Frogs

ABC Center: "og" Word Family Strip--Students glue the large frog to the top of a sentence strip (hold the strip vertically). Students then cut/glue "og" words onto the strip and write the words.

Math: My Spring Number Stories

Math: Frog Subtraction

Writing: (Provided by BCPS)

Art: Frog Puppet (print the template from DLTK)

Directions

Frog on a Log

Day 1: Create a KWL chart about frogs on lily pad shaped paper. Read story. Listen to the song on the tape. Add to the chart as needed.

Day 2: Vocabulary/Word Building--Reread/sing the story. Place vocabulary cards in a pocket chart (vocabulary words are those spelled in the text). Pass out letter cards. Have student volunteers spell the words using the letter cards. Have students complete the vocabulary sheet independently by cutting/gluing letters to spell the words.

Day 3: Frog Life Cycle--Reread/sing the story. Return to pages 10-11 that show the life cycle of a frog. Use Post-it notes to label the stages. Have children act out the stages. Have children create Frog Life Cycle Mobiles to show the life cycle: Color/cut out lily pad and pieces. Glue the words to label the stages. Use yarn to tie the pictures to the lily pad in order.

Day 4: Rhyming Words--Play Rhyming Word Memory using the Rhyming Cards. Have students match rhyming words by matching frogs to lily pads on the Frog on a Log worksheet.

Frog on a Log    Frog on a Log rhyming pictures

Day 5: (Writing): Factual information about frogs--Read a non-fiction book about different types of frogs. If you don't have a book, you can use page 16 and the information from the back cover. Have children orally share facts that they have learned about frogs. Add to the KWL chart. Have students independently write one fact that they have learned about frogs on the frog stationery.

Science: Life Cycle Puzzles (see Science Center Activities)

Science: Frog Match (see Science Center Activities)

Games: Flip It Down (see Games to Make)

Games: Lily Pad Leap--cut large lily pads out of material (6-8" diameter). Write target words/letters on each and a number from 1-3. Turn upside down. Students roll a die and hop that many lily pads (any direction they choose). Student turns over the lily pad that they land on and read the word. If they get the word correct, they get the number of counter specified on the lily pad.

Butterflies

ABC Center: Butterfly Puzzles (CVC Words)--Cut out butterflies. Cut the wing with the picture off of each butterfly. Students read words and match the wings to the butterflies.

B/W Version (print on colored cardstock to save printer ink)

Color Version

ABC Center: Butterfly/Flower Match

Math: Number Sequencing Caterpillars

Counting by 10s (10-100)

Counting by 1s (1-10)

Art: Contact Paper Butterflies--this project does require some teacher preparation. You will need to trace and cut out a butterfly from contact paper for each child. Use the template below if desired.

Template    Directions

Art: Coffee Filter Butterflies

Directions

Writing: Hungry Caterpillar book--Students fill in the days of the week and number words in the book based on The Very Hungry Caterpillar.

The Very Hungry Caterpillar

Day 1: Read Story...discuss. Many children are already familiar with this story and like to read along with you. Invite those who know the story to help you retell/summarize at the end.

Day 2: Interactive Chart (On __ he ate ___). Cut apart the pocket chart pieces and place in the pocket chart leaving blank spaces for the days, numbers, and foods. As a class read the chart and have volunteers fill in the missing information.

Day 3: Butterfly Life Cycle--Read a nonfiction book about butterflies or reread the VHC to find out about the life cycle of a butterfly. Sing the "Butterfly Cycle" song (see songs page). Act out the sequence with students while singing. Put the life cycle pictures in order. Have students draw/label the life cycle on the Cycle Paper (optional: glue to a paper plate).

Day 4: Sequence the Story--Using felt board pieces or real objects and a puppet, have the students retell the story by sequencing the pictures/objects. Have students individually sequence their own sets of pictures to make a story board to take home. Print color sequencing pictures for your felt board and/or black and white pictures for students to sequence from DLTK .

Day 5: (Science) Healthy/Unhealthy foods--Have students recall the foods that the caterpillar ate in the story. Discuss which of those foods is healthy. Place the "Healthy/Unhealthy" word/picture cards in a pocket chart. Have students help to classify the food pictures as healthy and unhealthy. Have students individually create "Healthy Caterpillar" puppets...cut/glue the caterpillar face to a paper bag. Tape a plastic sandwich bag to the front of the puppet. Students cut out pictures of healthy foods and place in the puppet's bag.

