Ring-O Project

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Ring-O Project

• Education 356
• A collection of activities based off books with
  science/ math and language art standards
  connected to Gardners multiple intelligences.

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The Princess and the Frog Limited
Collector's Edition Read-Aloud Storybook

• Tiana is a beautiful, hardworking young woman
  with a dream. Naveen is a spoiled, jazz-loving
  prince who doesn't understand the meaning of hard
  work. This unlikely pair has nothing in common -
  until they are magically transformed into frogs.
  Forced to work together as they set out to regain
  their human forms, will Naveen and Tiana
  eventually find true love in each other? Disney's
  fresh take on an old fairy tale reminds us all
  that true beauty is more than skin deep and
  dreams really do come true. The book is meant for
  kids who can't read - so read this story aloud to
  them!

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The Princess and the Frog

• Activity
• Discuss with the students what it takes for frogs
  to survive and what should be in their
  environment to live.
• Pass out art supplies and shoeboxes.
• Have the students cover their shoebox with green
  construction paper. They will have to place their
  box on the paper, trace around to measure the
  sides, cut it out, and glue it to the box.
• Next the students will create a background inside
  depicting a scene from The Princess and the Frog
  or a factual amphibian scene. They can use paper
  cutouts, clay, markers and other materials, as
  well as accessories from home such as plastic
  animals, trees, etc.
• When they are completed, each child writes a
  report describing his or her diorama.
• Standard
• Science 2.4.2- Observe that and describe how
  animals may use plants, or even other animals,
  for shelter and nesting.
• Language Arts 2.5.5- Use descriptive words when
  writing.
• Gardner
• Intrapersonal (Individual projects)
• Bodily- Kinesthetic (Crafts)

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Eliot Jones, Midnight Superhero By
Anne Cottringer

• By day, Eliot is a quiet boy who likes to read
  and play with his toys. But when the clock
  strikes midnight, Eliot is transformed into a
  hero! When he's not showing off his super
  swimming skills or wowing the crowds with his
  expert-lion taming, you can find him assisting
  the Queen. But one day Eliot receives an urgent
  message from the world's most important
  scientists a giant meteor is hurtling towards
  Earth. Will Eliot be able to rise to the
  challenge and save the world from destruction in
  the nick of time?

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Eliot Jones, Midnight Superhero

• Activity
• Discuss the background information about meteors,
  meteorites, and shooting stars with the students.
• There are a couple ways to recover space dust.
  One is to use your roof as a meteorite collector.
  The next time it rains, place a bucket under a
  drain spout in order to collect a good quantity
  of rainwater and debris from the roof. Get rid
  of the leaves and roofing materials and then sift
  the remains through a bit of old window screen.
  What youre after is so small that youll need a
  very strong magnet (neodymium magnet) to find
  them. Put the super-strong magnet in a plastic
  bag to keep it clean. Run the magnet over what
  was sifted from the gutter. Chances are the
  metal particles that collect around the magnet
  are space dust, also known as micrometeorites.
  To make sure, place the collected particles under
  a microscope- high power will be required to see
  them clearly. The micrometeorites will show
  signs of their fiery trip through the atmosphere-
  they will be rounded and may have small pits on
  their surfaces, just like the Oakley meteorite.
• Standard
• Science 3.1.2- Participate in different types of
  guided scientific investigation, such as
  observing objects and events and collecting
  specimens for analysis.
•  Language Arts 3.2.6- Locate appropriate and
  significant information from the text including
  problems and solutions.
• Gardner
• Bodily- Kinesthetic (Hands on experience)
• Naturalistic (Using a microscope)

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Skippyjon Jones, Lost in Spice By Judy
Schachner

• The New York Times bestselling kitty boy blasts
  off into another hilarious adventure. Buckle up,
  amigos-- everyone's favorite kitty boy is about
  to lift off. You'll want to be there when the
  brave Skippito gets lost in spice! That's right,
  spice. Skippy knows-- from his big ears to his
  toes--that the planet Mars is red because it's
  covered in spicy red pepper. To prove it, he's
  off on a space jaunt replete with craters,
  crazies, and creatures from Mars. His new
  adventure is packed with witty wordplay, Spanish
  phrases, and Judy Schachner's trademark hilarity.
  This rollicking romp is simply out of this world.

