Seasons

®

SEASONS Activities for Autumn, Winter, Spring & Summer

Grades K-6 Brought to you by the editors of TeacherVision.com © 2000 – 2008 Pearson Education, Inc. All Rights Reserved.

Seasons Table of Contents Autumn What Makes an Indian Summer?.....................................................................................................1 Autumn Veggies and Fruits……………………………………………………………………….2 Experiment in Chromatography…………………………………………………………………...3 Fall Haiku………………………………………………………………………………………….5 Pumpkin Seed Snack………………………………………………………………………………6 Flower and Leaf Press……………………………………………………………………………..7 Fall Acrostic Poem………………………………………………………………………………...8 Winter Winter Solstice…………………………………………………………………………………....9 Explaining the Winter Solstice…………………………………………………………………..10 Let It Snow!...................................................................................................................................11 Snowman Mobile………………………………………………………………………………...12 Viewing Snowflakes……………………………………………………………………………..13 Types of Snow…….……………………………………………………………………………..14 Observing Crystals……………………………………………………………………………….16 Winter Holiday Contract…………………………………………………………………………17 Spring A Seasonal Terrarium……………………………………………………………………………19 Butterfly Garden…………………………………………………………………………………20 Insects Bulletin Board…………………………………………………………………………....22 May Baskets……………………………………………………………………………………...25 Welcome Spring………………………………………………………………………………….27 Class Garden……………………………………………………………………………………..28 Herbs in the Classroom…………………………………………………………………………..29 Bird Bread………………………………………………………………………………………..30 Summer Summer Splash Word Puzzles…………………………………………………………………...31 Ice Cream—Yummy!.....................................................................................................................33 Making Sand Art…………………………………………………………………………………34 Build a Seminole Summer House………………………………………………………………..35 Summer Books I’ve Read……………………………………………………………………..…36 Have a Great Summer from Katie Kazoo………………………………………………………..37 Postcards Icebreaker..……………………………………………………………………………39

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What Makes an Indian Summer? Many people think the prettiest time of year is the autumn during what is often called “Indian Summer.” This is the time of year when the sun shines beautifully on trees dressed in a riot of reds, golds, and oranges. Did you ever stop to wonder why the trees lose their green colors and change to the brilliant colors marvelled at in the fall? Contrary to what is often thought, frost is not what brings about color change. Many of the plants will change color before the first frost, and some trees even turn color while summer is still in the air. A severe drought, for example, will cause many trees to change color early while trees which are well fed and nourished may change late. The factor determining when trees turn color is a weather pattern of warm, sunny days followed by sudden drops in temperature to cool nights. During the summer, leaves manufacture starches, sugars, and proteins which are distributed by chlorophyll, the green coloring matter in leaves. The change in the weather slows this process, and the chlorophyll breaks down. When the chlorophyll breaks down, it becomes colorless and allows the colors which are already present in the leaves to become visible. Yellow leaf colors are caused by chemicals in the leaves called carotinoids. (Notice the same word root as in the word “carrot?”) Anthocyanins are the chemicals in the leaves which cause reds and purples. The warmer days combined with cooler evenings will cause the most brilliant colors to appear. Because of this, if a person begins traveling in the north of North America or Europe and travels south over a period of weeks, that person can “follow” the color trail. The reason for this is that the weather tends to get cooler earlier in the year in the North than it does in the South. Of course, if a person lives below the equator, in Australia for example, the opposite will be true. Can you think of the reason this is so?

Activities Here are some things you can do with autumn leaves, besides rake them.

2. Make leaf prints by painting poster or acrylic paints on the underside of the leaf, then “printing” it onto where you want the image to appear. Blot with a paper towel. 3. Make leaf stencils by tracing a leaf onto a piece of paper. Cut out the leaf shape. Take the paper with the leaf cut from it and place it over white or colored paper. Choose a paint that contrasts with the paper color and paint the color within the leaf shape. Move the paper with the shape to another position and paint with another color. Repeat until you have the desired number of leaves painted.

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1. Press some of the prettiest leaves you find between the pages in a scrapbook or photo album. Hold them down with a few drops of glue or some clear contact paper. When the leaves dry, the color will stay.

Autumn Veggies and Fruits Grade Levels: 3 – 5

Objectives • •

Students learn what fruits, vegetables, and meats are available during the autumn months. Students research a specific food family and deliver an oral presentation about their findings.

Procedures 1. Divide the class into six groups: two groups for researching autumn vegetables, two for researching autumn fruits, and two for researching autumn meats (including nuts). 2. Students should look for what types of fruits, vegetables, and meats are available during the autumn months, how to best preserve or dry them, and some interesting recipes on how to prepare them. 3. Each group writes a research paper, has a display of the fruits, vegetables, or meats, or pictures of their findings, and gives an oral report.

