PICTURE FILE Thematic units 1 st – 3 rd grade By Gina Petti RED 570.

PICTUREFILE

Thematic units1st – 3rd gradeBy Gina Petti

RED 570

AntsLiterature – Two Bad Ants by Chris Van Allsburg

Discussions & Activities:

(1) What is an ant colony?

(2) How many body parts does an ant have? Draw.

(3) How many legs?

Bring in a real ant colony for the class to observe. Use small magnifying glasses.

An Ant’s View:

Make a class book with the focus question on how do things look from an ant’s perspective? Are things big or small? Describe and draw what your home might look like to an ant. Laminate all of the stories and bind. Display in class library or theme table.

MoonLiterature: Goodnight Moon by Margaret Brown

The Night The Moon Fell Asleep by Rodney Rigley


Discuss the different phases of the moon. Have the class “moon watch” at home and record each night for a two week period, keeping a journal of the moon phases.

Display photos of the astronauts. Pretend to “walk” on the moon. Discuss gravity.

List the following questions on sentence strips:

(1) Do trees live on the moon?

(2) What is a lunar eclipse?

(3) What makes the moon move across the sky?

(4) Can you breathe air & walk on the moon?

SharksLiterature: Sharks Attack! by Discovery Channel Books


Shark Feeding:

Log on to www.neaq.org and observe the live shark feeding. Discuss all of the different species swimming. Do you see different kinds of sharks? What do they eat? Watch their eyes roll back to protect themselves.

Semantic Map:

Display shark teeth, dictionaries, photos of sharks, and other ocean life books on theme table in the class. Begin a semantic map with the word shark. Ask the children to predict new vocabulary words from shark. Label and hang them on the word wall to compare.

FrogsLiterature: Frogs by Gail Gibbons

Video: See How They Grow: Pond Animals, Sony, 1993.

If possible, bring in tadpoles for the class to observe.


Tadpole Book:

Describe the stages of a tadpole to a frog. Display the photos of a frog on the theme table. Talk about their environment, habitat, food, do they lay eggs,….After the discussion, have each child make a small book on the stages of the frog.

Frog Poems:

Can you name words that rhyme with frog? List them on separate sentence strips. Have the class write their own poem from the words. Take turns reading the poems.

BatsLiterature: (1) Stellaluna by Cannon

(2) A First Look At Bats by Selsam

(3) Loose Tooth by Kroll

Website: http://users.mildura.net.au.users/dgee


Bat vs. Birds - Read Stellaluna to the class. Do you think birds and bats are more alike or different? Use a Venn diagram on poster board to show some of their characteristics.

Parts of a Bat – show the website below to the class so they can label their own bat drawing in their journals. List the functions of these parts and what a bat is capable of doing. http://members.aol.com/bats4kids2look.htm

Bat Myths – Is there a myth or tale that the class may have heard about bats? Share the stories in a large group circle.

TornadoFilm/Audio: Wonders of Weather : Tornado

Websites:

www.nationalgeographic.com/eye/tornadoes/tornintro

National Geographic: Eye in the Sky – Tornadoes

www.nssl.noaa.gov/NWSTornado

Tornadoes: Nature’s Most Violent Storms

www.fema.gov/kids/tornado.htm

FEMA for Kids: Tornadoes


(1) Define words associated with disasters. List words on a Semantic Map.

(2) Have students create a tornado in a bottle project - instructions on www.weatherwizkids.com/tornado.htm

(3) Have the class read The Afternoon Tornado on the FEMA website. Discuss the story as a class. What could the twins do differently? Have the children write their own version in their journal.

SpidersLiterature: (1) Creepy Crawly Critter Riddles by

Bernstein

(2) The Very Busy Spider by Eric Carle

(3) Charlotte’s Web by White

Video: Why Do Spiders Spin Webs? Backyard Science


Mystery Word – Unscramble the mystery word SPIDER and have the class try to figure out what the topic/theme is by brainstorming. Then make other words from the letters in SPIDER. List and compare.

Self Web Art – After reading and discussing Charlotte’s Web, have each child write a word in chalk that best describes their character on a black piece of paper. Draw an outline of a spider’s web with glue and sprinkle glitter on it. Hang on the word wall for fun.

