PrntblBkSeasons PDF

SEASONS
Activities for Autumn, Winter, Spring & Summer
Grades K-6
Seasons
Table of Contents
Autumn
What Makes an Indian Summer?.....................................................................................................1
Autumn Veggies and Fruits……………………………………………………………………….2
Experiment in Chromatography…………………………………………………………………...3
Fall Haiku………………………………………………………………………………………….5
Pumpkin Seed Snack………………………………………………………………………………6
Flower and Leaf Press……………………………………………………………………………..7
Fall Acrostic Poem………………………………………………………………………………...8
Winter
Winter Solstice…………………………………………………………………………………....9
Explaining the Winter Solstice…………………………………………………………………..10
Let It Snow!...................................................................................................................................11
Snowman Mobile………………………………………………………………………………...12
Viewing Snowflakes……………………………………………………………………………..13
Types of Snow…….……………………………………………………………………………..14
Observing Crystals……………………………………………………………………………….16
Winter Holiday Contract…………………………………………………………………………17
Spring
A Seasonal Terrarium……………………………………………………………………………19
Butterfly Garden…………………………………………………………………………………20
Insects Bulletin Board…………………………………………………………………………....22
May Baskets……………………………………………………………………………………...25
Welcome Spring………………………………………………………………………………….27
Class Garden……………………………………………………………………………………..28
Herbs in the Classroom…………………………………………………………………………..29
Bird Bread………………………………………………………………………………………..30
Summer
Summer Splash Word Puzzles…………………………………………………………………...31
Ice Cream—Yummy!.....................................................................................................................33
Making Sand Art…………………………………………………………………………………34
Build a Seminole Summer House………………………………………………………………..35
Summer Books I’ve Read……………………………………………………………………..…36
Have a Great Summer from Katie Kazoo………………………………………………………..37
Postcards Icebreaker..……………………………………………………………………………39
© Pearson Education, Inc. All Rights Reserved

What Makes an Indian Summer?
Many people think the prettiest time of year is the autumn during what is often called “Indian Summer.”
This is the time of year when the sun shines beautifully on trees dressed in a riot of reds, golds, and
oranges. Did you ever stop to wonder why the trees lose their green colors and change to the brilliant
colors marvelled at in the fall?
Contrary to what is often thought, frost is not what brings about color change. Many of the plants will
change color before the first frost, and some trees even turn color while summer is still in the air. A
severe drought, for example, will cause many trees to change color early while trees which are well fed
and nourished may change late.
The factor determining when trees turn color is a weather pattern of warm, sunny days followed by
sudden drops in temperature to cool nights. During the summer, leaves manufacture starches, sugars,
and proteins which are distributed by chlorophyll, the green coloring matter in leaves. The change in
the weather slows this process, and the chlorophyll breaks down.
When the chlorophyll breaks down, it becomes colorless and allows the colors which are already
present in the leaves to become visible. Yellow leaf colors are caused by chemicals in the leaves called
carotinoids. (Notice the same word root as in the word “carrot?”) Anthocyanins are the chemicals in
the leaves which cause reds and purples.
The warmer days combined with cooler evenings will cause the most brilliant colors to appear. Because
of this, if a person begins traveling in the north of North America or Europe and travels south over a
period of weeks, that person can “follow” the color trail. The reason for this is that the weather tends to
get cooler earlier in the year in the North than it does in the South. Of course, if a person lives below the
equator, in Australia for example, the opposite will be true. Can you think of the reason this is so?
Activities
Here are some things you can do with autumn leaves, besides rake them.
1. Press some of the prettiest leaves you find between the pages in a scrapbook or photo album.
Hold them down with a few drops of glue or some clear contact paper. When the leaves dry, the
color will stay.
2. Make leaf prints by painting poster or acrylic paints on the underside of the leaf, then “printing” it
© Teacher Created Resources, Inc.

onto where you want the image to appear. Blot with a paper towel.
3. Make leaf stencils by tracing a leaf onto a piece of paper. Cut out the leaf shape. Take the paper
with the leaf cut from it and place it over white or colored paper. Choose a paint that contrasts with
the paper color and paint the color within the leaf shape. Move the paper with the shape to another
position and paint with another color. Repeat until you have the desired number of leaves painted.
Autumn Veggies and Fruits
Grade Levels: 3 – 5
Objectives
• Students learn what fruits, vegetables, and meats are available during the autumn months.
• Students research a specific food family and deliver an oral presentation about their
findings.
Procedures
1. Divide the class into six groups: two groups for researching autumn vegetables, two for
researching autumn fruits, and two for researching autumn meats (including nuts).
2. Students should look for what types of fruits, vegetables, and meats are available during
the autumn months, how to best preserve or dry them, and some interesting recipes on
how to prepare them.
3. Each group writes a research paper, has a display of the fruits, vegetables, or meats, or
pictures of their findings, and gives an oral report.
Extension Activities
A Fall Food Festival
The teacher can form new groups with two students from each of the original groups. The groups
then decide what foods from each of the categories they would like the students to sample. The
samples can be dried, cooked, or fresh. (Make sure each group is bringing something different.)
The students then share why they chose these foods, and how they prepared them.
Fall Food Festival Cookbook

The class can create a Fall Food Festival Cookbook with the recipes they have compiled and
created with their groups. These cookbooks make great gifts for parents.
Guess Who?
Each student group could select the most unusual fruit, vegetable, or meat from their research
and perform a "Guess what I am?"-style presentation with questions and participation from the
class.
The Best of the Best

Students can deliver presentations in the form of a contest where each group presents
information as to why their fruit, vegetable, or nut is "the most intriguing." The class votes on a
winner.

