Man Fish

Man Fish

 

Standard: 

• 4.3.2 Observe, compare and record the physical characteristics of living plants or animals from widely different environments. Describe how each plant or animal is adapted to its environment.
• 4.3.4 Describe a way that a given plant or animal might adapt to a change arising from a human or non-human impact on its environment.

Objective: 

• Students will read “Manfish” and identify facts about creatures and pollution that takes place in the ocean
• Students will also practice environmental awareness and brainstorm ways students can become more involved.

Description:

• Students will listen to the teacher read “Manfish”
• Bulletin board will show different facts and pictures of creatures that one might come across in the ocean.  -Students will be looking at a bulletin board as if they were Jacques Cousteau himself (through the eyes of his snorkel goggles)!
• After students learn about facts, students can not only learn how to clean up and take care of the oceans but the environment around them.  QR codes talk more about pollution and how to take care of the planet.
• Teacher can set up recycling activity with the students and pick up trash around their community

Exemplary Literature:

Materials:

• Background paper
• Tape
• Staples
• QR codes
• Di-cuts
• Paint
• Pieces of garbage
• String
• Saran wrap 
• Printed fish/ocean floor

The Greedy Triangle

“The Shifting Shapes”

Bulletin Board Content                             Ashlyn Kesler, Michelle Heremia, Abby Gordon

 

 

QR Code:                                                                                                                           http://books.google.com/books/about/The_greedy_triangle.html?id=5BfjuWQBV6IC

Standard: K.G.3 Model shapes in the world by composing shapes from objects.

Objective: Students will be able to make basic shapes using lines. 

Through this interactive bulletin board students will be able to create shapes as a hands-on approacb to understanding basic geometry. On the bulletin board is a box of pipe cleaners and a set of instructions as to how to form the basic shapes. The shape making is an application of knowledge that the students have learned in the class. The reading of, The Greedy Triangle, helps students see shapes in action as they can be changed and transformed into different shapes. This interactive bulletin board lesson would be completed after a read aloud of the book.

Materials:

    -     Construcion paper for shapes and traingle on stand, bulletin board paper for backing, QR code printed from online, fishing line for hanging up letters, box for pipe cleaners, and pipe cleaners for creating shapes.
    -     Adhesion with gluestick, masking tape, stapler, and command strips.

There is a QR code attached to the board. This code directs readers to a review of the book, The Greedy Triangle. Also linked to the code is information about the author.

Once Upon A Dime

Once Upon A Dime!

Standards:

2.M.7. Find the value of a collection of pennies, nickels, dimes, quarter and dollars.

2.RL.2.1: Ask and answer questions (e.g., who was the story about; why did an event happen; where did the story happen) to demonstrate understanding of main idea and key details in a text.

Objective:

Student will be able to use resources to answer questions about the text. Students will develop and understanding of how to make a dollar using coins. Students will understanding the basis of spending money.

Description:

1. Students will begin the lesson by reading the book Once Upon a Dime.
2. Students will complete the three activities on the bulletin board.
         -Reading comprehension questions: using the dry erase markers provided answer the three comprehension questions about the story. Answers are provided so students can check their work.
         -Four ways to make a dollar: using different configurations of coins, students will work together to make a dollar.
         -Farmer Worths market: given the amount each item is worth, students will use dollars and coins to come up with that specific amount.

Materials:
Construction Paper (variety of colors), velcro, tape, lamination of (paper money, coins, title), scissors, staples, "Once Upon A Dime", tray for book, dry erase markers, fishing wire, kleenex box,

Book:

Once Upon A Dime
By: Nancy Kelly Allen

Website:

https://www.youtube.com/watch?v=3ARNqyQ0CuY

Olivia goes to Venice

Standard:

K.1.1. Use all senses as appropriate to observe, sort and describe objects according to their composition and physical properties, such as size, color and shape. Explain these choices to others and generate questions about the objects.

