Transcript The Very Hungry Caterpillar

The Very Hungry Caterpillar
• "In the light of the moon a little egg lay on a leaf." So begins Eric
Carle's modern classic, The Very Hungry Caterpillar. More than
12 million copies of this book have been sold in its original, fullsized edition, and the beloved tale of science and gluttony has
been translated into 20 languages. This five-by-four-inch
miniature edition is truly tiny, with tiny type, but it is a nice size
for small hands to hold and flip through the pictures. Despite its
diminished state, the book is complete in every detail, following
the ravenous caterpillar's path as he eats his way through one
apple (and the pages of the book itself) on Monday, two pears
on Tuesday, three plums on Wednesday, and so on, through
cherry pie and sausage--until he is really fat and has a
stomachache. And no doubt you know what happens next! Kids
love butterfly metamorphosis stories, and this popular favorite
teaches counting and the days of the week, too. A fun gift
package for caterpillar fans.
The Very Hungry Caterpillar by: Eric Carle
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Activity 1 (Mathematics):
• Read The Very Hungry Caterpillar
• While reading, talk to the students about the changes the Caterpillar is
going through.
• Initially, the caterpillar in the story is small. Provide each group of
students eight caterpillars of various sizes (made out of construction
paper) and 8 index cards for each caterpillar showing the inches of one of
the caterpillars. Have the students work together to measure the
caterpillars and then match the caterpillar to the correct index card. Walk
around the room and check each groups responses.
Standard Indicators
• English: K.7.1 Understand and follow one- and two-step spoken
directions.
• Mathematics: K.5.1 Make direct comparisons of the length, capacity,
weight, and temperature of objects and recognize which object is shorter,
longer, taller, lighter, heavier, warmer, cooler, or holds more.
Gardner’s Multiple Intelligences
• Logical, Interpersonal, Verbal, Naturalistic
The Very Hungry Caterpillar by: Eric Carle
• Activity 2 (Science):
• Use patterns of the life cycle of a butterfly and have
students practice sequencing them. (little egg on leaf,
little caterpillar on leaf, larger caterpillar on ground, very
large caterpillar on big leaf, other leaves nearby have
been eaten, caterpillar building a cocoon, caterpillar
inside of a cocoon, butterfly emerging from a cocoon, and
butterfly flying away)
• Standard Indicators:
• English: K.2.5 Identify the order (first, last) of
information.
• Science: K.4.2 Observe plants and animals, describing
how they are alike and how they are different in the way
they look and in the things they do.
• Gardner’s Multiple Intelligences
• Visual, Intrapersonal, Naturalistic
The Very Hungry Caterpillar by: Eric Carle
• Activity 3 (Mathematics):
• Fill a small jar with butterfly counters (mini erasers) and have
students estimate how many butterflies are in the jar. They
can record their answer on small slips of paper with their
name and drop them into a basket. Later you can look at the
estimations as a group, record the answers and/or graph
them. Then count the butterflies together.
• Standard Indicators:
• English: K.7.1 Understand and follow one- and two-step
spoken directions.
• Mathematics: K.1.6 Count, recognize, represent, name, and
order a number of objects (up to 10).
• Gardner’s Multiple Intelligences:
• Interpersonal, Linguistic, Logical
The Very Hungry Caterpillar by: Eric Carle
• Activity 4 (Mathematics):
• Make templates of little circles. Have students trace the
twelve circles on construction paper and cut them out.
• Hole-punch the circles in the middle. Have the children push
the circles along a pipe cleaner in a color pattern (introduces
patterning). You can also talk about how many is in a dozen.
• Secure the ends so they do not fall off.
• Standard Indicators:
• English: K.7.1 Understand and follow one- and two-step
spoken directions.
• Mathematics: K.3.2 Identify, copy, and make simple patterns
with numbers and shapes.
• Gardner’s Multiple Intelligences:
• Visual, Intrapersonal, Logical
The Very Hungry Caterpillar by: Eric Carle
• Activity 5 (Mathematics):
• Each child gets a butterfly shape. They will put whatever
colors of paint they want in any design on one side of the
butterfly. They will then fold the butterfly in half and gently
rub the paper. When they open it up again, the same pattern
will be on both sides of the butterfly. This is an example of
symmetry in nature. Do any other animals in nature have
symmetry?
