DOCUMENT RESUME - ERICIn autumn, there is a special fun day called Halloween. 1. People carve jack-o-lanterns out of pumpkins. 2. Children put on dress-up clothes or costumes and go

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Camp, Janet; And OthersAutumn. Unit 3 Curriculum Guide.George Peabody Coll. for Teachers, Nashville, Tenn.Demonstration and Research Center for EarlyEducation.Office of Economic Opportunity, Washington, D.C.;Office of Education (DHEW), Washington, D.C.70113p.Information Office, DARCEE, Box 151, George PeabodyCollege, Nashville, Tennessee 37203 ($1.50)

EDRS Price MF-$0.65 HC-$6.58*Concept Formation, *Curriculum Guides, EarlyChildhood Education, *Ecology, EnvironmentalEducation, Instructional Materials, Perception,*Science Units, *Skill Development

ABSTRACTThis curriculum guide presents a 3-week science unit

focusing on changes which occur in living things as a result ofweather changes. This unit, the third in a series, is intended toreview and extend the understandings, concepts, and skills which achild has developed previously. The major content objectives are todevelop the child's awareness and understanding of changes in hisenvironment, to expand his concepts regarding people and clothingintroduced in the unit "All About Me" and to develop understandingsconcerning plants introduced in the unit "Plants". Major skillobjectives include the development and refinement of sensory,abstracting, association, and motor response skills as well asconcept development. The unit content is designed to be altered to beappropriate for the area and the group of children involved. Providedis a listing and explanation of each of the skills to be developedand appropriate instructional activities. Instructional materials arelisted with sources; and an appendix provides additionalinstructional aids. (Author/AJ)

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U. S. DEPARTMENT OF HEALTH, EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

AUTUMN

Unit 3

by

Janet CampBeverly Bard SmithPeggy Wilkerson

Wilma Hudson White

The Demonstration and Research Centerfor Early Education

George Peabody College for Teachers1970

ACKNOWLEDGMENTS

A manual such as this requires the cooperation of many people. We

are particularly grateful to the teachers with whom we worked, to the

children and to their parents.

Special thanks are owed to Kathy Behm for art work, to Marilyn Elkins

for editorial assistance and to Martha Lisle and Kaye Spradling for typing.

The work represented in this manual was funded by Office of Economic

Opportunity Grant CG 9995 and Office of Education Contract No. NPECE-70-006.

Contractors undertaking such projects under government sponsorship are

encouraged to express freely their professional judgment of the conduct

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

represent the official policy of either office.

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Table of Contents

Page

I. Introduction c-1

II. Concepts and Understandings c-2

III. Sequenced Instructional Guide c-5

Unit Understanding A c-6

Unit Understanding B c-13

Unit Understanding C c-18

Unit Understanding D c-21

Unit Understanding E c-33

Unit Understanding F c-40

Unit Understanding G c-45

Unit Understanding H c-52

Unit Understanding I c-57

Unit Understanding J c-65

Unit Understanding K c-78

IV. Instructional Materials c-82

V. Appendix c-90

iii

I. Introduction

The third unit, Autumn, is primarily a science unit focusing on changeswhich occur in living things as a result of weather changes. This unit, asthe first two units, is intended to review and extend the understandings,concepts, and skills which the child has developed previously. The majorcontent objectives for the child are to develop his awareness and under-standing of changes in his environment, to expand his concept.4 regardingpeople and clothing introduced in the unit All About Me, and to developfurther his understandings concerning plants introduced in the unit Plants.The major skill objectives for the child are to further develop and refinehis Sensory Skills, to encourage the development of Abstracting Skills,particularly in the areas of Concept Development and Association Skills,and to encourage the development of Verbal as well as Motor Response Skills.

This unit, as the preceding units, will need to be adapted to theparticular group of children. Each geographical area will have uniqueseasonal characteristics determined by the climate, plants, people, andanimals in the region. The content of the unit understandings should bealtered so as to be appropriate for the area and the group of children.

It is suggested that three weeks be devoted to the unit Autumn--thefirst week, to weather and plant changes, the second week, to clothingand activity changes, the third week, to animal changes. The implementationof the unit should coincide with the time when autumn changes occur in yourlocal environment. If the fall season begins before you have completed theunit Plants, it is suggested that you proceed with the unit Autumn anddevelop the understandings of the two units concurrently. The last twounderstandings of this unit, concerning Halloween and Thanksgiving, areintended to be introduced the week of each of these special days. Ifthe unit Autumn is implemented in October, Understanding K regardingThanksgiving would be developed sometime during the next unit, Home andFamily.

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II. Concepts and Understandings

A. Autumn, or fall, is the time of year after the hot summer, when the weatherbegins to get cool and people and animals get ready for cold winter.

B. In autumn, the weather gets cooler.

1. During the day, the air outside is warm.

2. During the night, the air outside is cool.

3. Often in the morning, there is fog outside.

4. When autumn mornings are very cool, there is frost on the ground.

C. In autumn, daytime gets shorter and nighttime gets longer.

1. It gets dark earlier in the evening.

2. It gets light later in the morning.

D. In autumn, we see many changes in plants.

1. The leaves on many trees turn different colors.

a. The color of the leaves on some trees turn from green to red,yellow, orange, and brown.

b. Leaves on these trees turn different colors: maple, oak, sycamore,elm, poplar, birch, sumac, and walnut.

2. Many plants develop seeds -- corn kernels, flower seeds, acorns, horsechestnuts, walnuts, hickory nuts, and pecans.

3. Some plants turn brown and die.

a. Many flowers and small plants turn brown and die.

b. Most plants which die in autumn produce seeds which fall on theground and develop into new plants the next spring.

4. Some plants do not die, but they lose their leaves.

a. Many trees lose their leaves.

b. Grass turns brown and stops growing.

E. In autumn, parts of many plants ripen and are harvested.

1. Apples, pumpkins, nuts, corn and other grains are removed from theirplants in the fields and orchards.

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2. These crops are used by people and animals for food.

F. People eat many foods made from the c'o1_,:; harvested at this time of year.

1. Using apples, people make apple pie, apple juice, apple cider,applesauce, apple butter, and spiced apple rings.

2. People eat pumpkin pie made from pumpkins.

3. People eat popcorn, cornflakes, and corn bread made from corn.

4. People make many desserts and candies using walnuts, pecans, andhickory nuts.

G. People have special autumn activities.

1. People rake fallen leaves into piles.

2. Children jump in piles of leaves.

3. Many people put storm doors and windows on their houses to keep outcold winter air.

4. People begin to heat their homes using heaters, stoves, or furnaces.

5. Children return to school after summer vacation.

6. People go to football games.

7. Farmers harvest grains and store them in their barns to feed the farmanimals during the winter.

8. Some people place a bird te4der,in their yard where seeds are placedfor birds to eat during the winter.

H. People wear special clothing in autumn.

1. People wear jackets, sweaters, long pants and long-sleeved dresses,shirts, and blouses.

2. People wear clothes made of thicker, heavier material because the airis cooler than in summer.

3. Clothing worn in autumn is often made of colors like the autumnleaves -- red, yellow, orange, brown.

I. In autumn, we see changes in animals because the weather has become cool.

1. Pets spend more time inside homes where it is warm.

2. Dogs and cats begin to grow thicker coats of hair and fur.

6J

3. Farm animals spend more time inside the barn and eat food which thefarmer has stored for winter.

4. Squirrels find a warm home in a tree and collect nuts and store themfor winter.

5. Some birds fly away to a warm place for the winter.

J. In autumn, there is a special fun day called Halloween.

1. People carve jack-o-lanterns out of pumpkins.

2. Children put on dress-up clothes or costumes and go trick-or-treating.

3. People tell scary stories about witches, goblins, ghosts, cats, andhaunted houses.

4. People make decorations for their homes using the Halloween colors --orange and black.

K. In autumn, there is a special day called Thanksgiving.

1. This is a day when people are thankful for their home, family, andfriends.

2. People prepare a large family dinner, often with a turkey.

3. Many people go to their churches to give thanks.

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SEQUENCED INSTRUCTIONAL GUIDE

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III. Sequenced Instructional Guide

UNIT UNDERSTANDING: A. Autumn, or fall, is the time of year after the hot summer,when the weather begins to get cool and people andanimals get ready for cold weather.

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

SENSORY SKILLS

Visual SkillsFocuses attention on tree, film,

real materials, and picturesDetects the new leaves on the treeDiscriminates likenesses and

differences among the colorsof the leaves

Auditory SkillsListens to questions, discussion,

and filmLi: ans to the labels for the new

c,,lors and the season

ABSTRACTING SKILLS

Conceptual SkillsRecognizes color concepts --

green, red, orange, yellow,brown

Understands time concepts --autumn, fall

Association SkillsRelates certain changes in plants

with the season of the yearRelates color concepts with their

labelsRelates season of the year with

its labels

RESPONSE SKILLS

Verbal SkillsIdentifies color conceptsAnswers questions concerning

changes in the treeDescribes a characteristic of

autumn'

1. Basic ActivityIt is suggested that you begin theunit Autumn when the color of thefoliage outdoors begins to change fromgreen to the autumn colors. The walldisplay for the unit Plants, particu-larly the tree, can be adapted andused in this unit as well. On the dayyou intend to begin this unit, beforethe children arrive, place severalyellow, orange, red, and brown leavesamong the green leaves on the tree.

Begin your activity by asking thechildren if anyone sees what is dif-ferent about their tree. Hopefullythey will notice the new leaves. Askthe children to identify all the leafcolors and then, the new leaf colors.If orange is a new color, you may needto supply the label. Ask the childrenquestions about the change in the tree.

Examples: Why did I put red,yellow, and orange leaves on thetree? What is happening to theleaves outside?

Introduce the words "autumn" and "fall"which are the names for this time ofyear when the tree leaves turn manycolors. Briefly describe what changeswill occur in the weather during thisseason.

Show the children a film which gives agood overview of the autumn season(Autumn Is an Adventure). Prepare thechildren for the film's contents byusing real materials or pictures toillustrate what they will see in thefilm.

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UNIT UNDERSTANDING: A. Autumn, or fall, is the time of year after the hot summer,when the weather begins to get cool and people andanimals get ready for cold weather.


1. (cont.)

EvaluationAfter showing the film, review whatwas seen and heard by asking the chil-dren questions. Encourage each childto verbalize a characteristic ofautumn mentioned in the film.

a. Discriminates, recognizes,and identifies changes inmodel tree and in real trees

Recognizes, and identifiesposition concepts -- top,bottom; over, under; on, off;beside, between

Discriminates, recognizes,identifies, and reproducessets one to five

Pairs members of one set withmembers in another set

Counts leaves one-by-one

b. Discriminates, recognizes,identifies, and reproducesset one to five

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Extension Activitiesa. The model tree can be the focus for

a daily activity with the childrenthroughout the unit. During activ-ities in the first week, graduallyreplace all green leaves with red,yellow, orange, and brown leaves.During the second week, graduallyremove all the leaves from thebranches, and place some on theground and some between thebranches and the ground. At theend of the unit, the tree should bebare. Discuss changes in the treesoutdoors as you work with the modeltree. Involve the children in re-placing the green leaves with theleaves of autumn colors. Whilechanging the tree each day, usethe leaves to play color, number,and position games.

b. Make a set of leaves for each childto be used for number activitiesduring the unit. (See unit Plantsfor leaf patterns.)

c. If possible, show the film again atthe end of the unit. Compare thechildren's responses at the timewith these initial responses.

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UNIT UNDERSTANDING: A. Autumn, or fall, is the time of year after the hot summer,when the weather begins to get cool, and people andanimals get ready for cold winter.


SENSORY SKILLS

Visual SkillsFocuses attention on weather

conditions, clothing, andflannelboard materials

Isolates each flannelboard pieceDetects missing pieces in game

Auditory SkillsListens to discussion, questions,

and game directionsListens to labels for weather

conditions and articles ofclothing

Tactile-Kinesthetic SkillsDiscriminates temperature changes

ABSTRACTING SKILLS

Conceptual SkillsKnows articles of clothing and

weather symbolsRecognizes color concepts --

green, red, orange, yellow,brown

Recognizes weather conditions --sunny, rainy; cloudy; windy

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

Understands time concepts --autumn, fall

Association SkillsRelates each weather condition

with its labelRelates each article of clothing

with its labelRelates weather condition with

weather symbolRelates weather conditions with

appropriate clothingRelates weather conditions with

the season of the year

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2. Basic ActivityMake the additional felt clothing forWillie the Weatherboy (DARCEE) so youcan introduce Willie as a symbol fordaily and seasonal weather.

Begin your activity with a discussionof the day's weather and the clothingthe children wore to school. Introducethe appropriate weather words such ascloudy, sunny, rainy; warm, cool; windy.In your discussion, emphasize therelationship between the weather andthe clothing people wear.

Display the Willie flannelboard andask the children to tell you how todress Willie as if he were coming toschool this morning. Introduce any ofthe new clothing (long-sleeved shirt,long pants, raincoat, umbrella, boots)and any of the new weather symbols(gray cloud, white cloud) which wouldbe appropriate for different weather.

EvaluationAsk individual children to describedifferent aspects of the' Willie board:the tree, Willie's clothing, theweather, the colors used on the board.To close the activity, play a "What'smissing?" game until all the pieceshave been removed from the board.

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RESPONSE :'KILLS

Verbal SkillsLabels articles of clothing and

weather symbolsIdentifies weather conditionsIdentifies appropriate clothing

for WillieDescribes an aspect of the

Willie boardIdentifies the missing object

2. (cont.)

Discriminates, recognizes, andidentifies color conceptsblue, yellow, red, green,orange, brown

Discriminates, recognizes, andidentifies size concepts --long, short

Recognizes, and identifiesposition concepts -- on, off;above, below; over, under;beside, between; top, bottom

Recognizes and identifies dailyweather conditions

Recalls previous day's weatherconditions

Recalls appearance of flannelboardon previous day

Places flannelboard pieces onflannelboard according toteacher's directions

1*C

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Extension ActivitiesThroughout the unit, use Willie theWeatherboy for encouraging discussionof the daily and seasonal weather.The children should be given specificdirections to place appropriateclothing, tree cover, and weathersigns on the board. Involve the useof color, position, size, and clothingconcepts in the directions and ques-tions.

Examples: Who can put blue pantson Willie? Can you put a long-sleeved, orange shirt. on Willie?Who can put the umbrella overWillie's head? Can you name allthe colors in Willie's clothingtoday?

Ask the children to describe theweather of the day and to placeappropriate weather signs on the board.Begin to develop an anticipation fortomorrow's weather.

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SENSORY SKILLS

Visual SkillsFocuses attention on visual aids

and actions for song

Auditory SkillsListens to songDiscriminates words, melody, and

rhythm of song

ABSTRACTING SKILLS

Conceptual SkillsKnows words, melody, and rhythm

of songKnows concepts included in songUnderstands time concepts --

autumn, fall

Association SkillsRelates words in song with

visual aid or actionRelates concepts in song with

autumn

RESPONSE SKILLS .

Verbal SkillsReproduces melody, rhythm, and

words to song

3. Basic ActivityTeach the children a song about autumn.Tell the children about the song andexplain any words which may be new tothem. Use visual aids and actions toillustrate the concepts included inthe verse. Ask the children to listenquietly while you sing the song tothem. Then sing one line at a timeand ask the children to repeat eachline after you. Have the children singthe complete verse with you. Introduceany additional verses only when thefirst verse has been learned.

