welcome to kid works deluxe - knowledge adventure

Welcome to Kid Works® DeluxeTABLE OF CONTENTS

PROGRAM OVERVIEW SHEET

WELCOME 3 Enhancing the Reading-Writing Connection 3 Using the Story Starters 4 Thematic Units and Early Childhood Units 5 Bookbinding 5 Getting Started 6 Scope and Sequence Charts

UNIT 1 – FEELINGS 9 Lesson 1: Facial Expressions Show Feelings 18 Lesson 2: The Giving Tree 25 Lesson 3: Your Heart

UNIT 2 – IMAGINATION 39 Lesson 1: Around the Neighborhood 48 Lesson 2: Where the Wild Things Are 55 Lesson 3: Snails’ Tales

UNIT 3 – NATURE’S TREASURES 62 Lesson 1: Tall Tales 73 Lesson 2: The Little Red Hen 83 Lesson 3: Flower Shower

UNIT 4 – NIGHT AND DAY 92 Lesson 1: My Day and Night100 Lesson 2: There's a Nightmare in My Closet107 Lesson 3: Celebrate the Sun

EARLY CHILDHOOD114 Unit 1 – Feelings120 Unit 2 – Imagination126 Unit 3 – Nature’s Treasures132 Unit 4 – Night and Day

APPENDIX – STICKERS

Reproduction of these pages by the classroom teacher for use in the classroom is permissible.Reproduction of any part of this book for an entire school or school system or for commercial use is strictly prohibited.

© 2007 Knowledge Adventure, Inc. All Rights Reserved. Kid Works, Kid Works Deluxe and Knowledge Adventure areregistered trademarks or trademarks in the United States and other countries.

Kid Works Deluxe1© 2007 Knowledge Adventure, Inc. All RightsReserved.

Kid Works Deluxe2© 2007 Knowledge Adventure, Inc.All Rights Reserved.

Curriculum Skills:

✓ Facilitates early writing skills✓ Develops a sight vocabulary✓ Facilitates the composition and editing

process in writing✓ Teaches relationships between words and

pictures✓ Facilitates creative writing✓ Develops a link between writing and

reading✓ Encourages creativity

Levels:Pre-K through Grade 4

Subject:Language Arts

Reading/WritingCreativity

Special Features:

• Combines a word processor, a paintprogram, and text-to-speech

• Converts text to stickers and stickers to text• Delightful sound effects• Printable storybooks in three different

formats• Easy-to-use graphical interface, simple

enough for pre-readers• Player feature can send a greeting to

someone who doesn’t have Kid Works

Activity Components:

Write – Write and edit stories using words, pic-tures, and sound effects. Read back yourstory in your own voice or any of 6 funnybug voices.

Draw – Draw pictures using tools, picture bookpictures, stickers, and animated stickers.Record narration to describe your picture ortell a story.

Story Playback – Hear your story told from thebook cover to the very end.

Main Screen:

Kid Works® DeluxeBuild Reading, Writing, and Creativity Skills


Welcome to Kid Works Deluxe Teacher's Guide

This Guide is designed to help teachers ofPre-K–Grade 4 learners utilize Kid Works De-luxe to help students develop skills inwriting and reading and make effectiveuse of the computer as a learning resource.

Teachers will find Kid Works Deluxe ahighly effective tool in all areas of thecurriculum. Students will love using it toexpress themselves with words, pictures,and speech. They can develop skills inwriting as well as drawing and painting.Students will enjoy creating all types of booksto share with their families and classmates.

Enhancing the Reading-WritingConnection with Kid Works DeluxeBecause the skills required for good readingand good writing are related, the develop-ment of one process can be of great benefit tothe other. Kid Works Deluxe provides an envi-ronment for communication that enhanceschildren’s reading and writing skills in threeways: (1) through the use of text-to-speechtechnology, (2) through the capability of com-bining text, graphics, sound effects, andspeech, and (3) through the use of storystarter writing prompts.

Kid Works Deluxe provides students with a talk-ing word processor that gives them immediateauditory access to what has been written, en-abling them to read and reread their storiesindependently.

The capability of combining text, graphics,computer speech, recorded speech, andsound effects provides endless opportunitiesfor producing uniquely creative final produc-

tions. Kid Works Deluxe truly takes the reading-writing connection one step further by encour-aging young authors to become illustrators aswell as readers and writers.

Using the Story StartersThe story starters in Kid Works Deluxe enhancethe reading-writing connection by providing alevel of interactivity while at the same timeprompting students to compose in many dif-ferent subject areas, such as language arts,math, science, social studies and creative writ-ing. These cross-curricular prompts enhancethe reading-writing connection by providingwriters with an environment that elicits theirideas and spurs their imagination.


Listening, thinking, speaking, writing andreading are interactive processes used bylearners to negotiate and construct their ownmeaning.

Through the use of the writing prompts, stu-dents:• Are given meaningful and varied opportu-

nities in which to practice writing.• Tell, retell, illustrate, describe and share

personal responses to real-life experiences.• Use word processing to simplify the pro-

cess of writing.• Use a speech-to-print process, in which stu-

dents first concentrate on what they want tosay, progress to how they want to say it,and exercise options for changing form,content or both.

• Use technology to support the integration oflistening, speaking, reading, and writingwith the learning of language skills inmeaningful contexts.

When students are using the prompts, encour-age them to:• Save a selected writing prompt with their

own unique name.• Listen to all the pages included in the

prompt before beginning to write.• Maximize available writing space on each

page by:– Deleting directions once they are read.– Working with one small section at a

time.– Replacing underlines and spaces by

highlighting them before typing theanswers or responses to prompts.

– Creating extra “Write” pages after theprompts to continue writing.

Thematic UnitsThis Teacher’s Guide features four thematicunits: Feelings, Imagination, Nature’s Trea-sures, and Night and Day. Each unit containsthree lessons based upon the theme focus.

These lessons are designed to help you incor-porate computer use into a cross-curricularapproach to writing and reading. Student ac-tivities before the computer, at the computer,and after the computer are suggested. Theseactivities include whole-group, small-group,and activity-center instructions. In addition,strategies for cooperative learning that pro-mote interaction and cooperation among stu-dents are featured throughout the lessons.

Curriculum areas covered by the lessons in-clude language, drama, literature, art, logic,spatial visualization, mathematics, movement,music, science, and social studies. Students areencouraged to explore and make choices, inboth oral and written language, and to usethese explorations and choices to become mo-tivated and fluent speakers and writers.

Early Childhood UnitsEncourage young children to draw picturesand record their stories. Clicking the Playbackbutton will play back the pictures and the nar-ration. The Early Childhood units contain sug-gestions for using the material included in thefour thematic units with young children.These activities are designed to allow youngchildren to learn by exploration, manipulationand investigation and to share their findingswith their classmates.


BookbindingThe books created in Kid Works Deluxe can bebound and placed in the classroom, school orhome library.

Bookbinding Materials• Kid Works Deluxe printed pages, and two

blank pages the same size as the printedpages

• Two pieces of cardboard, each 1⁄2" longerand wider than the paper for the insidepages

• 1" or wider tape and some glue• Stapler or needle and thread (depending on

the way you wish to attach the pages)• Cover material (colored butcher paper,

wallpaper, wrapping paper, etc.) which is1" larger on all sides than the two pieces ofcardboard when they are placed side byside

Bookbinding Directions• Place the pages of the book in a neat pile

with one blank page on top and one on thebottom.

• Staple or sew all the pages together alongthe left edge.

• Place the cardboard pieces side by side andtape them together, leaving a little space ofapproximately 1⁄2" (for the spine) betweenthe two pieces.

• Put glue along all four edges of each piece;center them on the cover material, glue sidedown.

• Fold the edges of the cover material up overthe cardboard on the inside, and glue themdown.

• To attach the book, glue the blank sheets atthe front and back to the inside of the cover.

Getting StartedThe first step in getting Kid Works Deluxe inte-grated into your classroom is to become famil-iar with the software. A quick and easy way toget into the heart of the program is to followProject #1 in the manual—Create a Family Al-bum. This will expose your students to thefabulous art, powerful tools, and fun featuresof the software.

Once your students are familiar with the soft-ware, select a thematic unit and begin with thefirst lesson. The units may be introduced inany order you wish, but the lessons withineach unit build upon each other and should bepursued in the order presented. As studentsinteract with each lesson, they will becomemore familiar with the Kid Works Deluxe soft-ware components.

You will be thrilled as your students developproficiency employing this powerful softwaretool. They will be motivated to explore and becreative as they develop their skills in writingand reading and build confidence with theirvarious forms of expression.

Scope and Sequence ChartsThe Scope and Sequence Charts on the nexttwo pages (pgs. 6–7) correlate the lessons toprogram components and curriculum areas.


Sco

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A

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Unit

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Sho

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ving

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Unit

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✿

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Sco

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CO

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A

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Unit

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Less

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:Fa

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Exp

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—

—

—

—

—

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Less

on 2

:Th

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Earl

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INTRODUCTIONThematic Unit 1: Feelings

Since self-expression along with proper tools is the key to good writing, the lessons presented in thisthematic unit, Feelings, provide the road to get there. When children can write about how they feel,how the world feels to them, and how they think others feel, then they are able to write about theirexperiences. This includes their experiences in all areas of life. To incorporate feelings into writing isan essential and important part of the language arts experience.

The following is an outline of the three cross-curricular lessons in the thematic unit Feelings.

Lesson OneTitle: Facial Expressions Show FeelingsCurriculum Focus: Social Studies and Fine ArtsThe following learning experiences can be used both on and off the computer:• Produce and interpret graphic material by relating words to pictorial content and

pictorial content to words.• Work in cooperation with a partner to achieve a common goal.• Use art to express moods and feelings.• Become aware of how materials change when they are mixed together.

Lesson TwoTitle: The Giving TreeCurriculum Focus: Language ArtsThe following learning experiences can be used both on and off the computer:• Participate in simple improvisational activity.• Interpret the cause and effect involved in characters’ actions.• Use appropriate form to write a friendly letter.• Use poetry to identify, describe, and summarize the topic of a story.

Lesson ThreeTitle: Your HeartCurriculum Focus: Science and MathThe following learning experiences can be used both on and off the computer:• Recognize which foods are low and high in calories.• Discover the relationship between physical exercise and burning calories.• Write and solve number sentences that reflect real-life situations.• Become aware of the benefits of good health care.

Kid Works Deluxe8© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.


FEELINGS LESSON 1

Facial Expressions Show Feelings Social Studies/Fine Arts

Materials

Kid Works Deluxe crayonsThe Six Ovals (activity sheet) pencilsFaces Poem (blackline master) scissorsMaking Faces (blackline master) 9" paper platesSticker Reference Pages (blackline masters) glue or pastePaper Plate Clown Faces (blackline master) colored construction paperCookie Faces (blackline master)

Vocabulary

angry ears hair night sadbratty expression happy nose scrunchedbright eyebrows head oval shychin eyes lonely paint smileclimb face mad pout tonguecurly frown miserable proud wickeddark gleam mouth puzzled yawn

Before the Computer

Following DirectionsUsing the Six Ovals activity sheet (pg. 12), students:• Follow the directions on the sheet to create six faces.• Check the faces on their finished products to see if they fol-

lowed directions properly.• Color their completed work, adding accessories such as hats,

bows, jewelry, etc.12Copyright © Davidson & Associates, Inc., 1995 Kid Works Deluxe Blackline Master

FEELINGS LESSON 1

Facial Expressions Show Feelings

FACESby Joyce Koff

I painted a faceThat was sadI painted the mouthIn a frown

I painted a faceThat was shyI painted the eyesLooking down

I painted a faceThat was angryI painted the eyebrowsScrunched tight

I painted a faceThat was wickedI painted its eyesFire bright

I painted a faceThat was brattyI painted its tongueSticking out

I painted a faceThat was miserableI painted its lipsIn a pout

This poem was reprinted with the permission of the author.


LiteratureAfter distributing copies of the poem Faces (pg. 13), the teacherand class use it as follows:• The teacher reads the poem aloud to the class while the

class silently reads along.• The teacher and class read the poem aloud together.• The teacher selects student volunteers to read each indi -

vidual stanza.• After each stanza is read, the class imitates the stanza’s face

and discusses its expression. This is continued until theentire poem has been read.

• The teacher selects five or six students to be a chorus ofmimes. The student mimes stand in the front of the room.The remaining students and the teacher read the poemaloud again. The mime chorus makes the appropriate facesas each stanza is read.

Oral LanguageThe teacher distributes copies of the Making Faces blackline mas-ter (pg. 14), and has students do the following:• Divide into pairs.• Select a leader for each pair who will select facial expres-

sions from the Making Faces activity sheet and direct hisor her partner in making those faces. For example: “Raiseyour eyebrows. Form your mouth into a narrow oval.”

• The partner guesses what feelings these faces show.• Have partners change roles and complete the activity.

b At the Computer

Using copies of the Making Faces blackline master and the poemFaces, students create the poem’s six facial expressions using thedraw and record features.1. After starting a new book, students write the title “Making

Faces” on the Book Cover Screen.2. They open a Draw page and create the first expression of the

poem.3. When the drawing is complete, click on the microphone icon

and read the first stanza of the poem. Save.

12Copyright © Davidson & Associates, Inc., 1995 Kid Works Deluxe Blackline Master

FEELINGS LESSON 1


FACES by Joyce Koff









FEELINGS LESSON 1


MAKING FACES

bashful bored cold confident

curious disappointed disgusted frightened

frustrated guilty happy hot

hurt jealous joyful lonely

lovestruck mischievous miserable tired


4. Select the next page as draw. Continue drawing the ex-pressions and recording the poem.

5. Click Play to hear the whole poem read aloud.6. If your students don't have access to a microphone, type

the poem and draw the expressions.

After the Computer

Cooking• Distribute a copy of the Cookie Faces blackline master (pg.

15), one oatmeal cookie, a paper plate, a paper cup, an icecream stick, and assorted candy to each student.

• Follow the recipe with the class. Give students the oppor-tunity to break eggs, separate egg yolks from egg whites,measure ingredients and put them into the mixing bowl.

• Students take turns mixing the ingredients until the frostingis fluffy and spreadable.

• Choose students to spoon the frosting into the paper cups.• Each student spreads frosting on his or her cookie and

makes a cookie face using the candy assortment.• After showing off the finished cookie faces, the students

eat their creations.

Art• Give students copies of the clown patterns and direc-

tions (pgs. 16 and 17), a paper plate, crayons, scissors, glueor paste, and cotton balls.

• Follow the directions on the Paper Plate Clown Facesblackline master (pg. 16).

• Have the students draw an expression on the paper plate.• Share the different paper-plate clowns as a group.


FEELINGS LESSON 1


COOKIE FACES

MaterialsOne large oatmeal cookie per studentIce cream sticks to spread frostingLarge mixing bowlElectric mixerOne paper plate per student—to place cookies on to frost and decorate2 large spoonsSmall paper cups

Frosting Ingredients Decorating Ingredients6 unbeaten egg whites Assorted candies:3 cups of corn syrup M & M’s®

3 teaspoons of vanilla Jellybeans1/2 teaspoon salt Colored marshmallows

Colored sprinkles

• Break eggs and separate the yolks from the egg whites, putting egg whitesinto the mixing bowl.

• Combine unbeaten egg whites with corn syrup, vanilla, and salt.• Beat with electric mixer or spatula until fluffy and spreadable.• Spoon the frosting into the paper cups.• Spread the frosting on your cookie and make a cookie face using the candy

assortment.• Show off your finished cookie face and eat your creation.


FEELINGS LESSON 1


PAPER PLATE CLOWN FACES (CONTINUED)


FEELINGS LESSON 1


THE SIX OVALS

Read and follow each direction carefully to draw six ovals and turn each into a special face.Always read an entire direction before you make any marks on your paper.

1. Draw six ovals. Draw them so they almost fill up the sheet of paper. You can arrangethem in any way you wish.

2. Number the ovals 1–6. Put the numbers directly under each oval.

3. It’s time now to make some faces! Start by giving #1 eyes, a nose, a mouth, ears, andhair.

4. Next, give #2 a smile...just a smile.

5. Now give #6 a frown.

6. Give #4 two letter O’s for eyes.

7. Give #3 an upside-down number 7 for a nose.

8. Give #5 some very small ears. Give it a small mouth, a very small nose, and very small eyes.

9. Give #2 a very big nose. Give it curly hair, too.

10. Go back to #3. Give it two dots for eyes, and two upside-down letter V’s for eyebrows.

11. Draw a bee sitting on top of #6’s head. No wonder #6 is mad!

12. Give #6 a nose. Above the nose, give that same face some eyes that are looking up atthe bee.

13. #3 is tired! Give it a mouth that is yawning.

14. Give #4 a letter U for a nose. Give it a mouth that is just a straight line.

15. Make the eyes on #4 look like they are looking at the bee on the head of #6.

You’re done!


FEELINGS LESSON 1


FACESby Joyce Koff









FEELINGS LESSON 1


MAKING FACES







FEELINGS LESSON 1


COOKIE FACES

MaterialsOne large oatmeal cookie per studentIce cream sticks to spread frostingLarge mixing bowl

Electric mixerOne paper plate per student—to place cookies on to frost and decorate2 large spoonsSmall paper cups



Colored sprinkles





FEELINGS LESSON 1


PAPER PLATE CLOWN FACES

Materials9" paper plateCrayonsScissorsGlue or pasteCotton balls

Directions• Color and cut out the bow tie. Glue the neck to the back of the plate.• Color the top of the plate.• Cut slits at the top of the plate for the hair. Curl it by rolling each strand over the

end of a pencil.• Color and cut out the clown’s eyes and nose. Paste them on the middle of the

plate.• Color and cut out the clown’s hat. Paste it to the back of the plate.• Paste a cotton ball at the tip of the hat.• Draw an expression on your clown. How does your clown feel?

(Continued on the next page.)


FEELINGS LESSON 1


PAPER PLATE CLOWN FACES (CONTINUED)


FEELINGS LESSON 2

The Giving Tree Language Arts

Materials

Kid Works Deluxe Stair Poems (activity sheet)Letter to Someone Special (activity sheet) envelopesFeelings Bibliography (blackline master) pencilsThe Giving Tree – Synopsis (blackline master) postage stampsSuggested: The Giving Tree by Shel Silverstein

Vocabulary

adjective closing old summaryapples friends place timebody greeting sail topicbranches giving sell trunkbuild heading signature wifecaring house strong worldchildren money stump young

Before the Computer

LiteratureRead The Giving Tree by Shel Silverstein (or the blackline syn-opsis) to the class. Encourage the students to discuss how eachcharacter feels as the story progresses.

Oral LanguageDivide the story into five acts:Act One: The boy is young and the tree is full of apples and

leaves. The tree is happy.Act Two: The boy grows older and his world is becoming

bigger than that of himself and the tree.

Copyright © Davidson & Associates, Inc., 1995 21 Kid Works Deluxe Blackline Master

FEELINGS LESSON 2

The Giving Tree

THE GIVING TREE by Shel Silverstein – Synopsis

This is a story about a boy who was loved and cared for throughout his life by a tree.Every time the tree could give something of herself, she was happy.

When the boy was young he climbed her trunk, swung from her branches, and ate herapples. This made the tree happy.

When he grew older and needed money to buy things, the tree told him to take herapples and sell them. Because this made him happy, the tree was happy.

When he came back again as a young man, he needed a home. The tree told him tocut down her branches and build a house for himself, a wife, and children.

Returning as a grown man, he told the tree that he needed a boat so he could sailaway and see the world. She told him to cut down her trunk.

When he came back as an old man, he was too old to climb, swing, sell, build, or sail.The tree thought she had nothing left to give. But, in fact, she could give exactly whatthe man needed—a stump to rest on. The old man sat down on her stump, and the treewas happy.


Act Three: The boy has become a young man. His world isbecoming bigger still. It now will include a wife, ahouse, and children.

Act Four: The boy is a grown man. He wants to see more ofthe world.

Act Five: The boy is an old man. All he needs in the world isthe tree. The tree is happy.

Choose students to become each of the characters below. Asthe characters, have them tell what their lives are like and howthey feel about what is happening to them.The Young Boy – Act One The Branchless Tree – Act ThreeThe Full Tree – Act One The Grown Man – Act FourThe Older Boy – Act Two The Tree Stump – Act FourThe Fruitless Tree – Act Two The Old Man – Act FiveThe Young Man – Act Three The Resting Tree – Act Five

Written LanguageAfter selecting and reading a book from the Feelings Bibliog-raphy blackline master (pg. 22) or the library, the studentscomplete the Letter to Someone Special activity sheet (pg. 23).In the activity, they learn the rules for writing a friendly letter.They will also be prompted to write the letter to a special per-son in their lives describing an event in the book, the way theevent made them feel, and the way it made the characters feel.Students should be encouraged to use the Kid Works DeluxeSticker Reference Pages and the Making Faces blackline mas-ter when writing the letter.

b At the Computer

• Have students take their completed Letter to SomeoneSpecial activity sheets to the computer. After starting anew book, they write the title “Letter to Someone Special”on the Book Cover.

