Transcript Ring-O Kindergarten 10x

RING-O ACTIVITY
Katie Eckleberry
Educ. 356 (Sandrick)
“The Plant Part Song”
The seed makes a plant. The stem holds it up.
The seed makes a plant.
With soil and rain and
The leaves make the
sunny days,
food.
The seed makes a plant. The leaves make the
food.
The roots find the water.With soil and rain and
sunny days,
The roots find the water.
The leaves make the
With soil and rain and
food.
sunny days,
The roots find the water.
The flower makes the
fruit.
The stem holds it up.
The flower makes the
fruit.
The stem holds it up.
With soil and rain and
With soil and rain and
sunny days,
sunny days,
The flower makes the
fruit.
The fruit holds the
seeds.
The fruit holds the
seeds.
With soil and rain and
sunny days,
The fruit holds the
seeds.
“The Plant Part Song”
(to the tune of “The Farmer in the Dell”)
written by Mrs. Jones
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The students will use this song to help them learn the
parts of the plant. They can create movements to go
along with the words of the song.
Science Indicator: K.4.2 Observe plants and animals,
describing how they are alike and how they are
different in the way they look and in the things they
do.
Language Arts Indicator:K.7.4 Recite short poems,
rhymes, and songs.
Gardner’s Multiple Intelligence: Musical, Bodily
Kinesthetic, and naturalist.
“What is a Plant?”
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This book describes that plants are living things.
Here is a short section from the book. “Like us, they
grow, feed, and produce young. There are lots of
different kinds of plants, from weeds to trees. They
may look different but we can group them together
because they have some important things in common.”
“What is a Plant?”
by Richard Spilsbury
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For the activity, we will use snap cubes to measure
pictures of different plants and some real and
artificial plants. They will have a chart to fill out that
they will list the object and then they will fill out how
many snap cubes tall it is.
Science Indicator: K.2.2 Draw pictures and write
words to describe objects and experiences.
Language Arts Indicator:K.7.3 Describe people,
places, things (including their size, color, and shape),
locations, and actions
Gardner’s Multiple Intelligence:
Mathematical/Logical and Bodily Kinesthetic
“Curious George Plants a Seed”
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Curious George watches Jumpy the squirrel
bury an acorn in the yard. Upon learning
that Jumpy is storing food for later, George
decides to do the same. The man with the
yellow hat comes home to find the kitchen
empty and its contents buried in the yard!
It’s time to teach George about what things
grow and what don’t. George finally gets it
right when he grows a beautiful sunflower
from a seed.
“Curious George Plants a Seed”
by H. A. Rey
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The students will have a chance to do an experiment testing how
important sunlight is for a plant to grow. The class will be split
up into groups of 3 or 4. Since time is limited, they will plant
flower bulbs that have already started to grow. Each group will
plant two flowers. One will go into the dark closet and one will go
on the window ledge. Each will be given the same amount of
water daily. Each group must create a hypothesis on which plant
will flourish and why. Each day the students will be asked to
monitor the progress of their plants and write down or draw
pictures of observations they make.
Science Indicator: K.2.2 Draw pictures and write words to
describe objects and experiences.
Language Arts Indicator: K.4.3 Write using pictures,
letters, and words.
Gardner’s Multiple Intelligence: Naturalist and
Interpersonal
Does A Kangaroo Have a Mother,
Too?
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"YES! A kangaroo has a mother. Just like you and me," responds
Carle to the query posed by the title of his latest collage-filled
book. Ten additional, identically phrased questions and answers
follow, each centered on a different animal, including the lion,
penguin, swan, bear, elephant and monkey. This limited, singsong
text may make reading aloud repetitious, but Carle's collages are
as vibrant and refreshing as ever. Innovative textures, quirky
perspectives and glowing, jewel tones mark these stylized images
of affectionate animal mothers and their endearing young. The
final query ("And do animal mothers love their babies?") breaks
the narrative pattern, though the rejoinder is just as
predictable: "YES! YES! Of course they do. Animal mothers love
their babies, just as yours loves you." Though this will likely not
be the perennial favorite among Carle's creations, it has an
appealing twinkle. At book's end is a roundup of the specific
names of each animal baby, its parents and group name (e.g., for
sheep: the baby is a lamb, a ewe and ram are its parents, a group
is a flock).
Does A Kangaroo Have a Mother, Too?
By: Eric Carle
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After reading the story, we will do a picture
sort using pictures of animals and their babies.
We will use the ones from the story and
several new animals as well.
Science Indicator: K.4.1 Give examples of
plants and animals
Language Arts Indicator:K.4.8 Organize and
classify information into categories of how and
why or by color or size
Gardner’s Multiple Intelligence: spatial
Look Closer
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In this story a small child looks carefully at
such everyday objects as walls, fences, and
flowers and discovers ladybugs, caterpillars,
and other minute insects that inhabit the
world.
Look Closer
By Brian and Rebecca Wildsmith
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After the student’s have heard the story, and had
a chance to look at the pictures, they will each be
asked to make a story of their own. Each of their
stories will be about finding smaller objects in
larger ones. They will need to write captions to go
along with their pictures.
Science Indicator: K.2.2 Draw pictures and write
words to describes objects and experiences
Language Arts Indicator: K.4.3 Write using pictures,
letters, and words.
Gardner’s Multiple Intelligence: Verbal Linguistic
and Intrapersonal
Edward the Emu
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Edward is tired of being an emu, so he decides
to try being something else for a change. First
he spends some time swimming with the seals.
Next, he lounges with the lions. He even
slithers with the snakes. But Edward soon
discovers that being an emu may not be so bad
after all. So he heads back to his pen, only to
find a big surprise awaiting him . . .Sheena
Knowles' upbeat, rhyming text and Rod
Clement's deliciously droll illustrations are sure
to make readers laugh out loud in this whimsical
picture book by the creators of Edwina the
Emu.