Objective:

Students will be able to use their five senses as they complete the different activities provided on the board. After reading through the book Olivia goes to Venice, the students will pretend to discover the city of Venice as they use their sight, touch, taste, smell, and hearing just as the main character, Olivia, did in the book.

Activity Description:

1. Read Olivia goes to Venice by Ian Falconer

2. Complete each activity on the board using the five senses:

- Sight: use the binoculars to discover objects along the Grand Canal

- Taste: select one of the mystery flavors from the basket, and make an educated guess of the believed flavor. Check your answer by opening the window of the building.

- Touch: place your hand inside the brick located in the bell tower and make an educated guess of the object you have discovered. Check your answer by looking at the back of the brick.

- Hear: pull the string to hear the bell of the bell tower.

- Smell: scratch the colorful circles, and make an educated guess of the scent that matches the smell. Check your answer by opening the window of the building.

3. For additional learning about the city of Venice, as well as activities that can be done while visiting the city, use the QR Code which will lead you to a website with necessary information.

Materials:

·                     Olivia goes to Venice by Ian Falconer

·                     Colorful Paper

·                     Stapler

·                     Tape

·                     Hot glue gun

·                     Glue stick

·                     Scissors

·                     Markers

·                     Crayons

·                     Cardboard boxes

·                     Paper bags

·                     Olivia (character) cut out

·                     Popsicle stick

·                     Velcro

·                     Charcoal or paint (for background)

·                     Toilet paper rolls (for binoculars)

·                     String

·                     Small bell

·                     Scratch and sniff circles (Jello powder, baking soda, and water)

·                     Tootsie Rolls (or any flavored candy)

·                     Objects for brick (ones that can be identified through touch)

Literature:

Olivia goes to Venice by Ian Falconer

 

Many Moons

The Seasons of the Moon

Standard:

3.1.1 Identify and describe Native American Woodland Indians who lived in the region when European settlers arrived.

Objective:

Students will be able to demonstrate what they learned about the Delaware tribe in When the Shadbush Blooms by placing the correct picture with the activity description on the board. In addition, students will understand that Native Americans do not follow the traditional seasons, but they follow the cycles of the moon.

Activity Description:

1. Read When the Shadbush Blooms.

2. Match the pictures in the folder to the correct activity and season.

3. Travel through the seasons and Native American moon cycles by walking around the pillar.

Materials:

• Paper in multiple colors
• Stapler
• Tape
• Glue sticks
• Scissors
• Descriptions of the Delaware tribe's activities for each season
• Pictures to accompany the descriptions
• Velcro circles
• When the Shadbush Blooms by Carla Messinger

Literature:

When the Shadbush Blooms by Carla Messinger

More Information about the Delaware Tribe:

http://www.bigorrin.org/lenape_kids.htm​

Duck for President

Duck for President

(You Need To Vote!)

Katie Glenn, Sarah Adamson and Dylan McHenry

This is an interactive lesson that will combine government democratic process and literature using the picture book Duck for President by Doreen Cronin.

Standards: 3.2.3 Identify and explain the duties of and selection process for local and state government officials, who make, implement and enforce laws.

3.2.6 Explain the role citizens have in making decisions and rules within the community, state and nation such as participating in local and regional activities, voting in elections, running for office, and voicing opinions in a positive way.

            Objective: The students will be able to identify the selection process and the responsibilities of the President of the United States and the Governor of Indiana.

            Activity Instructions:

 

1.      First, the students will come to the bulletin board and scan the QR Code which will direct them to the read aloud of Duck for President by Doreen Cronin. (https://www.youtube.com/watch?v=6VQnfNvDbms )

2.      Upon the conclusion of the story, the students will go to the voting booth (window) where they will place a vote for either “Duck” or “Farmer” just like in the book. This will introduce them to the democratic process for electing government officials.

3.      The students will read through the responsibilities of the elected officials so they can understand more about how the U.S. government works.

4.      The students will flip through and answer the true/false cards below the bulletin board. This will introduce the students to facts about the democratic process.

