Classroom
Activities
for
Whose
Food is This?
Whose
Sound is This?
Whose
Work is This?
by
Nancy Kelly Allen
Facilitate whole class
participating in shared reading and discussion of the books in the Whose series.
Read aloud each book. Ask
the following open-ended questions:
1.
What was your favorite animal in the
book/books? Why?
2.
What would you do if a wild animal
charged at you? Explain in detail.
3.
What animal do you think has the
coziest home? Explain your answer.
4.
Milk is used in candy, cakes, bread,
ice cream, and many other foods we eat every day. What would life be like if we
had no milk?
5.
What work do you want to do when you
grow up? Why is the job you chose
important? How does that job help
people?
6.
Students look at pictures of two
animals. Example:
horse and chicken. Discuss
ways in which the animals are alike and different.
Make a Compare/Contrast list of the two animals.
7.
All animals need to learn skills to
survive? Select a specific animal
and describe the survival skills needed by that animal.
8.
Why is it important to protect animal habitats?
9.
How do animals depend on plants?
Writing Activities:
1.
Draw a picture of any animal in the Whose series.
Write an appropriate name/title for each picture.
Share the pictures with classmates, and then display pictures on wall.
Write a letter to parents, principal, secretary or someone else, inviting
them to come to the classroom to view the pictures.
2.
List 10 things you can do with an egg. Be
as creative as you wish.
3.
Write a poem about one of the following-chicken, donkey, snake, sheep, or any
animal of your choice.
4.
Write a description of donkey for a
person who has never seen one. You
may not use any of the following words: large,
big, strong, hee-haw, brown, or horse.
5.
Write a radio advertisement for honey.
Use as many of the five senses as you can to create a sensory image in
the minds of the listeners.
6.
Write three reasons to convince an adult to take you on a field trip to a zoo or
to get you a new pet.
7.
Hand out directions to a recipe (example: ice
cream, cheese, or candy) that has been cut into separate strips.
Students work together in a team to read and sequence the strips into
correct order.
· For
younger students, use pictures in place of words when possible.
Send home a note asking parents to send in their child’s favorite
recipe. Have the child dictate the
same recipe to an older child or adult. The
two recipes (from the child and the parent) can be mounted on one page,
illustrated by the child, and bound into a class book.
· Write
a recipe for making a peanut butter and jelly sandwich.
Write as accurately as possible. Directions
should be sequentially correct and accurate.
Students make sandwiches following the directions in the recipes.
·
One student draws a stick figure of an animal on the board.
Other students give directions using descriptive words to complete the
animal drawing. For example, instead
of “Give it hair,” students should respond with more detailed descriptions,
such as “give it short, curly, brown hair.” Students can then divide into
teams of two and create more pictures using descriptive words.
· Create
a drawing of an imaginary animal. Below
the picture write a description of the animal.
Include the following: What
sound does the animal make? What
food does the animal eat? What work
does the animal do? Where does the
animal live? Give the animal a name.
· Take
a survey of favorite farm animals and make a graph to show results.
Students will work in teams of two or three to decide on a way to tell
others about the information in the graph. Possible
ways of telling others: skit, oral
report, advertisement, letter, postcard, panel discussion, TV show, and
interview.
· Draw
pictures of animals running. Write a
sentence below the picture describing the action of the animal, but do not use
the word run. Possible words:
streak, leap, and hop. Substituting
interesting verbs perk up stories.
· Work
in pairs to create three riddles about animal sounds, animal work and animal
food.
Example:
I began as a grain of sand, and now I decorate a ring.
Answer:
Core Content
RD-04-2.0.7
Students
will make inferences or draw conclusions based on what is read.
RD-04-4.0.1
Students
will connect information from a passage to students’ lives (text-to-self),
real world issues (text-to-world) or other texts (text-to-text - e.g., novel,
short story, song, film, website, etc.).
In Personal Expressive
Writing,
·
Students will communicate the significance of the writer’s life
experience by narrating about life events or relationships.
·
Students will apply the characteristics of the selected form
(e.g., personal narrative, personal memoir).
·
Students will create a point of view.
Students
will sustain a suitable tone or appropriate voice.
WR-04-1.1.2
In Literary Writing,
·
Students will communicate to an audience about the human condition
by painting a picture, recreating a feeling, telling a story, capturing a
moment, evoking an image, or showing an extraordinary perception of the
ordinary.
·
Students will apply characteristics of the selected form (e.g.,
short story, play/script, poem).
·
Students will create a point of view.
·
Students will use a suitable tone or appropriate voice.
Students
will apply a fictional perspective in literary writing when appropriate.
SC-EP-4.6.1 Students will
describe basic relationships of plants and animals in an ecosystem (food
chains).
Plants make their own food.
All animals depend on plants. Some animals eat plants for food. Other animals
eat animals that eat the plants. Basic
relationships and connections between organisms in food chains can be used to
discover patterns within ecosystems.
SC-EP-4.7.1 Students will
describe the cause and effect relationships existing between organisms and their
environments.
The
world has many different environments. Organisms require an environment in which
their needs can be met. When the environment changes some plants and animals
survive and reproduce and others die or move to new locations.
Students
will improvise to tell stories that show action and have a clear beginning,
middle, and end. (Literary elements)
AH-05-4.4.2
Students
will use a variety of media and art processes to produce two-dimensional (2-D)
and three-dimensional (3-D) artwork.
AH-05-4.2.1
Students
will create and perform using elements of drama (Literary, Technical,
Performance)
Students
will identify and describe a variety of creative dramatics (improvisation,
mimicry, pantomime, role playing, and storytelling).