Literacy

* Group students in pairs (by passing out tongue depressor and having them locate their partner) and read story and have students share their thoughts on questions asked (click here) before, during and after reading, plus narrative questions (click for pdf)

* Things to share after reading book, singing and chanting song.

        a) Listen to the words I say and tell me if they rhyme: duck – hill / duck – truck.  Select words from the song (five, duck, out, day,  hill far, away) and a rhyming and non-rhyming word

       b) Tell me a word that rhymes with _____________(repeat this exercise with different words from the song)

        c) I am going to say a word from the song and you tell me what letter it begins with (select word from song)

        d) Listen to the word I say and lets count the syllables (clap, snap, pat or stomp syllables with the class)

        e) I am going to say a sentence from the story / song and you fill in the word that is missing

Example: Five little ducks went out one  __________ over the hill and far ______________.  (Continue)

        f) I am going to say part of a sentence and you finish the sentence.

Example:     (teacher) Five little ducks went out one day

                     (students) Over the hill and far away

                     (teacher) mother duck said, quack, quack, quack

                     (students) but only four little ducks came swimming back

                    (you can make the phrases longer or shorter)

      g) Once they are able to accomplish the task by phrases you can now do it by word. (T = Teacher  and S = Students)

Example: (T) Five  (S) little  (T) ducks (S) went  (T) out  (S) one  (T) day  (continue with song)

* Complete Venn diagram and compare a duck to another living animal with similar characteristics in the middle (click for pdf)

* Complete a story map: title, setting, characters, problem, and solution.

* Print out ducks and glue on tongue depressors and act out song. First have teacher narrate story, next have students act it out with song, followed by having them act it out by singing it without the music. (click for pdf)

* Use this song to practice echo reading, choral reading, buddy reading, and work on phonological awareness activities (click for example)

* Synonyms.  Chant song and substitute words to expand vocabulary. Example: (synonyms)  little = small, tiny, petite, etc.  big, large, huge, etc.    

* Create different ending to the story or talk about what the little ducks might be doing that caused them to forget the time.

* As a class, create silly alliterative sentences. Example:  Do ducks dive down for doughnuts?

* Write poem on chart tablet and identify (look) for letters, upper case, comma, and exclamation mark.   Chant poem with class.  First echo, then choral, and finish by taking turns with each sentence.

Duck in the water, quack, quack, quack!
Soft, white feathers on your back, back, back!
Duck in the water, splash and splish!
Dip in your bill and catch those fish!

Science

* Study the difference between ducks and other birds.

* Discuss the habits and habitats of ducks.

         —Topic questions: Where do they live?  Do they sleep in the water?  What do they eat? Do they lay eggs in nests? What are baby ducks called? 

* Discuss weather and migration.

         —Topic questions: Why ducks fly south for the winter?  Practice “V” formations and go outside and walk, jog, and run in “V” formation. (Click here) to download and print picture of ducks flying in “V”)

* Have students color, cut and glue ducks in “V” formation. (click for pdf)

* Do ducks get wet?  Do a science experiment where you test how water reacts to duck feathers.

* Place feathers inside a bowl and have students try to blow the feathers out using a straw.  Great way to develop oral muscles!

Math

* Print-out ducks and sequence by size on water (blue paper). (click  for pdf)

* Print-out boy and girl duck and pattern on sentence strip. (click for pdf)

* Pass out feathers and have students place feathers around the room to promote positional words : over, under, far, near, above, below.

* For a whole group activity, stamp the kids’ fingers to draw ducks on them. Have them fold a finger down every time one doesn’t come back to practice subtraction.

* Student rolls dye and counts number of dots and then student quacks the amount represented by the dots on the dye or the number on the dye.

* Hide a duck in the room. Count to ten while a child searches for it and comes back to the circle by the  time you say 10.

Social / Emotional

* Discuss family:  What are siblings?  Help the children count the siblings in their own families.  Create a graph to see if the students have more boy or girl siblings.

* Discuss safety: Have you ever been lost?  What did it feel like?  How do you think the mother duck felt?  Would your mom and dad be upset if you were lost?  What should you do if you get lost?  Whose responsibility is it to make sure you don’t get lost?