• Standard Indicators:
• English: K.7.1 Understand and follow one- and two-step
spoken directions.
• Mathematics: K.1.5 Divide shapes into equal parts.
• Gardner’s Multiple Intelligences:
• Visual, Kinesthetic, Logical
The Very Hungry Caterpillar by: Eric
Carle
• Activity 6 (Science):
• Pretty Butterfly...
(Up on the House Top(Christmas Song)
First comes a butterfly and lays an egg,
Out comes the caterpillar with many legs.
Oh, see the caterpillar spin and spin,
A little cocoon (chrysalis) to sleep in.
Oh, oh, oh, look and see
Oh, oh, oh, look and see
Out of the cocoon (chrysalis) my, oh, my
Out comes a pretty butterfly.
• After the song, students will talk about what stages the
caterpillar goes through to become a butterfly.
• Standard Indicators:
• English: K.7.4 Recite short poems, rhymes, and songs.
• Science: K.1.1 Raise questions about the natural world.
• Gardner’s Multiple Intelligences:
• Musical, Interpersonal, Linguistic
A Rainbow of My Own by: Don
Freeman
• Another of Don Freeman's classics, Rainbow
of My Own will delight young listeners and
readers. The text is easily understood and the
words flow well. The pictures seem to be
water color, and the shades suit the story
perfectly. Charming book that brings a smile!
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A Rainbow of My Own by: Don
Freeman
Activity 1 (Science):
• Read “A Rainbow of My Own” by: Don Freeman
• Provide three identical jars with pre-counted Skittles of 20, 50, and 80.
Label these jars 20, 50 and 80. Place 65 Skittles in a fourth identical jar.
Allow the children to examine all four jars before they guess how
many is in the fourth jar.
Record the children's approximations. Discuss with the class how they
came up with their numbers.
Standard Indicators:
• English: K.1.22 Listen to stories read aloud and use the vocabulary in
those stories in oral language.
• Science: K.6.4 Make precise calculations and check the validity of the
results in the context of the problem.
Gardner’s Multiple Intelligences
• Visual, Interpersonal, Linguistic, Logical
A Rainbow of My Own by: Don
Freeman
• Activity 2 (Mathematics):
• Place umbrellas with counts from one to twenty in a
baggie. The student places the umbrellas in the correct
order to complete the activity. Teacher could also make
this activity harder by having the students do the
activity counting by fives.
• Standard Indicators:
• English: K.7.1 Understand and follow one- and twostep spoken directions.
• Mathematics: K.1.6 Count, recognize, represent, name,
and order a number of objects (up to 10).
• Gardner’s Multiple Intelligences:
• Visual, Kinesthetic, Intrapersonal, Logical
A Rainbow of My Own by: Don
Freeman
• Activity 3 (Science):
• Fill a glass or clear jar with water to the top. Set glass/jar on
window sill in bright sunlight. Glass or jar should stick out over the
ledge just a little bit. Place a white piece of paper on the floor in
front of the window (tape 2 or 3 pieces to form a poster size and
obtain a bigger rainbow image). A rainbow will be
captured/reflected on the paper. This will greatly depend on how
bright the sunlight is and the positioning of the glass jar, so move
the jar side to side on the window sill to help the process until you
see the rainbow reflected on the paper. Have students talk about
why this happens.
• Standard Indicators:
• English: K.3.5 Understand what is heard or seen by responding to
questions (who, what, where).
• Science: K.1.1 Raise questions about the natural world.
• Gardner’s Multiple Intelligences:
• Visual, Interpersonal, Linguistic
A Rainbow of My Own by: Don
Freeman
• Activity 4 (Mathematics):
• Use blue felt for math mats and clear flat floral marbles
for the raindrop counters. The children listen for
thunderclaps (the teacher clapping hands a certain
amount of times), and place that amount of raindrops on
the mat. For example, four claps mean to count four
raindrops onto the cloud.
• Standard Indicators:
• English: K.7.1 Understand and follow one- and two-step
spoken directions.
• Mathematics: K.1.6 Count, recognize, represent, name,
and order a number of objects (up to 10).
• Gardner’s Multiple Intelligences:
• Visual, Kinesthetic, Intrapersonal, Logical