BENT RESUME ED 128 081 · Drawing, analogies 9. Analyzing absurdities. RESPONSE SKILLS--Gutput!' Expressing information. A. Verbal. Fluency Articulation Syntax. a. Single-word level--identification

BENT RESUME

ED 128 081 PS 008 759

AUTBOr Camp, Janet; Willerson, PeggyTITIE Winter: Unit Manual Five. Curriculum Guide.INSTITUTION George Peabody Coll. Zor Teachers, Nashville, Tenn.

Demonstration and Research Center for EarlyEducation.

SPONS AGE CY National Coordination Center tor Early ChildhoodEducation, St. Ann, Mo.; National Institutes cfHealth (DBEW), Bethesda, I. Bureau of BealthProfessions Education and Canpover Training.;National lust. of Education (DREV), Vashington,D.C.

PUB DATE 72CONTRACT NPECE-70-00GRANT 0E0-cG-9995NOTE 135p.; For other manuals in this series, see PS 008

758-763AVAILABLE FROM CEMEEI, 3120 59th Street, St. Louis, Missouri 63139

(Paper, $2.50)

EBRS PRICE MF-$0.83 HC-$7.35 Plus Postage.DEscrIPT0RS *Basic Skills; *Cognitive Development; Concept

Teaching; *Curriculum Guides; *Early ChildhoodEducation; *Environmental Education; *InstructionalMaterials; Learning Activities; Natural Sciences;Perceptual Motor Learning; resource Guides; ScienceUnits; Skill Development; Teaching Techniques;Thought Processes

IDENTIFItRS *DARCEE; Holidays; Winter

ABSTRACTThis is number five in a series of resource m nuals

consjsting of 11 seauenced curriculum guides developed by theDemonstration and Research Center for Early Education (DATICEE) fonuse in early childhood education_programs. EMphasis is placed on thedevelopment of sensory, abstracting and mediating, and responseshills. The projected order of the units is: (1) All About tie, (2)Plants, (3) Autumn, (10 Home and Family, (5) Winter, (6) ForestAnimals, (7) Neighborhood and Community, 18) Farm Animals, (9)Spring, (10) Transportation, (11) Farm Crops. Each unit_is intendedto build upon skills developed in preceding ones. Me fifth unit,°Winter," is primarily a science unit. The major content objectivesare to expand the child's understanding of people and plants and toincrease awareness of environmental changes. The suggested time forthe -unit is three weeks. Instructional activities ate presented sideby side with basic skills to be developed. A_list of instructionalmaterials and their sources is givren. Appendir includes patterns forteacher-made materials. (MS)

Documents acquired by ERIC include many informW unpublished materials not available from other sources. ERIC makes everyeffort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered ano this affects thequality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS).EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made fromthe ori

WINTER

Unit 5

by

Janet CampPeggy Wilkersou

The Demonstration and Research Center for Early EducationJohn F. Kennedy Center for Research on Education and Human Developm

George Peabody College for Teachers1972

Acknowledgements

A manual such as this /equires the coope ation of many peopo. We are

uirJy Rrateful to the teachers with whom we worked, to the chV.

and to their parent3.

Special thanks aro owed to Lenore Gabel f r editorial as t

hy Behm for art work, and tc Martha Lisle ar_d Kaye Spradling for typing.

The work represented In this manual was funded in part by Office of

Economic Opportunity Grant CG 9995 and Office of Education Con No. NPRCE-

70-006. Contractors undertaking such projects under government sponsorship

are encouraged to express freely their profes-ional judgment of the conduct of

the product. Points of view or opinions stated do not, therefore, represent

the official policy ef either office.

The work represented it this publication was additIonally funded by

Bio-Medical Sciences Support Grant YR-5 S05 RR07087-06 from the general sup-

port grant, Division of Research Resources, Bureau of Health Profes-ions,

Elucation and Manpower Training National Institute of Realth.

dvG1oe d at the Demonstration and Research C nter forII Pea oy College for Teachers, under sunontraet withOA hildhood Education of CERREL, Inc.

teijor mel ' plriod of development, test, and evaluac.1/1 aUt.)11ten ia granted by the National Institute ofgatcoolon to cia..3 0)Alyr!tel C3 no final .ilateVals. For in-formatios on theetAtilo Tf the cop.;- Catin, contact either CEMEZL. Inc., or the Nationaltfidtitute of Education.

MEM, Inc.20646 St. Charles Rook RoadSt. Ann, Missouri 63074

4ii

FOREWORD

The Use of 0ARC.EE Resource Unit Manuals

The series of resource unit manuals consists of 11 curriculum guides. Eachunit builds upon preceding units, moving the child to higher levels of develop-ment and understanding. The projected order of the sequence of units is asfollows:

31) All About MePlants

3) Autumn4) Home and Family5) Winter6) Forest Animals

) Neighborhood and Comunity) Farm Animals

9) Spring10) Transportation11) Farm Crops

Although it is not suggested that the units be individually followed asrecipe books," it should be restated that each unit builds upon skills developedIn preceding ones. Thus, beginning with activities in Unit 10 would presentproblems for the children if they have had no opportunities to develop and re-fine the skills presented in preceding units. Another reason for "beginning atthe beginning" is the development of the teacher. The first five units arewritten in a great deal of detail to be very supportive of the teacher and giveher a number of illustrations of skill development activities. As she becomesmore confident and creative in designing her own activities and materials, thetext becomes less descriptive and detailed. Units 6, 7, and 8 will presentmore opportunities for the teacher's original ideas. The final three units areplanned as "skeletal" guides indicating skills and concepts, a few suggestedactivities, and a publications list. They will leave a lot to the discretion,imagination, and abilities of the individual teacher.

Each unit begins with an introduction stating the specific goals and objec-tives of that unit. A certain number of weeks for covering the material issuggested. These are_ suggestions, however, and should not be interpreted as"law." The most appropriate way for a teacher to use the units is in the waythat will be most valuable to each teacler and her particular group of students.Adjustments may need to be made on the basis of geographic location, the rangeof the children's experiences and the amount of time required to cover thedesiree material. The teacher may decide to substitute some of her own activi-ties. She may 1iF-1 some units better than others; prefer some sections overothers. She should feel free and comfortable in making these adjustiments.

Should the teacher decide to follow the units rather closely at first, sheshould do so bearing in mind that the subject matter they cover was meant to beonly a part of a full day's activity. Three solid weeks of any one unit, allday, everyday, could be a disaster as far as maintaining interest, attentiveness,and motivational level. It would also be advisable to skip a day of unit relatedactivity occasionally for the same reason.

iii

5

The teacher -All find that although two to three weeks have been suggestedfor most units, there is far mire material than can be covered during a smallpart of each day for three weeks. She will, therefore, find it necessary to beselective.

The basic layout of thc cesource unit_ runs approxima ely atcordiag to thetcllowing pattern:

1) introducaon2) Concepts and Undrstandings3) Squenoed Instructi.onal Guide4) List of Suggested Materials5) Appendix

SENSORY SKILLS--"Input"

Receiving. information

Orienting and

Attentional

Visual

Auditory

Tactile-

Kinesthetic.

Taste-Olfactory

Discriminatory

Visual

Auditory

Tactile-

Kinesthetic

Taste-Olfactory.

Relational.

Visual.

Auditory.

Sequential.

Visual

Auditory.

DARCEE CurriculumAn Information Processing

Model

II. ABSTRACTING AND MEDIATING SKILLS--

"Organi2ation" Organizing information

Basic

color

shape

size

nuMber

position

volume.

pitchConcept Development

length

volume.

(and-)

texture

weight

temperature

:Ion

speed

taste

flavor

& (ACT'S

time

age

affect

Association

1. Objects with objectsfunctionally,

spatially, temporally

2. Labels, with Objects, sounds,

actions, concepts,

3. Labels with labels:

Classification

1. Dednctive classification

2. Inductive classification

Sequencing,

1- Motorsequencing series of

actions, directions, events

2- Verbalsequencing a series:

of concepts, events

Critical Thinking:

1. Drawing re3ationships

2. Making inferences

3. Making predictions

A. Analyzing problem situations

5. Synthesizing.

6. Hypothesizing.

7. Evaluating

8. Drawing, analogies

9. Analyzing absurdities

RESPONSE SKILLS--Gutput!'

Expressing information

A. Verbal.

Fluency

Articulation

Syntax

a. Single-word level--

identification of

objects, actions,

sounds, concelns

b. Phrase level

c. Complete sentence level

simple declaratives

interrogatives

negatives:

"and" statements:

"or" statements

"if-then" statements

"I don't know"

statements:

complex sentences--

adverbial. clauses,

B. Motor

Small-Motor Conrdination

(eye-hand coordination)

pasting

lacing

modelit.1

Et weaving

.

painting

tracing

coloring

solving mazes

stringing

following dots

drawing

printing.

cutting.

Orientation

left-to-right progression

top-to-bottom progression

front-to-back progression

Basic Skill Develepment

The Information Processing Model provides a framework far an emphasis onbasic skills to be extended and developed through the activities of each unitunderstanding. The primary purpose of the unit content is to motivate andencourage children to use basic skills. Mastery of unit content, then, issecondary to the development of basic skills. Instructional activities utilizematerials and experiences of interest to most young children, thereby providingchildren with many opportunities for developing SENSORY, ABSTRACTING, andRESPONSE SKILLSthose skills necessary to receive information, to organizeinformation, and to respond to, or use, information in a meaningful way. Theseare the skills necessary for cognitive growth and the development of intellec-tual competency. Mastery of the basic skills will make it more possible forchildren to impose order and structure upon the environment in which they findthemselves.

While the DARCEE Curriculum diagram has categorized specific skills underthe headings of Sensory, Abstracting, and Response Skills, it is important tonote that in reality there is no clear-cut separation. The diagram is aconceptualization of a process and, as such, is a representation of a way toorganize basic skills in order to think about them :n relation to curriculumdevelopment. It does not imply that at any time a child would be expected touse one skill only. For example, even though an activity may emphasize thedevelopment of color concepts (abstracting skills), the child is using, at thesame time, his sensory skills (receiving information) and perhaps also hisresponse skills (expressing information about color). The categorization ofbasic skills is simply intended to point out the emphasis of a particularactivity while assuming that in any endeavor the child is actually using avariety of skills to reach a particular outcome.

GROSS

COMPLEX

SIMPLE

FINE

Develo ment of Sensor Skills

Sensory skills refer to those skills which involve the senses of seeing,hearing, tasting, smelling, feeling, and touching. They are basic to all skilldevelopment because all that is learned is received through one, or a combina-tion of more than one, of these senses. A child sees that two cubes are alikebecause he sees they are the same color. A child hears that two sounds aredifferent because one is loud and one is soft. A child feels that a pin issharp because it sticks him. Generally speaking, however, simply receivinginformation through the senses does not require the child to think about theinformation. The child can see that two cubes are alike, or hear that twosounds are different without knowing, or thinking about, the name of the colorof the cube or saying that one sound is loud and one is soft. The child can

sense the pain of the pin prick without knowing the words sharp or pin.

vi

When activ- ties that empbaizo sensory skill development are presented, thechild iA expected to behave in a p ysical way rather than to respond verbally(with words, phrases, or sentences). It is certainly all right for the child torespond verbally tor he is, in fact, letting you know that he is ready for thenext level of skill development. What is important, though, is that the behaviorusually expected when the emphasis is )n sensory skill development is in termsof A physical rather than a verbal action.

Activities emphasizi g the receiving of information through the sensesrepresent the first level of skill devebpment in the DARCEE Curriculum, A

.widerange of sensory experiences, with the teacher close by to label and describe,providos !1(! fnuudation upon which the ckild builds more complex skills andunderstandings. The ability to take in information through all the senses isfundamental to th e future learn ng of the child.

Deve o ment

r;ting and mediating skills refer to those skills which make itpossible to o --lize and store incoming information in such a way that it can be

lv available for present and future use. The development of these skillshelps the child pull out the most important factors to remember about a person,object, or event. Impressions received through the senses are soon lost unlessthe child has some way of organizing the key elements of information. New info--mation becomes more meaningful when it can build upon what is already known.Being able to organize information requires the child to think about incominginformation and to sort out what is most important about it.

The level of a child's language development is very closely related to thedevelopment of abstracting and mediating skills. In fact, the ability to asso-ciate labels with objects is a mediating skill; e.g., using the word round toassociate balls, apples, oranges, circles. The child does not necessarily haveto be able to speak the word at this point. He may have a much larger under-standing vocabulary than he does a speaking vocabulary. It is often by hisphysical action, an observable behavior, that the child indicates he is able toorganize information--to associate, classify, and sequence things in his environ-ment. When the child has had many opportunities to experience round objects,he may he shown a ball and a cube and be asked to show which one is round. Ifindeed the child has in some way organized information about roundness, he willrespond by pointing to, or picking up, the ball. He will respond in a similarway to the presentation of any round object whether or not he has knowledge ofthe particular object. For example, the child may never have seen a globe; butwhen shown a globe and a cube, he will be able to pick out the globe as some-thing round.

Activities emphasizing the organization of information through abstractingand mediating skills represent a second level of skill development in the DARCEECurriculum. According to the individual child's skill level, he may be expectedto respond either non-verbally or verbally. The response the child uses isdependent upon the quantity and quality of his sensory experiences and his levelof language development.

9vii

Developme_aL211121.11L'ills

Response skills refer to the ways in which the child is able to use orexpress the information he has organized. The responses may be verbal, movingfrom single words to complex sentences, or the responses may be physicalactions; e.g., cutting, pasting, painting, etc. All unit activities call foreither verbal or motor (physical) responses, or a combination of both, and aresequenced to help the child refine his skills or responding, moving from grossresponses (sinzle words, tearing paper) to fine responses (complex sentences,cutting on a line with scissors).

Levels_ of Skill pevelopment

Discriminates: the ability to make some dltinction of likeness and dif-ference between people and objects. The child may point to something, pick itup, turn his head in the direction of it, etc.--a physical action indicatingthat through one of his senses he is aware of likeness and difference. Matching,the ability to place like objecte together, requires the child to discriminate,such as, between a red cube next to another red cube and a red cube on top ofa piece of paper. Neither discriminating nor matching requires a verbalresponse.

Recognizes.. The child indicates by a physical action that he understandswhat is said to him. Recognition does not require a verbal response--theteacher supplies the label. A red, a yellow, and a blue cube are placed beforethe child. The teacher says, "Show me the yellow cube." The child recognizesthe concept of yellow if he points to or picks up the yellow cube.

Identifies: The child is expected to give a verbal response--to supply alabel for a given object. The teacher holds up the yellow cube and asks, "Whatcolor is this?" The child identifies when he responds with the word yellow.

e Curriculum

Throughout the DARCEE Cu riculum Guides, it will be noted that the expec-tations for the development of children follow a sequential order. The childmust be able to discriminate and match objects before he is expected to recog-nize them. He must be able to recognize objects before he is expected toidentify them.

discriminatematch recognize identify

Additionally, sequencing principles determine the order of the presenta-tion of unit content and skill development activities. Unit content isdeveloped in an order of increasing complexity and abstraction while, simul-taneously, skill development is proceeding from simple, gross, sensory skillsto complex and abstract response skills. Each unit builds upon the conceptsand skills of preceding units, moving the child to higher levels of under-standing and skill development. For example, the content of the first unit,

viii

1 0

All About He, was about the child himself--a topic of obvious concern andinterest to him. Succeeding units about people take the child away from him-self into the yEn.f_ALILLETILLt and then the Nfl2L-12Eh2od. Proceeding throughthe units, instructional activities provide many opportunities for the skillsof receiving, organizing, and expressing information to become increasinglyrefined and complex. Within each unit, the instructional activities areordered to coincide with the continuing growth and development of more abstractand complex skills. In utilizing the principles of sequencing, the DARCEE Cur-riculum makes it possible to begin at the child's immediate level of develop-ment, and, by reviewing and extending previously learned com.!epts and skills,to introduce the child to higher levels of skill development in a mannerappropriate for the indivdnal child.

abstract stimulicomplex tasks

shared materialsmore quiet, sedentary activities

extended activities

gross discriminationperceptual-mot. 4- emphasis

gross coordinationexternal reinforcement

and control dependent onteacher direction

fine discriminationconceptual-language emphfine coordinationinternal reinforcementand control independent ofteacher direction

concrete stimulisimple tasks

individual materialsaction-involved activities

short activities

Table of Contents

Page

I. Introduction sstamS.".4.4.4.4s." . **S.". .. 4M. .. e-1

II. Concepts and Understandings e-2

III. Sequenced instructional Guide e-7

Unit Unders anding A . . .............. e-8

Unit Understanding B e-12

Unit Understanding C . . ........ . ....... e-27

e-28

Unit Unders ending E e-33

Unit Underst _ding F e-39

Unit Unders anding G e-51

e-62

Unit Understanding I . . . ........ .. e-73

IV. Instructional Materials .. e-94

V. Appendix e-108

12

a-1

Introduction

The fifth unit, Winter, is primarily a science unit. It is intended toreview and extend the understandings, concepts, and skills which the child hasalready developed. The major content objectives for the child are to expandbis concepta regarding people introduced in the units All_About Me and Homef_pd Family, to further develop his understandings about plants as discussed inthe unit Plants, arid to increase his awareness of environmental changes asintroduced in the mnit Autumn. The major skill objectives are to furtherdevelop and refine skills previously acquired.

The unit will need to be adapted for a particular group of children. Eachggographic area will have unique seasonal characteristics determined by theclimate, plants, people, and animals in the region. The content of the unitumderstandings should be altered so as to be appropriate for the area and thewoup of children.

It is suggested that three weeks in D-cember, or December and Januay,devoted to the unit Winter.

1 3

Cance ts and Understandas

A. Wincer is the time of year a.fter cool autiumn, when the iw eather is vercola and plants, people, and. animals must protect themselves in orderco stay alive.

In i1nter, the weather is u ually very cold.

In winter, the air is very cold.

On many mornings, there is frost on tbe ground and the objectsoutdoors.

3. Winter is the time of year when ve often have snow.

4. Sometimes we have sleet in winter.

Sleet is frozen __-ain.

b. Sleet makes a bumpy crust of ice an the ground.

Sometimes we have cold rain wh1ci freezes on che greund, turningto smooth ice.

Vater from rain or melteeicicles.

To winter, daytime is very sbort and nightti e is very long.

I. It gets dark in the afteznoon before we sat dinner e

en freez es to fora

, It is still dark when we get tap in the morning to ge tv scheoL,

IL lit winter, many plants are alive, but they do a t grow.

1. tiny trees_ and bushes ha've no leaves.

-2, These plants look dead hut are really alive.

I. The tough bark on trees and bushes helps protect tle plantduring cold weather.

ic, On the branches axe nmall buds which will develop into leavesand blossoms when warm 81 ring Veathec comes.

2 grass has turned brown, but the roots and stems are aliveyonder the ground.

n. The ground and anew help protect t he grass roots from coldwinter wind.

warm spring weather comes, 1-ke roots spreut newgreen leaves above the ground.

1 4

e 3

Somm plants have died, but many tiny plants are alive inside seedson the ground.

a. These seeds were scattered by plants in autumn.

b. The tiny plant inside each seed is protected from the coldweather by ito tough shell.

c. Snow helps protect seeds from cold winter wind.

d. The tiny plant lives on food inside the seed.

e. When warm spring weather comes, the seed will sprout and thetiny plant will prow.

Some trees have green leaves all through the winter.

a- These trees are called evergreens.

b. Evergreen trees have tough sharp green leaves called needles.

c. Evergreen trees have seeds called pine cones.

d. Evergreen trees are decorated at Christmas to make Christmastrees.

e. There are different Rinds of evergreen treespinc, spruce,hemlock, cedar, fir.

E. Crops are not harvested during the wInter because the weath r iscold for plants to grow.

1. people eat many canned or frozen fruits and vegetables.

2. Fresh fruits and vegetables in the stores come from places faraway where the weather is warm dur ng our winter.

F. People have special winter activities.

1. Children play in the snow.

a. Children pack and shape snow to make snowballs, snowmen, andforts.

b. They go sledding or sled riding on sleds.

c. Some children go sledding on special sleds without rtf_called toboggans.

2. People remove snow from their walks wjth shovels and from thestreets with snow plows.

15

'..dults must scrape frost, Lea, or gnaw off the windsh!elds of carsbefore they drive in the morning.

4. Many people go ice skating.

5. Some people go to hockey games

6. People heat their homes and keep the doors and wndow closed inorder to keep warm.

Children often put seeds or bread catide to feed the birds.

