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Art Activity-The Very Hungry Caterpillar

August 13th, 2009

The Very Hungry Caterpillar:

This is a simple art project that uses multiple textures.

Recommended Grade Level: PreK-1

Materials:

Cardboard egg cartons (Take one egg carton and cut in half length-wise where the eggs would sit in to make two cardboard strips. Each rounded strip will be a caterpillar. Plan ahead and ask parents to donate.)
Green WASHABLE paint
Smocks
Paintbrushes
Red pipe cleaners
Small wiggly eyes (2 per child)

Procedure:

The painting can be done in a small group setting. After each child has painted the outside of their egg carton, I have them stick on the eyes-the wet paint will act as glue. Once completely dry, each pipe cleaner is stuck into the top of the caterpillars head. The ends can then be rounded to look more like antennae. Also, the ends should be bent on the underside of the caterpillar so they don’t slip out. Students can then draw a small smiling mouth on their little friend.

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Posted in Art

Tags: Author Study

Art Project of the Week-Turtle

May 23rd, 2009

We are really going green with this cutie of a turtle. He is made with an apple sauce cup and a plastic spoon. The best thing about this project-no need for glue!

Supplies Needed:

apple sauce cups (emptied and cleaned), 1 per child
green paint, brushes and smocks, 1 per child
plastic spoon, 1 per child
green construction paper, 1 5X8 piece per child
pencil, 1 per child
markers, 1 per child
tape, 5 small pieces per child

Allow each student to paint the outside of an apple sauce container. While the paint dries, demonstrate how to make the turtle’s body parts. Using a pencil, plastic spoon, and green construction paper, trace the top of the spoon for the turtle’s head one time and the end of the spoon (trace down until you reach the middle of the spoon handle) four times. Once traced, cut out the pieces. Tape the straight end of each piece to the inside of the dry apple sauce cup. Bend the ends of each leg to make the feet. Finally, use a marker to draw a face. Don’t forget to name the little cutie!

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Posted in Art, Center Ideas

Tags: First Grade Kindergarten Pre K

Art Time Tips

May 13th, 2009

Here are a few tips for art time that I have discovered or have received from colleagues over the years. I love the idea of working “smarter” not “harder”.

If you have some art time tips, please share them with us!

For easy clean-up, use vinyl tablecloths to cover table tops. They can be wiped off and then reused again! Check your local Dollar Store for these handy helpers.
If you have generous parents or a generous budget, purchasing baby wipes to quickly clean off hands makes art time a breeze. Plus you avoid having the little ones get paint on everything their little hands touch on their way to the bathroom to wash!
Work spaces can also include a paper bag spread out or the top of a box (if you have boxes of copy paper at your school, snag the tops! These can be used and reused without a lot of mess.).
Short on smocks? Ask parents to send in old t-shirts for the children to wear. Socks (clean ones) also make great erasers for white boards. Big paper bags can also be placed over the head (sides cut out so children can move arms freely) to protect the clothes during painting time.
Need a place for artwork to dry? String a piece of yarn in a not-so-active corner of the room or a window. Hang pictures on the string with clothes pins. This also makes for a nice place to display their beautiful work.
For my young girls with beautiful long hair, I keep a few hair ties available to pull hair back during art time.
To avoid having to worry with those irritating glue bottles that get clogged all the time, store your glue in butter containers for the kids to use. To get the glue out, provide small brushes (preferably the ones that have a wide bristle span) for the kids to apply the glue to their projects. Teach the kids how to use the edge of the container to wipe off any excess before brushing on. You’ll be amazed at how much better this works for projects.
For classrooms that paint frequently (I love those kind!), think about attaching a paper towel holder directly to the bottom of your art table. Placed near the edge, this can be a handy-dandy spot for grabbing a paper towel when those LITTLE spills occur.