AlligatorLiterature: (1) Crocodiles & Alligators by Seymour

Simon

(2) There’s an Alligator Under My Bed

by Mercer Mayer

(3) The Alligator Book by C.C. Lockwood

(4) Zack’s Alligator by Shirley Mozelle

Websites: http://channel.nationalgeographic.com/crocmap/

Map of croc’s and alligators across the world.


Map ‘Um – talk about the environmental necessities, habitats, food, and descriptions of alligators. Are there any differences between crocodiles and alligators? Do a Venn diagram to illustrate. Display a large map of the world, and tape small alligator and croc cut-outs on areas where they may live. Discuss the different climates.

Pollution – Can pollution affect their habitats? Make anti-pollution signs with paint and card board to hang around the classroom. List different ways that people can help to keep their environments clean and safe. List in their journals.

Fire SafetyLiterature: (1) Fire Safety (Be Safe!) by Peggy

Pancella (2) Big Frank’s Fire Truck by Leslie McGuire

Video/Audio: Fire Safety with Safety Sarge (July 2006) Fire Prevention (July 2007)

If possible, ask the local fire department to schedule a visit for the class.

Discussions & Activities:Fire Hazards – Ask the class if they know what fire hazards are and to list them. Look over a photo of a kitchen, living room, and bedroom. Have them circle areas that may be a hazard and state how to fix these problems. (ex: drapes on a lamp, child cooking alone, candles, apron near a stove, matches, alarm missing batteries,…etc)Escape Plan – Ask the class what they would do if there was a fire. Have them describe and draw an escape route with their family at home. Share their plan with the class the next day.

VolcanoLiterature: (1) Volcanoes (All Aboard Reading-Level 2)

by Nicholar Nirgiotis (2) Volcanoes (The Wonders of Our World) by Neil Morris

Video/Audio: Volcanoes of the Deep Sea (IMAX) (2003) by Richard Leitz, Ed Harris, & Stephen Low

Discussions & Activities:Volcano Lovers – As a class review thewebsite below on how volcanoes work. Write 3 facts you learned about them in your journal.What happens when lava covers the earth?Can fossils form? http://whyfiles.org/031volcano/index.html

Eruption – Place 60 ml of water, a few drops of detergent, orange food coloring, and ¼ cup of vinegar into a drink bottle. Wrap 1 tablespoon of baking soda in a small square piece of tissue and drop into the bottle. The model will erupt! To make it appear more realistic, cover the bottle with play dough and decorate with lava channels and vegetation.

ButterfliesLiterature: (1) Charlie the Caterpillar by Dom Deluise

(2) The Butterfly Collector by Naomi Lewis (3) The Very Hungry Caterpillar by Eric CarleIf possible, provide a live caterpillar for the children to observe the stages.

Discussions & Activities:Butterfly Stages:Discuss the stages of a butterfly. Then follow up with a sequence lesson of its life cycle, beginning with the eggs on a leaf to an adult butterfly. Have the children record the stages in their journals. Follow up with a nature walk and plant a butterfly garden.Fruit Sorting:After reading The Very Hungry Caterpillar by Eric Carle, divide the class into groups with an assortment of fruits. In their journal, let the students create a graph on each fruit: taste, smell, feel, sound, look, and name. Share their findings with the class. Make a large graph for class wall.

DinosaursLiterature: Danny and the Dinosaurs by Syd Hoff


Before reading the story above, ask the class to predict the story by the cover of the book. Then do a picture walk together.

Reward Poster:

Ask the class to pretend they have a pet dinosaur like Danny’s, only it gets lost in the city. Have each child write a reward poster with a full description of their dinosaur and an illustration to get his or her pet back.

Questions for Journal:

(1) What would you need for a pet dinosaur?

(food, shelter, ...etc)

(2) What would you name your pet?

(3) Do you think your friends, family, or neighbors

would like a dinosaur in the neighborhood?

Human BodyLiterature: (1) Me and My Amazing Body by Joan

Sweeney

(2) First Human Body Encyclopedia

by DK Publishing

(3) The Human Body by Gallimard

Jeunesse

Video: Discovery Channel School Body Systems


My Body – after watching the video, have the students summarize the functions of each body system: nervous, digestive, respiratory, and musculoskeletal. Partner up children and have them trace their body on a large piece of bulletin paper. Label some of the internal parts and write their findings of the body systems functions.

Personal Trainer – discuss the importance of healthy habits and exercise for our body. Have the students pretend they’re a personal trainer and write an exercise routine for their partner. If possible include weighing and measuring their height ,also as a Math concept. Display food pyramid.