Children play many indoor games In wi ter.

9. People eat manY more hot foods during cold winter weather-hotcereals, soups, hot chocolate.

G. People wear special clothing for cold weather during the winter.

1. People wear hats, coats, boots, snowsuits, gloves, mIttens, andscarves when they go outside their homes.

2. Winter clothes are made fram thick, heavy -aterial.

3. Some winter clothing is made from wool cloth -hich comes fromsheep wool.

H. In winter, animals pro _et themselves from the cold weather.

1. People help pets protect themselves in winter.

a. Dogs and cats have growa thick hair or fur to keep themselveswarm.

b. Dogs and cats spend most of their time indoors.

2. The farmer protects his farm animals in winter.

Most farm animals remain inside the barn, chicken house, orstable most of the winter.

b. Farmers often heat the buildi-gs for some of the animals,especially the chickens.

Sheep grow thick coats of wool to keep theIr bodies warm inwinter.

d. The farmer feeds his animals food which he stored in the barnduring autumn.

The squirrel, deer, and other forest animals protect themselvesfrom cold winter weather.

16

e-5

a. Some forest animals have grown thick coats o_ fur _ to keeptheir bodies warm.

b. Most forest animals build warm homes where they stay most ofthe winter.

c. Some animals sleep all winter in their warn homes.

d. Some birds have r.lown away to warn places until spring weathercomes.

e. Some birds do not fly away but grow a thick covering offeathers for Drotectiofl.

In winter, there is a special time called Christmas.

1. Some boys and gids believe that a special person called SantaClaus will bring them presents at Christmas.

Santa Claus is a large, jolly mall who has fat, red cheeks anda long, white beard.

b. Santa wears special clothes--a red suit and cap with white furtrim, a black belt, and black boots.

It is said that Santa lives at the North Pole where it is verycold and snowy.

d. On the night be ore Christmas, Christmas Eve, Santa deliversthe presents in a sleigh pulled by eight reindeer.

e. On Christmas Eve, most boys and girls hang a large stockingin their homes which Santa fills with small presents.

f. Many children leave a snack for Santa to eat when he visitstheir homes.

Yhere are many special Christmas activities.

a. People sing special Christmas songs or carols-

(1) Someti es groups of people go from house to house singingsongs. This is called Christmas caroling.

(2) We hear Christmas songs on the radio and television atChristmas time.

b. People read and tell special stories about Ch istmas.

c. People go to Christmas programs at schools and chur hes.

d. Some people have Christmas parties for their friends.

17

People make or buy Christmas cards and send them to theirfriends.

-People make or buy presents which they wrap with decoratedpaper and ribbon and give to members of the family and friends.

People decorate the inside and outside of their hones atChristmas time.

(1). Most people decorate trees with balls, chains, angels,icicles, tinsel, lights, and other ornaments to makeChristmas trees for their homes.

(2) People decorate their homes using the special Christmascolcrsred, green, gold, silver, white.

People decorate their homes using special Christmasplantsholly, mistletoe, trailing pine, poinsettas, andbranches of evergreen trees tied in boughs or wreaths.

(4) People decorate their homes and their Christmas trees withspecial Christmas symbols--bells, stars, stockings, smallsleighs, candy canes, and candles.

People decorate many busy streets in their towns andcities with red and green lights, decorated trees,colored tinsel chains, bells, stars, capes, and otherChristmas symbols.

h. People prEpare many special foods at Christmas time.

(1) Many people have large turkey dinners on Christmas day.

(2) People make cookies, cakes, and candy to eat and to giveto friends.

(a) Cookies are often cut in Christmas shapes--bell,star, Santa, sleigh, tree, reindeer, holly, stocking,candle, wreath.

(b) Cookies and cakes are often decorated with red andgreen sugar sac' icing.

Some people make plum pudding to celebrate Christmas.

(4) Many people drink eggnog at Christmms time.

Christmas Day is a holiday.

a. A holiday is a day for fun.

b. On a holiday, dults do not go to their jobs and children

have a vacation from school.

18

SEQUENCED INSTRUCTIONAL GUIDE

III. Sequencd Inatructional_Guide

UNIT UNDERSTANDING: A. Winter is the time of year after cool autumn, when theweather is very cold and plants, people, and animals11;ust protect themselves in order to stay alive.

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

SRLS4JRY SKILLS

;P!sual Skills

Focuses attention on picturesDetects seasonal characteristics

in environment and in pictures

ALIILLQL1311Listens to discussion and di=ec-

tions

ABSTRACTING SKILLS

ConceRtual SkillsUnderstands time concepts--summer, autumn, winter

Recognizes szasonal characteris-tics

AssoRe

iation Skillsates certain seasonal charac-teristics with winter

Classification SkillsComprehends classes of winter

characteristics and non-wintercharacteristics

RESPONSE SKILLS

Verbal SkillsDescribes the day's weather con-

ditionsLabels articles of clothing

appropriate for the day'sweather conditions

Identifies winter rlues observedoutside and in pictures

Identifies picture as to whetherit does or does not portraywintertime

20

Basic ActivityPrepare a collection of picturesillustrating the characteristics ofthe different seasons (TeachingPictures--Seasons). Begin a dis-cussion of seasonal change byasking the children to describewhat the weather was like when theywere on their way to school today.Encourage the children to talkabout how the air felt outside andwhat kind of clothing they neededto wear to school to stay wara.

Explain that autu n is over andwinter has begun. Show the chil-dren several pictures which portraypeople and animals in winter.Point out the ways that we canidentify the season from the pi -tures. Include the characteristicwinter differences in weather,plants, people's activities,clothing, animals, and holidays.Explain that these are clues whichtell us when it is wintertime. Askthe children if they have seen anywinter clues outside like those inthe pictures.

For comparison, show a few picturesof other seasons, and point out theways that they are different fromwinter; Emphasize the differencesin weather, plants, clothing, andactivities.

EvaluationPlay a "detective" game. Arrangethe seasonal pictures in randomorder on a pile. Show them one at

UNIT UNDERSTANDING: A. Winter is the time of year after cool autumn, when theweather is very cold and plants, people, and animalsmust protect themselves in order to stay alive.


Skillspulates magnifying glass

appropriately

1. (con

a time, and ask the children to tellif the picture does or does not por-tray wintertime. To add interest tothe activity, let each child hold atagboard magnifying glass up to thepicture when it is bis turn. Tellthe children that this is a pretendmagnifying glass to help them findwinter clues. Ask the children tolook at the pictures carefully andidentify the winter clues when theyfind them.

Notiaes and identifies theseasonal characteristics ofwinter observed outside

Extension ActivityDuring outdoor playtime, mention orpoint out signs of winter as you areplaying with the children--the coldair, your heavy clothing, the baretrees, snow, brown grass.

el0

UNIT UNDERST A. Winter is the time of year after cool autumn, when theweather is very cold and plants, people, and animalsmust protect themselves in order to stay alive.


SENSORY SKILLS

Visual SkillsFocuses attention on book andwall display

Detects seasonal clues in book'spictures

Auditor_y_Skills

Listens to book, questions, anddiscussion

ABSTRACTING SKILLS

Conceptual SkillsUnderstands time concepts--

autumn, winterRecognizes seasonal characteris-

tics

Understands the basic steps inthe seasonal changes of trees

Association SkillsRelates certain seasonal charac-

teristics with winter

RESPONSE SKILLS

Verbal SkillsDescribes tree in wall displayAnswers questions concerning

the sequence of changes whichhave transformed the tree

a. Reproduces words, melody, andrhythm of song

b. Detects and labels new objectswhich are added to the walldisplay

Basic ActivityRead or picture read a general bookabout winter (Let's Find Out AboutWinter, or Winter Is Here). En-courage the children to look forwinter clues in the book's pictures.

Focus the children's attention onthe large tree on the wall whichwas used in the units Plants andAutumn. Now the tree should bebare. Ask the children to describethe tree as it now looks. Then askif anyone can remember and describehow the tree looked when it wasplaced on the wall (unit Plantstwview the sequence of changes madeon the tree during autumn. Askseveral questions to stimulatecritical thinking.

Examples: What has happened tothe leaves? Is the tree dead oralive? How does the tree stayalive in cold weather? Whatprotects the tree?

22

Extension_Activitiesa. Teach the children a song about

winter ("When the Winter IsHere").

New objects can be added to thewall space as you move to eachnew unit understanding. Someitems which could be added tothe tree or placed near the tree

e-ll

UNIT ST -DING: A. Winter is the time of year after cool autumn, whe_ theweather is very cold and plants, people, and animalsmust protect themselves in order to stay alive.

BASIC SKILLS TO BE DEVELOPEDINSTRUCTIONAL ACTIVITIES

2 3

con

are: snow, icicles, a snowman,a birdfeeder, an animal in awinter activity (a bear hiber-nating or a deer in the snoW),an evergreen tree, and, on thelast day before Christmas vaca-tion, Santa Claus and his sleigh.

e-12

UNIT UNDE TANDING: B. In winter, the weather is usually very cold.

1. In winter, the air is very cold.

2. On many mornings, there is frost on the ground andthe objects outdoors.

3. Winter is the time of year -hen we often have snow.


5. Sometimes we have cold rain which freezes on theground, turning to smooth ice.

6. Water from rain or melted sleet or snow oftenfreezes to form icicles.


SENSORY SKILLS

Visual SkillsFocuses attention on aspects of

the environment during obser-vation walk

Detects winter clues during walk

Auditory SkillsListens to aiscuss on

ABSTRACTING SKILLS

Conceptual SkillsUnderstands time concepts--winterRecognizes winter seasonal

characteristicsKnows articles of clothingUnderstands sequence of events

of walkRecognizes ordinal positions--

first, second, third, fourth

Association SkillsRelates certain seasonal charac-

teristics with winterRelates certain articles of

clothing with cold weatherRelates picture of object oractivity with real object oractivity observed during walk

2 4

1. Basic ActivityTake the children on an observationwalk on a day that is particularlyexemplary of cold weather, frost,snow, or sleet. Prepare the chil-dren for the walk by reviewingwinter "clues" and discussing whatclothes they might need to wear tostay warm.

Point out the various signs of win-ter as you walk. If possible,collect an icicle and a snowballwhich you can bring back and storein a freezer.

Assessment ActivityAsk the children to tell you aboutthe things they saw and did on thewalk. Encourage them to sequencethe events correctly. As theydescribe the walk to you, draw asimple picture of the objects oractivities in their description ona chalkboard or large sheet ofpaper. When you have completedthis, go back over the events ofthe walk once again by pointing tothe pictures you have drawn. As

you review the events of the walk,use the ordinal position words--first, second, third, fourth.

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UNIT UNDERSTAND G: B. In winter, the weather usually very cold.

BAS SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

RESPONSE SKILLS

Verbal SkIlls

Answers questions concerning theobservation walk

Recalls the sequence of eventsof walk

1. (cont.)

a. Knows and labels snowball andicicle

Recognizes and identifies shapeconcepts--round, long,pointed

Recognizes and identifies tex-ture concepts--hard, sharp,slippery, smooth

Recognizes and identifies tem-perature concepts--hot, cold;warm, cool

Understands the concepts offreeze and melt

Uses the words "freeze" and"melt" in conversation

b. Detects and labels new itemswhich are added to the walldisplay

Extension Activitiesa. Later in the day, show the chil-

dren the snowball and icicle.Emphasize the fact that theystay the same as long as theyare kept cold in the frezer.Discuss the shape and texture ofthe snowball--round, hard; andthe iciclelong, pointed,sharp, slippery, smooth, hard.Then let them see what happensto the snow and ice when leftout in the warm room. Explainthat cold air makes waterfreeze, warm air makes frozenobjects melt. Encourage thechildren to begin using the newvocabulary words "freeze" and"melt" when they are talkingabout weather conditions.

b. This would be an appropriatetime to add items to the wallspace around the tree to repre-sent winter clues observedduring the walk. Artificialsnow could be sprayed on thebranches and white paper placedaround the base of the tree.

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UNIT UNDERST G: B. In winter, the weather is usually very cold.

1. In winter, the air is very cold.

BASIC SKILLS TO BE DEVELOPED

SENSORY SKILLS

Visual SkillsFocuses attention on thermometerdemonstration and pictures

Distinguishes the location ofliquid in the thermometer

Isolates objects and activitiesin pictures

Auditory SkillsListens to discussion and

directions

Tactile-Kinesthetic SkillsDiscriminates temperature

variation between hot waterand ice cubes

ABSTRACTING SKILLS

Conceptual Skillsows thermometer and its use

Recognizes temperatureconcepts--hot, cold; warm,cool

Recognizes direction concepts--up, down

Understands directions for game

Association SkillsRelates direction in which

thermometer's liquid moveswith temperature changes

RESPONSE SKILLS

Verbal 'illsDescribes picture by tellingwhy it depicts hot or coldweather

Motor SkillsKneels or stands as appropriate

in game

2 6

INSTRUCTIONAL ACTIVITIES

2. Basic Activity.Discuss with the children the factthat the air outside is very coldin wintertime. With a small groupof children, conduct an experimentto demonstrate the function ofthermometers. Explain to the chil-dren how and why we use thermometersand show them a few of the variouskinds.

To demonstrate how the (red) liquidmoves up and down according to thetemperature, have a bowl of hotwater and a bowl of ice cubes atthe table. Let each of the childrenput his hand in the water to feelthe temperature. Ask them to labelthe bowls of water as hot and cold.Then place the thermometer in thehot water and ask the children towatch the (red) liquid. Does itmove up or down? Next, place thethermometer in the ice cubes. Nowwhat does the liquid do? You mightalso ask each child to place hishand around the bottom of the ther-mometer. The warmth from his bodyshould make the liquid rise some-what. Each time that the childrenare watching a temperature change,emphasize the direction in whichthe liquid is moving. Move thethermometer from hot to cold andback again Odo or three times. Em-phasize the fact that the liquidmoves up when it is hot and downwhen it is cold. Use your fingerto point out the area of the glasstube where the top of the redliquid would be when the weather iscold, cool, warm, hot.

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UNIT UNDERSTANDING: B. In winter, the weather Is usually very cold.


(cont.)

Evaluation or Assessment_AELLILLLECollect several pictures (Teaching_Pictures) which depict hot and coldweather. Ask the children to siton the floor in front of you andpretend that they are the liquid inthermometers. Explain that whenthey see a picture of hot weather,they should stand up, and when theysee a picture of cold weather, theyshould kneel down (or put theirarms up or down).

Extension ActivityPlace a thermometer outside on theschool building, at the children'seye level. During outdoor playtimeeach day, the children can note thelocation of the red liquid.

2 7

e-l6

UNIT NG: B. in winter, the Teather is usually very cold.

Winter is the time of year when we often have snow.

IC SKILLS TO BE DEVELOPED

SENSORY SKILLS

Visual SkillsFocuses attention on bookIsolates objects and activi iesin book

Auditory SkillsListens to cont nts of book

and statements in game

ABSTRACTING SKILLS

ConceRtual SkillsUnderstands contents in bookAnalyzes statements and detects

absurdities

Association SkilRelates snow wiJ1 wintertime

RESPONSE SKILLS

Verbal Skillsidentifies the absurdstatements

Restates the absurd statementsto make it correct


Basic ActivityRead a descriptive and informativebook about snow (Snow Is Fallina,Snow). Try to include informationconcerning such things as the manyshapes of snowflakes, how snow canbe both harmful and beneficial, andsnow activities and games.

EvaluationPlay_a silly statements or "absur-dity" game to help the childrenrecall the information in the book.Purposely state facts from the bookthat are wrong. Encourage the chil-dren to catch you when you make amistake and correct you.

Examples: Snow is made of littlepieces of cotton. Snow isusually yellow or dark blue.

Children find this game quite funny;they enjoy "catching" the teacherwhen she accidently or intentionallymakes a mistake.

a. Listens to and unue stands thedirections for making snow-flakes

Folds and cuts constructionpaper correctly

Recognizes and identifies colorconcepts--black, white

Recognizes and identifies shapeconcepts--square, re,Itangle,triangle

Extension Activitiesa. Make paper snowflakes as a

follow-up activity to your bookon snow. It is suggested thatyou practice making the snow-flakes before you conduct theactivity with the children.

28

Work with a small group of chil-dren and ask them to follow whatyou do. Begin by giving eachchild an 8" x 8" piece of whitetyping paper and a pair ofscissors. Take the square pieceof paper and direct the children

UNIT UND ST NG: In winter, the weather is usually very cold.

BASIC SKIL S TO BE DEVELOPED

b. Reproduces words, melody, andrhythm of song

Discriminates and identifieswords which sound similar

2 9

e -17

TNSTRUCTEONAL ACTIVITIES

cont.)

to fold it in half to make arectangle. Make a second foldto form a square. Then fold thesquare in half diagonally, alonga line from the center point tothe corners, to make a triangle.Discuss each shape as you makeit, and ask the children to iden-tify it. Now, take the scissorsand cut jagged notches out ofthe sides of the triangle, beingcareful not to cut the entirefold on any side. If too muchof any side is cut, the snow-flake will fall apart. Whenthe notches are cut, have thechildren open the folded paperto see the snowflake.

The children will enjoy makingseveral snowflakes. Each timethey cut, they will make a some-what different design. Let eachchild choose one of his favoritesnowflakes. Mount each on apiece of black constructionpaper and place them somewherein the classroom where the chil-dren can see and enjoy them.Discuss the fact that there areno two paper snowflakes exactlyalike and that there are no tworeal snowflakes exactly alike.Emphasize the identification ofwhite and black.

b. Teach the children a song aboutsnow ("It's Snowing," "Snow-flakes"). Use the verses for arhyming activity.

e-18

UNIT UNDEBST_ NG: B. In winter, the weather is usually very cold.


Notices the various shapes ofreal snowflakes

3. (cont )

c. On a snowy day, take the chil-dren outside to observe thesnowflakes. Locate one or morehand magnifying glasses whichthe children can use to sudysnowflakes which fall on theirclothing.

e -19

UNIT UNDERSTANDING: B. In winter, the weather is usually very cold.

2. On many mornings, there is frost on the ground andthe objects outdoors.

3. Winter is the time of year when we often have snow.


5. Sometimes we have cold rain which freezes on theground, turning to smooth ice.

6. Water from rain or melted sleet or snow oftenfreezes te form icicles.

C SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

SENSORY SKILLS

Visual SkillsFocuses attention on charts or

study printsDiscriminaces the differences

among frost, snow, sleet, andice

Auditory SkillsListens to discussionListens to riddles

ABSTRACTING SKILLS

Conceptual SkillsKnows frost, snow, sleet, ice,

and the characteristics ofeach

Recognizes temperature concepts--cold

Association SkillsRelates certain characteristicswith frost, with snow, withsleet, and with ice

Relates frost, snow, sleet, andice with cold weather

Relates cold weather with winter-time

Relates clues in riddle in orderto derive the answer

Basic_ Act_ivity_

Use a chart (Primary Science Con-_cepts7-Air and Weather) or studyprints to explain the differencesin frost, snow, sleet, and ice.Explain how each is formed in adifferent way and each looks dif-ferent from the other when it is onthe ground. They are similar inthat each can occur only when theair is very cold. Ask ele childrento look at the pictures ca:*efullyand label each fOrm of water.

EviduationPlay a riddle game using the infor-mation you have given above and askthe children to decide whether youare frost, snow, sleet, or anicicle.

Examples: I am made when waterdrips and freezes. What am I?I freeze on the grass on coldmornings. What am I?

Place the charts or study prints sothat the children can see them in

er to help them answer the rid-

Note which children, if any, havedifficulty solving the riddles.Plan other riddle-solving activi-ties for these children.

e-20

UNIT TANDING: 1 In winter, the weather is usu .ly very cold.


RESPONSE SKILLS

Verbal SkillsLabels the various forms ofwater

Answers ridcle s


cont.)

Extension ActivityWhenever the weather cooperate,.' byproviding you with real examples offront, snow, sleet, ice or icicles,take the children outside and lett!_2m observe. Encourage the chil-dren to feel the differences intexture of sleet, snow, frost, andice.

UNIT UNDER2- B. In winter, th. vcej.ther is usually very cold.


e -21

tinle of year when w. often have snow.


