious adventure. Buckle up, amigos-- everyone's favorite kitty boy is about to lift off. You'll want to be there when the brave Skippito gets lost in spice! That's right, spice. Skippy knows-- from his big ears to his toes--that the planet Mars is red because it's covered in spicy red pepper. To prove it, he's off on a space jaunt replete with craters, crazies, and creatures from Mars. His new adventure is packed with witty wordplay, Spanish phrases, and Judy Schachner's trademark hilarity. This rollicking romp is simply out of this world. </li></ul>
  7. 7. Skippyjon Jones, Lost in Spice <ul><li>Activity: </li></ul><ul><li>Have the students imagine that they have just been hired to design a new vehicle for traveling around on Mars’s rocky surface. </li></ul><ul><li>First show them images of the various kinds of terrain their vehicle will have to traverse (mountains, rock fields, deep gorges). </li></ul><ul><li>Remind them, too, that they need to consider the vehicle’s fuel source, weight, durability, size, special features, and flexibility. </li></ul><ul><li>Review with students what we have learned about the planet Mars. Challenge them to identify any characteristics of the planet’s surface or surrounding space that would present problems for a designer of a Mars surface-exploration vehicle. </li></ul><ul><li>Have the students sketch its idea for a new Mars rover and write a description of how it works. </li></ul><ul><li>Standard: </li></ul><ul><li>Science 3.2.6- Make sketches and write descriptions to aid in explaining procedures or ideas. </li></ul><ul><li>Language Arts 3.4.3- Create single paragraphs with topic sentences and simple supporting facts and details. </li></ul><ul><li>Gardner: </li></ul><ul><li>Visual-Spatial (Illustrating) </li></ul><ul><li>Intrapersonal (Personal response) </li></ul>
  8. 8. Three Pigs, One Wolf, Seven Magic Shapes By: Grace Maccarone and David Neuhaus <ul><li>This book is an excellent introduction to tangrams and geometric shapes for young children. The reader learns the names of the geometric shapes as well as seeing several pictures made from tangrams as part of the story. The book includes a set of cardboard tangrams so the reader can replicate the shapes in the book (such as a boat, bunny, cat, and etc.) and also make up new ones. Good suggestions are included for parents and teachers on how to use the materials for students at different ability levels. </li></ul>
  9. 9. Three Pigs, One Wolf, Seven Magic Shapes <ul><li>Activity: </li></ul><ul><li>After reading the story, pass out tangrams to each student. While passing out the tangrams, share with the students the following: “Tangrams are ancient Chinese puzzles that are still used today by adults as well as children. A tangram begins with a square, which is then cut into seven standard pieces. Each piece is called a tan . In creating a picture, all seven tans must be used; they must touch, but none may overlap.” </li></ul><ul><li>Allow students a few minutes to play with the tangrams. During this time, brainstorm with the students what kinds of animals they think they can make with the tangrams and write the names of the animals on the board for reference. </li></ul><ul><li>After the students have created their own patterns, pass out the printed handouts with tangrams on them for them to try. </li></ul><ul><li>Have the students write a short tale similar perhaps to Three Pigs, One Wolf, and Seven Magic Shapes and illustrate it using tracings of tangrams, which they will then color. </li></ul><ul><li>Standard: </li></ul><ul><li>Mathematics 2.4.3- Investigate and predict the result of putting together and taking apart two- dimensional and three-dimensional shapes. </li></ul><ul><li>Writing 2.5.2 – Write a brief description of a familiar object, person, place or event: develops the main idea and uses details to support the main idea </li></ul><ul><li>Gardner: </li></ul><ul><li>Verbal- Linguistic (Book making) </li></ul><ul><li>Logical- Mathematical (Solving puzzles and using manipulatives) </li></ul><ul><li>Visual- Spatial (Sketching and illustrating) </li></ul><ul><li>Intrapersonal (Individual projects) </li></ul>