* Have children sing along to song with waddling and holding and flapping feathers.

* Act out the song using stick puppets, masks or by assigning roles. (click for pdf)

Physical / Outdoor

* Sing or chant “Five Little Ducks” while incorporating movement to the song. (visit movement link)

* Have feather races. Place two feather on carpet and have two students race by blowing the feather across the finish line without touching the feather.

* Teach students how to “waddle” – Hold a duck waddle relay races and individual races.

* Waddle in a circle with kids holding and flapping duck feathers in their hand and echo your chant:

– I saw a little duck waddle, waddle waddle

(students waddle while walking in circle)

– I told the duck to stop, stop, stop

(stop waddling)

– And it wagged its tail, tail, tail

(place hands with feathers in back to model tail)

– And it flapped its wings, wings, wings

(hold arms out like wings and flap them while holding feathers in hand)

You can repeat and change the first line to swimming, sleeping, eating, etc.

Allow students to act out the action they select.

* Play an adapted version of Marco-Polo by having the mother duck with her eyes closed (or can be blind-folded) try to find her little duck by following their quacks.

* Play “Duck, Duck, Goose”

* Migration: Practice “V” formation as a class walking, jogging, and running.

Literacy

* Group students in pairs (by passing out tongue depressor and having them locate their partner) and read story and have students share their thoughts on questions asked (click here) before, during and after reading, plus narrative questions (click for pdf)

* Things to share after reading book, singing and chanting song.

a)Listen to the words I say and tell me if they rhyme: frog – stick / frog – dog.  Select words from song (five, green, frog, sat, bugs )and rhyming and non-rhyming words 

b) Tell me a word that rhymes with _____________(repeat this exercise with different words from the song)

c) I am going to say a word from the song and you tell me what letter it begins with (select words)

d) Listen to the word I say and lets count the syllables (clap, snap, pat or stomp syllables with the class)

e) I am going to say a sentence from the story / song and you fill in the word that is missing

Example: Five green and speckled __________ sat on a speckled __________eating the most delicious ________

f) I am going to say part of a sentence and you finish the sentence.

Example:

                    (teacher) Five green and speckled frogs

                    (students) sat on a speckled log

                    (teacher) eating the most delicious bugs

                    (students) one jumped into the pool.  etc.

                    (you can make the phrases longer or shorter

g) Once they are able to accomplish the task by phrases you can now do it by word. (T = Teacher  and S = Students)

Example: (T) Five  (S) green (T) and  (S) speckled  (T) frogs  (S) sat  (T) on  (continue with song)

* Complete Venn diagram and compare a frog to another living animal with similar characteristics in the middle (click for pdf)

* Complete a story map: title, setting, characters, problem, and solution.

* Sing, chant, and recite song through echo, choral, and buddy reading. (click for example)

* Work on phonological awareness activities using pocket chart phrases and words. (click for example)

* Synonyms.  Chant song and substitute words to expand vocabulary.   Example: speckled = freckled, spotted, polka dotted  / eating = devouring, ingesting, chomping.

* Replace the word green with different color word cards.  Ask kids to recite song based on color and number of the card you are holding up using dots to correlate number.  Repeat with different color words and numbers.

* As a class, create silly alliterative sentences.  Example: Five frogs feasted on five French fries.

* Have children color frog with speckles and trace the word “frog” (click for pdf)

Science

* Have kids color, cut and order the life cycle of a frog. (click for pdf)

* Discuss the habitat of frogs.  Where do they live?  What do they eat?

* Discussion question:  What’s the difference between a pool or pond, creek, river and the ocean? Download may take 45 seconds due to quality of pictures  (click for pdf)

* What floats?  Discuss the way lily pads float and rocks sink.  Use a water experiment to test different items.  Ask the children to predict if it will sink or float.  Chart your answers.

