dr. seuss unit

8/3/2019 Dr. Seuss Unit

1/39


2/39


3/39


4/39


5/39

Fifteen Thirty-three

Forty-two Seventy-nine

Sixty-three Eighty


6/39

TwelveFifty-five

Zero two

Twenty-one Fifty


7/39

One F ish , Two F ishNumbers and Number Words

Number Number Word

Name____________________________________


8/39

Goldfish Graph

Name_________________________________________

Red Orange Green Purple Yellow


9/39

Goldfish Graph Data

Which color had the most?_______________________

Which color had the least?________________________

Name_______________________________

color Tally Number

Red

Orange

Green

Purple

Yellow


10/39


11/39

Horton Hears a whoRead the book:Horton Hears a Who by Dr. Seuss1 . This first activity is an introduction to inflections (small, smallesmallest and big, bigger, biggest). You can have the students line thelephants and flowers in order. Then, the students can fill out therecording sheet by drawing a picture {same thing} in the top 3 boxeaccording to size and do the same on the bottom 3 boxes. (Example:

on the first box, draw a big car, then a bigger car, then the biggestcar)

2. Make your very own specks! All you need is a pencil, medium puffballs, tiny puff balls, and green floral tape (or duct tape)Wrap the pencil in green tape and hot glue a medium puff ball on th

eraser. Then, hot glue the tiny puff ball on the top of the mediumpuff ball. Ta-Da!

Picture courtesy of familycrafts.about.com


12/39


13/39


14/39


15/39


16/39


17/39


18/39

Name_______________________________

Draw one picture in each box

Small Smaller Smallest

Big Bigger Biggest


19/39

Horton Hatches the Egg

Read the book:

Horton Hatches the Egg by Dr. SeussHave the students think of two animals to combineand make a new animal. (Example- a frog + a cow=afrow) The student writes them down on thefollowing sheet and draws a picture of their newanimal!


20/39

If I crossed a ______________with a _____________ ,

I would get a________________________ .By:__________________________


21/39

Theres a Wocket in my Pocket

famil ies) and practice(ad, ight, ike, at, it, an, etc) . Brainstorm

(following theThe student wi l l color and cut out their

on their

blocket, nocket) . The students cut outconstructionpocket


22/39

Theres a Wocket in my Pocket

Example


23/39

//////////////////////////////////////

///////////////////

By:______________


24/39

Class Portraits

& Bulletin Board idea

Read the book: The Shape of Me and Other Stuff

by Dr. Seuss

Have the students draw a detailed self portrait.Cut the portrait out and glue on a Dr. Seuss hatcut-out {I found mine at the nearest teacher stor

or you can get them on Amazon}. I have them eachmake bowties out of construction paper.

I put them on my bulletin board and titled it -Oh the faces you l l meetwithout leaving your seat!


25/39

Self Portrait Example


26/39

Discovering the Properties ofOobleckScience

Amy [email protected]

40-45 minutesIn this lesson, students will work with a substance called Oobleck.

Children's literature can be incorporated into this activity by reading Bartholomew andthe Oobleck by Dr. Seuss. Oobleck has the properties of a solid and a liquid. Studentswill be amazed at what they see!

The main goal of this lesson is for students to become more familiar with thestates of matter, specifically solids and liquids.

1. Students will observe the movement of Oobleck and be able to compare itsmovement to that of solids and liquids.

2. Students will be able to state the properties of solids and liquids and comparethem to the properties of Oobleck.

Oobleck (already prepared for students; see directions below) pie pans newspaper (to cover desks) small objects (paper clips, pennies, confetti, marbles, toothpicks, string) Bartholomew and the Oobleck by Dr. Seuss

Directions for making Oobleck:Pour 1 cup of water into a large bowl. Add a few drops of green food coloring. Use yourhands to mix in 1/2 cup of cornstarch.

Lesson Introduction:

Begin the lesson by introducing the principles of solids and liquids.


