Story: Peter Rabbit
Step 1:Choose an illustration from the story to display on the screen.
Step 2: Remind students about how authors use illustrations to help tell the story. Illustrations can also make us feel a certain way.
Step 3:Ask students to look at the illustration and think about what is happening at this part of the story. How does it make you feel?
Step 4: Allow time for students to share ideas and feelings. You might want to make a list of feelings on chart paper.
Step 5: Write the following sentence starters on paper. This illustration shows _______. It makes me feel _____ because ____________.
Peter Rabbit eats vegetables
The story mentions lettuce, french beans, radishes, parsley, cucumbers, cabbage, potatoes, and peas. We also need vegetables to stay strong and healthy!
Ask the people you live with and make phone calls (with the help of an adult) to ask friends and family what their favorite vegetable is.
Make a bar graph to graph the data you collect. You can use special colors and draw pictures of the veggies that you include on your graph.
VEGETABLE EGG CARTON
- Vegetable seeds
- Gardening soil
- Paper egg cartons
Step 1: Remove the lids from the egg cartons.
Step 2: Fill each section about ¾ full of soil.
Step 3: Place the seeds in the soil and water the seeds.
Step 4: Place one egg carton in a location with plenty of natural light. Place the other carton in a location with little or no natural light.
Step 5: Have students discuss the locations and predict what might happen? Will the plants grow the same? Which one might grow better? Explain that a scientific prediction is called a hypothesis. Have students write their hypothesis on their observation sheets.
Step 6: Assign students to water the plants each day using the same amount of water. Once or twice a week allow students to observe the plants and record their observations. At the end of a few weeks, gather students together and discuss their observations.
Step 7: Students should come to the conclusion that plants need both water and sunlight to grow.
Students develop decision-making skills utilizing the concept of personal safety in the neighborhood.
Paper with title: Grown Ups Who Keep Us Safe Poster with rules:
Rules To Stay Safe:
- Do not talk to strangers
- Do not go anywhere with a stranger
- Do not take anything from a stranger
- Yell and run if a stranger bothers you
- Tell your parents or another safe grown-up.
Ask students who keep them safe during the day.
List names on chart paper – Grown-Ups Who Keep Us Safe.
Go over each name on the list and discuss how that person keeps them safe.
Tell students that today they will learn a few rules that will help keep them safe when a safe grown-up may not be around.
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