SENSORY SKILL,

Visual SkillsFocuses attention on bool-

isolates objects and activi iesin book

AuditoySkillsListens to book and questionsListens to word-3 of songDistinguishes melody and rhythm

of song

ABSTRACTING SKILLS

Conceptual SkillsUnderstands contents of story

and its sequence of eventsKnow objects and activitiesdepicted in book's Pictures

Understands the concepts offreeze and melt

Association SkillsRelates snow and snow activitieswith winter

Relates each picture in bookwith event it depicts

SPONSE SKILLS

Verbal Skills,4.swers questions concerning

storyUtilizes the words "snow" and

"melt" in conversationReproduces the words, melody,and rhythm of the song

Recalls sequence of events instory by interpreting picturesin book

Identifies objects, winter char-acteristics, and basic con-cepts in book's pictures

5. Sasis ActivityRead the book Frpsry the_Snowman tothe children. Emphasize the winteractivities that Frosty and thechildren engage in. Ask the chil-dren questions to tell about whathappened to Frosty.

Examples: Why did he go away?How can he come hack?

Encourage the children to use thewords "freeze" and "melt."

Teach the children the scng, "Frostythe Snowman." It would be advan-tageous to first let the childrenlisten to the record of the song;then let them sing alolig. Thissong can be used often during thewinter months.

Sometime soon after the story hasbeen read, preferably the next day,review the events of the story andthelr sequence by having the chil-dren retell the story using the bookpictures as clues. Turn the pagesof the book and ask different chil-dren to describe "what is happeningnow." With each picture, take timeto locate and identify all theobjects and the winter characteris-tics LI the scene. Wherever appro-priate, ask the children to identifybasic zoncepts, such as color,shape, number, position, size, tem-perature, texture.

e -22

UNIT UNDERSTANDING: B. In w nter

BASIC SKILLS TO E DEVELOPED

the weather is usually very cold.

Detects and identifies "Frostythe Snowman" Ira wall display

b. Listens to story reccrd

Relates picture in book withevent it depicts

Tells teacher when to turnthe book's pages


. (cont.)

ExLension Activia. You may want to add a "Frosty

the Snowman" to the wall spaceunder the model tree.

b. Use a story record of fmatE71Snowman for a listening activity.As the record is playing, showthe children the pictures in thestory book. Ask the children totell you when to turn the pages.

UNIT UNDERSTANDING:

e -23

B. In winter, the weather is usually very cold.

Winter is the time of year when we of__n have snow,


SENSORY SKILLS

-a SkillFocuses attention on flannelboard materials

Distinguishes the parts of thesnowman

Discriminates the colors, shapes,positions, and number of thesnowman parts

Combines parts to make completesnowman

Detects missing part of snowman

Listens to discussion andquestions

ABSTRACTING SKILLS

Conceptual_ SkillsKnows snowman and its partsRecognizes color concepts--white,black, orange, red, green, blue

Recognizes shape concepts--circle, square, triangle

Recognizes size concepts--large,middle-sized, small

Recognizes position conceptsRecognizes number concepts--setsone to four

soclation Skills__lates snowman and its partswith the label for each

RESPONSE SKILLS

Verb SkillsSuggests something which can be

made with the three whitecircles

Labels snowman partsIdentifies the number, color,and shape of each set ofsnowman parts


Basic ActivIty

Make the Snowmen Flannel Board Set(DARCEE) for this activity andother visual discrimination games.The two snowmen have several setsof parts so they can be assembledto look identical or different.The dimensions of difference whichcan be illustrated are: color,shape, size, position, and number.

Introduce this material using theparts for just one of the snowman--three white circles of graduatedsizes; two glove-hand arms; onelarge, black hat; two black eyes(large circles); one orange mouth;four, red square buttons. Randomlyplace the three white circles onthe flannel board. Direct individ-ual children to find the largest,smallest, and middle-sized circle.Ask if someone could suggest some-thing you could make with the threecircles. If a child suggests asnowman, ask him to arrange thecircles appropriately.

Display the remaining parts of thesnowman on the board beside thebody. Group the parts in sets ofarms, eyes, buttons, etc. Point toone set of the objects (the hat)and ask a child if he knows whatpart of the snowman this might be.Ask other children (1) to identifythe number of the set; (2) todescribe where the part should beplaced on the body (on which cir-cle); and (3) to place the part onthe body.

Continue using this procedure withthe remaining sets of parts. Whenthe snowman is completely assembled,ask the children to identify the

UNIT UNDERSTANDING: In winter the w_ather is usually very cold.


Verbal Skills (cont.)Descr hqs where part should be

placed using labels forposition concepts

Suggests a na= for the snowmanIdentifies the missing parts ofthe snowman

Motor SkillsLocates the size circle descr bedby the teacher

Arranges snowman parts appro-priately

Replaces missing snowman partin correct position


(cont.

color of each part and the shapesof the eyes and buttons. The chil-dren may wish to name the snowman.

Evaluation_Play a What I s Missing. game with

Che Snowman. Have the childrenclose or cover their eyes as youremove a The child who iden-tifies what is missing can p:-,cethe part back on the snowman.

UNIT UNDERSTAIDINC: B. In winte

e -25

the weather is usually very cold.

Winter is the time of year when we often have snow.


SENSORY SKILLS

Visual SkillsFocuses attention on book and

felt snowmen

Distinguishes parts of snowmenDiscriminates likenesses and

differences among snowmen interms of color, shape, size,position, and number of parts

Listens to contents of book anddiscussion

ARSTRACTING SKILLS

Conceptual_SkillsKnows snowman and its partsRecognizes color coneepts--white,

black, orango, red, blue, greenRecognizes shape concepts--

circle, square, triangleRecognizes size concepts--large,

middle-sized, smallRecognizes position concepts--

up, down, upside down, etc.Recognizes number concepts--setsone to four

Recognizes affective concepts--happy, sad

Association SkillRelates snowman and its pawith the labels for each

RESPONSE SKILLS

Verbal_SkillsDescribes snowmen in book's

picturesIdentifies likenesses and d

ferences between pairs ofsnowmen

Suggests names for felt snowmen

3 7


Basic Activity_

Begin the activity by reading TheSnowman Book to the children. Thengo through the book discussing eachpicture. Encourage the children todescribe each snowman. Point outpairs of snowmen and ask differentchildren to verbalize how the MOare alike and how they are differ-ent. Provide any comparisons whichthe children do not mention.

Assessment Actl.vityAt a later time, play a likenessand difference game using bothsnowmen in the Snowmen FlannelBoard Set (DARCEE). You might wantto introduce them as "look-alike"twins who are always trying to lookdifferent. Involve the children inplacing the parts on the snowmen tomake them look identirzal--same eyes(large black circles), hats (large,black), mouth expressions (bothmiles or both frowns), buttons(four, red squares), arms (two,glove-hand arms). The children maywish to name the twins.

Have the children close their eyesas you change a part of one snow-men. The child who can verbalizehow the snowmen are different canchange the part to make the snowmenidentical again.

Examples: If both hats arelarge and black, exchange onefor a large, green hat (colordifference) or a sma4, blackhat (size difference). If bothhave a set of four red, squarebuttons, change one set to fourblue, square buttons (color dif-ference) or four red, triangnlarbuttons (shape difference) or

UNIT UNDERSTANDING: B. In winter, the weather is usually very cold.

BASIC SKILLS TO BE DEVE OPED

Verbal Skills cont.)Identifies part which makes onesnowmen differ from the other

Motor SkillsArranges parts of snowmen to

make an identical pair


cont.)

three red, square buttons (num-ber difference). If both havearms down at side, move one'sarms in the air (positiondifference). If both aresmiling, change one mouth to the.acIwnIaE position (position oraffective difference).

Extension ActivityLater the game can be made more dficult by changing two or more partsof the snowmen at the same time.

Example: Change the color ofthe hat on one and the shape ofthe eyes on the other.

38

UNIT UND T NG: C. In winLer, daytime is very short and nighttime is verylong.

It gets dark in the afternoon before we eat dinneror supper.

2. It is still dark when we get up in the morning togo to school.

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIV TIES

Note:

This understanding is very similarto Understanding C in the unitAutumn. It is not expected thatthe children will fully comprehendthis difficult understanding;therefore, no new activities arepruvided. Instead, it is suggestedthac you review activity C-2 in theunit Atitumn, using the chart illus-trating seasonal change in lengthof day. You will need to alterthat actiqity only slightly inorder to adapt it for this season.

UNIT In winter, many plants are alive, but they do wit grow.

1. Many trees and bushes have no leaves.

2. The grass has turned brown, but the roots andstems are alive under the ground.

Some plants have died, but many tiny plants arealive inside seeds on the ground.

4. Some trees have green leaves all through thewinter.

BASIC SKILLS TO BE DEVELOPED INSTRUCTICWAL ACTIVITIES

SENSORY SKILLS

Vieu SkillsFocuses attention on charts or

study prints and on drawingsFocuses attention on aspects of

the environment during obser-vation walk

Isolates objects discussedduring observation walk

Isolates each drawing duringgame

Scans drawn objects from leftto right

Listens to discussionListens carefully to responses

during cumulative repetitiongame

ABSTRACTING SKILLS

KDOWS plants and plant partsUnderstands basic sequence of

steps in growth cycle ofplants

Knows the various ways plantsprotect themselves

Understands that many plantsare not dead in the wintert mebut will grow again in thespring

Knows evergreen treeRecognizes winter weather condi-

tions

1. Bosic_ActivityRevieW several of the understandingsfrom the unit plants in order toprepare the children for an obser-vation walk on which you will lookspecifically at the characteristicsof plants in the winter. Emphasizethat different plant parts havevarious means of protection. Eventhough many plants may look dead,they will become green again in thespringtime. Review the growthcycle of plants. Use study printsor charts to aid in your discussion.Encourage the children to label theplant parts and to describe thesequence of plant growth.

When walking, be sure to point outhow bark protects trees from thecold. Discuss how the roots ofbrown grass are alive under theground. If the ground is notfrozen, you might want to dig forroots as you discuss with the chil-dren how the ground and snow areforms of protection. To help theliildren understand that the treesand many other plants are not dead,look for buds, and let the childrenview them closely. Exploit', what

will happen to the buds when springcomes. Also look for seeds, anddiscuss the various ways they areprotected in the winter. Be sureto point out any evergreen treeswhich you might see. Take a sample

e -29

UNIT UNDERSTANDING: D. I- -inter, many plants are alive, but they do not grow.


anssptual Skills (cont.)Knows articles of clothingUnderstands sequence of events

of walk

Association SkillsRelates certain characteristicswith winter

RESPONSE SKILLS

Verbal SkillsLabels plants and plant partsDescribes sequence of plant

growth

Repeats previously mentionedevents in correct order duringsequence game

Adds new item to cumulativesequence game

1. (cont.)

A 4

of evergreen back to the classroomso that it can be studied and dis-cussed.

This walk would also be a good timeto review and discuss winterweather, what clothes we need towear outside, and other winterclues.

Assessment ActivityWith a small group of children, playa cumulative repetition game to en-courage them to recall what theysaw on the trip. The teacher couldbegin by saying, "On the_walk today,I saw an evergreen tree." Thechild who has the next turn muststate what the previous_person sawand add one new item: "On the walktoday, I saw an evergreen tree andsnow on the ground." The nextchild in the game must add a newobservation to the previous twoitems: "On the walk today, I sawan evergreen tree, snow on theground, and a dog barking at asnowman."

Some groups of children will not beable to go beyond three or fouritems in a sequence. To help thechildren remember, you might use achalkboard or large sheet of paperto draw pictures of the variousthings that the children remember.As each child takes his turn, pointto the pictures of the objectswhich have been mentioned already.Draw the objects in a left-to-rightsequence across the board or paper.

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UNIT UNDERSTANDING: D. In winter, many plants are alive, but they do not grow.



SENSORY SKILLS

Visual SkillsFocuses attention on drawingsDetects seasonal characteristicsDiscriminates differences among

the drawings

Auditory SkillsListens to discussion and ques-

tions

ABSTRACTING SKILLS

Conceftdal_Ski/lsUnderstands time concepts--

autumn, winter, spring, summerRecognizes seasonal characteris-

tics

Recognizes color conceptsKnows articles of clothingKnows weather conditionsKnows seasonal activitiesKnows ways in which animalsadapt to seasonal change

Association SkillsRelates certain weather condi-

tions and plant characteristicswith season of the year

Relatet, certain articles ofclothing with season of year

Relates certain activities ofpeople with season of the year

Relates activities of animalswith season of the year

RESPONSE SKILLS

Verbal SkillsSuggests colors and objectswhich should be included indrawings

Answers questions concerningdrawings


4 2

Basic_Act_iviryTo stimulate the children into adiscussion of seasonal changes inplants, ask them to help you draw atree representative of each seasonof the year.

Begin by drawing the outline of atree on a large sheet of paper.Magic markers or crayons could beused for the drawing and coloring.Explain to the children that youwould like to draw an autdmn tree.Pretend that you do not rememberwhat an autumn tree looks like.Ask them to tell you what to drawand what colors to use. The chil-dren should be able to help youwith the drawing of the first treesince, hopefully, they will remem-ber the concepts from the unitAutumn. If they have difficultydescribing an autumn tree, givethem a few hints. Allow the chil-dren to do some of the drawing andcoloring themselves. This willhelp them become more involved inthe activity.

Include a child in the picture sothat you can discuss seasonalclothing and activities. As youdraw, ask the children questions.

Examples: What do you think thechild would be wearing in theautumn? What is the weatherlike? What kind of clothes doyou need to wear? What wouldyou be doing in the autumn?What are some autumn activities?

You might also include a bird inthe picture to encourage a discus-sion of what animals do in variousseasons of the year.

e -31



2. The grass has turned brown, but the roots andstems are alive under the ground.

3. Some plants have died, but many tiny plants arealive inside seeds on the ground.

4. Some trees have green leaves all through thewinter.

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL .h.CTIVITIES

SENSORY SKILLS

Visual SkillsFocuses attention on plantFocuses attention on pictures

in bookIsolates objects and activitiesin pictures

Auditory SkillsListens to discussion and con-

tents of bookListens to riddles

ABSTRACTING SKILLS

Conceptual SkillsUnderstands time concepts--winterUnderstands the seasonal changes

which occur in plantsUnderstands contents of bookRecognizes seasonal characteris-

ticsKnows weather conditions

Association _SkillsRelates certain characteristicswith winter

Relates clues given in riddlein order to derive the answer

RESPONSE SKILLS

Verbal SkillsAnswers questions concerning

plantAnffwers riddles

11221.-_AEUKaLShow the children a potted plantwhich grows outside during warmweather but is brought inside duringthe winter. Ask the children toexplain what would happen to it ifit were outside and why it wouldprobably die.

Read to the children a book whichstresses changes made by plantsduring winter or all the seasons(Winter Is Here, About Four Seasons-and Five Senses). You may want toread just the sections which dis-cuss weather and plant changes,saving people and animal changesand winter activities for later inthe unit.

EvaluationPlay a riddle game based on thecontents of the book. Describe aplant, animal, or weather conditionand ask the children to identifythe season or the object and theseason.

Example: I am making seeds anddropping them on the groundaround me. My leaves are turningred. What am I? When am Idoing these things? (Answer:a plant, in autumn)

4 3

e -32



Motor SkillsManipulates pencil or crayong

appropriately

2. (cont.)

When you have completed the autumnpicture, begin the outline of thewinter tree. Again the childrenshould be able to help you sincethey hav- been familiarized withsome cha_icteristics of winter.Ask them to recall what they haveseen on their walks and tell youhow to draw the tree. Again in-clude a child and a bird adapted towintertime weather.

Continue the same procedure withspring and summer trees. If thechildren become restless, save thespring and summer drawings for asecond activity on another day.For these two seasons, you willprobably have to do most of thedescription yourself; it is doubt-ful that the children will be ableto remember much about seasonswhich seem so long ago to them.After completing the summer picture,return to the autumn picture tocomplete the cycle.

EvaluationNote carefully which children couldand could not (1) participate inthe activity; (2) identify seasonalchanges; and (3) give you directionsfor drawing the pictures.

Understands and describes thesequence of the four seasons

Extension ActivityDisplay the four pictures in theclassroom to stimulate further dis-cussion and recall about seasons.It is suggested that you arrangethe pictures in a circular order toencourage the development of theunderstanding that the sequence ofseasons repeats itself.

e -33

UNIT UNDERSTANDING: E. Crops are not harvested during the winter because theweather is too cold for plants to grow.

1. People eat many canned or frozen fruits and vege-tables.

2. Fresh fruits and vegetables in the stores come fplaces far away where the weather is warm duringour winter.


SENSORY SKILLS

Visual Skills

Focuses attention on picturesin book


Focuses attention on labels ofcans

Auditory SkillsListens to discussion and con-

tents of book

ABSTRACTING SKILLS

Conce tual Skills

Understands why foods must becanned or frozen in the winter

Knows objects and activities inbook

Knows the basic sequence ofsteps in the canning process

Knows foods pictured on labelsof cans

RESPONSE SKILLS

Verbal SkillsLabels canned foodsRecalls sequence of steps in

canning processUses complete sentences

L. Basic Activity

Discuss with the children where weget our fruits and vegetables inthe wintertime. If plants do notgrow in the wintertime, where do weget the fruits and vegetables weeat? Explain simply that in someplaces in our country it is warmall year and crops grow year round.These fruits and vegetables arebrought to our stores by airplanesand trucks, but these crops arevery expensive. Many people canand freeze fruits and vegetables inthe summer and fall for eatingduring winter and spring until newcrops grow. Others buy canned andfrozen foods at the store.

Read a book to the children whichpresents a simple explanation ofthe canning process (You_Visit aSugar Refinery_ and Fruit_Cannery).Outline the basic steps of the pro-cess referring to the pictures inthe book as much as possible. Showthe children a collection of cansof fruit and vegetables with labelsintact. Encourage the children toidentify each food.

Asapssment Activity.Ask the children to sequence thebasic steps in the canning process.Use the pictures in the book tohelp children having difficulty.Encourage the children to speak incomplete sentences.

4 5

e -34

UNIT UNDERSTANDING: Crops areweather is

1. Peopletables

not harvested during the winter because thetoo cold for plants to grow.

eat many canned or frozen fruits and vege-

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL A_rIVITIES

SENSORY SKILLS

Visual SkillsFocuses attention on pictures

in bookFocuses attention on freezer or

freezing unit of refrigeratorand on frozen food package

Focuses attention on thermometerDistinguishes liquid in ther-mometer

Discriminates changes in loca-tion of the thermometer'sliquid

Focuses attention on ingredientsfor popsicles

Auditory SkillsListens to discussion and ques-

tionsListens to directions for making

popsicles

Tactile-Kinesthetic SkillsDiscriminates likenesses anddifferences in temperature

Discriminates likenesses anddifferences in textures

Taste-Olfactory SkillsDiscriminates the differences

in popsicle flavors

ABSTRACTING SKILLS

Conce tual SkillsKnows the basic sequence of

steps in the canning processUnderstands why foods must be

canned or frozen in the winterKnows the basic sequence of

steps in the freezing process

4 11

2. Basic ActivityIntroduce the concept of frozenfoods. First review the basicsteps in the canning process dis-cussed in activity E-1. Encouragethe children to explain why somefruits and vegetables must becanned. Ask them to recall thecorrect sequence of basic steps inthe canning process. If necessary,refer to the pictures in the bookdescribing canning.

Explain that foods may also be pre-served by freezing them. Give avery basic explanation of how foodsare prepared and frozen. Take thechildren to the kitchen of yourschool to see the freezer or freez-ing unit of the refrigerator. Leteach child put his hand inside thefreezer and describe how it feels.Take a package of frozen food outof the freezer and let the childrenfeel how hard and cold it is. Ex-plain that when the food is unfrozenit will no longer be hard.

Compare the temperature inside therefrigerator with that outside therefrigerator by having the childrennote the changes in the Clrmometer.Ask the children to predict whatwill happen to the liquid in thethermometer when you remove it.Let them note the change after thethermometer has been in the freezerfor a few minutes and then watchthe liquid rise when the thermome-ter is removed.

e -35

UNIT E -T ING: E. Crops are not harvested during the winter because theweather is too cold for plants to grow.

ASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

Conceptual_Skills (cont.)Recognizes temperature concepts--hot, warm

Recognizes texture concepts--hard, dry, powdery, wet

Knows thermometer and its useUnderstands the concepts of

liquid and solid

Association SkillsRelates changes in thermometer's

liquid with changes in temperature

RESPONSE SKILLS

Verbal Skills--Identifies reasons for canningfruits and vegetables

Recalls basic sequence of stepsin the canning process

Predicts what will happen to thethermometer's liquid whenthermameter is removed fromrefrigerator

Predicts what will happen toliquid form of popsieleafter it has been placed infreezer

Recalls steps in preparation ofpopsicles

Identifies flavor of popsicle

Motor_SkillsAids teacher in measuring andmixing ingredients for pop-sicles

2. (cont.)