Fall Haiku
Grade Levels: 2 - 6
Objectives
• Students learn the syllable structure and mood of haiku poems by comparing the serenity of the
autumn months with the peaceful rhythms of haiku poetry.
Materials
• Samples of haiku poetry
• Fresh leaves of various shapes and sizes
• Crayons of fall colors
• Thin paper, about 8 1/2" x 11"
• Felt-tip pens
• Sounds-of-nature music to inspire and set the tone
Procedure
1. Discuss with students the requirements of a haiku poem – a three-line poem, the first line with
five syllables, the second line with seven syllables, and the third line with five syllables. A haiku
often illustrates some aspect of nature or tranquility. (Note: Beginners often try to evoke too
many different ideas. A good rule is to have at least two concrete images, and no more than
three.)
2. Discuss with students the sounds and sights of fall. They can revolve around the leaves changing
color, animals preparing for winter, or any other characteristic of the season.
3. Write a sample haiku with the class.
4. Next have students write their own haiku on lined paper. Sounds-of-nature background music can
inspire descriptive writing.
5. Students should then take the leaves and randomly place them under their thin paper.
6. Using a crayon, have them make back-and-forth strokes over the objects; light pressure gives the
best results.
7. Students then write their haiku over their leaf paper with felt-tip pens or crayons.
Variation
• Create landscapes with different textures for fields, mountains, and clouds. Write a different
haiku describing each part of the scene as it relates to the fall season.

Pumpkin Seed Snack
EQUIPMENT:
Small pumpkin with top removed

Salt
Water
Parmesan cheese (optional)
Butter
Heat source (CAUTION: Use
only under adult supervision)
Fbil-lined baking tray
Hot mitts
Saucepan
Spoon
Preheated 300° oven (CAUTION:
Use only under adult supervision)
DIRECTIONS:
1. Scoop out the pumpkin seeds with the spoon. Wash seeds.
2. Soak seeds overnight in a solution of 2 teaspoons of salt and 1 cup of water. What happens
to the seeds as they absorb water?
3. Pat seeds dry next day. Melt ½ cup of butter in a pan. Sprinkle Parmesan cheese in pan.
Put in seeds and stir to coat.
4. Spread coated seeds on foil-lined tray. Bake in oven½ hour.
THINK:
Why do you soak the seeds overnight? When are pumpkins harvested? How long is their
growing season? Pumpkin seeds are nutritious and a good source of protein and phosphorus.
Find out how protein and phosphorus help your body.
Did you know that seeds have dormant or sleeping stages in their cycle? Try planting a
few pumpkin seeds directly from the pumpkin in the soil. As the seed germinates, water
absorbed through the coat helps it to swell and grow.

Flower and Leaf Press
Grade Levels: Pre-K – 5
Objectives
• Students will collect and identify plants and flowers in environment.
• Students will create art with ordinary objects.
Materials
• Old phone books
• Collection of colorful leaves, grasses, flowers, herbs
• Craft glue
• Plain note cards, postcards, or watercolor paper
Procedure
1. Collect plants, leaves, and flowers.
2. Separate each stalk or blossom, and place them between the pages of the phone books.
3. Have students use different pages for each specimen, spacing them well apart from each
other.
4. Place the phone books in a cool, dry place for a week to ten days. The phone book/leaf
press can be used over and over again. Flowers may be stored in the phone book for
several months.
5. Students should carefully apply craft glue to the back of the dried leaves or flowers.
6. Center them on note cards for a single design or place several as a collage on a sheet of
watercolor paper, which can later be framed.
Did You Know?

In Victorian times people planted decorative gardens, often preserving their herbs and flowers in
a leaf press. Certain flowers were thought to have specific qualities: rosemary for remembrance;
roses for undying love; lavender for devotion; oak leaves for strength. A note card that used the
fragrant language of flowers conveyed more than words.

Fall Acrostic Poem
Grade Levels: 3 - 5
Objectives
• Students will create an acrostic poem using autumn-themed words.
(An acrostic poem is a poem that uses the letters of a word to begin each line vertically.
Off each vertical letter, another word or phrase is written that begins with the same letter)
Materials
• Fall word list
• Large pieces of fall-colored construction paper
• Felt-tip pens
Procedures
1. The class creates a list of descriptive words that deal with the subject of autumn. This list
can be written on the board or on a piece of poster paper to allow the students some
visual help if they are having difficulty deciding on their own fall vocabulary words.
Words can be the months of fall or descriptive words dealing with the sights and sounds
of fall. The words should be at least six to eight letters long.
2. Next, the students decide on one main fall word and write it vertically on their paper.
Then they choose other descriptive fall words that begin with each of the letters in the
main word, writing them horizontally, as shown here.
F alling temperatures
A utumn activities
L osing leaves
L eaving summer behind
3. When this is complete, the students write their fall-based word vertically on the c
construction paper in large, dark letters.
4. They write their fall words horizontally in another color pen.
5. The students can decorate the construction paper with fall decorations, which can be fall
stamps, cut-outs from construction paper, or just drawings in marker or crayon.
Variations
• Have students choose a fall word and write it vertically on their paper.
• Using the main "letter" as a hint, let the students try to guess what words or ideas the
symbols represent.

