Activity Card Samples
Art & Crafts Sample:
SPACE HELMETS 1-C4
Preparation: (30 minutes)
Send a note home asking each parent to send in empty gallon milk jug in to class. Have them cut the top and handle out making a large opening and U-shape so it can be slipped over the child’s head.
You will need:
* scraps of material * aluminum foil
* colored tissue * stickers
* glue, glue cups and brushes * permanent markers
* pipe cleaners * tissue
* Misc. bits of: packing beads, bread tags, twist ties, paper cups, milk caps, etc.
1. Have a few extra precut milk jugs available in case parents forget.
2. Lay all the materials you have collected on the tables where the children can easily reach.
Activity:
1. Gather the children and tell them that they will be making space helmets. Slip the helmets on the children to make sure that they fit and make the necessary cuts before they begin decorating.
2. Ask the children to describe what they think a space helmet should look like and what features it might have. Discuss the visor, the radio, and other space helmet attributes.
3. Have the children sit at the tables. Point out the various materials you have collected and encourage them to add what they wish. This would be an excellent activity for the teacher to make along with the children to have them visually model ideas. Create dialogue with them as they work, “You added the packing beads because..., Wow, you used a lot of foil that will reflect the light!” etc.
4. After they are dry, let the children play using their new helmets. Take pictures that can be added to a space experience book or put on display for the children and parents.
Outer Space and Beyond! C1 S10 FM3 Arts and Crafts
Preparation: (30 minutes)
Send a note home asking each parent to send in empty gallon milk jug in to class. Have them cut the top and handle out making a large opening and U-shape so it can be slipped over the child’s head.
You will need:
* scraps of material * aluminum foil
* colored tissue * stickers
* glue, glue cups and brushes * permanent markers
* pipe cleaners * tissue
* Misc. bits of: packing beads, bread tags, twist ties, paper cups, milk caps, etc.
1. Have a few extra precut milk jugs available in case parents forget.
2. Lay all the materials you have collected on the tables where the children can easily reach.
Activity:
1. Gather the children and tell them that they will be making space helmets. Slip the helmets on the children to make sure that they fit and make the necessary cuts before they begin decorating.
2. Ask the children to describe what they think a space helmet should look like and what features it might have. Discuss the visor, the radio, and other space helmet attributes.
3. Have the children sit at the tables. Point out the various materials you have collected and encourage them to add what they wish. This would be an excellent activity for the teacher to make along with the children to have them visually model ideas. Create dialogue with them as they work, “You added the packing beads because..., Wow, you used a lot of foil that will reflect the light!” etc.
4. After they are dry, let the children play using their new helmets. Take pictures that can be added to a space experience book or put on display for the children and parents.
Outer Space and Beyond! C1 S10 FM3 Arts and Crafts
Cooking Sample:
GHOSTS IN THE GRAVEYARD 2-S1
Preparation: (15 minutes)
You will need:
* 16 oz. of chocolate sandwich cookies * 3 ½ c. cold milk
* 2 pkg. chocolate instant pudding * 12 oz. Cool Whip®
* 9X13” pan * plastic bags
* rolling pins * mixing bowl
* wire whisks * measuring cup
* spoons * candy corn
* candy pumpkins * oblong cookies
Activity:
1. Lay the above listed ingredients and materials on a table and invite the children to come over once they have washed their hands. Tell them that they are going to help make a spooky dessert!
2. Place 3 - 4 chocolate cookies in a plastic bag and hand to each of the children. Demonstrate how they can crush the cookies using the rolling pins or spoons. When the cookies are crushed, have them pour the crumbs into a mixing bowl and take a few more until all the cookies have been crushed.
3. Select a few children to measure and pour the milk into a mixing bowl and add the chocolate pudding mix. Hand them the whisks and let them stir briskly for 3 or 4 minutes.
4. Let them help mix the Cool Whip® and half of the cookie crumbs and then pour into the bottom of the 9X13” pan. Sprinkle the rest of the crumbs on top.
5. Let them decorate the “graveyard” with the candy corn and pumpkins as well as sliding oval cookies into the mixture to look like tombs. Refrigerate for about an hour before eating.
Halloween L2 H6 FM1 Cooking & Snacks
Preparation: (15 minutes)
You will need:
* 16 oz. of chocolate sandwich cookies * 3 ½ c. cold milk
* 2 pkg. chocolate instant pudding * 12 oz. Cool Whip®
* 9X13” pan * plastic bags
* rolling pins * mixing bowl
* wire whisks * measuring cup
* spoons * candy corn
* candy pumpkins * oblong cookies
Activity:
1. Lay the above listed ingredients and materials on a table and invite the children to come over once they have washed their hands. Tell them that they are going to help make a spooky dessert!