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Posted in Art, Subjects

Greater Than, Less Than, Equal to

May 13th, 2009

Here is a lesson written for first graders that teaches the concept of the greater than, less than, and equal to concepts. The lesson makes use of two Gators and a Clam. It is a fun way to help students grasp the skill of using those tricky symbols!

>, <, = Lesson Plan

Subject: Math Grade: First Grade

Lesson/Topic: >, <, and = Length: 50 minutes

Unit: Greater Than, Less Than, and Equal to

Objectives:

Students will be able to compare two quantities (up to 12) and determine which is greatest and least amounts.

Students will be able to compare two quantities (up to 12) and determine when they are equal.

Students will use the symbols >, <, and = to show a true equation between two quantities.

MA Standards:

2.N.1 Name and write (in numerals) whole numbers to 1000 and order the numbers.

2.N.2 Identify and distinguish among multiple uses of numbers, including cardinal (to tell
how many).

2.N.4 Compare whole numbers using terms and symbols, e.g., less than, equal to, greater than
(<, =, >).

Materials and Resources:

Each of the teacher made items will be used to provide instruction at the beginning of the lesson.

1 Greedy Greater Than Gator (Teacher made)

1 Lester Less Than Gator (Teacher made)

1 Pond Place mat (Teacher made)

Each child made their own Greedy Gator and Lester Gator in the previous lesson. The pond place mats are laminated so the children can write the quantity of food in each pond directly under each island.

1 Greedy Greater Than Gator (1 per child)

1 Lester Less Than Gator (1 per child)

1 Pond Placemat (1 per child)

1 >, <, = Worksheet (1 per child)

1 Dry Erase Marker (1 per child)

1 Bag of Beans or other counting manipulative (1 per child)

1 number line per child (optional)

Introduction:

Students should gather on the “carpet area”. State the objectives by telling them that at the end of today’s math lesson, you want them to be able to say, “I learned how to compare two numbers and use symbols to tell if they were greater than, less than, or equal to one another.”. Ask them to recall the math lesson from the previous day. Review concepts taught: place the “Greedy Greater Than Gator” and the “Lester Less Than Gator” on the whiteboard (they’re magnetic). Ask for a volunteer to briefly recall the story about Greedy and Lester. They should remember which is which-Greedy and Lester have to share the pond, but both agreed that they will ONLY eat from their own island in the pond. And even though Greedy always wants more, he is honest. Review the names of each symbol (gator’s mouths) and how they are read. Also, that the open mouth always points to the larger number. In the case of the “lesser than” symbol, the smaller end of the symbol points to the smaller number. On the place mat, show the students that there are 6 pieces of food on the first island and 4 pieces of food on the second island (draw big round dots to represent food). Have the students tell you how many are on each side as you draw them and then write the number underneath each island. Ask for a show of hands for a volunteer who can show how to make the equation true using one of the gators. Have the students read the equation with you. Next, switch the numbers. Call on a volunteer to demonstrate. Again, have the students read it with you. Review how we know which sign is which. Next, ask the students which sign we should use if 2 pieces of food were added to the first island(add the food). Ask the students how many pieces of food there are and change the number to show 6 on each side. Tell the students that because both sides are equal (write the word on the board) we use a different symbol. Show the kids that neither gator works because not one side is lesser or greater than the other. Tell the kids that our equals sign is the same sign we use when we are answering addition and subtraction facts. The equals sign tells us that the equation is true. Introduce “Eli the Equals Clam”. Tell the students that when two numbers are the same, they are equal. And during our activity, we will use Eli the Equals Clam instead of the gators to show when two numbers are the same. Use Eli to show the following examples on the board:

1. 5=6 Ask the students if the equation is correct. Demonstrate how to make it true and explain why. Call on students for ideas.