EvaluationAfter the children know the verse, askdifferent children to sing it alone orin pairs. Note how well the childrenknow the words and how clearly theycan articulate them.

Discriminates, recognizes, andreproduces variations involume -- loud, soft

Discriminates, recognizes, andreproduces variations inpitch -- high, low

Discriminates and reproducespattern of beats (rhythm) insong

Counts the beats in the song

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Extension ActivityAfter the words and tune have beenlearned, the song can be varied bychanging the volume (loud and soft) andthe key (high and low). The childrencan also learn to clap or tap therhythm while counting the beats. Whenclapping the rhythm, note how accu-rately the children can reproduce thepattern of beats. Provide many simi-lar activities for those children whohave difficulty.

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SENSORY SKILLS

Visual SkillsFocuses attention on picturesIsolates objects and actions in

picturesDetects seasonal clues in

pictures


and directionsListens to labels for seasons

ABSTRACTING SKILLS

Conceptual SkillsKnows activities of people and

animals in picturesKnows articles of clothing worn

by people in the picturesRecognizes weather conditions

in picturesRecognizes changes in plants in

picturesUnderstands time concepts --

summer, autumn, winter

Association SkillsRelates certain characteristics

with each season of the yearRelates season with its label

RESPONSE SKILLS

Verbal SkillsLabels objects and actions in

picturesIdentifies the season illustrated

in pictureIdentifies seasonal clues

Motor SkillsSelects a picture which illustrates

the same season as the pictureheld by the teacher

4. Basic ActivitySelect pictures (Teaching Pictures) orflannel materials which illustrate theseasons of summer, autumn, and winter.Help the children to picture-read eachstudy print by drawing attention toeach aspect of the pictures. Encouragethe children to label all objects andto describe them. Identify any actionsin the pictures. Then focus attentionon the aspects of the picture whichare seasonal clues -- appearance ofplant life, activities and clothing ofthe people, activities of any animals,etc. Identify each season and discussall the characteristics of that seasonwith the children. Discuss summer andthe contrasting season of winter. Thenfocus on the pictures of autumn or falland discuss the present season. Em-phasize the two names for the seasonand encourage the children to explainwhy we sometimes call this season"fall."

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EvaluationHold up one picture. Ask a Olild tofind another picture which illustratesthe same season. Encourage each childto identify the season. Continueuntil all children have participated.

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SENSORY SKILLS

Visual SkillsFocuses attention on picture

in bookIsolates objects and actions

in picturesDetects seasonal clues in

pictures

Auditory SkillsListens to story, discussion,

and questions

ABSTRACTING SKILLS

Conceptual SkillsUnderstands time concepts --

autumn, fallUnderstands contents of book


with autumn

RESPONSE SKILLS

Verbal SkillsDescribes pictures in bookAnswers questions concerning the

characteristics of autumnUse; complete sentences

5. Basic ActivityRead a simple book about autumn (NowIt's Fall) to introduce the conceptof autumn. As the pictures appear,discuss them with the children's help.

EvaluationAsk the children questions about thecontents of the book to evaluate theirability to listen and understand.Concentrate the questioning on thecharacteristics of autumn. If childrenhave difficulty with the questions,picture-read the book with them inorder to review the contents. En-courage the children to give theiranswers or their descriptions in com-plete sentences.

Discriminates, knows, andreproduces words and actionsfor verse

Understands the order of theseasons summer, autumn, winter

Knows seasonal characteristics

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Extension ActivityTeach the children the action verse"My Name Is Autumn" to develop theunderstanding that autumn is theseason coming between summer andwinter.

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UNIT UNDERSTANDING: B. In autumn, the weather gets cooler.




4. When autumn mornings are very cool, there is frost onthe ground.


SENSORY SKILLS

Visual SkillsFocuses attention on picturesIsolates objects in the room

Auditory SkillsListens to discussion and

questions

ABSTRACTING SKILLS

Conceptual SkillsKnows objects and their usesRecognizes temperature concepts --

hot, cold

Association SkillsRelates each object with its labelRelates each object with its

functionRelates each object with its

temperature when being used

Classification SkillsComprehends classes of objects --

hot, cold

RESPONSE SKILLS

1. Basic ActivityAs a review of the concepts of "hot"and "cold," show the children pictures(PLDK Stimulus Cards) of common objectswhich we associate with hot or coldtemperatures (stove, refrigerator, etc.).Ask individual children to label anobject, describe its temperature whenbeing used, and indicate the use ofthe objects.

EvaluationWhen all the pictures have been dis-cussed, have the children classifythem into two groups -- those objectswhich are hot when being used, thoseobjects which are cold when being used.After the pictured objects have beensorted, ask the children to name otherobjects which are usually hot or cold.Make sure that all appropriate, objectsin the classroom are included in theactivity.

Verbal SkillsLabels objectsIdentifies function and

temperature of an objectIdentifies a pictured object as

to the class in which itbelongs -- hot, cold

Suggests objects (not pictured)which could be classified as hotor cold

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SENSORY SKILLS

Visual SkillsFocuses attention on teacher

and containers of water

Auditory SkillsListens to discussionListens to labels for

temperature variations

Tactile-Kinesthetic SkillsDiscriminates differences in

temperature -- hot, cold;warm, cool

ABSTRACTING SKILLS

Conceptual SkillsRecognizes temperature concepts --

hot, cold; warm, cool

Association SkillsRelates each temperature concept

with its label

RESPONSE SKILLS

Verbal SkillsIdentifies temperature conceptsUses complete sentences

Motor SkillsOrders containers of water from

coldest to hottestSelects appropriate container

when teacher supplies thetemperature label

2. Basic ActivityTo introduce the concepts of warm andcool, use four containers of water toillustrate hot, cold, warm, and cool.Ask each child to identify the hot andcold containers as you move around thegroup with the two containers on atray. Then move around with the hot,cold, and warm containers. As eachchild identifies the hot and coldwater, supply the label "warm" forthe third container. Add the fourthcontainer to the tray. As each childidentifies the hot, cold, and warmwater, supply the label "cool" forthe fourth container of water. Rear-range the containers on the tray andask individual children to order thecontainers from coldest to hottest.

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EvaluationTo close the activity, ask each childto find the appropriate container asyou give him one of the four tempera-ture words. Encourage each child toidentify the container using a completesentence. For example, This is warmwater."

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. BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

SENSORY SKILLS

Visual SkillsFocuses attention on flannelboard

material and thermometerDetects change in level of fluid

in thermometer

Auditory SkillsListens to discussion and questions

ABSTRACTING SKILLS

Conceptual SkillsRecognizes temperature concepts --

hot, cold; warm, coolUnderstands time concepts --

day, night; morning, afternoon;autumn

Knows thermometer and its use

Association SkillsRelates temperature variation

with season of the yearRelates temperature variation

with time of the dayRelates temperature variation

with level of fluid inthermometer

Relates temperature variationwith appropriate clothing

RESPONSE SKILLS

Verbal SkillsIdentifies clothing which is

appropriate to wear in warmweather

Motor SkillsDress Willie in appropriate

clothing for warm or coolweather

3. Basic ActivityUsing Willie the Weatherboy (DARCEE)as a demonstration material, discusswhat happens to the temperature ofthe air outside of school betweenmorning and afternoon in autumn.Point out the fact that at night andin the early morning, Willie usuallyhas to wear a sweater or jacket becausethe air is cool. By noon or earlyafternoon, the sun has made the airwarm and a sweater may not be necessary.If desired, use a large thermometerto illustrate how the outside tempera-ture changes between morning and after-noon. Use some form of erasable markto indicate the level of the fluid inthe morning and the afternoon. With-out discussing degrees, simply explainthat the column of fluid goes up whenthe air warms and goes down when theair cools.

18.

EvaluationAsk the children what they shouldwear when the air outside is cooland when it is warm. If there arechildren who cannot respond verballyto your questions, ask them to dressWillie for cool or warm weather.

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4. When autumn mornings are very cool, there is frost onthe ground.


SENSORY SKILLS

Visual SkillsFocuses attention on fog or

frost conditionsFocuses attention on chalkboard

or easelDiscriminates likenesses and

differences among shapes

Auditory SkillsListens to discussion, poem,

and questions

ABSTRACTING SKILLS

Conceptual SkillsKnows weather conditions --

fog, frostRecognizes plane and linear

shapes -- triangle, circle,square; straight line

Recognizes number concepts --three, four

Understands contents of poem

Association SkillsRelates conditions of fog and

frost with autumn

RESPONSE SKILLS

Verbal SkillsAnswers questions concerning

poem

4. Basic ActivityWhenever fog or frost occurs, take thechildren outside to observe and dis-cuss these frequent autumn weatherconditions. Read the poem "What JackFrost Taught Me" to illustrate frost.Use chalkboard or easel to draw thementioned figures as you read.

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EvaluationAsk the children questions about thecontents of the poem.

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Discriminates likenesses amongsounds of words

Understands concept of rhymingRecognizes and identifies

rhyming words

r:

4. (cont.)

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Extension ActivityLater, use the poem for a rhymingactivity. Select a pair of words fromthe poem which rhyme (night-sight).Say the words several times and identifythem as rhyming words. Ask the chil-dren for other words which rhyme withthe two words. Read several lines ofthe poem emphasizing the rhyming pairs.Give a child one word (see) and askif he can recall a second word whichrhymes (three).

UNIT UNDERSTANDING: C. In autumn, daytime gets shorter and nighttime gets longer.




SENSORY SKILLS

Visual SkillsFocuses attention on picturesIsolates objects and actions in

picturesDiscriminates between light

and dark


ABSTRACTING SKILLS

Conceptual SkillsKnows activities in picturesRecognizes concepts of light and

darkUnderstands time concepts --

daytime, nighttime

Association SkillsRelates time of day with its

label or labelsRelates light with daytime and

dark with nighttimeRelates certain activities with

time of day

Classification SkillsUnderstands classes of activities

-- daytime, nighttime

RESPONSE SKILLS

Verbal SkillsLabels activities in picturesIdentifies time of day activity

Occurs

Motor SkillsPlaces picture with appropriate

study print

1. Basic ActivityShow the children two study prints --one illustrating nighttime and theother, daytime. Discuss the fact thatdaytime is the time when there is sun-light outside. We say it is "lightoutside." Nighttime is the time whenthere is not sunlight outside. We sayit is "dark outside." Select approxi-mately a dozen pictures showing peopleengaged in common activities around thehome. Ask the children to identify theactivities and to tell whether theymost often occur in the daytime or thenighttime in their homes.

21

EvaluationAsk the children to identify the pic-tures according to whether the activityoccurs when there is sunlight (daytime),when there is not sunlight (nighttime),or at both times. Have the childrenplace each picture with the appropriatestudy print illustrating the time ofday when the activity usually occurs.

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Identifies daytime and nighttimeactivities using no visualaids

22

1. (cont.)

Extension ActivityAt some later time, review the activityusing a verbal game. Name activitiesand ask individual children to identifythem as daytime and/or nighttimeactivities.

Examples: going to bed, eatingbreakfast, playing ball, eatingdinner.

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SENSORY SKILLS

Visual SkillsFocuses attention on chart picturesDiscriminates between light and

dark windows


directions

ABSTRACTING SKILLS

Conceptual SkillsRecognizes concepts of light

and darkUnderstands time concepts -- day,

night; long time, short time;early, late; breakfast time,dinner time; summer, autumn,winter

Association SkillsRelates breakfast or dinner time

with certain picture cluesRelates time of day with a light

or dark window in pictureRelates length of daylight with

season of the year

RESPONSE SKILLS

Verbal SkillsIdentifies mealtime illustrated

in each pictureIdentifies time of day and season

of the year illustrated inpicture

Motor SkillsSelects appropriate picture under

teacher direction

2. Basic ActivityMake the chart Seasonal Change inLength of Day to illustrate the amountof light outdoors at morning andevening mealtime during summer andduring winter. Discuss the fact thatin summer daytime is long. It is stilllight outside after the eveni,ng mealand children often play outdoors afterdinner or supper. In autumn (now)daytime gets shorter. It gets darksooner (earlier) in the evening.There is little outdoor playtimeafter the evening meal. In winter,daytime is very short. It gets darkoutside before dinner and is stilldark in the morning when the childrenawake.

23

EvaluationAsk individual children to find adesignated picture on the chart asyou give directions.

Examples: Find the picture ofdinner (supper) time in winter.Find the picture of breakfasttime in summer.

Encourage each child to identify thepicture when he makes the appropriatechoice

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UNIT UNDERSTANDING: D. In autumn, we see many changes in plants.

1. The leaves of many trees turn different colors.

2. Many plants develop seeds -- corn kernels, flower seeds,acorns, horse chestnuts, walnuts, hickory nuts, andpecans.




SENSORY SKILLS

Visual SkillsFocuses attention on all charac-

teristics of plants whichindicate the autumn season

Discriminates likenesses anddifferences in the color'sand shapes ofleaves,.

Focuses attention on chart storyScans chart left to right, top

to bottom

Auditory SkillsListens to environmental

sounds on walkListens to discussion and questions

Tactile-Kinesthetic SkillsDis-OriminateSaMong textures of

seeds, leaves, and bark

Taste-Olfactory SkillsDiscriminates among odors of

leaves and flowers

ABSTRACTING SKILLS

Conceptual SkillsKnows parts of a plantRecognizes color concepts -- red,

yellow, orange, green, brownRecognizes shape concepts

pointed, roundedRecognizes texture concepts --

rough, smooth; tough; withered;dry, wet

24

1. Basic ActivityTake the children for an observationwalk in the area around the school orin a park to note plant changes inautumn. The following activities aresuggested:

a. Collect leaves of different shapesand colors. Discuss the names ofthe tree$,from which the leaveshave fallen,

b. Observe leaves as they fall fromthe trees. Note that many on theground are brown, dry, and make acrunchy sound.

c. Examine a tree trunk and discusshow the tree remains alive in coldweather.

d. Examine the grass and, small plantsand note their brown, witheredappearance.

Collect seeds from trees, flower?,and other small plants. Discusswhat is inside the seeds.

The leaves and seeds collected can bethe materials for later classroomactivities.

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Conceptual Skills (cont.)Understands affective concepts --

like, enjoyUnderstands sequence of events

on walk

Association SkillsRelates each object and concept

with its labelRelates certain characteristics

with autumnRelates printed word or picture

with spoken word

RESPONSE SKILLS

Verbal SkillsDescribes events of walkUses complete sentencesRecalls events of walk in correct

sequenceIdentifies what he liked or

enjoyed during walk

1. (cont.)

Assessment ActivityAfter returning to the school, writean experience chart story with thechildren to review and evaluate whatthe children had observed. You willneed large sheets of ruled paper,with about two-inch spaces between thelines, and a black crayon or magicmarker. Secure the paper against awall, chart stand, or portable boardwhere the children will be able towatch you write.

Introduce the activity by encouragingthe children to remember all they canabout their walk. Show them the paperand explain that you want to writedown what each one remembers. Througha questioning technique, encourage thechildren to verbalize the order ofevents during the walk and observationsthey had made. Give special praise tothe children who speak in completesentences. Print each child's state-ment on the paper, moving from leftto right and using capital letters andperiods appropriately. Say each wordas you print it. Be sure to spacewell between each word. You may wishto draw pictures, rather than printthe words, for the objects they recallhaving seen. As you finish printingeach statement, read it back to thechildren. Hopefully, the childrenwill help you "read" each statementfrom memory.