Extension Activities A Fall Food Festival The teacher can form new groups with two students from each of the original groups. The groups then decide what foods from each of the categories they would like the students to sample. The samples can be dried, cooked, or fresh. (Make sure each group is bringing something different.) The students then share why they chose these foods, and how they prepared them. Fall Food Festival Cookbook The class can create a Fall Food Festival Cookbook with the recipes they have compiled and created with their groups. These cookbooks make great gifts for parents. Guess Who? Each student group could select the most unusual fruit, vegetable, or meat from their research and perform a "Guess what I am?"-style presentation with questions and participation from the class. The Best of the Best Students can deliver presentations in the form of a contest where each group presents information as to why their fruit, vegetable, or nut is "the most intriguing." The class votes on a winner.

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Fall Haiku Grade Levels: 2 - 6

Objectives •

Students learn the syllable structure and mood of haiku poems by comparing the serenity of the autumn months with the peaceful rhythms of haiku poetry.

Materials • • • • • •

Samples of haiku poetry Fresh leaves of various shapes and sizes Crayons of fall colors Thin paper, about 8 1/2" x 11" Felt-tip pens Sounds-of-nature music to inspire and set the tone

Procedure

1. Discuss with students the requirements of a haiku poem – a three-line poem, the first line with five syllables, the second line with seven syllables, and the third line with five syllables. A haiku often illustrates some aspect of nature or tranquility. (Note: Beginners often try to evoke too many different ideas. A good rule is to have at least two concrete images, and no more than three.)

2. Discuss with students the sounds and sights of fall. They can revolve around the leaves changing color, animals preparing for winter, or any other characteristic of the season. 3. Write a sample haiku with the class. 4. Next have students write their own haiku on lined paper. Sounds-of-nature background music can inspire descriptive writing. 5. Students should then take the leaves and randomly place them under their thin paper. 6. Using a crayon, have them make back-and-forth strokes over the objects; light pressure gives the best results. 7. Students then write their haiku over their leaf paper with felt-tip pens or crayons.

Variation •

Create landscapes with different textures for fields, mountains, and clouds. Write a different haiku describing each part of the scene as it relates to the fall season.

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Flower and Leaf Press Grade Levels: Pre-K – 5

Objectives • •

Students will collect and identify plants and flowers in environment. Students will create art with ordinary objects.

Materials • • • •

Old phone books Collection of colorful leaves, grasses, flowers, herbs Craft glue Plain note cards, postcards, or watercolor paper

Procedure 1. Collect plants, leaves, and flowers. 2. Separate each stalk or blossom, and place them between the pages of the phone books. 3. Have students use different pages for each specimen, spacing them well apart from each other. 4. Place the phone books in a cool, dry place for a week to ten days. The phone book/leaf press can be used over and over again. Flowers may be stored in the phone book for several months. 5. Students should carefully apply craft glue to the back of the dried leaves or flowers. 6. Center them on note cards for a single design or place several as a collage on a sheet of watercolor paper, which can later be framed.

Did You Know? In Victorian times people planted decorative gardens, often preserving their herbs and flowers in a leaf press. Certain flowers were thought to have specific qualities: rosemary for remembrance; roses for undying love; lavender for devotion; oak leaves for strength. A note card that used the fragrant language of flowers conveyed more than words.

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Fall Acrostic Poem Grade Levels: 3 - 5

Objectives •

Students will create an acrostic poem using autumn-themed words. (An acrostic poem is a poem that uses the letters of a word to begin each line vertically. Off each vertical letter, another word or phrase is written that begins with the same letter)

Materials • • •

Fall word list Large pieces of fall-colored construction paper Felt-tip pens

Procedures 1.

The class creates a list of descriptive words that deal with the subject of autumn. This list can be written on the board or on a piece of poster paper to allow the students some visual help if they are having difficulty deciding on their own fall vocabulary words. Words can be the months of fall or descriptive words dealing with the sights and sounds of fall. The words should be at least six to eight letters long.

2.

Next, the students decide on one main fall word and write it vertically on their paper. Then they choose other descriptive fall words that begin with each of the letters in the main word, writing them horizontally, as shown here.

F alling temperatures A utumn activities L osing leaves L eaving summer behind 3.

When this is complete, the students write their fall-based word vertically on the c construction paper in large, dark letters.

4.

They write their fall words horizontally in another color pen.

5.

The students can decorate the construction paper with fall decorations, which can be fall stamps, cut-outs from construction paper, or just drawings in marker or crayon.

Variations •

Have students choose a fall word and write it vertically on their paper.