4 7

Assessment ActivityLet the children make popsicles orflavored ice cubes. You might givethem a choice of two or threeflavors. Encourage the children tohelp you measure and mix the ingre-dients. Ask them to note the tex-tures of the ingredients (dry,powdery, wet) and point out thatthe popsicles are now hot liquid.Ask the children to predict whatwill happen to the liquid after itis put into the freezer.

Serve the popsicles for des ert atlunchtime and ask the children torecall the steps in their prepara-tion. Ask each child to identifythe flavor of his popsicle or cube.

e-36

UNIT UNDERSTANDING: E. Crops are not harvested during the winter because theweather is too cold for plants to grow.

1. People eat many canned or frozen fruits an&vege-tables.

BASIC suus TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

SENSORY SKIUS

Visual SkillsFocuses attention on foods and

pictures of foodsDiscriminates among the various

foods

Auditory SkillsListens to discuss o

questions

Tactile-Kinesthetic SkillsDiscriminates likenesses and

differences in the texturesof the foods

Discriminates likenesses anddifferences in the flavorsof the foods

ABSTRACTING SKILLS

Conceptual SkillsKnows foodsKnows canning process and

freezing processRecognizes texture concepts--hard, soft

Recognizes temperature concepts--hot, cold; warm, cool

Association SkillsRelates food with the package

can it came fromRelates certain characteristicswith fresh, canned, or frozenfoods

Classification SkillsComprehends subclasses of

foods--fresh, canned, frozen

Easic_ActivityHave a tasting party to comparefresh foods with those which arecanned and frozen. Select foodswhich are easy to obtain and pre-pare. You might use: apples,grapefruit, tomatoes, corn, sweetpotatoes. Have the food alreadyprepared before you begin theactivity.

Let the children first taste a sam-ple of the fresh food; then, thecanned and/or frozen food. Showthe pictures on the cans and pack-ages to the children. Ask thechildren to describe to you thedifferences in taste and texture.Ask the children to note that thefoods which had been frozen are nolonger hard and cold. For comparl.-

son, you might have a sample of oneof the foods which is still frozen.With each food, ask the childrenwhich form of the food--fresh,canned, or frozen--they like thebest. Have the children find thecorrect package or can for thefrozen and canned foods.

Assessment ActivityDuring lunch time, ask the childrento recall what foods they had eatenduring the tasting party. Then dis-cuss the foods you are eating forlunch. Ask the children to tellwhich foods are fresh, which arecanned or frozen. If any of thefoods are canned or frozen, showthe children the cans and packages.

4 8

UNIT UNDERSTANDING:

e-37

Crops are not harvested during the winter because theweather is too cold for plants to grow.

RA IC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

Discriminates, recognizes, andidentifies shape concept--cylinder

b. Discriminates recognizes, andidentifies size concepts--large, larger, largest;small, smaller, smallest;fat, fatter, fattest; thin,thinner, thinnest

Orders cans according to sizerelationships

(eon

Extension ActivitiesUse the collect on of cans for thefollowing skill activities:

a. Use the cans to introduce the"cylinder" shape. Emphasize_thefact that-4 cYlinder is roundlike a circle but a cylinder hasan area inside which can befilled with a substance; i.e.,it can hold or contain some-thing.

b. Use the collection of cans fordeveloping size concepts andrelationships. The children canfind the largest and the small-est, tallest and shortest, fat-test and thinnest. Cans can becompared to find which are lar-ger and smaller than a given can.The cans can be ordered fromsmallest to largest, shortestto tallest, and fattest tothinnest.

e-38

UNIT UNDERST G: Crops are not harvested during the winter because theweather is too cold for plants to grow.

1. People eat many canned or frozen fruits and vege-tables.

2. Fresh fruits and vegetables in the stores comefrom places far away where the weather is warmduring our winter.


SENSORY SKILLS

Visual SkillsFocuses attention on objectsand activities during fieldtrip

isolates specific foods ingrocery store

Auditory SkillsListens to discussion

ABSTRACTING SKILLS

Conceptual SkillsKnows foodsKnows concepts of fresh, canned,

and frozenUnderstands sequence of events

of field tripRecognizes ordinal position

concepts--first, second,third, fow-th

Classification Skillsehends subclasses of foods--

canned, frozen, fresh

RESPONSE SKILLS

Verbal SkillsRecalls foods seen on field tripRecalls sequence of events of

tripUses ordinal position words--

first, second, third, fourth

4. Basic ActivityTake the children on a field tripto a grocery store. Put specialemphasis on the canned and frozenfoods sections, but also point outto the children that a variety ofthings can be bought in a grocerystore.

Ask the children to look at thelabels and to find out how manydifferent kinds of food can be ppared and put in cans. Ask them todo the same in the frozen food sec--tion. Determine which foods can befound in both sections. FamiliariZethe children with the other departments in the store. When viewingthe fresh produce section, againdescribe where these foods comefrom and how they get to the store.If possible, buy a few items thatare canned or frozen, and servethem at lunch OT snack time.

Assessment AcrivityWhen you return to school from thefield trip, write an experiencechart story recalling the visit tothe grocery store. (See activityD-1 in the unit Aurumn for theinstructions for writing an experi-ence chart story.) Put special ern-phasis on the sequence of events.In recalling the order of events,use the ordinal position words--first, second, third, fourth.

e -39

UN T UNDERSTANDING: F. People have special winter activities.

1. Children play in the sno

2. People remove snow from their walks with shovelsand from the streets with snow plows.

Adults must scrape frost, ice, or snow off thewindshields of cars before they drive in themorning.

4. Many people go ice skating.

5. Some people go to hockey games.

6. People heat their homes and keep the doors andwindows closed in order to keep warm.

Children often put seeds or bread outside to feedthe birds.

Children play many indoor games in winter.

People eat many more hot foods during cold winterweather--hot cereals, soups, hot chocolate.

BASIC SKILLS TO BE _EVELOPED

SENSORY SKILLS

Visual SkillsFocuses attention on picturesIsolates objects and activities

in picturesFocuses attention on pantomimesDiscriminates among the motions

being pantomimed

Auditory SkillsListens to discussionListens to labels for winter

activities

ABSTRACTING SKILLS

Conceptual SkillsUnderstands time concepts--winter, autumn

Recognizes seasonal character-istics in pictures

Knows weather conditions


1. Basic ActivitiWith the aid of a book containingpictures of winter activities (BestWard Book EVer), or with the aid ofstudy prints, discuss the variouswinter activities, games, andsports. Referring to the pictures,point out what the weather is likeand what kind of clothing is needed.Emphasize that without the coldweather there would be no ice orsnow for winter games and sports.Introduce some new vocabulary wordssuch as: sled, sleigh, toboggan,ski, hockey. Classify the gameswhich can be played in the snow andthose which are played on ice.

Evaluation

Point to each picture you have dis-cussed, and ask the children toidentify the activity. After all

e-40

UNIT lINDE G: F. People have special winter activities.


EfIESEnALEtlla. (cont.)Knows articles of clothingKnows seasonal activities

Association SkillsRelates certain activitieswith appropriate season ofthe year

Relates winter activities,sports, and games with theirlabels

Classification SkillsComprehends classes of seasonal

activities--winter activities,autumn activities

RESPONSE SKILLS

Verbal SkillsIdentifies winter activitiesGuesses activity being pan-

tomimedUses labels for motion conceptsIdentifies season in which anactivity occurs

Motor SkillsPantomimes winter activit

5

1. (cont.)

of the activities have been iden-tified, ask a child to choose oneof the pictures without the othersseeing it. Then ask him to panto-mime the activity, and encouragethe others to guess what he isdoing. Follow this procedure withall of the pictures. As the chil-dren identify the activities beingdemonstrated, encourage them to usethe labels for the motion concepts--sliding, skating, skiing, sledding,throwing, slipping, etc.

To close the activity, name anautumn or winter activity, and aska child to identify the season whenthe activity would most likely takeplace.

Examples: sledding, rakingleaves, ice skating, football,making jack-o-lanterns.

Give each child a turn to identifythe Season for an activity youname.

e -41

UNIT ERSTANDING: F. People have special winter activi

Children play in the snow.

RABIC SKILLS TO BE DEVELOPED

SENSORY SKILLS

Visual SkillsFocuses attention on storyIsolates objects and activitiesin book's pictures

Auditory SkillsListens to story and discussion

ABSTRACTING SKILLS

Concentnal_L_kills

Understands contents of storyKnaws winter activitiesKnows winter weather conditionsKnows articles of clothingUnderstands sequence of events

in story

Association SkillsRelates certain activities withwinter

RESPONSE SKILLS

Verbal Skills--iesses reactions to story

Answers questions concerningstory

Recalls events of story incorrect sequence

Identifies Peter's activities

es.


Basic_Act vi_ty

Read the story, The 5powy_Day.This book is an excellent introduc-tion_to an understanding of chil-dren's winter activities. Whenreading the story, discuss thespecial things we can do in thesnow, such as making snowmen, andsliding down snowy hills. Thisstory also provides a good oppor-tunity to discuss winter weatherand the clothing needed for playingin the snow. Emphasize the warmthof the house in contrast to thecold outdoors.

EvaluationEncourage different children toexpress their reactions to thestory by asking, "How did you likethe story?" Ask the children ques-tions about Peter's snowy day.Encourage them to sequence theevents in the story correctly. Askthem to identify all Peter'sactivities.

a. Draws or paints a picture ofPeter in the snow

ens on Activitiesa. The children would probably

enjoy drawing or painting a pic-ture of Peter in the snow.

b. As a follow-up activity, showthe film The Snow Day. Empha-size the same concepts andskills developed in the book.

5 3

e--42

UNIT TANDING: F. People have special winter activitleE



SENSORY SKILLS

Visual SkillsFocuses attent an on materials

for building snowmanDistinguishes parts of snowmnDiscriminates among the colors,

shapes, and number of thesnowman parts

Discriminates among the sizesof the three spheres

Focuses attention on thematerials needed for makingclay snowman

Anditory_SkillsListens to discus ion and ques-

tionsListens to directions for making

clay modelListens to the label " phere"

ABSTRACTING SKILLS

ponceptusl SkillsKnows snowman and its partsKnows materials used for

building snowmanRecognizes color conceptsRecognizes shape concepts--

sphereRecognizes nuMber concepts--

large, middle-sized, smallUnderstands the concepts of

freeze and melt

Association SkillsRelates round, solid shape with

the label "sphere"

RESPONSE SKILLS

Verbal SkillsAnswers prob em-solving questions

concerning the building of thesnowman

Basic ActivqtWhen the weather cooperates with agood snow, build a snowman outsidewith the children. As you make thesnowman, bring in as much problemr-solving as possible.

Examples: How many body partsdo you need? What sizes shouldthe parts be? What can you useto make a nose, eyes, mouth?What might happen to the sno anwhen the sun makes the aitwarmer?

Introduce the word "sphere" for theround solid shape used for the bodyparts, and emphasize the threesizes of spheres used.

AssessMent 44014tYMake snowmen out of clay with asmall group of children. Give eachchild a lump of clay, and let himmanipulate it. Discuss how itfeels. Then ask the group to tellyou how a snowman could be madefrom the clay.

Examples: How could the bodyparts be made? HOw can youmake the body parts into threedifferent sizes?

Show the children how to take asmall piece of clay and roll itinto a ball. Encourage the chil-dren to use the word "sphere" forthe round solid shape. Direct themto follow you and make the largeball for the base of the snowmanfirst, then the middle-sized ball,then the smallest ball for thehead. Ask the children to identifythe comparative sizes of the bodyparts.

UNIT STANDING: F. People have special w


Verbal Skil 7ont.)Suggests hot,, to make snowmanout of clay

Labels Ole comparative sizesof the three spheres

Uses the label "sphere" whendiscussing the snowmen

Motor SkillsManipulates clay appropriatelyForms clay spheres as directed

t,ctivities.

I STRUCTIONAL ACTIVITIES

(cont.)

Let the children work independentlyto complete the snowmen. Then placethen where the clay can harden over-night. Ask the children to identifythe round-shaped body parts.

a. Manipulates paint and paintbrush appropriately

Recognizes and identifiescolor concepts

b. Knows and reproduces words,melody, and rhythm of song

Extension Activities_

a. The children will probably liketo paint the clay snowmen withteupera paint. Emphasize thecolor white and review the namesof other colors used for theparts of the snmwman.

b. Teach the children a song ab usnow or a snowman ("Our Snowman"

1J1IT UNDERSTANDING: People have special winter activities.


SKILLS TO BE DEVELOPED

SENSORY SKILLS

al Skillscuses atte tion on sequencepictures


Detects clues in each picturewhich designate its place inthe sequence

Scans pictures from left toright


ABSTRACTING SKILLS

Conce tual SkillsKnows snowman and its partsKnows objects and activities

in picturesKnows steps involved in

building a snowman in correctsequence

Recognizes ordinal positionconcepts--first to sixth

iation SkillsRelates picture with event

it depicts

RESPONSE SKILLS

Verbal SkillsDescribes objects and actions

in picturesRecalls steps involved in

building a snowman in correctsequence

Identifies reason for placementof a picture in the sequence

Uses labels for ordinal positionconcepts


4. Basic ActivityWith a small group of children,sequence the steps involved in thebuilding of a snowman. You can usethe Judy See-Quees puzzle or makeyour own set of pictures similar tothe puzzle, consisting of six steps:(1) two children are running in thesnow on a sunless day, snow isfalling; (2) the two children arerolling a large ball (sphere ) tomake the base of the snowman;(3) the children have put themiddle-sized ball of snow in placeand one child is putting the small-est ball on top; (4) the childrenhave given the snowman eyes, a noseand mouth, buttons, arms, a pipe,and a hat; (5) the sun has come outand the snowman is beginning tomelt; (6) the sun is still out andthere is nothing left of the snow-man but his hat, pipe, stick arms,and a few pieces of coal.

Discuss each of the pictures in theset, but not in their correctsequential order. Ask individualdhildren to describe the objectsand actions illustrated in eachpicture.

EvaluationChallenge the children to order thepictures as the events would reallyoccur. Ask different children totell you which step would occurfirst, second, etc., when making aanowman. Refer to the snowman thechildren made. As a child selectsa picture for a certain position indhe sequence, ask him to explainhis reason for the placement hesuggests. Encourage the chi3drento use the ordinal position words--

UNIT UNDERSTANDING: People have special winter act:v

BASIC SKILLS TO BE DEVKLOPED

Verbal Skil_ (cont.)_erprets the ordered picturesto tell a story

or 11

elects and places sequencepictures correctly

IN TBITCTIONAL ACTIVITIES

4. (cont.)

5 7

first, second, third, fourth,fth, sixth. Arrange the pic u es

in a row, from left to right, Infront of the children. Uhen thechildren have completed thesequence, review the story whichthe pictures tell.

1114IT E_ TANDING: F. People have special winter activities.



SENSORY SKILLS

Visual SkillsFocuses attention on felt objectsIsolates each felt objectCombines pieces to make a snow-man

Auditory SkillsListens to discussionListens to words of fingerplayDiscriminates likenesses =clingthe sounds of words

ABSTRACTING SKILLS

Oonce tual SkillsKnows snowman and its partsRnaws words and actions of

fingerplay in correct sequenceUnderstands concept of rhyming

sociation SkillsRelates each felt piece with

object it representsRelates actions with appropriatewords in fingerplay

RESPONSE SKILLS

Verbal SkillsLabels parts of snowmanReproduces words of fingerplayIdentifies the words whichrhyme in the Iinee recited bythe teacher

Motor SkillsArranges felt pieces aake

complete snowmanReproduces actions ngerplay

59

INST UCTIONAL ACTIVITIES

Basic ActivityTeach the children the fingerplay"I Am a Snowman." This activitycan be int:oduced most effectivelyby using the flannel board and aset of felt objects to representthe snowman's parts. Use threeWhite snowballs of graduated sizes,black hat, round black eyes, andbuttons from the Snowmen Set(Activity B-6). Make an orangecarrot nose, a red scarf, and acorncob pipe.

Randomly place the parts on theflannel board, and ask differentchildren to identify the parts andarrange them to make the snowmen.Assist them only when necessary.Explain that a muffler is a scarf.Teach the children the words andactions for "I Am a Snowman."Demonstrate the complete poem; thenask the children to repeat eacline after you.

When the children know the wordsquite well, use the poem for arhyming activity. Ask the childrento listen carefully as you recitethe first two lines, emphasizingthe last words, white and night.Ask the children if they could hearWO words that rhyme. if they ha-Jedifficulty, repeat the lines Eweraltimes or give them pairs of wordsin the lines and ask if they do ordo not rhyme: cold-white, snowman-cold, white-night. Continue throughthe remaining lines, having thechildren find the rhyming pairs:high-eye, red-head, my-rrv, round-grmund.

UNIT UNDERSTANDING: People have special winter activities.


(cont )

Evaluation

Note carefully the children whocould and could not do the fol-lowing: (1) recall the words ofthe fingerplay; (2) reproduce thecorrect actions with the words;(3) discriminate and identify therhyming words. Provide additionalrhyming activities for Children whohave difficulty.

Extension ActivityOther suggested poeis for rhymingactivities are "Snowflakes," "LittleJack Horner," "Christmas Shoppers,""Christmas Presents," "In Santa'sWorkshop," "It Wintertime," and"The Toy Shop."

5 9

UNIT LINDE ING: F. People have special winter activities.

6. People heat their homes and keep the doors andwindows closed in order to keep warm.

BASIC SKI -S TO BE DEVELOPED

SENSORY SKILLS

Visual_Skills

POcuses attention on picturesand on thermometers


Distinguishes liquid in ther-mometer

Auditory_SkillsListens to discussion and ques-

tions

ABSTRACTING SKILLS

Conce tual SkillsRecognizeS temperature concepts--

hot, cold; warm, coolKnows various ways people keepwarm in tbe winter

Knows various methods andmaterials for heatingbuildings

Knows thermometer and its use

ocia_ on SkillsRelates the heating of buildings

with winter

RESPONSE SKILLS

Verbal SkillsDescribes how school is heatedDescribes how home is heatedidentifies reason for heatingbuildings

60


Basic ActivitiReview activity G',3 in the unitAutumn. DiscusS ail the ways thatpeople keep warm in the wintertimeincluding wearing heavy clothing,using more bedding, walking fastwhen outside, and heating our homes.Review the different methods andmaterials for heating buildings.Ask the children if anyone canremember how the school is heated.Again, use pictures of heaters,stoves, furnaces, etc.

Show the children the height of theliquid in two tbermometers, oneplaced inside the school and theother placed outside. Emphasizethe contrast between the two. Ex-plain that if we did not heatbuildings during the winter, thetemperature would be the sameinside as outside.

EvaluationAsk each child to tell how his ownhome is heated. Ask the childrenwhy it is necessary to heat ourhomes and school and what wouldhappen to us if we did not.

UNIT UNDE T ING: F. People have special win er activities.

9. People eat many more hot foods during cold winterweather--hot cerea s, soups, hot chocolate.


SENSOR1 Sla LS


Visual SkillsFocuses attention on picturesIsolates each foodDistinguishes parts of stoveDistinguishes parts ofrefrigerator

Auditpry Skills_


ABSTRACTING SKILLS

CoricerualkillaKnows foodsKnows stove, its parts, and its

useKnows refrigerator, its parts,

and its use

Recognizes temperature concepts--hot, cold; warm, cool

-socItio Skillslates hot foods with keepingpeople warm in the winter

Relates certain foods withpreparation in or on a sto-e

Relates certain foods withstorage in refrigerator

Classification SkillsComprehends two subclass s of

foods--hot, cold

RESPONSE SKILLS

Verbal SkLabels foodRecalls if he has eaten certain

foods

Identifies how foods areprepared

Basic ActIvIt E

e a collection of pictures ofhot foods and cold foods (PLDKStimulus Cards

'Food Hbdels in

Full Color). Explain to the chil-dren that in cold weather we eathot foods to help keep us warm.Show the children the pictures ofmodels of some hot foods. Ask thechildren to identify the foods andtell you if they have ever eatendhem before. Do they remember howthe food was prepared? Where do weput food to make it hot? Show apicture of a stove having the chil-dren identify the oven and the eyesor burners. Review the fact thatin order to make foods hot theynust either be baked in the oven orcooked on one of the eyes orburners on top of the stove.