When the story is complete, read itwith the help of the children. Askeach child what he liked or enjoyedmost during the walk.



c -23


SENSORY SKILLS

Visual SkillsFocuses attention on Leaf

Kangaroo CardsDiscriminates likenesses and

differences among colors ofleaves

Discriminates likenesses anddifferences among shapesof leaves


directions

ABSTRACTING SKILLS

Conceptual SkillsRecognizes color concepts --

red, yellow, orange, brownRecognizes shape concepts --

pointed, roundedRecognizes size concepts -- long,

short; narrow, wideRecognizes number concepts --

one to five

RESPONSE SKILLS

Verbal SkillsIdentifies color conceptsIdentifies shape conceptsIdentifies size conceptsIdentifies number conceptsCounts points on leavesUses complete sentences

Motor SkillsPlaces card in appropriate

pocket by matching color orshape of leaves

2. Basic ActivityMake the Leaf Kangaroo Cards (DARCEE)for color and shape games. Put thesixteen insert cards in a bag. Dis-play the four pockets where all thechildren can see them. With the chil-dren's help, describe each leaf interms of the color and distinctivefeatures of the shape. Then play acolor game. The children take turnsdrawing a leaf from the bag and placingit in the pocket for that color. En-courage each child to identify thecolor. When all the leaves have beensorted in the paper pockets, placethe insert cards back in the bag.Then sort the leaves by shape, follow-ing the same procedure as for color.

26

EvaluationAsk individual children to draw a cer-tain color leaf from the pockets untilall sixteen are drawn. Collect theinsert cards as you ask each child toidentify the color of his leaf usinga complete sentence.

c -24




SENSORY SKILLS

Visual SkillsFocuses attention on collage

materialsDiscriminates likenesses and

differences among colors

Auditory SkillsListens to directions and

discussion

ABSTRACTING SKILLS

Conceptual SkillsRecognizes color concepts -- red,

yellow, orange, brownRecognizes position concepts --

on, underUnderstands time concepts --

autumn

Association SkillsRelates each color with its labelRelates red, yellow, orange, and

brown leaves with autumn

RESPONSE SKILLS

Verbal SkillsIdentifies color conceptsIdentifies season which collage

representsUses complete sentences

3. Basic ActivityMake collages of an autumn tree usingthe autumn colors. Give each child a12" x 18" piece of construction paperon which you have colored or pastedthe trunk and branches of a tree. Cutsmall pieces or red, yellow, orange,and brown construction paper and placethem in a box. Give the childrendirections to select a piece of paperof a certain color and to paste it onthe branches of the tree or on theground underneath. If the childrencannot recognize the correct color,show them a piece of paper of thenamed color and have them color matchanother piece of paper with the piecein your hand. Continue this procedureuntil the children have completedtheir collgge.

EvaluationDisplay collages on classroom wall.As each child places his collage onthe wall, ask him to identify the fourcolors of leaves and the season whichthe tree represents. Encourage theuse of complete sentences.

Motor SkillsManipulates paste and paper

appropriatelySelects piece of paper which

matches color of teacher's paper

2'7

I _

1

I _

ABSTRACTING SKILLS

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2. Many plants develop seeds -- corn kernels, flowerseeds, acorns, horse chestnuts, walnuts, hickory nuts,and pecans.


SENSORY SKILLS

Visual SkillsFocuses attention on seeds and

picturesDiscriminates likenesses and

differences in color, shape,and size among the seeds

Distinguishes parts of seed


directions

Tactile-Kinesthetic SkillsDiscriminates likenesses and

differences in textures amongthe seeds

Conceptual SkillsKnows parts of seed and their

functionsRecognizes color conceptsRecognizes shape concepts --

pointed, roundedRecognizes size concepts -- large,

small; larger, smaller; largest,smallest

Recognizes position conceptsinside, outside

Recognizes texture concepts --rough, smooth; prickly; sticky;hard, soft

Understands how a seed developsinto a plant

Appreciates the complexity of aseed

Association SkillsRelates seed with parent plant

4. Basic ActivityPlace a collection of seeds in a boxand have the children sort them intocontainers according to type. Identifyeach type by the plant from which itcame. If possible, show pictures ofthe parent plants from which the seedshave come. Discuss the color, shape,and texture of each different seed.Compare the sizes of different seeds.Open one of each kind and examineeach through a magnifying glass.Locate the tiny plant inside.Discuss:

28

a. the "food" for the tiny plantwhich is inside the protectivecovering.

b, why nuts and other seeds havesuch hard shells.

c. what happens inside the seedduring cold winter.

d. which seeds come from plants whichdie in winter.

Emphasize how important the seed is forplant survival.

EvaluationPlay a blindfold game for tactile dis-crimination. Place one of each typeof seed in a box lid and several ofeach type in a bag. Blindfold one childat a time. Have him select a seed fromthe bag and find a matching seed in thebox lid. Encourage him to describe howthe seed feels.

c -26



RESPONSE SKILLS

Verbal SkillsDescribes physical characteristics

of a seed including size, shape,and texture

Motor SkillsSorts seeds by typeMatches two seeds according to

size, shape, and texture bytouch only

c-27




SENSORY SKILLS

Visual SkillsFocuses attention on book or

chart and demonstration

Auditory SkillsListens to discussion

ABSTRACTING SKILLS

Conceptual SkillsKnows seed and seed partsKnows ways seeds are scatteredRecognizes motion concepts blow,

float, fall, drop, carry, swim,pop

Association SkillsRelates picture in book with

event described

RESPONSE SKILLS

Verbal SkillsIdentifies motion conceptsInterprets pictures in bookUses complete sentences

5. Basic ActivityUse a book about seeds (Seeds 12/ Windand Water) or a chart (Primary ScienceConcept Charts) to illustrate the manyways seeds are scattered in the autumn.Demonstrate the different ways usingmotions and real seeds.

30

EvaluationAsk children to picture-read the bookto review the ways seeds are ticattered.Encourage the use of complete sentences.

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SENSORY SKILLS

Visual SkillsFocuses attention on teacher's

motions and colored leaves

Auditory SkillsListens to words of fingerplayDiscriminates among variations in

volume of fingerplay

ABSTRACTING SKILLS

Conceptual SkillsKnows words and motions of

fingerplayRecognizes color concepts -- red,

yellow, orange, brownRecognizes motion concepts --

fall, whirlRecognizes position concepts --

up, down; aroundRecognizes volume concepts --

quiet, soft, loudUnderstands sequence of words

and motions of fingerplay

Association SkillsRelates motion with appropriate

words of fingerplayRelates volume variations with

appropriate words of fingerplay

RESPONSE SKILLS

Verbal SkillsIdentifies color conceptsRecites the words of the fingerplayUses loud and soft voice

intonationsArticulates words of fingerplay

Motor SkillsReproduces motions of fingerplay

6. Basic ActivityTeach the children the fingerplay"Little Leaves." Use constructionpaper leaves to review the autumncolors. After the words and motionsare learned, vary the volume. Beginthe poem using a normal tone of voice.On the last verse, gradually decreasethe voice volume to a whisper as thechildren sink to the floor. Encouragethe children to use very clear artic-ulation when reciting the words,particularly on the last verse whenthe voice tone is soft.

31

EvaluationWhen the children have learned thewords and motions, ask individualchildren to play the role of theteacher and to direct the fingerplayfor the group.

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Counts leaves one-by-onePairs members of one set with

members of another set(one-to-one correspondence)

Recognizes, identifies, andreproduces sets one to five

is

6. (cont.)

Extension ActivitiesThe paper leaves can be used for one-by-one counting, one-to-one correspon-dence, and number set activities.Each child could be given his ownset for a small group activity.

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SENSORY SKILLS

Visual SkillsFocuses attention on book pictures

and tree picturesScans pictures from left to rightDiscriminates differences in color

and position among leaves inpictures

Auditory SkillsListens to contents of book,

questions, and discussion

ABSTRACTING SKILLS

Conceptual SkillsKnows leaf and its functionRecognizes color concepts --

green, red, yellow, orange,brown

Recognizes position concepts -- top,bottom; over, under; on, off;beside, between

Recognizes motion concepts --fall, falling

Understands contents of bookUnderstands sequence of changes

which take place in leaves

RESPONSE SKILLS

Verbal SkillsAnswers questions concerning bookDescribes pictures using labels

for color, position and motionconcepts

Describes sequence of changes inleaves

Motor SkillsOrders pictures in correct

sequence, from left to right

33

7. Basic ActivityRead the book Down Come the Leaves tothe children. Discuss what happensto fallen leaves and how they make theground rich for new plants next spring.

EvaluationAsk the children questions about thecontents of the book. Review thesequence of changes which take placein leaves from the time they aregreen until they decompose on theground. Find four pictures whichillustrate the following: (1) greenleaves on a tree; (2) colored leaveson a tree; (3) colored leaves fallingfrom a tree; (4) a bare tree surroundedby leaf-covered ground. Ask individualchildren to describe each picture. Asa group, order the pictures accordingto the sequence in which the fourevents occur. Display the sequence ofpictures in a left-to-right order.

Shuffle the pictures and ask individualchildren to reconstruct the order andto describe the sequence of changes.

c -31







SENSORY SKILLS

Visual SkillsFocuses attention on seasonal

trees and study printsDetects seasonal characteristics

in the study printsIsolates pictures which illustrate

autumn

Auditory SkillsListens to discussion and directions

ABSTRACTING SKILLS

Conceptual SkillsKnows objects and activities in

study printsRecognizes changes in seasonal treesUnderstands time concepts --

summer, autumn, winter, spring

Association SkillsRelates certain characteristics of

plants with season of the year

RESPONSE SKILLS

Verbal SkillsIdentifies season of the year

illustrated in study printDescribes characteristics of autumn

illustrated in study print

8. Basic ActivityDraw four trees, one for each season,or use seasonal trees from flannelboard or magnetic board. sets (Instructo).Beginning with summer, discuss thecharacteristics of trees and otherplant life in each season.

34

EvaluationShow the children six to eight studyprints (Teaching Pictures -- Seasons)which show characteristics of plantsin the four seasons. Ask the childrento identify the pictures depictingautumn and to give reasons for theirchoices. Encourage the children toidentify the season illustrated inthe remaining pictures.

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Identifies color concepts -- red,yellow, brown, orange

Manipulates brush and paintappropriately

Paints a recognizablerepresentation of an autumn tree

Combines red and yellow paint toproduce the color orange

8. (cont.)

Extension ActivityPlan a time when each child will havean opportunity to paint an autumn tree.Give each child a brush and three smallcontainers of paint -- red, yellow,and brown. Note (1) how well eachchild can reproduce a tree, (2) whichcolors the children use for the trunkand leaves of their trees, and (3)how many children "disCover" whathappens to red and yellow paint whenthey are mixed.

3

c -33

UNIT UNDERSTANDING: E. In autumn, parts of many plants ripen and are harvested.

1. Apples, pumpkins, nuts, corn and other grains areremoved from their plants in the fields and orchards.



SENSORY SKILLS

Visual SkillsFocuses attention on wall mural

and picturesIsolates objects in mural and

picturesDiscriminates among colors in the

mural


directionsListens to new labels concerning

autumn harvesting

ABSTRACTING SKILLS

Conceptual SkillsKnows objects in mural and

picturesRecognizes color concepts -- red,

yellow, orange, brown, blue,black .

Knows types and parts of plantsUnderstands time concepts -- autumn

Association SkillsRelates new objects in mural with

their labelsRelates harvesting of some crops

with autumnRelates plant crop with specific

food

RESPONSE SKILLS

Verbal SkillsLabels objects illustrated in

mural and picturesIdentifies concepts illustrated

in mural and pictures

1, Basic ActivityMake a wall display of an autumn farmscene to place on the classroom wall.It is suggested that you plan to in-clude (1) a fenced-in field of cornshocks and piles of pumpkins and (2)an apple tree or orchard showing afarmer harvesting the apples.

3G.

Introduce the farm scene showing onlya bare field and a bare tree or or-chard. Have prepared the farmer, anda few apples, pumpkins, and cornshocks which you can add to the sceneduring the activity. Collect coloredpictures of a field, orchard, pump-kins, apples, and corn which you canshow the children.

Using the pictures and the mural,introduce the following concepts:farm, farmer; field, orchard; ripen,harvest; pumpkin, apple, corn. Reviewtypes of plants as you discuss thepumpkin (vine), apple (tree), and corn(stalk). Emphasize the fact thatautumn is the time when the farmerharvests some crops which we use forfood. Involve the children in pastingthe farmer, apples, corn shocks, andpumpkins on the mural.

EvaluationPlay a color recognition game to re-view the concepts introduced in themural. Give each child directions(1) to find something in the muralwhich is a certain color and (2) toidentify the object.

Example: John, can you find some-thing red in the farm scene? Whatis that red object?

c -34



Motor SkillsLocates object of a certain

color in mural when givena color word by the teacher

Pastes objects on mural

1. (cont.)

a. Counts objects one-by-onePairs members of one set with

members of another setDiscriminates, recognizes, and

reproduces equivalent andnon-equivalent sets

Recognizes, identifies, andreproduces sets one to five

Recognizes, identifies, andreproduces a set which has"more" or "fewer" membersthan a given set

b. Discriminates, recognizes,and identifies size con-cepts -- large, small;largest, smallest; largerthan, smaller than

c. Recognizes position concepts --inside, outside; on, off;under; beside; around; inthe corner; up, down

Describes the location of anobject using labels forposition concepts

3'?

Extension ActivitiesThroughout the unit, the mural can beused to develop many basic concepts:

a. Number ConceptsFor a small group activity, cutsmall apples and pumpkins from redand orange, construction paper.Give each child a set of applesand a set of pumpkins. Use thesesets for playing number games:one-by-one counting, making equiva-lent and non-equivalent sets,making sets of a given size asdirected by the teacher, developingthe concepts of "more than" and"fewer than." At the conclusionof the number activity, or seriesof activities, the children couldpaste some of their apples andpumpkins in the orchard and fieldof the mural.

b. Size ConceptsConstruction paper or felt applesand pumpkins can be used to developconcepts of large-small, largest-smallest, larger than-smaller than.

c. Position ConceptsAsk the children questions aboutthe mural to develop understandingof position concepts.

Examples: What is inside thefence? What is outside thefence? What is on the tree?

When children can recognize theposition concepts, ask them toverbalize the location of differentobjects in the scene.

c -35


1. AppleS, pumpkins, nuts, corn and other grains areremoved from their plants in the fields and orchards.


SENSORY SKILLS

Visual SkillsFocuses attention on pictures

and demonstrations of harvestmotions

Isolates objects and actions inpictures

Discriminates among motion con-cepts modeled by teacher

Auditory SkillsListens to discussionListens to labels for objects

and harvest motionsDiscriminates melody, rhythm,

and words of song

Tactile-Kinesthetic SkillsDiscriminates among motion

concepts

ABSTRACTING SKILLS

Conceptual SkillsKnows objects and actions in

picturesKnows words, melody, and rhythm

of song.Recognizes concepts of color,

shape, number, size, andposition illustrated inpictures

Recognizes motion concepts --pick, cut, chop, gather, pull

Association SkillsRelates each object and harvesting

motion with its labelRelates harvesting motion with

specific crop

2. Basic ActivityCollect study prints or magazine pic-tures to illustrate the harvest ofapples, pumpkins, corn, and othergrains. Encourage the children topicture-read the study prints with you,naming objects and describing them interms of their color, shape, number,size, position. Introduce the differ-ent action words for harvesting --picking, cutting, chopping, pulling.Demonstrate the harvesting of the dif-ferent autumn crops by making appro-priate motions.