•

Using the main "letter" as a hint, let the students try to guess what words or ideas the symbols represent.

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The Winter Solstice December 21 or 22 The winter solstice is the shortest day of the year in the northern hemisphere. It occurs exactly six months after the summer solstice, the longest day of the year. The farther north you go, the fewer hours of daylight you will have. If you go far enough north, there will be days when there is no sunlight at all. (This process is reversed in the southern hemisphere.) The approaching winter solstice was once a frightening time for ancient people, especially those who lived in places like northern Europe. They did not have a scientific explanation for the shorter days and longer nights. They were afraid that the sun was losing its power, so they made up tales to explain what was happening and performed rituals to save the sun and restore its strength. They were certain that these rituals worked because—sure enough!—the sun then became stronger and stronger and the nights shorter and shorter. They eventually had to repeat this process, but it worked every time.

Making It Work Have students write a story in the form of a myth or folktale explaining the reason for the shortening days and lengthening nights of winter. Illustrate, share, and display these stories in your classroom. Have students meet in cooperative groups to design their own appropriate rituals for making the days start to get long again. The entire class can come together and perform their rituals for one another. Discuss the rituals and their effect on the seasons. Did the rituals work? How do you know? (If you did not know that the earth is tipped on its axis as it rotates around the sun, would your answer be different?)

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Plan a winter solstice party as a whole-group activity. Pretend that money is not a concern and brainstorm ideas. Where would the party be? Who would you invite? What food would you serve? Would you have entertainment? Games?

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Name ________________________________________________

Explaining the Winter Solstice The winter solstice is related to three other important days in the year: the summer solstice, the spring equinox, and the autumn equinox. While the winter solstice is the shortest day of the year and the summer solstice is the longest, both the spring and autumn equinoxes have days and nights that are exactly equal. They each have exactly twelve hours of daylight and darkness.

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Use the space below to draw a diagram that explains this. You may consult an encyclopedia, your science book, or any other reference book you would like to use.

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Let It Snow! Grade Levels: 3 – 5

Objectives • • •

Students will design and create a snowman using a variety of materials. Students will write a time order paragraph telling how the snowman was created. Students will create a bulletin board display titled, "Let it Snow, Let it Snow, Let it Snow!"

Materials • • • •

Provide each student with a snowman shape cut from oaktag White cotton Variety of construction paper Yarn, beads, material, twigs, etc. to decorate their snowman

Procedure 1.

Provide each student with a snowman cut from oaktag. Using white cotton, students should form three "snowballs" and glue them to cover the oaktag.

2.

Students decorate their "snowperson" with scraps of construction paper, yearn, beads, material, twigs, etc. They should be encouraged to add eyes, nose, mouth, hat, scarf buttons, broom, or other personal items. The more creative and unusual the better!

3.

Discuss with students how they made their snowperson and let each student describe orally several items they used to decorate theirs.

4.

Students make a list, in sequential order, of how they put their snowperson together and decorated it. They should include descriptions, such as color, shape, and size of each item. They should think about sequencing as they would have to make the bottom snowball first, then the middle, and last the head. They should tell what they used for features and how they dressed it.

5.

Students write a first draft, in paragraph form, using their list to help them put their details in sequential order.

6.

After editing, student copy a final draft, which can be done on paper decorated with snowflakes or snowmen.

7.

Display the snowpeople and essays on a bulletin board titled "Let it Snow, Let it Snow, Let it Snow!"

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Viewing Snowflakes Grade Levels: 3 – 5

Objectives • • •

Students will observe snowflakes. Students will document the shapes they see. Students will learn to identify star crystals.

Materials • • • • • •

A snowy day Outside work space Viewing platform: dark cloth, or black construction paper Magnifying glass Notebooks and pens “Types of Snow” handout

Procedure

1. While inside the classroom, review the “Types of Snow” handout. 2. Take the class outside to observe snowflakes. 3. Snowflakes are delicate creatures and their fine crystalline shape can vanish at the touch of warmth. 4. You'll need to freeze your viewing surface (keep it in the fridge or outside in a cold dry area). 5. Students should wear a scarf over their mouth and nose to avoid melting the flakes with their breath. 6. When the snow is falling, hold the platform aloft to catch a few flakes. 7. View with the magnifying glass. 8. Students should immediately draw in their notebooks the shapes they viewed. 9. Ask students to identify which type of crystal they observed.