  10. 10. The Snowy Day By: Ezra Jack Keats <ul><li>The Snowy Day , a 1963 Caldecott Medal winner, is the simple tale of a boy waking up to discover that snow has fallen during the night. Keats's illustrations, using cutouts, watercolors, and collage, are strikingly beautiful in their understated color and composition. The tranquil story mirrors the calm presence of the paintings, and both exclude the silence of a freshly snow-covered landscape. The little boy celebrates the snow-draped city with a day of humble adventures--experimenting with footprints, knocking snow from a tree, creating snow angels, and trying to save a snowball for the next day. Awakening to a winter wonderland is an ageless, ever-magical experience, and one made nearly visceral by Keats's gentle tribute. </li></ul>
  11. 11. <ul><li>Activity: </li></ul><ul><li>Review with the students the correct way to measure materials using measuring cups and spoons. Stress the importance of accurate measurements and of using a straight edge to level dry materials. Remind the students about the proper safety precautions to be taken when mixing materials. </li></ul><ul><li>Make snowballs with the students. Give directions in three to four steps at a time. </li></ul><ul><li>Ingredients for 25 snowballs: 4 eggs, 2 ½ cups of sugar, 6 cups ice cream, 6 cups milk, 4 cups light cream, 2 teaspoons vanilla, ½ teaspoon salt, and 2 cups of shredded coconut. </li></ul><ul><li>Directions for mixing: Beat eggs until light. Add the sugar gradually beating until the mixture thickens. Add the remaining ingredients except coconut and mix thoroughly. Freeze. Scoop out one scoop per child and sprinkle with coconut. </li></ul><ul><li>Standards: </li></ul><ul><li>Science 3.2.2- Measure and mix dry and liquid materials in prescribed amounts, following reasonable safety precautions. </li></ul><ul><li>Language Arts 3.7.15- Follow three- and four- step oral directions. </li></ul><ul><li>Gardner- </li></ul><ul><li>Logical- Mathematical (Measuring) </li></ul><ul><li>Bodily- Kinesthetic (Hands on experiments) </li></ul><ul><li>Verbal- Linguistic (Listening) </li></ul><ul><li>Interpersonal (Group work) </li></ul>The Snowy Day
  12. 12. <ul><li>Baby Beluga in the deep blue sea </li></ul><ul><li>Swim so wild and you swim so free </li></ul><ul><li>Heaven above and the sea below </li></ul><ul><li>And a little white whale on the go </li></ul><ul><li>Baby Beluga, baby Beluga, is the water warm? </li></ul><ul><li>Is your mama home with you so happy? </li></ul><ul><li>Way down yonder where the dolphins play </li></ul><ul><li>Where you dive and splash all day </li></ul><ul><li>Waves roll in and the waves roll out </li></ul><ul><li>See the water squirting out of your spout </li></ul><ul><li>Baby Beluga, oh, baby Beluga, sing your little song </li></ul><ul><li>Sing for all your friends, we’ll like to hear you </li></ul><ul><li>When it’s dark you’re home and fed </li></ul><ul><li>Curl up snug in your waterbed </li></ul><ul><li>Moon is shining and the stars are out </li></ul><ul><li>Good night, little whale, goodnight </li></ul>Baby Beluga Baby beluga, oh, baby beluga, with tomorrow’s sun Another day’s begun; you’ll soon be waking   Baby Beluga in the deep blue sea Swim so wild and you swim so free Heaven above and the sea below And a little white whale on the go You’re just a little white whale on the go
  13. 13. Baby Beluga <ul><li>Activity: </li></ul><ul><li>Ask questions about the animals that live in Antarctica that they have studied about.  After five or ten minutes of discussion, introduce the song &quot;Baby Beluga.” I ntroduce the song by telling the students that Belugas are small, white whales that are 10-15 feet long.  Most of them live in the Antarctic region.  They come to the surface of the water to breathe.  Explain the blowholes they use for breathing. Give copies of the song to students. Sing the entire song one time through for the class.  Then sing one line at a time, allowing students to repeat/echo.  Next, sing the entire song as a class. </li></ul><ul><li>When students feel comfortable with the song, integrate movements to go along with the words of the song.  For example, cradle hands and arms to the words &quot;Baby Beluga.