38

Involve the children in dramatizingautumn harvest. Make the motions asyou sing the tune to "The MulberryBush," using verses about harvest.

Example: This is the way wepick the apples . . . thischilly autumn morning."

EvaluationWhisper harvest action words (pickingapples) to an individual child. Askhim to demonstrate the action as theother children attempt to identifythe action. If possible, give eachchild an opportunity to demonstratean action.

c -36



RESPONSE SKILLS

Verbal SkillsDescribes. picture using labels

for color, shape, size, num-ber, and position concepts

Reproduces melody, rhythm, andwords of song

Identifies harvesting motiondemonstrated by another child

Motor SkillsReproduces harvest motion when

directed by teacher

c -37




SENSORY SKILLS

Visual SkillsDetects signs of autumn in

environmentFocuses attention on crops at

marketIsolates specific fruits and

vegetables at marketFocuses attention.on picture

symbols during game


questionsListens to responses of other

children in sequence game

ABSTRACTING SKILLS

Conceptual SkillsKnows fruits and vegetables

at marketRecognizes color, shape, size,

number, position, andtexture concepts

Understands sequence of eventson trip

Understands directions forgame


with autumnRelates fruits and vegetables at

market with their labelsRelates picture symbol with

event on trip

Classification SkillsComprehends class of autumn

crops

3. Basic ActivityVisit an outdoor market, or a store,to see local harvest crops. Look forsigns of autumn on the way to and fromthe market. At the market, identifyeach fruit and vegetable seen, givingspecial attention to those crops har-vested primarily in autumn. Ask thechildren questions to direct theirattention to the different characteris-tics of the foods.

Examples: What color are thepumpkins? Which is larger, apumpkin or an apple?

40

If possible, buy some of the harvestcrops for classroom activities. Driedcorn, apples, pumpkins, gourds, nutscould be used for a harvest displayin the room; apples could be used forlater cooking activities; pumpkinscould be used to make jack-o-lanterns.

Assessment ActivityReturn to school and review the trip.'Through questioning, .ask the childrento recall the order of events in thetrip -- what was seen on the way tothe market, what was seen at the mar-ket, what was seen on the way back toschool.

Play the sequence game "At the market,I saw ." Each successive childrepeats what has been said before andadds something new. To help the chil-dren remember, you might use a chalkboard or a large sheet of paper todraw a symbol of the various eventswhich the children remember. As eachchild takes his turn, point to the sym-bols of the events which have beenmentioned already.

c -38



RESPONSE SKILLS

Verbal SkillsLabels crops at marketAnswers questions concerning

crops at marketRecalls sequence of events

on tripRepeats previously mentioned

events in correct orderduring sequence game

Adds new event to cumulativesequence

41

c -39


1. Apples, pumpkins, nuts, corn and other grains areremoved from their plants in the fields and orchards.



SENSORY SKILLS

Visual SkillsFocuses attention on pictures in

book

Auditory SkillsListens to contents of book

and discussion of eachpicture

ABSTRACTING SKILLS

Conceptual SkillsKnows objects and actions in

picturesUnderstands the sequence of

basic steps involved ingrowing a crop, harvesting it,and taking the produce to themarkets and stores to be sold

Association SkillsRelates picture with specific

step in sequence

RESPONSE SKILLS

Verbal SkillsDescribes selected picturesRecalls sequence of steps

illustrated in pictures

4. Basic ActivityUse the book About Apples from Orchardto Market to illustrate the long growthsequence of a crop, what is involvedin harvesting, and how the crop getsto the markets and stores for peopleto buy. If the text is too compli-cated for the children, picture-readthe book to develop the sequenceinvolved.

EvaluationSelect pictures in the book whichillustrate the most basic steps inthe sequence (not more than six).Ask the children to picture read theselected pictures in order to reviewthe sequence.

Recalls sequence of stepsdescribed in book withoutvisual aids

42

Extension ActivityAt some later time, encourage thechildren to verbalize the sequencewithout the aid of pictures.

c -40

UNIT UNDERSTANDING: F. People eat many foods made from the crops harvested atthis time of year.

1. Using apples, people make apple pie, apple juice,apple cider, applesauce, apple butter, and spicedapple rings.


3. People eat popcorn, cornflakes, and corn bread madefrom corn.

4. People make many desserts and candies using walnuts,pecans, and hickory nuts.


SENSORY SKILLS

Visual SkillsFocuses attention on the foods


questionsListens to labels for foodsListens to riddles

ABSTRACTING SKILLS

Conceptual SkillsKnows foods

Association SkillsRelates each food with its

labelRelates food with its origin

and certain characteristicsRelates the four food crops

with autumnRelates clues in riddle in order

to identify the food described

Classification SkillsComprehends classes of foods --

those made from corn, pumpkins,apples, nuts

1. Basic ActivityBuy a pumpkin, ear of corn, apple, andseveral kinds of nuts. Collect realfoods, food containers, and picturesof foods which are made from each ofthese four autumn crops. Organizethe materials in four boxes, one foreach crop.

Example: For corn: ear of corn,bag of popcorn, box of corn flakes,picture of corn bread, bag of cornchips, label from box of frozencorn, container of canned corn.

Begin your activity by showing thechildren your ear of corn, apple,pumpkin, and nuts. Ask* them to labeleach crop. Then take one crop, suchas the ear of corn, and ask the chil-dren to think of foods they eat whichare made from corn. When you haveexhausted all their ideas, show themeach object and picture in your "cornbox." Label and discuss each differ-ent food. Continue with the apple,pumpkin, and nuts using a similarprocedure.

Assessment ActivityPlan one or several short activitieswith food riddles. Make riddles aboutone of the foods discussed in the aboveactivity, and encourage the childrento identify the food.

c -41

UNIT UNDERSTANDING: F. People eat many foods made from crops harvested at thistime of year.


RESPONSE SKILLS

Verbal SkillsLabels foodsSuggests various foods having

the same originAnswers food riddles correctlyDescribes an object, without

identifying it, in orderto make a riddle

1. (cont.)

If the children have no difficultysolving the riddles, try having themmake riddles for each other. Placeone of the items from your food boxesin a paper bag. Ask a child to lookin the bag and tell the children twoor three clues about the item withoutgiving its name. Change the item inthe bag as each child takes a turnmaking a riddle. Give the most dif-ficult items to describe to the moreadvanced children.

Labels foodsDiscriminates, recognizes, and

identifies concepts of color,shape, texture, temperature,and flavor which are charac-teristic of the foods

Relates food with its originUnderstands how a specific food

is prepared

44

Extension ActivitiesPlan snacks, lunches, and tastingparties to include many foods madefrom apples, corn, pumpkins, and nuts.As each food is served and eaten,point out and discuss the followingcharacteristics: a) its name; b) itscolor and shape, texture, temperature,flavor; c) its origin; d) how it wasprepared.

If possible, serve some of the foodsagain. Question the children aboutthe foods to see how much informationthey can recall and how many conceptsof color, shape, texture, temperature,and flavor they can identify.

c -42

UNIT UNDERSTANDING: F. People eat many foods made from the crops harvested at thistime of year.

1. Using apples, people make apple pie, apple juice, applecider, applesauce, apple butter, and spiced apple rings.


SENSORY SKILLS

Visual SkillsFocuses attention on apples and

cooking processIsolates each apple and seed

when countingDistinguishes apple partsDiscriminates among the colors,

shapes, and sizes of appleparts

Discriminatesused in pr

Discriminatesfractions

among the motionseparationwholes and-- halves, quarters

Auditory SkillsListens to discussion

Tactile-Kinesthetic SkillsDiscriminates among textures of

apple partsDiscriminates among temperature

of apples at different stagesin the' preparation

Taste-Olfactory SkillsDiscriminates among tastes of

ingredients

ABSTRACTING SKILLS

Conceptual SkillsKnows apple partsKnows ingredients and cooking

utensilsRecognizes color concepts

red, white', brownRecognizes shape concepts

round, starRecognizes size concepts

large, small; larger, smaller;largest, smallest

2. Basic ActivityMake applesauce in the classroom in anelectric cooker. The following proce-dure is suggested:

a. Count the apples. Make size com-parisons.

b. Discuss the whole apple -- color,shape, texture, and parts (stem,skin).

c. Cut the apples in halves. Discussthe seeds and count them. Cut oneapple horizontally to find the stardesign of the seeds.

d. Cutthe

the apples in quarters. Discusscore.

e. Peel the apple quarters.

f. Discuss the empty cooker. Fill itwith apple quarters, water, andsugar. Discuss sweet anc sour andthe purpose of the sugar.

g. Turn on electricity and discusshot and cold until water begins toboil. Observe the steam.

h. Check the apples periodically asthey cook. Discuss the changingtexture.

i. When the applesauce is fullycooked, place it in a bowl to cool.Again discuss hot and cold, warmand cool.

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Conceptual Skills (cont.)Recognizes wholes, halves,

quartersRecognizes position concepts --

inside, outside; around; first,next, before, after, last

Recognizes volume concepts --empty, full

Recognizes texture conceptshard, soft; solid, liquid

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

Recognizes taste concepts -- sour,sweet, spicy

Recognizes action concepts -- cut,peel (pare), cook, boil

Understands sequence of steps inpreparation of applesauce

Association SkillsRelates applesauce with apples

and other ingredients

RESPONSE SKILLS

Verbal SkillsCounts apples and seeds one-by-

oneIdentifies concepts of color,

shape, size, fractional parts,position, texture, temperature,taste, action

Recalls sequence of steps in prep-aration of applesauce

2. (cont.)

46

j. Serve applesauce later with cinna-mon. Discuss spicy.

EvaluationAfter the applesauce is made and againwhen it is served, review the proce-dure used to prepare it. While en-couraging the children to verbalizethe order of events, emphasize thesequence and position words such asfirst, next, before, after, last.

c -44


1. Using apples, people make apple pie, apple juice, applecider, applesauce, apple butter, and spiced apple rings.


3. People eat popcorn, cornflakes, and corn bread madefrom corn.

4. People make many desserts and candies using walnuts,pecans, and hickory nuts.

BASIC SKILLS TO BE bLVELOPED INSTRUCTIONAL ACTIVITIES

SENSORY SKILLS

Visual SkillsFocuses attention on real foods,

pictures of foods, and chartIsolates pictures of foods in

magazines

Auditory SkillsListens to directions

ABSTRACTING SKILLS

Conceptual SkillsKnows foods

Association SkillsRelates food with its origin

Classification SkillsComprehends classes of foods --

those made from apples, corn,pumpkins, nuts

RESPONSE SKILLS

Verbal SkillsLabels foodsIdentifies source of food

Motor SkillsPlaces picture of food with

food from which it was madeLocates pictures of foods in

magazineManipulates scissors and paste

appropriately

3. Basic ActivityPlace pictures or models of foods madefrom apples, corn, pumpkins, nuts in abag or box. Put a pumpkin, an apple,an ear of corn, and a nut on a table(or paste a picture of each on a bag).Ask the children to pick a picture,identify it by name, and place thepicture with the food from which it ismade.

Assessment ActivityIn a later activity, have an "AutumnFood Hunt." Make a large chart from24" x 36" tagboard. Divide the chartinto quarters. In the upper, left-hand corner of each quarter, draw apicture of one of the following: apple,pumpkin, ear of corn, group of nuts.Using autumn issues of household maga-zines, ask the children to "hunt" forpictures of food made from these fourcrops, cut them out, identify eachfood and its source, and paste eachpicture on the chart in the appro-priate quarter.

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UNIT UNDERSTANDING: G. People have special autumn activities.



3. Many people put storm doors and windows on their housesto keep out cold winter air.

4. People begin to heat their homes using heaters, stoves,or furnaces.

5. Children return to school after summer vacation.

6. People go to football games.

7. Farmers harvest grains and store them in their barnsto feed the farm animals during the winter.

8. Some people place a bird feeder in their yard whereseeds are placed for birds to eat during the winter.


SENSORY SKILLS

Visual SkillsFocuses attention on bookIsolates autumn activities

illustrated in book


discussion, and questions

ABSTRACTING SKILLS

Conceptual SkillsKnows activities illustrated

in book

Association SkillsRelates each activity with its

label (s)

Relates certain activities withautumn

RESPONSE SKILLS

Verbal SkillsIdentifies autumn activities of

children or adults

1. Basic ActivityRead a book which includes a presen-tation of activities of people inautumn (The True Book of Seasons orAbout Four Seasons and Five Senses).

48

EvaluationAfter reading the book, ask individualchildren to name one activity of chil-dren or adults during the autumn sea-son. If any activities are notrecalled, review them with the childrenusing any appropriate pictures in thebook. Review those activities seen inthe film about autum.

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'UNIT UNDERSTANDING: G. People have special autumn activities.


Isolates, knows, and labelsautumn activities of people

1. (cont.)

49

Extension ActivityThe next time the children go outside,look for people engaged in autumnactivities.

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BASIC SKILLS TO BE DEVELOPEDI

INSTRUCTIONAL ACTIVITIES

SENSORY SKILLS

Visual SkillsFocuses, attention on leaves

_Auditory SkillsListens to discussion and questionsListens to sound made by dry leaves

Tactile-Kinesthetic SkillsNotices texture.of dry leaves

Taste-Olfactory Skills.Detects' smell of burning leaves

ABSTRACTING SKILLS

Conceptual SkillsRecognizes texture concepts --

dry, brittleRecognizes sound made by dry

leaves -- crunchyRecognizes motion concepts --

rake, jumpUnderstandS changes which take

place in leavesUnderstands that burning leaves

is hazardous to one's health

Association SkillsRelates raking dry leaves and

jumping in piles of leaveswith autumn

Relates playing in leaves withhaving fun

RESPONSE SKILLS

Verbal SkillsExpresses what he liked most

about raking leaves andplaying in the leaves

2. Basic ActivityDuring an outdoor activity period,rake leaves into piles for jumping.While the children are raking andplaying, talk about the dry leavesand the crunchy sound they make. Ifany leaves are burning near Lhe school,direct the children's attention to thesmell of the smoke.

50

Assessment Activity.After the outdoor activity, ask thechildren what each one liked most .

about raking leaves and jumping inthem. Discuss with the children whysome people burn the leaves in theiryards and why some spread them overtheir gardens and lawns. Stressbetter ways to dispose of leaves thanby burning them. Discuss the healthhazards produced by burning leaves andold trees.

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UNIT UNDERSTANDING: G. People have special activities.


Manipulates paste and collagematerials appropriately

2. (cont.)

51

Extension ActivityPerhaps the children would enjoymaking collages using crushed leavesand seeds collected outdoors.

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3. Many people put storm doors and windows on their housesto keep out cold winter air.