• Have students open a Write page and type their letter. Stu-dents are encouraged to replace words that express feelingswith appropriate stickers from the Feelings, Things to Do 1or 2, and other sticker categories.

Copyright © Davidson & Associates, Inc., 1995 23 Kid Works Deluxe Activity Sheet

FEELINGS LESSON 2

The Giving Tree Name _______________________

LETTER TO SOMEONE SPECIAL

It’s fun to write and to receive. Write a friendly letter to someone special to you. Youcould write one to a cousin, a grandmother, a grandfather, or a favorite teacher. Agood friend would like to hear from you too. Tell them about an event in a book youhave read, the way the event made you feel, and the way it made the characters feel.Use the Kid Works Deluxe Sticker Reference Pages and the Making Faces page asguides to help you picture your feelings.

(Sender’s Address)

(Street Address) _____________________________

HEADING (City, State Zip) _____________________________

(Date) ______________________________________

______________________, GREETING

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ BODY

________________________________________________________________

________________________________________________________________

CLOSING__________________________________

SIGNATURE _________________________________


• After clicking the Play button and listening to theirletters being read, students print them. They address anenvelope to the “special person in their lives” and are en-couraged to send the letters in the mail or use the Playerfeature to email the letter.

After the Computer

The teacher and class brainstorm to create a group stair poemusing a familiar “feelings” story. The teacher writes the poem onthe board. The students write their own stair poem using theactivity sheet (pg. 24).

Kid Works Deluxe Activity SheetCopyright © Davidson & Associates, Inc., 1995 24

FEELINGS LESSON 2


STAIR POEMS

This is a story about a boy who was loved and cared for throughout his life by a tree.Every time the tree could give something of herself, she was happy. When the boy wasyoung he climbed her trunk, swung from her branches, and ate her apples. When hegrew older and needed money to buy things, the tree told him to take her apples andsell them. When he came back again as a young man, he needed a home. The treetold him to cut down her branches and build a house for himself, a wife, and children.Returning as a grown man, he told the tree that he needed a boat so he could sailaway and see the world. She told him to cut down her trunk. When he came back asan old man, he was too old to climb, swing, sell, build, or sail. The tree thought she hadnothing left to give. But, in fact, she could give exactly what the man needed—a stumpto rest on. The old man sat down on her stump, and the tree was happy.

The Giving Tree by Shel Silverstein

Lifetime FriendsA Boy’s Lifetime

Caring, Giving, StrongTree

To create a stair poem from your book, follow the directions listed on each of the steps below.

_______________________ 4. Write a summary of the topic.

_________________________ 3. Write the place or time of the topic.

_________________________ 2. Write three adjectives that describe the topic.

_________________________ 1. Write the topic of the poem.


FEELINGS LESSON 2

The Giving Tree



When the boy was young, he climbed her trunk, swung from her branches, and ate herapples. This made the tree happy.


When he came back again as a young man, he needed a home. The tree told him tocut down her branches and build a house for himself, his wife, and his children.




FEELINGS LESSON 2

The Giving Tree

FEELINGS BIBLIOGRAPHY

Title AuthorAlfie Gives a Hand Shirley HughesAnimals Should Definitely Act Like People Judith BarrettBest Friends Miriam CohenBest Friends for Frances Russell HobanBoy, a Dog, and a Frog Mercer MayeraA Chair for My Mother Vera B. WilliamsDo You Want to Be My Friend? Eric CarleErnest and Celestine Gabrielle VincentFat Cat: A Danish Folktale Jack KentFeeling Afraid Rochelle Barsuhn, Sylvia R. Tester,

Jane W. WatsonFeelings AlikiFriends Helme HeineGood-bye, Sammy Liza K. MurrowHappy Birthday Moon! Frank AschHe’s My Brother Joe LaskerI Like You Sandol WarburgI’m Moving Martha Whitmore HickmanIra Says Goodbye Bernard WaberLet’s Be Friends Again Hans WilhelmMaking Friends Fred RogersMy Friend William Moved Away Martha Whitmore HickmanThe Owl and the Woodpecker Brian WildsmithThe River That Gave Gifts Margo HumphreyThe Runaway Bunny Margaret Wise BrownSay It! Charlotte ZolotowWe Adopted You, Benjamin Ku Linda W. GirardWilfrid Gordon McDonald Partridge Mem Fox


FEELINGS LESSON 2

The Giving Tree Name_______________________


It’s fun to write and to receive letters. Write a friendly letter to someone special to you.You could write one to a cousin, a grandmother, a grandfather, or a favorite teacher. Agood friend would like to hear from you too. Tell them about an event in a book youhave read, the way the event made you feel, and the way it made the characters feel.Use the Kid Works Deluxe Stickers and the Making Faces page as guides to help youpicture your feelings.

______________________, GREETING

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ BODY

________________________________________________________________

________________________________________________________________

CLOSING _________________________________

SIGNATURE _________________________________


FEELINGS LESSON 2

The Giving Tree Name_______________________

STAIR POEMS

This is a story about a boy who was loved and cared for throughout his life by a tree.Every time the tree could give something of herself, she was happy. When the boy wasyoung, he climbed her trunk, swung from her branches, and ate her apples. When hegrew older and needed money to buy things, the tree told him to take her apples andsell them. When he came back again as a young man, he needed a home. The treetold him to cut down her branches and build a house for himself, his wife, and his chil-dren. Returning as a grown man, he told the tree that he needed a boat so he couldsail away and see the world. She told him to cut down her trunk. When he came backas an old man, he was too old to climb, swing, sell, build, or sail. The tree thought shehad nothing left to give. But, in fact, she could give exactly what the man needed—astump to rest on. The old man sat down on her stump, and the tree was happy.

The Giving Tree by Shel Silverstein

Lifetime Friends A Boy’s Lifetime

Caring, Giving, Strong Tree

To create a stair poem from your book, follow the directions listed on each of the steps below.

_______________________ 4. Write a summary of the topic.

_________________________ 3. Write the place or time of the topic.

_________________________ 2. Write three adjectives that describe the topic.

_________________________ 1. Write the topic of the poem.


FEELINGS LESSON 3

Your Heart Science/Math

Materials

Kid Works Deluxe Burning Calories (blacklineA Healthy Heart (activity sheet) master)Foods Count (activity sheets) American Heart AssociationFoods Count Story Problems (activity sheets) publicationsThe Question and Answer Song (blackline masters) health magazinesThe Sticker Reference Pages (blackline masters) library booksCounting Calories (blackline master)

Vocabulary

artery exercise physical stethoscopebeat food pulse throbcalories healthy rate thumpdoctor heart rhythm treatenergy muscle snack vein

Before the Computer

Music:After distributing The Question and Answer Song—“What Do YouWant A Heart For?” by Joel Herron, the teacher and class use it asfollows:• The teacher sings the song aloud to the class while the class

follows silently.• The teacher reads the song aloud to the class while the class

reads along silently.• The teacher reads the song’s questions (pg. 28). The students

read the answers.• Using the music provided (pgs. 29–30), the teacher guides the

class in the singing of the song.• The teacher divides the class into two sections. One section

sings the questions. The other sings the answers.

Kid Works Deluxe Teacher’s Instructions

30Copyright © Davidson & Associates, Inc., 1995

FEELINGS LESSON 3

Your Heart

Kid Works Deluxe Blackline Master


Research• The teacher distributes the Healthy Heart activity sheet (pg. 31).• Using reference materials from the American Heart

Association, health magazines, library books, and otherreference material, students complete the activity sheet byanswering the questions and listing things they can do tokeep their heart healthy.

Writing• The teacher distributes the Kid Works Deluxe Sticker Ref-

erence Pages (see Appendix), the Counting Caloriesblackline master (pg. 32), and the Foods Count activity sheets(pgs. 34–37).

• Students write the names of all the foods they can findfrom the Kid Works Deluxe Sticker Reference Page on thefirst Foods Count activity sheet.

• Students use the Counting Calories blackline master tofind and write the number of calories in each food theylisted on the activity sheet.

• The teacher distributes the Burning Calories blackline master(pg. 33). Students complete the second Foods Count activity sheet.

• Students use the information gathered on the activity sheetsand the blackline masters to create two math storyproblems.

b At the Computer

• Students take their completed Foods Count activity sheets tothe computer. After starting a new book, they write the title“Foods Count Word Problems” on the Book Cover Screen.

• They open a Write page and type one of the story problemsthey created. Then they start another Write page and type thesecond story problem.

• After clicking the Play button and listening to theirword problems being read, they click the Text-to-Sticker signto see their food words.

• Students open a Draw page and design a healthy food pic-ture. They use the Silly Scribbler heart stamp to create aborder and place stickers of healthy foods in the center.



FEELINGS LESSON 3

Your Heart Name _______________________

A HEALTHY HEART

Answer the following questions about your heart.

1. What do you hear when you listen to your heart? _________________________________

2. Why is your heart like a pump? ___________________________________________________

3. What does the heart pump? _____________________________________________________

4. How do you think the heart pumps blood through your body? _____________________

___________________________________________________________________________________

5. What foods should you eat to keep your heart healthy? ___________________________

___________________________________________________________________________________

6. Why is exercise good for your heart? _____________________________________________

7. Why is smoking bad for your heart? _______________________________________________

List as many ways as you can to keep your heart healthy.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Kid Works Deluxe Activity Sheet


FEELINGS LESSON 3

Your Heart Name _______________________

COUNTING CALORIES

List One – Calories of Food Stickers Calories Per ServingApple 80Banana 100Cake with frosting (2" slice) 370–445Candy 110–160Carrot 30Cookies 140Corn (1 ear) 59Egg 63Grapes 35Hamburger (including bun) 260Lemon 50Milk 150Peanuts (30) 150Pear 100Pizza (4"x5" slice) 135Pretzel (10 sticks) 10Turkey (1/2 breast) 413

List Two – Other Favorite Snacks and Desserts Calories Per ServingBagel 165Brownies 140Cupcake with frosting 185Hot dog (including bun) 210Ice cream 270Malted milk shake 500Milk shake 400Popcorn (lightly buttered) 75Sherbet 270Soda 260Sundae 215–325Yogurt 230



FEELINGS LESSON 3

Your Heart Name _______________________

FOODS COUNT WORD PROBLEMS

Use the numbers on your completed Foods Count activity sheets, along with the Count-ing Calories and Burning Calories information sheets to write two math story problems.

Read and solve the two sample problems below:

Question OneJoe wanted to buy lunch in the school cafeteria on Friday. His mother said he couldbuy lunch if it had less than 550 calories. Read the menu below. Tell how many caloriesthe school lunch had and whether Joe’s mother would let him buy lunch.

Friday’s Menu CaloriesPizza (one slice) 135Apple 80Milk 150Cookies 140

How many calories did the lunch have in all? ________________________________________

Was Joe able to eat lunch in the cafeteria that day? ________________________________

Question TwoJoe was really hungry that Friday. His friend hated cookies and Joe said, ”I’ll eat yours.”After he ate all the cookies, he remembered that he was not supposed to eat morethan 550 calories.

How many calories did he have in all?_______________________________________________

How many more than 550 calories did Joe eat? _____________________________________

What could he do to burn the extra calories? ________________________________________

How long would it take him? ________________________________________________________



After the Computer

• Print out the word problems.• Students are divided into groups.• Each group is given a set of story problems created by stu-

dents in other groups. They solve the problems.• One student is selected to be the reporter and shares the

problems solved by the group with the class.



FEELINGS LESSON 3

Your Heart

THE QUESTION AND ANSWER SONG“What Do You Want a Heart For?”

Question: What do you want a heart for?

Answer: To thump, to thump.

Question: What do you need a heart for?

Answer: To pump, to pump.

Question: Will you always take good care of it like the doctor says you should?

Answer: I’ll never make it overwork or treat it bad!

Question: That’s good! And will you eat the proper food, make sure it’s healthy foryour heart?

Answer: I won’t eat things that make me fat. I know it isn’t smart.

Question: And will you exercise?

Answer: I’ll exercise, I’ll run and swim and play.

Both: The doctor says that it’s good for your heart, so do some ev’ry day. Thedoctor says that it’s good for your heart, so do some ev’ry day!


FEELINGS LESSON 3

Your Heart


FEELINGS LESSON 3

Your Heart Name_______________________

A HEALTHY HEART

Answer the following questions about your heart:

1. What do you hear when you listen to your heart? _________________________________

2. Why is your heart like a pump? ___________________________________________________

3. What does the heart pump? _____________________________________________________

4. How do you think the heart pumps blood through your body? _____________________

___________________________________________________________________________________

5. What foods should you eat to keep your heart healthy? ___________________________

___________________________________________________________________________________

6. Why is exercise good for your heart? _____________________________________________

7. Why is smoking bad for your heart? _______________________________________________

List as many ways as you can to keep your heart healthy:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


FEELINGS LESSON 3

Your Heart Name_______________________

COUNTING CALORIES

List 1 – Calories of Foods Pictured in Stickers Calories Per ServingApple 80Banana 100Cake with frosting (2" slice) 370–445Candy 110–160Carrot 30Cookies 140Corn (1 ear) 59Egg 63Grapes 35Hamburger (including bun) 260Lemon 50Milk 150Peanuts (30) 150Pear 100Pizza (4"x5" slice) 135Pretzel (10 sticks) 10Turkey (1/2 breast) 413

List 2 – Other Favorite Snacks and Desserts Calories Per ServingBagel 165Brownies 140Cupcake with frosting 185Hot dog (including bun) 210Ice cream 270Malted milk shake 500Milk shake 400Popcorn (lightly buttered) 75Sherbet 270Soda 260Sundae 215–325Yogurt 230


FEELINGS LESSON 3

Your Heart Name_______________________

BURNING CALORIES

List 1 – Calories burned per hour by engaging in actions pictured in Kid Works Stickers(Things to Do 1 and 2 categories)

climbing 360dancing (fast) 310dancing (slow) 155fishing 185painting 135running (really fast) 870running (slow) 360sitting 65skating (ice) 255skating (roller) 270swimming (slow) 385swimming (very fast) 470walking 240

List 3 – Simple pleasures—just for fun

baking cookies 31.5daydreaming 18eating popcorn 21petting a cat 25.5walking a dog 70.5watching a baseball game 18writing a letter 25.5


FEELINGS LESSON 3

Your Heart Name_______________________

FOODS COUNT

Below, write the names of all the foods you can find from the Kid Works Deluxe StickerReference Pages. Then use the Counting Calories page to tell how many calories thereare in each food.

Food Calories

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________


FEELINGS LESSON 3

Your Heart Name_______________________

FOODS COUNT (CONTINUED)

List at least ten actions shown on the Sticker Reference Pages. Tell how many calories each

burns.

Actions Calories Burned Per Hour

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________

_______________________________ _________________________________________


FEELINGS LESSON 3

Your Heart Name_______________________

FOODS COUNT WORD PROBLEMS

Use the numbers on your completed Foods Count activity sheets, along with the Count-ing Calories and Burning Calories information sheets, to write two math story problems.

First, read and solve the two sample problems below:

Question OneJoe wanted to buy lunch in the school cafeteria on Friday. His mother said he couldbuy lunch if it had less than 550 calories. Read the menu below. Tell how many caloriesthe school lunch had and whether Joe’s mother would let him buy lunch.

Friday’s Menu CaloriesPizza (one slice) 135Apple 80Milk 150Cookies 140

How many calories did the lunch have in all? ________________________________________

Was Joe able to eat lunch in the cafeteria that day? ________________________________

Question TwoJoe was really hungry that Friday. His friend hated cookies, and Joe said, ”I’ll eat yours.”After he ate all the cookies, he remembered that he was not supposed to eat morethan 550 calories.

How many calories did he have in all?_______________________________________________

How many more than 550 calories did Joe eat? _____________________________________

What could he do to burn the extra calories? ________________________________________

How long would it take him? ________________________________________________________


FEELINGS LESSON 3

Your Heart Name_______________________

FOODS COUNT WORD PROBLEMS (CONTINUED)

Write two word problems of your own below:

1. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

INTRODUCTIONThematic Unit 2: Imagination

Students need to be provided with a variety of experiences and learn to draw from them as theylisten, speak, read and write. For this reason, the lessons presented in this thematic unit,Imagination, are rich with experiences. At the same time, these lessons are designed to encouragestudents to use their imagination and turn these ordinary experiences into extraordinary andunique ones. The combination of experience and individual imagination is an essential tool in thewriting process.

The following is an outline of the three cross-curricular lessons in the thematic unit Imagination.

Lesson OneTitle: Around the NeighborhoodCurriculum Focus: Social Studies and Fine ArtsThe following learning experiences can be used both on and off the computer:• Make predictions, gather information, and compare findings.• Explore people, places, and things found in the community.• Prepare a pictograph which describes information gathered.• Differentiate between fact and imagination.

Lesson TwoTitle: Where the Wild Things AreCurriculum Focus: Language ArtsThe following learning experiences can be used both on and off the computer:• Write a note to give important information.• Write a fantasy setting for an existing story.• Read, understand, and create recipe directions.• Select from a variety of materials composed of different sizes, shapes, and tex-

tures, and organize them to create a work of art.

Lesson ThreeTitle: Snails’ TalesCurriculum Focus: Science and MathThe following learning experiences can be used both on and off the computer:• Explore, observe, and examine objects using a combination of senses to collect

and process data.• Follow auditory and visual directions to draw an object.• Write a word problem using scientific facts.• Select and use science textbooks and other reading references to gather factual

information.


IMAGINATION LESSON 1

Around the Neighborhood Social Studies/Fine Arts

Materials

Kid Works Deluxe About Eve Merriam and Places to HideTaking a Walk Around the Neighborhood a Secret Message (blackline master)

Checklist (activity sheets) pencilsPicturing My Neighborhood (activity sheets) crayonsAround the Neighborhood Pictograph markers

(blackline master) art paper

Vocabulary

airplane car interesting pudding umbrellaant cloud kite raindrop versesball colorful ladybug raisin windowballoon flag message school windowpanebeautiful flower moonshell secret yardbicycle football nest surprisingbird hat penny treebus house poet ugly

Before the Computer

ObservationAfter distributing the Taking a Walk Around the Neighbor-hood activity sheets (pgs. 42–43), use them as follows:• The teacher leads a discussion encouraging students to

identify items named on the activity sheet that they expectto see on the walk.

• Students work independently to complete the activitysheet, checking items they expect to see, writing the namesof items they expect to see more than once, and writing thenumber of times they expect to see the checked items.

• On the walking field trip, students record the items theyactually see and how many times they see them.



Around the Neighborhood Name _______________________

TAKING A WALK AROUND THE NEIGHBORHOOD

Place a ✓ next to each item listed below that you think you will see on your walk aroundthe neighborhood.

cloud ___

dog ___

door ___

flag ___

flower ___

football ___

hat ___

house ___

airplane ___

ant ___

ball ___

balloon ___

bird ___

bus ___

car ___

cat ___

kite ___

ladybug ___

leaf ___

mailbox ___

nest ___

stop sign ___

sun ___

swings ___

train ___

tree ___

truck ___

wagon ___

window ___

worm ___

yard ____

(Continued on the next page.)



Creative WritingThe teacher distributes the Picturing My Neighborhood activ-ity sheets (pgs. 44–45), and has the students do the following:• Discuss the most interesting, ugly, colorful, beautiful, and

surprising things they saw on their walk.• Write and draw a picture story about their individual

choices for the most interesting, ugly, colorful, beautiful,and surprising things.

• Share their finished work during an oral discussion.

b b b b b At the Computer

• Students take their completed Around the NeighborhoodPictograph Instructions activity sheets (pg. 46) to the com-puter.

• After starting a new story, they write the title “Around theNeighborhood” on the Book Cover Screen.

• They open a Write page and follow the directions on theactivity sheet to create a pictograph of their own.

• They select Enlarged or Side by side from the Print menuand print their completed pictograph.

• They place it in a class book titled “Picturing Our WalkAround the Neighborhood.”

After the Computer

PoetryAfter distributing the About Eve Merriam blackline master(pg. 47), the teacher and class use it as follows:• They read and discuss the poet and her feelings about

poetry.• The teacher reads the poem out loud to the class while the

class silently reads along.• The teacher and class read the poem out loud together.• Individual students volunteer to read the poem out loud

to the class.