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Types of Snow Where does snow come from? Snow crystals are born in the clouds when water vapor freezes on a particle of dust, a floating bit of bacteria, or another solid material. When cloud temperatures are at the freezing point or below, and there is an ample supply of moisture in the air, ice crystals form around a core particle. As water vapor condenses and freezes, the complex pattern of a snowflake is born, one molecule at a time. A snowflake's hexagonal shape is born at the atomic level. It is here that water molecules bond together into stable crystal structures. Snow can be further classified into six basic patterns called: Needles, columns, plates, columns capped with plates, dendrites, and stars. Each type is the result of different atmospheric and temperature conditions within the cloud. While no two snowflakes are alike, they can be generally classified into six basic patterns pictured at the left. Each type of flake is a result of unique atmospheric conditions present at the crystal's birth. Think of them as a kind of "cloud diary" and a record of conditions aloft.

Snow Crystals Star Star crystals are born at temperatures near -15 degrees C, and are among the most common type of snowflakes. They are as delicate as they look, and superstars are rare, because large flakes tend to become broken by wind and midair collisions with other crystals. Under ideal conditions several stars my join to form a larger snowflakes. The largest snowflake on record was reported to be a whopping 8" by 12" (about the size of a sheet of typing paper). It was reported to have fallen, probably with a thud, in Bratsk, Siberia in 1971. Dendrite Dendrites are stars with attitude. Essentially, they are three dimensional star crystals with branches growing on more than a single plane. Branches (or arms) connect randomly to a central structure. These complex critters form under extremely cold conditions (-20 to -25 degrees C) when high levels of atmospheric moisture are present. Columns Columns are produced when the air is dryer. They are generally smaller, have a higher density than star crystals, and form over a wide range of temperatures (15 to -25 degrees C).

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Plates Plates are wanna-be stars that are essentially moisture starved. They form at temperatures of -10 to -20 degrees C when there isn't enough atmospheric water vapor available to form the delicate arms of a classic star. Column capped with plates Capped columns are composite flakes formed when the particle of snow passes through different temperature and moisture zones on its journey to the ground. The columns form first, usually at higher and dryer regions of a cloud, and combine with star flakes as they fall through lower and wetter cloud elevations. Needles Needles are formed at the upper end of the temperature spectrum, usually when ground temperatures are at or near the freezing point. To grow, these crystals need an air temperature in the -5 to -10 degrees C range. Needles tend to produce a dense, stiff snow pack which can produce an avalanche under the right conditions. Did you know? The greatest North American snow storm in history occurred on Feb. 13–19, 1959 when 15 feet, 8 inches of snow fell in a single snow storm at Mt. Shasta Ski Bowl, Calif.

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Observing Crystals Grade Levels: 2 - 5

Winter is a time to observe and study crystals, especially as they appear in beautiful snowflakes. Even if you live in a warm area, this activity will help your students understand the formation and complexity of crystals, as well as the characteristic of uniformity all crystals share. Crystals provide information about cloud types, temperatures, and heights of clouds. The shape of crystals varies-many are six-sided or hexagonal in shape, but other patterns exist. After doing this investigation, have your students read about crystals in the library. You may want them to do follow-up mini-reports on crystals and draw some pictures of crystals. Here they will be growing crystals from a solution of sugar and water. The sugar is the seed, or catalyst, that starts the crystal formation. CAUTION: Because boiling water is used in this activity, adult supervision is absolutely necessary!

Objectives •

•

Students will "grow" crystals. Students will observe the way crystals "grow."

Materials • • • • •

•

Glass thermal-treated measuring cup 10-inch long string Spoon Pencil Sugar Boiling water (CAUTION: To be poured only by an adult)

Procedure

1. Pour boiled water into a glass measuring cup. 2. Add l/2 cup of sugar and stir to dissolve. 3. Tie the string to the pencil and put it in the cup so that it dangles in the sugar water.

4. Wait and leave undisturbed for four days. 5. Have your students tell what happened to the string and describe what they saw. 6. Have the students tell what happened to the water. 7. Have your students read and find out what happens inside a cloud when crystals are formed. 8. They will see that all crystals have a definite pattern or symmetry about them. The ions or atoms are arranged in a specific pattern, and this is a characteristic of all crystals. Excerpted from Elementary Science Activities for All Seasons.

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Winter Holiday Contract 1. Choose the winter holiday in which you are most interested. If you (or your family) are from a country other than where you live now, please consider sharing your own customs and traditions with the class. 2. Research your winter holiday. You may use all kinds of reference books and encyclopedias. You may also consult primary sources—people with first-hand, personal knowledge. Interview your parents, older relatives, and family friends. Just be sure to write down where you got your information. 3. Your report will be due during the last two weeks before winter vacation. Make an appointment so your presentation can be scheduled. Try not to wait until the last minute. 4. Here is what to do for your report/presentation: a.

Write an information paper to be turned in. Here are some things to include (though you may think of many more): • • • • • • • • • • • •

b.