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Skippyjon Jones, Lost in Spice

• Activity
• Have the students imagine that they have just
  been hired to design a new vehicle for traveling
  around on Marss rocky surface.
• First show them images of the various kinds of
  terrain their vehicle will have to traverse
  (mountains, rock fields, deep gorges).
• Remind them, too, that they need to consider the
  vehicles fuel source, weight, durability, size,
  special features, and flexibility.
• Review with students what we have learned about
  the planet Mars. Challenge them to identify any
  characteristics of the planets surface or
  surrounding space that would present problems for
  a designer of a Mars surface-exploration vehicle.
• Have the students sketch its idea for a new Mars
  rover and write a description of how it works.
• Standard
• Science 3.2.6- Make sketches and write
  descriptions to aid in explaining procedures or
  ideas.
• Language Arts 3.4.3- Create single paragraphs
  with topic sentences and simple supporting facts
  and details.
• Gardner
• Visual-Spatial (Illustrating)
• Intrapersonal (Personal response)

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Three Pigs, One Wolf, Seven Magic Shapes By
Grace Maccarone and David Neuhaus

• This book is an excellent introduction to
  tangrams and geometric shapes for young children.
  The reader learns the names of the geometric
  shapes as well as seeing several pictures made
  from tangrams as part of the story. The book
  includes a set of cardboard tangrams so the
  reader can replicate the shapes in the book (such
  as a boat, bunny, cat, and etc.) and also make up
  new ones. Good suggestions are included for
  parents and teachers on how to use the materials
  for students at different ability levels.

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Three Pigs, One Wolf, Seven Magic Shapes

• Activity
• After reading the story, pass out tangrams to
  each student. While passing out the tangrams,
  share with the students the following Tangrams
  are ancient Chinese puzzles that are still used
  today by adults as well as children. A tangram
  begins with a square, which is then cut into
  seven standard pieces. Each piece is called a
  tan. In creating a picture, all seven tans must
  be used they must touch, but none may overlap.
• Allow students a few minutes to play with the
  tangrams. During this time, brainstorm with the
  students what kinds of animals they think they
  can make with the tangrams and write the names of
  the animals on the board for reference.
• After the students have created their own
  patterns, pass out the printed handouts with
  tangrams on them for them to try.
• Have the students write a short tale similar
  perhaps to Three Pigs, One Wolf, and Seven Magic
  Shapes and illustrate it using tracings of
  tangrams, which they will then color.
• Standard
• Mathematics 2.4.3- Investigate and predict the
  result of putting together and taking apart two-
  dimensional and three-dimensional shapes.
• Writing 2.5.2 Write a brief description of a
  familiar object, person, place or event
  develops the main idea and uses details to
  support the main idea
• Gardner
• Verbal- Linguistic (Book making)
• Logical- Mathematical (Solving puzzles and using
  manipulatives)
• Visual- Spatial (Sketching and illustrating)
• Intrapersonal (Individual projects)

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The Snowy Day By Ezra Jack
Keats

• The Snowy Day, a 1963 Caldecott Medal winner, is
  the simple tale of a boy waking up to discover
  that snow has fallen during the night. Keats's
  illustrations, using cutouts, watercolors, and
  collage, are strikingly beautiful in their
  understated color and composition. The tranquil
  story mirrors the calm presence of the paintings,
  and both exclude the silence of a freshly
  snow-covered landscape. The little boy celebrates
  the snow-draped city with a day of humble
  adventures--experimenting with footprints,
  knocking snow from a tree, creating snow angels,
  and trying to save a snowball for the next day.
  Awakening to a winter wonderland is an ageless,
  ever-magical experience, and one made nearly
  visceral by Keats's gentle tribute.

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The Snowy Day

• Activity
• Review with the students the correct way to
  measure materials using measuring cups and
  spoons. Stress the importance of accurate
  measurements and of using a straight edge to
  level dry materials. Remind the students about
  the proper safety precautions to be taken when
  mixing materials.
• Make snowballs with the students. Give directions
  in three to four steps at a time.
• Ingredients for 25 snowballs 4 eggs, 2 ½ cups of
  sugar, 6 cups ice cream, 6 cups milk, 4 cups
  light cream, 2 teaspoons vanilla, ½ teaspoon
  salt, and 2 cups of shredded coconut.
• Directions for mixing Beat eggs until light.
  Add the sugar gradually beating until the mixture
  thickens. Add the remaining ingredients except
  coconut and mix thoroughly. Freeze. Scoop out
  one scoop per child and sprinkle with coconut.
• Standards
• Science 3.2.2- Measure and mix dry and liquid
  materials in prescribed amounts, following
  reasonable safety precautions.
• Language Arts 3.7.15- Follow three- and four-
  step oral directions.
• Gardner-
• Logical- Mathematical (Measuring)
• Bodily- Kinesthetic (Hands on experiments)
• Verbal- Linguistic (Listening)
• Interpersonal (Group work)

