DOTS ON DOTS!

DOTS ON DOTS!

This interactive bulletin board gives students the chance to expand on their creativity and transform the simplicity of a dot!

The standards that apply to the bulletin board are:

1.6.6 Respect personal work and the work of others.

1.7.1 Identify and apply elements (line, shape, texture, color, and space) and principles (repetition and variety) in artwork.

Instructions:

1—Read the book “The Dot.”

2—Choose a dot on the bulletin board.
Use the chalk to change that single dot into your own work of art.

3—Visit the QR codes to see famous examples of pointillism.

Objectives:

After interacting with the bulletin board, students will be able to…

-explain pointillism as a style of art.

-interact with the bulletin board, using abstract thinking to transform the paper dots into a more detailed picture.

-create their own pointillism pictures (which will be framed in gold frames and displayed around the bulletin board).

Materials:
            -Paper
            -Ribbon
            -Chalk
            -Scissors
            -Markers
            -2 Frames

Zin! Zin! Zin! A Violin

In this interactive bulletin board activity, students will be able to explore music and instruments. The standards that align with this board are as follow:

2.6.3 Identify groups of classroom instruments by sight and sound.
2.6.4 Identify families of orchestral instruments by sight and sound.

Students will begin by reading the book Zin! Zin! Zin! A Violin by Lloyd Moss.



After reading the story, students will be given 3 groups of labels to match on the bulletin board. There are three groups of instruments that they will place with Velcro on the board. Under each group students will match the instrument name to its picture. The three instrument groups are brass, winds, and strings. Through this bulletin board, students will better identify what instruments look like and what family they belong too. This activity is designed for 1st, 2nd, or 3rd graders, although the standards are for 2nd graders.

Materials:

-paper
-paperclips
-clear fishing line
-die cuts for the music notes

There is also a QR code that goes to a website where students can listen to each instrument.

The Dark (And the Light)

This bulletin board is based on the recently published book by Lemony Snicket: The Dark.

Here are the IDOE 3rd grade standards used to make this exemplary book into an interactive bulletin board using science standards:

3.1.4 Investigate how light travels through the air and tends to maintain its direction until it interacts with some other object or material

3.1.5 Observe and describe how light is absorbed, changes its direction, is reflected back and passes through objects. Observe and describe that a shadow results when light cannot pass through an object.

 There were two sets of objectives:

-Students will be able to complete a set of experiments using Lazlo's flashlight to demonstrate some of the basic properties of light, and

-Students will be able to identify other sources of light and describe what life was like before the invention of the light bulb

 

 

Activity Pictured Above: Students use Lazlo's pivoting arm to point his flashlight at each of the three objects attached to the board. The compact mirror displays reflection, the cutout of the pigeon casts a shadow onto the surface behind it, and the water bottle shows how light refracts in water. Students could make and record predictions before doing the activity to introduce the scientific method.

Activity on the other side of the board: There are facts about light and the light bulb that are displayed in the "light beam" coming from the light bulb in Lazlo's hand on the right side of the board. To the left of the light beam is a passage that explains that life was much different before the invention of the light bulb and asks students to think of alternative sources of light. Under the "drawer" flap, the students can check their answers. On the right side of the light beam, students are given two writing prompts: 

1) write a short story about what life was like before the light bulb was invented

2) write an alternative ending to The Dark where Lazlo does not find the precious light bulb. What happens differently? What does he find or use instead?

Materials: 

-construction paper

-small mirror

-paper cut-out of choice for shadow task

-wooden dowels 

-working flashlight

-nail or pin to use as pivot for arm

-pushpins

-water bottle full of water

-laminate (optional)

There are also QR codes on the board that link to these websites for further exploration: 

-Interview with Lemony Snicket

-Science of Light

Enjoy!

Where in the World Have You Been?

Where in the World Have You Been?
Have your students take a trip around the world, without having to even leave your classroom! This adventure is a fun way to show how Social Studies and Literature can be tied together in your classroom!




Standard: SS 6.3.1: The world in spatial terms identify and locate on maps the countries and capitals of Europe and America such as Great Britain, Russia, Mexico, Canada and Brazil.

Objective: Students will be able to demonstrate their knowledge of countries through the passport and brochures that they created.

Activities:
Groups of students will each create a brochure about a specific country.  Each one will include the countries flag, a picture of something in the country, and ten facts about their country.  These students will become the "masters" of this information and are responsible for teaching it to the other groups.

Using this along with the passports will ensure that the information is mastered. Once the students have reviewed the information about the country they are then quizzed on it by the "masters". If the master believe they have gained the knowledge needed they are given a "stamp" (sticker of the countries flag) for their passport. Students are required to have a flag from every group in their passport by the time the project is completed.

Another fun activity is with the pictures of famous monuments.  Each monument has a corresponding fact as well as name.  Students with extra time may try to match the name of the monument with the picture as well as with the facts.

Students are also encouraged to pin where they have been on the board in order for the class to see the places their classmates have experienced!

Materials: 
Teachers will need plenty of butcher paper to make the background and countries, the capabilities to make brochures, and a vast amount of pushpins. A laminator would be ideal to ensure long-lasting quality to passport books and the facts on the board. Velcro is used to secure the facts to the board and allow for continual movement.




QR Code: http://www.sheppardsoftware.com/world














Exemplary Texts: 

Literature is TREE-mendous!

Take your students on an adventure through time and watch as nature changes from season to season! This two-part bulletin board will show you that Science and Literature can come together to create a beautiful lesson!

Standards:

SCI.1.3.4 2010

Describe how animals’ habitats, including plants, meet their needs for food, water, shelter and an environment in which they can live.