2. Place 3 - 4 chocolate cookies in a plastic bag and hand to each of the children. Demonstrate how they can crush the cookies using the rolling pins or spoons. When the cookies are crushed, have them pour the crumbs into a mixing bowl and take a few more until all the cookies have been crushed.
3. Select a few children to measure and pour the milk into a mixing bowl and add the chocolate pudding mix. Hand them the whisks and let them stir briskly for 3 or 4 minutes.
4. Let them help mix the Cool Whip® and half of the cookie crumbs and then pour into the bottom of the 9X13” pan. Sprinkle the rest of the crumbs on top.
5. Let them decorate the “graveyard” with the candy corn and pumpkins as well as sliding oval cookies into the mixture to look like tombs. Refrigerate for about an hour before eating.
Halloween L2 H6 FM1 Cooking & Snacks
Fingerplay & Song Sample:
THIS IS THE WAY WE MILK THE COWS 3-D7 Sung to the tune of: Mulberry Bush
This is the way we milk the cows, (pretend to milk a cow)
milk the cows, milk the cows,
This is the way we milk the cows,
On Old Mac Donald’s Farm..
Other verses:
This is the way we feed the chickens (pretend to scatter seeds on the ground)
This is the way we gather the eggs (pretend placing eggs into a basket)
This is the way we sheer the sheep (pretend to hold and sheer a sheep)
This is the way we plant the corn (planting a seed and cover with dirt)
This is the way we pick the apples (reaching and plucking apples)
Old Mac Donald’s Farm C2 H5 Fingerplays & Songs
This is the way we milk the cows, (pretend to milk a cow)
milk the cows, milk the cows,
This is the way we milk the cows,
On Old Mac Donald’s Farm..
Other verses:
This is the way we feed the chickens (pretend to scatter seeds on the ground)
This is the way we gather the eggs (pretend placing eggs into a basket)
This is the way we sheer the sheep (pretend to hold and sheer a sheep)
This is the way we plant the corn (planting a seed and cover with dirt)
This is the way we pick the apples (reaching and plucking apples)
Old Mac Donald’s Farm C2 H5 Fingerplays & Songs
Games Sample:
FLIPPER RELAYS 4-J10 Preparation: (5 minutes)
You will need:
* flippers * snorkel mask * tape, rope or chalk
1. Send a note home requesting a few pairs of swim flippers and snorkel masks.
2. Mark a starting line and turn around line with tape, rope or chalk.
Activity:
1. Gather the children and hold up the flippers and snorkel mask. Ask if they know what they are used for and who might use them. Explain that they are going to pretend to be ocean snorkelers, but instead of swimming in the water, they are going to swim on land!
2. Demonstrate how to slip the flippers and mask on and how to lift the legs high to walk. Give them each a few minutes practice before beginning.
3. Tell the children that the object of this relay is to put on the flippers and mask, walk down to the turnaround line and back, take the flippers and mask off and pass them to the next child in line. The team to do this the most quickly becomes “Master Snorkelers!”
4. Divide the class into 2 or more teams (use as many flipper and mask sets as you have donated) and line them up to begin. Start them with a, “Ready, Set, Swim” command.
5. “Swim” this relay 2 or more times if time allows.
** Because children may trip or fall while playing, keep on a well-carpeted or grassy area.
Under The Boardwalk HN1 S10 GM3 Games
You will need:
* flippers * snorkel mask * tape, rope or chalk
1. Send a note home requesting a few pairs of swim flippers and snorkel masks.
2. Mark a starting line and turn around line with tape, rope or chalk.
Activity:
1. Gather the children and hold up the flippers and snorkel mask. Ask if they know what they are used for and who might use them. Explain that they are going to pretend to be ocean snorkelers, but instead of swimming in the water, they are going to swim on land!
2. Demonstrate how to slip the flippers and mask on and how to lift the legs high to walk. Give them each a few minutes practice before beginning.
3. Tell the children that the object of this relay is to put on the flippers and mask, walk down to the turnaround line and back, take the flippers and mask off and pass them to the next child in line. The team to do this the most quickly becomes “Master Snorkelers!”
4. Divide the class into 2 or more teams (use as many flipper and mask sets as you have donated) and line them up to begin. Start them with a, “Ready, Set, Swim” command.
5. “Swim” this relay 2 or more times if time allows.