The Winter Solstice
December 21 or 22
The winter solstice is the shortest day of the year in the northern hemisphere. It occurs exactly six
months after the summer solstice, the longest day of the year. The farther north you go, the fewer hours
of daylight you will have. If you go far enough north, there will be days when there is no sunlight at all.
(This process is reversed in the southern hemisphere.)
The approaching winter solstice was once a frightening time for ancient people, especially those who
lived in places like northern Europe. They did not have a scientific explanation for the shorter days and
longer nights. They were afraid that the sun was losing its power, so they made up tales to explain what
was happening and performed rituals to save the sun and restore its strength. They were certain that
these rituals worked because—sure enough!—the sun then became stronger and stronger and the nights
shorter and shorter. They eventually had to repeat this process, but it worked every time.
Making It Work
Have students write a story in the form of a
myth or folktale explaining the reason for the
shortening days and lengthening nights of
winter. Illustrate, share, and display these
stories in your classroom.
Have students meet in cooperative groups to

design their own appropriate rituals for making
the days start to get long again. The entire class
can come together and perform their rituals for
one another. Discuss the rituals and their effect
on the seasons. Did the rituals work? How do
you know? (If you did not know that the earth
is tipped on its axis as it rotates around the sun,
would your answer be different?)
Plan a winter solstice party as a whole-group

activity. Pretend that money is not a concern
and brainstorm ideas. Where would the party
be? Who would you invite? What food would
you serve? Would you have entertainment?
Games?

Name ________________________________________________
Explaining the Winter Solstice

The winter solstice is related to three other important days in the year: the
summer solstice, the spring equinox, and the autumn equinox. While the winter
solstice is the shortest day of the year and the summer solstice is the longest,
both the spring and autumn equinoxes have days and nights that are exactly
equal. They each have exactly twelve hours of daylight and darkness.
Use the space below to draw a diagram that explains this. You may consult an
encyclopedia, your science book, or any other reference book you would like to
use.

Let It Snow!
Objectives
• Students will design and create a snowman using a variety of materials.
• Students will write a time order paragraph telling how the snowman was created.
• Students will create a bulletin board display titled, "Let it Snow, Let it Snow, Let it
Snow!"
Materials
• Provide each student with a snowman shape cut from oaktag
• White cotton
• Variety of construction paper
• Yarn, beads, material, twigs, etc. to decorate their snowman
Procedure
1. Provide each student with a snowman cut from oaktag. Using white cotton, students
should form three "snowballs" and glue them to cover the oaktag.
2. Students decorate their "snowperson" with scraps of construction paper, yearn, beads,
material, twigs, etc. They should be encouraged to add eyes, nose, mouth, hat, scarf
buttons, broom, or other personal items. The more creative and unusual the better!
3. Discuss with students how they made their snowperson and let each student describe
orally several items they used to decorate theirs.
4. Students make a list, in sequential order, of how they put their snowperson together and
decorated it. They should include descriptions, such as color, shape, and size of each
item. They should think about sequencing as they would have to make the bottom
snowball first, then the middle, and last the head. They should tell what they used for
features and how they dressed it.
5. Students write a first draft, in paragraph form, using their list to help them put their
details in sequential order.
6. After editing, student copy a final draft, which can be done on paper decorated with
snowflakes or snowmen.
7. Display the snowpeople and essays on a bulletin board titled "Let it Snow, Let it Snow,
Let it Snow!"

INOWMIN MOl/1.l
Materials:
1. white construction paper squares:

(4) 6"x6" (4) 4"x4" (4) 2"x2"
2. (4) 2"x3" pieces of colored construc
tion paper
3. (2) l"x6" pieces of colored construc-
tion paper (for arms)
4. (2) 2 ft. pieces of string
5. (4) pieces of black construction paper
6. scissors, glue or paste, black crayon
Steps:
1. Cut circles from the white construction paper squares. Cut hats from the 2"x3"
pieces of colored construction paper. Cut out 2 at a time.
□□□ []
2. Lay out the circles and hat in order. Glue on arms. Run glue down the middle
of the snowman and lay on the string.
3. Cover the snowman with the second set of circles and hat. Draw faces and
buttons.
4. Make two snowmen. Glue string to outside edges of the long strip. Glue the
other strip over the string. Tie the strings together to hang.

Viewing Snowflakes
Objectives
• Students will observe snowflakes.
• Students will document the shapes they see.
• Students will learn to identify star crystals.
Materials
• A snowy day
• Outside work space
• Viewing platform: dark cloth, or black construction paper
• Magnifying glass
• Notebooks and pens
• “Types of Snow” handout
Procedure
1. While inside the classroom, review the “Types of Snow” handout.
2. Take the class outside to observe snowflakes.
3. Snowflakes are delicate creatures and their fine crystalline shape can vanish at the touch
of warmth.
4. You'll need to freeze your viewing surface (keep it in the fridge or outside in a cold dry
area).
5. Students should wear a scarf over their mouth and nose to avoid melting the flakes with
their breath.
6. When the snow is falling, hold the platform aloft to catch a few flakes.
7. View with the magnifying glass.
8. Students should immediately draw in their notebooks the shapes they viewed.
9. Ask students to identify which type of crystal they observed.

