Classroom Activities
The Very Hungry Caterpillar: Story Sequencing Activity
Age Level: Kindergarten
Standard 1.2: Reading, Analyzing and interpreting text
1.2.2: Identify beginning, Middle, and End of a story
Objectives: Learning and understanding the sequencing of events in a story, and also learning the sequencing of the days of the week
Art: After rereading the story, give the students paper plates- one for the head of the caterpillar, and seven for the body of the caterpillar. Connect them with string and then the students can paint the decorate their caterpillar as they wish. They can also glue eyes on that are provided as well. *Radavon Bee Villanueva, The world of teaching www.pinterest.com
Sequencing: Give the students a handout with the typed days of the week on it, and have them cut out each day of the week label. Ask the students to glue each day of the week to the top of each plate on the caterpillar body in order. Next, give a handout with pictures of the food the caterpillar ate each day. Ask the students to cute and glue the food to the appropriate day of the week plate in the order that the caterpillar ate it.
Age Level: Kindergarten
Standard 1.2: Reading, Analyzing and interpreting text
1.2.2: Identify beginning, Middle, and End of a story
Objectives: Learning and understanding the sequencing of events in a story, and also learning the sequencing of the days of the week
Art: After rereading the story, give the students paper plates- one for the head of the caterpillar, and seven for the body of the caterpillar. Connect them with string and then the students can paint the decorate their caterpillar as they wish. They can also glue eyes on that are provided as well. *Radavon Bee Villanueva, The world of teaching www.pinterest.com
Sequencing: Give the students a handout with the typed days of the week on it, and have them cut out each day of the week label. Ask the students to glue each day of the week to the top of each plate on the caterpillar body in order. Next, give a handout with pictures of the food the caterpillar ate each day. Ask the students to cute and glue the food to the appropriate day of the week plate in the order that the caterpillar ate it.
The Mixed Up Chameleon: Writing Activity
Age Level: Kindergarten
Standard 25.1: Self Concept- understanding emotions and self awareness
Standard 1.4 Types of Writing- creative writing
Standard 1.5 Quality writing- demonstrate conventional penmanship, use correct spacing with scaffolding, include appropriate punctuation
Students will be given a handout that has a picture of the mixed-up chameleon on it that they can color in. Under the picture will be the start of a sentence that they need to complete. The sentence will say "One thing that makes me unique is…" with a blank line to complete the sentence. (https://www.pinterest.com/source/chrissiegrace.blogspot.com/)
The Tiny Seed: Science Activity
Age Level: Kindergarten
Standard 3.1a: Biological Sciences: Living and Non-Living Organisms- students will learn the characteristics of life, what living things (plants) need to survive, and why they need those things to survive.
Reread The Tiny Seed with the class. Discuss with the class that living things need air, food, and water to survive, and specifically what a plant needs to grow and why they need these things. Also talk about why some seeds did not grow in the book. As a class, make a large Poster or Chart about the needs of plants and seeds to hang in the classroom. Next, give each student a styrofoam cup, soil, and a seed. Have each student plant their seeds in the cup. Talk again about what the students will need to each day in order for the seed to grow into a flower (watering), and also ask the class where they think the best spot in the classroom will be for their plants (where the plant will get sunlight). They can also keep a picture diary of the stages of growth of their flowers.
The Very Busy Spider: Science Research and Writing Activity
Age Level: Kindergarten
Standard 3.1 Biological Sciences - Students will learn about the spider
Standard 1.2.3 Determine important facts from informational text as a class
Standard 1.4.2 Communicate information through writing sentences
Standard 1.5.1 Focus, writing about a specific topic
Standard 1.5.6 Conventions - using appropriate penmanship skills, spacing, and punctuation
Standard 1.8.3 Produce a simple product based on research and share information learned through research with teacher support
ReRead The Very Busy Spider with the class. Have a class discussion afterwards about what facts are, and how to determine important facts from informational text. Make "Spider Books" with the class as a week-long project. Cut black construction paper and plain writing paper into circles of the same size. Staple the pages together to make a book with the the black circles used for the cover and the back pages. Research as a class about spiders, and determine new facts everyday. Everyday, have the students write one new fact about spiders in their book. At the end of the week, review what you have learned about spiders as a class. On the last day, have the students glue on a head, the legs, and eyes to make a finished product. (http://www.eric-carle.com/bb-VBS.html)
Age Level: Kindergarten
Standard 25.1: Self Concept- understanding emotions and self awareness
Standard 1.4 Types of Writing- creative writing
Standard 1.5 Quality writing- demonstrate conventional penmanship, use correct spacing with scaffolding, include appropriate punctuation
Students will be given a handout that has a picture of the mixed-up chameleon on it that they can color in. Under the picture will be the start of a sentence that they need to complete. The sentence will say "One thing that makes me unique is…" with a blank line to complete the sentence. (https://www.pinterest.com/source/chrissiegrace.blogspot.com/)
The Tiny Seed: Science Activity
Age Level: Kindergarten
Standard 3.1a: Biological Sciences: Living and Non-Living Organisms- students will learn the characteristics of life, what living things (plants) need to survive, and why they need those things to survive.
Reread The Tiny Seed with the class. Discuss with the class that living things need air, food, and water to survive, and specifically what a plant needs to grow and why they need these things. Also talk about why some seeds did not grow in the book. As a class, make a large Poster or Chart about the needs of plants and seeds to hang in the classroom. Next, give each student a styrofoam cup, soil, and a seed. Have each student plant their seeds in the cup. Talk again about what the students will need to each day in order for the seed to grow into a flower (watering), and also ask the class where they think the best spot in the classroom will be for their plants (where the plant will get sunlight). They can also keep a picture diary of the stages of growth of their flowers.
The Very Busy Spider: Science Research and Writing Activity
Age Level: Kindergarten
Standard 3.1 Biological Sciences - Students will learn about the spider
Standard 1.2.3 Determine important facts from informational text as a class
Standard 1.4.2 Communicate information through writing sentences
Standard 1.5.1 Focus, writing about a specific topic
Standard 1.5.6 Conventions - using appropriate penmanship skills, spacing, and punctuation
Standard 1.8.3 Produce a simple product based on research and share information learned through research with teacher support
ReRead The Very Busy Spider with the class. Have a class discussion afterwards about what facts are, and how to determine important facts from informational text. Make "Spider Books" with the class as a week-long project. Cut black construction paper and plain writing paper into circles of the same size. Staple the pages together to make a book with the the black circles used for the cover and the back pages. Research as a class about spiders, and determine new facts everyday. Everyday, have the students write one new fact about spiders in their book. At the end of the week, review what you have learned about spiders as a class. On the last day, have the students glue on a head, the legs, and eyes to make a finished product. (http://www.eric-carle.com/bb-VBS.html)