Math

* Use printout to sequence size of frogs on log (brown legal size construction paper). (click for pdf)

* Use printout to pattern happy and sad frog on sentence strip.  (click for illustration)

* Use printout, dice and play-dough to create a game counting out the speckles on the frog.  Roll dice, count dots and create matching number pieces of play-dough speckles on the frog. (click for pdf)

* Download and print 2 copies of frog pictures and play concentration. (click for pdf)

* For a whole group activity, stamp the kids finger to draw frogs on them.  Have the children hold a finger down everytime a frog jumps into the pool.

Social / Emotional

* Act out the song using stick puppets, masks or by assigning roles and having them sit on an imaginary log. (click for pdf)

* Print out happy, sad, mad, and surprised frogs.  Have kids select one and share what makes them feel this way (click for pdf)

* Discussion questions can be talked about in a group or with partners as conversation practice.  Have kids pick a colored Popsicle stick or card and match the color to find their partner. After talking, ask kids to answer questions about their partner.

      —Topic A:  Where do you like to swim with your friends and family?

     —Topic B:  Why would a frog make a good pet?  What would you name it? What would you feed it?  Where would you keep it?  How would you play with it?  Would you kiss your pet frog?

     —Topic C: Who likes to eat frog legs?  What do you think they would taste like?  Would they be squishy or crunchy

* Discuss children from different parts of  the world who eat bugs or frogs as part of their diet.

Physical / Outdoor

* Declare it “Frog Day”!  Let the children pick funny frog names and compete in the Frog Olympics.

(a) play Leap Frog; (b) hold a leaping contest and measure the longest and shortest leaps; (c) hop and count to ten by 1’s, 2’s and 5’s; (d) leap per letter and spell   F-R-O-G.

* Sing or chant “Five Green and Speckled Frogs” while incorporating movement to the song. (click to view)

Literacy:

* Group students in pairs (pass out tongue depressors so students can find their matching partner).  Read story and have students share their thoughts on questions asked (click here) before, during and after reading, plus narrative questions (click for pdf)

* Things to share after reading book, singing and chanting song

a) Listen to the words I say and tell me if they rhyme: wall – stick / wall – ball.  Select words from song (egg, sat, wall, sat, king, men)and rhyming and non-rhyming words 

b) Tell me a word that rhymes with _____________(repeat this exercise with different words from the song)

c) I am going to say a word from the song and you tell me what letter it begins with (select word from song)

d) Listen to the word I say and lets count the syllables (clap, snap, pat or stomp syllables with the class)

e) I am going to say a sentence from the story / song and you fill in the word that is missing

Example: Humpty Dumpty sat on a __________.

Humpty Dumpty had a great  _____________.

All the kings horses and all the kings ___________

could put Humpty together ___________.

f) I am going to say part of a sentence and you finish the sentence.

Example:  (teacher) Humpty Dumpty

                    (students) sat ona wall

                    (teacher) Humpty Dumpty

                    (students) had a great fall

                    (you can make the phrases longer or shorter

g) Once they are able to accomplish the task by phrases you can now do it by word. (T = Teacher  and S = Students)

Example: (T) Humpty (S) Dumpty  (T) sat  (S) on  (T) a  (S) wall  (continue with song)

* Complete Venn diagram and compare king’s horse and king’s men with similar characteristics in the middle (click for pdf)

* Complete a story map: title, setting, characters, problem, and solution.

* Use this song to practice echo reading, choral reading, buddy reading, and work on phonological awareness activities.  (click for example)

* Use this printout to sequence the story. (click for pdf) +

* Change Humpty’s name.  Have kids give you the first letter of their name to change Humpty’s name.  Bob and Larry would turn Humpty Dumpty into “Bumpty Lumpty”.

* Create a silly class rhyming book by extension.

Example: Humpty Dumpty sat on a book.  Humpty Dumpty thought he was a cook.

Humpty Dumpty sat on a log.  Humpty Dumpty thought he was a frog; etc.

* Write these rhymes on a chart tablet and have children locate upper case, lower case, punctuations, rhyming words and letters in their names.

Science

* Why did he crack?  What’s the difference between a boiled and a soft egg?  Study how they both react to the fall.  Place eggs in a ziplock bag to avoid a mess!  An extension idea is to drop egg on foam or any cushion-like surface to demonstrate different outcome.