What is the name of your holiday? Where is it celebrated? When is it celebrated? What are the customs associated with it? Are there special ceremonies? Feasts? Foods? Parades? Are there special costumes? Are gifts exchanged? Is there a gift-giver (like Santa Claus)? What is the gift-giver called? What stories are told about the gift-giver? Is the holiday different for children and adults? Does your holiday have a religious significance?

Include a bibliography. Don’t forget to list any primary sources.

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Winter Holiday Contract c.

(cont.)

Do at least __________ of the following: • Create a holiday wordsearch or crossword puzzle. Make enough copies for the class. Include an answer key for the teacher. • Create a center for a primary class with books, pictures, worksheets, and activities. Present the center to the primary class of your choice two weeks before vacation. (Remember to get permission from the teacher of the class.) • Make an ornament or a door or table decoration representing your holiday. Display it in class. • Prepare and teach a holiday art project. This may be done in your class or you may arrange to do it for another teacher. Make an appointment for the time you will need. • Write and illustrate a poem or a story to go with your holiday. • Find a book about your holiday and practice reading it aloud with expression. Present a story time to a primary class. Remember to arrange this with the teacher of the class. • Create your own activity. Check with the teacher first.

d.

Be prepared to make an oral presentation to describe and display the activities you have completed for your holiday contract. Plan to read your information paper aloud to the class.

e.

Optional: Bring the class a food treat representing your holiday. Distribute it at the end of your presentation.

Fill out the form below, clip it off, and return it to the teacher.

Name ___________________________________________________________ The holiday I have chosen is _________________________________________ I would like to schedule my presentation on _____________________________ TeacherVision.com

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If you schedule your presentation early enough, you may invite your parents to come and be part of the audience. (If you wait until the last minute, we will not be able to guarantee a definite time.)

A Seasonal Terrarium Grade Levels: 2 – 4

Objective •

Students watch the changes of the seasons from winter to spring with a seasonal terrarium.

Materials • • • •

Quart jars (use pint jars to complete the project on a smaller scale) Potting soil Varieties of seeds Crushed ice

Procedures

1. Lead a brainstorming discussion about the changes present as winter gives way to spring. 2. Put the children in groups of four and provide each group with a jar. 3. The groups add potting soil to about 1/3 full. 4. Sprinkle seeds, then add another 1/4" of potting soil. 5. Add crushed ice to about 1" deep. 6. It is now winter in the seasonal terrarium. 7. Put a lid on the terrarium and place it in a sunny window. The children should watch and, if you wish, journal the changes beginning with the melting snow, which waters the tiny seeds. Within a few weeks, the warmth and moisture will encourage seedlings to creep cautiously upward. Eventually spring will come to the terrarium with tall, viable plants.

Excerpted from Themes Across the Curriculum.

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Butterfly Garden Grade Levels: 4 - 6

Motivation: The emergence of a butterfly from its chrysalis is an exciting climax to a classroom activity that follows the developmental stages in the life of an insect. When placed in a container that allows for easy viewing by all students, butterfly larvae collected from leaves on native plants can be observed over a period of months, during which time they feed, grow, prepare their pupa cases, and withdraw from visible activity until the long-awaited E-Day. Students should be encouraged to "adopt" a larva and follow the sequence of events in which the organism undergoes a complete change in form and emerges as an adult butterfly.

Strategies Involved: • •

Student involvement Science skills development

Materials Required: • • • • • • •

A clear plastic sweater box or shoe box A shallow cup A square of nylon net Moist soil A large rubber band Two or three caterpillars of painted lady or other species Two or three leafy twigs from the plant on which the caterpillars were found

Procedure:

Enlist the aid of student volunteers for performing the following: 1. Place a 1-inch base layer of moist soil in the bottom of a clear, plastic sweater box or shoe box. 2. Set a small cup of water on the surface of the soil. 3. Place two or three leafy twigs so that their cut ends are immersed in the water in the cup and their upper ends rest against the side of the box. 4. Gently place the selected caterpillars on the twigs. 5. Place a square of nylon net over the top of the box and secure it with a strong rubber band, thus forming an escape-proof lid that also provides the caterpillars with proper ventilation.

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Encourage students to develop a sensitivity to the events occurring in the butterfly garden and to the well-being of the inhabitants. They should: 1. Make necessary adjustments to ensure proper conditions of air, light, temperature, and moisture for the developing organisms. 2. Observe the gradual changes that occur as the caterpillars pass through successive stages of development in their life cycles, and mark on a calendar the amount of time spent in each developmental stage. 3. Release adult butterflies into the outside environment when weather conditions are suitable. Excerpted from Hands-On Science!

