Activity Sheets - ESL

Activity Sheets

Raven Tree Press Orders: 800-323-8270 1400 Miller Parkway 815-363-3582McHenry IL 60050-7030 Fax: 800-909-9901 815-363-2948

Children’s Picture BooksBilingual — English — Spanish

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MARCO FLAMINGOMARCO FLAMENCO

Activity #1 Fly AwaySubjectsSocial Studies, Geography, Language Arts

DescriptionMarco traveled 1,200 miles from his home in the Southern hemisphere to experience a Northern hemisphere winter. In this activity, children “travel” 1,200 miles from their home. This fantasy adventure provides opportunities for learning about a new city or area, planning, problem–solving and decision–making. Children also apply research and language art skills.

Objectives • Increase knowledge and awareness of the world as

related to distance

• Identify a new city or region’s natural terrain, inhabitants and culture

• Apply logical and creative problem–solving skills

• Communicate effectively

Key Wordsdestination, seasons, terrain, inhabitants, culture

Grade Level(s)K—2

Materials Needed• World map / legend guide

• Pushpins

• Ruler or string

• Compass

• Research resources (books, computer)

• Writing materials.

Directions1. Place a pushpin on school or home location on the map.

2. Use a legend measurement (usually 1 inch = 100 miles) and place a dot anywhere on the map a distance of 1,200 miles from home base. Draw a circle from that point around home base.

3. Have children decide (individually or as a group or class) on a destination. Choose any city or area that falls on the circle.

4. Research area chosen—climate, terrain, inhabitants (animal/people), culture, attractions and seasonal activities. Each “traveler” makes a list of items to bring and a few activities and adventures anticipated.

5. Finally, have children send a postcard or letter to Marco, telling him where they live and news about their trip. Tell children that Marco would be excited to hear about what they did and what they learned. Maybe they can convince him to visit where they live and to travel where they went.

Note: This activity can be simplified or enhanced. Travel may be limited to 100 miles from home. Travelers may be “magically transported” or choose travel mode and travel time (Math)...or pretend one can fly like a bird. Comparisons may be made between one’s home town/city and travel destination.

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Activity #2 I Wish I Could

SubjectsLanguage Arts

DescriptionMarco loves to travel, experience new challenges, learn new skills and make new friends. Children will choose something new that they would like to do (parental help is acceptable). It must be something that is possible for them to do at their age and level of skill. Ice-skating? Playing the piano? Making a pie? Riding a roller coaster? Riding a horse? Building a tree house? Making a new friend. They will make a plan and follow through and will also make a wish for the future. Perhaps someday they’ll want to climb Mt. Kilimanjaro, or scuba dive, or drive a racecar, or fly a plane. Make a plan.

Objectives • Identify areas of interest

• Learn to plan and engage in a new activity

• Increase physical coordination and mental skills

• Increase self–motivation and self–esteem

• Communicate effectively

Key Wordscoordination, self–motivation, skill, self–esteem

Grade Level(s)K—4

Materials Needed• Pencils / Pens

• Index cards

• Research resources (books, computer)

• Each child lists own materials needed according to activity chosen

(continued)

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Activity #2 I Wish I Could (continued)

Directions1. On the front of an index card have the child write what he/she wants to do and list the materials needed.

2. On the back of the card have the child list the skills needed.

3. Have the child record his/her learning process and accomplishments by keeping a diary, creating a photo/art journal or making a video.

4. Have the child send a postcard or letter to Marco, telling him what he/she learned and some challenges faced. Especially, tell him why it was so much fun. Maybe Marco will decide to do that, too!

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Pink Flamingo Fruit Slush RecipeMarco often needs a cool refreshment after a day on the go. The weather is hot where he lives! After an activity in the sun, cool down with an easy–to–make fun drink for you and your family or friends.

DIRECTIONS Peel the banana.

With parental supervision, mix the banana, fresh fruit, juice and ice in a blender until slushy. Pour into parfait glass.

Attach a strawberry to the lip of the glass. Drink with a pink straw.