Types of Snow
Where does snow come from?
Snow crystals are born in the clouds when water vapor freezes on a particle of dust, a floating bit
of bacteria, or another solid material.
When cloud temperatures are at the freezing point or below, and there is an ample supply of
moisture in the air, ice crystals form around a core particle. As water vapor condenses and
freezes, the complex pattern of a snowflake is born, one molecule at a time. A snowflake's
hexagonal shape is born at the atomic level. It is here that water molecules bond together
into stable crystal structures.
Snow can be further classified into six basic patterns called: Needles, columns, plates,
columns capped with plates, dendrites, and stars. Each type is the result of different
atmospheric and temperature conditions within the cloud.
While no two snowflakes are alike, they can be generally classified into six basic patterns
pictured at the left. Each type of flake is a result of unique atmospheric conditions present
at the crystal's birth. Think of them as a kind of "cloud diary" and a record of conditions
aloft.
Snow Crystals
Star
Star crystals are born at temperatures near -15 degrees C, and are among the most common
type of snowflakes. They are as delicate as they look, and superstars are rare, because large
flakes tend to become broken by wind and midair collisions with other crystals. Under ideal
conditions several stars my join to form a larger snowflakes. The largest snowflake on
record was reported to be a whopping 8" by 12" (about the size of a sheet of typing paper).
It was reported to have fallen, probably with a thud, in Bratsk, Siberia in 1971.
Dendrite
Dendrites are stars with attitude. Essentially, they are three dimensional star crystals with
branches growing on more than a single plane. Branches (or arms) connect randomly to a
central structure. These complex critters form under extremely cold conditions (-20 to -25
degrees C) when high levels of atmospheric moisture are present.
Columns
Columns are produced when the air is dryer. They are generally smaller, have a higher
density than star crystals, and form over a wide range of temperatures (15 to -25 degrees
C).

Plates
Plates are wanna-be stars that are essentially moisture starved. They form at temperatures of -10
to -20 degrees C when there isn't enough atmospheric water vapor available to form the delicate
arms of a classic star.
Column capped with plates

Capped columns are composite flakes formed when the particle of snow passes through different
temperature and moisture zones on its journey to the ground. The columns form first, usually at
higher and dryer regions of a cloud, and combine with star flakes as they fall through lower and
wetter cloud elevations.
Needles
Needles are formed at the upper end of the temperature spectrum, usually when ground
temperatures are at or near the freezing point. To grow, these crystals need an air temperature in
the -5 to -10 degrees C range. Needles tend to produce a dense, stiff snow pack which can
produce an avalanche under the right conditions.
Did you know?

The greatest North American snow storm in history occurred on Feb. 13–19, 1959 when 15 feet,
8 inches of snow fell in a single snow storm at Mt. Shasta Ski Bowl, Calif.

Observing Crystals
Grade Levels: 2 - 5
Winter is a time to observe and study crystals, especially as they appear in beautiful snowflakes. Even if
you live in a warm area, this activity will help your students understand the formation and complexity of
crystals, as well as the characteristic of uniformity all crystals share.
Crystals provide information about cloud types, temperatures, and heights of clouds. The shape of crystals
varies-many are six-sided or hexagonal in shape, but other patterns exist. After doing this investigation,
have your students read about crystals in the library. You may want them to do follow-up mini-reports on
crystals and draw some pictures of crystals. Here they will be growing crystals from a solution of sugar
and water. The sugar is the seed, or catalyst, that starts the crystal formation.
CAUTION:
Because boiling water is used in this activity, adult supervision is absolutely necessary!
Objectives
• Students will "grow" crystals.
• Students will observe the way crystals "grow."
Materials
• Glass thermal-treated measuring cup
• 10-inch long string
• Spoon
• Pencil
• Sugar
• Boiling water (CAUTION: To be poured only by an adult)
Procedure
1. Pour boiled water into a glass measuring cup.
2. Add l/2 cup of sugar and stir to dissolve.
3. Tie the string to the pencil and put it in the cup so that it dangles in the sugar water.
4. Wait and leave undisturbed for four days.
5. Have your students tell what happened to the string and describe what they saw.
6. Have the students tell what happened to the water.
7. Have your students read and find out what happens inside a cloud when crystals are formed.
8. They will see that all crystals have a definite pattern or symmetry about them. The ions or atoms
are arranged in a specific pattern, and this is a characteristic of all crystals.
Excerpted from Elementary Science Activities for All Seasons.

Winter Holiday Contract
1. Choose the winter holiday in which you are most interested. If you (or your
family) are from a country other than where you live now, please consider
sharing your own customs and traditions with the class.
2. Research your winter holiday. You may use all kinds of reference books and
encyclopedias. You may also consult primary sources—people with
first-hand, personal knowledge. Interview your parents, older relatives, and
family friends. Just be sure to write down where you got your information.
3. Your report will be due during the last two weeks before winter vacation.
Make an appointment so your presentation can be scheduled. Try not to wait
until the last minute.
4. Here is what to do for your report/presentation:

a. Write an information paper to be turned in. Here are some things to
include (though you may think of many more):
• What is the name of your holiday?
• Where is it celebrated?
• When is it celebrated?
• What are the customs associated with it?
• Are there special ceremonies? Feasts? Foods? Parades?
• Are there special costumes?
• Are gifts exchanged?
• Is there a gift-giver (like Santa Claus)?
• What is the gift-giver called?
• What stories are told about the gift-giver?
• Is the holiday different for children and adults?
• Does your holiday have a religious significance?
b. Include a bibliography. Don’t forget to list any primary sources.

