1. RING – O PROJECT
By Kay Pence
EDUC 356.002
Spring 2010

2. MICHAEL RECYCLE
BY: ELLIE BETHEL
ILLUSTRATED BY: ALEXANDRA COLOMBO
There once was a town called Abberdo-Rimey, where
garbage was left to grow rotten and slimy. It never
smelled fresh. The air was all hazy, but the people
did nothing. They got rather lazy.
But the town people are called to attention when a
streak of green crash-lands in the town dump! It’s
not a bird, nor a plane, but a new kind of
superhero, Michael Recycle, who has a plan to
save
Abberdo-Rimey……and the world!

3. MICHAEL RECYCLE
BY: ELLIE BETHEL
ILLUSTRATED BY: ALEXANDRA COLOMBO
 Science Standard: 2.1.7
 Recognize and describe ways that some materials, such as
recycled paper, cans, and plastic jugs, can be used again.
 English Standard: 2.2.6
 Recognize cause-and-effect relationships in a text.
 Gardner Multiple Intelligences:
 Naturalistic

4. MICHAEL RECYCLE
BY: ELLIE BETHEL
ILLUSTRATED BY: ALEXANDRA COLOMBO
 Activity 1:
 The students will read the book as a class. They will make a
chart about the cause and effect of the trash on the town of
Abberdo-Rimey.
 The students will talk about how the cause and effect that
Michael Recycle had on the town.
 Activity 2:
 The students will talk about what happens to the trash once we
recycle it and how these materials can become something
else. Have the students make recycle bins for the classroom.
 Paper / Plastic / Can

5. MATH FOR ALL SEASONS
BY: GREG TANG
ILLUSTRATED BY: HARRY BRIGGS
Every riddle in this book poses a problem. You can
solve it the slow way, by counting – or you can use
the author’s creative techniques to find the answer
in a flash.
Every page uses the seasons as the focus of the
riddle. It uses great description of the seasons to
help show the difference in the weather and the
changes that it makes.

6. MATH FOR ALL SEASONS
BY: GREG TANG
ILLUSTRATED BY: HARRY BRIGGS
 Science Standard: 2.3.1
 Investigate by observing and then describe that some events
in nature have a repeating pattern, such as seasons, day and
night, and migrations.
 Math Standard: 2.1.1
 Count by ones, twos, fives, and tens to 100.
 English Standard: 2.7.13
 Recite poems, rhymes, songs, and stories.
 Gardner’s Multiple Intelligence:
 Logical – Mathematical
 Visual – Spatial
 Naturalistic

7. MATH FOR ALL SEASONS
BY: GREG TANG
ILLUSTRATED BY: HARRY BRIGGS
 Activity 3:
 Students will read the book as a class out loud and do the
math activities. The students will count the pictures and
answer the riddles.
 Activity 4:
 Students will look at the season of each page and talk about
how the seasons have a repeating pattern. Talk with the
students about the order that the seasons change and have
the student draw a picture using 4 –square of the seasons in
the order that they occur.

8. THE VERY HUNGRY CATERPILLAR
BY: ERIC CARLE
One sunny Sunday, the caterpillar was hatched out of
a tiny egg. He was very hungry. On Monday he ate
through one apple, on Tuesday he ate through two
pears, on Wednesday he ate through three plums –
and still he was hungry.
This bold, colorful, simple text story, tells the story of
a hungry little caterpillar’s progress through an
amazing variety and quantity of foods.
Full at last, the caterpillar makes a cocoon around
himself and goes to sleep, to wake up a few weeks
later wonderfully transformed into a butterfly!