SCI.2.3.1 2010

Observe closely over a period of time and then record in pictures and words the changes in plants and animals throughout their life cycles-including details of their body plan, structure and timing of growth, reproduction and death.

Objective:

Students will understand the different environment plants and animals live in and describe how those environments change over time.

This interactive bulletin board focuses on the book, "Red Leaf, Yellow Leaf" by Lois Ehlert

Activities:

• Watch Plants Bloom and Grow! In this hands-on activity, students will have a chance to plant their own flower, and watch it grow and change over time. As the plants grows, students will keep a running log, including pictures, of their plants development over an eight week span. (Materials needed: Potting soil, flower seeds, cups, water, construction paper, scissors, and coloring utensils)
• Find a Home for your Furry Friends! In this activity students will go inside the trunk of the tree to find all of the hiding animals that belong on our Maple Tree and match them to their correct homes. This activity can lead to discussions of which season would be the best for each animal and why. (Animals included: a Squirrel, a Monarch Butterfly, a Snowy Owl, a Red Fox, a Rabbit, a Woodpecker, and more!) (Materials needed: Images of animals, and Velcro circles)
• Plant a Poem! In our final activity students will create their own acrostic poem. In the story, "Red Leaf, Yellow Leaf" we hear all about a child's beloved Maple Tree, but in this activity, the students get to share about their favorite plants! Poetry can be written on paper leaves found in a pocket on the bulletin board. (Materials needed: Writing utensils, paper leaves, and staples)

What Else?

The board also includes two QR codes that lead students to websites that teach them more about Lois Ehlert, her literature, and other fun activities!

http://www.pinterest.com/momto2poshdivas/lois-ehlert-books-fun/

http://www.harcourtbooks.com/leafman/

https://www.goodreads.com/book/show/908958.Red_Leaf_Yellow_Leaf

Other Exemplary Texts:

Want More? 

Want to see more pictures of our Maple Tree and bulletin board?
We want to show you!! Click here

What Does the Fox Say

This interactive, cross-curricular bulletin board supports kindergarten standards for music and literature. 

Standards:

Music: MU.K.6 Students distinguish high and low pitches, fast and slow tempos, and loud and soft sounds. They differentiate various vocal, instrumental, and environmental sounds. They identify and demonstrate appropriate listening behavior.

Literacy: K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Objectives: 

Students will distinguish between high and low animal sounds.

Students will sing or speak the different fox sounds to show understanding of the different phonemes.  

Activities:

• Students begin by watching and singing along with the song "What Does the Fox Say?" by Ylvis.
• Students will then make predictions of what sounds the horse, mouse, elephant, and fox make.  They will then use a QR scanner to watch videos of those animals.
• Students will then decide which of the animals is louder and which animal makes a higher sound.

Materials:

• QR Scanner

Book: 

Exemplary Books: 

Perspectives in Paris

ABOUT 

This activity center is a great way to integrate art with literacy! Students can learn about media, elements, and artistic styles through quality literature and hands-on experiences. 

Students can learn from the information presented on the board presented by Hugo and Miles.

They can then step into the artist's studio and try their hand at creating a piece of art with a new perspective. 

Then they can display their new creation on the line or in the window. 

After this, they can read all about Hugo and Miles' Parisian adventure. 

They can extend their learning by following the QR codes to these links: 

Learn about different artists!

Explore art elements!

Learn about the author!

They can also learn more about the world of art through these books: 

MATERIALS

The materials for this center are relatively simple. In addition to the supplies for the bulletin board, you will need various media, objects for inspiration, and a place for students to work.

STANDARDS/OBJECTIVES 

Standards

 4.6.2 Create work that communicates personal ideas, experiences, or emotions.      

4.7.1 Apply elements (line, shape, texture, color) and principles (repetition, variety) in work that effectively communicate ideas.            

4.4.1 Understand that artists have different philosophies or theories when creating art and discriminate between works created from different theories (imitationalism, formalism, and emotionalism).

Objectives

·       Students will create work based on their own perspective, ideas, and experiences.

·       Students will apply elements such as line, shape, texture, and color by using different forms of media to create their own artwork.

·       Students will show their knowledge of different theories and perspectives of artists by choosing to apply those ideas in their artwork.

Cloudy With a Chance of...

This interactive, cross-curricular bulletin board supports second grade standards for science and literature.

Indiana Standard:
2.2.3 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks.

Common Core Literacy Standard:
ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.

Objective:
Students will demonstrate their understanding of the book Cloudy With a Chance of Meatballs by using the activities provided from this interactive bulletin board.  In addition, students will be able to use a graph to chart their daily observations of weather. 

Books:

Cloudy With a Chance of Meatballs by Judi Burrett

Weather by Seymour Simon

Eyewitness Weather by Dorling Kindersly

Activities:
     “Make it Rain” 

• fill a cup with water
• make a “cloud” by spraying shaving cream on top of the water
• drop food coloring on top of the shaving cream, or your “cloud”
• the color will “rain” through the cloud

     Weather Observation

• students will observe the weather each day
• describe the weather (clouds? precipitation?) on the chart
• make daily observations for a week

Materials:

• shaving cream
• food coloring
• clear cups
• water
• daily weather graph

Helpful Websites (used on bulletin board as QR codes):

• The Weather Channel
• Interactive Weather Maker

Bulletin Board Construction Materials:

• blue roll paper for background
• white roll paper for clouds, letters
• red construction paper to back standards, objectives, directions, and QR codes
• yellow yarn for spaghetti
• small styrofoam balls and brown paint for meatballs
• wire hangers for book holders
• fishing line to hang various elements
• umbrella- we cut the material so that the umbrella would line up flat against the board and tied the metal pieces together to keep it open 
• hot glue, paper clips, sticky tack, tape, and staples to mount elements