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Insects Bulletin Board Grades K-3

Objectives • •

Encourage educational conversation about insects with this ladybug bulletin board. View an example of this bulletin board idea for the spring.

Materials • • • • • • • • • • • •

Yellow cloth background Red border Red letters Encyclopedia and books showing pictures of insects One dinner plate Black, red, and yellow paper (optional) Any white paper that crayons can write on (Used computer paper, clean on one side, is good.) Computer paper Wide-tipped black marker Crayons Scissors Glue

Procedure

1. Make a ladybug from the ladybug pattern. Use colored paper or white paper and color it heavily: red wings with two black spots. Make a black back strip, black legs, black eyes, a black head, and black antennae. Make three yellow spots on two sides and the back of the head. Cut out the bug. Outline the two yellow spots on the side of the head with black marker. 2. Using yellow paper, trace around a dinner plate with wide black marker. Cut out the circle, including the black border, and place it behind the ladybug. 3. Show the children pictures of insects. Use the encyclopedia or read a children's book about insects, such as Amazing Insects by L.A. Mound or Bug Wise by Pamela Hickman. 4. Discuss insects. •

•

They are often small, with three pairs of legs, a segmented body (three parts), and usually two pairs of wings and two antennae. Insects include the bee, ant, cockroach, termite, mosquito, cricket, wasp, ladybug, moth, dragonfly, flea, butterfly, firefly, walking stick, louse, and fly. Insects live nearly everywhere on earth. You find them from snowy places to deserts.

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• • • •

Some insects make noises. Some insects get air (or breathe) through holes in their sides. Some insects bite animals and people. Insects are many colors. Insects are food for birds, fish, and other animals.

5. Use five sheets of computer paper, cut in half lengthwise, to make labels. Write with a marker: 6 legs, body in 3 parts, usually 2 pairs of wings, usually 2 antennae, food for animals. Excerpted from More Bulletin Boards for Every Month.

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May Baskets 1. Use green Plastic berry baskets from the market. Weave a ribbon through the holes, leaving enough extra at both ends to tie a bow at the top as a handle. Weave more ribbon in a pleasing design around the sides if desired. Stuff the bottom with damp, crumpled paper towels or wet moss, and fill with short-stemmed flowers.

2. Start with a plain paper cup. Decorate it with crayons or markers, or cut designs from paper and glue them on the cup. Another option is to cover it with colored paper. Cut the paper a little “taller” than the cup so you can cut fringe for the top and bottom edges as shown below. Add a pipe cleaner handle. Fill with flowers or candy.

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3. Fold a square of fabric or paper in half diagonally. Add flowers that have long stems. Tie or staple the top corners together as a handle.

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May Baskets

(cont.)

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Cut out the basket and color it. Fold along the dotted line. Glue or staple the sides together. Fill with flowers or candy.

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Class Garden Grade Levels: K – 3

Objective •

The students will create a class garden and observe the growth of the plants.

Materials • • • •

Garden spot Child-sized garden tools Seeds Watering cans or spray bottles

Procedures

1. Select a spot for your garden, then ask a parent to come help you till it. (Use landscape timbers or rocks to outline the area.) 2. Let the children decide which vegetables they would like to grow, then purchase the seeds.

3. Read the directions on the seed packets and make a diagram of the garden to outline where to plant different seeds. 4. Several days before planting, encourage the children to dig in the dirt with their tools and shovels. 5. Let the children make the rows, plant the seeds, and water their garden. (Label each row.) 6. Have the children care for their plants by pulling weeds and watering them throughout the year. 7. Encourage the children to "harvest" their vegetables and prepare them for snack or lunch. 8. Make a scarecrow for your garden. Stuff an old hose with leaves and straw for the arms and legs, then dress it in old clothes. Make a head from a grocery sack and stick on a funny hat. Excerpted from Science Surprises!

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Herbs in the Classroom Grade Levels: K - 5

Objectives • •

Students will observe plant growth. Students describe the plants and communicate data about them.

Materials • • • • • •

Egg carton, Dixie cups, or small planting containers Potting soil Herb seeds (parsley, chives, and basil are good indoor choices) Shoe box or plastic Tupperware tray with high sides Aluminum foil Plastic wrap

Procedure 1. Read the directions on the seed packets for planting tips (parsley seeds, for example, will sprout more quickly if the seeds are soaked for 48 hours before planting). 2. Students punch small drainage holes in the bottom of the egg cartons or paper cups. 3. Students fill each cup with potting soil. Have them press down firmly and water. 4. Students sprinkle a few seeds on top of the soil and then add a thin layer of potting mix on top of the seeds. 5. Have them press gently and water again. 6. If students are planting different herbs, have them add labels to each pot so they don’t forget which one’s which (popsicle sticks make good markers). 7. Put the mini pots in the box and cover the top tightly with plastic wrap. 8. Place the greenhouse in a warm spot. 9. Keep an eye on the seeds, but don’t water them! The plastic wrap will keep enough moisture locked inside. 10. Once the seeds have sprouted (basil takes about 5 days, chives 10 to 14, and parsley about 21) remove the plastic wrap and put the pots in a sunny spot. Now the students will need to water them regularly. 11. As the herbs grow, they’ll need to transplant the plants a few times into bigger pots. Additional Activities Students can draw what the plants look like each week, and write about what the plants looks like, recording growth over time.