Materials:

·         Construction paper

·         Scissors

·         Letter cutouts

·         QR Code Generator

·         Tape

·         Markers

·         Colored Pencils

·         Shape Cutters

·         Stuffed Animal Duck

·         Ballots

·         Poster board

The Seasons

The Seasons 

Standard: 
K.2.3- Describe in words and pictures the changes in weather from month to month and season to season.

Objective: 
After spinning the wheel, students will be able to accurately place pictures to the corresponding season on the tree.

Activity Description:

How to play the Dress Up Game-

1. Spin the Wheel. 

2. Look in the box for clothes to wear in that season and put them on! 

3. Look in the right bag and dress up the tree for that season.

Materials: 

• ​Wheel 
• Supplies to dress up for different seasons 
• Cut Outs for each season to hang 
• Sticky Tack 
• Construction Paper 
• Facts about the Seasons 
• Paper Thermometers
• Pieces of paper to write answers on

Literature: 

• ​​Picture a Tree by: Barbara Reid 
• What Will the Weather be like Today by: Paul Rogers 
• Our Seasons by: Grace Lin 
• Red Sings from Treetops by: Joyce Sidman 

   

Video/Song: 

https://www.youtube.com/watch?v=-dxbC4-nlEc&feature=youtu.be&app=desktop

What "Draws" You In?

Title: What “Draws” You In?

Objective: Students will understand the differences between four art styles (specifically Fauvism, Realism, American Impressionism, and Cartoon), as exemplified in children’s literature. Students will identify their favorite art styles, as seen in the provided children’s picture books, and will recognize different opinions of their classmates.

Standards:

4.2.2 Identify and describe artistic styles.

4.5.1 Discover personal meaning in works of art and recognize alternative responses of peers in determining personal significance and forming convincing interpretations.

Description:

This board focuses on various art styles represented in children’s literature. It includes information about four styles, with some written information about them as well as a typed connection between the art styles and exemplary children’s picture books. The books are included on the table beneath the board for students to read and enjoy. The board contains one hidden art style as well: pop-up art. The pop-up art images (made from templates: www.robertsabuda.com) are hidden behind the informational flaps on the board, fastened with velcro, for students to discover as they interact with the board. Chalk is included on the table next to the books for students to use in creating their own drawings in the “Cartoon Corner,” and for more art fun, three QR codes for websites are next to or behind a fourth, interactive flap.

Materials:

·         Poster paper

·         Chalk

·         Construction paper

·         Laminated letters

·         Laminated train shapes

·         Glue

·         Tape

·         Crayons

·         Markers

·         Colored pencils

·         Books

      Velcro

·         Watercolor paint chips

·         A measuring “D”

·         QR codes

Exemplary Literature:

·         Watch Me Throw the Ball! By Mo Willems (Cartoon)

·         The Hello, Goodby Window written by Norton Juster, Illustrated by Chris Raschka (Fauvism)

·         The Polar Express by Chris Van Allsburg (American Impressionism)

·         Alphabet City by Stephen T. Johnson (Realism)

Websites:

·         National Gallery of Art for Kids: http://www.nga.gov/content/ngaweb/education/kids.html

·         Art Projects for Kids:  http://artforkidshub.com/

·         Mo Willem’s Pigeon Presents: http://www.pigeonpresents.com/

I is for Indiana!

I is for Indiana

Standards:

• 4.3.3 – Locate Indiana on a map as one of the 50 United States identity and describe the location of the state capital major cities, and in Indiana.
• 4.RN.2.3 Explain the relationships between events, procedures, ideas, or concepts in a historical, scientific, or technical text, based on specific information in the text.

Objective:
Students will be able to use the resources given to correctly identify important information regarding Indiana. 

Description:

Students will start by reading the books and using the QR code given to answer the questions on the flip cards as well as locate various geographic markers. Students will have a visual of the United States and where Indiana is found. 

Materials:
Paper, string, cardboard cut-out of Indiana, newspaper, scissors, staples, US map, construction paper, Velcro.

Book:
H is for Hoosier by Bruce Langton














Website:
www.enchantedlearning.com/usa/states/indiana/