&quot;  Swish arms back and forth for &quot;Deep Blue Sea.&quot;  Point up for &quot;Heaven Above&quot; and down for &quot;Sea Below.&quot;  Perform swimming motions for &quot;You Swim...” Perform random, child-prompted, movements for &quot;...swim so wild and you swim so free.&quot; Sing the song through one last time performing all movements. </li></ul><ul><li>Play the music to the song &quot;Baby Beluga&quot; as the children return to their desks. Write these instructions on the board- draw and label animal pictures on the charts that were completed in the previous lesson.  </li></ul><ul><li>Standards: </li></ul><ul><li>Science 2.4.4- Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places. </li></ul><ul><li>Language Arts 2.2.8 - Follow two- step written instructions </li></ul><ul><li>Gardner: </li></ul><ul><li>Musical (Singing) </li></ul><ul><li>Bodily- Kinesthetic (Dancing) </li></ul><ul><li>Verbal- Linguistic (Listening) </li></ul><ul><li>Visual- Spatial (Sketching) </li></ul>
  14. 14. Everybody Needs a Rock By: Byrd Baylor Describes the qualities to consider in selecting the perfect rock for play and pleasure. Ten rules for finding a rock- not just any rock, but a “special rock that you find yourself and keep as long as you can- maybe forever.”
  15. 15. Everybody Needs a Rock <ul><li>Activity: </li></ul><ul><li>Show students a rock that you have collected from the schoolyard. Ask students to describe it in words (big, small, smooth, bumpy, light, dark, spotted, heavy, round, flat, etc.)  Then have students measure and weigh the rock, recording information about the sample rock for future use. </li></ul><ul><li>If necessary, use this time to review any developmentally appropriate measuring techniques that students will be expected to use in the course of the lesson, such as using a ruler or string for measuring length and using a balance and cubes to weigh an object. Tell students that they will create a “rock guide” for the schoolyard. In order to create the guide, they must collect and observe rocks from the schoolyard and record their findings. Their goal is to gather information about the characteristics of the rocks that are most commonly found on the schoolyard.  </li></ul><ul><li>Standards: </li></ul><ul><li>Science 2.1.1- Manipulate an object to gain additional information about it </li></ul><ul><li>Language Arts 2.3.7- Identify the meaning or lesson of a story. </li></ul><ul><li>Gardner: </li></ul><ul><li>Naturalistic (Collecting rocks) </li></ul><ul><li>Verbal- Linguistic (Process writing) </li></ul>
  16. 16. <ul><ul><li>Three pigs set off to set up housekeeping, and learn to deal with life and wolves. </li></ul></ul>The Three Little Pigs
  17. 17. <ul><li>Activity: </li></ul><ul><li>Have student’s pair up. Provide each pair of students with straws, paperclips, pipe cleaners, string, and scissors. </li></ul><ul><li>Inform students that they are to make a house out of the materials you have given them. Let them know that they can use paper clips, pipe cleaners, or string to attach straws together to make a house. </li></ul><ul><li>Tell the students that they can make whatever type of house they would like, but it must fit on top of a desk. Show the students a simple drawing of a house. </li></ul><ul><li>Provide students with plenty of time to think about their structures. Give students some tips on how to use paper clips, pipe cleaners, and string to attach straws together. </li></ul><ul><li>Instruct students to come up with a plan for their house and draw a picture of their proposed straw house. </li></ul><ul><li>When students have completed a plan, allow them to begin building their straw houses. </li></ul><ul><li>Have the team of students present their straw houses to the class. </li></ul><ul><li>Standards: </li></ul><ul><li>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. </li></ul><ul><li>Language Arts 2.7.14- Provide descriptions with careful attention to sensory detail </li></ul><ul><li>Gardner: </li></ul><ul><li>Interpersonal (Group work) </li></ul><ul><li>Bodily- Kinesthetic (Hands on experiments) </li></ul><ul><li>Visual- Spatial (Sketching) </li></ul><ul><li>Verbal- Linguistic (Speaking) </li></ul>The Three Little Pigs