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Bird Bread Grade Levels: K – 3

Objectives The students will observe birds feeding in their natural environment.

Materials • • • • • • •

Stale bread Egg white Bird seed Cookie cutters Straw String or yarn Paint brush

Procedure 1.

Cut out shapes from the bread with the cookie cutters. (You can also use leftover biscuits, bagels, buns, or other breads.)

2.

Poke a hole in the shape with a straw, and tie on a piece of string or yarn as a hanger.

3.

Brush the egg white on the bread, then sprinkle on bird seed.

4.

Dry. Hang outside from a tree.

5.

Observe to see which kinds of birds eat the bird bread. Which spot do they prefer to eat from?

6.

You can also string raisins, cranberries, popcorn, and marshmallows to make a chain. Hang from a tree and observe which is the birds' favorite food.

Excerpted from Science Surprises!

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Summer Splash Word Puzzles What do you like to do in the summer? Henry and Mudge like to go camping at Big Bear Lake. What else can you do during the summer? The crossword below has a few ideas. Across 1. Opposite of cloudy 2. During a summer storm, you might hear this rumbling. 3. Now that it’s warm outside, you might go for a ride on this two-wheeled thing.

3

4

3 2

1

Down

Can you unscramble these summer words? 1. EUNJ 2. THO 3. IMMSNIWG OOPL 4. ABBASLEL 5. LUYJ 6. SROTHS

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© Illustrations by Suçie Stevenson. Reproducible Crossword/Scramble Activity

1. When it’s hot, you might want to do this in a pool or lake. 2. Henry and Mudge and Henry’s mom and dad sleep in a ____________ when they go camping. 3. The month that comes after June. 4. You might add this to your drink to keep it cold.

Summer Splash Word Puzzles Answer Key

Crossword Puzzle: Across:

Down:

1. SUNNY 2. THUNDER 3. BICYCLE

1. SWIM 2. TENT 3. JULY 4. ICE

Word Scramble: 1. JUNE 2. HOT 3. SWIMMING POOL 4. BASEBALL 5. JULY 6. SHORTS

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Making Sand Art Grade Levels: Pre-K – 3

Objective •

Students will create plaster molds.

Materials • • • • •

Sand A tray, an old cookie sheet, or large bowl Plaster Cookie cutters Paints

Procedure 1. Fill the tray with damp sand. You may have to add a little water to the sand. 2. Make a design in the sand. Students can use their fingers, paintbrushes, or even cookie cutters. 3. When they're happy with their design, use a spoon to carefully add plaster to the tray. 4. Let the plaster dry. 5. After it's dry, remove the plaster mold from the tray. 6. Brush away any loose pieces of sand. 7. Paint the molds.

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Build a Seminole Summer House The Seminole Indians lived in Florida where it is warm most of the year. Like the people in the warm climates of the South Pacific and the nearby Caribbean, the Seminoles did not require enclosed shelters. The people could enjoy the fresh air and cooling breezes in the shade of their summer house. To build a model Seminole summer house, follow these directions.

Materials: • sticks or dowels about 1/4" (.6 cm) thick – four 10" (25 cm) long – two 11 1/2" (29 cm) long – six 6" (15 cm) long – seven 12" (30 cm) long – twenty 3 1/2" (9 cm) long

• flat pieces of wood 6" (15 cm) long • box approximately 10" x 15" x 1" (25 cm x 37.5 cm x 2.5 cm) • grass, straw, or raffia • string or other lashing material • glue

Directions: 1. Make a 6" x 12" (15 cm x 30 cm) platform by lashing two 12" (30 cm) and two 6" (15 cm) sticks at the corners. 2. Glue the flat pieces of wood onto the sticks. This makes the flooring. Set aside. 3. Construct the building frame as illustrated. Lash all junctures together. 4. Place blobs of clay at the ends of the frame as shown. Place the frame in the box. 5. Add the platform to the frame about 2 1/2" (6 cm) up. Lash it in place. 6. Glue the flat pieces on for the roof. Cover with tied bunches of grass, straw, or pieces of raffia. Lash on the remaining 3 1/2" (9 cm) sticks for triangular roof supports. 7. Glue any place which needs extra reinforcement. 8. Fill the box with sand so that the platform is about 1 1/2" (4 cm) above the surface 3

© Teacher Created Resources, Inc.