Winter Holiday Contract (cont.)
c. Do at least __________ of the following:

• Create a holiday wordsearch or crossword puzzle. Make enough
copies for the class. Include an answer key for the teacher.
• Create a center for a primary class with books, pictures,
worksheets, and activities. Present the center to the primary class of
your choice two weeks before vacation. (Remember to get
permission from the teacher of the class.)
• Make an ornament or a door or table decoration representing your
holiday. Display it in class.
• Prepare and teach a holiday art project. This may be done in your
class or you may arrange to do it for another teacher. Make an
appointment for the time you will need.
• Write and illustrate a poem or a story to go with your holiday.
• Find a book about your holiday and practice reading it aloud with
expression. Present a story time to a primary class. Remember to
arrange this with the teacher of the class.
• Create your own activity. Check with the teacher first.
d. Be prepared to make an oral presentation to describe and display the

activities you have completed for your holiday contract. Plan to read
your information paper aloud to the class.
e. Optional: Bring the class a food treat representing your holiday.
Distribute it at the end of your presentation.
If you schedule your presentation early enough, you may invite your parents to come and be part of the
audience. (If you wait until the last minute, we will not be able to guarantee a definite time.)
Fill out the form below, clip it off, and return it to the teacher.
Name ___________________________________________________________
The holiday I have chosen is _________________________________________
I would like to schedule my presentation on _____________________________

A Seasonal Terrarium
Objective
• Students watch the changes of the seasons from winter to spring with a seasonal
terrarium.
Materials
• Quart jars (use pint jars to complete the project on a smaller scale)
• Potting soil
• Varieties of seeds
• Crushed ice
Procedures
1. Lead a brainstorming discussion about the changes present as winter gives way to spring.
2. Put the children in groups of four and provide each group with a jar.
3. The groups add potting soil to about 1/3 full.
4. Sprinkle seeds, then add another 1/4" of potting soil.
5. Add crushed ice to about 1" deep.
6. It is now winter in the seasonal terrarium.
7. Put a lid on the terrarium and place it in a sunny window. The children should watch and,
if you wish, journal the changes beginning with the melting snow, which waters the tiny
seeds. Within a few weeks, the warmth and moisture will encourage seedlings to creep
cautiously upward. Eventually spring will come to the terrarium with tall, viable plants.
Excerpted from Themes Across the Curriculum.

Butterfly Garden
Grade Levels: 4 - 6
Motivation:
The emergence of a butterfly from its chrysalis is an exciting climax to a classroom activity that
follows the developmental stages in the life of an insect. When placed in a container that allows
for easy viewing by all students, butterfly larvae collected from leaves on native plants can be
observed over a period of months, during which time they feed, grow, prepare their pupa cases,
and withdraw from visible activity until the long-awaited E-Day. Students should be encouraged
to "adopt" a larva and follow the sequence of events in which the organism undergoes a complete
change in form and emerges as an adult butterfly.
Strategies Involved:
• Student involvement
• Science skills development
Materials Required:
• A clear plastic sweater box or shoe box
• A shallow cup
• A square of nylon net
• Moist soil
• A large rubber band
• Two or three caterpillars of painted lady or other species
• Two or three leafy twigs from the plant on which the caterpillars were found
Procedure:
Enlist the aid of student volunteers for performing the following:
1. Place a 1-inch base layer of moist soil in the bottom of a clear, plastic sweater box or
shoe box.
2. Set a small cup of water on the surface of the soil.
3. Place two or three leafy twigs so that their cut ends are immersed in the water in the cup
and their upper ends rest against the side of the box.
4. Gently place the selected caterpillars on the twigs.
5. Place a square of nylon net over the top of the box and secure it with a strong rubber
band, thus forming an escape-proof lid that also provides the caterpillars with proper
ventilation.

Encourage students to develop a sensitivity to the events occurring in the butterfly garden and to
the well-being of the inhabitants. They should:
1. Make necessary adjustments to ensure proper conditions of air, light, temperature, and
moisture for the developing organisms.
2. Observe the gradual changes that occur as the caterpillars pass through successive stages
of development in their life cycles, and mark on a calendar the amount of time spent in
each developmental stage.
3. Release adult butterflies into the outside environment when weather conditions are
suitable.
Excerpted from Hands-On Science!

Insects Bulletin Board
Grades K-3
Objectives
• Encourage educational conversation about insects with this ladybug bulletin board.
• View an example of this bulletin board idea for the spring.
Materials
• Yellow cloth background
• Red border
• Red letters
• Encyclopedia and books showing pictures of insects
• One dinner plate
• Black, red, and yellow paper (optional)
• Any white paper that crayons can write on (Used computer paper, clean on one side, is
good.)
• Computer paper
• Wide-tipped black marker
• Crayons
• Scissors
• Glue
Procedure
1. Make a ladybug from the ladybug pattern. Use colored paper or white paper and color it
heavily: red wings with two black spots. Make a black back strip, black legs, black eyes,
a black head, and black antennae. Make three yellow spots on two sides and the back of
the head. Cut out the bug. Outline the two yellow spots on the side of the head with black
marker.
2. Using yellow paper, trace around a dinner plate with wide black marker. Cut out the
circle, including the black border, and place it behind the ladybug.
3. Show the children pictures of insects. Use the encyclopedia or read a children's book
about insects, such as Amazing Insects by L.A. Mound or Bug Wise by Pamela Hickman.
4. Discuss insects.
• They are often small, with three pairs of legs, a segmented body (three parts), and
usually two pairs of wings and two antennae. Insects include the bee, ant,
cockroach, termite, mosquito, cricket, wasp, ladybug, moth, dragonfly, flea,
butterfly, firefly, walking stick, louse, and fly.
• Insects live nearly everywhere on earth. You find them from snowy places to
deserts.