For contrast, show the childrensome pictures of cold foods. Iden-tify and discuss these in the sameway. Show a picture of a refrigera-tor and review its use.

EvaluationCombine all of the pictures whichyou have discussed and ask thechildren to classify the foods asto whether they are hot or cold.Hold up each picture and ask one ofthe children to identify the foodand to tell whether it is hot orcold. (Is it prepared on a stoveor kept in a refrigerator?) Placethe pictures in two groups wherethe children can see them.

UNIT UNDERSTANDING: F. People have special winter activities.


Verbal Skills (cont.)Labels parts of stoveIdentifies foods as to whetherhot or cold, prepared on astove or stored in arefrigerator

nt.)

6 2

Extenstion ActivityDiscuss the hot and cold foodsserved at lunch or snack time. Askthe children to tell you how thefood was prepared and whether ornot it must be kept in a refrige:tor.

UNIT !JNDERSTMWING : G. People wear special clothing for cold weather duringthe winter.

1. People wear hats, coats, boots, snowsuits, gloves,mittens, and scarves when they go outside theirhomes.

2. Winter clothes are made from thick, heavy material.

Some winter clothing is made from wool cloth whichcomes from sheep wool.


SENSORY SKILLS

Visual SkillsFocuses atentlon on articlesof clothing aLd on scraps ofmaterial

Discriminates plaid design


directionsListens to labels "plaid,"

"wool," and "cotton"

Tac -esthetic_SkillsD scriminates likenesses and

differences in texture ofmaterials

Discriminates likenesse_ anddifferences in weight orthickness of materials

ABSTRACTING SKILLS

Conce tual SkillsKnows articles of clothingKnows wool and its originKnows plaid designRecognizes texture concepts--

rough, scratchy, fuzzy, soft,smooth, thick, thin

Recognizes weight concepts--heavy, light

Recognizes color conceptsKnow. cotton


Basic ActivitySince special winter clothes havealready been discussed, the chil-dren should be able to identifymost of them. Ask the group toname some clothes that they need towear in cold winter weather to keepthemselves warm. Show the childrensome of thi7Ar own coats, hats,scarves, mittens, and boots, andask them to identify and describethem.

Explain that many dresses, shirts,pants, hats, socks, scarves, ett.,are made from a material calledwool which comes from sheep. Showsome scraps of wool material andsome examples of wool clothing. If

possible, have some examples ofplaid material. Give the childrenthe label "plaid" and discuss thisdesign. Lt the children feel thematerial and ask them to describehow it keels. Encourage ehem touse adjectives such as heavy, thick,rough, scratchy, fuzzy.

To give a contrast to wool's weightand texture, show some scraps oflight materials (cotton, nylon,etc.) and some examples of clothingthat would be worn in warm weather.Let the children feel these andagain ask them to describe how thematerials feel. Encourage them touse descriptive words such as light,thin, soft.

UNIT IJNDERSTASDINC: G. People wear special clothing for cold weather duringthe winter.


ociation SkillsRelates certain clothing withwinter

Relates the texture and weightof certain materials withwool

Relates plaid design with itslabel

Classification SkillsComprehends two subclasses ofclothingcold weatherclothes and warm weatherclothes

RESPONSE SKILLS

Verbal SkillsLabels clothes needed for coldweather

Describes texture and weight ofmaterials

Uses descriptive ad ectives formaterials

Labels colors of materialidentifies material as towhether it has a plaid design

Identifies material as towhether it is appropriate forcold or warm weather

Motor SkillsP..:ela scrap of material carefully

in order to describe

(cont.)

EvaluationPut all of the scraps of materialand the pieces of clothing in a bagor box. Ask the children to comeone at a time and, without looking,choose something from the "grabbag." Ask each child to feel thematerial carefully; to describeits weight, texture, color; todecide whether or not the materialhas a plaid design; and to tellwhether the material is appropriatefor cold weather or warm weather.Encourage the children to use thelabels for wool and cotton and todescribe the material scraps usingcomplete sentences.

Manipulates paper dolls andclothing appropriately

Dresses paper dolls in warm andcold weather clothing asdirected by teacher

Knows and labels articlesclothing

Verbalizes in role playsituation

Extension_ActivityAs a follow-up activity, dresspaper dolls with emphasis onseasonal clothing. This could bestbe done with a small group of chil-dren. Any commercial set of paperdolls could be used as long as itcontains both warm and cold weatherclothes. Give each member of thegroup a doll, and then direct the

UNIT ERST ING: C. People wear special clothing for cold weather dunnthe winter.

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACT TIES

(cont.)

children to dress the dolls---irstin clothes for cold weather, thenin clothes for warm weather. Askthe children to identify thearticles of clothing which theyon the dolls. Give the childrentime to role play independentlywith the paper dolls.

UNIT UNDER-TANDING: C. People wear special clothing for cold weather du ingthe winter.

1. People wear hats, coats, boots, snowsuits, gloves,mittens, and scarves when they go outside theirhomes.

BASIC SKILLS TO BE DEM PED

SENSORY SKILLS

Visual SkillsFocuses attention on flannelboard materials, pairgloves, and pair of mittens

Isolates each felt article,ofclothing

Distinguishes clothing partsDiscriminates the likenesses

and differences between apair of gloves and a pairmittens

Isolates each finger of gloveor mitten when counting

Discriminates plaid design

ATiLELYa111.6_Listens to d-lscussion and

questionsLisisns to labels for Willie'swinter cl6thes

Listens to directions duringgame

ABSTRACTING SKILLS

Knows articles of winterclothing

Recognizes wea her conditionsRecognizes plaid designUnderstands the differencebetween mittens and gloves

Recognizes number concepts--sets one to ten

Association SkillsRelates articles of clothingwith their labels

Relates certain articles ofclothing with cold weather


6 6

Bssip ActivityMake the winter additions forWillie the Weaherboy (DARCEE).

Introduce the wintertime Williedressed in his new seasonal clothes:an overcoat or snowsuit, a snow hat,a scarf, boots, and gloves or mit-tens. You may wish to add a stripof white felt on the ground todenote snowy weather. Assist thechildren in labeling the neuarticles of clothing and indescribing the weather for whichWillie is dressed. Show the chil-dren Willie's new plaid shirts.Spend time discussing the conceptof plaid, and assist the childrenin finding examples of plaidmaterial in their own clothing.

On a table in front of the children,randomly arrange a pair of glovesand a pair of mittens. Select amitten and ask a child to findanother object on the table thatlooks just like it. Do the samewith the gloves. Assist the chil-dren in labeling the two types ofhand covers. Describe the differ-ences between gloves and mittens,emphasizing the number of fingersin each. Count the fingers withthe children. Ask different chil-dren whether they wear gloves ormittens to school. Show the chil-dren Willie's tiny pairs of glovesand mittens. Ask individualchild-.-en to label each pair.

UNIT ST ING: People wear special clothing for cold weather duringthe wi-ter.


soejation Skills (cont.)Relates p1 id design with its

Abel

RESPONSE SKILLS

Verbal SkillsLabels articles of clothingDescribes weather condition

for which Willie is dressedLabels gloves and mittensCounts fingers on gloves andmittens

Ans. ,ers whether he wears glovesor mittens to school

Describes Willie's clothing

tor Skills

_cates plaid design in chil-dren's clothing

Dresses Willie as teacherdirects


(cont.)

EvaluationPlay a quick recogn: ion aadlabeling game with Willie's newclothing. Give some chIldrendirections to place a certainarticle of clothing on Willil.With more advanced children, dressWillie and ask them to describewhat he is wearing.

Recalls clothing worn byie without visual cue

Recalls positions of feltobjects without visual cue

Extension Activitiesa. Begin playing visual memory

games with Willie. Let thechildren help you dress him forthe day's weather at a timeearly in the day. Ask the gr upto look at Willie's clothescarefully; then remove them andplace them in a box with hisother clothes. Later in the daybring Willie out again and askindividual children to place oneitem of clothing on Willie whichthey remember him wearing earlierin the day.

6 7

If the children are successfulhere, extend the-memory time toa day or more. You could alsoask the children to rememberpositions by placing items such

UNIT E TANDING: Peo le wear special clothing for cold weatthe winter.

BASIC SKILLS TO BE DEVE OPED NSTRUCTIONAL ACT V TIES

--ing

b.(l) Discriminates, recognizes, andidentifies shape concepts--diamond, star, crescentmoon, bell

(2) Recognizes color concepts--red, blue, yellow, green,orange, purple, black,white

Recognizes shape concepts--circle, square, triangle,rectangle, diamond, star,crescent moon, bell

Recognizes position concepts--above, below; beside, near;top, bottom, etc.

Recognizes and identifies num-ber concepts--sets one toten

Places or removes certain setof figures as directed byteacher

(cont.)

as a sun, a cloud, or theevergreen tree on the flannelboard with Willie. Then askindividual children to recallwhere these items were in rela-tion to Willie, and to placetbem on the flannel board.

b. During the week before theChristmas holiday, Willie'severgreen tree and ornaments canbe used for many skill develop-ment activities:

(1) introduce new shapes--diamond, star, crescentmoon, bell.

Play color, shape, andposition recognition gameswhere you give a child adirection to place an orna-ment of a specific shape andcolor on the tree, perhapsin a specific position.

Use the ornaments to playnumber concept games. A.sk a

child to place a certain num-ber set of ornam.ents on thetree, or to remove a certainset of ornaments. When youare using the tree, fre-quently ask the children tocount and to identify theset of ornaments on the tree.

E T ING: G. People wear special clothing far cold weather duringthe winter.

BASIC SKILLS TO BE DEVELOPED TRUCTIONAL_ ACTIVITIES

(4) Detects and identifies

missing ornament on treeIdentifies shape and colorconcepts

Play "What's Missing?"games with the tree orna-ments to encourage theidentification-of color andshape concepts.

UNIT UNDERSTANDING: G. People wear special clothing for cold weather duringthe winter.

1. People wear hats, coats, hoots, snowsuits, gloves,itteas, and scarves when they go outside their


SENSORY _X

Visual SkillsFocuses attention on boopictures


Detects winter clues in stillustrations

Isolates eadh mitten whencounting

Focuses attention on materialsfor nudber set activity

LIAllau SkillsListens to story and discussionListens to directions for

reproduction of sets

ABSTRACTING SKILLS

caaSIZSM21-illsUnderstands contents of story

and its sequence of eventsRecognizes winter cluesKnows articles of clothing

appropriate for winterRecognizes number concepts--

sets one to ter, sets whosenumbers are_the "same as,"lees than," and "greaterthan" a designated number

RESPONSE SKILLS

Verbal SkillsIdentifies articles of winterclothing

Counts mittens one by oneRecalls sequence of events in

storyUses complete sentences

7 0

Basic AttividxRead Too_Many Mittens, an excellenthook for stimulating a discussionof winter clothes. Encourage thechildren to look for winter cluesin the story's illustrations, toidentify the various articles ofwinter clothing, and to count oneby one the mittens on the clothes-line.

Assessment ActivityReview dhe story with the children,sequencing the events. Praise themfor using complete sentences andordinal position words.

Then conduct a number set activitywith a mmall group of children.Each child will need ten red mit-tens, cut frmm construction paper,and one piece of white constructionpaper on which you have drawn aclothesline. Give each child histen-mittens and piece of whitepaper. Direct the children to re-produce certain sets by placing themittens oa the clothesline acrosstheir piece of construction paper.Ask them to identify the number ofeach set they make. You can alsodirect the children to reproduceand identify sets whose numbers arethe "same as," "less than," and"greater than" a designated number.When the set game is completed, thechildren could paste their mittensen the clothesline and display themin the classroom.

UNIT UNDE T N G. People wear special clothizig for cold weather duringthe winter.

WASIC SKILLS TO BE DEVELOPED WIRD TIONAL ACTIV I

Verbal Skills (cont.)Uses ordinal position words--

first through fourthIdentifies number of members ineach set reproduced

Describes set as to whether itsnumber of metbers is the "sameas," "less than," or "greaterthan" a designated number

Motor Skills

Reproduces numltc-,r sets asdirected by ;.:acher

Pastes constructi=mmittens c J.cthosline

Manipu:ates pencil or crayonic trace around hand

Laces arovnd edges of mitten

cont )

Extension ActivitThe children would probably enjoymaking red mittens out of felt orconstruction paper. Each childcould trace around his hand onto adouble thickness of material orpaper to make his own mitCen.Punch holes around the edge of themittens, and let the children lacethem with colored yarn.

71

UNIT E_ T ING: C. People wear special clothing for cold weather duringthe winter.

People wear hats, coats, boots, snowsuits, gloves,mittens, and scarves when they go outside theirhames.

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVI' ES

SENSORY SKILLS

Visual SkillsFocuses attention on picturesIsolates each article ofclothing

Distinguishes parts of clothingDiscriminates weight, texture,and color of each articleof clothing

Auditory_SkillsListens to discussion and

directions for game

ABSTRACTING SKILLS

Conceztual SkillKnows articles of clothingKnows clothing partsRecognizes weight concepts--heavy,

Recognizes texture concepts--rough, scratchy, fuzzy, soft,smooth, thick, thin

Recognizes color concepts

Association SkillsRelates article of clothingvith who might wear it

Classification SkillsComprehends two subclas es oclothing--cold weather clothesand warm weather clothes

RESPONSE SKILLS

Verbal SkillsLabels articles of clothingUses complete sentencesLabels clothing parts

7 '

4. Basic ActivityCollect pictures of warm and coldweather clothing (magazine picturesor MDR Stimulus CardsClothingCards) for a clapsificac activ-ity. Begin the activit:y 1 7 askingthe children to label the variousarticles of clothing Encouragethem to talk about the clothes usingcomplete sentences. Discuss theirweights, textures, and colors, andwho might wear them. Ask the chil-dren to label the various parte ofcertain clothes: collar, sleeves,belt, buttons, pockets, zippers.

EvaluationAfter the identification and dis-cussion of all the clothing,organize a quiz game to classifyclothing into two groupe--those forcold weather and those for warmweather. Divide the children intoMO teams and explain the sortinggame. Appoint one or two score-keepers to keep the tally ofcorrect answers on a large piece ofpaper or a chalkboard. Place allthe pictures in a bag. Have mem-bers of the two teams take turnsdrawing a picture, identifying theclothing, and classifying it aswarm or cold weather clothing.Dispiny the pictures in the twogre.lpings where the children cansee Learn. When all children havetaken a turn, count tile tally marks.for each team to determine thewinner.

UNIT UNDERSTANDING: G. People wear special clothing for cold weather duringthe winter.

_C SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIZS

Verbal Skills (cont.Identifies article of clothingas to whether it is appro-priate for cold or warmweather

Motor SkillsSorts picturecategory

o appropriate

4. (cont.)

Comprehends and identifiescategories of clothing:(1) clothing worn by boys,girls, men, women; and(2) clothing worn for work,play, dress

Extension _ActivityIn a later activity, the picturescould be classified in other cate-gories: (1) clothing worn by boys,girls, men, women; (2) clothingworn for work, play, dress. Thisis a good review activity for con-cepts presented in the units A1).About Me and Home and 74mi1I.

H. In winter, animals protect them elves from the coldweather.

1. People help pets protect themselves in winter.

2. The farmer pr tects his farm animals in winter.

3. The squirrel, deer, and other forest animals pro-tect themselves from cold winter weather.


SENSORY SKILLS

Visual SkillsFocuses attention on picturesIsolates animal in each picture

AuOiter51 skillsListens to discussion and

questionsListens to words of poem

ABSTRACTING SKILLS

Knows the various ways peopleprotect themselves in coldweather

Khows the pets farm, foreand jungle animals discussed

Knows the various ways animalsprotect themselves in coldweather

%'ociation SkillsRelates each animal with i _

specific means of protectionfrom cold weather

Relates clues given in poem inorder to identify the animalit describes

Classification SkillsComprehends two_ sub lasses ofanimals--pets and non-pets

1. Basic ActivityBegin a discussion of animal pro-tection in wintet by reviewing withthe children all the ways peopiprotect themselves from cold air.Ask them what they think animals doin winter since they do not wearclothing, do not have a heatedhome, and do not have warm food toeat. DiSCUS8 any suggestions theyoffer.

Focus the discussion on pets whichwere presented in the unit Home andFamily. Although cats and dogs sel-dom wear clothing, they do growheavy coats of fur and hair. Theydepend on people for a warm houseand food.

Ask each child to name an animal heknows about that is not a pet.Have pictures of farm and torestanimals available to show. As eachanimal is named, briefly describehis protection during the winter.Any farm animals named would dependon the farmer for a warm barn andfood. A forest animal might grow athick coat of fur and would dependprimarily on the food 'it ate orstored in autumn and the home itbuilt for its survival during thewinter. Some would sleep all win-ter. Many birds would fly away towarm places until spring. If anyjungle animals are name% explainbriefly that these animals livewhere the weather is always warm.

UNIT UNDERST In winter, animalsweather.

e-t themselves from the cold


RESPONSE SKILLS

Verbal SkillsSuggests how animals mightprotect themselves from coldweuther

Labels an animal which is nota pet

Identifies one animalTs meansof protection from coldweather

Uses complete sentencesGuesses animal described in

poem

I. )

EvaluationAfter the discussion, ask eachchild to name one way a pet, farmanimal, or forest animal protectsitself from cold winter weather.Encourage the children to use com-plete sentences. Readthe poem"Where Is It?" to see if the chil-dren can guess what animal(squirrel) the poem is about.

UNIT UNDERST In winter,weather.

iambs protect themse lies from the cold

2. The farmer prote arm animals in win

BASIC SKILLS TO BE DEVELOPED INSTRUCTIO AL ACTIVITIES

ENSORY SKIMS

Visual Skills

Focuses attention on picturesor models of animals andon film

Isolates objects and acttvtiesin film

Auditory_SkillsListens to discussion and film

ABSTRACTING SKILLS

Conceptual SkillaKnows farm animals and farm

buildingsUnderstands contents of filmKnows ways in which farm animalsadapt to winter weather

Classification SkillsComprehends a subclass ofanimals--farm animals

RESPONSE SKILLS

Verbal SkillsRecalls contents of filmLabels animal in pictureRecalls something about the

animal which was mentionedin the film

2. Basic ActivityShow the film Winter Is an Adven-ture. This film is e peciallyrelevant at this time because itconcerns farm animals and thevarious ways they adapt to winterweather. It is also an excellentpreparation for a winter trip to afarm.

Before showing the film reviewwith the children facts about farmsand farm animals by presenting pic-tures (PLDK Stimulus Cards orTeaching_Pictures) or models of theanimals. Prepare the children forsome of the things they will see inthe film by discussing the names ofthe various animals and farmbuildings.

EvaluationReview the contents of the filmwith the children. Show a pictu eof an animal shown in the film.Ask a child to identify the animaland to tell something about it thatwas mentioned or shown in the film.Continue this procedure until allthe animals have been discussed.

UNIT ST ING: H. In winter,weather.

ls protect themselves from the cold

2. The farmer protects his farm an

SIC SKILLS TO BE DEVELOPED

-a winter.


SENSORY SKILLS

Focuaes Attention on animals,buildings, and objects onfield trip

Focuses attention on experiencechart story

I Lates each word and picturein experience chart 6t;ory

Scans experience char fromleft to right and from topto bottom

Auditery_SkilleListens to discussionListens to experience chart

story

Tactile-Kineethetic:Skillsotices textures of variouskinds of animal feed

Taste701factory SkilleNotices odors of various kinds

of animal feed

ABSTRACTING SKILLS

Conceptual SkillsKnows farm animals and farmbuildings

Knows the ways farm animalsprotect themselves or areprotected from cold weather

Knows foods eaten by farmanimals

Knows wool, its origin, anduses

Understands sequence of eventsfrom trip

Knows concept _f a story title

BasicrActivityTake the children on a field tripto a farm. Be sure to point outhow the animals keep warm bystaying inside and by growing heavywinter coats of hair or fur. Pro-vide labels for the farm buildingssnch as barn, chicken house, andstable. Point out that thesebuildings protect the animals fromrain, snow, and cold wind.

Explain that there is very littlegrass for animals to eat in thewinter, so Ole farmer feeds theanimals hay and grain which hasbeen harvested and stored in thebarn. If possible, let the childrenfeel and smell various kinds offeed.

Point out and identify a variety offarm animals. If there are anysheep, show the children theirthick coats of hair called wool.Ask them to recall how we use wool.Explain that in the spring, when theweather is warm, the sheep will besheared and the wool used forclothing.