*Makes 1 serving.

Get creative and try all kinds of fruit combinations. How could you make a Cool Crocodile Slush? (hint: use kiwis) or a Blue Heron Slush? Create a fruit concoction and title it!

INGREDIENTS • 1 frozen banana (yes, you can freeze bananas)

• 1/2 cup fresh strawberries (or raspberries)

• 3/4 cup pineapple juice

• 1/2 cup crushed ice

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THE ADVENTURES OF MARCO FLAMINGOUNDER THE SEA

Activity #1Salty Experiment with Follow–Up Salt Water Paintings

SubjectsScience, Art, Language Arts

DescriptionChildren will learn about the buoyancy of salt water through a hands–on experiment. Then the salt water will be used to create under the sea paintings.

Objectives • Understand the term buoyancy (the ability to remain

afloat in a liquid or to rise in air or gas)

• Grasp why it is easier to swim in the ocean than in a lake or a swimming pool (Salt makes the water heavier than the swimmer.)

• Discuss three areas of buoyancy equation with older students

• Decrease the weight of object

• Displace more of the liquid

• Increase the weight of the liquid

• Learn about ocean plants and creatures that live in the ocean. Have creative fun.

Be thrifty! Don’t waste. Find uses for the materials rather than throwing them out.

Key Wordsbuoyancy, ocean, plant, fish, crustacean, mammal, invertebrate

Grade Level(s)K—3

Materials Needed• 2 clear, wide mouth, plastic jugs or jars

• Measuring cup

• 9 cups warm water

• 1 cup of salt (more salt will be needed for paintings)

• 2 raw potatoes, medium–size round works best

• Stir tool (spoon or long wooden spatula)

• Paring knife (to peel and slice potato into French fry shapes for art activity)

• Liquid watercolor (or watered down tempera)

• Jars (one for each color paint desired)

• Large white paper (18 x 24)

• Large poster paper for Ocean Life Chart with headings: Plants (kelp, seaweed), Mammals (whales, dolphins), Crustaceans (lobsters, crabs), Invertebrates (jelly fish, sponges, octopi, squids, anemones), and Fish (sturgeon fish, rays, clown fish)

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Buoyancy ExperimentGather students around a table big enough for all to see the experiment.

Pour 4–1/2 cups of warm water into both plastic containers.

Add the cup of salt to one of the containers of water. Stir well.

Put a potato into the unsalted water and watch it sink.

Put the other potato into the salt water and watch it float.

May add a weighing exercise to this experiment.

THE ADVENTURES OF MARCO FLAMINGO UNDER THE SEA

Activity #1Salty Experiment with Follow–Up Salt Water Paintings...continued

Salt Water Color Paintings (can do a class mural if desired) Take the salt water and pour equally into 8 small containers (more or less as desired).

Add drops of liquid watercolor and extra salt as desired. Stir.

Peel the two potatoes and cut into French fry shapes.

Divide the class into groups that can paint comfortably at the experiment table. (Other students can work on adding to the Ocean Life Chart.)

Have students paint with the French fries. (They work great—are pliable.)

Create an ocean painting that includes fish, mammals, invertebrates, crustaceans, and plants—and themselves floating on top of the water or in scuba gear like Marco Flamingo.

Display artwork and have students discuss what they learned.

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Activity #2Shell We Add and Subtract?

SubjectsMath, Science, Language Arts

DescriptionShells are the topic stimulus for various activities in the math, science and language arts curriculums.

Objectives• To increase a student’s ability to do math in “one’s head”

• To make math fun

• To increase skills in identification

• To practice researching and writing nonfiction reports

Key Words mollusks, organism, habitat, nonfiction

Grade Level(s)K—5

Materials Needed • Shells

• Permanent markers

• Shell charts, books

• Computers

Math ActivityHave children bring in shells they have collected, or teacher may provide. Use shells that can lie flat on a table such as scallops or clams. On the inside of each shell write a number, such as 6. Each shell will be numbered. Use as many shells as desired.