4. People begin to heat their homes using heaters, stoves,or furnaces.


SENSORY SKILLS

Visual SkillsFocuses attention on pictures and

fuel materialsDiscriminates one picture or

object among several


and directions

ABSTRACTING SKILLS

Conceptual SkillsKnows real objects and pictured

objectsRecognizes temperature concepts --

hot, cold; warm, coolUnderstands need for finding ways

to keep warm during coldweather

Association SkillsRelates each object and picture

with its labelRelates pictured object with

the type of fuel it usesRelates need for heating system

with cold weather

Classification SkillsComprehends a class of objects

which produce heat

RESPONSE SKILLS

Verbal SkillsLabels real and pictured objects

Motor SkillsSelects real or pictured object

when directed by teacher

3. Basic ActivityAsk the children to suggest whatpeople do to keep warm during coldweather. Direct the discussion so asto include the following: heating ourhomes, eating hot foods, placing stormdoors and windows on houses. Ask thechildren what they have seen theirparents doing to prepare for coldweather.

52

Show the children pictures of heaters,stoves, and furnaces. Discuss theirpurpose and the type of fuel or sourceof heat for each object. If possible,have some wood, coal, briquettes, andoil to show the children. Discuss theheating system and fuel for your ownschool and locate the source of theheat.

EvaluationClose the activity with a "Find It"game. Display all the pictures andobjects used in the discussion on waysof heating homes. Name one of theobjects or pictures and ask a certainchild to remove that object or picture.Encourage the child to name what he isremoving.

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8. Some people place a bird feeder in their yard whereseeds are placed for birds to eat during the winter.


SENSORY SKILLS

Visual SkillsFocuses attention on bird feeder

and pictures

Auditory SkillsListens to discussion and ques-

tionsListens to song (or fingerplay)Discriminates words, melody, and

rhythm of songDiscriminates likenesses among

sounds of words of song (orfingerplay)

ABSTRACTING SKILLS

Conceptual SkillsKnows bird feederKnows words of song (or finger-

play)Knows melody and rhythm of songUnderstands why birds can find

little food in cold weatherUnderstands concept of rhymingRecognizes rhyming wordsUnderstands importance of bird

feeder in cold weather

Association SkillsRelates bird feeder and each

bird with its labelRelates need for bird feeder

with cold weather

RESPONSE SKILLS


birds and bird feeder(Reproduces words of fingerplay)

4. Basic ActivityFind a real bird feeder or a pictureof a feeder (Teaching Pictures,Primary Science Concepts Charts).Using the feeder or the picture, askthe children if anyone knows what tocall the object and what its use mightbe. Provide any information which thechildren do not volunteer. Discusswhat foods birds eat, and encouragethe children to explain why birds canfind little food during the coldwinter. If possible, show them pic-tures of birds which might visit afeeder in your area (Hayes Posters,McGraw-Hill Flash Cards).

53.

Teach the children a song or finger-play about a bird common to your area.As you teach the words, emphasize thewords that rhyme.

Assessment ActivityUse the words to the song (or finger-play) for a rhyming activity. Reviewthe song (or fingerplay), asking thechildren to listen very carefully tothe words. Explain that there arerhyming words in the song (or finger-play). Review the concept of rhymingby giving several examples of wordsthat rhyme.

Examples: cat, rat, sat; ran, can,man

Using the parts or sets of rhymingwords in the song, say one word of theset and ask individual children tothink of the other word (or words)which rhymes with the given word.Encourage the children to think ofwords not included in the song whichalso rhyme with each set.

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Verbal Skills (cont.)Reproduces words, melody, and

rhythm of singIdentifies rhyming words in

song (or fingerplay)Suggests words not in the song

(or fingerplay) which rhymewith a given word

Motor Skills(Reproduces actions of fingerplay)

4. (cont.)

Knows and labels birds whichvisit the feeder

54

Extension ActivitiesBuy a bird feeder or construct onefrom wood or milk cartons, and placeit outside a classroom window. Duringthe winter, keep it stocked with seedand provide times for the children toobserve the birds which visit. Duringthe remainder of the year, encouragethe children's continued interest inthe feeder. As new birds visit thefeeder, find stories and songs to usewith the children about these birds.Make a chart to display pictmes ofeach different bird that visits thefeeder.

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UNIT UNDERSTANDING: H. People wear special clothing in autumn.

1. People wear jackets, sweaters, long pants and long-sleeved dresses, shirts, and blouses.

2. People wear clothes made of thicker, heavier materialbecause the air is cooler than in summer.

3. Clothing worn in autumn is often made of colors likethe autumn leaves -- red, yellow, orange, brown.


SENSORY SKILLS

Visual SkillsFocuses attention on flannelboard

materials and picturesIsolates each flannelboard piece

Auditory SkillsListens to discussion and direc-

tions

ABSTRACTING SKILLS

Conceptual SkillsKnows articles of clothingRecognizes weather conditions --

rainy, sunnyRecognizes temperature concepts

hot, coldRecognizes size concepts -- long,

short

Association SkillsRelates picture clues with

appropriate seasonRelates weather condition and

season with appropriatearticle of clothing

Classification SkillsComprehends classes of clothing --

hot weather, cold weather

RESPONSE SKILLS

Verbal SkillsLabels article of clothing

1. Basic ActivityDress Willie the Weatherboy (DARCEE)according to the day's weather. Dis-cuss how weather effects the clothingthe children wear. Then have thechildren dress him for rain, a hotsunny day (summer) , and a cold sunnyday (winter). Emphasize the differ-ence in length of sleeves and pantlegs in hot and cold weather.

55

Assessment ActivityDisplay two study prints, one of sum-mer and one of winter, which illustratepeople wearing clothing appropriatefor the season. Using a bag or boxof clothing pictures (PLDK StimulusCards) which include long-sleeved,short-sleeved, short-leg, and long-leg clothing, give each child severalor all of the following directions:a) take one picture from the box; b)identify the article of clothing;c) describe the sleeve length and/orleg length; d) tell whether it wouldbe worn in cold weather or hot weather;e) place the picture beside the appro-priate study print.



Verbal Skills (cont.)Describes sleeve and leg length

of certain articles ofclothing

Identifies article of clothingas to whether it is worn inhot or cold weather

Motor SkillsPlaces picture of clothing with

appropriate seasonal picture

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2. People wear clothes made of thicker, heavier materialbecause the air is cooler than in summer.


SENSORY SKILLS

Visual SkillsFocuses attention on scraps of

material

Auditory SkillsListens to discussion, direc-

tions, and questions

Tactile-Kinesthetic SkillsDiscriminates among various

weights and textures ofmaterials

ABSTRACTING SKILLS

Conceptual SkillsRecognizes texture concepts --

rough, smooth; thick, thin;bumpy, fuzzy, silky, velvety

Recognizes weight concepts --heavy, light; heavier, lighter

Recognizes temperature concepts --hot, cold

Association SkillsRelates weight and texture of

material with appropriatetemperature and season

Classification SkillsComprehends classes of material --

heavy, light; thick, thin; coldweather, hot weather

RESPONSE SKILLS

Verbal SkillsDescribes weight and texture of

materialsUses compara ive statementsIdentifies clothing material as to

whether worn in hot or coldweather

2. Basic ActivityCollect scraps of material of manytypes to illustrate differences intexture and weight or thickness ofcloth. Place the material in a boxfor a "Feel It" activity. Call on achild to select one piece. Have allthe children feel it as you discussits texture, its weight and thickness.Continue this procedure, encouragingdifferent children to describe howthe materials feel.

Then ask individual children to selecttwo material scraps and to determinewhich is heavier (or thicker) and whichis lighter (or thinner).

Assessment ActivitySelect several of the thickest scrapsand several of the thinnest scraps,and put them in a box. Ask each childto select one scrap, describe how itfeels, and tell whether it would bemore suitable for cold weather or hotweather clothing.

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3. Clothing worn in autumn is often made of colors likethe autumn leaves -- red, yellow, orange, brown.


SENSORY SKILLS

Visual SkillsFocuses attention on leaves and

clothingIsolates articles of clothingDiscriminates likenesses and

differences in color amongleaves and articles of clothing

Auditory SkillsListens to directions

ABSTRACTING SKILLS

Conceptual SkillsKnows articles of clothingRecognizes color concepts --

red, yellow, orange, brown

Association SkillsRelates colors and articles of

clothing with their labels

RESPONSE SKILLS

Verbal SkillsLabels article of clothingIdentifies color conceptsUses complete sentences

Motor SkillsStands when the teacher names a

color which he is wearing

58

3. Basic ActivityMake four construction paper leavesof red, yellow, orange, and brown; oruse leaves from Activity D-6. Takingone leaf at a time, ask the childrenwho are wearing this color to stand.Ask each child to identify the articleof clothing which is the color of theleaf. Encourage the children to usecomplete sentences.

Examples: I am wearing red socks.My socks are that color.

EvaluationNote carefully which children can andcannot do the following: a) matchclothing and leaf colors; b) identifyarticles of clothing; c) identify thecolors red, yellow, orange, brown.Provide additional activities for thechildren having difficulty in any oneof these skill areas.

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1. People wear jackesleeved dresses,

2. Clothing worn inthe autumn leaves

ts, sweaters, long pants and long-shirts, and blouses.

autumn is often made of colors like-- red, yellow, orange, brown.

SENSORY SKILLS

Visual SkillsFocuses attention on clothing of

children in roomIsolates articles of clothingDiscriminates among colors of

articles of clothingDetects child whose clothing is

being described

Auditory SkillsListens to descriptions

ABSTRACTING SKILLS

Conceptual SkillsKnows articles of clothingRecognizes color conceptsRecognizes size concepts --

long, short

Association SkillsRelates clues given in descrip-

tion of clothing in order toidentify the child described

RESPONSE SKILLS

Verbal SkillsLabels articles of clothingDescribes articles of clothing

using labels for color andsize concepts

Identifies child whose clothing isdescribed

F-4. Basic ActivityPlay a guessing game. Ask one childat a time to describe the clothing ofsomeone in the room, while the otherchildren try to determine who is beingdescribed. Encourage the ch.ildren tobe as explicit as possible, usingwords for articles of clothing, colors,and length of sleeves and pants.

EvaluationNote which children can and cannota) locate the person being described;b) describe the clothing of anotherperson in the room.

Reproduces words, melody, andrhythm of song

59

Extension ActivityContinue using the song "Mary Wore aRed Dress," introduced in the unit AllAbout Me, to encourage the children toidentify colors and to name articlesof clothing.

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UNIT UNDERSTANDING: I. In autumn, we see changes in animals because the weatherhas become cool.

1. Pets spend more time inside homes where it is warm.

2. Dogs and cats begin to grow thicker coats of hair andfur.

3. Farm animals spend more time inside the barn and eatfood which the farmer has stored for winter.

4. Squirrels find a warm home in a tree and collect nutsand store them for winter.



SENSORY SKILLS

Visual SkillsFocuses attention on picture

and furDetects a missing animal picture


and directions

Tactile-Kinesthetic SkillsNotices texture of fur

ABSTRACTING SKILLS

Conceptual SkillsKnows pictured animals and their

homesKnows ways in which people prepare

for cold weatherRecognizes temperature concepts

hot, cold; warmRecognizes time concepts --

autumn, winterKnows ways in which animals pre-

pare for cold weatherUnderstands concept of protection

Association. SkillsRelates Fur with certain animalsRelates growth of thick fur with

protection from cold weather

GO

1. Basic ActivityPrepare a collection of animal pic-tures -- pets, farm animals, forestanimals -- and pictures of animals'homes -- house, barn, cave, tree hole,ground hole (PLDK Stimulus Cards,Teaching Pictures, magazine pictures).Locate a sample of real animal fur,such as a fur collar, and place the furin a bag.

Begin the activity by asking the chil-dren to review all the ways thatpeople prepare for winter in order toprotect themselves from cold weather.Then ask the children how they thinkan animal would prepare for winter.Ask how an animal can keep warm sinceanimals don't wear clothing. Movearound the group with your bag, askingeach child to feel inside the bag andto guess the identity of the object.Then show them the piece of fur anddiscuss how many animals grow thickcoats of fur or hair in the autumn.

Review the fact that people heat theirhomes to stay warm during winter. Askthe children if they.know where ananimal might go to stay warm in coldweather. Ask individual children toname an animal. As each animal isnamed, show the children a picture

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BASIC-SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

Association Skills (cont.)Relates animal with its labelRelates animal with home

Classification SkillsComprehends classes of animals --

those which are protectectedby people, those which protectthemselves in cold weather.

RESPONSE SKILLS

Verbal SkillsIdentifies ways in which people

protect themselves from coldweather

Suggests ways in which animalsmight prepare for coldweather

Guesses identity of object in bagLabels animals in pictureIdentifies animal picture which

is missing

1. (cont.)

of the animal and his home and discussthe pictures. If no child mentions afarm or forest animal, introduce famil-iar examples, such as a cow and a bear,and show the pictures of their homes.Stress the point that people protectsome animals (pets and farm animals) byproviding them with a home; some ani-mals (forest animals) must find orbuild their own homes.

EvaluationReview the animals mentioned duringthe activity. Ask the children toidentify each animal as you show themthe pictures. Then play a "What'sMissing?" game. Place five or sixanimal pictures in front of thechildren. Name them together as agroup. Explain to the childn.an thatthey are to study them closely.Remove one picture. Tell them toopen their eyes and tell you whichanimal picture is missing. Continuethe game until all the pictures areremoved.

Discriminates, recognizes, andidentifies rhyming words

Supplies missing word of aline using rhyming clues

1

Extension ActivityUse the poem "Get Ready!" to emphasizethe fact that in autumn, forest ani-mals find or build a home where theycan spend the cold winter. Since thechildren may not be familiar with allthe animals, it is suggested that youshow the children a picture of eachanimal and each home as it is men-tioned in the poem (PLDK StimulusCards). When the children are famil-iar with the words, ask them to fillin the last line of each verse. En-courage them to use rhyming clues toidentify the correct word.

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3. Farm animals spend more time inside the barn and eatfood which the farmer has stored for winter.


SENSORY SKILLS

Visual SkillsFocuses attention on various

aspects of the farm and onthe experience chart

Isolates pictures and words inexperience story

Scans chart from left to rightand top to bottom

Auditory SkillsListens to labels and discussion

on tripListens to review of trip and

experience chart story

ABSTRACTING SKILLS

Conceptual SkillsKnows animals and objects at farmKnows ways in which animals pro-

tect themselves from coldweather

Understands sequence of events onfield trip

Understands that what is said canbe printed on paper and read

Association SkillsRelates changes in farm and farm

animals with colder weather

RESPONSE SKILLS

Verbal SkillsRecalls events of tripUses complete sentences

62

2. Basic ActivityIf the children know little about thefarm,farm

you might want to visitto see the grain stored

a localfor win-

ter, the animals in the barn, the barefields where plants have been harves-ted or have died. Discuss all theways that cooler weather has influencedcharacteristics of the farm at thistime of the year. If the farm hasbeen visited previously, recall yourpast observations and compare themwith those of the present. Stressthe fact that the animals spend moretime inside their homes (barn, coop,etc.) since the weather is gcttingcooler.

Assessment ActivityOnce back at school, ask children tohelp write a special story about theirtrip to the local farm. As childrenremember things they saw on theirtrip, write their words on chartpaper. Encourage the use of completesentences. When writing each sentencedraw pictures, to substitute fornames, of any objects or animals theymention. Re-read the sentence,pointing to each word and picture, sothat the children can help understandthat words make sentences and thatwhat they have said can be printedand then read.

Explain to the children that they havetheir own story right in the classroom.Place the chart story on a stand toread at later times when the childrenwant to hear and see what they wrote.

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Draws or paints a pictureof something seen on tripto farm

Describes picture

2. (cont.)