PICTURING MY NEIGHBORHOOD

1. What is the most interesting thing you saw on your walk? __________________________

Draw a Picture of it Write About It

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

2. What is the most ugly thing you saw on your walk? ________________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

3. What is the most colorful thing you saw on your walk? _____________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

Kid Works Deluxe Activity




AROUND THE NEIGHBORHOOD PICTOGRAPH INSTRUCTIONS

Write the Title, Around the Neighborhood, by ___________________ , at the top of thepage. (your name)

Write two-line descriptions as follows:• On the first line, type the number of times you saw the item. Then type the

adjective of your choice from the following list:

beautiful surprising colorful interesting ugly

LINE ONE: I saw ______________ _______________________ ______________ (number of times you (choice of adjective) (item)

saw the item)

• On the second line, type the name of the item as many times as you actuallysaw it.

LINE TWO: ______________ ______________ _______________ _______________ (item) (item) (item) (item)

Example: I saw 4 beautiful clouds.cloud cloud cloud cloud

Change the item words to picture icons by clicking .



secret message

Kid Works is fun!

secret message

secret message

secret message


Around the Neighborhood

ABOUT EVE MERRIAM

“Writing poetry is where my heart is. I started writing verses when I was quiteyoung, and by the time I got into high school I was writing serious poems for theschool magazine, as well as political and light verse for the weekly newspaper atschool. It never occurred to me that someday I would like to be a writer. I simplywrote. I think one is chosen to be a poet; you write poems because you must,because you cannot live your life without writing them.”

“Sometimes I’ve spent weeks looking for precisely the right word. It’s like having atiny marble in your pocket; you can feel it. Sometimes you find a word and say,‘No, I don’t think this is precisely it....’ Then you discard it, and take another andanother until you get it right. What I’d like to stress above everything else is a joyof the sounds of language. I have only one rule for reading it—please read apoem out loud.”

PLACES TO HIDE A SECRET MESSAGE

in a raindrop on a windowpanein a moonshell

in a raisin in rice pudding—Eve Merriam



ArtAfter distributing crayons, markers, pencils, art paper andother drawing materials, the teacher leads a class discussion inwhich students:1. Name a place in Eve Merriam’s poem that could only

exist in the imagination. For example, a moonshell.2. Name a place in Eve Merriam’s poem that could really

exist. For example, a raindrop on a windowpane.3. Discuss which spot was the best hiding place for a secret

message in Eve Merriam’s poem and why.4. Brainstorm to create a list of both real (but hard-to-find)

and imaginary places where they would hide a secretmessage.

5. Draw and color a picture of the place where they wouldhide a secret.

6. Write a sentence under their picture telling about the placein which they chose to hide their secret.

7. Write the message they hid, on the back of the paper.



Around the Neighborhood Name_______________________

TAKING A WALK AROUND THE NEIGHBORHOOD

Place a ✓ next to each item listed below that you think you will see on your walk aroundthe neighborhood.

cloud ___

dog ___

door ___

flag ___

flower ___

football ___

hat ___

house ___

airplane ___

ant ___

ball ___

balloon ___

bird ___

bus ___

car ___

cat ___

kite ___

ladybug ___

leaf ___

mailbox ___

nest ___

stop sign ___

sun ___

swings ___

train ___

tree ___

truck ___

wagon ___

window ___

worm ___

yard ____

(Continued on the next page)




TAKING A WALK AROUND THE NEIGHBORHOOD (CONTINUED)

Write the names of items you think you will see more than once, and the number oftimes you expect to see them.

Name of Item Number of Times I Think I Will See the Item

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

Write the names of items you saw. Write the number of times you saw them.

Name of Item Number of Times I Saw the Item

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____

________________________________ ____




PICTURING MY NEIGHBORHOOD

1. What is the most interesting thing you saw on your walk? __________________________

Draw a Picture of It Write About It

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

2. What is the most ugly thing you saw on your walk? ________________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

3. What is the most colorful thing you saw on your walk? _____________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________




PICTURING MY NEIGHBORHOOD (CONTINUED)

4. What is the most beautiful thing you saw on your walk? ____________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

5. What is the most surprising thing you saw on your walk?____________________________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________




AROUND THE NEIGHBORHOOD PICTOGRAPH INSTRUCTIONS

Write the Title, “Around the Neighborhood," on the book cover.

Write two-line descriptions as follows:• On line one, in the first space, type the number of times you saw the item.

In the second space, type the adjective of your choice from the following list:beautiful surprising colorful interesting ugly

In the third space, type the name of the item or items.

LINE ONE:I saw ______________ _______________________ ______________ (number of times you (choice of adjective) (item)

saw the item)

• On line two, type the name of the item as many times as you actually saw it.

LINE TWO: ______________ ______________ _______________ _______________ (item) (item) (item) (item)

Example: I saw 4 beautiful clouds.cloud cloud cloud cloud

Change the words to stickers by clicking .


secret message

Kid Works is fun!

secret message

secret message

secret message


Around the Neighborhood

ABOUT EVE MERRIAM

“Writing poetry is where my heart is. I started writing verses when I was quiteyoung, and by the time I got into high school I was writing serious poems for theschool magazine, as well as political and light verse for the weekly newspaper atschool. It never occurred to me that someday I would like to be a writer. I simplywrote. I think one is chosen to be a poet; you write poems because you must,because you cannot live your life without writing them.”

“Sometimes I’ve spent weeks looking for precisely the right word. It’s like having atiny marble in your pocket; you can feel it. Sometimes you find a word and say,‘No, I don’t think this is precisely it....’ Then you discard it, and take another andanother until you get it right. What I’d like to stress above everything else is a joyof the sounds of language. I have only one rule for reading it—please read apoem out loud.”

PLACES TO HIDE A SECRET MESSAGE

in a raindrop on a windowpanein a moonshell

in a raisin in rice pudding—Eve Merriam



Where the Wild Things Are Language Arts

Materials

Kid Works Deluxe feathersWhere the Other Things Are (activity sheet) yarnsMy Imaginary Trip (activity sheet) paintsWhere the Wild Things Are—Synopsis (black- sticks

line master) sequinsSuggested: Where the Wild Things Are by glitter

Maurice Sendak dry flowersMax’s Soup (blackline master) fluorescent paintpencils construction papermarkers gluecrayons scissorsdrawing paper

Vocabulary

adventure hungry powerfulblinking imaginary roarsclaws lonely starecourageous loved tamefrightening mischievous terrible

Before the Computer

LiteratureRead Where the Wild Things Are by Maurice Sendak (or the syn-opsis, pg. 51) to the class. Encourage the students to discussthe imaginary trip Max takes to where the wild things are.



Where the Wild Things Are Name _______________________

WHERE THE WILD THINGS ARE by Maurice Sendak – Synopsis

Because he was very mischievous, Max was sent to bed without

his supper. He took an imaginary trip to a place where wild ani-

mals lived. They were frightening, with terrible roars and teeth,

eyes and claws. But Max tamed them by being very courageous

and staring into their eyes without blinking. The wild things called

him the most wild thing of all and made him king. Being king of

the wild things, Max was very powerful and could do whatever

he wanted in his imaginary world. But he grew lonely and

wanted most of all to go back home where he was loved. He

sailed back to his room where his supper was waiting for him.



Oral LanguageThe teacher distributes the Where the Other Things Are ac-tivity sheets (pg. 52) and has the students do the following:• Discuss what the story would be like if the boat had taken

Max to: Where the Lonely Things Are; Where the LovedThings Are; Where the Hungry Things Are; Where theMischievous Things Are; or Where the Tame Things Are.

• Divide the class into five cooperative learning groups.Each group selects a recorder and reporter. Working to-gether, the group members complete the activity. Therecorder writes the group story.

• The reporters read their group story to the entire class.

Written LanguagePretending to be Max, students use the My Imaginary Tripactivity sheets (pg. 53) to write a note to their mother. In thenote, they will explain why they are leaving, where they planto go, how they plan to get there, what they are planning to doonce they arrive, and if and when they plan to return.

b At the Computer

• Students take their completed My Imaginary Trip activitysheets to the computer.

• After starting a new story, they write the title “MyImaginary Trip” on the Book Cover Screen.

• They open a Write page and type the note they created ontheir activity sheet.

• They open a Draw page and select a picture book picturefrom the Around the World or Scenery pages for theirstory. They customize it by adding text, stamps, stickers,etc.

• They listen to and print their stories.




WHERE THE OTHER THINGS ARE

Pretend that when Max got on the boat, it didn’t take him to Where the Wild Things Are.Instead, it took him to one of the other places listed below.

Where the Lonely Things Are Where the Loved Things AreWhere the Hungry Things Are Where the Mischievous Things Are

Where the Tame Things Are

On another piece of paper, draw a picture of one of the things that lived in the placeMax went to.

Tell about Max’s adventure with the things he met below:

He sailed off through night and dayand in and out of weeks

and almost over a yearto where the____________________ things are.

Three things Max noticed about the way the ______________ things looked were:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

Two things the ___________________________ things said to Max were:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

The most important thing Max said to the __________________ things was:

___________________________________________________________________________________

___________________________________________________________________________________





RUNNING AWAY FROM HOME

Pretend you are Max and write a note to your mother. First write the answers to thequestions below.

Why are you leaving? ______________________________________________________________

Where are you planning to go? _____________________________________________________

How will you get there? _____________________________________________________________

What will you do when you get there?_______________________________________________

Do you plan to ever come back? ___________________________________________________

If you plan to come back, when will you return? _____________________________________

Now, at the computer, put all the answers into one good note.

Dear __________________________________,



After the Computer

CookingWhen Max returned from his trip to see the wild things, hissupper was waiting for him. First ask students to imaginewhat was in Max’s bowl, then have them pretend it was a deli-cious bowl of Max’s Soup. Follow the recipe for Max’s Soup,(pg. 54). Show a variety of vegetables. Have students suggestthe quantities for each ingredient. They can eat the soup for aclass snack.

ArtTeachers and students make a list of materials they will use tocreate the wildest things they can ever imagine. They collectand bring as many of the listed items as they can find to class.Some items on the list may be feathers, yarn, sticks, sequins,glitter, dry flowers, buttons, fluorescent paints, etc. Once thematerials are gathered, students choose sheets of colored con-struction paper and create their wild thing.



Where the Wild Things Are

MAX’S SOUP

Materials Ingredientsknives watervegetable peelers a wide variety of vegetables such as:spoons carrotscrock pot celeryindividual bowls onions

bell pepperpotatoes

seasoning (salt, pepper)

Peel and cut vegetables. Put small pieces of vegetables in the pot with water.Season with salt and pepper. Cook on high until vegetables are tender. Addseasoning to taste. Serve.




Where the Wild Things Are Name_______________________















WHERE THE OTHER THINGS ARE

Pretend that when Max got on the boat, it didn’t take him to Where the Wild Things Are.Instead, it took him to one of the other places listed below:

Where the Lonely Things Are Where the Loved Things AreWhere the Hungry Things Are Where the Mischievous Things Are

Where the Tame Things Are

On another piece of paper, draw a picture of one of the things that lived in the placeMax went to.

Below, tell about Max’s adventure with the things he met:

He sailed off through night and dayand in and out of weeks

and almost over a yearto where the____________________ things are.

Three things Max noticed about the way the ______________ things looked were:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

Two things the ___________________________ things said to Max were:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

The most important thing Max said to the __________________ things was:

___________________________________________________________________________________

___________________________________________________________________________________




My Imaginary Trip

Pretend you are Max and write a note to your mother. First write the answers to thequestions below:

Why are you taking this trip? ________________________________________________________







Dear __________________________________,




MAX'S SOUP


bell pepperspotatoes


Peel and cut vegetables. Put small pieces of vegetables in the pot with water.Season with salt and pepper. Cook on medium high until vegetables are tender.Add seasoning to taste. Serve.



Snails’ Tales Science/Art/Math

Materials

Kid Works Deluxe lids with air holesSnail Watching (activity sheet) small water containerSnail Facts (activity sheet) leavesHave You Ever Watched a Snail? magnifying glass (one for every two

(blackline master) students)How to Draw a Snail (blackline master) encyclopediassnails books on snailsjars science books

Vocabulary

base gland pound slimebones inch secrete tentaclesdetect magnifying shell thimblefeeler mollusk skin weather

Before the Computer

DiscussionAfter distributing copies of the poem Have You Ever Watched aSnail? by Joyce Koff (pg. 58), the teacher and students use it asfollows:• Students discuss everything the poet has “watched” about

snails.• The teacher leads a discussion encouraging students to tell

about things they have noticed when “watching” snails.The teacher writes them on the board or under the title“Things I Saw When I Watched the Snails.”



Snails’ Tales

HAVE YOU EVER WATCHED A SNAIL?by Joyce Koff

Have you ever watched a snailSliding slowly on a leafIt never makes a soundAnd never hears one eitherIt stops on just the right spotFor lunch is important in his worldIt takes him all the way to dinner

This poem was reprinted with the permisson of the author.



Observation• The teacher gets snails at the pet store. (The ideal number

is one for every two students.)• Students divide into pairs. Each team is given a snail, a

jar, a lid with air holes, a smaller lid with water, leaves,and a magnifying glass.

• Students place the lid with water and the leaves in thelarge jar to make a home for their snail.

• The partners spend about 20 minutes observing the snail.They can choose to touch it gently, hold it, let it move byitself on their desk, etc. At the end of the 20 minutes, theteam puts the snail in its new home—the covered jar.

• Students write their observations on the Snail Watchingactivity sheet (pg. 59).

b At the Computer

• After the teacher distributes copies of the How to Draw aSnail blackline master (pg. 60) to the class, the students goto the computer in pairs. Each student gets two pages—aDraw page and a Write page.

• After starting a new story, they write the title “Our Snails”on the Book Cover Screen.

• The students decide which partner will be the director andwhich will be the artist. They select a Draw page.

• The director reads the first step of How to Draw a Snail tothe artist and guides the artist as he or she follows the direc-tions and begins to draw the snail. The pair continues thisprocess until the artist has completed the picture. Select aWrite page and leave it blank. Turn to the next page.

• The pair selects another Draw page, changes roles and re-peats the above process. Use the Write pages to tell a storyabout the snails.

• The finished books are printed and displayed on a bulletinboard.



Snails’ Tales Name _______________________

SNAIL WATCHING

Write what you discovered about snails during your snail-watching time.

Three words that describe my snail are ___________________________________________ .

How did your snail move? _______________________________________________________

Where did it seem to be going? _________________________________________________

What does its “skin” feel like? ____________________________________________________

Do you think it liked to be touched? How do you know? __________________________

________________________________________________________________________________

What else did your snail like?_____________________________________________________

What didn’t it like? ______________________________________________________________

What does its shell look and feel like? ____________________________________________

Describe the most interesting thing you learned about the snail when youlooked at it through a magnifying glass. __________________________________________

________________________________________________________________________________

What did the snail do when you put it into its house? How do you think it felt? Why?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________




Snails’ Tales

HOW TO DRAW A SNAIL

Follow the steps below to create a snail:

Step 1 – Click and select a dark color from the Crayon Box.

Step 2 – Choose the Silly Scribbler Pencil.

Step 3 – Start in the middle and draw the snail’s spiral shell.

Step 4 – Continue to use the Pencil to sketch in the headand tail. (The drawing you make does not have to beidentical to the drawing you see.)

Step 5 – Give the snail two antennas and an eye to show itsunique personality.

Step 6 – Begin at the left side of your screen and add thesnail’s trail. Make the line straight, wiggly, or up and down. Itcan go up, over, around, or anywhere.

Step 7 – Think about where the snail is spending the after-noon. Perhaps you’ll use the stamps and the tools to add aflower or sun, or just some interesting ground.

Step 8 – Choose the Paint Can or Spray Bottle to fill in eachpart of the picture with the colors of your choice.

Step 9 – Write a story about your snail’s day on a Write page.

Step 10 – Save your story when it is finished.



After the Computer

MathStudents are given copies of the Snail Facts activity sheet (pg.61). Using the facts given and some of their own, they writemath problems about snails.

ArtThe teacher displays the students’ Snails’ Tales on a Snails’Trails bulletin board.• Students pick colored construction paper of their choice

and mount their snail’s story on it.• The teacher tacks brightly colored yarn in a squiggly line

across the front of the classroom to create a “Snail’s Trail.”• Stories are placed in random fashion along the line of the

yarn.• The teacher cuts a large rectangular sheet of white butcher

paper. The students design and paint a banner titled “TheSnail’s Trail.”




SNAIL FACTS

A snail is a mollusk and mollusks have 0 bones.Snails make the 1 shell in which they live.They have 1 foot on which they crawl.Snails have a head with 2 feelers or tentacles.At the base of each feeler is 1 eye.Some snails are as small as a thimble; some have 5-pound shells.Snails have been around for millions of years.One gland on the foot secretes a slime which helps it move.The number of sounds snails can hear or make is 0.Snails detect changes in light but detect 0 changes in form.As a snail grows, its shell also grows. So if a snail grows one inch, its shell will have

to grow.A snail’s shell grows as long as it’s alive.In cool weather, the growth of the shell slows and sometimes stops.

Look in a science book or encyclopedia. Find three new facts about snails and writethem in the space below.

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

Following the example below, write two math word problems about snails. Use the num-bers in your “Snail Facts” to help you.

Example: Add the number of eyes a snail has to the number of its feet. Subtractthe total from the number of pounds a snail’s shell can weigh.

1. __________________________________________________________________________________

2. __________________________________________________________________________________




Snails’ Tales






Snails’ Tales Name_______________________

SNAIL WATCHING







________________________________________________________________________________





________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



Snails’ Tales

HOW TO DRAW A SNAIL

Follow the steps below to create a snail:

Step 1 – Click and select a dark color from the Crayon Box.

Step 2 – Choose the Silly Scribbler Pencil.

Step 3 – Start in the middle and draw the snail’s spiral shell.

Step 4 – Continue to use the Pencil to sketch in the headand tail. (The drawing you make does not have to beidentical to the drawing you see.)

Step 5 – Give the snail two antennas and an eye to show itsunique personality.

Step 6 – Begin at the left side of your screen and add thesnail’s trail. Make the line straight, wiggly, or up and down. Itcan go up, over, around, or anywhere.

Step 7 – Think about where the snail is spending the after-noon. Perhaps you’ll use the stamps and the tools to add aflower or sun, or just some interesting ground.

Step 8 – Choose the Paint Can or Spray Bottle to fill in eachpart of the picture with the colors of your choice.

Step 9 – Write a story about your snail’s day on a Write page.

Step 10 – Save your story when it is finished.



Snails’ Tales Name_______________________

SNAIL FACTS

A snail is a mollusk and mollusks have 0 bones.Snails make the 1 shell in which they live.They have 1 foot on which they crawl.Snails have a head with 2 feelers or tentacles.At the base of each feeler is 1 eye.Some snails are as small as a thimble; some have 5-pound shells.Snails have been around for millions of years.One gland on the foot secretes a slime which helps it move.The number of sounds snails can hear or make is 0.Snails detect changes in light but detect 0 changes in form.As a snail grows, its shell also grows. So if a snail grows one inch, its shell will have

to grow.A snail’s shell grows as long as it’s alive.In cool weather, the growth of the shell slows and sometimes stops.

Look in a science book or encyclopedia. Find three new facts about snails and writethem in the space below:

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

Following the example below, write two math word problems about snails. Use the num-bers in your “Snail Facts” to help you.

Example: Add the number of eyes a snail has to the number of its feet. Subtractthe total from the number of pounds a snail’s shell can weigh.

1. __________________________________________________________________________________

2. __________________________________________________________________________________


INTRODUCTIONThematic Unit 3: Nature's Treasures

Important to the learning and writing process is the child’s ability to understand the steps and timeinvolved in completing a task. Nature is a great teacher. In this thematic unit, Nature’s Treasures, achild can see the time and steps taken by nature—an apple seed to an apple tree, a grain of wheat toa loaf of bread—and learn that the learning and writing process requires the same time and care. Atthe same time, children learn to respond to stories selected with the theme of nature by creatingtheir own fiction.

The following is an outline of the three cross-curricular lessons in the thematic unit Nature’sTreasures.

Lesson OneTitle: Tall TalesCurriculum Focus: Social Studies and Fine ArtsThe following learning experiences can be used both on and off the computer:• Discover and explore literature of and about a period in American history.• Use information about the lifestyle and form of writing that developed during a

particular period in history and write original works using that form.• Place chronological events in sequential order on a time line.• Develop drawing skills at the computer using line, color, shape, dark and light,

texture, and decoration.

Lesson TwoTitle: The Little Red HenCurriculum Focus: Language ArtsThe following learning experiences can be used both on and off the computer:• Encounter new vocabulary in meaningful context.• Construct a positive personal value system based on the model introduced

through literature.• Identify a sequence of events.• Retell and revise a familiar story through improvisation.