Have students turn over two shells and add the numbers together. If they get it right, the student keeps the two shells. Proceed until all shells are used. Variations can be created depending on the age and ability of children to work math problems in their head. Multiplication is a good choice.

Science ActivityHave students identify the shells brought in. Use a shell identification chart or Internet research.

Create a nature center in the classroom, with a specific area for shells.

Add to the collection and to student’s knowledge of shells/mollusks.

Language Arts ActivityHave students choose a shell and write a report on habitat, the living organism that resides in the shell, and how the organism breathes, eats and reproduces.

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Edible Aquarium Recipe

Here’s an idea for an “edible aquarium” for a birthday party or just for fun after reading The Adventures of Marco Flamingo Under the Sea.

INGREDIENTSBlue Jell–O®

Gummy Fish

For gummy fish, check out your favorite candy store or visit these web sites:

• http://www.bizrate.com/candy/fish-shaped-candy/

• http://www.dealtime.com/-Sokensha+Seaweed+Candy

• http://www.blaircandy.com/

DIRECTIONSMake blue Jell–O® according to directions on the box.

Pour into glass bowl (or real, new glass fish bowl).

Let cool in the refrigerator for about one hour until partially set.

After Jell–O® is partially set, add the fish candy.

Place the bowl back in the refrigerator until completely set.

Spoon into individual clear plastic cups. Eat and enjoy!

http://www.bizrate.com/candy/fish-shaped-candy/

http://www.bizrate.com/candy/fish-shaped-candy/

http://www.dealtime.com/-Sokensha+Seaweed+Candy




http://www.blaircandy.com/

http://www.blaircandy.com/

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THE ADVENTURES OF MARCO FLAMINGO IN THE JUNGLE

Activity #1 We’re going on a Safari

SubjectsScience (Nature), Art, Language Arts, Library

DescriptionStudents will search for animals hidden in the room and check them off their search sheet when identified.

Objectives • Increase student’s awareness of the diversity of animals

in a jungle/savanna habitat (Science)

• Increase vocabulary by identifying animals / word recognition (Language)

• Apply skill with scissors, paint and design decisions (Art)

• Nurture decision–making and research skills (Library Skills)

Grade Level(s)K—1

Materials Needed• The Adventures of Marco Flamingo in the Jungle

book

• Photos of Jungle/Savanna animals from magazines or other sources

• Paper tubes and yarn for making binoculars

• Safari “sighting chart”

DirectionsDay 1—Art Activity: Create mock binoculars1. Give each student two paper tubes (long paper towel tube can be cut in half).

2. Punch a hole a few inches or so from one end on each tube.

3. Turn the tube so the holes face each other on the inside.

4. Tie together with yarn, leaving a spread of an inch or so. (Imagine what binoculars look like and imitate this simple construction for the youngsters.)

5. Have students color and decorate with stickers.

(Continued)

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Directions (continued)Day 2—Teacher Preparation1. After collecting photos of animals that appear in the Marco Jungle adventure book, hide them in various places in the

classroom (tape them under desks, behind doors, in baskets, etc.).

2. Make a list of the 16 animals in the book as they appear for the first time:

Cover: Flamingo (Marco, of course)

Title page: Chameleon

Page 14: Elephant

Page 15: Chimpanzee

Page 16: Warthog, Oryx (antelope)

Page 17: Giraffe, Crowned Crane, Cape Buffalo, Rhinoceros, Hippopotamus, Zebra

Page 21: Lion

Page 25: Gorilla

Page 26: Hyena

Page 27: Ostrich

3. Give each student a copy of the list.

4. Write the list of animals on the white board.

5. When the students’ day starts, read the book to them; then read the book again identifying all the animals. Tell them that they will be going on a safari to find the animals that are hiding.

6. Have students peer through their binoculars and have their list in hand. Each student then crosses off the name of the animal when found. When the students find all 16 animals, they return to their seats and have a banana snack.

Important—Students must not reveal their find. They merely cross off the animal’s name and don’t tell anyone else where the animal is hiding.

