Pig shape for making your own pig book
Following Spatial Directions: In a small group a teacher or aide gives directions to students. Each student has a mat -- a simple drawing with this on it: a barn, a mud puddle, a fence near the bottom of the mat that defines the farm -- would make it in the right hand corner, hills in the background, a haystack, and a rock by the mud puddle. These can be very simple drawings. I would laminate the mats -- make 5-6.
You also need pigs -- I have a bagful of little plastic stand up pigs I bought at a math Conference in Palm Springs. Below are the instructions for the teacher to �read� one at a time to the students. Proceed with the next one only after the teacher has checked each child�s placement or answer. If the students �copy� each other at first, it is ok. If they continue waiting to see what other students are doing, encourage that student to do it first and then the others follow so they get confidence to do their own work.
PIG Activities:
1. Put one pig BY the barn door.
2. Put two pigs IN the mud puddle.
3. How many pigs are ON the farm mat now? (3)
4. Take one pig OUT of the mud puddle but not off the mat.
5. How many pigs are ON the farm mat now? (3)
6. Put one pig OUTSIDE the fence.
7. How many are on the farm mat now? (4)
8. Put two pigs BY the barn door and take away all the rest of the pigs ON the mat.
9. Put one pig on the haystack.
10. How many more are BY the barn door than ON the haystack? (1)
11. Put one pig BY the side of the rock and CLOSE to the mud puddle.
12. Put two pigs BY the hills.
13. Take away one pig BY the barn door.
14. How many pigs are left ON the mat?
15. Remove all the pigs except the one BY the rock and mud puddle.
16. How many standing pigs fit TO COVER the haystack?
17. REMOVE all pigs.
18. How many pigs will fit in the mud puddle LYING ON THEIR SIDES?
PIG Unit - North Canton City Schools
THREE LITTLE PIGS - �Huff & Puff�
Objectives: Predict and discover the force of wind/weight and how the two are interrelated. Measurement is also addressed in grades 1 & 2 to measure the distance the materials traveled.
Materials:
* Straw
* twigs or toothpicks for sticks
* pebbles or small rocks for the bricks (one set for each group of four students)
* A drinking straw for each child
* recording sheet
* rulers and/or measuring stick - 1 per group.
The students work in small groups to examine the materials used in the story �The Three Little Pigs�. They predict which material they think will blow the farthest distance and measure the distance it travels. The students then record their findings and compare it to their predictions.
ScienceNetLinks:The Designed World: Lessons K-2
Steal the Bacon
Objectives:
* K = Recognizing numbers, identifying objects in a set.
* 1st & 2nd Grade = Addition, subtraction, money, time, language arts activities.
Goal : Team with the most points at the end of the game are the winners.
Materials:
* Flash cards for the teacher,
* item for �bacon� - could be a couple of stuffed pigs or two pig die cuts.
* 2 sets of identical answer cards - one for each student on each team.
Game:
Divide the class into two teams with the same number of students on each team. Give each child on the team an answer card. There will be two identical answer cards - but team #1 will have one and team #2 will also have one. Line the students up on opposite ends of the room. Have them stand shoulder to shoulder an equal distance from their pig. The pigs are usually right in the middle of the floor. The teacher then displays the flash card for both groups to see. When the teacher says �SooWee� , the students with the correct answer both run to grab and pick up their pig. The person with the correct answer and is first wins a point for their team.
Lesson plans, related books about PIGS,cross curricular connections,and many PIG sites to connect with.
Book comparing real pigs and imaginary pigs:
First, I made a title of just the word PIGS but I did it in OUTLINE style font and made it really big so the students could color it for their front cover. I did this about three inches from the top of the paper and then on the bottom about three inches up, I typed the word �by� in the same font style. When this sheet is cut in half, it is the first two pages for a students book. They can draw pigs on the front cover half sheet and then write their name after they have colored the word �BY.�
On each sheet of paper, I typed two sentences -- one at the very top and one at the very bottom. I left a line (blank space) for the students to write in an answer they copied from the teacher in small groups. In other words: �Pretend _____ walk on two feet.� and Real _____ walk on 4 feet. All the blanks, the children have to write the word �pigs.� By the end of this lesson and completion of the booklet, all students will learn to recognize and read the word �pigs.�
When each half page is completed bu student writing in the word pigs and drawing a picture to illustrate it, staple all together.