** Because children may trip or fall while playing, keep on a well-carpeted or grassy area.
Under The Boardwalk HN1 S10 GM3 Games
Language Arts Sample:
THE ALPHABET TRAIN 5-H4
Preparation: (35 minutes)
You will need:
* construction paper * scissors * glue * markers
* object pictures * 6-8 shoe boxes * train books
1. Cover the boxes and decorate to look like boxcars on a train. Make an engine and a caboose out of construction paper and attach. Label each box with a different alphabet letter. The letters Pp, Mm, Dd, Tt, Bb, Ss, Rf and Ff work well.
2. Cut out the object pictures representing those beginning sounds and that are items that might be transported on trains such as potatoes, pianos, milk, men, dogs, telephones, buggies, stoves, rockers, furniture, etc. Have several examples for each letter.
Activity:
1. Lay the pictures on the floor and set the box “train” along the wall where all the children can see. Tell them that they are going to sort the pictures by beginning sounds and place them in the box car with the corresponding letters. Explain and demonstrate with exaggerated sounds how each object can fit in just one box.
2. Let 1 or 2 verbal children go first to model how to do this activity. Reinforce answers with dialogue such as, “That’s correct, rrrattle starts with a “r” and goes into the Rr car, or, “Listen again, what sound do you hear when I say sssalt?” Give each an opportunity to place objects in the cars.
3. Leave this activity out for children to use during free time.
On The Road Again L6 H4 L2 Language Arts
Preparation: (35 minutes)
You will need:
* construction paper * scissors * glue * markers
* object pictures * 6-8 shoe boxes * train books
1. Cover the boxes and decorate to look like boxcars on a train. Make an engine and a caboose out of construction paper and attach. Label each box with a different alphabet letter. The letters Pp, Mm, Dd, Tt, Bb, Ss, Rf and Ff work well.
2. Cut out the object pictures representing those beginning sounds and that are items that might be transported on trains such as potatoes, pianos, milk, men, dogs, telephones, buggies, stoves, rockers, furniture, etc. Have several examples for each letter.
Activity:
1. Lay the pictures on the floor and set the box “train” along the wall where all the children can see. Tell them that they are going to sort the pictures by beginning sounds and place them in the box car with the corresponding letters. Explain and demonstrate with exaggerated sounds how each object can fit in just one box.
2. Let 1 or 2 verbal children go first to model how to do this activity. Reinforce answers with dialogue such as, “That’s correct, rrrattle starts with a “r” and goes into the Rr car, or, “Listen again, what sound do you hear when I say sssalt?” Give each an opportunity to place objects in the cars.
3. Leave this activity out for children to use during free time.
On The Road Again L6 H4 L2 Language Arts
Math Sample:
COUNTING TEETH 6-E8
Preparation: (20 minutes)
You will need:
* butcher paper * markers * tape * construction paper
1. Make a large T-Rex head using the butcher paper. Emphasize the mouth, but do not add teeth. Hang the head on a wall, chalk board or easel.
2. Make 20 - 40 triangular teeth and have tape handy.
Activity:
1. Gather the children around the T-Rex head you have made. Point out that this poor T-Rex has no teeth! Tell them that they will be helping Mr. T-Rex by counting out teeth for him.
2. Select children to come up to add 1, 2, or 3 teeth for Mr. T-Rex. After each addition, count the total teeth in his mouth. Depending on your class, they should be able to count to 12 or higher.
3. To create more space in T-Rex’s mouth, intermittently ask children to take 1, 2, or 3 teeth from his mouth (he does lose and break teeth frequently). Again, count the total teeth after each subtraction. Continue until each child has had a chance to add or take teeth from Mr. T-Rex.
Variations/Extensions:
** Write each addition and/or subtraction sentence on chart paper as they add and take away teeth.
** Repeat the activity using a Stegosaurus without plates.
** Duplicate T-Rex’s empty mouth on drawing paper and have the children paste or draw a designated number of teeth in his mouth.
** For young children add 3 horns on a Triceratop.
Dinosaurs M1 S9 L2 Math
Preparation: (20 minutes)
You will need:
* butcher paper * markers * tape * construction paper
1. Make a large T-Rex head using the butcher paper. Emphasize the mouth, but do not add teeth. Hang the head on a wall, chalk board or easel.
2. Make 20 - 40 triangular teeth and have tape handy.
Activity:
1. Gather the children around the T-Rex head you have made. Point out that this poor T-Rex has no teeth! Tell them that they will be helping Mr. T-Rex by counting out teeth for him.
2. Select children to come up to add 1, 2, or 3 teeth for Mr. T-Rex. After each addition, count the total teeth in his mouth. Depending on your class, they should be able to count to 12 or higher.
3. To create more space in T-Rex’s mouth, intermittently ask children to take 1, 2, or 3 teeth from his mouth (he does lose and break teeth frequently). Again, count the total teeth after each subtraction. Continue until each child has had a chance to add or take teeth from Mr. T-Rex.