9. THE VERY HUNGRY CATERPILLAR
BY: ERIC CARLE
 Science Standard: 2.6.3
 Describe that things can change in different ways, such as in
size, weight, color, age, and movement. Investigate that some
small changes can be detected by taking measurements.
 English Standard: 2.7.3
 Paraphrase (restate in own words) information that has been
shared orally by others.
 Math Standard: 2.5.10
 Know relationships of time: seconds in a minute, minutes in an
hour, hours in a day, days in a week, and days, weeks, and
months in a year.
 Gardner Multiple Intelligences:
 Intrapersonal
 Visual / Spatial
 Naturalistic
 Mathematical

10. THE VERY HUNGRY CATERPILLAR
BY: ERIC CARLE
 Activity 1:
 Read the story to the students out loud and have the
students listen. Have the students tell a summary of what
the story was about.
 Have the students talk about the time that passed
throughout the book . Have the students talk about how
many minutes were in each day. And how many days were
in the week that the caterpillar ate. Talk with the students
about how long the caterpillar was in it’s cocoon and relate
it to time. Talk with the students about change and the
amount of time it takes for some things to change.
 Activity 2:
 Have the students make their own flip book including
pictures that they saw in the real book. Each page will have
a summary of what is happening and an amount of time
that it took, either in minutes, hours, days, or weeks.

11. THE TRUE STORY OF THE
3 LITTLE PIGS
BY: JON SCIESZKA
ILLUSTRATED BY: LANE SMITH
In this tale the Wolf explains his side of the story
which begins with him innocently venturing to his
neighbor’s house to borrow a cup of sugar for his
granny’s birthday cake. After a lot of sneezing
brought on by a very bad cold, the police find Al
Wolf trying to knock the third pig’s door down with
the other two pigs in his belly… it’s not as bad as it
sounds; he was framed.

12. THE TRUE STORY OF THE 3 LITTLE PIGS
BY: JON SCIESZKA
ILLUSTRATED BY: LANE SMITH
 Science Standard: 2.2.4
 Assemble, describe, take apart, and/or reassemble
constructions using such things as interlocking blocks and
erector sets. Sometimes pictures or words may be used as a
reference.
 English Standard: 2.3.1
 Analysis of Grade-Level Appropriate Literary Text:
Compare plots, settings, and characters presented by different
authors.
 Gardner Multiple Intelligence:
 Interpersonal
 Bodily-Kinesthetic

13. THE TRUE STORY OF THE 3 LITTLE PIGS
BY: JON SCIESZKA
ILLUSTRATED BY: LANE SMITH
 Activity 1:
 Students read both versions of The Three Little Pigs. The
students create a table that compares and contrasts the
different books. Students see how the plot, characters and
other features in the books are the same and different.
 Activity 2:
 The students will work in groups to assemble 3 different
homes made from three different materials. The students will
go out in the area around the school to find sticks to build with.
The students could use drinking straws, paper clips, or
anything that they could find in the classroom or around the
school.

14. THE NAPPING HOUSE
BY: AUDREY WOOD
This cumulative rhyme reveals how something as
small as a flea can alter a house full of napping
creatures, to a house full of wide-awake creatures
enjoying the now sunny day.

15. THE NAPPING HOUSE
BY: AUDREY WOOD
 Science Standard: 2.3.2
 Investigate, compare and describe weather changes from day
to day but recognize, describe, and chart that the temperature
and amounts of rain or snow tend to be high, medium, or low
in the same months every year.
 English Standard: 2.1.1
 Phonemic Awareness:
Demonstrate an awareness of the sounds that are made by
different letters by:
• distinguishing beginning, middle, and ending sounds in
words.
• rhyming words.
• clearly pronouncing blends and vowel sounds.
 Gardner’s Multiple Intelligence:
 Musical
 Linguistic
 Visual / Spatial

16. THE NAPPING HOUSE
BY: AUDREY WOOD
 Activity 1:
 The students will read the book in pairs. They will practice with
the rhyming words. The students will sing “There was an old
Lady that Swallowed a Fly” song. They will compare it to the
book that they just read.
 Activity 2:
 The students will talk about the weather that is in the book.
They will talk about the different weather patterns throughout
the book. The students will create their own weather calendar
for their classroom. The class will record the weather of each
day on their table that they created.