* Have kids practice cracking and peeling boiled eggs as a healthy snack, or have kids practice cracking fresh eggs and scramble them all together.

* Where do eggs come from?  Discuss chickens and eggs.  What other animals lay eggs?

* Learn the meaning of the phrase, “Last one in is a rotten egg!”.  What do eggs smell like?  Prepare an experiment where you have a fresh boiled egg and a rotten egg in closed containers.  Encourage students to smell the difference.

* Fill a pair of plastic eggs with different items like rice, beans, pasta, cotton, etc.  Glue or tape them shut.  Encourage students to use sound, weight and feel to find the match.

* Have students observe the difference in the rolling patterns of a hard-boiled egg as opposed to a raw egg.

* Place an raw egg (with shell) into a jar of vinegar.  Let it stand for several days then let the students serve the difference in the egg.  The shell will disintegrate and the egg will turn rubbery over time.

Math

* What’s your favorite way to eat “The Incredible Edible Egg”?  Share and discuss photographs of various ways to prepare an egg (scrambled, sunny-side up, hard-boiled, and deviled eggs). What’s your favorite way to eat an egg? Place pictures and have students create a graph (click for pdf)

* Use this printout to study the oval shape.  Have students piece the “egg” back together with band aides. (click for pdf)

* Study the difference between a dozen and half dozen eggs.  Write the numerals on the inside of the egg cartons.  Draw dots on plastic or boiled eggs to correlate.  Have kids match the numeral on the carton to the egg with the same number of dots.  Extension question:  How much money do you think it costs to buy a dozen eggs at the grocery store?

* Use this printout to pattern the bricks on the wall by coloring one red and one black then create a face for Humpty. (click for pdf)

* Introduce words “more” and “less”. Which egg weighs more, the boiled or raw one?  You can also use two plastic eggs and fill one with more items to make it weigh more than the other. Allow them to hold one in each hand to feel the difference. Have children predict their answers. Chart your answers.

Social / Emotional

* Act out the song using stick puppets, masks or by assigning rolls. (click for pdf)

* Discuss the difference between reactions to accidents and actions that happen on purpose.  How did Humpty Dumpty feel about falling and cracking?  How did all the king’s men feel about the accident?  Have you ever had an accident?  Relate the topic to bullying.  If Humpty was pushed off the wall it was dione by a bully…and that’s not nice.

* Glue ‘egg’spressions on your eggs and have kids share and discuss the emotion.  How is Humpty feeling? Why is he feeling like this? What makes you feel like this? (click for pdf)

Physical / Outdoor

* Have an egg hunt.

* Play individual and relay races with an egg on a spoon or carried between their knees. Use plastic eggs or hard boiled eggs.

* Play the egg toss game.

Literacy

* Group students in pairs (by passing out tongue depressor or color bracelets and have students locate their partner) and read story and have students share their thoughts on questions asked (click here) before, during and after reading, plus narrative questions (click for pdf)

* Things to share after reading book, singing and chanting song

a) Listen to the words I say and tell me if they rhyme: farm – rat / farm – arm.  Select words from song (cow – blue / cow – now), (pig – hay / pig -wig), (duck – run / duck – luck), (sheep – deep / sheep – grass) and rhyming and non-rhyming words.

b) Tell me a word that rhymes with _____________(repeat this exercise with different words from the song)

c) I am going to say a word from the song and you tell me what letter it begins with (select word from song)

d) Listen to the word I say and lets count the syllables (clap, snap, pat or stomp syllables with the class)

e) I am going to say a sentence from the story / song and you fill in the word that is missing

Example: Pigs give us ___________.  Cows give us ___________. Chickens give us ____________.  Sheep give us ___________.

* Complete Venn diagram and compare characteristics of two farm animals with similar characteristics in the middle (click for pdf)

* Use this song to practice echo reading, choral reading, buddy reading, and work on phonological awareness activities

* Create a zoo book and sing different verses to the song using zoo animals (click for pdf)

*  As a class, create silly alliterative sentences. Example:  The scary spider sang a silly song.

* Create your own verses.  What if Old MacDonald had a robot or a drum?