Assessment ActivitWrite an experience chart story ofthe trip with the children. (SeeActivity D-1 in the unit Autumn forthe procedure.) Again, you mightwant to draw pictures of the objectsthey mention having seen. Throughquestions, guide the children torecall the events of the trip insequential order. Encourage themto sPeak in complete sentences andto use the ordinal position words.

77

UNIT T ING: In winter, animals prote t themselves from the coldweather.


;sociation SkillsRelates printed word with spoken

word

Classification SkillsComprehends a subclass ofanimals--farm animals

RESPONSE SKILLS

Verbal SkillsRecalls the uses of woolRecalls events of field trip

in correct sequenceUses complete sentencesUses ordinal position words--

first through fourthUses a variety of sentence

structuresSuggests a title for the

experience chart story

(cont.)

As much as possible, print exactlywhat each child says. Give specialpraise for any sentence forms whichvary from the common "I saw a . .,"in order to encourage variety andoriginality in expression. Whenthe children have completed theirstory, read the entire charttogether.

Explain to the children that astory usually has a title. Discussseveral stories that you have readrecently, and ask,the children torecall the titles. Encourage thechildren to name their own story.If several suggestions are offered,have the children:vote to determinethe final title. Print the titleacross the top of the chart story.

Understands contents of bookExtension ActivityAs a follow-up activity, read TheTrue Book of Seasons. This book isexcellent to use as a review of allthe concepts and understandings inthe unit; moreover, you can placespecial emphasis on the informationabout farm and forest animals.

UNIT tfllDERSTANDflG: H. In winter, animals pro ect themselves from the coldweather.

3. The squirrel, deer, and other forest animals pro-tect themselves from cold winter weather.


SORY SKILLS

Jsual SkillsFocuses attention on

picturesiqolates objects and

in picturesFocuses attention on

book's

activities

drawings

Auditory_SkillsListens to contents of bookListens to directions for

drawing

ABSTRACTING SKILLS

E212sal SkillsUnderstands contents of bookKnows animals in bookKnows the ways animals protect

themselves from cold weatherKnows the ways animals obtain

food in the winter

Cla ification Skills_

Comprehends a subclass ofanimals--forest animals

RESPONSE SKILLS

Verbal SkillsLabels animals in bookRecalls contents and events of

storyIdentifies animal in drawingDescribes what animal indrawing is doing

SkillsReproduces a recognizable repre-

sentation of animal in thewinter


basic ActivittRead a book concerning animals inwinter (Little Bear's Christmas,Where Is the Bear?). Emphasize howanimals adapt to winter, how theyprotect themselves, and what theydo to obtain food. Help the chil-dren learn to identify a few of theanimals.

EvaluationReview the contents and eventsthe story. Give the childrenmaterials to draw a picture of aaanimal in the winter using crayons,water colors, tempera paints, orcolored chalk. Encourage eachchild to identify the animal hedraws and to describe what it isdoing.

UNIT UNDERST I H. Animale themselves from t e cold

The ,er, and other forest animals pro-tect choAsalse.i from cold winter weather.


SENSORY SKILLS

Visual SkillsFocuses attention on flannelboard materials and pictures

Isolates each animal

Auditory EkillaListens to discussionListens to clues given in

riddle

ABSTRACTING SKILLS

Conce tual SkillsKnows animals presented

cussion and animals desin riddle game

Knows the winter habitsanimals discussed

dis-ibed

the

ociatiou SkillsRelates certain characteristicswith the squirrel, deer, andbear

Relates clues given in riddle inorder to identify the animadescribed

Classification SkillsComprehends a subclass of

animals--forest animals

RESPONSE SKILLS

Verbal SkillsDescribes winter habits of

squirrel, deer, bearidentifies animal described inriddle

80

Basic ActivityConduct an activity at the flannelboard to demonstrate to the chil-dren how the squirrel, deer, andbear protect themselves (Instructo--Animals in the Woods). With eachanimal, discuss where it spends thewinter, how it gets food, andwhether or not it sleeps all winter(hibernates). Refer to an encyclo-pedia or the Teacher InformationSheet in the flannel board set forspecific facts about each animal.Discuss one animal at a time; thencompare the winter liabits of thethree. It is not necessary tointroduce more animals or to gointo detail in the discussion sincethe unit Forest Animals is next inunit sequence.

EvaluationPlay a riddle game I -Using on petsand a few forest and farm animalswhich the children know. Describethe physical characteristics andwinter habits of the animal and askthe children to identify the animal.If the children have difficulty,display a picture (PLDK StimulusCards) or flannel board figure oeach animal you plan to tell a rid-dle about. After you recite a rid-dle, a child can select the pictureand identify the animal whichanswers the riddle.

UNIT UNDERST In winter,weather.

protect themselves from the cold

LASIC SKILLS tO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

Under tands the contents of thesto y or film

ension Activitiessuggested follow-up activity

would be a story (The poo Friepds.Deer in the Snow) which focuses onanimals in winter. The film Spottythe _Fawn_in Winter is an excellentillustration of how animals, evenwild forest animals, often dependon people for food during wintermonths.

UNIT UNDERST G: H. In winter,weather.

els protect themselves from the cold

3. The squirrel, deer, and other forest an mtect themselves from cold winter weather.


SENSORY SKILLS

Visual SkillsFocuses attention on birdfeader

and birds Which visit itDiscriminates likenesses and

differences in the physicalCharacteristics of the birdswhich visit the feeder


questions

AI1STRACTING SKILLS

Conceptual SkillsKnow the various kinds of-birds

Knows the types of foods birdseat

Kamm birdfeeder and how peopleuse it to protect birds inthe winter

Understands how birds protectthemselves in cold weather

Association SkillsRelates certain characteristics

with a specific kind of bird

Classification SkillsComprehends a subclass ofanimalsbirds

RESPONSE SKILLS

Verbal Skillidentifies the various birdswhich visit the feeder

Answers questions concerningbirds and the birdfeeder

Basic ActivityDuring the unit Autumn, youprobably discussed the activity ofbirds in the fall. Perhaps youplaced a birdfeeder near tbe schoolso that the children could helpfeed the birds during the winter.f so, review why the birdfeeder is

helpful to the birds. If the chil-dren watch the feeder regularly,they should be learning to identifydifferent kinds of birds whichvisit.

If you have nc feeder, perhaps youcould buy one or have one made.Review the fact that many birds flyaway in autumn to a place where itis warm. The birds that remainduring the winter have difficultyfinding food. Some people helpprotect the birds by putting seeds,bread crumbs, or popcorn outsidefor them to eat. Ask the childrenif they would like to help feed thebirds. Show the children a bird-feeder and demonstrate how to fillit with seeds. Let the childrenhelp in locating a good spot forthe feeder, preferably where it canbe seen from a classroom window.(If you cannot obtain a feeder, thechildren can select a spot outsidewhere they can place food each day.)

EvaluationDuring the winter, encourage theChildren to watch the feeding spotto observe the different birdwhich come to eat. Notice whichchildren do and do not learn torecognize and identify the differ-ent birds. Perhaps the children

UNIT ST 1NG: H. In winter, animals protect themselves from Lhe coldweather.


(cont.)

could conduct an informal investi-gation to answer some questionsthat might arise.

Examples: Do more birds visitwhen the ground is covered withsnow? Is there ,,articularfood which the bi -,. em toenjoy most?

Inc !dad nt the end f the sequenced instructional guide portion of thisunit are several activities using the popularized and secular elements of theChristmas holiday season as a theme. The inclusion of these activities repre-sents the view that since the Christmas theme generates a great deal of excite-ment in the media and elsewhere it makc: a motivating framework for skilldevelopment

We realize, however, that not everyone will find these activities par-ticularly significant or appropriate for inclusion in the unit. We, therefore,urge you, as T.3.6 have in the past in reference to other aspects of these units,to make any adaptations, changes or omissione which are appropriate to yourpersonal views as an educator and to the backgrounds of your children.

e-I

UNIT i E TAND1NG: I.* Ii Ircor, there is a special time called Christmas..

1. Some boys and girls be.Lieve that a special personcalled Santa Claus will bring them presents atChristmas.

2. There are many special Christmas activities.

3. Christmas Day is a holiday.

C SKILLS TO BE DEVELOPED

SENSORY SK_LLS

Vi,t.tial Skills

7ocuses atten on on picture ofSanta

Dintinguishes each felt puzzlepart

Combines 'ants parts to make awhole

Sr-!,1.--1 puzzle from top to botto-.

Detects a misR4ng par of thepuzzle

AH4L2La_alt.11Listens to songDiscriminates words, melody,

and rhythm of song

CTING SKILLS

Conceptual SkillKnows parts of bodyKnows articles of clothingworn by Santa

Understands terms traditionallyused to describe Santa

Knows concepts in the song

Association SkillsRelates specific physical char-

acteristics with Santa

RESPONSE SKILLS

Verbal SkillsDescribes physical appearance

of Santa


Basic_ActiviaFind a good picture of a Santa oruse a book (The_Santa Claus Book,

11-1_2LIlisill_klaa_StLins1). Askthe children to describe Santa'sphysical characteristics, hisspecial clothes, and his specialChristmas activities. Encouragethe children to use complete sen-tences and as many descriptivewords as possible. Explain the.leaning of common expressions usedto describe Santa;. his "cherry"r.ose, his stomach "which shakeslike 4 bowl full o jelly," hiseyes that "twinkle.'

The children will probably enjoylearning the e..4. "Santa Claus IsComin' to Tolm.'

EvaluationHave prepared the felt Santa Clausset which_will be used later withthe song "Must Be Santa." For thisactivity, use just the pieces ofthe Santa figure. Hold up eachseparate piece for the chilCren toidentify (hat, face, nose, beard,mouth, red suit with boots). Askindividual children to assemble thepieces to complete the Santa puzzle.Encourage them to move from top tobottom, beginning at the top ofSanta's head with his hat. End the

*It i_ suggested that the activities for Unit Understanding I be used duringthe week or two weeks preceding the Christmas holiday.

8 5

UNIT UNDERSTANDING: I. In winter ;..herc is a special t

BASIC SIULLS TO BE DEVELOPED

Verbal Ski.04, (cont.)Uses co-ate .7entencrasLabils uars of Sata puzzleReproduces the words, melody,

and rhythm of the song'-dentifies the missing puzzlepart

Motor SkillsAssembles pieces of puzzle to

make th,,1 whole Santa

o

called ChriS tmas.


(cont.)

acAvity by pilaying a short 'WhatMissing" game as you remove thepieces and put them away.

UNIT UNDERSTANDING: I. In winter, tlere is a special time called Christmas.

1. Some boys and girls believe that a special personcalled Santa Claus will bring them presents atChristmas.

BASIC SKILLS BE eSVELOPED

SENSORY SKILLS

VisualeSkillePocuses ee ention on cylinder

and re IbjectsDiscri es between cones and

cylie .re

Focuse: ttention on sampledecoration and demonstration

Distinguishes parts of Santadecoration

Auditory SkillsListens to directionsListens to labels "cone" and"cylinder"

ABSTRACTING SKILLS

_ConeepXuel: Skills

Recognizes solid shapeconcepts--cone, cylinder

Knows parts of bodyRecognizes plane shape

concepts--square, triangle,circle or oval

Recoge-ees color eonceptse-red,Welk or brown, black, white

Associael.on Skilla

Relatee labels with cone andcylinder shapes

Classification

Comprehends a class of objectsshaped like a cone and a classshaped like a cylinder

RESPONSE SKILLS

Verbal Skills

Labels objects used in sortingactivity

Identifies solid shape concepts


Basle eetivieEA fur Chrietmas art activity wouldbe -co make Santa Claus heads forwindow or tree decorations. TheSanta is made of two solid shapes,the cylinder and the cone. Youwi'i need the following materialsfor each child: a square of pinkor brown construction paper to rollfor the head; a triangle of redpaper to roll for the hat; a redsmiling mouth; a round red nose;

black round or oval eyes; cot-ton for eyebrows, beard, and mous-tache; paste, tape, or stapler.

Begin with the shape activity toreview the concept of a cylinder(Activity E-3) and to introduce tleecone. Use a collection of differentsized cylinders (cans, drinkingglasses, drinking straws, cardboardrolls, a piece of water pipe) andcones (party hat, ice cream cone,funnel). Present the objects inrandom order. Ask the children tolabel and describe each one. Whenall the objects axe in view, involvethe children in sorting the objects

e two groups according to shape.A the two shapes and discussthey are different.

'explain to the children that we canmake Christmas decorations withshapes. Show them a Santa headwhich you have made. Ask the chil-dren to Identify the shapes andcolors used to make the Santa.Demonstrate how to make a cylinderby rolling and taping a square orrectangular piece of paper and howto make a cone by rolling and tapinga triangular piece of paper.

UNIT UNDERST NG: I. In winter, there is a special time called Christmas.

BAS(C SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

Verbal_Skills (cont.)Identifies plane shape conceptsIdentifies color conceptsLabels body and facial partsDescribes the completed decora-

tion

Motor SkillsSorts objects intocones, -ylinders

Rolls ai tapes paper to make acylinder and a cone

Manipulates paste appropriatelyFins objects in room shaised

Uke cones and cylinders

cont.)

Evaiva

Working with a small group of chil-dren at a time, give the childrenthe materials to make their ownSanta. Begin with the square paperby directing the children toarrange and paste the eyes, nose,and mouth; then the cotton trim foreyebrows, moustache, and beard.Next, assist them in rolling thesquare and the triangle, fasteningthem with tape or staples. Last,staple the cone-shaped hat to thecylinder, and staple a cotton pom-pom to the point of the hat. Aseach child finishes, asIL him todescribe his Santa to you. Notebow accurately he positioned theparts of the face.

Display the Santa Claus heads inthe classroom. Later have7bildren look for other objects inthe room shaped like cylinders andcones.

UN T TA ING: In winter, there is a special time called Chris -s

Same boys and girls believe that a special personcalled Santa Claus will bring them presents atChristmas.


SENSORY SKILLS

Visual ckills

Isolates each felt symbolScans the felt, symbols fr A

left to right

AuditorLister to the songDiscrimtaates words, melody,

and rhythm of songDiscriminates similarities and

ditterences among words insong

ABSTRACEING SKILLS

Conce tual SkillsKnows felt pieces and concepts

hey symbolizeUnderstands the forward andbackward sequence of the song

Knows concepts in the songUnderstands the concept of

rhyming

Recognizes rhyming worris

Associ on Skills

Relates each felt symbol withthe appropriate song veree

RESPONSE SKILLS

Verbal SkillsLabels felt symbols

Reproduces the words, melody,and rhythm of the song

Identifies rhyming words in thesong

Suggests words not in the songwhich rhyme with a given word


Basic Activitx

Introduce the song "Must Be Santa"with the felt figures you have madefor the flannel board. Sing thecomplete song for the children,encouraging them to sing "mustbe Santa" lines. As you sing eachverse, add the visual symbol to theflannel board, placing them fromleft to right vs the board(beard, star, red wuit, cap, nose,sleigh and reindeer). Point toeach symbol as it is indicated inthe song, stressing the "backward"review before you begin a new verse.

This song is rather long, so it issuggested that the children learnjust one new verse a day, adding itto those previously learned.

EvaluationIn order to ascertain how well thechildren can recall the versesAch have been introduced, ask

different children to lead the songand place the felt pieces in thaircorrect order across the flanne1board.

When the children know the completesong (the chorus is optional), usethe song words for a rhyming activity. Ask them to find the rhymingwords in each verse. Then ask themto think of other words that rhymewith white and night, red and head,way and sleigh.

CNIT UNDERSTANDING: I. In winter, there is a special time called Christmas.

BASIC SKILLS TO BE DEVETOPED

Motor SkillsWhen song leader, ordrs felt

symbols correctly on flannelboard, from left to right


cont.)

UNIT AIST NG: I. In winter, there is a special time called Chric

There are

BASIC SKILYS TO BE DEVELOPED

SENSORY SKILLS

a y special Christmas activities.

Visual SkillsFocuses attention on book

pictures

Auditory SkillsListens to stories and recor

ABSTRACTING SKILLS

Conceptual SkillsUnderstands contents of storiesUnderstands the sequence of

events in each storyKnows the story characters

Association Skills-Relates each story characterwith certain characteristics

RESPONSE SKILLS

Verbal Skillsinterprets pictures into retell the stories

Identifies characters desciiin the "Who is It?" game

Skills_hs pages of books movingfrom front to back

9 1


111J1E_ALLLIILLRead or tell several Christmasstories (The _Christmas Ki_tten,

A_Christmas_Stocking_Story, How therinch Stole Christmas, The Night

Before Christmas, IltilighLILRained :DILI, Paddy's_Christmas,Petunt's_ Chris_tmas,Red-Nosed Reindeer, Santa Kouse,Somethirg for Christmas). Whenpossible, let the children hear thestory from a record after they havebeen introduced to the book version.

Set aside a special place forChristmas books. As a book is readto the children, add it to the col-lection. Provide times of the daywhen each child can choose one ofthe books which has already beenintroduced and look at the pictures.The tdults could move around thegroup, listening to the childrenpicture read or reading storiesupon request. if you have recordsof Christmas stories, childrencould be given a choice of listeningtc records or looking at books atthese times.

Evaluationin order to help the childrenrecall the various stories, playa "Who Is It?" game. Describe apopular character from one of thebooks that has been read and notewhether the children can identfythe character. For example: "I am:=hinking of someone who has four,gs, pulls Santa's sleigh, and has

a bright red nose. Who is it?"

UNIT UNDERSTANDING: I. In winter, there is a special time called Christ as.

2. There are many special Christmas activities.


SENSORY SKILLS

Visual Skill_oeuses attent on the horseand sleigholates each rhythm instrument

Focuses attention on demonstra-tion of rhythm instruments

Audi_tory_Skills

Listens to the songDiscriminates words, melody,and rhythm of the song

Listens to directionsListens to sound of each instru-ment

kBSTRACTING SKILLS

Conceptual SkillsKnows horse and sleighKnows concepts in the sont,,Knows the rhythm instruments

Association SkillsRelateS sound of Instrumentwith the sound of horsehoofs or sleigh bells

RESPONSE SKILLS

Verbal SkillsLabels thj-horse and sleighReproduces the words, melody,and rhythm of the song

Labels each rhythm instrument

Motor SkillsReproduces the song rhythm with

rhythm instrumentManipWates rhythm instrument

npproFriately


"Jingle Bells" is an excellentwinter song to use with rhythminstruments. It has a simple,definite beat and repetitive melodyand words which are easily learned.

Teach the children the melody andthe words, the chorus first andthen the verse "Dashing through thesnow . .." It is suggested thatyou make a felt horse tc, use withthe sleigh from the Sant Clausset. Place some tiny ye_aowgold bells on the reigns of thehorse. Display the horse andsleigh as you sing the song. Whenthe children have learned the song,sing the chorus several timesasking the children to clap therhythm.

EvaluationIn order to determine which chil-dren can and cannot discriminateand reuroduce the rhythm pattern,introuace a few rhythm instrumentsfor the children to use as theysing. It is suggested that youuse bells (wrist, cluster, or handbells) and wood or tone blocks orrhythm sticks to create the effectof horse hoofs. If these instru-ments are new to the children,introduce each one by name anddemonstrate each as iou sing a fewbars of the song. I n give everychild a turn to play a of theinstruments as the group sings thechorus. It is suggested that youchoose not more than four to playat one time so that you can observecarefully how well each child canreproduce thm! rhythm.

UNIT E T G: I. In winter, there is a special time called Chris mas.

There are many special Christmas activities.


kiJls

es attention on ss andects

DiEcriminates among shapesDiscriminates between silveraud gold

Discriminates between dull andshiny objects

Auditory SkillsListens to labels for new shapes

and colorsListens to directions

ABSTRACTING SKILLS

_conceptual Skills

Recognizes shape concepts--circle, square, triangle,rectangle, bell, sLar,crescent moon

Recognizes color concepts--red,green, white, silver, gold

Recognizes concepts "dull" and"shiny"

Recognizes position concepts--middle, top, bottom, corner,left, right

Recognizes number concepts

RESPONSE SKILLS

Verbal Skills

identifies shape COTIC.aptSIdentifies color conceptsidentifies objects and shapes

as dull or shinyIdentifies number concepts

Skills

nipulates scissors to cutout shapes


Basic_111.171:t

In c review colors andsh ntroduce some new ones

7 make wax paper place-1-LH h i be used at meal time

at home. This activ-conducted with a small

ldren at a time.