Science: Life Cycle Puzzles (see Science Center Activities)

Writing: "The Very Hungry ____" Innovation--Students plan their stories on the planning sheet (choose baby/adult animal, select foods for each day). Students then use their planning sheet to write and illustrate their books.

*Mother's Day: Handprint Poem, Tea Cup Card

Insects

ABC Center: Insect Compound Words--students cut and glue pictures to show the two smaller words in each insect's name.

Math:  Insect stamp patterns

Art: Marble Paint Bee

Directions  

Bee Pieces (make templates out of cardstock for tracing)

Writing: Is It an Insect? book--students complete facts about insects and then write "am" or "am not" to tell if each picture is an insect.

What is an Insect

Day 1: Read book. Make a list of characteristics of an insect. Using realistic plastic "creepy crawlers" (available at Dollar Tree), use the characteristics to identify those that are insects. List these on chart paper.

Day 2: Draw and label the parts of an insect.

Day 3: Riddle Flip Book (using describing words)--As a class make a list of words that describe insects (colors, sizes, etc). Model writing a "Who Am I?" riddle. Provide each child with a sheet of large construction paper folded in half. Turn the paper so that it opens on the bottom. Have students write a riddle describing an insect on the lined paper and draw the corresponding insect on the unlined sheet. Glue the writing page to the outside of the construction paper and the picture to the inside.

Day 4: Ladybug Snack--directions

Science: Insect Information (see Science Center Activities)

**Weekly Journal Prompts**

Zoo Animals

ABC Center: Polar Bears and Balls (matching words to pictures)

ABC Center: CVC Animals to Cages

Math: Seal/Ball Number Word Match

Math: Elephant Addition

Art: Loopy Lion

Art: Elmer

Art: Stuffed Animals

Writing: Zoo Animal Stamping

Let's Have a Swim

Day 1: Zoo/Jungle Animal Hunt (Building Background Knowledge) Copy and cut apart the animal pictures. You can use the pictures on page 17 of the teacher's guide but cover the animal names. If you are going on a zoo field trip and wish to introduce a wider range of animals you can use these zoo animal cards (page 1, page 2). Make enough animal cards so that each student can find 3-4. Hide the animals around the room and explain that you will be going on a zoo/jungle animal hunt. Have students search the room ("jungle/zoo") to find animals. Students share the animals that they found with the class. Make a list of animals on chart paper. (Optional: Give students a large sheet of paper and have them make an "Animals" poster by gluing/labeling the animals they found.) Read the story: if you used the zoo animal pictures rather than those from the teacher's guide, review your list of animals and add any others from the story. Place a star next to those animals that are in the story.

Day 2: Retell story--Act out story: Cut a "river" out of blue bulletin board paper. Assign roles using the animal nametags. Have students act out the story including the dialogue from the book. Have students retell the story in partners using pages 16-17 in the teacher's guide.

Day 3: (After Zoo Trip) Writing a Class Story--Have students share experiences from the zoo trip. Assist students in recording these experiences on chart paper. Have individuals illustrate chosen parts of the story.

Day 4: (After Zoo Trip) Zoo Maps--Review the concept of maps with students: Why do we use maps? What can be found on a map? Remind students that they used maps on the zoo trip. Have students create their own zoo map based on personal experience and including key features like paths, bathrooms, food places, animals, shops, etc.

Day 5: (Science: Balance and Motion)--Read a book about balance and/or motion (BCPS teachers: use big book titled Balance and Motion). Divide a chart into 4 blocks titled "gravity", "energy", "wind", and "fuel". Help students classify and label pictures based on what makes them move.

Math:

ABC:

Science: Animal Habitats (see Science Center Activities)

Students will use names and labels of basic concepts, such as stop, go, boys, girls, in, out, poison. (Let's Have a Swim)

Students will make observations of the features and behaviors of many different kinds of animals within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, air, etc. (Ecology)

Lesson Plan and Materials (search for K and then scroll down)

Farm Animals

Properties of Materials

ABC Center:

Math:

Art:

Writing:

Move Over

Day 1:

Day 2:

Day 3: Problem/Solution

Day 4:

Math:

ABC:

Science: Fill the Farm (see Science Center Activities)

Science: Where Does It Come From? (see Science Center Activities)