Math

* Review shapes and introduce tractor and its job on the farm.  Have students create their own tractor using shapes. (click for pdf)

* Show and compare animals by asking questions of size and weight.   Which is heavier? Lighter? Taller? Shorter?  Have students cut and glue animals from smallest to biggest. (click for pdf)

* Who’s missing?  Print out the pdf and place the six farm animals in front of the class and have kids close their eyes and you remove one character.  When they open their eyes, have them guess who’s missing.  Extension question:  You can print another copy and create a set for concentration game (click for pdf)

Science

* Discuss items that are used in the farm.  Print two copies and play concentration or matching games.  Extend by having them match to the character that follows in the song.  Example:  match the pigs to ham, chicken to eggs, sheep to wool and cow to milk

* Cheese comes from milk and milk comes from cows: Have a cheese tasting.  Encourage parents to send different kinds of cheese for snack.  Have kids compare the similarities and differences.

* What do the animals give us?  Use grocery store flyers and have kids cut out and match foods to the animal they come from.  Example:  cow=milk, cheese, steak, burgers; pig=bacon, pork chops, ham

* Science poem:  The Farmer:

The sun is coming up (make sun with arms)

The farmer is out the door (walk in place)

The farmer milks the cows (pretend to milk cows)

The farmer feeds the horses (pretend to use pitch fork)

The farmer plows the field (pretend to ride a tractor)

Social / Emotional

* Print out pdf,  glue on construction paper and create stick-puppets.  Introduce each animal and discuss their traits and sounds.  After discussing animals sing Old McDonald and add the the name of additional animals and their sound. (click for pdf)

* Act out the song using stick-puppets, masks, or by assigning roles.  Teacher can story tell / narrate the story while students hold-up their stick-puppet when their part comes up in the story.  You can also sing the song and have students hold-up their puppet when their part is sung.

* Discuss the cheese.  Is it a healthy snack?  Encourage kids to sing the song with new lyrics inserting healthy snack.

Old MacDonald had some cheese E-I-E-I-O

With some cheese here, cheese there, everywhere some cheese.

Old MacDonald had some cheese E-I-E-I-O

(Had some ice cream, butter)

Physical / Outdoor

* Square dance.  Have the kids sing the song moving in a circle by locking elbows. After each chorus, switch directions.

* Print copies (2-3 sets for entire class) of characters and glue them to construction paper and laminate them. Place them in a circle facing down (so they can’t see the character from the story) and have children dance in a circle to the song and when the music stops the students land on a picture and need to name the character and tell the class what that character gives us…milk, wool, eggs, etc.

* Assign each child a character and have a race to see which one on the farm is the fastest.

Literacy

* Group students in pairs (by passing out tongue depressor and having them locate their partner) and read story and have students share their thoughts on questions asked (click here) before, during and after reading the story, plus narrative questions (click for pdf)

* Things to share after reading book, singing and chanting song.

a) Listen to the words I say and tell me if they rhyme…bear – dog / bear – care.  Select words (bay, grow, home, mother, down) from the song and a rhyming and non-rhyming word) 

b) Tell me a word that rhymes with _____________(repeat this exercise with different words from the song) 

c) I am going to say a word from the song and you tell me what letter it begins with (select word from song)

d) Listen to the word I say and lets count the syllables (clap, snap, pat or stomp syllables with the class)

e) I am going to say a sentence from the story / song and you fill in the word that is missing

Example: Did you ever see a bear combing his ________.  Did you ever see a pig wearing a  ________.  Did you ever see a goose kissing a  ________ .  Did you ever see a fly wearing a ________.

 f) I am going to say part of a sentence and you finish the sentence.

Example: (teacher) Did you ever see a bear

                     (students) combing his hair.

                     (teacher) Did you ever see a pig

                     (students) wearing a wig.

                     (continue with the other phrases)

g) Once they are able to accomplish the task by phrases you can now do it by word. (T = Teacher  and S = Students)

Example: (T) Down  (S) by  (T) the  (S) bay  (T) where  (S) the  (T) watermelons (S) grow  (continue with song)

* Complete Venn diagram: Compare a watermelon to another fruit (have students select the fruit) with similar characteristics in the middle (click for pdf)

* Complete a story map: title, setting, characters, problem, and solution.