  18. 18. Stars! Stars! Stars! By: Nancy Elizabeth Wallace <ul><li>When Minna the rabbit expresses an interest in stars, her mother suggests she invite a few friends to a star party, including a special dinner, a trip to the new star space at the children’s museum, and stargazing. </li></ul>
  19. 19. Stars! Stars! Stars! <ul><li>Activity: </li></ul><ul><li>Discuss with students what they observed in the night sky the evening before. Encourage students to talk about the difference in the way the stars appeared: some were smaller, some brighter, etc. </li></ul><ul><li>Pass out a piece of black construction paper, a small portion cup filled with white glue, and a toothpick to each student. </li></ul><ul><li>Tell the students to close their eyes and try to remember what they saw in the night sky. </li></ul><ul><li>Instruct students to recreate what they saw in the sky on the construction paper with the toothpick and glue. </li></ul><ul><li>When students have finished putting “stars” on their papers, ask them: “How many stars do you think there are in the sky?” </li></ul><ul><li>Tell the students that there are so many stars in the sky, that even astronomers who study the sky with telescopes cannot count all of them. </li></ul><ul><li>Ask students why they did not put the dots on their paper evenly. Demonstrate what even is by putting even rows of dots on the board. Ask students why they put more dots in some parts of the paper than in others. </li></ul><ul><li>Show students photographs of the night sky. Ask students: “Are the stars evenly scattered in these pictures?” </li></ul><ul><li>Say to students: “compare the arrangement of the stars in these photographs to your sky pictures. What do you notice?” </li></ul><ul><li>Standards: </li></ul><ul><li>Science 3.3.2- Observe and describe that there are more stars in the sky than anyone can easily count, but they are not scattered evenly. </li></ul><ul><li>Language Arts 3.7.15- Follow three- and four-step oral directions  </li></ul><ul><li>Gardner- </li></ul><ul><li>Bodily- Kinesthetic (Crafts) </li></ul><ul><li>Naturalistic (Star watching) </li></ul>
  20. 20. Henry and Mudge and the Forever Sea By: Cynthia Rylant <ul><li>Follows the seaside adventures of Henry, Henry's father, and Henry's big dog Mudge. </li></ul>
  21. 21. Henry and Mudge and the Forever Sea <ul><li>Activity: </li></ul><ul><li>Break the students into groups of four or five. Have students fill a 9x13 pan about half full with water. (Since fractions are still a relatively new concept to students, show them about where half way is so that they can better visualize the amount.) Ask students: What is one way that we could make waves in our wave pools? Allow students to make several suggestions. Some of their possible answers will include rocking or sloshing the pan, blowing on the pan, splashing with their hands. Allow students to explore these different ideas. Have the groups clean their area by emptying and clearing the pans. Give water, cooking oil, food colors, and an empty water bottle with cap to each group. Have students fill their bottles half full with the water. Have students pick a food color that they like and have them add one to three drops of coloring to their bottles. The students should cap their bottles and tip them on their sides. Have students gently tip their bottles from side to side. Using a funnel, have the students carefully add oil to their bottles. Move from table to table and help students make sure that the oil touches the very top lip of the bottle. Cap the bottles tightly for the students. Have students tip the bottle sideways again. Remove air bubbles by slightly squeezing the bottle and re-capping or by adding more oil. Once again, students should tip their bottles from side to side. Ask students follow up questions.  </li></ul><ul><li>Standards: </li></ul><ul><li>Science 3.6.3- Explain how a model of something is different from the real thing but can be used to learn something about the real thing. </li></ul><ul><li>Language Arts 2.3.7- Identify the meaning or lesson of a story.  </li></ul><ul><li>Gardner: </li></ul><ul><li>Bodily- Kinesthetic (Hands on experiments) </li></ul><ul><li>Intrapersonal (Individual study) </li></ul>