These are the statements to write for each book:
Pretend _____walk on 2 feet.
Real _____ walk on 4 feet.
Real _____ like a mud bath to keep cool.
Pretend _____ like a bubble bath.
Real _____ say �oink.�
Pretend ______ talk like people.
Real _____ don�t wear clothes.
Pretend _____ sometimes wear clothes.
Pretend ______ sometimes live in houses.
Real _____live in a pig pen on a farm.
Tells the story of a rock formation on New York State Route 30, between Speculator and Indian Lake.
Have kids write a pretend letter to the editor as if they were a predator. The idea is to get them to defend their role as a predator, by explaining how and why they hunt, who hunts them, etc. In other words, they will be defending their place on the food chain. I can think of the 3 Little Pigs as told by the Wolf as a book with a similar approach.
Sue
[email protected]
Make pigs in a blanket.
Recipe:
Ingredients: 3 hot dogs, 3 ready-to-bake crescent rolls in a tube, catsup, and mustard.
Directions: (List on chart paper for students to assemble independently.)
Cut 3 hot dogs in half.
Remove 3 crescent rolls from tube and cut each in half.
Wrap half a crescent roll around each hot dog half.
Place on a cookie sheet. Bake at 375 degrees for fifteen minutes.
Serve with catsup and mustard for dipping.
MATH:I made a ditto sheet for Math addition and subtraction. I made it on pink paper. I have two problems on each page -- one is addition and the other is subtraction. I guess both could be the same function to not confuse students but it helps for them to look for signs of addition and subtraction too! These could be cut into half sheets also.
On the page, I made a square box and then put a + sign and then drew a picture of a piggy bank made from a styrofoam cup** followed by an equal sign and another square box.
** To make the picture on your paper, draw a shape that looks like a styrofoam cup. Make a black area for the slot in the �bank.� Add two round black eyes and on each side of the eyes draw an ear that is rounded on the bottom and pointed at the top--kinda like a leaf. At the bottom of the cup but above the rim, draw a smile with the lines at the end of the curve. Then place a circle over the smile so the smile just shows at each side. Laminate. Now you can write with overhead marker the problem. Put a number in the first square and on the circle nose. let the student put the number in the end square after the equal sign. Later on, the students can fill in different places to make the equation true but in Kindergarten, they are just learning so this is not wise to do for them. Have answer sheet on the back or just write the problem under a little flap on the front so they can self check. It is ok if they peek at first -- they will get more confident as they do new problems. Make as many of these as you wish but at least using numbers from 0-10 problems for both subtraction and addition.
Should you want to adapt this center to 3 dimensional, you just need a mat that has the same as above on it but make the pig out of a real styrofoam cup with ears and snout added and a slot in it to put money. Have a jar full of pennies (10 pennies) so the students can manipulate them. When adding, there should be a number of pennies pictured in the square-- use cutouts -- and the student places (or removes) the number of pennies in the bank (as it says on the snout) while counting �up� from the number on the first square (for addition) and down from the first square (for subtraction.) Then they use overhead pen to write the answer in the last square.
"Cook" Mud: (This makes 6 servings.)
You will need:
* 1 large box of instant chocolate pudding
* 3 cups of cold milk
* chocolate cookie crumbs
* 6 gummi worms
Mix the chocolate pudding with the milk. Pour into a large jar and shake. The pudding will soon form. Spoon the pudding into 6 small bowls. Crumble one chocolate cookie into each bowl. Add a gummi worm on top. * The students will illustrate their individual mud book found on a following activity. (Teachers can have students put brown painted finger or hand prints on the cover.)
I have a neat pattern of a momma pig and a baby pig that came from Carson Dellosa Publ.CD-0826. It can be a color sheet, a front page of a book/journal or you can make more activities that pair:
*color word on mamma and color dot on piglet
*words that begin with a certain letter or sound on baby and the letter or sound on mamma
* shape on mamma and different size shapes on babies
*Beginning letter sound on mamma and small picture of things on baby to be matched
Muddy PIGS: Make copies of a pig on large pink construction paper and cut them out. Give each student a small cup of shaving cream and add a few drops of brown paint while they mix it up. Then the students paint their pink pig with �mud.�
Use The Three Little Pigs to introduce a discussion of the different types of homes in which people live. (Examples: homes, apartments, mobile homes)
Make a MUD book:
(illustrate/add realia to each page)
Words for My Mud Book:
Page One: Water and dirt make mud.