Lesson ThreeTitle: Flower ShowerCurriculum Focus: Science and MathThe following learning experiences can be used both on and off the computer:• Explore, probe, and investigate to find the functions of various plant parts.• Develop a science vocabulary.• Understand the quantitative relationship between assigned numerical values of

letters in a word, and use these values to place words in numerical order on a list.• Understand the quantitative relationship between assigned numerical values of

letters on a telephone dial, and use these values to create and solve number problems.


NATURE’S TREASURES LESSON 1

Tall Tales Social Studies/Fine Arts

Materials

Kid Works Deluxe knives lemon juiceA Tall Tale (blackline master) flowerpots face powderA Tale Tale of My Own (activity sheet) fertilizer yarnBe an Illustrator (activity sheets) cardboard egg cartons glueJohnny Appleseed – Synopsis potting soil bowl

(blackline master) popsicle sticks hair sprayPlanting an Apple Tree (activity sheet) fabric scraps scissorsApple Head Puppets (activity sheet) apple peelers refrigeratorapples string small coveredpaper towels buttons containerstrays

Vocabulary

adventure enormous humor sacks sightingsappetite exaggerated lumberjacks scraps talebarefoot fertilizer packhorse seed unbelievablebelievable guide pioneers settlement westblossoms hero prune settlers wrinklecurious highlight ragged shrink zillions

Before the Computer

Oral LanguageAfter distributing copies of A Tall Tale (pg. 66), the teacherand class use it as follows:• The teacher and class read and discuss the first paragraph,

which describes and defines tall tales.• During an oral discussion, students tell about special times

and places in today’s world where they sometimes tell69Copyright © Davidson & Associates, Inc., 1995


Tall Tales


A TALL TALE

A tall tale is an American invention based on the story of a hero. The hero is usually a person, butit can be an animal such as a dog or a cow, or anything you can think of such as a flower, a veg-etable, or even a balloon. While this country was being built, the builders—lumberjacks, cow-boys, railroad workers, etc.—would sit around a campfire at the end of a hard day's work andentertain each other by telling stories of heroes who were bigger, stronger, faster, and hungrierthan anyone alive. Tall tales were and still are meant to be filled with lies so unbelievable thatnobody would ever take them seriously.

Below is an example of a modern-day tall tale. As you read it, think about what parts of the story

are believable and what parts are unbelievable.

Once there was a little girl who lived on the third floor of an apartment build-

ing. She was the champion soap bubble blower in her neighborhood. One day

she blew a soap bubble so heavy that it fell through her floor, through the sec-

ond floor, and through the first floor. She called all her neighbors, but the bubble

was traveling so fast that by the time her neighbors arrived the bubble had

made a hole so deep that no one could even see it. The bubble went past the

center of the earth. At the other end, in China, there was a little boy standing

exactly at the opposite spot where the bubble had begun its journey through

the center of the earth. All of a sudden, the boy felt himself being lifted into the

air by a giant bubble. No one in China could believe their eyes. They ran to

catch the boy but by the time anyone had reached the spot, the bubble and

the boy were just a small dot in the sky. Since that time, there have been zillions

of boy bubble sightings throughout the world.


made-up or exaggerated stories (for example: at camparound a campfire, at a slumber party, at the dinner table).

• The teacher and class read and discuss the modern-day talltale on the activity sheet. Some discussion questions are:✓ What does believable mean?✓ What parts of the tall tale are believable?✓ What is the most believable thing that is told about in

the story?✓ What does unbelievable mean?✓ What is the most unbelievable thing that is told about

in the story?✓ What does humor mean?✓ What is humorous about a tall tale?✓ What is the funniest thing that happens in the story?

Creative WritingThe teacher distributes copies of A Tall Tale of My Own(pg. 67) and has the students do the following:• Discuss each of the tall tale beginnings as a class and answer

the following questions:1. What believable things could happen to the person or

thing mentioned?2. What unbelievable things could happen to the person or

thing mentioned?• Choose one of the tall tale beginnings and use it to write

their own tall tales.• Illustrate the completed tall tale.• Share their completed tall tales during an oral discussion.

b At the Computer

• Students take their completed Tall Tale of My Ownactivity sheets and Be an Illustrator activity sheets(pgs. 68–69) to the computer.

• After starting a new story, they write the title “My TallTale” on the Book Cover Screen.

• They open a Draw page and follow the directions for Be anIllustrator, creating an illustration for their tall tale whichuses all the drawing and coloring tools available.



Tall Tales Name _______________________

A TALL TALE OF MY OWN

Use the suggestions below to help you write a tall tale of your own.

1. Read the five tall tale beginnings.2. Think about believable things that could happen to the following: a friend who

has an enormous appetite, a smart fish, a loud baby, a girl holding lots of bal-loons, and a curious monkey.

3. Think about unbelievable things that could happen to the following: a friend whohas an enormous appetite, a smart fish, a loud baby, a girl holding lots of bal-loons, and a curious monkey.

4. Choose one of the tall tale beginnings below and write your own tall tale.

TALL TALE BEGINNINGS


I once had a friend who had such anenormous appetite that…

I once had a pet fish that was so smartthat…

I once heard about a baby who cried soloud that…

I once saw a girl holding so many balloonsthat…

I once read about a monkey that was socurious that…

Illustrate your tall tale.

71Copyright © Davidson & Associates, Inc., 1995 Kid Works Deluxe Activity Sheet


Tall Tales Name _______________________

BE AN ILLUSTRATOR

Follow the steps below to create an illustration for your tall tale.

Step 1 – Bring your tall tale illustration to the com-puter. You can use it as a guide as you drawyour computer illustration.

Step 2 – Click and select a dark color from the crayonbox. You will use this color to draw the out-line for your illustration.

Step 3 – Use the following drawing tools to completeand change the outline for your picture.• Shape Tool – For things like heads and

eyes, the sun, the earth, flowers, use thecircle or oval. For walls, planters, windows,steps, sidewalks, stores, chimneys, suit-cases, and all other boxlike places, use thesquare or rectangle.

• Ruler – For things like pickup trucks, sidesof a house, a picture frame, a table, afence and all other places you need tohave straight lines.

• The Silly Scribler Pencil – For bodies, noses,hills, clouds, trees, leaves, and everythingelse you want to draw that isn’t a circle, anoval, or a straight line.

• Eraser – To erase any part of your illustration.

Step 4 – Use the following tools and the colors of yourchoice to complete your illustration.• Paint Can – To color in clothing, faces,

the sun, the sky, and everything else youthink needs a solid color.


• They open a Write page and type their tall tales.• They add further illustrations by opening up new Draw

pages.• They listen to, save and print their tall tales.• Students share their completed tall tales during an oral

discussion.

After the Computer

American FolkloreRead the American tall tale Johnny Appleseed, (pg. 70) withthe class. During a class brainstorming session, students re-spond to the following questions:• Why was John Chapman a hero to American pioneers?• What were some interesting events that really happened in

his life?• What was special about the way he went about planting

the trees which helped to build our country?• What things are told in the tall tale about Johnny Appleseed

that are so unbelievable that you can tell they areexaggerations?

Growing ThingsStudents plant apple seeds that can grow into an apple tree byfollowing the directions on the Planting an Apple Tree black-line master (pg. 71). Make a timeline of the apple tree’sprogress.

ArtStudents make old-fashioned apple doll puppets by followingthe directions on the Apple Head Puppets blackline master(pg. 72).



Tall Tales

JOHNNY APPLESEED – Synopsis

The tall tale, Johnny Appleseed, is based on the life of a man named John Chapman.Because John Chapman spent his life planting apple seeds, people called him JohnnyAppleseed. He loved flowers and knew how to plant them, feed them, and make themgrow. But greater than his knowledge and love of flowers was his love for growingapples. When he grew up he started selling apple seeds to the settlers and pioneersheading west. He decided to join them on the adventure and go west also. He headedwest from the East Coast toward Ohio. Since the country was very new, there were nopaved roads. Johnny had to travel on Indian trails. He walked barefoot with apackhorse loaded down with sacks of apple seeds. As he walked, he stopped atsettlements and helped settlers plant apple trees. Starting with the seedlings, he wouldteach the settlers how to care for them and would stay at each settlement until theseedlings began to become trees. From settlement to settlement, he planted andtaught people how to grow apple trees. For fifty years, Johnny traveled and planted hisapple trees. He loved nature and lived outdoors with animals and Indians. Soon storiesabout him were being told around evening campfires of new settlements.

The tales exaggerated Johnny’s love for apple trees, his gentle nature, the way helooked, and the speed at which he was able to plant and grow hundreds of trees. Thetales about Johnny’s love for apple trees began when he was a baby. They say hewould scream and yell until his parents let him play with the branch of an apple tree fullof blossoms. People said that Johnny had such a gentle nature that he couldn’t evenprune the branch of an apple tree because he thought it caused the tree pain. Ac-cording to the tales, you could always spot Johnny from miles away. First you’d see thelong-handled pot that he wore as a hat. As he came closer, you could see the coffeesack with two armholes he always wore as a shirt. As for his pants, they were alwaysragged. Johnny’s power to grow apple trees was said to be unbelievable. People saidthat all he needed to do was drop a seed on the earth and in five minutes an appletree appeared.



Tall Tales

PLANTING AN APPLE TREE

Tell the students that they, like the folks in Johnny Appleseed’s story, are going to learn how toplant apple seeds. Explain that unlike the seeds that grew into tall trees almost overnight in thetall tale, theirs will require lots of patience—about fifteen years for the tree to grow apples of itsown.

Materialsapples knives refrigerator small covered containers

paper towels flower pots potting soil cardboard egg cartons

trays fertilizer love

DirectionsStep 1 The teacher or one of the students cuts the apples in half.

Step 2 Remove the seeds carefully. (Once the seeds are removed, you can eat the

apple.)

Step 3 Put the seeds in the small container. Cover the container and place it in the

refrigerator. Write today's date on the calendar.

Step 4 Keep the seeds in the refrigerator for six weeks. The long cold spell will make

them think they have gone through a cold winter.

Step 5 Remove the containers from the refrigerator and place the seeds between two

pieces of paper towel.

Step 6 Moisten the paper towels every day. After several weeks, the seeds will begin

to sprout.

Step 7 Once the seeds have sprouted, plant them about one inch deep in pots or egg

carton sections filled with potting soil. Place the pots or egg cartons on trays.

Step 8 Water the apple plants regularly and keep them in a sunny place.

Step 9 As the plants grow, you will need to replant them in larger pots.

Step 10 Fertilize them occasionally and give them lots of love.

Step 11 When the weather is warm, plant your biggest plants outside.

Step 12 Be patient, and one day you will be able to eat an apple grown from your own

apple tree.




Tall Tales

APPLE HEAD PUPPETS

Follow the directions below to make old-fashioned apple dolls with faces so wrinkled that theylook like dried-up prunes.

Materialsapples apple peeler lemon juice concentrate bowl

popsicle sticks string face powder hair spray

fabric scraps small buttons yarn scissors

glue

DirectionsStep 1 Take all the skin off the apple except for a circle of skin which you will leave

around the apple stem.

Step 2 Use a paring knife to carve eyes, nose and mouth into the apple to make an

apple face. The cuts need to be deep, but not so deep that they go through

the apple.

Step 3 Pour lemon juice into a bowl. Soak the apple in the juice for at least an hour.

This will stop the apple from turning brown.

Step 4 Stick your apple head onto a popsicle stick. (The stick will become your puppet’s

body.) Use glue to make sure the head stays on the stick.

Step 5 Tie a string to the apple stem and hang your apple in a warm, dry place.

Step 6 For the next 15 to 30 days, watch your puppet’s head shrink and wrinkle as it dries.

Step 7 When the apple is dry, powder it with face powder to give it a skin tone. When

you have finished powdering your puppet’s face, spray it with hair spray to

make the color last.

Step 8 Now it’s time to add the finishing touches to your doll. Use fabric scraps to create

clothes for the body of your doll, yarn for the hair, and buttons for the eyes. You

can also add sequins, glitter, or other decorations to make your puppet look just

the way you’d like it to.




Tall Tales

A TALL TALE

A tall tale is an American invention based on the story of a hero. The hero is usually aperson, but can be an animal such as a dog or a cow, or anything you can think of suchas a flower, a vegetable, or even a balloon. While this country was being built, the build-ers—lumberjacks, cowboys, railroad workers, etc.—would sit around a campfire at theend of a hard day's work and entertain each other by telling stories of heroes who werebigger, stronger, faster, and hungrier than anyone alive. Tall tales were and still aremeant to be filled with lies so unbelievable that nobody would ever take them seriously.

Below is an example of a modern-day tall tale. As you read it, think about what parts ofthe story are believable and what parts are unbelievable.





was traveling so fast that by the time her neighbors arrived, the bubble had






catch the boy, but by the time anyone had reached the spot, the bubble and





Tall Tales Name_______________________

A TALL TALE OF MY OWN

Use the suggestions below to help you write a tall tale of your own.

1. Read the five tall tale beginnings.2. Think about believable things that could happen to the following: a friend who

has an enormous appetite, a smart fish, a loud baby, a girl holding lots of bal-loons, and a curious monkey.

3. Think about unbelievable things that could happen to the following: a friend whohas an enormous appetite, a smart fish, a loud baby, a girl holding lots of bal-loons, and a curious monkey.

4. Choose one of the tall tale beginnings below and write your own tall tale.

TALL TALE BEGINNINGS

I once had a friend who had such anenormous appetite that…

I once had a pet fish that was so smartthat…

I once heard about a baby who cried soloud that…

I once saw a girl holding so many balloonsthat…

I once read about a monkey that was socurious that…

Illustrate your tall tale.



Tall Tales Name_______________________

BE AN ILLUSTRATOR

Follow the steps below to create an illustration for your tall tale.

Step 1 – Bring your tall tale illustration to the com-puter. You can use it as a guide as you drawyour computer illustration.

Step 2 – Click and select a dark color from the crayonbox. You will use this color to draw the out-line for your illustration.

Step 3 – Use the following drawing tools to completeand change the outline for your picture:• Shape Tool – For things like heads and

eyes, the sun, the earth, or flowers, use thecircle or oval. For walls, planters, windows,steps, sidewalks, stores, chimneys, suit-cases, and all other boxlike places, use thesquare or rectangle.

• Ruler – Use this for things like pickup trucks,sides of a house, a picture frame, a table,a fence, and all other places you need tohave straight lines.

• The Silly Scribbler Pencil – Use this forbodies, noses, hills, clouds, trees, leaves,and everything else you want to draw thatisn’t a circle, an oval, or a straight line.

• Eraser – Use this to erase any part of yourillustration.

Step 4 – Use the following tools and the colors of yourchoice to complete your illustration:• Paint Can – To color in clothing, faces,

the sun, the sky, and everything else youthink needs a solid color.



Tall Tales Name_______________________

BE AN ILLUSTRATOR (CONTINUED)

• Spray Bottle – Use this to color and highlight bunches of leaves and flowers, thepavement, sidewalks, the sky, hair and fur,and anything else you wish to color orhighlight with sprays of color. Sometimesit’s fun and interesting to add sprays ofcolor to places already colored with thePaint Can.

Step 5 – Click and select the Color Cycling Tool andSilly Scribbler to add a rainbow of flowers,birds, hearts, or any other designs.

Step 6 – Toggle to the Sticker Mode and add stickersto give the perfect finish to your illustration.



Tall Tales


The tall tale Johnny Appleseed is based on the life of a man named John Chapman.Because John Chapman spent his life planting apple seeds, people called him JohnnyAppleseed. He loved flowers and knew how to plant them, feed them, and make themgrow. But greater than his knowledge and love of flowers was his love for growingapples. When he grew up, he started selling apple seeds to the settlers and pioneersheading west. He decided to join them on the adventure and go west also. He headedwest from the East Coast toward Ohio. Since the country was very new, there were nopaved roads. Johnny had to travel on Indian trails. He walked barefoot with apackhorse loaded down with sacks of apple seeds. As he walked, he stopped atsettlements and helped settlers plant apple trees. Starting with the seedlings, he wouldteach the settlers how to care for them and would stay at each settlement until theseedlings began to become trees. From settlement to settlement, he planted andtaught people how to grow apple trees. For fifty years, Johnny traveled and planted hisapple trees. He loved nature and lived outdoors with animals and Indians. Soon storiesabout him were being told around evening campfires of new settlements.

The tales exaggerated Johnny’s love for apple trees, his gentle nature, the way helooked, and the speed at which he was able to plant and grow hundreds of trees. Thetales said Johnny’s love for apple trees began when he was a baby. They said hewould scream and yell until his parents let him play with the branch of an apple tree fullof blossoms. People said that Johnny had such a gentle nature that he couldn’t evenprune the branch of an apple tree because he thought it caused the tree pain. Ac-cording to the tales, you could always spot Johnny from miles away. First you’d see thelong-handled pot that he wore as a hat. As he came closer, you could see the coffeesack with two armholes he always wore as a shirt. As for his pants, they were alwaysragged. Johnny’s power to grow apple trees was said to be unbelievable. People saidthat all he needed to do was drop a seed on the earth, and in five minutes an appletree appeared.



Tall Tales


Tell the students that they, like the folks in Johnny Appleseed’s story, are going to learn how toplant apple seeds. Explain that unlike the seeds that grew into tall trees almost overnight in thetall tale, theirs will require lots of patience—about 15 years for the tree to grow apples of its own.


paper towels flowerpots potting soil cardboard egg cartons


DirectionsStep 1 The teacher or a student cuts the apples in half.

Step 2 Remove the seeds carefully. (Once the seeds

are removed, you can eat the apple.)


refrigerator. Mark today's date on the calendar.






to sprout.

Step 7 Once the seeds have sprouted, plant them about one inch

deep in pots or egg carton sections filled with potting soil.

Place the pots or egg cartons on trays.

Step 8 Water the plants regularly and keep them in a sunny place.




Step 12 Be patient, and one day you will be able to eat an apple

grown from your own apple tree.



Tall Tales

APPLE HEAD PUPPETS

Follow the directions below to make old-fashioned apple dolls with faces so wrinkled that theylook like dried-up prunes.

Materialsapples apple peeler lemon juice concentrate bowl

popsicle sticks string face powder hair spray

fabric scraps small buttons yarn scissors

glue

DirectionsStep 1 Take all the skin off the apple except for a circle of skin which you will leave

around the apple stem.

Step 2 Use a paring knife to carve eyes, a nose and a mouth into the apple to make an

apple face. The cuts need to be deep, but not so deep that they go through

the apple.

Step 3 Pour lemon juice into a bowl. Soak the apple in the juice for at least an hour.

This will stop the apple from turning brown.

Step 4 Stick your apple head onto a popsicle stick. (The stick will become your puppet’s

body.) Use glue to make sure the head stays on the stick.

Step 5 Tie a string to the apple stem and hang your apple in a warm, dry place.

Step 6 For the next 15 to 30 days, watch your puppet’s head shrink and wrinkle as it dries.

Step 7 When the apple is dry, powder it with face powder to give it a skin tone. When

you have finished powdering your puppet’s face, spray it with hair spray to

make the color last.

Step 8 Now it’s time to add the finishing touches to your doll. Use fabric scraps to create

clothes for the body of your doll, yarn for the hair, and buttons for the eyes. You

can also add sequins, glitter, or other decorations to make your puppet look just

the way you’d like it to.



The Little Red Hen Language Arts

Materials

Kid Works Deluxe shorteningThe Little Red Hen – Synopsis (blackline master) whole-wheat flourWhat the Little Red Hen Did (activity sheets) all-purpose flourThe Little Red Hen and Me (activity sheet) bowlBread From Dough (blackline masters) electric skilletSculptures From Dough (blackline master) paintyeast cornstarchbrushes saltbrown sugar

Vocabulary

cornstarch ground portions weedsdough knead reap wheatflour lukewarm sculpture yeastgrain mill

Before the Computer

LiteratureRead The Little Red Hen by Paul Galdone (or the synopsis,pg. 76) to the class. Encourage the students to discuss the lackof cooperation the hen received from the time she planted theseeds through the time she baked the bread.