For review, make a number of shapes(circle, square, triangle, rectan-gle) cut from red, green, and whiteconstruction paper. Place them ina box, possibly a box wrapped likea Christmas present but designed sothat a child can reach his band inand draw out a colored shape. Leteach child have several turnsdrawing out a piece without looking,identifying the color and shape,then placing the construction paperpiece back in the box.

When v-ou have completed the review,intv cc the new Christmas colors(gold, p1ver) and shapes (bell,star, crescent soon). Show Coechildren several examples of theshapes cut from gold and sil\vrpaper (foil wrapping paper) andlabel thr-.11. Show and label othexamples of the new colors endshapes by showing the children realobjects such as jewelry and buttons.Then compare the foil paper and theconstruction paper and discusswhich 7iapar iz "dull" and which is"shiny."

To make the place mats the childrenwill begin by arranging the coloredshapes on top of a piece of waxpaper (the size of a commercialplace mat). (It would be helpfulto sht,a the children a model which

93

UNIT W,MERSTANDING; I. In winter, there is a special time called Christmas.

BASIC SVILLS TO BE DEVELOPED

Moto,' (cont.)

apes on Yax papercorrect shapes on mateacher gives position

directions

INSTRUCTIONAL ACTIVITI S

you made beforehand so that the-c,.1; see what their work will looklike when they are finished.) Placea number of precut colored shapesin the middle of the table. In-

clude all which you have reviewedand introduced. You could alsoincluae some pieces of paper onwhich you have outlined shapeswhich the children can cut outthemselm. Let the childrenchoose the colors and shapes theyll,ke and arrange them on the waxpaper. Encourage them to :.1-:nose

some of die new colors end shapes.In order to identify the mats, in-clufle a small piece of paper onwhich you or the child has printedhis name.

As thP c.rildren work on their mats,offer tr ouragement and help. Re-view r-1d, silver, bell, star,moon, and dun Ily asking thechiIci Lc identify ,,.Inamples on

their ea,+ finishes,carry h r lace in theclassroom 'vL.-ke an iron can be used.The ironing must be done with onlyone child at a time. Carefullyplace another sheet of waxed paperover the one on which the childarranged h. silapes. Rub a warmiron over the whole surface untilthe twc pieces of paper sealtogether. L: possible, let thechild hold the iron handle as youguide his hand. Trim around theedge'l of the mat with pinkingshears.

UNIT UNDE TANDING: I. In winter, there is a special time clled Christmas.


6. (cont.

alua _oYou can use lunch ard snack timefor review of colors and shapes.Hold up the mats one at a time andask the children to identifyvarious colors and shapes.

UNIT I ERSTANDING: winter, there is a sp:tcial time

There are many special Christm ativties.


SENSORY SKILLS


Visual SkillsFocuses attention on plant,

pine cones, and wreathDiscriminates between dull and

shiny plantsDiscriminates among shades of

green

Tactile-Kinesthetic Skillsscriminates among textures ofplants and plant parts

Taste-0112st2rykillsDetec,c, "pine" smell

ABSTRACTING SKILLS

Conceptual SkillsKnows Christmas plants and

symboJe--evergreen, holly,mdstletoe, poinsetta, wreath,pine cone

Pcgnizes cone shapekecognizes texture concepts--

iff, pricklyRe ognizes color concepts

Associati-,, SkillsRelates certain plants wIthChristmas

Relai:es certain tactile prop-erties and odors with eachplant

A%SPONSE SKILLS

Verbal S.kills

Labels each plant and objectIdentifies texture conceptsIdentifies color conceptsCampares the holly and mistletoeIdentifias plant using tactileand olfactory clues

9

Basic ActivqySurprise the children one morningby having an evergreen tree locatedin the room to be decorated laterby the children. Plan a. large

group activity around the tree todiscuss the evergreen and otherChristmas plants. Have samples ofevergreen, pine cones, holly, mis-tletoe, and poinsetta that you canshow thq children.

Begin the activity by discussingthe tree: What it is called, themeaning of the word "evergreen,"its shape (somewhat cone shaped)and the name for its "leaves."Pass a bough of evergreen aroundfor the children to feel and smell.Discuss the "pine" smell and thestiff, prickly needles. Using thebranch, demoL trate how you canben; it and many others to make awreath for a door, window, or wallat Christmas time. Show them awreath or picture oi a wreath.Introduce the pine cones, the seedsof the pine tre,-, and past ther.around the group.

Then present the holly and mistle-toe and have the children comparethe two: the leaves (pointed andprickly vs. round; shiny vs. dull;dark green vs. light green) and theberries (red vs. white). Last showthem a poinsetta, a real plant or apicture of a poinsetta. Discussthe tiny yellow flowers surroundedby red leaves and the green leavesaround the stem.

Return the children's attention tothe tree and discuss how they canmake decorations for it so that itwill be a Christmas tree.

UNIT UNDERSTANDING: I. In winter, there is a special time called Chr'

_ SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

r Skills

_elo a pla: while blindfolded

gnizes and identifiesLir concepts--red, green,ite

Discriminates, recognizes,identifies, and reproduces acolor pattern

Manipulates paper strips andpaste or stapler to makechain

9 7

(cont.)

a uatipn

lay a blindfold game with theevergreen branch, pine cone, hollY,and mistletoe. Put a blindfold onone child at a time, give him oneof the objects to touch gently andsmell, and ask him to identify theplant.

Use some of the real or artificialChristmas plants to decorate yourroom.

Extension ActivitiesPlan several activity periodmaking Christmas decorations forthe tree. Any number of objectscould be purchased for the tree;however, it is recommended that thechildren make the majoriLy of thedecorations so that it is reallytheir Christmas tree. Try toselect ideas that will be both funand instructional for the children.The following are a few suggesteddecorations for the children tomake:

a. Make paper chains using holidaycolors (red, green, white, gold,silver). Some children may beable to cut their own stripswhich have been drawn with amagic marker on the sheets ofcolored paper. This can be anexcellent color patterning ac-tivity, giving individual chil-dren or a group a certainpattern to extend. Some examplesare: repeating one red - onegreen link, or two red - onegreen, or one red - one greenone white, etc. Each child canmake a section to be joined into

UNIT UNDERSTANDING: In winter, there is a special time called Christmas.

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVIT

b. Recognizes and identifies shapecouceptsround, sphere

Recognizes and identifies colorconceptsgold, silver

Kanipulates materials appro-priately

Produces a color pattern bycoloring spaces on paper cane

Recognizes and identifies colorconcepts--red and white

Menipulates crayon within lines

d. Recognizes ena identifies shapeconcepts--bell

Recognizes and identifies cclorconcept--silver

Manipulates materials appro-priately

e Recognizes and identifies shapesand Christmas symbols

Recognizes and ideatifies colorconcepts

Manipulates cookie cutter andpaint brush appropriately

a Deag chain for the erce. Thelinks can be fastened with astaple or paste.

b. Make ornaaentg for the treeusing a styrofoam ball (sphere),stuck with toothpicks, andspeayed with silver or goldpaint. A pipe cleaner ean bestuck in the top and bent for atree nook. A small mmount ofglue cluld be spread on the ballaround the toothpicks andglitter sprinkled on the glue.

c. rhe children could color papercanes for the tree. Give eachone a cane, made of white con-strucCeon paper with one-inchspaces marked off with a pen onboth sides. The children can"stripe" the cane by coloringevery other space with a redcrayon.

d. !lake bells from dixie cups.Give each child a cup to coverwith a piece of aluminum foil(silver). Insert a pipe cleanerthrmegh the bottom of the cup.Bend Khe outside end for a treehook. Use the inside portion tosecure a small Christmas ballfor a clapper.

e. Make clay ornaments for thetree. Give each child a smallbell of potter's (water-base)clay to flatten on paper and cutwith a Christmas cookie cutter.Make a hole in the top of eachshape with a pencil. When theclay has dried, give the chil-dren tempera to paint theirornament. Insert a ribbon

98

UNIT UNDERSTANDING: 1. In winter, there is a special time called Chrfstmas.

BASIC S(ILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

99

eOnt.)

through each hole, knot the endstogether, and hang the shapes onthe tree.

Hang some of the Santa Clausheads (Activity 1-2) on thetree.

UN IT ,..:RSTAN Winter, there 's a special time called Christ

2. There are many special Christmas aotii,i

BASIC SKILL5 I'LO BE DEVELOPED

SENSORY SKILLS

'isual SkillsFocu3e3 ai.tention on stackingand picture of Christmasstockings

Focuses attention on materialsand demonstration of lacing

Discriminates among children'snames

Listens to discussion ofstocking and picture

Listens to directions fotmaking stocking

ABSTRACTING SKILLS

Conceptual SkillsKnows stockingRecognizes color concepts--

zed, green, gold, silverRecognizes position concept

up, downRecognizes awn name and names

of other children

Association SkillsRelates custom of hanging

stockings with Ch:istmas

R1SPONSE SKILLS

Verbal SkillsLabels stocking and objects in

pictureIdentifies color conceptsIdentifies own name and namesof other children

Motor_SkillsManipulates yarn to lace

stocking parts to ether

LOU

INSTRUCT ONAL ACTIVITIES

Basic ite_gaLuM,*,e Christmas ',,,tockigs which the

children can o:e for room decora-tions and then take home forChristmas. The reason for hangingsockings ea Chviotmas Eve haspo:obably already beeu introduced byway of Chr!.stmas book9 and movies.If not, explain ,..ne use of thestockings as yeu show a realexample and a picture of :itockingshung OR a mantlepiece.

The stockings uhich the childrencan make consist of two pieces ofred or green felt laced togetherwith a contrasting color of yarn.The felt should be precut in theshape of a stocking (with pinkingshears if possible). Holes shouldhe punched around the edges of thestocking pieces.

Give each child the two felt piecesand a strand of yarn long enough togo all the way around the stocking.Domonstrate to the children how tolace the MO sides of the stockingtogether. Then help each childbegin his lacing. When each childhas completed his work, print hisname with glue squeezed from a bot-tle. let the child select gold orsilver glitter and help you sprinkleit on the glue. Haag the stockingsin the classroom as part of yourChristmas decorations.

EvaluationRefer to the stockings and ask thechildren to identify their ownnames and the names of the otherchildren in their group. You canalso use the stockings for color

UNIT UNDERSTAIOIN3: I. nter, there is a speclal tine :ailed


101

TNST1iiCTIONAL ACTIVITIES

n

identification: red, green, gold,silver. Note how well each chiidwas able to master the "up anddown" motion in lacing, and whetheror rot he used every hole. Plait

other lacing activities (such assewing cards) for any childrenwho showed senile difficulty with thetask.

UN DERST ING: I. In wi

2. There

-e is a special time called Chr mas.

e many bpecial Christmas activities.

3. Christmas Day Is a holiday.


SEUSORY 'KILIS

VisuaI_Skilis

Focuses attention on meter-and completed card

Focuses attention on words oncard and envelope


directions

ABSTRACTING SKILLS

Conce tual SkillsKnows concept of greeting caKnows concept of holidayRecognizes shape concept--

rectangleRecognizes position concepts--

front, back; inside, outside;top, right, corner

Recognizes color conceptsAnticipates the arrival of the

card by mail

Association SkillsRelates g eeting cards with

special holidays

RESPONSE SKILLS

Verbal SkillsIdentifies shape conceptsIdentifies position conceptsIdentifies color conceptsDescribes Christmas cardSuggests me.'sage for cardNames someont to receive the

card


Basic ActivityProvide a time for the children tomake Christmas cards for someone athome. Discuss this custom of send-ing cards on special holidays suchas Christmas, Easter, Thanksgiving.Conduct this activity with a smallgroup of children at a time. Eachchild will need a rectangular pieceof construction paper. Direct thechildren to fold their paper inhalf. Locate and discuss thefront, back, and inside of the"card." Explain that they candecorate the front or outside andlater tell you a message which youwill print inside. Then introducethe materials and ideas availablefor decorating, showing samples ofeach idea. Some decorating sugges-tions are:

a. drawing with crayons,b. painting a picture using

small brushes,c printing the cards using

potato prints of Christmassymbols--hell, star, stocking,tree, cane--dipped in thicktempera paint,

d. pasting precut holiday sym-bols made of constructionpaper,

e. cutting and pasting picturesfrom old Christmas cards,making designs with glue andglitter.

EvaluationAs a child finishes his card, askhim to describe how he has decoratedthe front or outside, and ask himwhat he wants to say inside thecard. With a crayon or magic

UNIT UNDERSTANDI T. n er, there is a spec.ial time called Christmas.

BASIC SKILLS TO DE DEVELOPED INSTRUCTIONAL ACTIVITIES

Notor Skills

Manipulates material appro-priatelycrayons, paint,paste, etc.

Prints name on cqrdPlaces stamp in correct pos

tion on envelope

M).

Ont.

mar..,er, print h s message as hewatches you. If the child is ableco print his name, have him signhis card. If not, print it forhlm. Ask the child for the name(s)of the family member(s) to whom hei3 sending the card and his homeaddress. Print the address on anenvelope and direct the child toplace the stamp in the top, right-hand corner.

If there is a post office or mail-box nearby, take the children withyou to mail the cards. Encouragethem to watch for the card toarrive at home in one or two days.

UNIT UND ST ING: In winter, there is a special time called Christmas.

2. There are ny special Christmas activities.

ASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

SENSORY SULLS

Vival Skillc:=uses attention on materia s

Isolates each ingredient andutensil

Isolates each cutter shape

Auditory SkillsListens to discussion and labels

for ingredients and utensilsListens to recipe

Tactile-KinesthetDetects sweet,

cinnamon

ABSTRACTING SKILLS

c Skillspicy, vanilla,

Conce tual SkillsKnows ingredients and utensilsRecognizes taste and flavorconcepts--sweet, spicy,vanilla, cinnamon

Recognizes action concepts--mix, roll,beat, st

cutRecognizes the cookie cuttershapes

Recognizes color conceptsUnderstands sequence of pre-

paring the dough

Assoeiation_SkillsRelates baking cookies with theChristmas holiday

Relates each utensil with itsuse

RESPONSE SKILLS

Verbal SkillsLabels ingredients and utensilsDescribes use of each utensilIdentifies taste and flavorconcepts

10. Basic ActiVityAn enjoyable Christmas time activ-ity is making Christmas cookies toeat for snack or dessert for aChristmas dinner. Prepare thedough in a large group activity.Place a table in front of thechildren for all your ingredi-ents--sugar, flour, butter, milk,eggs, baking soda, salt, vanilla--and your equipment--mixing howlsand spoon, flour sifter, measuringcup and spoons, baking sheets,rolling pin, cookie cutters, greenand red sugar, and cinnamon can-dies. The following procedure issuggested:

10 -±

Show the children each piece ofequipment on the table. Askthe Children to identify eachobject and its use. If nonecan do this, you label it anddemonstrate how it is used.

b. Read the recipe to the children,showing them each ingredient asit is named and explaining itsrole in the dough--sugar makesit sweet, vanilla gives itflavor, etc.

Follow the directions step bystep. Read the directions aloudto the-children and involvethem in selecting the namedingredients, measuring the cor-rect amount, and combining theingredients. Let them taketurns beating, stirring, andsifting.

d. While mixing the dough, fre-quently review what ingredientshave already been added.

UNIT UNDERST DING: I. In winter, there is a special time called Chris


Verbal_Skilla (cont.)Identifies Color conceptsidentifies the cookie shapeJIdentifies action conceptsRecalls the ingredients and

the sequence of steps inmaking cookies

or SkillsManipulates utensils appro-

priatelyDecorates the cookies


10. (cont.)

When the dough is prepared andchilled, demonstrate how you rollit and cut the cookies. Show themeach cookie cutter and ask them toidentify each figure. Try to in-cludc malay of the holiday symbolsyou have introduced in otherChristmas activities. Show themhow to decorate the cookies usingthe sugar and cinamon candies(eyes, berries, bell clapper).Give each one a candy to taste anddiscuss the spicy, cinnamonflavor.

Plan several activities which thechildren can handle independentlyas you assist a few children at atime in cutting and decorating asheet of cookies.

EvaluationAs the children are making theircookies, ask them to identify thecutters they choose and the colorsthey use for decorating. Thechildren can also describe thedifferent cookies at the time theyare eaten. Ask them to recallwhat ingredients were used in thedough.

IV. Instructional erials

BOOKS SOURCE

About Four Seasonsand Five Senses

_

The AnimalsSearch for 5untmer

st ord Book Ever

IlltnaJ21931

ChildcraftVolume 1 -Volume 2 -Volume 4 -Volume 9 -

The Chris

Radlauer, R.

Caputo,

Scarry R.

Hader, B.& Hader, E.

Poems and RhymesStories and FablesHoliday and CustomsMake and Do

Ki ten Konkle,

A ChristmasStocking Story

-s Tree Book

Dear in the Snow

A Firefly_in a Fir Tree

Frosty the Sno

The Good Friends

How the GrinchStole Chris as

I_Am #4.nnY

Jingle Bells

Knight, H.

Kaufman, J.

Schlein, M.

Knight, H.

Man (retold by)Bedfore, A. N.

and

Francois, P.

Geisel, T. S.

Risom, O.

Daly, K. N.

Snow Bu

Melmont Publishers, Inc., 1960

Golden Press, 1966(Read-lt-Yourself)

Golden Press, 1963(Giant Golden)

E. M. Hale & Co., 1948

Field Enterprises EducatCorp., 1966

Childrens Press, 1953

Harper & Row, 1963

Golden Press, 1966(Golden Shape)

E. M. Hale & Co., 1956

Harper & Row, 1963

Golden Press, 1950(Big Golden)

Golden Press, 1966(Read-It-Yourself)

onal

Random H use 1957

Golden Press 1963 (Happy Book)

Golden Press, 1964(Little Golden)

ion, V. L. Houghton Mifflin Company, 1943

108

BOOKS SOURCE

Let's Find OutAbout Winter

Little Bear'sChristmas

The Littlest Snowman

The Night_Before Ch istmas

The_NightBefore Christmas

jhtIt Rained Toys

±24LIZI!_212ELELRII

Petunia's Christmas

Red Riding RoodGoes Sledding

The Reindeer Book

Rudol h theRed-Nosed Reindeer

The Santa Claus Book

Santa ouse

Snow

Snow

Snowed-1n Hill

The Snowman Book

Shapp, N.,

& Shapp,

Janice

Tazewell, C. Wonder Books, Inc., 1956

Dow, K. Henry Z. Walck, 1961

Golden Press, 1949Malvern, C. (Ill.) (Big Golden)

sgard, L. (Ill.) Wonder Books, Inc., 1949

Franklin Watts, Inc., 1963

Lothrop, Lee, & Shepard Co.,Inc., 1964

S _phenson, D.

Monsell, H. A.

Duvoisin, R.

Follett Publishing Co., 1963

Alfred A. Knopf, 1942

Scholastic Book Services, 1952

Steiner, C. The Macmillan Co., 1962

Battagliz, A. Golden Press, 1965(Golden Shape)

Hazen, B. S. Golden Press, 1958 (Big Golden

Scarry, R. Golden Press, 1965(Golden Shape)

Brown, M. Grosset & Dunlap, 1966

McKie, R., Random House, 1962& Eastman, P. D. (Beginner Book)

Parsons, V.

Paull, G.

Branley, F. M.

107

Doubleday & Company, Inc., 1962

E. M. Hale & Company, 1962

Thomas Y. Crowell Company, 1963(Let's-Read-and-Find-Out

Golden Press, 1965(Golden Shape)

BOOKS SOURCE

Snow Time Schlein, M.

Th _114!1,7DaY Keats, E.

.5ssIIIIELELS211_Christmas Browr

Albert Whitman & Co., 1962

Viking Press, 1965

Harper & Brothers, 1958

Too Many Mittens Slobodkin, F.& Slohodkin, L. Vanguard Press, Inc. 1958

The True Bookons

What_ Is _a Season

The When' That? Book

Where Is the Bear? Hubka, B.

Podendorf, I. Childrens Press, 1955

Darby, G. Benefic Press, 1960

Walliser, B. Grosset & Dunlap, 1964(Rutledge Books, Inc.)

White Snciw Bri h__ Snow Tresselt,

Winter Is Here

The Wonderso the Seasons

Year Goes Round

A Year Is a Window

Parker

Parker, B. M.

Vasiliu, M.

Jackson, R.

You Visit a Su arRefinery-Fruit. Cannery Meshover, L.