TeethLiterature: (1) Open Wide: Tooth School Inside

by Laurie Keller

(2) Take Care of Your Teeth by Don Curry

If possible, have a dental hygienist visit the class and talk about healthy habits.


Teeth Collage – Make a good food for their teeth collage out of pictures from magazines. Graph the classes favorite foods. Discuss and write other ways to keep you teeth healthy and clean. Brainstorm in groups and compare.

“Eggs”tra Fun – Bring in hard boiled eggs for each child. Have the class place their egg in a cup full of dark soda for 1 night. Talk about why we should keep our teeth clean. The next class day remove the eggs. They are discolored, yellow, and look like plaque. Take turns using a toothbrush with toothpaste and brush the egg clean of “plaque”. It really works!

WhalesLiterature: (1) Danny & Daisy by Suzanne Tate

(2) Going On A Whale Watch by Bruce McMillan

(3) Whales for Kids by Tom Wolpert

Video/Audio: Reading Rainbow’s Humphrey

Discussions & Activities:Whale Puppet Show – (descriptive writing) Create a whale puppet for a play. Students will write a poem or report about their specific whale puppet for the play. It will contain at least four facts about that whale.“WH” Whale - Discuss questions words that begin with “wh” (who, what, where, when, why). Students will write in their journals 5 questions about what they want to learn about whales. Divide the class into “resource groups” and find the answers through the internet, books, magazines, and encyclopedia’s. Compare with class.

LadybugsLiterature: The Very Grouchy Ladybug by Eric Carle


If possible, provide a lady bug farm in the classroom for the class to observe.

Ladybug Expressions:

After reading the book, show the different expressions such as grouchy, happy, sleepy, scared, bored, and sad. Give each child a card to draw their favorite ladybug expression. Without showing the class their card, describe the face so the class mates can guess the card.

Math Ladybug Spot Game: Laminate large lady bug shaped paper. Use black dots as a manipulative to determine answers for math word problems. Call out basic questions such as “There are 7 spots on this bug, the wind blew 5 away. How many are left?” Observe and record their answers.

Boats

Ships Log:

Record a pretend journey by boat in their journal. Ask the children some questions to help their imagination. Ask: Where did you go? Were there any adventures? Sharks? Were the seas calm or rough? Did you find an island?

Sink & Float:

Provide each child with a sink & float worksheet. Have them make predictions and check off which items they think may float…or sink. Record. Next have the children take turns placing small items in the large water filled bowls. Some items include cotton swab, q-tip, paper clip, straw, popsicle stick, toy car, a magnet, and crumbled paper. Record their thoughts and compare as a class.

Ocean Videos:

(1) Is There A House For A Hermit Crab?

(2) Seashore Surprises by Reading Rainbow

(3) Bill Nye / Ocean Waves

Seashell Math:

Divide the class into groups and place various sea shells on each table. Compare sizes, color, and shapes. Sort accordingly or weigh each one with a small scale provided. Order them from largest to smallest. Some shells may also be placed in the sand and water table for fun.

Serving Up Seafood:

Let the class create a menu by cutting photos of various seafood from magazines. Glue and label prices for dinners and laminate. Group students into various roles to play restaurant. Provide a play register, money, small table, chef & waiter outfits. Observe their role playing and document.

Seasons

Seasons

Journal Writing:

Which is your favorite season and why?

Webbing;

Write the season in the center of large butcher paper. Ask the class to list things they associate with that season (activities, holidays, weather, clothing) Cut out photos from magazines to match the words listed on the web.

Seasonal Fashion Show:

Supply the class with large box full of different donated clothing (shirts, mittens, hats, shorts, jackets, goggles,…)

Have the students perform a fashion show spotlighting fashions of various seasons.

Students can write descriptions of fashions on a large poster board (example: Summer Safari, Winter Ski

Wear, Fall Football). Pick out music for each season, and videotape fashion show to share with students

or parents.

BearsLiterature: Little Polar Bear by Hans de Beer

Goldilocks and the Three Bears


Reader’s Theatre – Divide the class according to page numbers from the book, We’re Going On A Bear

Hunt. The children will act out their page when called upon as it is read. In the end, give each child a print out of the book to take home and practice.

Journal Writing – Discuss and compare knowledge on bear facts. List them. Answer these questions:

What kind of bears are there in the world? Where do they live? Do they like the cold or warm climates?