The Little Red Hen

THE LITTLE RED HEN – SYNOPSIS

This is the story about a hen who lived with a cat, a dog, and a mouse. Because thecat, the dog, and the mouse liked to sleep all day, the hen had to do all the housework.One day when she was working in the garden, she found some grains of wheat. Sheasked the cat, the dog, and the mouse who would help her plant the seeds. Immedi-ately they all said, “Not I.” And so the hen planted the seeds, watered them, and pulledthe weeds. After a while, the wheat grew and became ripe. Again, she asked whowould help her reap the grain. Again they replied, “Not I.” Next she asked them whowould take the wheat to the mill to be ground into flour. As usual, they answered, “NotI.” After taking the wheat to the mill, she came back with a bag of fine white flour. Sheasked who would bake the bread from the flour. They, of course, answered, “Not I.” Shemade bread and put it in the oven. Soon the whole house was filled with a delicioussmell. When the cat, the dog, and the mouse smelled the bread, they woke up andmade their way quickly into the kitchen. At that moment, the hen was taking the breadout of the oven. She asked who would help her eat the bread. They all cried, “I will!”The little red hen said, “All by myself I planted the seeds, I watered the seeds, and Ireaped the grain, I took it to the mill to be ground into flour. All by myself I mixed theflour to make the bread. And all by myself I am going to eat it!” And she did.



Language Arts – SequencingDuring a class discussion, students relate the events thathappened in the story from memory. They then completeWhat the Little Red Hen Did, (pgs. 77–78), matching the stepsthe hen took from the time she planted her seeds to the timeshe ate the bread.

Oral Language – ImprovisationTell the class that they are going to act out a new version of thestory of The Little Red Hen. Choose one child to be the littlered hen. The rest of the children decide what they want tobe—they can be an animal such as a horse or a kangaroo, aperson such as a clown or a ballerina, or a character from tele-vision, film, or books. The little red hen approaches the charac-ters one by one. When the little red hen approaches, each char-acter does something special—the kangaroo hops, the balle-rina dances, the Ninja swings its sword. The hen asks eachcharacter to help her do one thing in the process of taking seedto bread. The character decides whether or not to help the henand answers either “I will” or “Not I.” At the end of the play,the hen asks, “Who will help me eat the bread?” Everyone an-swers, “I will.” The characters that helped say to the others,“We helped to plant the seeds, water the seeds, pull theweeds, reap the grain, take the wheat to the mill, and bake thebread. We will eat it by ourselves!”

Creative WritingThe teacher distributes copies of The Little Red Hen and Me(pg. 79) and has the students do the following:• Pretend they’re a character from television, film, or books.• Write a description of themselves.• Write a story describing what happened when the little

red hen asked them to help her.



The Little Red Hen

WHAT THE LITTLE RED HEN DID (CONTINUED)



b At the Computer

• Students take their completed Little Red Hen and Me

stories to the computer. They write the title “The Little Red

Hen and Me” at the Book Cover Screen.• They open a Write page and type their stories.• Then they open a Draw page and illustrate their stories.• They listen to, save, and print their stories.• The stories are placed in a class book titled “Our Adven-

tures with the Little Red Hen.”

After the Computer

Bread From Dough (pgs. 80–81)Students learn about the ingredients, the conditions, and themethods involved in the bread-making process as they followa recipe for baking whole-wheat bread.

Sculptures From Dough (pg. 82)Students gather, measure, and mix the ingredients to makedough from cornstarch, salt, and water. They use the dough tomake sculptures of animals or characters from television, film,or books. They paint their completed project.



The Little Red Hen

SCULPTURES FROM DOUGH

Mix the ingredients below to make a fun dough of cornstarch, salt and water. Use thedough to make a sculpture of an animal, a person, or a character from television, film,or books. Let the sculpture dry. Then paint it.

Materials Ingredientsbowl 2 cups saltelectric skillet 2⁄3 cup waterpaint 1 cup cornstarchbrushes 1⁄2 cup additional water

Directions1. In an electric skillet, mix the salt with 2/3 cup water.2. Turn on the heat and cook on a medium setting for 4 to 5 minutes. Turn off the heat.3. Mix the cornstarch and 1/2 cup cold water in a bowl. Stir this into the cooked mixture

until the texture is smooth.4. Cook on a medium setting until the mixture is thick.5. Cool.6. Sculpture the dough into the shape you want.7. Paint your sculpture.




The Little Red Hen


This is the story about a hen who lived with a cat, a dog, and amouse. Because the cat, the dog, and the mouse liked tosleep all day, the hen had to do all the housework. Oneday when she was working in the garden, she foundsome grains of wheat. She asked the cat, the dog, andthe mouse who would help her plant the seeds. Immediatelythey all said, “Not I.” And so the hen planted the seeds,watered them, and pulled the weeds. After a while, thewheat grew and became ripe. Again, she asked who would help her reap the grain.Again they replied, “Not I.” Next she asked them who would take the wheat to the millto be ground into flour. As usual, they answered, “Not I.” After taking the wheat to themill, she came back with a bag of fine white flour. She asked who would bake thebread from the flour. They, of course, answered, “Not I.” She made bread and put it inthe oven. Soon the whole house was filled with a delicious smell. When the cat, thedog, and the mouse smelled the bread, they woke up and made their way quickly intothe kitchen. At that moment, the hen was taking the bread out of the oven. She asked

who would help her eat the bread. They all cried, “I will!” The little red hensaid, “All by myself I planted the seeds, I watered the seeds, Ireaped the grain, and I took it to the mill to be ground into

flour. All by myself I mixed the flour to make the bread. Andall by myself I am going to eat it!” And she did.



The Little Red Hen

WHAT THE LITTLE RED HEN DID

Cut out each sentence below and each picture on the next page. Match the sen-tence with the correct picture and paste them on a separate sheet of paper.

The hen took the wheat to the mill.

The hen pulled the weeds when the seeds grew.

The hen planted the seeds.

The hen ate the bread.

The hen found grains of wheat in the garden.

The hen asked the dog, cat, and mouse to help her plant the seeds.

The hen baked the bread.

The hen watered the seeds.

The hen brought the flour home from the mill.

The hen reaped the grain.



The Little Red Hen

WHAT THE LITTLE RED HEN DID (CONTINUED)



The Little Red Hen Name_______________________

THE LITTLE RED HEN AND ME

Choose a character you wish to become. You could be an animal such as a horse or a kangaroo,a person such as a clown or a ballerina, or a character from television, film, or books. Answerthe following questions about yourself.

What kind of animal, person, or character are you? __________________________________

What is your name? ________________________________________________________________

Describe the way you look. _________________________________________________________

___________________________________________________________________________________

List two things you like to do.

1. __________________________________________________________________________________

2. __________________________________________________________________________________

List two things you don't like to do.

1. __________________________________________________________________________________

2. __________________________________________________________________________________

Write a story telling how you met the little red hen, what you did when she asked you foryour help, and why.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________



The Little Red Hen

BREAD FROM DOUGH

Ingredients for two loaves of whole-wheat bread:

Amount/Name Why It Is Used Suggestions1 pkg. active dry yeast It makes the bread rise by Keep the temperature between

producing a gas that is held 80° and 85°. If the temperature

in bubbles. When the bubbles is too high, the yeast will die.

expand, the dough rises.

1⁄4 cup warm water It is used to soften the yeast and If the temperature is too low, the

keep the temperature right. yeast's growth will be slow.

21⁄2 cups hot water It is used to dissolve the sugar, It must cool to 85° before it is

salt, and shortening. mixed with the yeast.

1⁄2 cup brown sugar It gives the yeast the energy it

needs to make the gas which

expands the bubbles. It also adds

flavor and helps to brown the bread.

3 tsp. salt The salt gives the bread flavor and

helps keep it fresh.

1⁄4 cup shortening It helps make the bread's texture

smooth.

3 cups stirred whole- It gives the bread its flavor Most breads are made

wheat flour and nutritional value. from both hard wheat

and soft flour.

5 cups sifted all-purpose

flour



The Little Red Hen

BREAD FROM DOUGH (CONTINUED)

Directions for making bread:

Soften yeast in 1⁄4 cup warm water (85°) and keep separate.

Mix together hot water, sugar, salt, and shortening. Cool to lukewarm (85°). Stir in whole-wheat flour and one cup of the white flour. Beat well. Stir in the softened yeast. Addenough of the remaining flour to make a moderately stiff dough. Place the mixture on alightly floured surface. Knead the bread for about 10 to 12 minutes until it is smooth andsatiny.

HOW TO KNEAD BREAD: Curve your fingers over the dough and push it downwith the heel of your hand. Turn the dough slightly.Fold the dough in half, and push it down again.

Shape the dough into a ball. Place the ball in a lightly greased bowl. Turn the doughball one time so that the entire surface is greased. Cover the bowl. Put the bowl in awarm place for about 11⁄2 hours until the dough doubles in size. Punch the dough balldown. Cut it into two portions. Shape each portion into a smooth ball. Cover the doughballs and let them rest for 10 minutes.

HOW TO PUNCH BREAD: Plunge your hand into the dough, making an indenta-tion in the center. Fold the edges of the dough toward the center.

Shape the dough into loaves. Place them in greased 81⁄2" x 21⁄2" x 41⁄2" loaf pans. Let themrise for about an hour and 15 minutes until they double in size. Bake the bread in a 375°oven for about 25 minutes. Then cover the bread with foil and bake it for 20 minutesmore.

EAT THE BREAD!



The Little Red Hen

SCULPTURES FROM DOUGH

Mix the ingredients below to make a fun dough of cornstarch, salt and water. Use thedough to make a sculpture of an animal, a person, or a character from television, film,or books. Let the sculpture dry. Then paint it.

Materials Ingredientsbowl 2 cups saltelectric skillet 2⁄3 cup waterpaint 1 cup cornstarchbrushes 1⁄2 cup additional water

Directions1. In an electric skillet, mix the salt with 2/3 cup water.2. Turn on the heat and cook on a medium setting for 4 to 5 minutes. Turn off the heat.3. Mix the cornstarch and 1/2 cup cold water in a bowl. Stir this into the cooked mixture

until the texture is smooth.4. Cook on a medium setting until the mixture is thick.5. Cool.6. Sculpture the dough into the shape you want.7. Paint your sculpture.



Flower Shower Science/Math

Materials

Kid Works Deluxe water pitchersInvestigation 1: Why Roots? (activity sheet) plastic cupsInvestigation 2: Why Stems? (activity sheet) radish seedsThe Parts of a Flower (activity sheet) blotting paperDial a Flower (activity sheet) chart paperFlower Math (activity sheet) scissorsfood coloring magnifying glassesflowers with stems

Vocabulary

bloom investigation mineral seed straightblotter leaf pedal several telephonecolorful magnify radish spread travelflower manufacture root stem vasegarden marvelous

Before the Computer

BrainstormingThe teacher writes the title “What We Know About Flowers”on blank chart paper and asks the students to tell what theyknow about flowers and plants. The teacher writes the stu-dents’ responses on the chart. Some questions to generateideas are:• Do you know the names of the parts of the flower?• What do you know about the roots of flowers? Do they

grow up or down? Why do flowers need them?• Why do you think flowers need stems? Leaves? Flowers?• What other things do you know about flowers and plants?


Investigation 1: Why Roots?Using the activity sheet, Why Roots? activity sheet (pg. 86), theteacher does the following:• Introduces the lesson by telling students that they will

conduct an investigation to find out why plants need roots.• Divides the class into five smaller groups. Each group does

the following:– Selects a recorder to write the group's observations and

a reporter to share the observations with the class.– Follows the directions given by the teacher for the

investigation.

After the groups have finished the investigation, the teacherand class discuss the results as follows:• Each reporter shares the observations of his or her group.• The teacher writes the title “What We Have Learned About

Roots” on blank chart paper and asks the students to tellwhat they have learned about roots. The teacher writes theinformation on the chart.

Investigation 2: Why Stems?Using the Why Stems? activity sheet (pg. 87), the teacher doesthe following:• Introduces the lesson by telling students that they are

going to conduct an investigation to find out why plantsneed stems.

• Divides the class into five smaller groups. Each groupdoes the following:– Selects a recorder to write the group's observations and

a reporter to share the observations with the class.– Follows the directions given by the teacher for the in-

vestigation.

After the groups have finished the investigation, the teacherand class discuss the results as follows:• Each reporter shares the observations of his or her group.• The teacher writes the title “What We Have Learned About

Stems” on blank chart paper and asks the students to tellwhat they have learned about stems. The teacher writes theinformation on the chart.



Flower Shower Name _______________________

INVESTIGATION 1: WHY ROOTS?

This investigation will help you find out why roots are important to plants and flowers.

Materials (for five small groups)About 60 radish seeds or flower seeds (12 per group)10 transparent plastic cups (2 per group)10 sheets of blotting paper (2 per group)5 pitchers of water (1 per group)

Directions (for each of the five groups)1. Line the plastic cups with blotting paper.2. Fill the blotter-lined jars with water. Let the water remain in the cups for a few moments

to allow the blotters to become thoroughly soaked. Then pour out most of the water.3. Place the radish or flower seeds between the blotter and the wall of each cup (about

1⁄3 of the way from the top).4. Observe the roots of your plants over several days. Add small amounts of water if the

blotter becomes dry.5. Answer the questions below:

In what direction do the roots grow first? _________________________________________

In what other direction do the roots grow? _______________________________________

Why do you think your plants need roots? ________________________________________

________________________________________________________________________________

Do you think your plants need anything else beside water to grow? If you do, whatdo you think they need?

________________________________________________________________________________

________________________________________________________________________________

Do you think that the best place for your plants to continue to grow is in the glass? Ifnot, what would be a better place? Why?

________________________________________________________________________________

________________________________________________________________________________




INVESTIGATION 2: WHY STEMS?

This investigation will help you find out why stems are important to plants and flowers.

Materials (for five small groups)10 tall thin plastic containers to be used as vases (2 per group)5 containers of red food coloring (1 per group)5 containers of blue food coloring (1 per group)About one dozen white carnations or other white flowers with stems (2 per group)5 pairs of scissors (1 per group)10 magnifying glasses (2 per group)

Directions (for each of the five groups)1. Fill the vases with water.2. Add red liquid food coloring to the water in one vase and blue liquid food coloring

to the water in the other. (The deeper the color of the water, the easier it will be toobserve the results of the investigation.)

3. Recut the stems at a slant and immediately place them in the solution.4. Place the flowers and vases in the sunniest and lightest place in the room.5. Watch what happens to the stems, leaves, and flowers within the next few hours.6. Answer the questions below.

What happened to the stems, leaves and flowers? _______________________________

________________________________________________________________________________

What part of the plant did the dye get to first? Second? Third? ____________________

________________________________________________________________________________

Take the plants out of the water and look at them through a magnifying glass. Whatdo you see?

________________________________________________________________________________

________________________________________________________________________________

What did you learn about stems from this investigation?___________________________

________________________________________________________________________________


PoetryAfter distributing copies of the poem Flower Power (pg. 88), theteacher and class use it as follows:• The teacher reads the poem aloud to the class while the class

silently reads along.• The teacher and class read the poem aloud together.• The teacher divides the class into four groups. Each group

reads the stanza for a different flower part.• The teacher selects students to stand in front of the room and

become the different parts of a flower through movement asthe rest of the class reads the stanza that describes that part inthe poem.

• At the end of the lesson, students write the answers to thequestions about the parts of the flower.

b At the Computer

• After starting a new story, students write the title “Diagramof a Flower” on the Book Cover Screen.

• They open a Draw page and use the various art tools todraw a large diagram of a flower showing its four parts:roots, stem, leaves and flower.

• After selecting the Text Block, they pick a font, style, andsize from the Font menu. They click the place on thediagram where they want to label each flower part andthen type its name and description.

After the Computer

• Using the Flower Math and Dial a Flower activity sheets(pgs. 89–90), students solve math problems using the fol-lowing skills:• Ordering flower words according to the number of

letters in the words.• Reading and solving word problems involving

addition, subtraction, and multiplication using corre-sponding letters and numbers on the telephone buttonsor dial.




THE PARTS OF A FLOWER

Read the poem below, then answer the questions.

FLOWER POWER by Joyce Koff

A flower’s roots grow down and spread wideThe flower couldn't make a move even if it triedThrough the root enter minerals and waterTo make the flower grow stronger and stronger

The stem's where food travels from root to flowerTo give the flower “flower power”The stem always stands straight and tallWould never let the flower fall

Leaves are the manufacturing placeFood for the flower is mixed in this spaceWith the sun an important toolLeaves know how to make food without going to school

The flower is busy all day for sureIt knows how flowers are a cureSo it makes seeds for more flowers to growMaking the world such a marvelous, colorful show.

What are the four parts of a flower? __________________ _______________________

__________________ _______________________

Why is each flower part important?

Root ________________________________________________________________________

Stem ________________________________________________________________________

Leaf_________________________________________________________________________

Flower_______________________________________________________________________





DIAL A FLOWER

Write the names of five flowers. Then use the telephone buttons below to answer the followingquestions.

Names of Flowers:

_________ __________ __________ __________ __________ Flower 1 Flower 2 Flower 3 Flower 4 Flower 5

1. For Flower 1, add the number that corre-sponds with the first letter and the num-ber that corresponds with the last letter inits name. For example, Rose: R =7 andE = 3 7 + 3 = 10.

2. For Flower 2, find the sum of the numbersthat correspond with the first three lettersin its name.

3. For Flower 3, find the sum of the numbersthat correspond with all the letters in itsname.

4. For Flower 4, add the numbers that correspond with all the letters in its name, thensubtract the number that corresponds with the last letter in its name.

5. For Flower 5, add the numbers that correspond with the first and second letter in itsname. Then multiply the total by 2.


1 2 3

4 5 6

7 8 9

0

jkl mno

tuv wxyz

ghi

pqrs

abc def



Flower Shower Name_______________________











________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________











________________________________________________________________________________


________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________


________________________________________________________________________________






FLOWER POWERby Joyce Koff






__________________ _______________________


Root ________________________________________________________________________

Stem ________________________________________________________________________

Leaf_________________________________________________________________________

Flower_______________________________________________________________________




FLOWER MATH

Below are ten words we associate with the word flower. Place them in order beginning with theword that has the fewest letters and ending with the word that has the most letters. If twowords have exactly the same number of letters, put them in alphabetical order.

bloom rain sun colorful smell happy petals stem seeds garden

_________ _________ _________ _________ __________

_________ _________ _________ _________ __________




DIAL A FLOWER

Write the names of five flowers. Then use the telephone buttons below to answer the followingquestions.

Names of Flowers:

_________ __________ __________ __________ __________ Flower 1 Flower 2 Flower 3 Flower 4 Flower 5

1. For Flower 1, add the number that corre-sponds with the first letter and the num-ber that corresponds with the last letter inits name. For example, Rose: R = 7 andE = 3, and 7 + 3 = 10.

2. For Flower 2, find the sum of the numbersthat correspond with the first three lettersin its name.

3. For Flower 3, find the sum of the numbersthat correspond with all the letters in itsname.

4. For Flower 4, add the numbers that correspond with all the letters in its name, then subtract the number that corresponds with the last letter in its name.

5. For Flower 5, add the numbers that correspond with the first and second letters in its name. Then multiply the total by 2.

1 2 3

4 5 6

7 8 9

0

jkl mno

tuv wxyz

ghi

pqrs

abc def

INTRODUCTIONThematic Unit 4: Night and Day

One of the earliest things children are aware of is the difference between light and dark and dayand night. Through this awareness, children can see how outside forces influence their per-ception of the world around and within themselves. In this thematic unit, night and day are usedto show how a child’s world changes every day as morning turns to night and night turns to day—how a little bit of light and staying awake can make a nightmare become a friend and how muchcan be learned by observing the movement of the sun.

The following is an outline of the three cross-curricular lessons in the thematic unit Night and Day.

Lesson OneTitle: My Day and Night

Curriculum Focus: Social Studies and Fine ArtsThe following learning experiences can be used both on and off the computer:

• Complete survey related to a topic.

• Compare and contrast data in order to classify words in categories.

• Create a unique artistic message from a few given lines.

• Develop a sensitivity to rhyme and elements of repetition.

Lesson TwoTitle: There’s a Nightmare in My Closet

Curriculum Focus: Language ArtsThe following learning experiences can be used both on and off the computer:

• Identify a sender, receiver, and message in a communication situation.

• Develop critical thinking by reacting personally to story content.

• Follow written/oral directions to create an imaginary character.

• Describe, recall, evaluate, and report details of a selected piece of literature.

Lesson ThreeTitle: Celebrate the Sun

Curriculum Focus: Science and MathThe following learning experiences can be used both on and off the computer:

• Read a clock to specify time by the hour.

• Discover the correspondence between the time of day and the sun’s position in

the sky.

• Perform a sequence of movements such as bending, stretching, turning, and

twisting in response to directions.

• Observe, identify, and describe the sun’s relationship to shadows and fading.

Kid Works Deluxe91© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.