• Some insects make noises. Some insects get air (or breathe) through holes in their
sides.
• Some insects bite animals and people.
• Insects are many colors.
• Insects are food for birds, fish, and other animals.
5. Use five sheets of computer paper, cut in half lengthwise, to make labels. Write with a
marker: 6 legs, body in 3 parts, usually 2 pairs of wings, usually 2 antennae, food for
animals.
Excerpted from More Bulletin Boards for Every Month.

May Baskets
1. Use green Plastic berry baskets from the market. Weave a ribbon through
the holes, leaving enough extra at both ends to tie a bow at the top as a
handle. Weave more ribbon in a pleasing design around the sides if desired.
Stuff the bottom with damp, crumpled paper towels or wet moss, and fill with
short-stemmed flowers.
2. Start with a plain paper cup. Decorate it with crayons or markers, or cut
designs from paper and glue them on the cup. Another option is to cover it
with colored paper. Cut the paper a little “taller” than the cup so you can cut
fringe for the top and bottom edges as shown below. Add a pipe cleaner
handle. Fill with flowers or candy.
3. Fold a square of fabric or paper in half diagonally. Add flowers that have
long stems. Tie or staple the top corners together as a handle.

May Baskets (cont.)
Cut out the basket and color it. Fold along the dotted line. Glue or staple the
sides together. Fill with flowers or candy.

NAME ________________
Welcome Spring
Directions:
In states where the winter is very long and cold, the spring is a welcome relief. Find the states
that you think have cold winters and color them green. Look at a map and find the names of the
states you colored. List them on the lines below.

Class Garden
Grade Levels: K – 3
Objective
• The students will create a class garden and observe the growth of the plants.
Materials
• Garden spot
• Child-sized garden tools
• Seeds
• Watering cans or spray bottles
Procedures
1. Select a spot for your garden, then ask a parent to come help you till it. (Use landscape
timbers or rocks to outline the area.)
2. Let the children decide which vegetables they would like to grow, then purchase the
seeds.
3. Read the directions on the seed packets and make a diagram of the garden to outline
where to plant different seeds.
4. Several days before planting, encourage the children to dig in the dirt with their tools and
shovels.
5. Let the children make the rows, plant the seeds, and water their garden. (Label each row.)
6. Have the children care for their plants by pulling weeds and watering them throughout
the year.
7. Encourage the children to "harvest" their vegetables and prepare them for snack or lunch.
8. Make a scarecrow for your garden. Stuff an old hose with leaves and straw for the arms
and legs, then dress it in old clothes. Make a head from a grocery sack and stick on a
funny hat.
Excerpted from Science Surprises!

Herbs in the Classroom
Grade Levels: K - 5
Objectives
• Students will observe plant growth.
• Students describe the plants and communicate data about them.
Materials
• Egg carton, Dixie cups, or small planting containers
• Potting soil
• Herb seeds (parsley, chives, and basil are good indoor choices)
• Shoe box or plastic Tupperware tray with high sides
• Aluminum foil
• Plastic wrap
Procedure
1. Read the directions on the seed packets for planting tips (parsley seeds, for example, will
sprout more quickly if the seeds are soaked for 48 hours before planting).
2. Students punch small drainage holes in the bottom of the egg cartons or paper cups.
3. Students fill each cup with potting soil. Have them press down firmly and water.
4. Students sprinkle a few seeds on top of the soil and then add a thin layer of potting mix on
top of the seeds.
5. Have them press gently and water again.
6. If students are planting different herbs, have them add labels to each pot so they don’t forget
which one’s which (popsicle sticks make good markers).
7. Put the mini pots in the box and cover the top tightly with plastic wrap.
8. Place the greenhouse in a warm spot.
9. Keep an eye on the seeds, but don’t water them! The plastic wrap will keep enough moisture
locked inside.
10. Once the seeds have sprouted (basil takes about 5 days, chives 10 to 14, and parsley about
21) remove the plastic wrap and put the pots in a sunny spot. Now the students will need to
water them regularly.
11. As the herbs grow, they’ll need to transplant the plants a few times into bigger pots.
Additional Activities
Students can draw what the plants look like each week, and write about what the plants looks like,
recording growth over time.

Bird Bread
Grade Levels: K – 3
Objectives
The students will observe birds feeding in their natural environment.
Materials
• Stale bread
• Egg white
• Bird seed
• Cookie cutters
• Straw
• String or yarn
• Paint brush
Procedure
1. Cut out shapes from the bread with the cookie cutters. (You can also use leftover biscuits,
bagels, buns, or other breads.)
2. Poke a hole in the shape with a straw, and tie on a piece of string or yarn as a hanger.
3. Brush the egg white on the bread, then sprinkle on bird seed.
4. Dry. Hang outside from a tree.
5. Observe to see which kinds of birds eat the bird bread. Which spot do they prefer to eat
from?
6. You can also string raisins, cranberries, popcorn, and marshmallows to make a chain.
Hang from a tree and observe which is the birds' favorite food.
Excerpted from Science Surprises!