27/39

assumes the shape of the container which it occupies is not easily compressible (little free space between particles) flows easily (the particles can move/slide past one another)

has a fixed volume and shape (the particles are locked into place) is not easily compressible (little free space between particles) does not flow easily (the particles cannot move/slide past one another)

Inform students that it is possible for a substance to have both the properties of asolid and a liquid. Read the book Bartholomew and the Oobleck by Dr. Seuss. Discuss whaOobleck is and tell students that they will have an opportunity to experiment with

Oobleck.

Lesson Focus:Divide the students into groups of 4. Have one student from each group come to thefront of the room to gather materials. Explain the activity: Students will be free tohandle and explore the consistency of the Oobleck. Students will then place the objectgiven to them (marble, paper clip, penny, confetti, toothpick, and string) in the Oobleckand observe what happens with each.

[ Author's Note: The students will discover that the marble, penny, and paper clip sinin Oobleck; the confetti, toothpick, and string float in Oobleck. The students may cometo the conclusion that any object will either sink or float depending on its weight.Heavier objects will sink and lighter objects will float.]

Conclusion:Ask students to share their group findings with the rest of the class. Explain that

Oobleck is a non-Newtonian fluid. Introduce the new term non-Newtonian fluid -- asubstance that exhibits characteristics of both solids and liquids. A Venn diagram orother chart can be used to compare the Oobleck with a solid and a liquid. In theirscience journals, have students write about their experiences with the Oobleck.

Informal observations can be used (i.e. teacher observation of group worEvaluation can also come from students' responses in their science journals.

*You can also record on the following sheet.


28/39

Draw a picture of the experiment

Write about the experiment:

////////////////////////////

////////////////////////////

////////////////////////////

////////////////////////////

Name__________________________________


29/39

Cat in the HatArt activity

Cut 2X2 squares of red and white tissue paper.Put the end of your pencil in the middle (the endwith the eraser) of one square and then wrap the

edges of the tissue paper around the pencil. Dip itin glue and glue it onto the hat (on the next page)

Continue until your hat looks like this:


30/39


31/39

If I ran the zoo

////////////////////////////

////////////////////////////

//////////////////////////


32/39

I can __________________________ with my eyes shut////////////////////////////

////////////////////////////

////////////////////////////

By:______________________


33/39

Write around the room!See if you can find words starting with these

letters around the classroom.

Dr. Seuss

Write 2 sentences using some of the words you found:

1./////////////////////////////

2./////////////////////////////

Name________________


34/39

Rhyme Timewith Dr . S e u s s

Find 6 pairs of rhyming words in Dr. Seuss books.

Name__________________________


35/39

book review

Book Title://///////////////////

Draw a picture in each box:

Did you like the book? Why or why not?

////////////////////////////

////////////////////////////

Name:______________________________

Beginning Middle End

Circle one


36/39

__________ lorax

__________ Horton

__________ Grinch

__________ Mullberry

___________Wocket

___________Ooblecks

___________Sneetches

___________Fox

___________ Yurtle

__________ Zong

__________ Seuss

_________ Cat

Name_____________________________


37/39

Seuss Spelling

Hide your spelling words around theroom on index cards (or you can buythe cat in the hat cut outs at any

teacher store or online).

I like to tape them to the walls.

Have the student walk around withclipboards searching for the spellingwords. I mix some Dr. Seuss nonsensewords in to make sure the studentsare reading each word before they

write them on the recording sheet.


38/39

1 .2.

11 .

!

1

4. !

1 5. !

1

6. !

1

7.

!

1

9. !

1

3. !

1

12.

!

1

8. !

1

10. !1

Seuss Spelling


39/39

Name____________________________________________

Word Searchd r s e u s s c bz m n j u f i s hl t u r t l e w cv o p l i u g g nh o r t o n v n is f a a m g j i ra h p o x l k h gr w q r y c a t iHorton Dr. Seuss Cat

dr. seuss unit

Documents