Repeat with:

2. 3=4

3. 7>9

Procedure:

Tell the students that they are going to work with their gators as well as the “equals clam” to show true equations. Remind students that the open part of the gator always points to the bigger number and when the numbers are the same that means they are equal. Show students a copy of the practice worksheet. Instruct students on how they will complete the worksheet and show their work using their gators, clam, and a place mat. The first one is done for them. Ask students to recall how they used their gators and mats for the previous lesson. For example #1 reads:

1. 1 > 0

The children should write the 1 under the first island and the 0 under the second. Next, they should show 1 bean on the first island and none on the second. In the space between each island, they should place a gator or a clam to make the equation true. The students should then write the correct symbol on their worksheet for that same equation. Encourage students to refer to the number lines on their desks if they are unsure of the value of each number.

As students work, ask them questions to encourage their thinking. Some questions are:

1. What happens if one island has none?

2. How do we read the equation when both sides are the same?

3. If this group has the least amount, how much does the other have?

4. Why are you placing your gator in that direction?

5. What are the gator mouths used for?

Allow students approximately 30 minutes to complete the independent activity.

Conclusion:

Direct students to join on the carpet area. Ask the students to share some of the things they learned in this activity. Ask the students: When did you use the equals clam? When did you use the greater than gator? the lesser than gator? Did you think this was hard or did you feel comfortable using each animal/symbol? Do you think you could use the gator mouths/symbols without the gator bodies? Tell the students that will be the focus of our next lesson! Have the students recall what the objective is by repeating it. Ask them if they feel that is what they learned today. Hopefully all of them say yes! Have the children turn to the person next to them and tell what they learned in math today.

Assessments:

Students will be informally assessed throughout the lesson. They will be assessed on their participation in the group discussion and individual activity as well as on their completion of the in-class worksheet. Observations of how students show each equation on their work mats and questioning (see above) of how they obtained their answers will also be used to determine their level of understanding.

The following rubric will be used to assess the completed worksheet: (Total number of questions=15)

4=All correct 3=10-15 correct 2=5-10 correct 1=5 or less correct

Extensions:

Have students compare numbers greater than 12.

Have students write two numbers and compare without using manipulatives.

Have students compare two numbers and then tell them to add or subtract from one side to demonstrate an inequality (example: “Show me 5<8. Now add 4 to the first island. How is the equation read?”).

Modifications:

To challenge-for students who can easily identify which groups of numbers are more and less, the student(s) should be given gators that have been cut to expose only the mouths (the symbols). Students should then compare the quantities using just the symbols.

To simplify-for students who are having difficulty identifying which groups are more and less, the student(s) should be told to count each “piece of food” aloud and to place a picture of the matching number with the manipulatives for each island. The student(s) should then do the same for the other island. Using a number line, have the student(s) determine which number is more than the other. Demonstrate how “Greedy Greater Than Gator” will eat the number that is on his island-this number comes first and it is more so we read the symbol as greater than. Repeat the process to develop understanding and independence.

You can also have struggling students who may need help work with a buddy. That way you can monitor them more closely and provide help.

Another strategy would be to fold the worksheet in half and have a student complete only part of it if it is too difficult or overwhelming.

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Posted in Math

Tags: First Grade

Art Project of the Week-Daffodil

May 12th, 2009

Ah, springtime. The grass is green, the birds are singing, and the flowers are blooming. Here is an art project for prek-k that celebrates daffodils. These cute little flowers make use of cupcake liners.

Supplies Needed:

paint-yellow and green
smocks
paint brushes
glue or paste
scissors
Daffodil Template
blue construction paper or stock

Directions:

Print the “daffodil template”. One per child is needed (A copier can be used to print the template onto a heavier paper for the purpose of painting it later). Have children cut out the daffodil pieces. Next, children should paint the flower yellow and the stem pieces green. While the yellow flower piece is still wet, have children place one cupcake liner in the middle of it. The wet paint will help it to adhere to the flower piece. Once dry, children can glue or paste the flower pieces onto blue construction paper.