Summer Splash Word Puzzles
What do you like to do in the summer? Henry and Mudge like to go camping at Big Bear Lake. What
else can you do during the summer? The crossword below has a few ideas.
Across
1. Opposite of cloudy
2. During a summer storm, you might
hear this rumbling.
3. Now that it’s warm outside, you might 3 4
go for a ride on this two-wheeled thing.
3
1 Down
1. When it’s hot, you might want to do this in
a pool or lake.
2. Henry and Mudge and Henry’s mom and dad sleep
in a ____________ when they go camping.
3. The month that comes after June.
4. You might add this to your drink to keep it cold.
© Illustrations by Suçie Stevenson. Reproducible Crossword/Scramble Activity

Can you unscramble these summer words?
1. EUNJ
2. THO
3. IMMSNIWG OOPL
4. ABBASLEL
5. LUYJ
6. SROTHS
Summer Splash Word Puzzles
Answer Key
Crossword Puzzle:
Across: Down:
1. SUNNY 1. SWIM
2. THUNDER 2. TENT
3. BICYCLE 3. JULY
4. ICE
Word Scramble:
1. JUNE
2. HOT
3. SWIMMING POOL
4. BASEBALL
5. JULY
6. SHORTS
NAME ________________
Ice Cream-Yummy!
Directions:
You are working on the ice cream truck this summer. Use your arithmetic skills to help the cus
tomers below.
The Tasty Iceman

Lemon ice 25 cents per scoop
Ice cream bars 75 cents each
Chocolate-covered bananas 50 cents each
Milkshakes 90 cents each
Banana splits 30 cents per scoop
Fudgebars 50 cents each
Frozen pops 30 cents each
Lemonade 60 cents a cup
How much will it cost?

1. I'd like two scoops of lemon ice in a dish
and a cup of lemonade.
2. I want two milkshakes and one frozen pop.
3. Could I have a chocolate-covered banana and

two ice cream bars?
4. Ummmmm. I'll take a banana split with

three scoops.
5. My turn? Okay, I'll have a milkshake, a

fudgebar, and one scoop of lemon ice.
Bonus: Bonus:
6. What can I get for 50 cents?

Making Sand Art
Grade Levels: Pre-K – 3
Objective
• Students will create plaster molds.
Materials
• Sand
• A tray, an old cookie sheet, or large bowl
• Plaster
• Cookie cutters
• Paints
Procedure
1. Fill the tray with damp sand. You may have to add a little water to the sand.
2. Make a design in the sand. Students can use their fingers, paintbrushes, or even cookie
cutters.
3. When they're happy with their design, use a spoon to carefully add plaster to the tray.
4. Let the plaster dry.
5. After it's dry, remove the plaster mold from the tray.
6. Brush away any loose pieces of sand.
7. Paint the molds.

Build a Seminole Summer House
The Seminole Indians lived in Florida where it is warm most of the year. Like the people in the warm
climates of the South Pacific and the nearby Caribbean, the Seminoles did not require enclosed shelters.
The people could enjoy the fresh air and cooling breezes in the shade of their summer house.
To build a model Seminole summer house, follow these directions.
Materials:
• sticks or dowels about 1/4" (.6 cm) thick • flat pieces of wood 6" (15 cm) long
– four 10" (25 cm) long • box approximately 10" x 15" x 1"
– two 11 1/2" (29 cm) long (25 cm x 37.5 cm x 2.5 cm)
– six 6" (15 cm) long • grass, straw, or raffia
– seven 12" (30 cm) long • string or other lashing material
– twenty 3 1/2" (9 cm) long • glue
Directions:
1. Make a 6" x 12" (15 cm x 30 cm) platform by lashing two 12" (30 cm) and two 6" (15 cm) sticks
at the corners.
2. Glue the flat pieces of wood onto the sticks. This makes the flooring. Set aside.
3. Construct the building frame as illustrated. Lash all junctures together.
4. Place blobs of clay at the ends of the frame as shown. Place the frame in the box.
5. Add the platform to the frame about 2 1/2" (6 cm) up. Lash it in place.
6. Glue the flat pieces on for the roof. Cover with tied bunches of grass, straw, or pieces of raffia.
Lash on the remaining 3 1/2" (9 cm) sticks for triangular roof supports.
7. Glue any place which needs extra reinforcement.
8. Fill the box with sand so that the platform is about 1 1/2" (4 cm) above the surface
3
5, 6 and 8

Have a Great Summer
from Katie Kazoo
Now that the school year is almost ended, we wanted to be sure to wish every member of
the Katie Kazoo Crew a great summer. We know Katie and her friends have plans for their
vacations, and we want to offer you some ideas for yours.
Fourth of July
If your town or community has an Independence Day Parade, your
Katie Kazoo Classroom Crew should try to participate. Marching in
a parade takes practice and precision, but it’s worth the work when everyone applauds and
shouts as you march down your town’s main street.
You’ll also need your parents’ help to find out whom you need to contact to get a spot in
the festivities. And you’ll need a plan that includes costumes and marching routines.
A simple idea is for each of you to come dressed up as your favorite Katie Kazoo book cover.
Just two pieces of oak tag or foam core and some yarn, crayons, paint, and glitter, plus your
own creativity—can turn a simple person into a book.
Copy the art from your favorite Katie Kazoo title onto one piece of the oak tag or foam core.
Be sure to include the title, author, and series name—so that it really does look like the book
cover. That’s the front of your costume.
Write a one-or-two-sentence review of the book on the back cover—the second piece of oak
tag or foam core. Make the words as big as you can so people will be able to read it as you
march by. At the bottom of your “back cover” be sure to put your name and fill in the
sentence “I READ ____ KATIE KAZOO SWITCHEROO BOOKS THIS YEAR” with the number
of titles you read. © illustrations by John and Wendy
Now punch holes at the upper right and upper left-hand

sides of both the front and back covers. Use string, ribbon,
or yarn to attach the two covers through the holes so that
the costume will hang from your shoulders in sandwich-
board fashion.
Then, practice walking and marching in your costume;

and get ready for applause as you come down the street.
Everyone in your community will be proud to see they
have so many good readers!