5, 6 and 8

2

.

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Have a Great Summer from Katie Kazoo Now that the school year is almost ended, we wanted to be sure to wish every member of the Katie Kazoo Crew a great summer. We know Katie and her friends have plans for their vacations, and we want to offer you some ideas for yours.

Fourth of July If your town or community has an Independence Day Parade, your Katie Kazoo Classroom Crew should try to participate. Marching in a parade takes practice and precision, but it’s worth the work when everyone applauds and shouts as you march down your town’s main street. You’ll also need your parents’ help to find out whom you need to contact to get a spot in the festivities. And you’ll need a plan that includes costumes and marching routines. A simple idea is for each of you to come dressed up as your favorite Katie Kazoo book cover. Just two pieces of oak tag or foam core and some yarn, crayons, paint, and glitter, plus your own creativity—can turn a simple person into a book.

Write a one-or-two-sentence review of the book on the back cover—the second piece of oak tag or foam core. Make the words as big as you can so people will be able to read it as you march by. At the bottom of your “back cover” be sure to put your name and fill in the sentence “I READ ____ KATIE KAZOO SWITCHEROO BOOKS THIS YEAR” with the number of titles you read. Now punch holes at the upper right and upper left-hand sides of both the front and back covers. Use string, ribbon, or yarn to attach the two covers through the holes so that the costume will hang from your shoulders in sandwichboard fashion. Then, practice walking and marching in your costume; and get ready for applause as you come down the street. Everyone in your community will be proud to see they have so many good readers!

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© illustrations by John and Wendy

Copy the art from your favorite Katie Kazoo title onto one piece of the oak tag or foam core. Be sure to include the title, author, and series name—so that it really does look like the book cover. That’s the front of your costume.

Volunteer Just as Katie and her cooking club baked cookies for a homeless shelter in A Katie Kazoo Christmas, you and your friends can do something good for your community. Help out in a local senior center. You can work with organizations in your town to beautify an old lot, or plant flowers in a park garden. Every town has more to do than it can get done. See how you can help during your summer vacation.

Write Postcards If your family’s vacation plans include a trip, be sure to take along the addresses of your friends, postage stamps, and a couple of your favorite pens so you can send them postcards “wishing they were here” during your travels. Everyone loves to get mail, and your friends will be happy to hear from you while you are away.

Read

Keep a book with you wherever you go: to the beach, for a long ride, when you visit relatives. A book can be your friend no matter what you are doing. Keep a journal of all the books that you’ve read over the summer. We’re betting your new teacher will want to know. Have Fun. Katie insists on that!

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© illustrations by John and Wendy

Summer is a great time to do lots of reading—to experiment with all kinds of books: fiction, non-fiction, biographies, tall tales, and picture books. Most public libraries have terrific summer reading programs for the kids in their communities. Join in!

Postcards Icebreaker Grade Levels: 3 – 6

Objectives •

Students will write and illustrate a postcard to a classmate about a summer vacation, camp experience, or other summer activity using a pen name.

•

Based on the information in the postcard, students in the class will try to guess each postcard’s author.

Materials • • • •

Slips of paper, each with the name of a famous person on it (enough for your entire class) Hat or shoebox 5" x 7" index cards Art materials

Procedure

1. Have students draw from a hat the name of a famous person for their pen name. (Famous writers or authors are a good choice.) 2. Place all names back in the hat and have them draw the name of the famous person to whom they will be addressing their correspondence. 3. Using one side of a 5" x 7" index card, have students write a letter from their vacation spot as if they were still there, detailing where they are and what they’re doing. 4. On the opposite side of the index card, have students draw a scene from their vacation and address it to the recipient. 5. Collect and redistribute the postcards over any period of time. 6. Have students give a presentation on the postcard they received, and allow the class to guess who – instead of Virginia Woolf or Mark Twain – really visited the Grand Canyon during the summer.

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The following pages were excerpted from Native Americans, by Teacher Created Resources:

• •

What Makes an Indian Summer? Build a Seminole Summer House

The following pages were excerpted from Multicultural Holidays, by Teacher Created Resources: • • • •

Winter Solstice Activities Explaining the Winter Solstice Winter Holiday Contract: Grades 4-6 May Baskets

The following page was excerpted from Art Today and Every Day, by Teacher Created Resources: •

Snowman Mobile

The following page was provided by Simon & Schuster: •

Henry & Mudge Summer Splash Word Puzzles