Theme - eduplace.com · THEME 6: Sunshine and Raindrops Sunshine and Raindrops CHALLENGE ACTIVITIES...

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THEME 6: Sunshine and Raindrops40

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THEME 6: Sunshine and Raindrops

Sunshine and Raindrops

C H A L L E N G E A C T I V I T I E S F O RC H A L L E N G E A C T I V I T I E S F O R

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1. The WeatherIs Perfect For. . .

What do you like to

do in different kinds

of weather?

DiscoveringWeather-Related Activities

• Look through books about weather.

Drawing and Labeling Pictures

• one thing that people like to

do in each type of weather: sunny,

cloudy, rainy, and snowy.

• Label each picture.

Sorting Your Pictures

• Sort your pictures with a partner.

Sharing Pictures with a Partner

• Act out your pictures for a partner.

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THEME 6/Week 1

CH 6–1 Challenge Master Grade K Theme 6: Sunshine and Raindrops

• Use the

whole card

for your

drawing.∑

Challenge Master CH 6–1

1. The Weather Is Perfect For . . .120 MINUTES INDIVIDUAL PAIR

Materials: copies of Teacher’s Resource Blackline Master 92,blank index cards (5" � 8")

Goal: Draw and label activities that people do indifferent kinds of weather.

Discovering Weather-Related ActivitiesThe weather affects the activities that people choose to do.

• Discuss the types of activities that people do when it is sunny,cloudy, rainy, and snowy.

• Have children share some of the things that they like to do ineach type of weather.

• Do a picture walk through What Will the Weather Be LikeToday? Have children describe the things they see people doingand the corresponding weather.

English Language Learners: If possible, bring in and discuss someof the items that are pictured in the illustrations of What Will theWeather Be Like Today? (kite, umbrella, jump rope, and sled).

Children continue to work on this project.

Drawing and Labeling Pictures

• Children should label each picture with a word, phrase, or sentence that describes it.

• Remind children to include the name of the activity and the typeof weather.

Sorting Your Pictures

• Provide one copy of Teacher’s Resource Blackline Master 92for each pair of children.

• Have children cut the copy apart and use the rebus pictures ascategories for sorting their weather-related activities.

Sharing Pictures with a Partner

• Have children take turns pantomiming each picture with a partner.

Expected OutcomeA good weather activity willinclude

✔ pictures that depict anactivity that people aredoing and thecorresponding weather

✔ pictures to representeach type of weather(sunny, cloudy, rainy, andsnowy)

✔ picture labels with thename of the activity andthe type of weather

✔ labels that reflectbeginning and endingsounds

WEEK 1

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WEEK 1

2. Any Time of Year Foods

Create a collage.

• Find pictures of

foods in magazines.

• the pictures

and glue them onto

your paper.

• Label your collage.

3. How Do Animals Feel About the Weather?

Make an animal puppet.

• and an animal.

• Glue the animal to

a flat stick.

• Have your puppet

tell about the

weather.

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THEME 6/Week 1

• Use the

Word Wall

for spelling

help.

• Include the

head, body,

and tail of

your animal.

Grade K Theme 6: Sunshine and Raindrops Challenge Master CH 6–2


Expected OutcomeA good puppet activity willinclude

✔ a puppet that representsan animal in the story

✔ an informal presentationby the child that showshow the animal feelsabout the weather

2. Any Time of Year Foods60 MINUTES INDIVIDUAL

Materials: magazines, glue or glue sticks

Goal: Create and label a collage of foods that youlike to eat all year long.Discuss the boy’s feelings about chicken soup with rice.

• Ask children to compare themselves to the boy in the story. Dothey feel the same about any food(s)? If so, what are some foodsthat they like to eat all year long?

• Brainstorm some words or phrases that the children might use toexpress how they feel about different foods.

• Using magazine pictures, model how to place the pictures onpaper in different arrangements to make a collage.

3. How Do Animals Feel About theWeather? 60 MINUTES INDIVIDUAL GROUP

Materials: oaktag cards (8 1/2" � 11"), flat sticks, markers

Goal: Make an animal puppet and use the puppetto tell how the animal feels about the weather.You might list the animal names and what each animal said on achart for children to use as a reference. Demonstrate how to gluethe tongue depressor to the back of the oaktag to create the handle.

