SCIENCE: Animal Growth and Change
ARTS: Mood Music, Visual Arts
activities are taken from the curriculum of Educating Children for
Parenting, which uses the model of regular parent-infant classroom
visits. The lessons are designed to be integrated into these and
other existing classroom subjects. Founded in 1978, this national
nonprofit organization trains educators to implement a standards-driven
parenting education curriculum in Grades K-8. It has now reached
over 100,000 children.
Children for Parenting®
Belmont Bldg, Suite 701, 211 North 13th Street
Unit Lesson #1
lessons, 45 minutes each
Students will be able to identify the terms past, present
and future. Students will construct interview questions,
gather information and summarize responses. Students will also be
able to compare and contrast life style changes from the past to
English Language Arts #1 through #5.
copy of the childrens book Yonder by Tony Johnston, paper
and pen/pencil, Worksheet #2a.
aloud Yonder. Create a story map (Worksheet #2a) which maps the
family tree. Discuss changes to the family and how it grew. How
did the land change as the family grew? Finally, how did the tree
that was planted by the first family change?
- Write the
words past, present and future
on the board. Ask students to explain what these words mean. Ask
how they may be connected to the story.
- Hand out
a piece of paper and fold to create three columns. Label each
column with the title Past, Present or
Future. Invite students to make observations about
how the inhabitants, the tree, and the land changed with time.
Record observations in the Past and Present
- Allow time
for students to share their observations. Draw students
attention to the Future column. Drawing on students
prior knowledge of community changes and progress, have students
make predictions about what will happen to the community in the
- Discuss predictions.
ways in which their neighborhood and family have changed in time.
to students that they will be constructing questions to conduct
interviews with neighbors or older adults to determine how our community
has changed over time. Allow students time to brainstorm questions
on their own. Bring students together to share their ideas for questions.
a homework assignment or independent activity, have students create
their own Family Tree or Family History Profile.
students to visit an local nursing home to gather information about
the past. Create a class newspaper to share results or encourage
students to display information in table or chart
Unit Lesson #3
Growth and Change
will be able to identi~ and describe the stages of growth in various
animals. Students will create an acrostic poem choosing the letters
of one of the animal names.
Content and Performance Descriptions #2 and #8.
Language Arts #2 and #3.
pictures of students brought from home; pictures of various animal
babies; pictures of various corresponding adult animals; paper and
pencil/pen; several books from the How They Grow collection; Charlie
the Caterpillar by Dom DeLuise.
students to bring in baby pictures of themselves. Display pictures
without names and have students try to match each picture with the
correct classmate. Discuss how students and their needs have changed
since they were born.
pictures of several baby animals. Identify the name of each baby,
i.e., foal, puppy, caterpillar, kitten, chick, cub, kid, tadpole,
- Discuss how
each of the animal babies displayed was born. Sort the pictures
into two piles: hatched and live birth.
- Explain that,
depending on how an animal is born, it may have different needs.
- Display various
pictures of adult animals. Have students name the animals and
match the offspring to the parent.
the term, life cycle. Using the book, Pig from the
How They Grow collection, identify the stages in a pigs
life until the cycle begins again.
students into groups, giving each group another book from the series.
Allow time for the groups to look at the pictures and discuss the
stages of growth of their animal. Call on each group to stand and
show their book, explaining how the animal changes as it grows.
a closer look at the life cycle of a buttertly and frog. Create
a mix and match puzzle of the stages of life to reinforce the concept
of "life cycle". Read Charlie the Caterpillar by Dom DeLuis.
the books, Chickens Arent The Only Ones and Animals Born Alive
And Well. Create a Venn Diagram comparing animals from both books
and the way in which they are born.
Unit Lesson #6
will listen to a variety of music and evaluate the mood the music
induces. Students will illustrate each selection using various art
mediums. Students will observe the effect different selections have
on the baby visitor.
Content and Performance Descriptions #4, #5 and #8.
of various types of music; crayons, chalk, paint, markers, and paper.
students to stand in their places. Play a Sousa march and ask students
to show through their movements how the song makes them feel. Then
play a selection from The Nutcracker. Again, ask students
to move the music expressing how it makes them feel. Tell students
to take their seats and explain in words what the music inspired.
students to explain what attributes make the music express happiness,
joy or sadness. Students should identify the speed, the loudness
or softness, and the beat.
and define the terms tempo, crescendo, and rhythm.
paper and various coloring tools. Invite students to listen again
while different music elections are played. As they listen, ask
students to create a picture to represent the music they hear.
the conclusion of each selection, ask several students to share
the use of color and the subject chosen for each illustration.
Ask students to comment on why they made the choices they did.
students to consider why certain types of music are used for certain
occasions. Have students choose selections to be included on a tape
for the visiting baby. Include music for play, sleep and bath. Play
the tape at the next baby visit and record observations.
students choose a favorite song and change the words to send a message
to someone celebrating a special occasion. Create a greeting card
to accompany the song.
various composers from various time periods. Identify the purpose
of given selections and the audiences for which they were written.
Discuss the moods created by certain pieces and the choice of instrument
to enhance the mood.
Unit Lesson #7
will create (with a partner) outlines of themselves. Students will
describe themselves within the outline and cut and paste pictures
of things they enjoy outside the outline. Students will compare
the size and measurements of their own outline to a previously made
outline of the visiting baby
Content and Performance Descriptions #2.
Content and Performance Descriptions #2 and #7.
Language Arts #2, #3 and #5.
scissors, glue, large sheets of paper, pencils or markers, tape
measures, crayons, and the Book Rainbow Crow by Nancy Van Laan.
eight students to the front of the room. Separate them into two
groups so that each member of each group has something in common
with the other members of their group. Ask students to identify
what is the common link in each group. Discuss the similarities
and differences between all people.
magazines. Ask students to look through the magazine for pictures
of favorites: favorite foods, favorite activities,
or anything that represents an interest they may have. Cut out
between 10-15 pictures. Students may need to look in several magazines.
students to separate there collection of pictures into categories,
such as, food, clothing, activities, etc. Encourage students to
share their pictures and find others who share the same tastes.
allow students to work in pairs. Distribute large sheets of paper,
pencils or markers to each child (Students might need to attach
two sheets of paper if the teacher wants a full outline).
students take turns drawing each other's outline.
each partners image is complete, have students write words
and phrases that describe their personality and emotions. On the
outside of the drawing, student should paste the pictures which
represent their outward selves.
students compare their outlines to the previously made outline of
the class's visiting baby. Distribute tape measures and allow students
time to measure body length and arm and leg length on both outlines
to make comparisons.
Read the book Rainbow Crow by Nancy Van Laan. As a journal assignment,
discuss Crows appearance at the beginning of the story and
at the end. Discuss Crows personality and his sacrifice. Ask
students to determine what was more important, they way Crow looked
on the outside or they way he was on the inside?
Look at outlines of various shapes. Determine if the shapes are
symmetrical. Find the lines of symmetry.
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