*The longest stem piece will be too long for an 8 1/2 by 11 piece of construction paper. If using this length, have children glue that piece on first and then the yellow flower on top of it so it will accommodate the page without hanging off the edge or requiring the need for cutting.

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Posted in Art, Center Ideas

Tags: Art Project of the Week

What is Symmetry?

April 7th, 2009

The lesson will begin with the students seated at their desks. The students will be shown a picture of a butterfly. The students will be asked what it means to say that the butterfly is symmetrical. Students may recognize that one side of the butterfly is the same as the other. Students will be told what symmetry means and told that many things in nature often have symmetry/are symmetrical. They will then be shown several examples (a leaf, a rainbow, a daisy,etc. They will then be asked if they can name anything in the classroom that has symmetry. Examples will be given. The students will then be introduced to the activity. Each student will receive a copy of dot paper. Once distributed, the class will be shown how to fold the paper in half lengthwise along the center line. With the paper folded in half, I will use an overhead projector to demonstrate how to cut out a triangle, leaving the uncut fold as one side. Students will be asked to do the same. Before children unfold their papers, the students will be asked if someone can draw a picture on the chalkboard of how he or she thinks the figure will look once the paper is unfolded. The children will then be asked to unfold their papers to see what figure was created. Students will be asked to tell how the halves on both sides of the fold are alike. Some students may recognize that both halves show triangles that have exactly the same shape and the same size. The students will then be told that when the halves on both sides of a line match in shape and size, we can say that figure is symmetrical and we can call that line a line of symmetry. The students will then be given a picture of a heart cutout. Students will be asked to draw a line of symmetry on the heart. Students should recognize where the line of symmetry is. Students will then be given construction paper in order to make other shapes-a square, a circle, or an invented one. How to fold and cut the paper will be demonstrated. For each shape, students will be asked to draw the line of symmetry on it.

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Posted in Math, Thoughts to Ponder

Tags: First Grade Kindergarten

Warm and Cool Colors

March 15th, 2009

Objective:

Students will recognize “warm” and “cool” colors within nature and works of art.
Students will recognize the purpose of using warm and cool colors within a work of art.

Procedure:

The lesson will begin with the students seated at their desks. Students will be shown some pictures-a yellow sun, a sunflower, a pitcher of lemonade, and a bowl of oranges. The students will be asked what the pictures make them think of. Various answers will be given. The students will then be asked how the pictures make them feel. They will be asked to pay particluar attention to the colors represented in the pictures. The students may recognize that the colors have an energizing effect on the mood. The students will be told that colors such as red, yellow, orange, and even brown and black are considered warm colors and are vivid in nature. The students will then be shown a new set of pictures-a blue ocean, a green meadow, and a purple sunset. Again, the students will be asked what the pictures make them think of and how they make them feel. The students may recognize that the colors tend to have a calming effect on the mood. The students will be told that colors such as blue, green, and purple are considered cool colors and are soothing in nature. The students will then be asked to draw a picture of something they have seen in the outdoors using warm colors and then a second picture using cool colors. Once the pictures are completed. The students will be asked to meet on the “carpet area”. The students will be asked about what kind of pictures they drew and how they want the pictures to make people feel. The lesson will come to a close with the students being asked to share something they learned from the lesson.

Materials:

Photographic pictures, crayons, two pieces of drawing paper per child

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Posted in Art

Henri Matisse

March 15th, 2009

Objective:
Students will recognize the difference between a “realistic” piece of art and an “abstract” piece of art.
Students will recognize the cutout work of Henri Matisse.
Students will create an abstract collage that contains a pattern.

