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Dr. Seuss Unit
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Transcript of Dr. Seuss Unit
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Fifteen Thirty-three
Forty-two Seventy-nine
Sixty-three Eighty
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TwelveFifty-five
Zero two
Twenty-one Fifty
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One F ish , Two F ishNumbers and Number Words
Number Number Word
Name____________________________________
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Goldfish Graph
Name_________________________________________
Red Orange Green Purple Yellow
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Goldfish Graph Data
Which color had the most?_______________________
Which color had the least?________________________
Name_______________________________
color Tally Number
Red
Orange
Green
Purple
Yellow
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Horton Hears a whoRead the book:Horton Hears a Who by Dr. Seuss1 . This first activity is an introduction to inflections (small, smallesmallest and big, bigger, biggest). You can have the students line thelephants and flowers in order. Then, the students can fill out therecording sheet by drawing a picture {same thing} in the top 3 boxeaccording to size and do the same on the bottom 3 boxes. (Example:
on the first box, draw a big car, then a bigger car, then the biggestcar)
2. Make your very own specks! All you need is a pencil, medium puffballs, tiny puff balls, and green floral tape (or duct tape)Wrap the pencil in green tape and hot glue a medium puff ball on th
eraser. Then, hot glue the tiny puff ball on the top of the mediumpuff ball. Ta-Da!
Picture courtesy of familycrafts.about.com
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Name_______________________________
Draw one picture in each box
Small Smaller Smallest
Big Bigger Biggest
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Horton Hatches the Egg
Read the book:
Horton Hatches the Egg by Dr. SeussHave the students think of two animals to combineand make a new animal. (Example- a frog + a cow=afrow) The student writes them down on thefollowing sheet and draws a picture of their newanimal!
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If I crossed a ______________with a _____________ ,
I would get a________________________ .By:__________________________
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Theres a Wocket in my Pocket
famil ies) and practice(ad, ight, ike, at, it, an, etc) . Brainstorm
(following theThe student wi l l color and cut out their
on their
blocket, nocket) . The students cut outconstructionpocket
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Theres a Wocket in my Pocket
Example
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//////////////////////////////////////
///////////////////
By:______________
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Class Portraits
& Bulletin Board idea
Read the book: The Shape of Me and Other Stuff
by Dr. Seuss
Have the students draw a detailed self portrait.Cut the portrait out and glue on a Dr. Seuss hatcut-out {I found mine at the nearest teacher stor
or you can get them on Amazon}. I have them eachmake bowties out of construction paper.
I put them on my bulletin board and titled it -Oh the faces you l l meetwithout leaving your seat!
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Self Portrait Example
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Discovering the Properties ofOobleckScience
40-45 minutesIn this lesson, students will work with a substance called Oobleck.
Children's literature can be incorporated into this activity by reading Bartholomew andthe Oobleck by Dr. Seuss. Oobleck has the properties of a solid and a liquid. Studentswill be amazed at what they see!
The main goal of this lesson is for students to become more familiar with thestates of matter, specifically solids and liquids.
1. Students will observe the movement of Oobleck and be able to compare itsmovement to that of solids and liquids.
2. Students will be able to state the properties of solids and liquids and comparethem to the properties of Oobleck.
Oobleck (already prepared for students; see directions below) pie pans newspaper (to cover desks) small objects (paper clips, pennies, confetti, marbles, toothpicks, string) Bartholomew and the Oobleck by Dr. Seuss
Directions for making Oobleck:Pour 1 cup of water into a large bowl. Add a few drops of green food coloring. Use yourhands to mix in 1/2 cup of cornstarch.
Lesson Introduction:
Begin the lesson by introducing the principles of solids and liquids.
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assumes the shape of the container which it occupies is not easily compressible (little free space between particles) flows easily (the particles can move/slide past one another)
has a fixed volume and shape (the particles are locked into place) is not easily compressible (little free space between particles) does not flow easily (the particles cannot move/slide past one another)
Inform students that it is possible for a substance to have both the properties of asolid and a liquid. Read the book Bartholomew and the Oobleck by Dr. Seuss. Discuss whaOobleck is and tell students that they will have an opportunity to experiment with
Oobleck.
Lesson Focus:Divide the students into groups of 4. Have one student from each group come to thefront of the room to gather materials. Explain the activity: Students will be free tohandle and explore the consistency of the Oobleck. Students will then place the objectgiven to them (marble, paper clip, penny, confetti, toothpick, and string) in the Oobleckand observe what happens with each.
[ Author's Note: The students will discover that the marble, penny, and paper clip sinin Oobleck; the confetti, toothpick, and string float in Oobleck. The students may cometo the conclusion that any object will either sink or float depending on its weight.Heavier objects will sink and lighter objects will float.]
Conclusion:Ask students to share their group findings with the rest of the class. Explain that
Oobleck is a non-Newtonian fluid. Introduce the new term non-Newtonian fluid -- asubstance that exhibits characteristics of both solids and liquids. A Venn diagram orother chart can be used to compare the Oobleck with a solid and a liquid. In theirscience journals, have students write about their experiences with the Oobleck.
Informal observations can be used (i.e. teacher observation of group worEvaluation can also come from students' responses in their science journals.
*You can also record on the following sheet.
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Draw a picture of the experiment
Write about the experiment:
////////////////////////////
////////////////////////////
////////////////////////////
////////////////////////////
Name__________________________________
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Cat in the HatArt activity
Cut 2X2 squares of red and white tissue paper.Put the end of your pencil in the middle (the endwith the eraser) of one square and then wrap the
edges of the tissue paper around the pencil. Dip itin glue and glue it onto the hat (on the next page)
Continue until your hat looks like this:
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If I ran the zoo
////////////////////////////
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//////////////////////////
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I can __________________________ with my eyes shut////////////////////////////
////////////////////////////
////////////////////////////
By:______________________
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Write around the room!See if you can find words starting with these
letters around the classroom.
Dr. Seuss
Write 2 sentences using some of the words you found:
1./////////////////////////////
2./////////////////////////////
Name________________
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Rhyme Timewith Dr . S e u s s
Find 6 pairs of rhyming words in Dr. Seuss books.
Name__________________________
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book review
Book Title://///////////////////
Draw a picture in each box:
Did you like the book? Why or why not?
////////////////////////////
////////////////////////////
Name:______________________________
Beginning Middle End
Circle one
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__________ lorax
__________ Horton
__________ Grinch
__________ Mullberry
___________Wocket
___________Ooblecks
___________Sneetches
___________Fox
___________ Yurtle
__________ Zong
__________ Seuss
_________ Cat
Name_____________________________
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Seuss Spelling
Hide your spelling words around theroom on index cards (or you can buythe cat in the hat cut outs at any
teacher store or online).
I like to tape them to the walls.
Have the student walk around withclipboards searching for the spellingwords. I mix some Dr. Seuss nonsensewords in to make sure the studentsare reading each word before they
write them on the recording sheet.
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1 .2.
11 .
!
1
4. !
1 5. !
1
6. !
1
7.
!
1
9. !
1
3. !
1
12.
!
1
8. !
1
10. !1
Seuss Spelling
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Name____________________________________________
Word Searchd r s e u s s c bz m n j u f i s hl t u r t l e w cv o p l i u g g nh o r t o n v n is f a a m g j i ra h p o x l k h gr w q r y c a t iHorton Dr. Seuss Cat