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Baby Beluga

• Baby Beluga in the deep blue sea
• Swim so wild and you swim so free
• Heaven above and the sea below
• And a little white whale on the go
• Baby Beluga, baby Beluga, is the water warm?
• Is your mama home with you so happy?
• Way down yonder where the dolphins play
• Where you dive and splash all day
• Waves roll in and the waves roll out
• See the water squirting out of your spout
• Baby Beluga, oh, baby Beluga, sing your little
  song
• Sing for all your friends, well like to hear you
• When its dark youre home and fed
• Curl up snug in your waterbed
• Moon is shining and the stars are out

Baby beluga, oh, baby beluga, with tomorrows
sun Another days begun youll soon be
waking   Baby Beluga in the deep blue sea Swim so
wild and you swim so free Heaven above and the
sea below And a little white whale on the
go Youre just a little white whale on the go
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Baby Beluga

• Activity
• Ask questions about the animals that live in
  Antarctica that they have studied about. After
  five or ten minutes of discussion, introduce the
  song "Baby Beluga. Introduce the song by
  telling the students that Belugas are small,
  white whales that are 10-15 feet long.  Most of
  them live in the Antarctic region.  They come to
  the surface of the water to breathe.  Explain the
  blowholes they use for breathing. Give copies of
  the song to students. Sing the entire song one
  time through for the class.  Then sing one line
  at a time, allowing students to
  repeat/echo.  Next, sing the entire song as a
  class.
• When students feel comfortable with the song,
  integrate movements to go along with the words of
  the song.  For example, cradle hands and arms to
  the words "Baby Beluga."  Swish arms back and
  forth for "Deep Blue Sea."  Point up for "Heaven
  Above" and down for "Sea Below."  Perform
  swimming motions for "You Swim... Perform
  random, child-prompted, movements for "...swim so
  wild and you swim so free." Sing the song
  through one last time performing all movements.
• Play the music to the song "Baby Beluga" as the
  children return to their desks. Write these
  instructions on the board- draw and label animal
  pictures on the charts that were completed in the
  previous lesson. 
• Standards
• Science 2.4.4- Recognize and explain that living
  things are found almost everywhere in the world
  and that there are somewhat different kinds in
  different places.
• Language Arts 2.2.8- Follow two- step written
  instructions
• Gardner
• Musical (Singing)
• Bodily- Kinesthetic (Dancing)
• Verbal- Linguistic (Listening)
• Visual- Spatial (Sketching)

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Everybody Needs a Rock By Byrd
Baylor
Describes the qualities to consider in selecting
the perfect rock for play and pleasure. Ten
rules for finding a rock- not just any rock, but
a special rock that you find yourself and keep
as long as you can- maybe forever.
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Everybody Needs a Rock

• Activity
• Show students a rock that you have collected from
  the schoolyard. Ask students to describe it in
  words (big, small, smooth, bumpy, light, dark,
  spotted, heavy, round, flat, etc.)  Then have
  students measure and weigh the rock, recording
  information about the sample rock for future use.
  
• If necessary, use this time to review any
  developmentally appropriate measuring techniques
  that students will be expected to use in the
  course of the lesson, such as using a ruler or
  string for measuring length and using a balance
  and cubes to weigh an object. Tell students that
  they will create a rock guide for the
  schoolyard. In order to create the guide, they
  must collect and observe rocks from the
  schoolyard and record their findings. Their goal
  is to gather information about the
  characteristics of the rocks that are most
  commonly found on the schoolyard. 
• Standards
• Science 2.1.1- Manipulate an object to gain
  additional information about it
• Language Arts 2.3.7- Identify the meaning or
  lesson of a story.
• Gardner
• Naturalistic (Collecting rocks)
• Verbal- Linguistic (Process writing)

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The Three Little Pigs

• Three pigs set off to set up housekeeping, and
  learn to deal with life and wolves.