Other Activities• TE p. 47, Finding Words

• TE p. 59, Building Sentences

• Little Big Books, What Will theWeather Be Like Today? andAll to Build a Snowman

• Education Place:www.eduplace.com

Expected OutcomeA good collage will include

✔ magazine pictures offood

✔ letters or phoneticspellings of words thatexpress the child’sfeelings about the foodin the collage

animallizardfrog

what animal says“Be dry and I won‘t complain.”“Perhaps it will rain.”

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1. The Sounds of Weather

Make a book about weather sounds.

Thinking AboutWeather Sounds

• Think about the sun,

the wind, and the

rain.

• Do they make any

sounds?

• List some weather sounds.

Writing and Illustrating Weather Sounds

• and about your favorite

weather sounds.

Sharing Your Book

• Act out weather sounds from your

book.

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THEME 6/Week 2


• Include the

weather

sound in

each of your

pictures.


1. The Sounds of Weather120 MINUTES PAIR

Materials: the weather word chart created on Day 1 with whole class(page T69)

Goal: Make a book of weather sounds.

Thinking About Weather SoundsWeather makes all kinds of wonderful sounds. Assist children inidentifying action words that double as sounds, such as puff, whoosh,and trickle.

• Tell children that they will work with a partner as they eachmake a list of weather sounds.


Writing and Illustrating WeatherSounds

• Tell children to talk about how the different sounds make themfeel. Are any sounds scary? Which sounds make them feel happy?

• Each child should make pages for their favorite weather sounds.Have them complete this sentence: I like to hear ____________.

• Children should illustrate each page.


Sharing Your BookHave children use their lists to make a book of weather sounds.

• Tell pairs that they should try to choose different sounds so thatno two pages are alike.

• Have each pair of children combine their pages together to makea book. Point out that the book should have a title, the authors’names, and the illustrators’ names on the cover.

Expected OutcomeA good weather book willinclude

✔ pages from both childrenin the pair

✔ sentences that havebeen completed withsounds made bydifferent types ofweather

✔ illustrations that matchthe text

✔ a cover with the authors’and illustrators’ names

WEEK 2

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WEEK 2

2. Weather Problems

Think about a weather problem you

have had.

• and

about the problem.

• Share your book

with a partner.

3. Lots of Letters

a sentence with many words

that begin with the same sound.

• a sentence

that has three

words or more

that begin with the

same sound.

• a picture to go with it.

• Say your sentence to a partner.

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THEME 6/Week 2

• Tell how you

solved the

problem.

• Use the Word

Wall for

spelling help.


Expected OutcomeA good problem/solutionbook will include

✔ a problem pictured onthe cover of the bookand a solution picturedinside

✔ short, writtendescriptions of theproblem and solution

2. Weather Problems60 MINUTES INDIVIDUAL PAIR

Materials: markers, colored pencils

Goal: Draw a picture of a weather problem you’vehad and how you solved it. Write about both theproblem and solution.Show children how to fold a piece of paper in half to make a book.Explain that you would like them to write and draw about the problem on the cover, and to write and draw about the solution onthe inside. Demonstrate the two different ways the book might open(opening like a book or lifting the flap up). Prior to making theirbooks, have children work with a partner to discuss problemsthey’ve had in different kinds of weather.

3. Lots of Letters 60 MINUTES INDIVIDUAL PAIR

Materials: Alphafriends Song: Keely Kangaroo; picture cards for kangaroo, key, kite, king, kiss, fan, fox, farm, tooth, tiger

Goal: Write a sentence with many words thatbegin with the same sound. Discuss how the beginning sound /k/ is repeated over and over inthis week’s Alphafriends Song: Keely Kangaroo. Review the wordsthat begin with the /k/ sound in the song. Tell children that they willwrite a sentence that has more than two words that begin with thesame sound.

• Display the picture cards. Have children look at the picture cardsto create their sentence. Explain that the sentence should usethree or more words that begin with the same sound.

• Ask children to say their sentence aloud to a partner and to seewhat happens when they say the phrase faster.