6'3

Extension ActivityProvide time for the children to drawor paint something they saw at thefarm. When the children have finisheddrawing or painting, ask each one todescribe his picture. Print his wordsacross the bottom of his picture.

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SENSORY SKILLS

Visual SkillsFocuses attention on representation

of squirrelDistinguishes parts of squirrel

puzzleCombines puzzle pieces to form a

whole squirrel


directions

ABSTRACTING SKILLS

Conceptual SkillsKnows squirrel and his characteris-

ticsKnows autumn activities of a

squirrelUnderstands concept of protectionKnows body parts of squirrel

Association SkillsRelates certain activities of

squirrel with protection fromcold weather

RESPONSE SKILLS

Verbal SkillsDescribes physical characteristics

of a squirrelDescribes pictureInterprets picture to tell a story

Motor SkillsLocates body part as directedArranges puzzle parts to form

whole squirrelManipulates paste, paper, and

crayons appropriately

3. Basic ActivityIntroduce the squirrel using studyprints (Teaching Pictures), a book, orflannelgraph materials (ScienceStudies). Ask children to describe hisphysical characteristics. Discuss hishabits and how he prepares for thecold weather. Emphasize the fact thata squirrel is a wild animal -- he mustbuild his own home and must find hisown food.

64

Assessment ActivityPlan a pasting activity, having thechildren assemble the body parts of asquirrel like a puzzle. Give eachchild a piece of construction paper,with the outline of a squirrel drawnon it, and the body parts of thesquirrel cut from brown or gray con-struction paper. As a group, ask thechildren to find each body part, asyou name it, and assemble the partsto form the whole squirrel. Givethe children paste to complete theactivity. Emphasize position wordsas the children are working.

The children could be given crayons tocolor an autumn scene around thesquirrel. Each child could be askedto describe his picture or to tell astory about it.

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a. Understands and recalls con-tents and sequence ofevents in story

b. Discriminates, recognizes, andidentifies likenesses anddifferences among squirrels

3. (cont.)

65

Extension Activitiesa. Read a story about a squirrel.

b. Show the children pictures of dif-ferent kinds of squirrels (TheSquirrel Book) to discuss and com-pare.

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SENSORY SKILLS

Visual SkillsFocuses attention on film

Auditory SkillsListens to film, discussion,

and questionsIsolates name of squirrel in film

ABSTRACTING SKILLS

Conceptual SkillsKnows squirrel and his charac-

teristicsUnderstands contents and sequence

of events in film

RESPONSE SKILLS

Verbal SkillsIdentifies the squirrel by name or

suggests a name for the squirrelAnswers questions concerning the

contents and sequence of eventsin the film

4. Basic ActivityShow the children a film about asquirrel (Bushy the Squirrel). Pre-pare the children for the film so theywill be watching and listening forsignificant events. If the squirrelin the film has a name, do not tellthe children the name but ask them tobe listening for it.

EvaluationAfter the film has been shown, ask thechildren the name of the squirrel orwhat name they would give to thesquirrel. Ask the children questionsto review the information given in thefilm about the squirrel. You mighttry dividing the children in-co two .

teams (ability-balanced) and having acontest to see which team can answercorrectly the most questions.

a. Observes and identifies autumnactivities of real squirrelin the environment

b. Discriminates and reproducesmelody, rhythm, and wordsof song about a squirrel

c. Discriminates and reproduceswords of poem

Discriminates, recognizes, andidentifies rhyming words

66

Extension Activitiesa. Take a trip to a local park or

woodland to observe the autumnactivities of a squirrel.

b. Teach the children a song about asquirrel ("Gathering Nuts," "Let UsChase the Squirrels," "TheSquirrel").

c. Read a poem about a squirrel("Squirrel," "The Squirrel"). Usethe.poem for a rhyming activity.

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SENSORY SKILLS

Visual SkillsFocuses attention on pictures and

clay or play dough models


and directions

ABSTRACTING SKILLS

Conceptual SkillsKnows bird feeder and its functionKnows animalsKnows ways in which animals protect

themselves in cold weatherUnderstands function of feathers

as a means of protectionKnows body parts of animals


and habits with birds

Classification SkillsComprehends the sub-class of

animals called birds

RESPONSE SKILLS

Verbal SkillsAnswers questions concerning birdsLabels model animalLabels body parts of model animalDescribes how animals protect

themselves in cold weather

Motor SkillsReproduces model of animal with

clay or play dough

5. Basic ActivityRecall the bird feeder discussed inActivity G-4. Have the children reviewthe purpose of the feeder. Then showthem pictures of birds in your area(McGraw-Hill Flash Cards, HayesPosters). Discuss their common charac-teristics and habits. Ask how birdsmight protect themselves and stayalive during cold weather. Explainagain that many birds fly away to awarm place for the winter. Birdsthat stay in the area are often fed bypeople.

Show the children a bird feather andexplain that birds have their feathersfor protection, just as people wearclothing and animals grow fur or hair.Stress the fact that birds are animals

. just as cats, dogs, squirrels, cows,horses, etc. Birds are animals thathave two legs, wings and feathers,beaks, and :sometimes, the ability tofly.

Assessment ActivityPlan a clay or play dough activity inwhich you suggest that the childrenmake birds and other animals. As thechildren are working, encourage themto name their animal and to identifythe body parts. Note the number oflegs which the child puts on his ani-mal. At the end of the activity, askeach child to show his animal(s) tothe group and identify it. As a group,discuss how this animal will be pro-tected from cold weather.

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UNIT UNDERSTANDING: J.* In autumn, there is a special fun day called Halloween.


2. Children put on dress-up clothes or costumes and gotrick-or-treating.

3. People tell scary stories about witches, goblins,ghosts, cats, and haunted houses.

4. People make decorations for their homes using theHalloween colors -- orange and black.


SENSORY SKILLS

Visual SkillsFocuses attention on teacher

Auditory SkillsListens to questions and finger-

play or songDiscriminates words of fingerplay

or songDiscriminates melody, and rhythm

of songDiscriminates words which rhyme

in fingerplay or song

ABSTRACTING SKILLS

Conceptual SkillsKnows special autumn day called

HalloweenKnows words to fingerplay or songKnows melody and rhythm of songUnderstands concept of rhyming

wordsRecognizes rhyming words

Association SkillsRelates certain activities and

events with Halloween

1. Basic ActivityMost probably, the children 'nave beenmentioning Halloween; therefore, anelaborate introduction is likelyunnecessary.

Ask the children questions concerningtheir plans for Halloween. If theyare going trick-or-treating, ask themwhat they plan to wear or who theywill pretend to be. Then teach thechildren a fingerplay ("Hallowe'en")or a song ("On Halloween") about thisspecial fun day.

After the verses have been learned,ask the children to put on their "lis-tening ears." Recite the lines, em-phasizing the rhyming words. Ask thechildren if they heard any rhymingwords -- words that sound almost thesame. Give the children an example ofa pair of rhyming words.

EvaluationRecite the verses in small sections.With each section, ask the children toidentify the rhyming words. Encouragethem to identify other words whichrhyme with those in the verse. Anywords, including nonsense words, shouldbe accepted as long as they rhyme witha word or words in the verse.

*It is suggested that the activities for Unit Understanding J be used during theweek preceding Halloween

68

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UNIT UNDERSTANDING: J. In autumn, there is a special fun day called Halloween.


RESPONSE SKILLS

Verbal SkillsRecites words of fingerplayReproduces words, melody, and

rhythm of song

1. (cont.)

a. Isolates and counts objectsone-by-one

Pairs members in one set withthose in another set

Discriminates, recognizes,identifies, and reproducesnumber sets

Discriminates, recognizes,identifies, and reproducesa set which has more orfewer members than anothergiven set or as many membersas the given set

b. Understands and recalls contentsand sequence of events instories

69

Extension Activitiesa. During the week of Halloween, teach

the children several fingerplayswhich involve number sets ("FiveLittle Goblins," "Five LittlePumpkins," "Three Little Witches").Make felt sets of the Halloweenfigures -- five goblins, ten pump-kins, three witches. Use the setsof figures in activities to developnumber concepts and relations --one -to -one correspondence, numbersets, the concepts of "more than,""as many as," and "fewer than."

b. Read the children stories aboutHalloween (Georgie's Halloween,The Magnificent Pumpkin, HumbugWitch, The Pumpkin Patch, Tell MeMr. Owl). Place emphasis on thesequence of events in the stories.

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SENSORY SKILLS

Visual SkillsFocuses attention on filmFocuses attention on autumn farm

muralDiscriminates likenesses and

differences between farm infilm and farm in autumn mural

Auditory SkillsListens to film, discussion, and

questions

ABSTRACTING SKILLS

Conceptual SkillsKnows objects in film and muralRecognizes weather conditions --

frostUnderstands contents and sequence

of events in filmRecognizes likenesses and dif-

ferences between farm in filmand farm in autumn mural

Association SkillsRelates certain changes in weather,

plants, animals, and peoplewith autumn

Relates farm in autumn mural withfarm in film

RESPONSE SKILLS

Verbal SkillsAnswers questions concerning con-

tents and sequence of eventsin film

Identifies ways farm in film andfarm in wall mural are alike anddifferent

70

2. Basic ActivityShow the children the film What theFrost Does. The story concerns a. boywho is waiting for the frost so he canpick his pumpkin in the field. Thisfilm is an excellent material to useas a review of all the understandingsincluded in the unit. The picturesand the narrative emphasize manychanges in weather, plants, animals,and people in the autumn season.

Introduce the film by explaining thatthe film is a story about a small boywho lives on a farm. It is autumn andthe boy is waiting for something tohappen. Ask the children to listen andwatch carefully to find out the boy'sname, what he is waiting for, and whathappens during the story.

EvaluationAfter showing the film, ask the childrenquestions to review the happenings inthe story and the sequence of events.

Examples: What was the boy's name?Where was he going? What was hewaiting for? Why was he waitingfor a frost?

Discuss the farm where Sammie lived.Compare the farm in the film with theAutumn Farm Scene on the classroomwall in terms of their likenesses anddifferences.

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Detects, recognizes, andidentifies autumn signs inweather, plants, animals,and people in the film

2. (cont.)

71

Extension ActivityShow the film a second time, eitherlater the same day or the followingday. This time ask the children tolook for all the signs of autumn shownand discussed in the film. After youhave shown the film, ask the childrento recall all the autumn signsweather, plants, animals, people.

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SENSORY SKILLS

Visual' SkillsFocuses attention on pumpkin and

process of making a jack-o-lantern

Distinguishes characteristics ofthe jack-o-lantern


questionsListens to descriptions of

jack-o-lantern

Tactile-Kinesthetic SkillsDiscriminates among textures of

pumpkin parts

ABSTRACTING SKILLS

Conceptual SkillsKnows parts of face and their

relationships to each otherRecognizes color concepts -- orangeRecognizes shape concepts

circle, square, triangle,rectangle

Recognizes texture concepts -- wet,dry; smooth, slippery, sticky

Recognizes number concepts -- setsone to six

Recognizes position concepts --inside, outside; over, under;above, below; beside, on theside; top, bottom; around

Recognizes affective concepts --happy, sad

72

3. Basic ActivityInvolve the children in making one ormore jack-o-lanterns to decorate yourclassroom. Ask the children todescribe the color, shape, and textureof the pumpkin. Cut out the top (hat,or lid) and have the children feel thewet interior. Discuss the seeds as thechildren help remove them. As a reviewof concepts introduced in the unit AllAbout Me, encourage the children todirect the cutting. Ask them questionsconcerning the shape, number, and posi-tion of the facial features.

Examples: How many eyes do weneed? What shape do you want theeyes? Where should the eyes be cut?Should we make a happy or sadjack-o-lantern?

EvaluationAsk individual children to describethe characteristics of the jack-o-lantern which has been made. Make alist of every different characteristicwhich is identified. Encourage themto use all the basic concepts whichwere discussed while the pumpkin wasbeing cut -- color, shape, number,position, texture, affective. Readthe list of descriptions to the chil-dren at the close of the activity.

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Association SkillsRelates pumpkin with jack-o-

lanternRelates jack-o-lantern with

HalloweenRelates Halloween with autumn

RESPONSE SKILLS

Verb-1 SkillsLabels parts of faceGives directions for cutting

parts of faceIdentifies concepts of color,

shape, number, position,texture, emotion

Describes characteristics ofjack-o-lantern

73

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UNIT UNDERSTANDING :' J. In autumn, there is a special fun day called Halloween.



SENSORY SKILLS

Visual SkillsFocuses attention on jack-o-

lanternsIsolates each jack-o-lantern when

countingDiscriminates likenesses and dif-

ferences among shapes, sizes,and facial expressions ofjack-o-lanterns


directions

ABSTRACTING SKILLS

Conceptual SkillsKnows jack-o-lanternRecognizes number concepts -- set

of one to sixRecognizes affective concepts --

happy, sadRecognizes shape concepts --


Understands concepts of "alike"and "different"

RESPONSE SKILLS

Verbal SkillsLabels jack-o-lanternCounts jack-o-lanterns one-by-oneIdentifies the ways two jacko-

lanterns are alike and differentincluding number, shape, andaffective concepts

Uses complete sentences

Motor SkillsSelects "happy" or "sad" faces

as directed

4. Basic ActivityMake the Jack-o-Lantern Likeness andDifference Set (DARCEE).

74

Display all six jack-o-lanterns on achalk tray or card holder in front ofthe children, making sure that all thechildren can see the materials. Askthe children to identify the jack-o-lanterns and to count them. Then aska child to find the "happy" faces andto tell how many happy faces he found.Use the same procedure for the "sad"or "mean" faces. Then ask a child ifhe can find any faces which are justalike.

Remove three of the jack-o-lanternsfrom the rack, leaving the two whichare identical and a third which isdifferent. Discuss all the ways theidentical jack-o-lanterns are alike.Then compare these two with the "dif-ferent" face. Identify all the waysthey are different.

EvaluationDisplay the five different jack-o-lanterns. Ask one child at a time toselect two and compare them in termsof their likenesses and differences.If a child has difficulty, ask otherchildren for assistance. Encouragethe children to express their compari-sons using complete sentences.

Example: This jack-o-lantern hascircles for eyes and that one hastriangles for eyes.

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SENSORY SKILLS

Visual SkillsFocuses attention on materials

for making mask

Auditory SkillsListens to questions, directions,

and discussion

ABSTRACTING SKILLS

Conceptual SkillsKnows concepts of mask and trick-

or-treatingKnows parts of the faceRecognizes color conceptsRecognizes shape concepts --


Recognizes number concepts -- setsof one and two

Association SkillsRelates mask and trick-or-treating

with HalloweenRelates Halloween with autumn

RESPONSE SKILLS


shape and number conceptsDescribes own mask using labels

for color, shape, and numberconcepts

Motor SkillsManipulates crayons, construction

paper, and paste appropriately

5. Basic ActivityShow the children a mask you have madefrom a paper bag. Dramatize its use asyou discuss Halloween trick-ortreating. Then give each child a bagto make his own mask. Working with onechild at a time, mark the location ofhis facial features on the bag. Askthe child what shapes to use forcutting the eye, nose, and ear holes,and how many holes will be needed.Give the children crayons, construc-tion paper, and paste to decoratetheir masks.

EvaluationWhen the masks are completed, ask eachchild to describe the colors andshapes on his mask.