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The Three Little Pigs

• Activity
• Have students pair up. Provide each pair of
  students with straws, paperclips, pipe cleaners,
  string, and scissors.
• Inform students that they are to make a house out
  of the materials you have given them. Let them
  know that they can use paper clips, pipe
  cleaners, or string to attach straws together to
  make a house.
• Tell the students that they can make whatever
  type of house they would like, but it must fit on
  top of a desk. Show the students a simple
  drawing of a house.
• Provide students with plenty of time to think
  about their structures. Give students some tips
  on how to use paper clips, pipe cleaners, and
  string to attach straws together.
• Instruct students to come up with a plan for
  their house and draw a picture of their proposed
  straw house.
• When students have completed a plan, allow them
  to begin building their straw houses.
• Have the team of students present their straw
  houses to the class.
• Standards
• Science 2.2.4- Assemble, describe, take apart,
  and/or reassemble constructions using such things
  as interlocking blocks and erector sets.
  Sometimes pictures or words may be used as a
  reference.
• Language Arts 2.7.14- Provide descriptions with
  careful attention to sensory detail
• Gardner
• Interpersonal (Group work)
• Bodily- Kinesthetic (Hands on experiments)
• Visual- Spatial (Sketching)
• Verbal- Linguistic (Speaking)

18
Stars! Stars! Stars! By Nancy Elizabeth
Wallace

• When Minna the rabbit expresses an interest in
  stars, her mother suggests she invite a few
  friends to a star party, including a special
  dinner, a trip to the new star space at the
  childrens museum, and stargazing.

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Stars! Stars! Stars!

• Activity
• Discuss with students what they observed in the
  night sky the evening before. Encourage students
  to talk about the difference in the way the stars
  appeared some were smaller, some brighter, etc.
• Pass out a piece of black construction paper, a
  small portion cup filled with white glue, and a
  toothpick to each student.
• Tell the students to close their eyes and try to
  remember what they saw in the night sky.
• Instruct students to recreate what they saw in
  the sky on the construction paper with the
  toothpick and glue.
• When students have finished putting stars on
  their papers, ask them How many stars do you
  think there are in the sky?
• Tell the students that there are so many stars in
  the sky, that even astronomers who study the sky
  with telescopes cannot count all of them.
• Ask students why they did not put the dots on
  their paper evenly. Demonstrate what even is by
  putting even rows of dots on the board. Ask
  students why they put more dots in some parts of
  the paper than in others.
• Show students photographs of the night sky. Ask
  students Are the stars evenly scattered in
  these pictures?
• Say to students compare the arrangement of the
  stars in these photographs to your sky pictures.
  What do you notice?
• Standards
• Science 3.3.2- Observe and describe that there
  are more stars in the sky than anyone can easily
  count, but they are not scattered evenly.
• Language Arts 3.7.15- Follow three- and four-step
  oral directions 
• Gardner-
• Bodily- Kinesthetic (Crafts)
• Naturalistic (Star watching)

20
Henry and Mudge and the Forever Sea
By Cynthia Rylant

• Follows the seaside adventures of Henry, Henry's
  father, and Henry's big dog Mudge.

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Henry and Mudge and the Forever Sea

• Activity
• Break the students into groups of four or five.
  Have students fill a 9x13 pan about half full
  with water. (Since fractions are still a
  relatively new concept to students, show them
  about where half way is so that they can better
  visualize the amount.) Ask students What is one
  way that we could make waves in our wave pools?
  Allow students to make several suggestions. Some
  of their possible answers will include rocking or
  sloshing the pan, blowing on the pan, splashing
  with their hands. Allow students to explore these
  different ideas. Have the groups clean their
  area by emptying and clearing the pans. Give
  water, cooking oil, food colors, and an empty
  water bottle with cap to each group. Have
  students fill their bottles half full with the
  water. Have students pick a food color that they
  like and have them add one to three drops of
  coloring to their bottles. The students should
  cap their bottles and tip them on their sides.
  Have students gently tip their bottles from side
  to side. Using a funnel, have the students
  carefully add oil to their bottles. Move from
  table to table and help students make sure that
  the oil touches the very top lip of the bottle.
  Cap the bottles tightly for the students. Have
  students tip the bottle sideways again. Remove
  air bubbles by slightly squeezing the bottle and
  re-capping or by adding more oil. Once again,
  students should tip their bottles from side to
  side. Ask students follow up questions. 
• Standards
• Science 3.6.3- Explain how a model of something
  is different from the real thing but can be used
  to learn something about the real thing.
• Language Arts 2.3.7- Identify the meaning or
  lesson of a story. 
• Gardner
• Bodily- Kinesthetic (Hands on experiments)
• Intrapersonal (Individual study)