Volunteer
Just as Katie and her cooking club baked cookies for a homeless shelter
in A Katie Kazoo Christmas, you and your friends can do something good
for your community. Help out in a local senior center. You can work with
organizations in your town to beautify an old lot, or plant flowers in a
park garden.
Every town has more to do than it can get done. See how you can help
during your summer vacation.
Write Postcards
If your family’s vacation plans include a trip, be sure to take along
the addresses of your friends, postage stamps, and a couple of
your favorite pens so you can send them postcards “wishing they
were here” during your travels. Everyone loves to get mail, and
your friends will be happy to hear from you while you are away.
Read
Summer is a great time to do lots of reading—to experiment with all
kinds of books: fiction, non-fiction, biographies, tall tales, and picture
books. Most public libraries have terrific summer reading programs
for the kids in their communities. Join in!
© illustrations by John and Wendy
Keep a book with you wherever you go: to the beach, for a long ride, when you visit relatives.
A book can be your friend no matter what you are doing.
Keep a journal of all the books that you’ve read over the summer. We’re betting your new
teacher will want to know.
Have Fun. Katie insists on that!

Postcards Icebreaker
Objectives
• Students will write and illustrate a postcard to a classmate about a summer vacation,
camp experience, or other summer activity using a pen name.
• Based on the information in the postcard, students in the class will try to guess each
postcard’s author.
Materials
• Slips of paper, each with the name of a famous person on it (enough for your entire class)
• Hat or shoebox
• 5" x 7" index cards
• Art materials
Procedure
1. Have students draw from a hat the name of a famous person for their pen name. (Famous
writers or authors are a good choice.)
2. Place all names back in the hat and have them draw the name of the famous person to
whom they will be addressing their correspondence.
3. Using one side of a 5" x 7" index card, have students write a letter from their vacation
spot as if they were still there, detailing where they are and what they’re doing.
4. On the opposite side of the index card, have students draw a scene from their vacation
and address it to the recipient.
5. Collect and redistribute the postcards over any period of time.
6. Have students give a presentation on the postcard they received, and allow the class to
guess who – instead of Virginia Woolf or Mark Twain – really visited the Grand Canyon
during the summer.

The following pages were excerpted from Native Americans, by Teacher Created Resources:
• What Makes an Indian Summer?

• Build a Seminole Summer House
The following pages were excerpted from Multicultural Holidays, by Teacher Created Resources:
• Winter Solstice Activities

• Explaining the Winter Solstice
• Winter Holiday Contract: Grades 4-6
• May Baskets
The following page was excerpted from Art Today and Every Day, by Teacher Created Resources:
• Snowman Mobile
The following page was provided by Simon & Schuster:
• Henry & Mudge Summer Splash Word Puzzles

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SEASONS

Activities for Autumn, Winter, Spring & Summer

© Pearson Education, Inc. All Rights Reserved

© Teacher Created Resources, Inc.

Fall Food Festival Cookbook

The Best of the Best

© Pearson Education, Inc. All Rights Reserved

3. Write a sample haiku with the class.

© Pearson Education, Inc. All Rights Reserved

Small pumpkin with top removed

© Pearson Education, Inc. All Rights Reserved

Did You Know?

© Pearson Education, Inc. All Rights Reserved

4. They write their fall words horizontally in another color pen.

© Pearson Education, Inc. All Rights Reserved

Have students meet in cooperative groups to

Plan a winter solstice party as a whole-group

© Teacher Created Resources, Inc.

Explaining the Winter Solstice

© Teacher Created Resources, Inc.

© Pearson Education, Inc. All Rights Reserved

1. white construction paper squares:

© Pearson Education, Inc. All Rights Reserved

2. Take the class outside to observe snowflakes.

7. View with the magnifying glass.

9. Ask students to identify which type of crystal they observed.

© Pearson Education, Inc. All Rights Reserved

© Pearson Education, Inc. All Rights Reserved

Column capped with plates

Did you know?

© Pearson Education, Inc. All Rights Reserved

2. Add l/2 cup of sugar and stir to dissolve.

4. Wait and leave undisturbed for four days.

6. Have the students tell what happened to the water.

Excerpted from Elementary Science Activities for All Seasons.

© Pearson Education, Inc. All Rights Reserved

4. Here is what to do for your report/presentation:

b. Include a bibliography. Don’t forget to list any primary sources.

© Teacher Created Resources, Inc.

c. Do at least __________ of the following:

d. Be prepared to make an oral presentation to describe and display the

The holiday I have chosen is _________________________________________

I would like to schedule my presentation on _____________________________

3. The groups add potting soil to about 1/3 full.

4. Sprinkle seeds, then add another 1/4" of potting soil.

5. Add crushed ice to about 1" deep.

6. It is now winter in the seasonal terrarium.

Excerpted from Themes Across the Curriculum.

© Pearson Education, Inc. All Rights Reserved

2. Set a small cup of water on the surface of the soil.

4. Gently place the selected caterpillars on the twigs.

© Pearson Education, Inc. All Rights Reserved

Excerpted from Hands-On Science!

© Pearson Education, Inc. All Rights Reserved

© Pearson Education, Inc. All Rights Reserved

Excerpted from More Bulletin Boards for Every Month.

© Pearson Education, Inc. All Rights Reserved

© Teacher Created Resources, Inc.

© Teacher Created Resources, Inc.

© Pearson Education, Inc. All Rights Reserved

Excerpted from Science Surprises!

© Pearson Education, Inc. All Rights Reserved

5. Have them press gently and water again.