Edward the Emu
By: Sheena Knowles
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After reading the story, the students will be asked
to take each animal and decide how fast and slow
they move and how they move. They will be provided
picture cards of all the animals in the book and they
will put them in order of speed. This will be
completed in groups.
Science Indicator: K.3.2 Investigate that things
move in different ways, such as fast, slow, etc.
Language Arts Indicator:K.4.8 Organize and
classify information into categories of how and why
or by color or size
Gardner’s Multiple Intelligence: Interpersonal,
spatial, and bodily-kinesthetic
A Color of His Own
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Every animal has a color of its own. "Parrots are
green, elephants are gray, pigs are pink." But
chameleons change color wherever they go. "On
lemons they are yellow. In the heather they are
purple." One chameleon is not pleased with his
changeable appearance. He thinks, "If I remain on a
leaf, I shall be green forever, and so I too will have
a color of my own." Of course, what he doesn't take
into account is the changes wrought by autumn, and
soon the green chameleon is yellow, then red, and
then tumbled to the ground for the long black
winter night. It isn't until he befriends another
older, wiser chameleon that our hero begins to find
inner peace, even as his outer surface is
transformed again and again.
A Color of His Own
By: Leo Lionni
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After reading the story the class will be split
up into groups to question why a chameleon
changes colors. They will be asked to create a
poster with their ideas.
Science Indicator: K.1.1 Raise questions about
the natural world
Language Arts Indicator: K.4.3 Write using
pictures, letters, and words.
Gardner’s Multiple Intelligence: Interpersonal
and Verbal Linguistic
Skippyjon Jones
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Kindergarten-Grade 3-This is a wildly wonderful book about a
hyperactive kitten, Skippyjon Jones, whose head and ears are
too big for his body, and whose imagination is too intense for his
mama. According to her, he needs to do some serious thinking
about what it means to be a Siamese cat instead of a bird
(Skippyjon always wakes up and eats worms with his feathered
friends). She sends him to his room, where he imagines he is a
Chihuahua ("My name is Skippito Friskito./I fear not a single
bandito"). Chock-full of rhyming chants and Spanish expressions,
the feline's adventure as a doggy Zorro ends in chaos. His
frazzled mother gives him a hug anyway and says, "Say good
night, Skippyjon Jones." "Buenas noches, mis amigos," says the
kitten, as he bounces on his bed all ready for another adventure.
The buoyant and colorful cartoon illustrations match the
exuberant text perfectly. Spanish-speaking children will be
especially delighted by the words and humor; others may be a
little bewildered by all of the foreign phrases and will need some
explanation, but the story definitely has the potential of a fun
read-aloud. A good multicultural offering.
Skippyjon Jones
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The students will be asked to take a scene
from the story and describe what the objects
in that scene are made out of. They can draw
pictures and use words to describe the
objects.
Science Indicator: K.3.1 Describe objects in
terms of the materials they are made of, such
as clay, cloth, paper, etc.
Language Arts Indicator:K.4.3 Write using
pictures, letters, and words
Gardner’s Multiple Intelligence: Verbal
linguistic
Garden Friends Song
I’m a slow old snail and I have no feet
I slide on my tummy to find things to eat
I leave a trail of slime wherever I go
And I’m always running late ‘cause I’m so slow
I’m a busy little ant and I have a lot of friends
I go in search of food in a line that never ends
And oh we work so hard by the end of the day
I crawl inside my bed and I sleep the night away
I’m a pretty butterfly and I spread by wings
I flit from flower to flower and I love all sorts of things
And when the sun shines out and it’s a glorious day
I hear the birdies sing and I sing along hooray!
Oh yes I hear the birdies sing and I sing along hooray
Garden Friends
Prue Whoo: Australian Songwriter
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This song is a great song for teaching garden
Bugs and insects. The students will learn the
song and then investigate the way the insects
in the song move and where they live.
Science Indicator: K.3.2 Investigate that
things move in different ways, such as fast,
slow, etc.
Language Arts Indicator:K.7.4 Recite short
poems, rhymes, and songs.
Gardner’s Multiple Intelligence: Musical and
Bodily-Kinesthetic
Track Detective
Do you like wild animals?
There’s a nest in a tree, a chewedDo you wanna know where they live?
up leaf
Well, if you want to know where the
Some snake has shed its scales
animals go
We’re gonna prowl like the wise old
Than I have some advice to give
owl
You see, I’m a track detective, I’m
Observing and always aware
trackin’ animals all the time
We’ll move without a sound, look
And if you want to know where the
around up and down
critters all go
And the animals won’t know were
Well, you'd better get yourself
there
outside
Chorus
Chorus:
We'll learn to see what the animals see
And we’ll track track track in the
And move like the animals move
mud
You’ll be a track detective so you’ll
Track track track in the sand
all have the clues
Track track track in the snow
And you’ll know that it’s easy to do
Then we’ll know where the critters
Chorus
go!
Oooh, oooh, ooh do da dada do da
Track Detective
Oooh oooh, ooh do da dada do da
Track Detective
Animals leave clues behind, like
footprints feathers and trails
Track Detective
Jeff Wolin
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This song is great for teaching children how to look
for animal characteristics. After listening to the song
the children will be asked to create a story about an
animal they tracked down using clues from the song.
Science Indicator: K.4.2 Observe plants and animals,
describing how they are alike and how they are
different in the way they look and in the things they
do.
Language Arts Indicator:K.4.2 Tell a story that the
teacher or some other person will write.
Gardner’s Multiple Intelligence: Musical and Verbal
Linguistic