Golden Press, 1967(Little Golden)

Lothrop, Lee, & Shepard Co.,Inc., 1947

Harper & Row, 1963(Basic Science Education)

Golden Press, 1966 (Big Golden)

The John Bay Company, 1964

Doubleday & Company, 1963

Benefic Press, 1966

FILMS SOURCE

The Snowy Day (6 min. color)

The Spirit_of_Christmas (30 min., colo

'Twas the Night Before Christmas orY)

Spptty 1112.11Tenin_Wini- (11 min., b/w)

Winter Is an Adve

Weston Woods

Bell Telephone Co.

Coronet Films

ure (11 min., b/w) Coronet Films

108

RECORDS SOURCE

thristnias Stories (12" L.P.)

The Long Stocking

ChrIstmas Kitten

Paddy's Christm

The Friendly Beasts

Christmas Eve

Bowmar Records

Concept Records: Volume I 12" L.P.) Concept Records

Seasons song)

Holidays (song)

Frosty the Snowman (45 Golden Records(Book and Record Se

AionTith _tom Columbia Records

Christmas songs includin *

Frosty the Sn

Must Be Santa

Rudolph, the Red-Nosed Reindeer

Santa Claus Is Comin's to Town

How Lovely Is Christmas (45 rpm) Golden Records(Book and Record Set)

Jingle Bells (45 rpm) Golden Records(Book and Record Set)

The Ni t Before it 45 rpm) Golden Records(Book and Record Set)

Rudol h the Red-Nosed Reindeer (45 rpm) Golden Records(Book and Record Set)

109

e-98

SONGS SOURCE

nd Abou

Snowin-

Our Snowman

170)

p. 171)

Heller, R.

Whe_ the Winter Is Here 171)

Jingle Bells (p. 181)

Follett Publishing Co., 1964

Roimd the Clock Krone, M. T. Follett Publishing Co., 1963

Jingle Bells (p. 76)

Santa Claus Will Soon Be Here (p. 74)

We Wish You a Merry Christmas (P. 79)

_Round he Town Krone, M. T. (Ed.) Follett Publishing Co., 1963

Jack Frost (p. 81)

Sno lakes (p. 90)

Song Flannel Board Packet--Seasons and Weather No- A1525)

The Snowman

Traditional Winter and Christmas soAe

Frosty the Snowman

Must Be Santa

Rudolph the Red-Nosed Reindeer

Santa Clans

Santa Clans Is Gornto' to Town

David C. Cook Publishing Co.

Record: Boliday--Sing Aloii

With BitchColumbia Records,No. CS8501

POEMS, FINGERPLAYS, AND ACTION VERSES

Poems and Verses About AnimalsBissett, D. J. (Ed.)

Where is It? (p. 76)

1.1 0

SOURCE

Chandler Publishing Co., 1967

(see Appendix)

e-19

POEMS FINGERPLAXS, AND ACTION VERSES SOURCE

Poems and Verses About the CiBissett, D. J. (Ed.)

Chriøtmas Shoppers (p. 55)

A City.Street at Christmas (p. 54)

Poems and Versesto Bel n OnBissett, D. J. (Ed.)

The Frost Pane (p. 40)

Little Jack Horner (p. 74)

Sliding (p. 50)



Re_ -Together_ Poems Harper Publishers, 1961Brown, H. A., & Heltnian, E. J. (Eds.

First Sn 99)

Snowflakes 109)

The Sno (p. 110)

When Santa Claus Co- p. 140)

Rh_yines for Fin ers and Flannelboards Webster Publishing Co., 1960Scott, L. B., & Thomson, 3. J. (Eds.)

Christmas Pre_ents (p. 69)

Eight Tiny Reindeer (p. 68)

I Am a Snowman (p. 123) (see Appendix)

In 5 e's Workshop (p. 67)

In Wintertime (p. 120)

Little Jack Horner (p 106)

Santa's Reindeer (p. 69)

Snowflakes (p. 122)

The Snowman (p. 123)

Ten Little Snowmen (p. 122)

The Toy Shop (p. 66)

111

e-100

MOTS STUDY PRINTS SOURCE

Food Models in Full Color (No. 2)

PedbodTLanguaga Development KiLevel 01Stimulus Cards

Animal CardsClothing CardsFood CardSMiscellaneous Cards

National Dairy Council

1041rican Guidance Service, Inc.

Primary Science_Concept Charts F. A. Owen Publishing Co.

Air and Weather (io. 662)

Animals (N- 665)

Magazine pictures

Teaching. Pictures

Science Themes No. 1 (No. A 1)

Seasons (No. A865)


FLANNEL AND MAGNETIC BOARD SETS SOURCE

DARCEE Flannel Board_Sets

Santa Claus

Snowme

Willie the Weatherboy

David C. Cook Flannelgraph Set

Science Studies (No_ A848)

Ina I Board Aids

Animals in the Woods (No 282)

Holiday Cut-Outs (No. 25)

PrImary Cut-Outs (No. 10)

Seasons (No. 286)

ructo Fla_

112

(see Appsndix)

(see Appendix)

( ee Appendix)


Intructo Corp.

FLANNEL AND MAGNETIC BOARD SETS SOURCE

Instruct° Ma etic Board Aids

Magnetic Seasons (No. 577)

Milton Bradley Flannel Board Aids

Seasons (No. 7832)

Instructo Corp.

on Bradley Co.

ACTIVITY KITS SOURCE

Instructo Activ

ons- Fall and Winter (No. 1050)

Ins ructo Corp.

PUZZLES AND SEQUENCE BOARDS SOURCE

Judy PuzSes

Jack Horner (No. 3, 12 pc

Santa Claus (No. 26, 24 pos.)

Snowman (No. 10, 16 pcs.)

The Judy Co.

JudySee-Quee& The Judy Co.

Jack Horne (No. Q49, 4 fr _

Seasons (No. Q58, 4 fr

Snowman (No. Q67, 6 frames)

DAYALti2LIHEItE Playskool, Inc.

Deer (No. 275-32, 12 pc . )

Little Jack Horner (No. 185-20, 16 pcs.)

SI a Puzzles

Happy Deer (No. 1 T2, 10 pcs.)

Sifo Co.

MODELS AND DRAMAIC ACTIVITY MATERIALS SOURCE

Paper dolls

Rhythm inst (wrist, hand, clus ewood or tone blocksrhythm sticks

LIQUID DUPLICATORS

Living_ Thin- --Level 1

_c- Observations--Level

Continen

Continental Press, Inc.

DEMONSTRATION MATERIALS AND EQUIPMENT SOURCE

Activit es

B-1

B -2,E-2,F-6

B

Snowball,

Thermometers

Giant Working Thermomet _

(No. 5265)

B-3 Hand magnifying glass

Collection of cans fromcanned fruits and vegetables;packages from frozen fruitsand vegetables (labels intact)

E-2 Ingredients for making popsiciesor flavored ice cubes

B-3 Canned, frozen, and fresh formsof fruits and Vegetables fortasting party

F-2,H-2 Film projector (16 mm)

G-2 Fair of gli es; pair of mittens

11-6 Birdfeeder

1-2 Collection of objects shapedlike cylinders and cones

114

Creative Playthings, Inc

DE41 TRATION MATERIALS AND EQUIPMINT SOURCE

Activities

1-7 Christmas plents--ever reen, wreath,holly, mdstletoe, poinsetta, pinecone

I-10 Equipment and ingred ents for bakingcookies

Cookie recipe

TEACHER-MADE MATERIALS

Activities

A-I

(see Appendix)

SOURCE

Magnifying gl --tagboard

B-5 Wall Display; Winter Sce

Flannel Board Set: Snowmen

Appendix)

(see Appendix)

Chart: Seasmal change inlength of day

(see Appendix--unit Autumn

7-4 Picture sequence of steps inmaking a snowman

7-5 Felt pieces for I Am a Snowman" (see Appendix)

G-1 "Feel It' Box or "Grab" Bag--wool and cotton material(including SO= plaida)

G-2 Willie the Weetherboy--additions (see Appendix)

G-3 Number Set Materials: Mittels (see Appendix)

1-1,1-3 Flannel Board Set: Santa Puzzleand Symbols for Song "Must Be San

(see Appendix)

1-5 Felt horse

1-6 Shapes for placemats (se: Appendix)

PIJBLIS1IERS

Abe1ard-Schuma4, Ltd.62 West 45th StreetNew York, New York 10003

Abingdon Press201 8t4Avenue SouthFashville, Tennessee 37203

American Book Company450 West 33rd StreetNew York, New York 10001

American Guidance Service, Inc.Publisher's BuildingCircle Pines, Minnesota 55014

Atheneum Publishers122 E. 42nd StreetNew York, New York 10017

Beginner Books, Inc.Educational DepartmentRandom House School &Library Service, Inc.(See: Random House, Inc.

Benefic Press1900 NarragansettChicago, Illinois 60639

Big Golden(See: Western Publishing Co.

Chandler Publishing Company124 Spear StreetSan Francisco, California 94105

Childrens Press, Inc.1224 West Van Buren StreetChicago, Illinois 60607

Coward-McCann, Inc.200 Madison AvenueNew York, New York 10016

Thomas Y. Crowell Company201 Park Avenue SouthNew York, New York 10003

11

John Day Company62 S. 45th StreetNew York, New York 10036

Doubleday and Company, Inc.511 Franklin AvenueGarden City, New York 11530

E. P. Dutton & Company, Inc.201 Park Avenue SouthNew York, New York 10003

Educational Reading ServiceEast 64 Midland AvenueParamus, New Jersey 07652

Encyclopedia Britannica, Inc.425 North Michigan AvenueChicago, Illinois 60611

Field Enterprises Educational Corp.510 Merchandise Mart PlazaChicago, Illinois 60654

Follett Publishing Company201 North Wells StreetChicago, Illinois 60606

Ginn & CompanyStatler BuildingBack Bay P. 0. Box 191Boston, Massachusetts 02117

Golden Press, Inc.(See: Western Publishing Co.

Golden Records250 West 57th StreetNew York, New York 10019

Grosset'& Dunlap Inc.

51 Madison AvenueNew York, New York 10010

E. M. Hale and Company1210 South Hastings WayEau Claire, Wisconsin 54701

PUBLISHERS

Harcourt, Brace & World, Inc.757 3rd AvenueNew York, New York 10017

Harper & Row Publishers49 East 33rd StreetNew York, New York 10016

Hastings House Publisher, Inc.10 East 40th StreetNew York, New York 10016

Hayes School Publishing Company321 Pennwood AvenueWilkinsburg, Pennsylvania 15221

Houghton Mifflin Company2 Park Street

Boston Massachusetts 02107

Alfred A. Knopf, Inc.(See: Random House)

B. Lippincott CcmpanyEast Washington SquarePhiladelphia, Pennsylvan a 19105

Lothrop, Lee, & Shepard Co., Inc.381 Park Avenue SouthNew York, New York 10016

The MacMillan Company866 Third AvenueNew York, New York 10022

Edward B. Marks Music Corp.136 West 52nd StreetNew York, New York 10019

McGraw-Hill Company, Inc.Princeton RoadHighstown, New Jersey 08520

Meimont Publishers, Inc.Jackson Boulevard &Racine AvenueChicago, Illinois 60607

117

Charles E. Merrill Publishing Co.1300 Alum Creek DriveColumbus, Ohio 43216

William Morrow & Company105 Madison AvenueNew York, New York 10017

Parents' Magazine Press52 Vanderbilt AvenueNew York, New York 10017

Platt & MunkDivision of ChildGuidance Products, Inc.1055 Bronx River AvenueBronx, New York 10472

G. P. Putnam's Sons200 Madison AvenueNew York, New York 10016

Rand McNally & CompanyBox 7600

Chicago, Illinois 60680

Random House, Inc.201 East 50th StreetNew York, New York 10022

Scholastic Book Services50 West 44th StreetNew York, New York 10036

Scott, Foresman and Company1900 East Lake AvenueGlenview, Illinois 60025

WilAam R. Scott, Inc.333 Avenue of AmericasNew York, New York 10014

Science Research Associates, Inc.259 East Erie StreetChicago, Illinois

Charles Scribner's Sons597 Fifth AvenueNew York, New York 10017

PUBLISHERS

ver Burdett Publishing Company250 James StreetMorristown, New Jersey 07960

Simon & Schuster, Inc.630 Fifth AvenueNew York, New York 10020

Summy-Birchard Company1834 Ridge AvenueEvanston, Illinois 60204

Taylor Publishing CompanyBox 597Dallas, Texas 75221

The Viking Press625 Madison AvenueNew York, New York 10022

Henry Z. Walck, Inc.17-19 Union SquareNew York, New York 10003

Franklin Watts, Inc.575 Lexington AvenueNew York, New York 10022

Webster Division of McGraw-Hill(Formerly Webster Publishing Co.)Manchester RoadManchester, Missouri 63011

Western Publishing Company, Inc.850 Third AvenueNew York, New York 10022

Albert Whitman & Company560 West Lake StreetChicago, Illinois 60606

ittesey House(See: McGraw-Hill)

Wonder Books, Inc.(See: Grosset & Dunlap, Inc.)

Young Scott Books(See: William R. Scott, Inc.

RECORDS AND FILMS

Bowmar Records10515 Burbank BoulevardNorth Hollywood, Calif. 91601

Capital Publishers Co., Inc.Box 235Washington, D. C. 20015

Concept RecordsP. O. Box 524FNorth Bellmore, Long IslandNew York 11710

118

Cornell University Records124 Roberts PlaceIthaca, New York 14850

Coronet FilmsCoronet BuildingChicago, Illinois 60601

MANUFACTURING COMPANIES FOR INSTRUCTIONAL MATERIALS

Milton Bradley CompanySpringfield, Mass. 01101

The Continental Press, Inc.Elizabethtown, Pa. 17022

David C. Cook Publishing Co.850 North Grove AvenueElgin, Illinois 60120

Creative PlaythingsPrinceton, New Jersey 08540

T. S. Dn: ison & Company, Inc.5100 Wtst 82nd StreetMinneapolis, Minnesota

Educational Teaching Aids Divis159 West Kinzie StreetChicago, Illinois 60610

General Learning Corporation3 East 54th StreetNew York, New York 10022

Grade Teacher23 Leroy AvenueDarien, Connecticut 06820

The Judy Company310 North Second StreetMinneapolis, Minnesota 55401

Instructo CorporationPaoli, Pennsylvania 19301

National Dairy Council111 North Canal StreetChicago, Illinois 60606

Playskool (Research)3720 North Redzie AvenueChicago, Illinois

Society for Visual Education, Inc.1345 Diversey ParkwayChicago, Illinois 60614

Teaching Resources, Inc.100 Boylston StreetBoston, Massachusetts 02116

____ISUettL2J=Y121E15-51Le_st

UAL DISPLAX: VINT C NB

Utivities Pe-a, B- B-5

e -108

Suggeated_Material for_Wall pis:play

tree from the unit Planta (Wall Display)

butcher paper and construction paper(snowman, bird feeder, deer, bird, evergreen tree, wh te ground)

artificial snow (snow on tree, snowman)

_Suggesed Procedure fmr_Making Wall Display

1. Use the tree from the wall displays in the units Plants andAutumn as the basis for this winter scene.

2. In activity B-1, add a tificial snow to the tree and white paperfor snow around the base of the tree.

In activity B-5, add a snowman to the w nter scene. He can bemade of construction paper and sprayed with a little artificialsnow.

121

Sketch of Snowmen

FLANNEL BOARD SET: SNOWMEN

Activities B-6, B-7

e-liO

Suggested Materials

patterns--body (3 circles), 2 hats (large, small), 2 arms (glove-hand,mitten-hand), buttons and eyes (2 circles, 1 square, 1 triangle),mouth

felt--white (bodies)

black (hat, eyes, arms)blue (buttons, eyesred (buttons)green (hats)orange (mouths)

SCiSSOrS

122

Makig

Cut the following pieces:

2 bodies: 2 small, 2 middle-sized, and 2- large circles Odhite

4 hats: 2 large, blackI large, green1 small, black

6 arms: 4 with glove-hand (black)2 with mitten-hand (black)

10 eyes: 4 black, large circles2 black squares2 black, small circles2 blue, large circles

2 mouths: orange

buttons: 8 red squares4 red triangles'4 blue squares

12,3

Pat terns for Snowmen

e-112

Patterns for Sno en cont )

125

FINGERPLAY: "I Am a Sno an"

Activity F-5

Source of Fingerplay

Reprinted by permission of the publisher

(p. 123)Scott, L. B., & Thompson, J. J. (Eds.)Webster Publishing Co., 1960

Words and Actions_for Fingerplay

I am a snowman, cold and wh e;

I stand so still through all the night; Stand up tall.)

With a carrot nose, (Point to nose.)

And head held high,

And a lump of coal to make each eye. (Point to eyes.)

I have a muffler made of red,

And a stovepipe hat upon my head. (Place hands on top of head.)

Sug ested Mate ials

Use a snowman, hat, eyes outh, and buttons from the Snowmen Set,activity B-6.

Make an orange nose (carrot), red scarf, and corncob pipe fro- feltscraps.

126

e -115

FLANNEL BOARD SET: WILLIE THE WEATHERBOY(Additions)

Activity G-2

Sketch of Willie Winter)

Sugaested Materials

patterns--long-sleeved shirt and boots (unit Autumn), overcoat, snowsuit(top and bottom), snow hat, gloves, mittens, scarf, evergreentree, ornaments (circle, square, triangle, rectangle, diamond,star, crescent moon, bell)

feltbrown (overcoat)red (mittens, gloves, snow hat scarf, boots)blue (snowsuit)green (evergreen tree)any available colors (2 long-sleeved shassortment of colors (tree ornaments)

plaid contact paper or material (2 long-sleeved shi

scissors

rubber cement or white glue

felt pen--fine tip (trim on clothing

1 7

14g ested Procedure for Making Willie Additions

Pa

1. Cut: overcoat (brownsnowsuit (blue)mittens (red)gloves (red)sncw hat (red)scarf (red)boots (red)evergreen tree (green)

ornaments--circles, squares, triangles, rectangles,diamonds, stars, moons, hells (assorted colors)

2 long-sieved shirts (feltany color)2 long-sleeved shirts (plaid contact paper plaid material)

Glue plaid contact or material shirts to felt shirts so AS to havea felt hacking on the 2 plaid shirts.

The ornaments should not be attached to the tree. It is suggesLedthat you store them in a small envelope.

-1 ie Additions

128

Patterns for Willie Additions cont. )

129

e-118

Patterns for

Suggested

pattern for mitten

-

NUMBER SET MATERI S:

-ttens

Activity G-3

construction paper--redwhite (12" x 18"

scissors

felt pen

Suggested Procedure_for Making Mittens

1. Using pattern for mitten, draw and cut 10 red mittens for eachchild and yourself.

2. Count enough sheets of white construction paper so that you andeach child will have one piece. Across the middle of each sheet,draw a clothesline with a felt pen. Tbe line should be at least15" long so that all ten mittens can be placed on the line duringthe number activity.

Pat ern for Mitten

131

19

e 120

POEM: "Where Is It?"

(Re -inted by permission of G. P. P naim's Sons)

ActivIty

Source of Poem

Poems and Verses About Ani (p. 76)

Blsgett, D. J. (Ed.)

Chandler Publishing Company, 1967

Originally published in _- Anibo Hun G. P. Putnam' Sons, 1964

Words for Poem

He flips his tailAnd points his nose

And digs it upWith frantic els

That nut he buriedLong ago

When there wasn'tAny snow

He holds it tightBetween his paws,

Cracks it withHis little saws,

And eats it up,Then off he goes...

But how is he sure a nut's still there?And how can he guess exactly where?Squirrel never needs to guess.He knows.

Dorothy Aldis

e -121

FLANNEL BOARD SET: SANTA PUZZLE

Activity I-1

e122

SHAPE PATTERNS FOR PCEMATS

Activity 1-6

RECIPE: SUGAR COOKIES

ActIvity I-10

Source of Recipe

From Childcraft-7The Haw and_Why LibraryField Enterprises Educational Corporation, c. 1965

Ingredients

To make about 40 cookies, use:

1 cup sugar2 cups flourI stick of butter or margarine (1/2 cup)1/3 cup milk1 egg1/3 teaspoon baking soda1 teaspoon vanilla114 teaspoon salt

Directions (adapted)

1. Cream butter, adding sugar gradually.

2. Beat egg and add to butter and sugar.

3. Add vanilla.

4. Add salt and baking soda to milk; stir.

5. Sift flour if not presifted when purchased.

6. Add flour and milk to mixture, alternating small amounts of each.

7. Mix well and chill at least one hour.

8. Roll dough very thin; cut wjth cookie cutters and decorate.

9. Bake on greased baking sheet at 3759 for about 10 minutes.

135