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Identifies child wearing maskDescribes clues used to

identify child wearing mask

76

5. (cont.)

Extension ActivityPlay a "Who Is It?" game using themasks. Ask the children to put ontheir masks. Randomly arrange themon chairs in a circle. Point to achild and ask the others to identifyhim. Then have him point to anotherchild to be identified by the group.When a child has been identified, hemay remove his mask. Continue playinguntil all the children have been "un-masked."

If this game is too difficult, makeadaptations to give the children addi-tional clues.

Examples: When someone points toa child, have It say a few words.Ask "It" to stand and walk aroundthe circle.

If this game is very easy, ask thechildren to verbalize how they wereable to identify each child.

Examples: I remembered what shewas wearing. Those are Shirley'sshoes. I remember Grady's mask.

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SENSORY SKILLS

Visual SkillsFocuses attention on visual aids

for storyIsolates the various Halloween

figures

Auditory SkillsListens to story, discussion,

and questions

ABSTRACTING SKILLS

Conceptual SkillsKnows Halloween symbols -- witches,

goblins, ghosts, cats, andhaunted house

Understands concept of a "pretend"or "make-believe" story

Recognizes affective concepts --scared, afraid

Understands contents and sequenceof events in story

Association SkillsRelates visual figure with concept

in storyRelates certain characters and

symbols with HalloweenRelates Halloween with autumnRelates certain events and symbols

with affective concepts --scared, afraid

RESPONSE SKILLS

Verbal SkillsRecalls events of story in correct

sequenceIdentifies parts of story which

were "scary"Labels Halloween figures

6. Basic ActivityLocate or write a simple Halloweenghost story involving the typicalholiday symbols -- witches, goblinsor ghosts, cats, and haunted houses.Make or find figures of the symbolsto use as visual aids. Introduce thefigures and discuss what is meant bya "pretend" story and a "scary" story.Using the figures when appropriate,tell the story to the children inthe usual ghost story manner.

7"

EvaluationReview the story with the children,encouraging them to reconstruct theorder of events in which the storytook place. Discuss what it means tobe scared or afraid. Ask the childrento recall parts of the story whichthey thought were scary. Again,stress the fact that witches, goblinsand ghosts, and haunted houses are allmake-believe. Complete the activityby asking the children to identify thedifferent figures.

1

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SENSORY SKILLS

Visual SkillsFocuses attention on materials for

making matsDiscriminates among colors of con-

struction paperIsolates Halloween figuresDiscriminates pattern of two

alternating colors

Auditory_ SkillsListens to directions and

discussion

ABSTRACTING SKILLS

Conceptual SkillsKnows Halloween figuresRecognizes color concepts -- orange,

blackRecognizes position concepts --

over, under; next to, beside;right, left; corner; top,bottom; sides

Recognizes shape conceptsrectangle (mat)

Recognizes the color patternUnderstands sequence of steps

involved in making mat

Association SkillsRelates colors of orange and

black with HalloweenRelates certain figures with

HalloweenRelates Halloween with autumn

RESPONSE SKILLS

Verbal SkillsLabels Halloween figuresIdentifies the color pattern

78

7. Basic ActivityMake table placemats for Halloweenlunch. One or both of the followingsuggestions could be used.

a. Make a woven mat with a simplepattern, alternating orange andblack strips of constructionpaper. Stress the "over-under"motion in weaving.

b. Make Halloween figures -- witches,ghosts, jack-o-lanterns, cats --from orange and black constructionpaper. Giving specific positionaldirections, have the childrenarrange the figures between two10" x 15" sheets of wax paper.Press with a warm iron to seal.Trim around the edges with pinkingshears.

EvaluationAs the children are using the mats atmealtime, ask each child to describehis mat (colors, figures) and to tellhow he made it.

1

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UNIT UNDERSTANDING: J. In autumn, there is a special fun day called Halloween,


Verbal Skills (cont.)Describes own mat using labels

for color, shape, and positionconcepts

Describes sequence of steps usedin making mat

Motor SkillsWeaves construction paper stripsProduces a pattern of two

alternating colorsPositions Halloween figures on mat

as directed

79

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SENSORY SKILLS

Visual SkillsFocuses attention on bookIsolates objects and activities

in book's pictures

Auditory SkillsListens to story and questions

ABSTRACTING SKILLS


book picturesUnderstands contents and sequence

of events in story


with autumnRelates Halloween and Thanksgiving

with autumn

RESPONSE SKILLS

Verbal SkillsAnswers questions concerning con-

tents of storyRecalls correct sequence of events

in story

8. Basic ActivityRead the story Peter Pumpkin for areview of autumn concepts, growth andharvest of a pumpkin, and Halloween,and as an introduction to the conceptof Thanksgiving.

EvaluationAsk the children questions about thecontents of the book and the order ofevents in the story.

80

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UNIT UNDERSTANDING: K.* In autumn, there is a special day called Thanksgiving.

1. This is a day when people are thankful for their home,family, and friends.

2. People prepare a large family dinner, often with aturkey.



SENSORY SKILLS

Visual SkillsFocuses attention on pictures


ABSTRACTING SKILLS

Conceptual SkillsRecognizes affective concepts --

happy (thankful)Understands that Thanksgiving Day

is a holidayKnows various ways in which people

celebrate Thanksgiving Day

Association SkillsRelates certain events or objects

with happiness (thankfulness)Relates happiness (thankfulness)

and certain activities withThanksgiving Day

Relates Thanksgiving Day withautumn

RESPONSE SKILLS

Verbal SkillsSuggests an event or object which

brings happiness (thankfulness)

1. Basic ActivityMake a very simple attempt to developthe concept of "being thankful"through a discussion of events orobjects which make us happy. Discussthe fact that there is a special dayin autumn, called Thanksgiving, whenwe are thankful for things which makeus happy -- friends, family, homes.Tell the children about the differentways people celebrate this holiday.Find magazine pictures to illustratethe ideas you wish to develop.

Evaluation .

Ask each child to name one thingwhich makes him feel happy (thankful).At the close of the activity, reviewall the different suggestions givenby the children.

Note: The concept of "thankfulness"is very abstract. It is not expectedthat the children will have more thana surface grasp of the true meaning ofThanksgiving Day.

*It is suggested that the activities for Unit Understanding K be used during theweek preceding Thanksgiving Day.

81

Iz

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UNIT UNDERSTANDING: K. In autumn, there is a special day called Thanksgiving.



SENSORY SKILLS

Visual SkillsFocuses attention on materials for

making model turkeyCombines parts to make a whole

turkeyDiscriminates color pattern of two

or three colors

Auditory_ SkillsListens to discussion, directions,

and questions

ABSTRACTING SKILLS

Conceptual SkillsKnows materials for making model

of turkeyRecognizes color concepts -- red,

yellow, orangeRecognizes number concepts -- one,

twoRecognizes texture concepts --

hard, softRecognizes size concepts -- large,

small; larger, smallerRecognizes the color pattern

Association SkillsRelates model turkey with real

turkeyRelates turkey with Thanksgiving

RESPONSE SKILLS

Verbal SkillsLabels materials for making model

of turkeyIdentifies number of each material

needed to make modelLabels body parts of turkeyIdentifies color pattern of tooth-

picks

82

2. Basic ActivityPlan a Thanksgiving dinner to includemany of the traditional foods for thisholiday. If possible, prepare one ofthe foods with the children.

As part of your preparation, makemodels of turkeys for table favors ordecorations. Use an apple for thebody, a marshmallow for the head,cloves for eyes, match sticks for legs,gumdrops for feet, and colored tooth-picks for tail feathers.

Discuss all the materials with thechildren, and ask them to identifyeach one as you distribute it. Haveeach child tell you how many apples,marshmallows, cloves, match sticks,and gumdrops he would need for eachbody part. Use the apple, a marsh-mallow, and a gumdrop for size andtexture (hard-soft) comparisons.

Have the children assemble the parts.(Less advanced children may need touse a completed turkey as a model.)Then have the children make the tooth-pick tail. The toothpicks could bearranged according to a color patternusing two or three colors.

Examples: red, yellow; red,yellow; ...or red, yellow, orange;red, yellow, orange; red, yellow,orange ...

EvaluationAs each child completes his turkey,ask him to identify the body parts andthe materials used for each part.Check the order of the toothpicks inthe tail and ask the child to identifythe color pattern.

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UNIT UNDERSTANDING: K. In autumn, there is a special day called Thanksgiving.


Motor SkillsAssembles parts to make model of

turkeyProduces a color pattern with

toothpicks

UNIT UNDERSTANDING: K.

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In autumn, there is a special day called Thanksgiving.

1. This is a day when people are thankful for their home,family, and friends.




SENSORY SKILLS

Visual SkillsFocuses attention on book and

picturesIsolates objects and activities

in pictures


discussion, and questions

ABSTRACTING SKILLS


picturesUnderstands time concepts -- long

ago, then, nowUnderstands that Pilgrims lived

long ago and that many of theirways of life were differentfrom "now"

Association SkillsRelates certain events with

ThanksgivingRelates certain ways of life with

Pilgrims

RESPONSE SKILLS

Verbal SkillsAnswers questions concerning book

and picturesSuggests ways Pilgrims might have

provided for daily needs

84

3. Basic ActivityRead or tell a very simple story aboutthe history of the Thanksgiving holiday(How We Celebrate Our Fall Holidays).Emphasize the concept of "long ago."Show the children pictures of Pilgrimsand their ways of life. Encourage thechildren to compare "then" with "now"(clothing, homes, etc.). Makereferences to any well-known televisionshows which illustrate pioneer life.

EvaluationQuestion the children concerning thecontents of the book. Then ask themquestions to encourage some criticalthinking.

Examples: Where do you think thePilgrims got their clothes? ...their food?

Note: A young child's ability tograsp the concept of "long ago" or tounderstand a way of life differentfrom that of the present is quitelimited. It is not expected that thechildren will provide accurate descrip-tions of pioneer or Pilgrim life. Thequestioning technique suggested in theevaluation is intended only to stimu-late thinking and to give the teacheran indication of the children's abilityto conceptualize a way of life whichdiffers from their own.

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IV. Instructional Materials

BOOKS SOURCE

About Apples FromOrchard to Market

About Four Seasonsand Five Senses

Autumn Harvest

Backyard Trees

Best Word Book Ever

Green, M. M.

Radlauer, R. S.

Tresselt, A.

Rush, H.

Scarry, R.

ChildcraftVolume 1 Poems and Fables.Volume 3 World and SpaceVolume 4 Life Around UsVolume 5 Holidays and Customs

Down Come the Leaves Bencroft, H.

Fall Is Here Parker, B. M.

Georgie's Halloween Bright, R.

Gobble, Gobble, Ellis, M. J.Gobble

How a Seed Grows Jordan, H. J.

How We Celebrate Banks, M. A.Our Fall Holidays

Humbug Witch Balian, L.

Let's Find OutAbout Fall

Shapp, M., &Shapp, C.

The Magnificent Plasmati, V.Pumpkin

85

Melmont Publishers, Inc., 1960

Melmont Publishers, Inc., 1960

Lothrop, Lee, & Shepard Co.,Inc., 1951

Rutledge Books, Inc., 1964(Beginning Knowledge)

Golden Press, Inc., 1963(Giant Golden)

Field Enterprises EducationalCorp., 1966

Thomas Y. Crowell Co., 1961(Let's-Read-and-Find-Out)

Row, Peterson, & Co., 1948(The Basic Science Education SEries)

Doubleday & Co., Inc., 1958

T. S. Denison & Co., Inc., 1956

Thomas Y. Crowell Co., 1960

Benefic Press, 1964

Abingdon Press, 1965(junior Literary Guild)

Franklin Watts, Inc., 1963(Let's Find Out)

E. M. Hale & Co., 1959

is

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BOOKS SOURCE

Nature - An Introduc-tion to Our World

Now It's Fall

Peter Pumpkin

The Pumpkin Patch

The Question andAnswer Book of Nature

Seeds and More Seeds Selsam, M. E.

Refoy, M. Whitman Publishing Co., 1964

Lenski, L.

Ott, J.

Martin, P. M.

Saunders, J. R.

Seeds 12/Wind and Water

The Squirrel Book

Tell Ae Mr. Owl

A Tree Is Nice

A Tree Is a Plant

The True Bookof Seasons

What Is a Season

The When's That? Book Walliser, B.

Wonders of Nature

Jordan, H. J.

Pfloog, J.

Foster, D. V. L.

Udry, J.

Bulls, C. R.

Podendorf, I.

Darby, G.

The Wonders ofthe Seasons

Watson, J. W.

Parker, B. M.

Henry Z. Walck, Inc., 1964

Doubleday & Co., Inc., 1963

G. P. Putnam's & Sons, 1966

Random House, Inc., 1962

Harper & Row Publishers, 1959


Golden Press, Inc., 1965(Golden Shape)

Lothrop, Lee, & Shepard Co., 1957

Harper & Row, 1956


Children's Press, Inc., 1955

Benefic Press, 1960

Grosset & Dunlap, Inc., 1964

Golden Press, Inc., 1957(Big Golden)

Golden Press, Inc., 1966(Big Golden)

SONGS SOURCE

Fireside Book of Children's SongsWinn, M. (Ed.)

The Mulberry Bush (p. 172)

8G

Simon & Schuster, Inc., 1966

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SONGS SOURCE

The Joy of MusicMcLaughton, R., &Schliestett, P.

Summy-Birchard Co., 1967

Mary Wore a Red Dress (p. 47) (see Appendix - unit All About Me)

Music Round About Us Follett Publishing Co., 1964Heller, R. (Ed.)

The Squirrel (p. 52)

Let Us Chase the Squirrels (p. 53)

Gathering Nuts (p. 163)

Jack-0'-Lantern (p. 164)

On Halloween (p. 165)

Music Round the ClockKrone, M. T. (Ed.)

Tricks or Treat (p. 69)

Follett Publishing Co., 1963

Song Flannel Board Packet - Seasons David C. Cook Publishing Co.and Weather (No. A1525)

In Fall

FILMS SOURCE

Autumn Is An Adventure (11 min.) Coronet Films

Bushy the Squirrel (11 min.) Coronet Films

What the Frost Does (11 min.) Coronet Films

POEMS, FINGER PLAYS, AND ACTION VERSES SOURCE

DARCEE Poem and Action Verse

Get Ready!

My Name Is Autumn

87

(see Appendix)

POEMS, FINGER PLAYS, AND ACTION VERSES SOURCE

Poems and Verses About Animals Chandler Publishing Co., 1967Bissett, D. J. (Ed.)

Squirrel (p. 77)

The Squirrel (p. 78)

Where Is It? (p. 76)

Rhymes for Fingers and. Flannelboards Webster Publishing Co., 1960Scott, L. B., & Thompson, J. J. (Eds.)

The Apple Tree (p. 119)

Five Little Goblins (p. 61)

Five Little Pumpkins (p. 60)

Five Red Apples (p. 120)

Hallowe'en (p. 59)

Little Leaves (p. 119) (see Appendix)

Three Little Oak Leaves (p. 119)

Three Little Witches (p. 61)

What Jack Frost Taught Me (p. 121) (see Appendix)

The Tall Book of Mother GooseRojankovsky, F. (I11.)

Peter, Peter Pumpkin-Eater (p. 114)

Harper & Row Publishers, 1942

CHARTS AND STUDY PRINTS SOURCE

Food Models in Full Color (No. FB12)

Hayes Posters

Familiar Birds We Should Know (No. VA174)

Language - Kit A

Picture Card from Unit 10 --The Three Markets

88

National Dairy Council

Hayes School Publishing Co.