NIGHT AND DAY LESSON 1

My Day and Night Social Studies/Fine Arts

Materials

Kid Works Deluxe chart paperMy Day and Night Life Survey (activity sheet) butcher paperDay and Night Haikus (activity sheet) glueDay and Night Nursery Rhymes (blackline master) scissorsFlower Cutout Pattern (blackline master) paintsStar Cutout Pattern (blackline master) brushes

Vocabulary

bright diamond light sky twinkledaydream dumpling moon spooky wonderdew kite shadow syllable world

Before the Computer

A SurveyThe teacher distributes copies of the My Day and Night LifeSurvey (pg. 95) and has the students do the following:• During an oral discussion, students talk about the days

and nights of their lives.• After each statement from My Day and Night Life Survey

is read by the teacher or a student volunteer, studentschoose one of the responses listed on the survey or writea response of their own.

• When the survey is complete, students share theirresponses with the class.

Oral Language• The teacher writes the title “Day” on a sheet of chart paper

and the title “Night” on another sheet.



My Day and Night Name _______________________

MY DAY AND NIGHT LIFE SURVEY

Check (✓) the response that best describes your day or night for each statement below. To write your ownresponse, first check (✓) “other,” then write.

Day NightI think the perfect time to wake up is I think the perfect time to go to bed is

___ 6:00 A.M. __ 6:00 P.M.

___ 8:00 A.M. __ 7:00 P.M.

___ 10:00 A.M. __ 8:00 P.M.

___ 11:30 A.M. __ 10.00 P.M.

___ 1:00 P.M. __ midnight

___ other _________ __ other __________

When I wake up, I usually feel When I get tired, I usually feel

___ cranky. __ crabby.

___ cheerful. __ silly.

___ angry. __ crazy.

___ tired. __ sleepy.

___ sad. __ dreamy.

___ other _________ __ other __________

During the day I like to When I sleep, I like to have

___ go to school. __ a light on.

___ play with my friends. __ all the lights off.

___ walk around by myself. __ a stuffed animal or a toy.

___ daydream. __ the door left open.

___ clean my room. __ a snack by my bed.

___ other _________ __ other ____________

I think the prettiest thing I can see I think the spookiest thing I can imagine

during the day is during the night is

___ a cloud. __ a nightmare.

___ a flower. __ a ghost.

___ a butterfly. __ total darkness.

___ a rainbow. __ a sudden loud noise.

___ a mountain. __ a strange animal in my bed.

___ other __________ __ other ____________



• The teacher leads a brainstorming session in which stu-dents name words that remind them of day and wordsthat remind them of night.

• The teacher lists the responses on the appropriate chart.

PoetryAfter copies of Day and Night Haikus (pg. 96) are distributed,the teacher and students do the following:• The teacher describes a haiku poem to the class, telling

them that it is based on the number of syllables in each linerather than on rhythm and rhyme.

• The teacher reads one of the day haikus to the class, then re-reads it slowly while the class counts the syllables in each lineon their fingers. In this way, they will discover that the firstline has five syllables, the second seven and the third five. Stu-dents and teacher reread the poem together.

• Students look at the Day chart and find words from thepoem that are on the list. They add day words from thepoem that had not been listed.

• Using the Night chart, students create a class haiku poemabout night, using the words on the list to help them createa “five-seven-five” haiku pattern.

• Students write day and night haiku poetry of their own.

b At the Computer

• Students take their completed Day and Night Haikus activ-ity sheets to the computer.

• After starting a new story, they write the title “Day andNight” on the Book Cover Screen.

• They open a Write page and type the day haiku they cre-ated on their activity sheet.

• They open a Draw page and create a day picture.• They open a Write page and type the night haiku they cre-

ated on their activity sheet.• They open a Draw page and create a night picture.• They listen to, save, and print their day and night haikus.• Students read their completed haikus to their classmates.




DAY AND NIGHT HAIKUS

Haiku poetry originally came from Japan. It is a tiny picture in words. Because there are onlythree lines with a total of seventeen syllables in the entire poem, the poet needs to pick the mostimportant and descriptive words and leave the rest to the reader's imagination. Below are twoexamples of “Day” haikus.

Flowers shine with dew Birds wake me earlyKites swing in the windy sky Sun makes a shadow for meI'm happy today That I try to catch

DirectionsListen as your teacher reads each poem. Count each syllable with your fingers. You willfind that the first line has five syllables, the next seven, and the third five again.

Example: Line One: Flow ers shine with dew 1 2 3 4 5

Line Two: Kites swing in the wind y sky 1 2 3 4 5 6 7

Line Three: I'm hap py to day 1 2 3 4 5

Write your own “Day” haiku below

Line One (5 syllables) _______________________________________________________________

Line Two (7 syllables)________________________________________________________________

Line Three (5 syllables) ______________________________________________________________

Write your own “Night” haiku below






After the Computer

ArtThe teacher divides the class into two groups and distributestwo large sheets of butcher paper (each the size of one-half of alarge classroom bulletin board). One group paints a muralillustrating day and the other group paints a mural illus-trating night. Students can look at the words on the Day andNight charts and at pictures in books and magazines to getideas for the content of their mural. The students’ day haikuprintouts are mounted on the Flower Cutout Pattern (pg. 97,)and their night haiku printouts are mounted on the Star Cut-out Pattern (pg. 98). These papers are then glued to the appro-priate mural. (Note: The cutout patterns may need to be en-larged.)

DramaThe teacher distributes copies of Day and Night NurseryRhymes (pg. 99). Individually or in pairs, students choose atleast one nursery rhyme to memorize and recite to the class ina dramatic fashion.



My Day and Night

STAR CUTOUT PATTERN

Kid WorksDeluxe Blackline Master




DAY AND NIGHT NURSERY RHYMES

Diddle, Diddle DumplingDiddle, diddle dumpling, my son John

Went to bed with his stockings on,

One shoe off and one shoe on,

Diddle, diddle dumpling, my son John.

Twinkle, Twinkle Little StarTwinkle, twinkle litte star,

How I wonder what you are,

Up above the world so high,

Like a diamond in the sky.

Twinkle, twinkle little star,

How I wonder what you are.

Star Light, Star BrightStar light, star bright,

First star I see tonight,

Wish I may, wish I might

Make my wish come true tonight.

Hey Diddle, DiddleHey diddle, diddle,

The cat and the fiddle,

The cow jumped over the moon.

The little dog laughed to see such a sight,

And the dish ran away with the spoon.




My Day and Night Name_______________________


Check (✓) the response that best describes your day or night for each statement below. To write yourown response, first check (✓) “other,” then write your answer.


___ 6:00 A.M. __ 6:00 P.M.

___ 8:00 A.M. __ 7:00 P.M.

___ 10:00 A.M. __ 8:00 P.M.

___ 11:30 A.M. __ 10.00 P.M.


___ other _________ __ other __________






___ sad. __ dreamy.

___ other _________ __ other __________

During the day, I like to When I sleep, I like to have






___ other _________ __ other ____________








___ other __________ __ other ____________




DAY AND NIGHT HAIKUS

Haiku poetry originally came from Japan. It is a tiny picture in words. Because there are onlythree lines with a total of 17 syllables in the entire poem, the poet needs to pick the most impor-tant and descriptive words and leave the rest to the reader's imagination. Below are two ex-amples of “Day” haikus:

Flowers shine with dew Birds wake me earlyKites swing in the windy sky Sun makes a shadow for meI'm happy today That I try to catch

DirectionsListen as your teacher reads each poem. Count each syllable with your fingers. You willfind that the first line has five syllables, the next seven, and the third five again.

Example: Line One: Flow ers shine with dew 1 2 3 4 5

Line Two: Kites swing in the wind y sky 1 2 3 4 5 6 7

Line Three: I'm hap py to day 1 2 3 4 5

Write your own “Day” haiku below:




Write your own “Night” haiku below:






My Day and Night

FLOWER CUTOUT PATTERN



My Day and Night

STAR CUTOUT PATTERN




DAY AND NIGHT NURSERY RHYMES

Diddle, Diddle DumplingDiddle, diddle dumpling, my son John

Went to bed with his stockings on,

One shoe off and one shoe on,

Diddle, diddle dumpling, my son John.

Twinkle, Twinkle Little StarTwinkle, twinkle litte star,

How I wonder what you are,

Up above the world so high,

Like a diamond in the sky.

Twinkle, twinkle little star,

How I wonder what you are.

Star Light, Star BrightStar light, star bright,

First star I see tonight,

Wish I may, wish I might

Make my wish come true tonight.

Hey Diddle, DiddleHey diddle, diddle,

The cat and the fiddle,

The cow jumped over the moon.

The little dog laughed to see such a sight,

And the dish ran away with the spoon.



There’s a Nightmare in My Closet Language Arts

Materials

Kid Works Deluxe More From Mercer Mayer (master)There’s a Nightmare in My white art paper

Closet—Synopsis (blackline master) magazinesMoving the Nightmare From My glue

Closet (activity sheet) scissorsCreating a Nightmare (blackline master)

Vocabulary

asleep dark mischievous porcupine uglyawake event monster scary uniquebeard full mysterious style weirdcloset lonely nightmare tuck worrycreature

Before the Computer

Literature:Read There’s a Nightmare in My Closet by Mercer Mayer (or thesynopsis, pg. 103) to the class. Discuss how the boy knew thatthere was a nightmare in his closet and how he planned to getrid of the nightmare once and for all. Then distribute copies ofMoving the Nightmare From My Closet (pg. 104) and have thestudents answer the discussion questions.



There’s a Nightmare in My Closet

THERE’S A NIGHTMARE IN MY CLOSET by Mercer Mayer

This is a story about a boy who had a nightmare (monster) that hid in his

closet. He would always close the closet door and fall asleep. One night he

decided to get rid of his nightmare. He stayed awake, and just as the room

grew dark, he saw the nightmare coming towards him. At that moment, the

boy shot him with his popgun and the nightmare began to cry. Because the

monster wouldn't stop crying, the boy tucked him into bed and closed the

closet door. As soon as the boy and the monster were in bed, the boy started

to worry. He thought that there might be another nightmare in his closet. But

since there was no room for another nightmare in his bed, he'd have no

place for a new one. So he stopped worrying.



Language Arts – Following DirectionsUsing Creating a Nightmare (pg. 105), students:• Follow the directions on the sheet to create a nightmare

monster.• Display the finished products to see how each student cre-

ated a unique monster while following identical directions.• Select a panel of judges for a monster beauty contest. This

panel will judge which monster looks:funniest happiest ugliestprettiest saddest most uniquescariest friendliest most mysteriousweirdest loneliest most colorful

(Try to think enough categories for every monster to be a winner.)

Oral Language – A Class LetterThe teacher tells the class that they are going to write a groupletter to the boy’s monster from the book There's a Nightmare inMy Closet. While the class dictates a letter, the teacher writesit on chart paper. They decide on the following items:• What the greeting will be.• Why they are writing.• What they want to ask and tell the monster in the letter.

For example:✓ How does it feel to scare children?✓ What does it do during the day when the boy doesn’t

see it?✓ Why do monsters seem to only appear at night?✓ What advice would the monster give to children?

b At the Computer

• After starting a new story, students write the title “A Letterto My Nightmare” on the Book Cover Screen.

• They open a Write page and type the letter.• They open a Draw page and create a picture for their night-

mare.• They print their nightmare letters and exchange them with

each other.• The recipients of the letters become the monsters. As mon-




CREATING A NIGHTMARE

Materials:11" x 14" white art paper

magazines

paste

scissors

Directions:Read and follow each direction carefully to create your very own nightmare. Remember to al-

ways read an entire direction before you cut, paste, or draw.

1. Lay your paper on your desk so that the edge that faces you is 11" wide.

2. Draw a large oval to make the shape of the outside of your monster-like nightmare’s

head. Make it cover most of your paper.

3. Search through a magazine and find 3 eyes and 3 eyebrows. Cut them out. Paste

them on your paper, giving your monster 3 eyes and 3 eyebrows. (None of these

need to match.)

4. Your monster has a very large and unusual nose. Search through the magazines to

find just the right one. Cut it out and paste it on the art paper under its eyes.

5. Find a picture of teeth. Your monster's teeth are so large you can always see them.

Cut out the teeth and place them under the nose.

6. Search for a picture of very full upper lips. Cut it out and paste it so it just covers the

top of the teeth.

7. Now find the narrowest bottom lips in the magazine. Cut the picture out and paste

it so it just covers the bottom of the teeth.

8. Now give your monster a full head of hair. (Both sides can be different in style and

color.) Ears might be nice, or a moustache or a beard.

9. Give your monster a name. Place it on the wall for all to see.



sters, they type, print, and send a letter of reply to theoriginal author.

• The original authors read the letters and the replies orallyto the class.

After the Computer

Book ReportAfter distributing copies of More from Mercer Mayer(pg. 106), the teacher and students discuss both Mr. Mayer andthe book list containing short descriptions of other books hehas written. Students select one of the books to read. They givean oral or written report on the book.




MORE FROM MERCER MAYER

About the Author:The young boy Mercer Mayer was afraid of the dark. There’s a Nightmare in My Closet isa true story taken from his childhood. As a child, he would close his closet door so thathe could hear the sound of the latch opening if the monster were to come out. Mayerwas born in Arkansas in 1943 and traveled all through the United States with his family.Besides being a writer and illustrator, Mayer loves to play the guitar, paint, and walk inthe woods where the critters that he writes about live.

Some other books by Mercer Mayer are described below. Select one to read to yourself.

Just for You – A little porcupine finds a way to help his mother.

Just Grandma and Me – A fun-filled day at the beach is spent by Little Critter

and his grandma.

Just Grandpa and Me – Little Critter and his grandpa share an outing filled

with great times.

Just Me and My Babysitter – Little Critter spends a mischievous evening with

his babysitter.

Just Me and My Dad – Little Critter and his dad have a special time on a

camping trip.

Merry Christmas Mom and Dad – A Christmas story about Little Critter and

his family.

What Do You Do Wth a Kangaroo – A story about a girl who has lots of funny

animal problems.

Report on the book you chose. Describe your favorite character. What was your favoritepart in the story? Would you recommend this book to your friends? Why?





THERE’S A NIGHTMARE IN MY CLOSET by Mercer Mayer — Synopsis

This is a story about a boy who had a nightmare (a monster) that hid in his












There’s a Nightmare in My Closet Name_______________________

MOVING THE NIGHTMARE FROM MY CLOSET

The boy in the story found a way to move his monster-like nightmare out of his closet.What did he do?

___________________________________________________________________________________

___________________________________________________________________________________

Why would it be important to stay awake when you want to catch a nightmare?

___________________________________________________________________________________

___________________________________________________________________________________

In your opinion, is just before dark the best time to catch a monster? Give the reason foryour answer.

___________________________________________________________________________________

___________________________________________________________________________________

When you have a nightmare, is it usually about a scary creature or about a scary event?

___________________________________________________________________________________

___________________________________________________________________________________

When you have a nightmare, what helps you get rid of it?

___________________________________________________________________________________

___________________________________________________________________________________

Where else in your room or in your house could a monster-like nightmare live besides acloset?

___________________________________________________________________________________

___________________________________________________________________________________

If you wanted to make friends with a nightmare, what would you do?

___________________________________________________________________________________

___________________________________________________________________________________




CREATING A NIGHTMARE

Materials:11" x 14" white art paper

magazines

paste

scissors

Directions:Read and follow each direction carefully to create your very own nightmare. Remember to al-

ways read an entire direction before you cut, paste, or draw.

1. Lay your paper on your desk so that the edge that faces you is 11" wide.

2. Draw a large oval to make the shape of your monster-like nightmare’s head. Make it

cover most of your paper.

3. Search through a magazine and find 3 eyes and 3 eyebrows. Cut them out. Paste

them on your paper, giving your monster 3 eyes and 3 eyebrows. (None of these

need to match.)

4. Your monster has a very large and unusual nose. Search through the magazines to

find just the right one. Cut it out and paste it on the art paper under its eyes.

5. Find a picture of teeth. Your monster's teeth are so large you can always see them.

Cut out the teeth and place them under the nose.

6. Search for a picture of a very full upper lip. Cut it out and paste it so it just covers the

top of the teeth.

7. Now find the narrowest bottom lip in the magazine. Cut the picture out and paste

it so it just covers the bottom of the teeth.

8. Now give your monster a full head of hair. (Both sides can be different in style and

color.) Ears might be nice, or a moustache or beard.

9. Give your monster a name. Place it on the wall for all to see.




MORE FROM MERCER MAYER

About the Author:The young boy Mercer Mayer was afraid of the dark. There’s a Nightmare in My Closet isa true story taken from his childhood. As a child, he would close his closet door so thathe could hear the sound of the latch opening if the monster were to come out. Mayerwas born in Arkansas in 1943 and traveled all through the United States with his family.Besides being a writer and illustrator, Mayer loves to play the guitar, paint, and walk inthe woods where the critters that he writes about live.

Some other books by Mercer Mayer are described below. Select one to read to yourself.

Just for You – A little porcupine finds a way to help his mother.

Just Grandma and Me – A fun-filled day at the beach is spent by Little Critter

and his grandma.

Just Grandpa and Me – Little Critter and his grandpa share an outing filled

with great times.

Just Me and My Babysitter – Little Critter spends a mischievous evening with his

babysitter.

Just Me and My Dad – Little Critter and his dad have a special time on a

camping trip.

Merry Christmas Mom and Dad – A Christmas story about Little Critter and his

family.

What Do You Do With a Kangaroo? – A story about a girl who has lots of funny

animal problems.

Report on the book you chose. Describe your favorite character. What was your favoritepart in the story? Would you recommend this book to your friends? Why?



Celebrate the Sun Science/Math

Materials

Kid Works Deluxe crayons or markersDancing to Celebrate the Sun watch or clock

(blackline master) comfortable clothesYour Sundial (blackline master) sunMaking a Silhouette (blackline master) black paperDaytime Blueprints (blackline master) scissorscardboard circles pencilflashlight

Vocabulary

capture measure relax sundialcelebrate numerical silhouette sunrisechin outline stretch trace

Before the Computer

DanceFollowing the instructions in Dancing to Celebrate the Sun(pg. 109), the teacher leads the students in routines composedof stretching, bending, and breathing exercises done as a cele-bration of the sun.



Celebrate the Sun

DANCING TO CELEBRATE THE SUN

What You Need:comfortable clothes

soft ground

sun

What to Do:1. Face the sun. Relax your body. Place your hands at your sides and breath in

and out slowly.

2. Raise your arms toward the sun until they are up and over your head. Lean

your head and arms back, bending your body towards the sun.

3. Bend slowly forward until your hands touch the ground.

4. Keep your hands on the ground, and slowly lower your body towards the

ground with your torso raised and your legs straight back. Hold up your body

weight using your hands and toes.

5. Keeping your back straight, lower you body slowly to the ground. Keep your

chin down and breath slowly.

6. Straighten your arms to lift the upper part of your body away from the

ground. Raise your head to the sun.

7. Stand up slowly, raising your hands and arms back toward the sun. Bend your

head back.

8. Slowly return to your starting position with your hands relaxed at your sides.

9. Breath in and out slowly 5 times.


Math – Measuring TimeUsing Your Sundial (pg. 110), students:• Follow the directions on the sheet to create a sundial.• Leave the sundial in the same spot from sunrise to sunset.• Use it to tell the approximate sun time.

Science – SilhouettesWith the directions for Making a Silhouette (pg. 111), students:• Divide into pairs.• Capture their partner’s silhouette by placing a light in such

a way that it casts a shadow of his or her head on paper.• Mount and display the finished silhouette on a classroom

bulletin board titled “You Light Up My Life.”

b At the Computer

• After starting a new story, students write the title“(Someone’s Name) Is Special to Me” on the Book CoverScreen.

• They open a Write page and complete the sentence“(Name) is special to me because...”

• They open a Draw page and use stickers and stamps tocreate a story in pictures about their special person.

• After printing the story, they paste it on their specialperson’s silhouette.

After the Computer

Follow the directions on pg. 112:• Hand out copies of Daytime Blueprints.• Have students collect items and tape them to a sheet of

blue construction paper.• Put the papers in the sunlight until the sun fades the

paper, leaving an imprint on the paper.



Celebrate the Sun

YOUR SUNDIAL

With the sundial you make, you will be able to tell sun time. A pencil will become a specialpointer which will cast a shadow to mark the hours. The shadow moves as the sun movesacross the sky.

What You Need:cardboard circle (about 30 centimeters across)crayons or markersa pencilwatch or clock

What to Do:• Find the center of the cardboard circle and push the pencil through it.• Wait for a sunny day and take your sundial outside.• Start as close to sunrise as you can.• Leave the sundial in one place all day from the time the sun rises until it sets.• Pay attention to your clock or watch. Every hour, draw a line to mark where the

pencil’s shadow falls.• Write a numeral indicating the hour shown on your watch at the edge of the

circle on the line.

XIII

II

III

IV

VVI

VII

VIII

IX

X

XI



Celebrate the Sun

MAKING A SILHOUETTE

What You Need:large sheet of black construction papertapechalkscissorsoverhead projector

What to Do:1. Tape a large sheet of black construction paper to the wall.