Have you ever seen a bear at the zoo? What do they eat? What is hibernation? Do other animals

hibernate? List them.

Bear Picnic – Have the students bring their teddy bear’s from home for a picnic in class. During the

lunch picnic talk about real bears verses teddy bears. Talk about fact verses fiction. What else can be

pretend or real? Compare.

PetsLiterature: (1) Pet Show by Ezra Jack Keats

(2) The Perfect Pet by Margie Palatini

(3) I Want A Pet by Barbara Gregorich


Pet Stories – If possible, have 3 or 4 students bring in their own pets for the class to observe. Talk about other pets you can have, like on a farm for example. Does anyone else have a pet at home? Share stories and photos. Set up a play area as a veterinary office or animal hospital.

Trust Walk – Talk about the responsibility of being a pet owner and how much they depend on us. Pair up the class by two’s and blind fold one of the students. Have their partner lead them on a trust walk to illustrate the concepts of responsibility and dependency. Relate that concept with owning a pet. Write a pets needs in your journal (food, blanket, water, leash, tank, cage,…)

Transportation

TransportationLiterature: (1) How Will We Get To The Beach? By Brigitte Luciani

(2) Transportation (Around the World Series) by Margaret C. Hall (3) Big Book of Transportation by DK Publishing

Discussions & Activities:Journal Writing – What does the word transportation mean? What are different types of

transportation? Can you travel on air, sea, or land? Have you ever been on a trip? How did you get there? Who did you go with?

Suitcase – Make a suitcase out of a file folder. Have the children decorate the inside with items they might pack and bring on their trip. Place a velcro piece above the items drawn. Write the words

associated with the pictures on a sentence strip and attach the other piece of velcro. Don’t forget your pretend plane or train ticket in your suitcase!

Writing Center – Learn about safety and traffic signs. Make signs and write rules to hang around the classroom.

SnakesLiterature: (1) DK Readers: Slinky, Scaly Snakes

by Jennifer A. Dussling (2) Amazing Snakes by Sarah L. Thompson

Websites: www.lpzoo.com/animals/herps/herpslists.htmlLincoln Park Zoo reptiles & amphibianshttp://muggy.gg.caltech.edu/~bena/snakes.htmlRoom 11 Snake Web page created by childrenhttp://www.castyournet.com/Sankeman/index.htmlThe Snake man Web Page

Discussions & Activities:(1) As a large group, discuss and brainstorm the differences between reptiles and amphibians. Divide up the class to draw the type of habitat for each. A Venn diagram can also be used.(2) Divide each child’s folder pockets into two, amphibians & reptiles. Have the class list the animals, their food, habitat, cut photos, and list them on sentence strips. Sort accordingly and file into each pocket.

Weather

Weather

Visual & Audio Resources:

- www.theweatherchannelkids.com

- Everything Weather: The Essential Guide to the Whys and Wonders of Weather (CD ROM)

- Weather Station: Backyard Science (video)

- Telling the Weather (video)


Weather Forecast:

Discuss the different photos of the weather. Have you ever been in snow or a storm? Share your experiences.

Have the class write their own weather forecast for their home town. Video tape each child in front

of the Florida map reading their version of the forecast for that day.

Weather Calendar:

Have a weather calendar displayed on the wall. Let the student of the day select the appropriate weather

symbol for the day. Have each child record the date and draw a picture or description for their daily

weather journal. Compile each month and bind together.

Native AmericansLiterature: The Gift of the Sacred Dog by Paul Goble

Pre-read the title. Explain the word sacred. Ave the class look in their dictionaries for the meaning. Can they guess what sacred dog might be?


(1) Introduce the unit with a map & talk about the major groups of Native Americans. Explain about the idea of Indian names, how they reflect a characteristic of the person. (Running Deer, Black Hawk, Boy Who Hunts Buffalo) Have each child think of a name for himself, and write it on lined paper with an explanation of why they chose it.

(2) Have the class brainstorm other ways that the Native Americans could have solved their problem of being hungry and finding no buffalo. Make a big book on some of these suggestions. Have the children decorate their animal skin shaped paper with Native American symbols.

PICTURE FILE Thematic units 1 st – 3 rd grade By Gina Petti RED 570.

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Transcript of PICTURE FILE Thematic units 1 st – 3 rd grade By Gina Petti RED 570.