Description:
The lesson will begin with the students seated on the “carpet area”. The students will be given a brief history of Henri Matisse. The students will be told that due to illness and age he became unable to paint, so he began experimenting with cutouts using bright colors and unusual shapes. The students will be told that these works are called “collages”, which means that shapes were cut and stuck to a background to create a picture. The students will then be introduced to what “abstract” means. They will be told that although Mr. Matisse painted realistic pictures early in his career, his pictures gradually became more “abstract”, meaning that they did not look exactly like real life. The students will also be told that although his collages were very abstract, recognizable objects can be found by looking closely. The students will then be shown examples of Matisse’s work and we will discuss the shapes that students see. The students will be told the title of each work and asked if they find any of the objects in the picture (for example, “The Beasts of the Sea”). Students will also be asked if they see any repeated patterns throughout the pictures. The students will then be introduced to the activity. The students will be told that they are going to make an abstract collage using some of Mr. Matisse’s ideas. The students will then be directed to return to their seats. I will first demonstrate how to cut an interesting abstract shape by starting at the bottom of a piece of construction paper and cutting up and around in order to eventually return to the bottom of the piece. Each child will then receive 2 pieces of 6 x 9″ construction paper. The children will be told that they will be using all of the paper. I will then guide the students in cutting an abstract shape. The end result should result in a “cutout” (or “positive”) shape, and a “leftover” (or “negative”) shape, both of which are from one piece. The students will then be told to glue one of their negative shapes in a top corner of their background paper, lining up the edges as neatly as possible. The students will then be shown how to reposition the positive shape within the negative shape (it should fit together like a puzzle). Next, the positive shape will be flipped down beneath the negative one and glued into place, creating a mirror-image effect. The students will then be given the opportunity to glue various shapes around the images as they prefer. The students will be encouraged to add shapes that repeat. The students will be shown an example and asked to notice how the picture is “balanced” by the surrounding shapes. The students will be told that Matisse sometimes used small repeating shapes, or patterns, to create a pathway for our eyes. Students will be given about 15-20 minutes to work on their art. The students will then be brought back to the carpet area. We will briefly review the new concepts. The students will then be asked to share what shapes and patterns they used throughout their artwork.

Materials:

White drawing paper, scissors, glue, 4.5 x 6″ construction paper in various colors, various examples of Matisse’s work.

Assesment:
Students will be assessed according to their participation in the group discussion as well as their completion of an abstract piece of artwork that contains a pattern.

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Birthday Sort

March 15th, 2009

Abstract:

This lesson is an interactive way to teach students how and why graphs are used. This lesson is fun for the kids and they get to learn about their classmates birthdays.

Subject(s):

Mathematics

Grade/Level:

Kindergarten

Objective:

Students will sort themselves according to birth date. Students will graph the number of birthdays within each month and determine what information the graph provides (e.g. which month has the most, which has the least, and which (if any) has the same number of birthdays).

IMPLEMENTATION

Learning Context:

Students have already been introduced to sorting and graphing. A lesson on sorting students according to hair color, eye color, and gender precedes this lesson.

Procedure:

Students will gather and sit on the carpet area. Students will be asked if they know when their birthday is. They will then be asked if they think they share the same birthday with someone else in the classroom. They will then be asked if they think they share the same month as someone else in the classroom. As a group, we will briefly discuss that it is more likely that two people will share the same birth month rather than an actual birthday. The students will then be given instructions for the acitivity. Students will write their first names on a strip of paper. Large cards will be placed on the floor in the classroom. Each card will have the name of a month (pictures could also be added to help students identify the months-ex. a clover for March). The students will be directed to find the card with the name of the month they were born in and form a line behind it. Once the students have found their particular birth month, the students will be directed to count the number of students in the line they are in. The students will then be directed to look at the number of people in other months. On the dry-erase board at the front of the classroom, a graph will be present. The “x” axis will have numbers 1-10 and the “y” axis will have the name of each month in order from January to December. Once prompted, each group will be called up to the board. With teacher assistance, each student will place their name (written on a strip of paper) in the column of their month. Once completed, the students will be asked what the graph tells us. The students should be able to recognize that the graph reveals which month(s) has the most bithdays, which month(s) has the least number of birthdays, and which months have the same number of birthdays (if any). As a group, we will check our answers by counting the number of names for each month to accurately determine which month has the most, the least or the same number of birthdays. Students will then be directed to ask members in their month to determine if any share the same birthdate. In closing, students will be asked to share what they learned about using a graph.