2. Have your partner stand about one foot in front of the black paper.

3. Place the overhead projector on a table. Move it back and forth until theshadow of your partner’s head is cast on the black paper.

4. Trace around the shadow with chalk.

5. Remove the paper from the wall and cut the outline of the shadow from theblack paper to make a silhouette.

6. Mount the finished silhouette on a bulletin board titled “You Light Up My Life.”

7. Trade places with your partner. Have your partner make your shadow byrepeating steps one through seven. Place the shadow on the bulletin board.




Celebrate the Sun

DAYTIME BLUEPRINTS

What You Need:paper sacks collection of objects (leaves,

dark blue paper flowers, sticks, straws, toothpicks,

tape paper clips, etc.)

scissors a sunny day

What to Do:1. During a brainstorming session, discuss common items found inside and outside the

classroom that could be used to make a picture collage when pasted together

on a sheet of paper.

2. Distribute a paper sack for students to use for collecting their objects. Have them

search inside and outside the classroom for these items.

3. Distribute blue paper, scissors, and tape to the students.

4. Have students lay out leaves, flowers, paper clips, etc., in an interesting arrangement

on the blue paper.

5. Have students make tiny rolls of tape. Lightly place the tape on the edges of the

items. Make sure that none of the tape shows. Use enough tape so that no sunshine

will sneak under the items when the paper is placed in the sun.

6. Lay the artwork in direct sunlight on the pavement or a table. Tape the edges of the

paper so it won't blow away.

7. Let the paper sit in the sunlight all day. At the end of the day, check to see if the

paper has faded. If it has, remove the objects carefully to reveal the blueprint. If not,

leave the objects on the paper and put the paper out for more fading on the next

sunny day.




Celebrate the Sun



soft ground

sun


and out slowly.












head back.





Celebrate the Sun

YOUR SUNDIAL





circle on the line.

XIII

II

III

IV

VVI

VII

VIII

IX

X

XI



Celebrate the Sun

MAKING A SILHOUETTE



2. Have your partner stand about one foot in front of the black paper, facing tothe side.





7. Trade places with your partner. Have your partner make your shadow byrepeating the steps. Place the shadow on the bulletin board.



Celebrate the Sun

DAYTIME BLUEPRINTS

What You Need:paper sacks collection of objects (leaves,

dark blue paper flowers, sticks, straws, toothpicks,

tape paper clips, etc.)

scissors a sunny day

What to Do:1. During a brainstorming session, discuss common items found inside and outside the

classroom that could be used to make a picture collage when pasted together

on a sheet of paper.

2. Distribute a paper sack for students to use for collecting their objects. Have them

search inside and outside the classroom for these items.

3. Distribute blue paper, scissors, and tape to the students.

4. Have students lay out leaves, flowers, paper clips, etc., in an interesting arrangement

on the blue paper.

5. Have students make tiny rolls of tape. Lightly place the tape on the edges of the

items. Make sure that none of the tape shows. Use enough tape so that no sunshine

will sneak under the items when the paper is placed in the sun.

6. Lay the artwork in direct sunlight on the pavement or a table. Tape the edges of the

paper so it won't blow away.

7. Let the paper sit in the sunlight all day. At the end of the day, check to see if the

paper has faded. If it has, remove the objects carefully to reveal the blueprint. If not,

leave the objects on the paper and put the paper out for more fading on the next

sunny day.


IntroductionEarly Childhood: Thematic Units 1-4

The purpose of this chapter is to provide early-childhood educators with ideas forusing the resources included in the twelve lessons in this book. These developmentallyappropriate activities are designed to set the stage for young children to learn throughexploration, manipulation, and investigation. They take into account the fact that youngchildren are concrete learners who must first find out for themselves and then discusstheir findings with their classmates.

Each of the following lessons includes materials to be used in whole group or smallgroup settings, at the computer, and at classroom activity centers.

Thematic Unit 1: FeelingsLesson 1: Facial Expressions Show FeelingsLesson 2: The Giving TreeLesson 3: Your Heart

Thematic Unit 2: ImaginationLesson 1: Around the NeighborhoodLesson 2: Where the Wild Things AreLesson 3: Snails' Tales

Thematic Unit 3: Nature’s TreasuresLesson 1: Tall TalesLesson 2: The Little Red HenLesson 3: Flower Shower

Thematic Unit 4: Night and DayLesson 1: My Day and NightLesson 2: There's a Nightmare in My ClosetLesson 3: Celebrate the Sun


FEELINGS FOR EARLY CHILDHOOD LESSON 1

Facial Expressions Show Feelings Social Studies/Fine Arts

Before the Computer

Group Activity• Read Faces (pg. 13) After the poem is read, read it again

one stanza at a time. After each stanza, go around thegroup of children and ask the following questions:Stanza 1 – When did your face have a frown?Stanza 2 – Why do you think shy eyes look down?Stanza 3 – When do you make an angry face?Stanza 4 – Who had the most wicked face you have

ever seen in a movie or on television?Stanza 5 – What does your face look like when you are

being a brat?Stanza 6 – What happened to make your face look

miserable?

• Enlarge Making Faces (pg. 14) to poster size. Have the chil-dren sit in a circle. Select a child to stand up and chooseone of the faces on the poster to imitate. The other childrenguess what facial expression that child is making. After thecorrect expression is guessed, choose another child. Repeatthe process until everyone has had a turn.

• Have the children make a book entitled “My ComputerWords.” Provide them with a blank book (several sheets ofpaper stapled together) and a copy of the Sticker ReferencePages (pgs. 138–144). Have them cut out several stickersfrom the Feelings category with the accompanying wordsand paste each on the top of a page in the book. The des-criptive words become the titles of the pages. Students findother pictures that correspond to their chosen titles frommagazines, newspapers, etc., to cut out and paste on theappropriate pages.


FEELINGS LESSON 1


FACES by Joyce Koff









FEELINGS LESSON 1


MAKING FACES






148Copyright © Davidson & Associates, Inc., 1995 Kid Works Deluxe Stickers

boots

coat

dress

glasses

hat

mittens

pajamas

pants

scarf

shirt

shoes

socks

Colors

black

blue

brown

green

pink

purple

red

white

yellow

Dinosaurs

allosaurus

brachiosaurus

diplodocus

pterodactyl

stegosaurus

triceratops

velociraptor

Family

baby

brother

sabertoothedtiger

tyrannosaurusrex

woolymammoth

family

father

grandfather

grandmother

mother

sister

Farm

barn

cow

duck

goat

goose

hen

horse

mouse

pig

rooster

sheep

tractor

Feelings

angry

happy

sad

scared

sick

silly

sleepy

surprise

Fruit

apple

banana

blueberries

grapefruit

grapes

lemon

lime


b At the Computer

Students select a Write page and type a list of titles from their

“My Computer Words” book. After listening to the computer

read the words they have written, they save and print their

word list. Students click and see their titles become

icons. After listening to the computer read the icons, they save

and print their picture list.

After the Computer

Activity CenterFollow the recipe on Cookie Faces (page 15), to prepare frostingfor the cookie faces. Provide necessary material and decoratingingredients to allow the children to create faces of their choicefor the cookies. Encourage the children to discuss the choicesthey make as they are in the process of creating the faces.When the faces are completed, the children tell about them.


FEELINGS LESSON 1


COOKIE FACES

MaterialsOne large oatmeal cookie per studentIce cream sticks to spread frostingLarge mixing bowlElectric mixerOne paper plate per student—to place cookies on to frost and decorate2 large spoonsSmall paper cups



Colored sprinkles






The Giving Tree Language Arts

Before the Computer

Group Activity• Read The Giving Tree by Shel Silverstein (or the synopsis,

pg. 21) to the class. Using an overhead projector and over-head pens or the chalkboard and chalk, illustrate the changesin the tree’s appearance while following the chronology ofevents that occurred between the boy and the tree. Begin bydrawing a large tree filled with apples hanging from its manybranches. One by one, discuss the events that happen in thestory to change the appearance of the tree. Using a damp ragor an eraser, the students guide you or a classmate in erasingthe part of the tree that was given to the boy, thus showingthe appearance of the remaining tree. Use the synopsis as aguide.

• During a class discussion, have students describe thingsthat the tree gave to the boy. After the discussion, studentsbrainstorm to create a list of people who are special to theentire class—the principal, an aide, the custodian, theschool nurse, etc. Write the names on chart paper. Usingthe Letter to Someone Special activity sheet (pg. 23) as aguide, students dictate a class thank-you letter to a personon the list. After writing the letter on chart paper, read it orselect a student volunteer to read it out loud.

b At the Computer

Place the list of special people and the class letter in a locationvisible from the computers. Students select a Write page andtype either the class letter to someone special or a letter of theirown to someone on the list. Have students listen to their let-ters. Encourage students to add an illustration. They printtheir letters. The letters are placed in envelopes and deliveredby hand.

Copyright © Davidson & Associates, Inc., 1995 21 Kid Works Deluxe Blackline Master

FEELINGS LESSON 2

The Giving Tree



When the boy was young he climbed her trunk, swung from her branches, and ate herapples. This made the tree happy.


When he came back again as a young man, he needed a home. The tree told him tocut down her branches and build a house for himself, a wife, and children.



Copyright © Davidson & Associates, Inc., 1995 23 Kid Works Deluxe Activity Sheet

FEELINGS LESSON 2



It’s fun to write and to receive. Write a friendly letter to someone special to you. Youcould write one to a cousin, a grandmother, a grandfather, or a favorite teacher. Agood friend would like to hear from you too. Tell them about an event in a book youhave read, the way the event made you feel, and the way it made the characters feel.Use the Kid Works Deluxe Sticker Reference Pages and the Making Faces page asguides to help you picture your feelings.

(Sender’s Address)

(Street Address) _____________________________

HEADING (City, State Zip) _____________________________

(Date) ______________________________________

______________________, GREETING

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ BODY

________________________________________________________________

________________________________________________________________

CLOSING__________________________________

SIGNATURE _________________________________


After the Computer

Activity Center• Through body movement, have students interpret the fol-

lowing stages in the life of the Giving Tree:Turn yourself into the Giving Tree when it was full of

apples.Turn yourself into the Giving Tree losing the apples.Turn yourself into the Giving Tree losing its branches.Turn yourself into the Giving Tree becoming a stump.

• Provide students with paper, crayons, tagboard, glue, andleaves (these can be gathered by students or the teacher).Have children draw the skeleton of the tree—the trunkand bare branches—filling as much paper space as pos-sible. They complete the picture by gluing leaves to thetree. Place the pictures around the room to make a forest oftrees. Remaining leaves can be used to create tree peopleas students choose leaves of various sizes and shapes tomake the head and other body parts.



Your Heart Science/Math

Before the Computer

Group ActivitySing verses of the song “If You’re Happy and You Know It, ClapYour Hands” with the class. At the end of each line, have the chil-dren move in the way the song suggests.Verse 1:

If you’re happy and you know it, clap your hands. (clap, clap)If you’re happy and you know it, clap your hands. (clap, clap)If you’re happy and you know it, then your face will really

show it. (smile, smile)If you’re happy and you know it, clap your hands. (clap, clap)

Verse 2:Replace the words “clap your hands” with the words “stampyour feet” (stamp, stamp).

Other Improvisational Verses:• Enlarge the Things to Do 1 and Things to Do 2 Sticker Refer-

ence Pages to poster size. Using action stickers as a reference,students select substitutes for the words “clap your hands” tocreate new verses for the song.

• At the end of each line, students will move in the way thewords in that line suggest. Examples: “sing a song” (la, la),“jump up high” (jump, jump), “laugh out loud” (ha, ha).

b At the Computer

Students take copies of the “My Body” Sticker Reference Pages tothe computer. After starting a new story, students write the title“Body Parts Count” on the Book Cover Screen. Then:• They open a Write page and type two number sentences for

two of the body parts pictured on the My Body stickers ref-erence pages as follows: Begin each sentence with the number1 or the number 2. Select the picture of one of the body partsfrom the My Body section of the Sticker Book.


queen

skeleton

sword

treasure

unicorn

wizard

The City

airport

apartment

bakery

bus stop

fire hydrant

hospital

library

mailbox

phone booth

post office

stop sign

store

street

taxi

traffic light

Things To Do 1

catch

clap

climb

cook

cry

cut

dance

dive

eat

hang

hear

hop

jump

kick

knock

laugh

lift

listen

paint

Things To Do 2

pull

push

read

ride

run

sew

sing

sit

sleep

slide

smile

stand

sweep

swim

swing

talk

walk

whistle

write

Toys

ball

blocks

doll

game

jump rope

kite

marbles

puppet

race cars


• Place the sticker next to the typed number. Choose an actionsticker to go with the body part from the Things to Do 1 or 2sections of the sticker book. Place the action sticker next to thebody part sticker. Examples: Two eyes cry. One hand writes.Two feet dance.

• After students listen to, save, and print their stories, placethem in a class book, “Body Parts Count.”

After the Computer

Activity CenterHave the children make a book entitled “My Body Parts AreFor…”• Provide them with a blank book (several sheets of paper

stapled together) and a copy of the “My Body” Sticker Ref-erence Pages.

• Have them cut icons which represent body parts (eye, foot,etc.) and corresponding words from the reference pagesand paste each on the top of a page in the the book. Theicons and words become the titles of the pages.

• Provide magazines, newspapers, catalogs, etc. On the ap-propriate pages, students will paste cut-out pictures whichshow people using the body parts in the title.

Teach The Question and Answer Song—“What Do You Want AHeart For?” by Joel Herron to the class by doing the following:1) Have the class listen as you sing it.2) Have them listen again as they hum with you.3) Have them sing the answers to the questions “What do you

want a heart for?” and “What do you need a heart for?” asyou sing the questions.

4) Have them sing the answers to other questions in the songas they become familiar with more of the words.

5) Have them sing the questions and answers. Have studentscreate and sing a new song using the first four lines of theoriginal. For example: What do you want a hand for? Toclap, to clap. What do you need a hand for? To catch, tocatch.


FEELINGS LESSON 3

Your Heart



IMAGINATION FOR EARLY CHILDHOOD LESSON 1

Around The Neighborhood Social Studies/Fine Arts

Before the Computer

Group ActivityTeach the class the following Navaho chant. Have them chantit with you.

With beauty may I walk.With beauty before me, may I walk.With beauty behind me, may I walk.With beauty above me, may I walk.With beauty below me, may I walk.With beauty all around me, may I walk.

Tell the children that the class is going to take a walk aroundthe neighborhood. Have them close their eyes and picturethemselves walking through the neighborhood. Guide themon this journey by telling them to look and imagine what isbefore them, behind them, above them, below them, and allaround them. Take the class on a walk around the neighbor-hood. As you and the class walk slowly, stop often and en-courage the children to look in all the above directions. Givethem time to talk among themselves, sharing what they see ateach stop.

Activity CenterProvide art paper, markers, paints, magazines, newspapers,catalogs, etc. Have students draw and color a picture of them-selves in the center of the paper. Then have them draw some-thing beautiful before them, behind them, above them, andbelow them. When the pictures are done, have them sharetheir work orally with the class. Display the pictures on a bul-letin board titled “Picturing My Neighborhood.”



• After starting a new story, students write the title“Beautiful Things” on the Book Cover Screen.

• They open a Draw page and create a picture of themselvesand all the beautiful things around them. They are to:1) Draw a picture of themselves in the center.2) Choose Silly Scribbler stamps and stickers that represent

beauty above them and fill the space above their headwith them.

3) Repeat this with stamps and stickers representingobjects before, behind, and below them.

4) The picture is finished when the background around thepicture of the child is filled with stamps.

After the Computer

Have students collect small objects they find around theirneighborhood such as leaves, rocks, shells, seeds, flowers,and sticks and bring them to class in a paper bag. Followthe recipe below to prepare plaster-of-Paris molds of neigh-borhood treasures.

Ingredients: plaster of Paris, water, food coloring, plasticcoffee-can lids, shells, rocks, leaves, seeds, flowers, sticks, etc.Directions: Mix plaster of Paris according to the directions onthe package. Tint with food coloring(s) of choice. Pour themixture into plastic coffee-can lids. While the mixture is wet,guide the students as they add rocks, leaves, seeds, sticks, andother neighborhood treasures of their choice.



Where the Wild Things Are Language Arts

Before the Computer

Group ActivityRead Where the Wild Things Are by Maurice Sendak (or thesynopsis, pg. 51) to the class. Talk about Max's dream orimaginary trip to Where the Wild Things Are. Have studentstake turns role-playing the characters in the story. Choosesomeone to be the mother, someone to be Max, and several stu-dents to be the wild things. Each time the mother gets angry atMax, she calls him a wild thing and sends him to his roomwithout his supper. Max goes to sleep, and goes to the placeWhere the Wild Things Are. The wild things try many differentways to scare Max. But he proves to be the bravest and iscrowned king. Max can spend some time ordering the wildthings around and enjoying his reign, but in the end he mustreturn to his room and eat the food his mom has left for him.

During a class discussion, have students pretend that they areMax and are planning to run away from home to go to theplace Where the Wild Things Are. Ask the questions providedon the My Imaginary Trip activity sheet (page 53).After each question, encourage lots of discussion before a finalanswer to that question is chosen by the group. Use the finalanswers to compose a group note to Max's mother. After writ-ing the note on chart paper, read it or ask for a student volun-teer to read it out loud.

Activity CenterProvide students with large sheets of glossy print paper(butcher, shelf, etc.), finger paints, a tape recorder, earphones,and a recording of Grieg’s Peer Gynt Suite #1 , or dramatic andpowerful music of your choice. Have children listen carefullyto the music, picture it, and imagine a place filled with verywild things. As they listen to the music, have them paint the



















RUNNING AWAY FROM HOME

Pretend you are Max and write a note to your mother. First write the answers to thequestions below.

Why are you leaving? ______________________________________________________________







Dear __________________________________,



land of the wild things that the music brings to their minds.Have the children talk about the land of the wild things and usetheir finished pictures as references.


• The teacher places the My Imginary Trip note in alocation visible from the computers.

• After starting a new story, students write the title “Runningto Where the Wild Things Are” on the Book Cover Screen.

• They open a Write page and type either the class note or anote of their own to Max’s mother. Students individualizetheir notes by adding stamps and stickers.

• They print the notes and place them in a class book.

After the Computer

Follow the recipe for Max’s Soup (pg. 54). Provide a variety ofsuggested ingredients, allowing the children to create a custombrew of Max’s Soup. Serve the soup as a class snack.




MAX’S SOUP


bell pepperpotatoes


Peel and cut vegetables. Put small pieces of vegetables in the pot with water.Season with salt and pepper. Cook on high until vegetables are tender. Addseasoning to taste. Serve.




Snails’ Tales Science/Art/Math

Before the Computer

Group ActivityRead Have You Ever Watched a Snail? by Joyce Koff (pg. 58) tothe class. Discuss what the poet has noticed about snails. Writethe title “What We Know About Snails” on chart paper. Askthe students to share what they already know about snailswith the group. Write the facts on the paper. Write the title“What We Want to Find Out About Snails” on a new sheet ofchart paper. Ask the students to share what they would like tofind out about snails. Write their questions on the paper.

Activity CenterProvide snails, jars, lids for the jars with air holes, smaller lidsto fill with water, leaves, and magnifying glasses. Supervisethe students as they use the above materials to make a homefor their snails. With the Snail Watching observation sheet(pg. 59) as a discussion guide, encourage students to carefullyobserve, touch, hold, and magnify the snails to find out asmuch as they can about them.

Group ActivityDuring a class discussion, have students share informationthey discovered through snail watching. Review the charttitled “What We Want to Find Out About Snails.” Have stu-dents answer all the questions they can. Write their answerson the chart. Discuss ways in which they can find the answersto the unanswered questions (library, parent, older brother orsister, pet store, gardeners, etc.). Continue to update the chartas new information is brought to class.

Distribute paper, pencils, crayons, and markers to the class.Using an overhead projector and grease pens, have the classwatch and draw as you show and describe for them thesestep-by-step directions for drawing a snail: Start in the middle



Snails’ Tales



This poem was reprinted with the permisson of the author.





SNAIL WATCHING







________________________________________________________________________________





________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



of the page and draw the snail’s spiral shell. When the shell iscomplete, draw a head and then a tale. Give the snail two an-tennas and an eye. Draw a wiggly line under the snail to showthe snail's trail. Use the crayons or markers to give your snail aunique appearance. Draw in a background to show whereyour snail is spending the afternoon. Perhaps you’ll add someflowers, a sun, or just a shady spot on the ground.

b At the Computer

After starting a new story, students write the title “My Snail”on the Book Cover Screen. Then:• They open a Draw page and draw a computer snail, ex-

ploring and using as many of the art tools as they can toproduce a unique and interesting snail.