Other Activities• TE p. 105, Building Words

• TE p. 117, Building Sentences

• TE p. 120, Word Bank



Expected OutcomeA good illustrated sentencewith repeated sounds willinclude

✔ three or more words thatbegin with the samesound

✔ an illustration thatmatches the text

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1. “What if . . .” WeatherPages

Make some pages

for a weather book.

Listing andDescribing Weather

• Think about the types of weather

you know about.

• Make a picture list of your ideas.

Changing Weather

• Think of a way to change each

picture from real to make-believe.

• your new ideas.

Labeling “What if . . .” Pictures

• a label for each picture.

• Share your pictures with a classmate.

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THEME 6/Week 3


• Use

describing

words in

your labels.


1. “What if . . .” Weather Pages 150 MINUTES INDIVIDUAL PAIR

Goal: Use “what if” statements to create pages fora “What if . . .” Weather Book.

Listing and Describing WeatherHelp children to think of some things that are associated with eachtype of weather (rain, snow, sunlight, clouds, rainbows, lightning).Assist children in recalling describing words for each.

• Ask children to make a picture list of different types of weatherthey have been learning about.

• Tell children to include as many details as possible in their pic-tures to tell about the weather. For example, how does it look?How does it feel? How does it sound?


Changing WeatherExplain to children that they will be changing the different types ofweather on their list from real to make-believe. As a class, select aweather word that you would like to change. Create a “what if . . .”statement for it. For example,“What if clouds were green?” Have thechildren brainstorm other examples.

• Tell children to change each picture on their list from real tomake-believe.

• Have children draw pictures of their make-believe weather ideas.


Labeling “What if . . .” PicturesHave children label their make-believe weather pictures. Tell chil-dren to complete a “what if . . .” statement for each idea and thenwrite it at the bottom of their picture. Explain that you will bindtheir pages into a class book. Provide a model of the sentence:What if ___________________?

Expected OutcomeA good “what if . . .” pagewill include

✔ a type of weather thathas been changed fromreal to make-believe

✔ an illustration to matchthe “what if . . .”statement

✔ a completed “what if . . .” statement thatdescribes the illustration

WEEK 3

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WEEK 3

2. The Woodcutter’s Cap

How are The Woodcutter’s Cap and

The Mitten the same and different?

• a picture that

shows how they are

the same.

• a picture that

shows how they are

different.

• Label your pictures.

3. A Question Poem

• a question.

• pictures to

answer your

question.

• Label the pictures

to make a poem.

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THEME 6/Week 3

• What types

of winter

clothing

are in each

story?

• Use question

words like

who, what,

or when.


Expected OutcomeA good comparison of thetwo stories will include

✔ two pictures, oneshowing a way that thestories are alike and oneshowing a way that theyare different

✔ a phrase or a sentenceto tell about each picture

2. The Woodcutter’s Cap (Read Aloud)60 MINUTES INDIVIDUAL

Goal: Compare and contrast The Woodcutter’s Capto The Mitten: A Ukrainian Folktale. Prior to this activity, review The Woodcutter’s Cap and read aloudthe story The Mitten: A Ukrainian Folktale, which is available in several versions.

• Tell children to think about the story and to pay special attentionto how the story is the same as and/or different from TheWoodcutter’s Cap.

• Ask children to compare the two stories by drawing a picture of one way the stories are alike and one way they are different.Have children write a phrase or a sentence that tells about theirpicture.

• Show children how to fold a page in half. Have them draw andlabel one picture on each side.

3. A Question Poem 60 MINUTES INDIVIDUAL

Materials: oaktag cards (4" � 6")

Goal: Write a poem that answers a question.Remind children that they have been talking about action words.Ask,“What are some of the things that people do in different kindsof weather?” A child might answer,“Splash in the rain.” Show howyou can create a question based on the action word. For example:“Who splashes in the rain?” Explain that the question can becomethe title of a poem. Children can then draw pictures and write labelsto write the poem (and answer the question).

Brainstorm a list of question words and list them on chart paper.Display the chart for the children to refer to.

Other Activities• TE p. 171, Make Your Own

Book

• TE p. 174, Word Bank



Expected OutcomeA good question poem willinclude

✔ the title in the form of aquestion

✔ words and illustrationsthat answer the question

✔ labeled pictures

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