Collaboration:

Students will work collaboratively & individually.

Time Allotment:

1 class period. 30 Min. per class.

MATERIALS AND RESOURCES

Resources:

Materials and resources:
Twelve large cards with the names of the months and dry-erase/chalkboard

Strips of paper

STANDARDS & ASSESSMENT

Standards:

Subject : Mathematics

Subject/ Grade/ Domain : KINDERGARTEN

Data Analysis, Probability, and Discrete Mathematics
Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands.

Data Analysis (Statistics)
Understand and apply data collection, organization and representation to analyze and sort data.

Formulate questions based on data displayed in graphs, charts, and tables.

Assessment/Rubrics:

Students will be assessed acording to their participation, understanding of what is taking place, and their ability to follow directions throughout the group activity.

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Posted in Math

Tags: Kindergarten

What’s Alive?

March 15th, 2009

Abstract:

This lesson starts out with a great book that introduces students to living and nonliving things. Students are then given the opportunity to work collaboratively to complete a picture sort of living and non-living things.

To find the book for this lesson, follow our link to Amazon.com.

Subject(s):

Science

Topic or Unit of Study:

This lesson is an introductory lesson within a unit on animals.

Grade/Level:

Kindergarten

Objective:

Students will be able to distinguish between living and non-living things.

Summary:

The teacher will read a book that introduces differences between living and non-living things. The students will complete an activity to apply their knowledge of living and non-living things.

IMPLEMENTATION

Learning Context:

A unit on animals will be introduced. This lesson will be an introductory science lesson so students will learn to distinguish between living and non-living things.

Procedure:

The students will be asked to sit as a group on the carpet. They will be introduced to the science lesson by being shown an actual potted houseplant and a pot with non-living flowers in it. The students will be asked to give a “thumb up” if they think the houseplant is a living thing. The students will then be asked to give a “thumb up” if they think the non-living flowers are a living thing. The teacher will then read the book, What’s Alive? by Kathleen Weidner Zoehfeld. The students will then be asked again to give a “thumb up” if they think the houseplant or the flowers are a living thing. Most students should agree that the house plant is a living thing. The students will then be asked to recall what they heard in the book. The students will be asked why the houseplant is a living thing and why the flowers are a non-living thing. As a group, the students will discuss the differences between the living and the non-living things. The students will then be asked to return to their desks and be introduced to the activity. The students will be directed to pair-up with their science buddy (pre-selected by the teacher) and sort pictures according to whether they are of living or non-living things. Once sorted, the teacher will verify that each pair has been sorted correctly and then supply glue for the students to complete the activity by gluing the pictures under the correct category on their papers. Students, because of their limited reading abilities will be directed to sound out the words on the worksheet (living and non-living) and to look for the first letter in each word to identify each category (living and non-living).

Collaboration:

Students will work collaboratively. Students will work in groups of 2.

Time Allotment:

1 class period. 1 Hr per class.

MATERIALS AND RESOURCES

Resources:

Materials and resources:
“Living/Non-living” worksheet, one large sheet of white construction paper labeled living and non-living pre-cut pictures for each pair of student and glue

STANDARDS & ASSESSMENT

Standards:

Subject : Science

Life Sciences.
Students understand the characteristics of living things, the diversity of life and how organisms change over time in terms of biological adaptation and genetics. Students understand the interrelationships of matter and energy in living organisms and the interactions of living organisms with their environment.

Grade Range : READINESS (Kindergarten)

Key Idea/Concept

Distinguish living from non-living things

Identify living things

Identify non-living things

Describe differences between living and non-living things

Assessment/Rubrics:

Students will be assessed based on their participation throughout the topic discussion and their completion of the living/nonliving activtiy.