• After completing the picture, they select a Write page anddescribe their snail.

• They save and print their pictures and stories.

After the Computer

Display the students’ completed stories and pictures on aSnails’ Trails bulletin board.


NATURE’S TREASURES FOR EARLY CHILDHOOD LESSON 1

Tall Tales Social Studies/Fine Arts

Before the Computer

Group ActivityAfter telling the class that the story they are about to hear isfilled with such big lies about people and events that nobodywould ever believe them, read them the tall tale about the littlegirl in A Tall Tale (pg. 66). During a class discussion about talltales, ask the students to choose which was the very biggest liein the story and the silliest lie, and to give the reasons for theirchoices. Continue the discussion by asking, “What is the big-gest and silliest lie you ever told or heard?”

Activity CenterCut sheets of butcher paper into strips 51⁄2" x 22" long, creatingthe tall background for a tall tale illustration. Provide pencils,crayons, markers, paints, etc., and have children draw a pictureof the biggest and silliest lie they ever heard or told. Encour-age them to use the entire length of the paper.

Group ActivityWrite the title “Our Biggest and Silliest Tales” on chart paper.Write the students' tales behind their biggest and silliest talldrawings as they share them orally with the class. Example:“Once I had a pet bird that was so strong it could fly me any-where I wanted to go.” After the discussion, place the longstrips on a bulletin board titled “Tall Picture Tales.”

b At the Computer

• The teacher places the chart of Biggest and Silliest Tales ina location visible from the computers.

• After starting a new story, students write the title “My BigSilly Tale” on the Book Cover Screen.

• They open a Write page and either type their original



Tall Tales


A TALL TALE

A tall tale is an American invention based on the story of a hero. The hero is usually a person, butit can be an animal such as a dog or a cow, or anything you can think of such as a flower, a veg-etable, or even a balloon. While this country was being built, the builders—lumberjacks, cow-boys, railroad workers, etc.—would sit around a campfire at the end of a hard day's work andentertain each other by telling stories of heroes who were bigger, stronger, faster, and hungrierthan anyone alive. Tall tales were and still are meant to be filled with lies so unbelievable thatnobody would ever take them seriously.

Below is an example of a modern-day tall tale. As you read it, think about what parts of the story

are believable and what parts are unbelievable.





was traveling so fast that by the time her neighbors arrived the bubble had






catch the boy but by the time anyone had reached the spot, the bubble and




biggest and silliest tale or create a new one using tales toldduring the group activity. Have students change text tostickers.

• After listening to the stories, they save and print them.• The printed stories are placed in a class book titled “Our

Biggest and Silliest Tales.” Students read the picture sto-ries to each other.

Group ActivityUsing Johnny Appleseed – Synopsis (pg. 70) as a reference, tellthe class how a real man named John Chapman became thesubject of a tall tale—Johnny Appleseed. Explain some of thethings that made people think Johnny was special. Discusswhy some of the stories about Johnny couldn’t possibly be true.

After the Computer

Tell students that they, like the folks in Johnny Appleseed'sstory, are going to learn how to plant apple seeds. Be sure toexplain that real apple trees don’t grow overnight—it takesabout 15 years for a tree to grow apples of its own. Follow thedirections on Planting an Apple Tree (page 71) to begin theprocess.



Tall Tales


The tall tale, Johnny Appleseed, is based on the life of a man named John Chapman.Because John Chapman spent his life planting apple seeds, people called him JohnnyAppleseed. He loved flowers and knew how to plant them, feed them, and make themgrow. But greater than his knowledge and love of flowers was his love for growingapples. When he grew up he started selling apple seeds to the settlers and pioneersheading west. He decided to join them on the adventure and go west also. He headedwest from the East Coast toward Ohio. Since the country was very new, there were nopaved roads. Johnny had to travel on Indian trails. He walked barefoot with apackhorse loaded down with sacks of apple seeds. As he walked, he stopped atsettlements and helped settlers plant apple trees. Starting with the seedlings, he wouldteach the settlers how to care for them and would stay at each settlement until theseedlings began to become trees. From settlement to settlement, he planted andtaught people how to grow apple trees. For fifty years, Johnny traveled and planted hisapple trees. He loved nature and lived outdoors with animals and Indians. Soon storiesabout him were being told around evening campfires of new settlements.

The tales exaggerated Johnny’s love for apple trees, his gentle nature, the way helooked, and the speed at which he was able to plant and grow hundreds of trees. Thetales about Johnny’s love for apple trees began when he was a baby. They say hewould scream and yell until his parents let him play with the branch of an apple tree fullof blossoms. People said that Johnny had such a gentle nature that he couldn’t evenprune the branch of an apple tree because he thought it caused the tree pain. Ac-cording to the tales, you could always spot Johnny from miles away. First you’d see thelong-handled pot that he wore as a hat. As he came closer, you could see the coffeesack with two armholes he always wore as a shirt. As for his pants, they were alwaysragged. Johnny’s power to grow apple trees was said to be unbelievable. People saidthat all he needed to do was drop a seed on the earth and in five minutes an appletree appeared.



Tall Tales


Tell the students that they, like the folks in Johnny Appleseed’s story, are going to learn how toplant apple seeds. Explain that unlike the seeds that grew into tall trees almost overnight in thetall tale, theirs will require lots of patience—about fifteen years for the tree to grow apples of itsown.


paper towels flower pots potting soil cardboard egg cartons


DirectionsStep 1 The teacher or one of the students cuts the apples in half.

Step 2 Remove the seeds carefully. (Once the seeds are removed, you can eat the

apple.)


refrigerator. Write today's date on the calendar.






to sprout.

Step 7 Once the seeds have sprouted, plant them about one inch deep in pots or egg

carton sections filled with potting soil. Place the pots or egg cartons on trays.

Step 8 Water the apple plants regularly and keep them in a sunny place.




Step 12 Be patient, and one day you will be able to eat an apple grown from your own

apple tree.




The Little Red Hen Language Arts

Before the Computer

Group ActivityRead The Little Red Hen by Paul Galdone (or the synopsis, pg.76) to the class. Involve the children in the story by stoppingeach time the little red hen asks her friends to help her. Havethe class give the answer they think the hen’s friends will give.At the end of the story, when the little red hen asks for help toeat the bread, ask the class what they think the little red hen’sfriends will answer. Discuss the ending of the story with theclass. Read the story again. This time, have the students be-come the animals and answer at the appropriate places, with-out any prompting from you.

Activity CenterAt the top of five large sheets of tagboard, write the followingsentences describing events from the story: “The hen foundgrains of wheat in the garden. The hen planted the seeds. Thehen watered the seeds. The hen reaped the grain. The hen tookthe wheat to the mill.” Have students draw and color illustra-tions to go with each description on the tagboard. Encouragethem to use as much of the space as they can. When the illus-trations are complete, select five students to come to the frontof the room and face the class. Mix up the tagboard illustra-tions and give one to each of the five students. Have the classdirect the students holding the tagboard to change places untilthey are standing in the correct order so that the tagboard illus-trations tell the story in the correct sequence.

Whole GroupTell the class that they are going to act out a new version of thestory of the little red hen. Choose one child to be the little redhen. The rest of the children decide what they want to be—they can be an animal such as a horse or a kangaroo, a person



The Little Red Hen


This is the story about a hen who lived with a cat, a dog, and a mouse. Because thecat, the dog, and the mouse liked to sleep all day, the hen had to do all the housework.One day when she was working in the garden, she found some grains of wheat. Sheasked the cat, the dog, and the mouse who would help her plant the seeds. Immedi-ately they all said, “Not I.” And so the hen planted the seeds, watered them, and pulledthe weeds. After a while, the wheat grew and became ripe. Again, she asked whowould help her reap the grain. Again they replied, “Not I.” Next she asked them whowould take the wheat to the mill to be ground into flour. As usual, they answered, “NotI.” After taking the wheat to the mill, she came back with a bag of fine white flour. Sheasked who would bake the bread from the flour. They, of course, answered, “Not I.” Shemade bread and put it in the oven. Soon the whole house was filled with a delicioussmell. When the cat, the dog, and the mouse smelled the bread, they woke up andmade their way quickly into the kitchen. At that moment, the hen was taking the breadout of the oven. She asked who would help her eat the bread. They all cried, “I will!”The little red hen said, “All by myself I planted the seeds, I watered the seeds, and Ireaped the grain, I took it to the mill to be ground into flour. All by myself I mixed theflour to make the bread. And all by myself I am going to eat it!” And she did.



such as a clown or a ballerina, or a character from television,film, or books. The little red hen approaches the characters oneby one. When the little red hen approaches, each characterdoes something special—the kangaroo hops, the ballerinadances, the Ninja swings its sword. The hen asks each charac-ter to help her do one thing in the process of taking seed tobread. The character decides whether or not to help the henand answers either “I will” or “Not I.” At the end of the play,the hen asks, “Who will help me eat the bread?” Everyone an-swers, “I will.” The characters that helped say to the others,“We helped to plant the seeds, water the seeds, pull theweeds, reap the grain, take the wheat to the mill, and bake thebread. We will eat it by ourselves!”

Using Bread From Dough (pg. 80) as a reference, explain theconditions and the methods involved in the bread-makingprocess as you guide students through a recipe for bakingwhole-wheat bread. As you proceed, write important wordson a chart (for example, dough, knead, punch, oven, etc.). Afterthe class helps you bake the bread, ask them to help you eat it.

b At the Computer

After starting a new story, students write the title “BakingBread” on the Book Cover Screen. Then:• They open a Draw page and a Write page, describing the

thing(s) they liked most about baking bread.• Students save and print their own work.

After the Computer

Give all students an opportunity to share their work with theclass by reading their stories aloud or telling about theirpictures.



The Little Red Hen

BREAD FROM DOUGH

Ingredients for two loaves of whole-wheat bread:

Amount/Name Why It Is Used Suggestions

1 pkg. active dry yeast It makes the bread rise by Keep the temperature between

producing a gas that is held 80° and 85°. If the temperature

in bubbles. When the bubbles is too high, the yeast will die.

expand, the dough rises.

1⁄4 cup warm water It is used to soften the yeast and If the temperature is too low, the

keep the temperature right. yeast's growth will be slow.

21⁄2 cups hot water It is used to dissolve the sugar, It must cool to 85° before it is

salt, and shortening. mixed with the yeast.

1⁄2 cup brown sugar It gives the yeast the energy it

needs to make the gas which

expands the bubbles. It also adds

flavor and helps to brown the bread.

3 tsp. salt The salt gives the bread flavor and

helps keep it fresh.

1⁄4 cup shortening It helps make the bread's texture

smooth.

3 cups stirred whole- It gives the bread its flavor Most breads are made

wheat flour and nutritional value. from both hard wheat

and soft flour.

5 cups sifted all-purpose

flour




Flower Shower Science/Math

Before the Computer

Group ActivityBring in many different types of flowers and plants with roots,stems, and flowers intact for students to observe and discuss.One by one, hold up the plants and ask the following questions:Who can point to the stem of the flower? The root? A leaf? Theflower? Students answer the questions by coming to the front ofthe room and pointing to the part in question.

Activity CenterPlace magnifying glasses, microscopes, art paper, crayons ormarkers, and a variety of plants with flowers, roots, and stemsintact on a table. Have children examine the plants with magni-fying glasses, a microscope, and their eyes and try to guess whyplants need flowers, roots, and stems. Have each child choosehis or her favorite plant and draw a picture of it showing all itsparts. Encourage children to use all the observation tools—eyes,magnifying glasses, microscope—as they add details to theirdrawing. Help students label each part of the plant.

b At the Computer

• After starting a new story, write the title “Diagram of aFlower” on the Book Cover Screen.

• Open a Draw page and use the various art tools to draw alarge diagram of a flower showing its four parts—theroots, stem, leaves and flower.

• Click the Text Tool. Pick a font, style and size in theCaterpillar menu, click the appropriate place on the diagram where you want to write, and label each flower partby typing its name and description.


After the Computer

Activity CenterUsing Investigation 1: Why Roots? (pg. 86) as a guide, providematerials and oral directions to students as they perform ahands-on investigation to learn more about roots and to dis-cover what their purpose is.

Using Investigation 2: Why Stems? (pg. 87) as a guide, providematerials and oral directions to students as they perform ahands-on investigation to learn more about stems and to dis-cover what their purpose is.

Group ActivityRead The Parts of a Flower by Joyce Koff (pg. 88) to the classone stanza at a time. After each stanza, ask questions aboutwhat facts the poet has conveyed through the poem. For ex-ample, after the first stanza, ask: “How do the roots grow?Why do you think they spread wide? How do they help theflower get strong?”

As you read each stanza of the poem, have students interpretthrough body movement the different parts of a flower. Thenhave them put all the parts together as a flower dance.














________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________











________________________________________________________________________________


________________________________________________________________________________


________________________________________________________________________________

________________________________________________________________________________


________________________________________________________________________________






FLOWER POWER by Joyce Koff






__________________ _______________________


Root ________________________________________________________________________

Stem ________________________________________________________________________

Leaf_________________________________________________________________________

Flower_______________________________________________________________________



NIGHT AND DAY FOR EARLY CHILDHOOD LESSON 1

My Day and Night Social Studies/Fine Arts

Before the Computer

Group ActivityRecite the rhyme “Hickory Dickory Dock” with the class:

Hickory dickory dock,The mouse ran up the clock,The clock struck one,The mouse ran down,Hickory dickory dock.

Have students improvise new verses, with the mouse doingsomething new each time the clock strikes a new number.Example:

Hickory dickory dock,The mouse ran up the clock,The clock stuck two,The mouse did something new,Hickory dickory dock.

Enlarge My Day and Night Life Survey (pg. 95) to poster size,or copy it on acetate and project it on an overhead. Read anddiscuss each survey statement, e.g., “I think the perfect time towake up is…” Elicit responses from the class. Students maketheir choices by raising their hands. The teacher counts thenumber of responses for each choice and writes that number.This continues until the survey is complete.

Activity CenterThe teacher provides construction paper of various colors, acopy of the Things To Do 1 and Things To Do 2 categories(pg. 143) of the Kid Works Deluxe Sticker Reference Pages, scis-sors, glue, and pencils. Have students fold the paper in half.On the top of the left half, they write “Day.” On the top of theright half, they write “Night.” Have students cut out each





Check (✓) the response that best describes your day or night for each statement below. To write your ownresponse, first check (✓) “other,” then write.


___ 6:00 A.M. __ 6:00 P.M.

___ 8:00 A.M. __ 7:00 P.M.

___ 10:00 A.M. __ 8:00 P.M.

___ 11:30 A.M. __ 10.00 P.M.


___ other _________ __ other __________






___ sad. __ dreamy.

___ other _________ __ other __________

During the day I like to When I sleep, I like to have






___ other _________ __ other ____________








___ other __________ __ other ____________



queen

skeleton

sword

treasure

unicorn

wizard

The City

airport

apartment

bakery

bus stop

fire hydrant

hospital

library

mailbox

phone booth

post office

stop sign

store

street

taxi

traffic light

Things To Do 1

catch

clap

climb

cook

cry

cut

dance

dive

eat

hang

hear

hop

jump

kick

knock

laugh

lift

listen

paint

Things To Do 2

pull

push

read

ride

run

sew

sing

sit

sleep

slide

smile

stand

sweep

swim

swing

talk

walk

whistle

write

Toys

ball

blocks

doll

game

jump rope

kite

marbles

puppet

race cars


sticker and its accompanying title and decide whether it is adaytime or nighttime action. After making their decision, theyglue each sticker on the appropriate side of the page.

b At the Computer

• After starting a new story, students decide whether theywant to create a Day book or a Night book.

• After writing the title “Day” or “Night” on the Book CoverScreen, they open a Draw page and draw a picture ofeither day or night.

• Using the Day and Night Action Paper they completed atthe activity center as a reference, students write the namesor descriptions of activities they like to do at the time theychose.

• They change text to stickers and listen to, save, and printtheir stories.

• Each of the stories is placed in an appropriate space on aclass bulletin board which has been divided into two sec-tions: one with black construction paper and white writingtitled “Night,” and one with white construction paper andblack writing titled “Day.”

After the Computer

Activity CenterRecite the Day and Night Nursery Rhymes (pg. 99) withthe class.



There’s a Nightmare in My Closet Language Arts

Before the Computer

Group ActivityRead There's a Nightmare in My Closet by Mercer Meyer (or thesynopsis, pg. 103) to the class. Have students brainstorm ideason what a nightmare is. Write the responses on a chart titled“Nightmares Are…” Examples:

Nightmares are scary. Nightmares are weird.Nightmares are sad. Nightmares are bad dreams.Nightmares are lonely. Nightmares are silly.Nightmares are never fun. Nightmares are friendly.Nightmares are pretty.

Activity CenterPlace white construction paper, paste, pencils, crayons, mark-ers, magazines, newspapers, and catalogs at the activity center.Have students draw a large oval to form the shape of thenightmare's head. Have them search through magazines, etc.,and choose eyes, noses, mouths, teeth, hair, and other interest-ing features to paste in the oval to create a nightmare's face.Encourage them to use a variety of eyes, noses, etc., tellingthem that nightmares often have a different amount of facialfeatures than boys and girls.

Group ActivityHave the children sit in a circle. Place the “Nightmares Are…”chart in the center of the circle. Have one student at a timestand holding his or her completed nightmare in front of theclass next to the chart. Students decide which statement(s)from the chart best describe the nightmare on display. For ex-ample: “John’s nightmare is scary and silly.”




THERE’S A NIGHTMARE IN MY CLOSET by Mercer Mayer

This is a story about a boy who had a nightmare (monster) that hid in his












b At the Computer

• The teacher places large poster-sized copies of Feelingsand Making Faces in a visible location near the computer.

• After starting a new story, students write the title “MyNightmare” on the Book Cover Screen.

• They open a Write page and describe their nightmare.• They open a Draw page and draw their nightmare.• They listen to, save and print their nightmare books.

After The Computer

Mount each student’s description and the nightmare he or shecreated on a class bulletin board.


FEELINGS LESSON 1


MAKING FACES








Celebrating the Sun Science/Math

Before the Computer

Group ActivityHave students stand at arm’s distance in a semicircle facingyou. Model the movements illustrated in Dancing to Cel-ebrate the Sun (pg. 109) and lead the students in the dance.After the class has completed the dance, have student volun-teers take your place in front of the circle and make up move-ments of their own as the rest of the class follows.

Prepare students for the sundial activity by showing themhow to keep track of each hour on the clock in the room. As-sign students to act as timekeepers. It will be their job to let theclass know when a new hour is about to begin. At that time,revisit the sundial with the class. Begin the activity when theclock reaches the first new hour. Follow the directions on YourSundial (pg. 110) to create a sundial. Leave the sundial in thesame spot from sunrise to sunset. Each time the timekeepersreport that a new hour is about to begin, take the class outsideand draw a line showing where the sun's shadow falls at thattime of the day.

Activity CenterUse the directions for Making a Silhouette (pg. 111) as a guideto create a silhouette of each child. As you are working withthe group, point out how easy it is to identify each student bylooking at his or her features that appear on the shadow. Dis-cuss curly hair, size of features, smiles, etc. Mount the profilesin front of the class for all to see.



Celebrate the Sun

MAKING A SILHOUETTE



2. Have your partner stand about one foot in front of the black paper.





7. Trade places with your partner. Have your partner make your shadow byrepeating steps one through seven. Place the shadow on the bulletin board.




Celebrate the Sun

YOUR SUNDIAL





circle on the line.

XIII

II

III

IV

VVI

VII

VIII

IX

X

XI



Celebrate the Sun



soft ground

sun


and out slowly.












head back.




b At the Computer

• After starting a new story, students write the title “MyProfile” at the Book Cover Screen.

• They open a Write page and write a description of theirfeatures that together to make their profile. They tell abouttheir eyes, nose, hair style and color, eyelashes, mouth, chin,cheeks, eyebrows, etc.

• When they finish the descriptions, they listen to, save,and print them.

After the Computer

Group ActivityCollect and read the students’ descriptions of their profiles tothe class. As you read the descriptions, have the class study theprofiles in front of the room. After you are finished reading, askthem to guess whose profile you have described.


APPENDIX STICKERS

KID WORKS DELUXE STICKER REFERENCE PAGES


ABOUT THE AUTHORS

As a writing team, Beverly Ellman and Joyce Koff have contrib-uted teacher support materials for many educational publications.Beverly’s background as a classroom teacher, software designer,and educational computer consultant, together with Joyce’s back-ground as a published poet as well as her extensive knowledge ofliterature for children and adults, resulted in the imaginative andsuccinct writing activities in this edition.

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