Day 2—Library Day

Each student finds a book in the library about one of the animals on the list.

Closure

Over the next few weeks, read aloud a few of the library books during story time and have the students discuss the animals and what they have learned.

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Activity #2 Jungle Balancing Act

SubjectsScience (Nature), Art, Language Arts (Integrated lesson with classroom teacher and art teacher)

DescriptionStudents will understand the term “balance of nature” as it refers to ecosystems. Students then create a totem of animals, one balanced upon another as an art lesson. The term “balance” is expanded to include populations of animals “in balance” and the physical application of balance.

Objectives • Awareness of the importance of food/habitat to prey/

predator population (Science)

• Organizing a totem with the heaviest animal to the lightest (Art)

• Learning how to draw animals (Art)

• Realizing that words have various definitions (Language Arts)

Grade Level(s)2 and 3

Materials Needed• The Adventures of Marco Flamingo in the Jungle

book

• Photos of Jungle/Savanna animals from magazines or other sources

• Large paper, drawing tools or washable paint (teacher preference)

DirectionsDay 1—The classroom teacher leads the class in a discussion about the balance of nature. Students may study food chain relationships, availability of existing habitat to support adequate food sources for herbivores and carnivores, and man’s place in the balance of nature. Use books, the Internet and various other sources to create lessons.

Day 2—

The art teacher discusses that the term balance can be applied to the ability to balance one’s weight without falling. Students imagine animals balancing one on top of another, organizing a totem pole (vertical design) of various animals. The heaviest animals carry the weight of lighter animals. For instance, an elephant might be on all four legs, with a hippopotamus standing on his back, then a gorilla standing on one leg on the hippo with a giraffe on the gorilla’s shoulders and continuing until 10 animals are balanced from the ground up. This is intended as a fun, creative lesson to build skill in drawing animals and applying the term “balance” in a fun and imaginative way.

(Continued)

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Activity #2 Jungle Balancing Act

Directions (Continued)

The list of the 16 animals in the Marco Jungle adventure book may be used for the totem:

Cover: Flamingo (Marco, of course)

Title page: Chameleon

Page 14: Elephant

Page 15: Chimpanzee

Page 16: Warthog, Oryx (antelope)

Page 17: Giraffe, Crowned Crane, Cape Buffalo, Rhinoceros, Hippopotamus, Zebra

Page 21: Lion

Page 25: Gorilla

Page 26: Hyena

Page 27: Ostrich

Closure—

Display artwork in the halls.

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Hippo Mud Bath Pudding RecipeMarco loved to take a mud bath with hippo. Have fun making and eating a “mud” treat with a marshmallow hippo. It’s easy to do.

DIRECTIONS Make the chocolate pudding according to directions and pour into glass pudding cups.

Take three large marshmallows and stack them (like a snowman) with peanut butter in between to hold them together.

Use two small marshmallows for arms and two small marshmallows for ears and attach them with peanut butter.

Add eyes with chocolate bits.

Enjoy with friends!

INGREDIENTS • Chocolate Pudding

• Marshmallows (Large and Small)

• Peanut Butter

• Chocolate Pieces

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THE ADVENTURES OF MARCO FLAMINGO IN THE CAVE

Activity #1 Find Baby BatSubjectsAnimals/Science Language Arts

DescriptionChildren will learn some facts about bats. Then they will participate in an activity based on the fact that mother bats use their keen sense of smell to locate their babies.

Objectives • Learn that bats are mammals and how they are similar

to other mammals and how they are different from other mammals.

• Understand the importance of protecting bats and their habitats.

• Engage in an activity using their sense of smell, one of the five senses that is seldom explored and utilized.

Grade Level(s)K-3

Key Words• Mammals• Echolocation• Nursery• Cave environment• Nocturnal• MammalMaterials Needed• Books on bats (both nonfiction and fiction)

• Five squares of cloth (approximately 8” x 8”)

• Cotton balls)

• Five extracts and/or spices (ex. pine, cinnamon, mint, orange, lemon)

ActivitiesRead a variety of books to the students and on a large easel board list some facts about bats as they are discovered in the readings. Some facts are:

• Bats are mammals.