Ginn & Co.

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CHARTS AND STUDY PRINTS SOURCE

Magazine pictures

McGraw-Hill Flash Cards

Teach-Me About Birds (No. 96895)

McGraw-Hill Co., Inc.

Peabody Language Development Kit American Guidance Service, Inc.Level #1 - Stimulus Cards

Activity CardsAnimal CardsClothing CardsColor CardsFood CardsFruit and Vegetable CardsMiscellaneous Cards

Primary Science Concept Charts F. A. Owen Publishing Co.

Animals (No. 665)

Plants (No. 661)

Teaching Pictures David C. Cook Publishing Co.

Science Themes No. 1 (No. A891)

Seasons (No. A865)

FLANNEL AND MAGNETIC BOARD SETS SOURCE

DARCEE Flannel Board Sets

Willie the Weatherboy (see Appendix)

David C. Cook Flannelgraph Set David C. Cook Publishing Co.

Science Studies (No. A848)

Instructo Flannel Board Aids Instructo Products Co.

Halloween (No. 167)

Holiday Cut-Outs (No. 25)

Plants and Food (No. 262)

89

FLANNEL AND MAGNETIC BOARD SETS SOURCE

Instructo Flannel Board Aids (cont.)

Primary Cut-Outs (No. 10)

Seasons (No. 286)

Study of Plant Growth (No. 260)

We Dress for the Weather (No. 285)

Instructo Magnetic Board Aids

Magnetic Seasons (No. 577)

Milton Bradley Flannel Board Aids

Seasons (No. 7832)

Instructo Products Co.


Milton Bradley Co.

ACTIVITY KITS AND INSTRUCTIONAL GAMES SOURCE

DARCEE Leaf Kangaroo Cards

DARCEE Likeness and DifferenceSet: Jack-o-Lanterns

Instructo Activity Kits

Seasons - Fall and Winter (No. 1050)

(see Appendix)

(see Appendix)


LIQUID DUPLICATORS SOURCE

Living Things - Level 1

Science Observations - Level 1

The Continental Press, Inc.

The Continental Press, Inc.

DEMONSTRATION MATERIALS AND EQUIPMENT SOURCE

Activities

A-1, 1-4, J-2 Film projector (16 mm)

90

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DEMONSTRATION MATERIALS AND EQUIPMENT SOURCE

B-3 Thermometers

Giant Working Thermometer Creative Playthings, Inc.(No. S266)

D-4 Collection of differenttypes of seeds

Magnifying glass

F-1 Autumn Crops -- pumpkin, earE-3 Market trip of corn, apple, nuts; con-

tainers from foods made fromthese crops

F-2 Electric cooker or hot plate;other equipment andingredients for makingapplesauce

G-2 Lawn rake(s)

G-3 Samples of fuel: wood,coal, briquettes, oil

G-4, 1-5 Bird feeder

I-1 Sample of animal fur

1-5 Bird feathers

J-3 Pumpkins for jack-o-lanternsE-3 Market trip

K-2 Materials for model turkey --"apples, marshmallows, cloves,matchsticks, gumdrops,colored toothpicks

TEACHER-MADE MATERIALS SOURCE

Activities

A-1 Wall Display: Autumn Tree (see Appendix)

TEACHER-MADE MATERIALS SOURCE

A-2, B-3, H-1 Willie the Weatherboy (see Appendix)Additions

C-2 Chart: Seasonal Change in (see Appendix)Length of Day

D-2 Leaf Kangaroo Cards (see Appendix)

D-6, H-3

E-1, J-2

F-3

Construction paper leaves --red, yellow, orange, brown

Wall Display: Autumn (see Appendix)Farm Scene

Chart for "Autumn Food Hunt"

G-4 Bird feeder

H-2 "Feel It" Box -- collectionof scraps of many kindsof material

1-3

J-4

J-7

Squirrels for pasting (see Appendix)activity

Likeness and Difference Set: (see Appendix)Jack-o-lanterns

Halloween figures for tablemats -- witches, ghosts,jack-o-lanterns, cats

V. Appendix

WALL DISPLAY: AUTUMN TREE

Activity A-1

Sketch of Autumn Tree

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93

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Suggested Materials for Making Autumn Tree

tree from the unit Plants (wall display)

leaf pattern from the unit Plants

construction paper - yellow or gold, red, orange (leaves)brown (squirrel)

Suggested Procedure

1. Use the tree in the Plant Mural (unit Plants) as the basis for thisautumn scene. The bush, vine, and flowers could be removed.

2. Gradually replace green tree leaves with yellow, red, and orangeleaves.

3. As the unit progresses, move colored leaves from the tree branchesto the ground around the tree.

4. All the leaves should be on the ground, leaving the tree bare, bythe termination of the unit.

5. This tree can remain on the wall all year to be used as a symbol ofthe current season.

94

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FLANNEL BOARD SET: WILLIE THE WEATHERBOY(additions)

Activities A-2, B-3, H-1

Sketch of Willie (autumn)

Suggested Materials

patterns -- tree cover (unit All About Me);long pants, long - sleeved shirt, raincoat, umbrella, boots,sun, moon, cloud

felt -- yellow (raincoat, umbrella, boots, tree cover)orange (long-sleeved shirt, tree cover)red (tree cover)medium brown (tree cover)dark brown (long pants)green (long-sleeved shirt)blue (long pants)gray (cloud)white (cloud)

scissors

felt pen -- fine point (trim on clothing)

9

Suggested Procedure for Making Willie Additions

Cut: 4 tree covers (yellow, orange, red, medium brown) or 1 cover(medium brown) covered with small red, yellow, orange ovalsfor leaves (see sketch)

2 long-sleeved shirts (orange, green)2 pairs long pants (dark brown, blue)raincoat (yellow; black trim)umbrella (yellow, black trim)2 boots (red)sun (yellow or gold)moon (white)2 clouds (white, gray)

96

Patterns for Willie C-94

97

Patterns for Willie (cont.

98

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ACTION VERSE: "My Name Is Autumn"

Activity A-5

Source of Action Verse

Mrs. Beverly Bard SmithDARCEE Teacher

Words and Actions for Action Verse

I am a funny season, (Point to self.)So I've been told.Sometimes I'm hot, (Lean right towards summer and fan face.)Sometimes I'm cold. (Lean left towards winter and make shivering motions.)

You shouldn't call me summer (Shake head; look at summer.)'Cause I can fool you. (Point at audience.)Just come out with no sweater,And you might catch the flu! (Give a big sneeze.)

You cannot call meAnd that's a fact.It would be prettyWith a big coat on

winter (Shake head; look at winter.)(Point at audience.)

hotyour back. (Make a motion of having on a heavy coat.)

("Mr. Summer," "Mr. Autumn," and "Mr. Winter" make a line facing totheir right.)

I come right after summer, (Point to summer, then self.)Now hear what I say:My name is Autumn, (Autumn raises arms up.)And winter's on its way. (Look back at winter and shiver.)

Suggested Procedure

Designate two children (or other teachers) as "Mr. Summer" and "Mr. Winter."Each child should be dressed appropriately for the season he represents.Position the children in front of the group, placing "Mr. Summer" to thegroup's left and "Mr. Winter" to the group's right. The teacher assumesthe role of "Mr. Autumn." She stands between the two children and recitesthe poem while making the suggested motions. Later, children can assume therole of "Mr. Autumn" as the poem is recited by the group.

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FINGERPLAY: "What Jack Frost Taught Me"

Activity B-4

Source of Fingerplay

Rhymes for Fingers and Flannelboards (p. 121)Scott, L. B., & Thompson, J. J. (Eds.)

Webster Publishing Co., 1960

Words and Actions for Fi:Igerplav

Jack Frost paid me u visitOn a January night;He painted funny little s'ha,esOn windows. What a sights

He made a picture of a square, (Children c"lra: square in the air.)And of a circle, too; (Children draw a circa...'He made a pointed triangle; (Form triangle two index fingers.)Oh, these were just a few:

There was a curve just J.ik S; (1,1,tke 3 Liz.)

Some big waves went this wav; (Make series o movements.)Some humpy shapes looked like an M; (Make small M movements.)I saw some tails like a J; (Make one large J.)

There were four fence posts standing straight; (Draw four straight lines.)I counted them, you see;And then there were some sial:tQld lines; (Make three slanted lines.)I think that there were thre.

So many shapes! So many shas!Some different; some the same;I learned them all, and then I foundThat some were in my name!

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CHART: SEASONAL CHANGE IN LENGTH OF DAY

Activity C-2

Sketch of Chart Outline

Sumner Morning

breakfast table

breakfast table

Summer Evening

dinner table

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NMIM-16- S.!1.11.11111

.1.a6111.1...11a....

Winter Morning

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dinner table

Winter Evening

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Suggested Materials

cardboard, tagboard, heavy chart paper -- 3' x 3' or 4' x 4'

magic markers

construction paper and cotton material -- windows and curtains

magazine pictures -- 4 pictures of families at meal table; 2 of dinner-time, 2 of breakfast time

rubber cement

scissors

yardstick

Suggested Procedure for Making Chart

1. Divide tagboard into four quarters, using yardstick and dark magicmarker.

2. Draw windows in each quarter, using magic marker. Decorate aroundwindows with construction paper and material.

3. Locate mealtime pictures of appropriate size. Cut and glue ineach quarter of chart.

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LEAF KANGAROO CARDS

Sketch of Leaf Kangaroo Cards

Activity D-2

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Suggested Materials for Making Kangaroo Cards

tagboard -- white

patterns for leaves

construction paper -- yellow (5 leaves)orange (5 leaves)red (5 leaves)brown (5 leaves)

rubber cement

staples or masking tape

scissors or cutting board

Suggested Procedure for Making Kangaroo Cards

1. Cut tagboard: 4 pieces, 6" x 10" (backs of pockets)4 pieces, 6" x 4" (fronts of pockets)16 pieces, 5" X 8" (insert cards; 5" x 8" plain white

index cards could be used)

2. Make pockets: Join the front of the pocket to the lower portion ofthe back, using staples or masking tape (see sketch).

3. Cut leaves for pocket: 1 elm (yellow)1 silver maple (orange)1 red maple (red)1 oak (brown)

Paste 1 on each pocket back (see sketch).

4. Cut 16 leaves for insert cards: Make a yellow, orange, red, andbrown leaf using each of the four patterns. Paste a leaf at the topof each insert card. Position each leaf at the same angle as theleaf of the same shape on the pocket back.

Patterns for Leaves

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Patterns for Leaves (cont.)

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FINGERPLAY: "Little Leaves"

Activity D-6

Source of Fingerplay

Rhymes for Fingers and Flannelboards (p. 119)Scott, L. B., & Thompson, J. J. (Eds.)

Webster Publishing Co., 1960

Words and Actions for Fingerplay

Little leaves fall gently down,Red and yellow, orange and brown;

(Raise hands and lower them, fluttering fingerslike falling leaves.)

Whirling, whirling round and round,(Repeat above motions.)

Quietly without a sound;Falling softly to the ground,

(Lower bodies gradually to floor.)

Down - and down - and down - and down!

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WALL DISPLAY: AUTUMN FARM SCENE

Activities E-1, J-2

Sketch of Autumn Farm Scene

10

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Suggested Materials for Making Autumn Farm Scene

butcher paper tan (field) scissors

construction paper -- yardstickdark brown (tree)medium brown (basket, fence) cutting board (fence posts)dark blue (farmer's overalls)orange (pumpkins) stapler (fence)red (apples, farmer's hat)yellow (farmer's shirt) masking tapeblack (farmer's shoes)

rubber cementstraw and string (corn shocks)

Suggested Procedure for Making Autumn Farm Scene

1. Measure wall space and then determine size for tree, field, andfarmer.

2. Make field: Join strips of butcher paper using masking tape. Drawtrapezoid shape of field on the paper and cut. Place field on wallusing curls of masking tape on back of paper.

3. Make fence: Cut strips (1/2" to 1" wide) of medium brown constructionpaper, using a cutting board or scissors. Staple the strips together,end to end to make the eight long rails on the four sides of the field.Cut many short strips for the fence posts. Staple posts to fencerails. Assemble fence around the field, using staples and curls oftape.

4. Make tree: Join several pieces of dark brown construction paper,using tape (or use butcher paper and later paint with brown tempera.)Draw tree and cut. Attach to wall with masking tape curls. (Branches

may be individually cut and taped to the trunk.)

5. Make'corn shocks: Break straw into 3" to 5" pieces.. Make smallbunches tied around the middle with string. Spread straw to get a

"teepee" effect. Attach to field with tape or glue during intro-ductory activity with the children.

6. Make accessories from colored construction paper: apples (red),pumpkins (orange), farmer (red, blue, yellow, black), basket (mediumbrown). Attach to farm scene with glue or masking tape during activitieswith the children.

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POEM: "Get Ready!"

Activity I-1

Source of Poem

Mrs. Beverly Bard SmithDARCEE Teacher

Words for Poem

Little birds, little birds,I think it bestSince winter's on its wayThat you build a nest.

Mr. Squirrel and Smelly SkunkIt's gonna get cold as can be.Gather you some foodAnd find a hollow tree.

Say you bear and scary wolfSo big and braveYou cannot fight the cold windTry sleeping in a cave.

Aha! Bucky BeaverHow smart I am.I know you're gathering sticks,'Cause you're going to build a dam.

Little striped chipmunkNow don't you frownDig a deep hole to keep you warmDown in the ground.

Now my forest friends,Everyone and all,Are preparing for the cold'Cause, you see, it's fall.

1 D

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PASTING ACTIVITY: SQUIRREL

Activity: 1-3

Suggested Materials

Pattern for squirrel

Construction paper -- brown or gray (squirrel)

Scissors

Paste

Construction paper -- manila or white, 9" x 12"

Suggested Procedure for Making Squirrel Outline and Squirrel Parts

1. Using the squirrel pattern, draw the outline of the squirrel on thesheets of white or manila construction paper. Make a sheet Zoryourself and each child.

2. Using the squirrel pattern and the brown or gray construction paper,make a squirrel for yourself and each child. Cut each squirrel into3 to 6 pieces and place each set of squirrel parts in a separateenvelope.

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Pattern for Squirrel

111

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LIKENESS AND DIFFERENCE SET: JACK-O-LANTERNSI

Activity J-4

Sketch of Jack-o-lanterns1

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Suggested Materials for Making Jack-o-lanterns

patterns for facial features

construction paper -- orange, 6 sheets of 9" x 12"

black magic marker

scissors

Suggested Procedure for Making Jack-o-lanterns

1. Make a pattern for a pumpkin from a piece of 9" x 12" tagboard.Make the pumpkin as large as possible on the paper. Cut outpattern.

2. Use pattern to draw the six orange pumpkins. Cut out pumpkins.Color stems with green or black magic marker.

3. Make the faces on the pumpkins by drawing around patterns for facialfeatures with pencil. Then outline the features with black magicmarker. Draw in teeth with magic marker. Make two jack-o-lanternswhich are identical.

Patterns for Facial Features

A 0

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Documents

DOCUMENT RESUME - ERICIn autumn, there is a special fun day called Halloween. 1. People carve jack-o-lanterns out of pumpkins. 2. Children put on dress-up clothes or costumes and go