Variations/Extensions:
** Write each addition and/or subtraction sentence on chart paper as they add and take away teeth.
** Repeat the activity using a Stegosaurus without plates.
** Duplicate T-Rex’s empty mouth on drawing paper and have the children paste or draw a designated number of teeth in his mouth.
** For young children add 3 horns on a Triceratop.
Dinosaurs M1 S9 L2 Math
Science Sample:
CLOTHING TEXTURES 7-B5 Preparation: (30 minutes)
You will need fabric swatches that feel soft, rough, smooth, slippery and silky. Suggestions:
soft rough smooth silky
slippery hard velvet burlap
chintz silk leather buttons
flannel zippers buckles scarves
vinyl snaps T-shirts straw
leather rayon plastic
1. Make texture cards using the names and a corresponding fabric swatch or item.
2. Also have a paper bag or large box handy.
Activity:
1. Display the fabric swatches, fasteners, and clothing items. Give the children a few minutes to look, touch, and comment on the assortment.
2. Pick up several fabrics and pass them around to the children asking them, "How does it feel?" Point out the texture words. Ask, "Which one is it like? Help the children sort the samples by texture.
3. Place several items in the bag/box. One at a time, have the children reach in and describe the texture without looking. Once he/she has identified the texture category, have him/her pull the item out of the bag/box and get feedback from the class.
4. Ask the children to look around the room or at their own clothes. "Is there anything that might be smooth? Rough? Soft? Etc.
5. To challenge older children, play "I Spy" using texture words.
Let’s Go Shopping S8 H4 S5 Science
You will need fabric swatches that feel soft, rough, smooth, slippery and silky. Suggestions:
soft rough smooth silky
slippery hard velvet burlap
chintz silk leather buttons
flannel zippers buckles scarves
vinyl snaps T-shirts straw
leather rayon plastic
1. Make texture cards using the names and a corresponding fabric swatch or item.
2. Also have a paper bag or large box handy.
Activity:
1. Display the fabric swatches, fasteners, and clothing items. Give the children a few minutes to look, touch, and comment on the assortment.
2. Pick up several fabrics and pass them around to the children asking them, "How does it feel?" Point out the texture words. Ask, "Which one is it like? Help the children sort the samples by texture.
3. Place several items in the bag/box. One at a time, have the children reach in and describe the texture without looking. Once he/she has identified the texture category, have him/her pull the item out of the bag/box and get feedback from the class.
4. Ask the children to look around the room or at their own clothes. "Is there anything that might be smooth? Rough? Soft? Etc.
5. To challenge older children, play "I Spy" using texture words.
Let’s Go Shopping S8 H4 S5 Science
Social Studies Sample:
LOCATION T-SHIRTS 8-K7 Preparation: (10 minutes)
You will need:
* maps * globe * chart paper
* markers * colored tape
1. Send a note home to the parents and ask them to help their children find a “location T-shirt” meaning a shirt that has information or advertisement of a place. The location can be anyplace; a local business, a beach resort, a college university, sports jersey’s, etc.
2. Prepare the chart paper for a graph. Make continent, country, state and/or community categories.
Activity:
1. As the children arrive, comment on their “location T-shirts”.
2. During the morning activities, have each child share their shirts. Ask questions such as “Where does it comes from? Who went to that place with you? What made you bring this shirt today?”
3. Bring out the globe and maps. Point out and mark each location using the colored tape and then plot on the graph you have prepared.
4. Review the results. Whose T-shirt came from the farthest away? The closest? Most unusual place?
** If someone forgets to bring in a shirt, look on the manufacturer’s tag and find where the shirt was assembled or made and use that for the location.
General Theme H2 SE2 Social Studies
You will need:
* maps * globe * chart paper
* markers * colored tape
1. Send a note home to the parents and ask them to help their children find a “location T-shirt” meaning a shirt that has information or advertisement of a place. The location can be anyplace; a local business, a beach resort, a college university, sports jersey’s, etc.
2. Prepare the chart paper for a graph. Make continent, country, state and/or community categories.
Activity:
1. As the children arrive, comment on their “location T-shirts”.
2. During the morning activities, have each child share their shirts. Ask questions such as “Where does it comes from? Who went to that place with you? What made you bring this shirt today?”
3. Bring out the globe and maps. Point out and mark each location using the colored tape and then plot on the graph you have prepared.
4. Review the results. Whose T-shirt came from the farthest away? The closest? Most unusual place?
** If someone forgets to bring in a shirt, look on the manufacturer’s tag and find where the shirt was assembled or made and use that for the location.
General Theme H2 SE2 Social Studies