Page Two: This is a mud puddle.
Page Three: This is mud pudding. ( recipe)
Page Four: This is mud on my boots.
Page Five: This is mud on my hands.
Page Six: Pigs like to play in the mud too.
Read The Three Little Pigs and discuss the emotions exhibited by the characters. Have students facially demonstrate these emotions. (happy, sad, anger, and afraid)
After reading The True Story of the 3 Little Pigs (by Jon Scieszka, Illustrated by Lane Smith, Penguin Group, 1989), and re-reading The Three Little Pigs, use a venn diagram comparing and contrasting the two.
Dramatize The Three Little Pigs using puppets/ finger puppets.
Guesstimation - Use pig counters (DO NOT exceed twenty, but vary the number each time.)
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Introduce students to skip-counting by three. (DO NOT exceed eighteen) Use counters to demonstrate.
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Ordinal number lesson - Discuss ordinal numbers using The Three Little Pigs. (1st, 2nd, and 3rd) To help with understanding, have the students line up to visibly show the ordinal numbers.
Using The Three Little Pigs, introduce a clock and discuss the times that the pig goes to gather apples, turnips, etc. Notice that the pig goes at different times than the wolf tells him to go.
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Clean Mud
6 rolls toilet paper
2 small bars of ivory soap
1 and half cups of borax
water
Unroll the toilet paper into a large container. Add water until paper is all wet -- be generous. Add grated soap and borax. Mix together. It lasts for weeks.
PIG Glyph: Give each student a picture of a pig standing on two legs and facing forward with no snout. I just took a picture I had of a pig standing on two feet, traced it,added a striped shirt, added cuffs at the bottom of its legs to represent the pant line and left off the snout--just the mouth is showing. I found some neat alphabet block graphics on the www and copied them and spelled out �PIG� and then typed GLYPH on the top of the page that I used for the �code� for the student glyphs which I posted together.
Next came the fun part. The students had to color or draw in soemthing depending on their answers to the questions that I asked and was posted with the final product. The following is one sample but you could make up your own questions and responses for what each student should do "IF."
1.If you live on a farm -- make a BIG snout for your pig. (You could demonstrate on the board how to draw a snout for those who need help. Or you could have them glue on a big or little (halve the big ones first) marshmallow for the snoutdepending on their response.)
2.If you do not live on a farm -- make a small snout for your pig.
3.If you have a brother or a sister -- color the pig's pants blue.
4.If you are the only child in your family -- color the pig's pants red.
5.If you were born in______________ (the state you are teaching in)-- color the striped shirt two dark alternating colors.
6.If you were not born in ________________(the state you are teaching in) -- color the striped shirt two light colors.
7.If you have read/listened to a real pig story -- color the pigs face, ears, hands and feet pink.
8.If you have just read/listened to imaginary pig stories -- color the pigs face, ears, hands and feet brown.
As you can tell from the directions for the glyph above, you could require just about anything . . . might tie it into their skills: can/cannot tie their shoelaces; can say the whole alphabet/part of the alphabet; can/cannot write numbers;can/cannot write name by themselves, etc., etc. Use it to your advantage depending on what the students have learned/are learning n your classroom. Be sure to post the "directions" with their pictures so it can easily be seen just which students can/cannot do ________. You could even graph the responses by posting the completed picturs on the board so the students can see and count responses and then graph on pocket chart with paper or felt die cut pigs for each first response and its alternative. For example, place the number one qustion written on sentence strip in top pocket. Then help students count the number of pigs with a big snout together while you point to them with hand or "pig" pointer and have that many students place that many pigs below the sentence in the next pocket (or two). Reread. Eventually, depending on their reading skill, they could use this as an activity center. Continue with the rest and decide which response had the most alike from the students and which one had the least. Lots of cross curricular skills here. (Math skills of same, different, more, less, subtracting, comparing etc.)Just be sure to adapt this idea to your students.
Muddy Pigs
Make copies of a pig on large pink construction paper. Cut them out. Give each student a small cup of shaving cream; add a few drops of brown paint and have them mix it up. Then paint their pink pig with 'mud' using their fingers.
Contributed by GAIL in Ok.