* Sing, chant, and recite song through echo reading, choral reading, buddy reading, and work on phonological awareness activities (click for example)

* Create different verses to the song.  Have student find rhyming words from the pictures in the pdf and have them make up the action associated with the pictures, ex. dancing with a ….; singing with a…; (click for pdf)

* Discuss synonyms:  bay: cove, harbor, gulf / grow = sprout, germinate, bud

* Word play: Change the word mother to father, brother, uncle, aunt, cousin, etc.

* As a class, create silly alliterative sentences. Example:  Willy Wonka winks at watermelons.

 Science

* Introduce parts of the plant (roots, stem, leaves, and flower) and parts of the plant that we eat (root-carrot; stem-celery; leaves-lettuce; and flower-watermelon.  The watermelon was a flower before it turned into a watermelon. (click for pdf)

* Bring carrots, celery, lettuce, and broccolli and have students compare the vegetables by color, size, texture, weight and taste.

* Make a watermelon water- place a piece of watermelon inside a zip-lock and allow them to squash the watermelon until its all water…then drink the water.

* Discuss the concept of a bay and all the animals that live in the bay area—fish, birds, crabs, whales, seals, dolphins, etc. (click for pdf)

* Pass around a baby watermelon and discuss the 5 senses (color, shape, and texture.  Does it make a sound? How does it taste?)

* Discuss what plants need to grow: air, water, sun, soil.  Plant / watermelon grows in sequential order from seed to fruit and have children cut and sequence plant cycle growth.(click for pdf)

* Chant the following poems to reinforce the importance of the sun and water for plant growth.

    – A seed is planted, First a sprout, then stem, and leaves, and buds come out.  

    – Dig a little hole. Plant a little seed. Pour a little water. Pull a little weed.

    – A little seed for me to sow, a little wish that it will grow.  A little sun, a little shower, a little while, then a flower.

Math

* Introduce subtraction with watermelon slices.  Have students color and cut the pdf wateremelons and during whole group go over word problems as students hold their 5 slices of melons.  Ask a student how many watermelon slices he can eat.  Once he provides a number you provide the word problem for the class as each student holds their 5 slices. David has 5 watermelon slices and he eats two slices, how many does he have left?  Students hold the 5 slices in one hand and pretend to eat 2 and place them next to them and then they count how many they have left in their hands. (click for pdf)

* Have student work on number knowledge and recognition by cutting, coloring melons and the correct number of seeds noted in the melon slice.  Once they are complete they then glue them on a paper plate in order (click for pdf)

* Serve each child a slice of watermelon. Have them count the seeds that come out of their slice.  Have them group them in 2’s and 5’s and begin to skip count with class.

* Bring a watermelon to class and study shapes as you cut a watermelon with cookie cutters (sphere, circle, semi-circle, triangle).

 Social / Emotional

* Act out the song using stick puppets, masks or by assigning roles. (click for pdf)

* Create watermelons out of paper plates.  Cut the plate in half.  Glue one rhyming image to the top and the rhyming image in the bottom. (click for example)

* Discuss where watermelons come from.  Explain farm-market-table concept.

*  Cut and eat a watermelon and have students share stories of eating watermelons at family gatherings.  The fact that they are big makes them easy to share.  Ask kids to tell personal stories about eating watermelons.

Physical / Outdoor

* Go outside and look for weeds and pull out various weeds to look at the roots, stem, and leaves,

* Sing or chant “Down by the Bay” while incorporating movement / signing to the song (click for video)

* Spit seeds for distance (non-standard units of measurement – use rulers, pencils, pop-sickle sticks, etc.

* Play some music and move your body parts / plant parts.  You can make reference to your body parts as parts of the plants.  Move you roots, etc.

Legs: are roots,

Body: is stem,

Arms: are leaves,

Head: is flower.

* Watermelon roll.   Have a relay race to see which team can roll the watermelon the fastest.

* Grease a watermelon with baby oil and see who can carry it the farthest.  It may require teamwork!  It also works with water play to get it out of a baby pool.