• Bats are nocturnal.

• Bats have wings; they can fly, but have body parts like many other mammals.

• Bats are not blind; they can see well at night.

• Bats can hear well and locate insects by echolocation. Bats make high–pitched sounds that echo off insects so that the bat can recognize how far away their prey is, how large it is and what type it is. If a bat gets into your house, just open a door or window and they will fly out.

• Bats are beneficial to the environment by eating insects that destroy crops and cause disease. But, not all bats eat insects. Some bats are fruit eaters and meat eaters and help the environment in other ways.

• Baby bats are called pups and live in large nurseries. Mother bats find their baby with their sense of smell (each baby smells unique to the mother).

(Continued)

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Activity #1 Find Baby Bat (continued)

Soak a cotton ball with a scent. Soak one piece of fabric with the same scent. Continue adding scent to the other cotton balls and matched cloth.

Choose five students to be mother bats. Give those students the cotton balls. Have them smell them and identify the smell as sweet, pungent, etc. (Let them choose their own description of the smell).Choose five students to be baby bats and clump them in the nursery. Give them the fabric squares which they hold extended in one hand.

The “mother bats” which are grouped away from the “baby bats” try to locate their “baby” by smelling each cloth and discovery the match to their cotton ball.

Proceed until all students have participated in both roles.

Closure: Have students recall some bat facts. Discuss how easy or difficult it was to locate by smell. List some words to describe smells, scents, odors.

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Activity #2 Cave ArtSubjectsAnimals Art Social Studies

DescriptionChildren will learn that early cave people painted on walls. They will learn that many types of animals were painted, some that are now extinct. Children will then create their own cave art.

Objectives • Learn that prehistoric people painted on walls to tell a

story, or gain the powers of the animals, or celebrate a hunt.

• Understand that art was discovered in caves all over the world.

• Realize that many caves were large with many chambers.

• Create a “cave painting” using the colors used by early people.

Grade Level(s)K-3

Key Words• Cave chambers• Prehistoric• Extinct

Materials Needed• Books on cave art (both nonfiction and fiction)

• Art supplies--manila paper, brown tempera, black crayons, cray-pas, watercolors, brushes, gold and copper metallic acrylic paint

Activities1. Read a variety of books on prehistoric people and cave art. Teacher talks about the art found in the Lascaux and

Altamira and Gargas Caves. 2. List the variety of animals discovered on the walls, list them on the board; children select one to paint--cave bear,

cave lion, deer (red deer, stag, reindeer), mammoth, wild horse, rhinoceros, wild ox. ibex, wolf, bison.3. Discuss that early art was created from the natural colors found in the environment. Early people used red and black

dirt, soft ochre colored rocks, metallic earth and white chalky soil. Early people used their hands and sticks to draw and paint the images.

4. Create the art to imitate the look and style of cave art. Procedure:• Each student selects an animal and creates a pencil sketch.

• Each student crumples a 18 x 24 sheet of manilla paper

• Then the manilla paper is entirely painted with brown tempera and rinsed off to enhance the crackled paper to look like rock. Let dry.

• Draw the animal lightly with black crayon, then press hard for the outline.

(Continued)

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Activity #2 Cave Art (continued)Activities

• Choose earth tone craypas (reds, yellows, ochres, browns white). Break the craypas in thirds so that it is easier for students to use the side of the crayon to blend colors and shade.

• Brush black watercolor over the craypas which will resist the paint and will fill in the open areas.

• Use the metallic acrylic paint sparingly for accents on the outline in a few places for fun. Students love metallic paint.

ClosureChoose earth tone craypas (reds, yellows, ochres, browns white). Break the craypas in thirds so that it is easier for students to use the side of the crayon to blend colors and shade. Brush black watercolor over the craypas which will resist the paint and will fill in the open areas. Use the metallic acrylic paint sparingly for accents on the outline in a few places for fun. Students love metallic paint.

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Activity Sheets - ESL