If You Give

A Moose A Muffin
By: Laura Numeroff
Genre: Circular Story
Grade: Kindergarten

Goals/objectives: Students use different media, techniques, and processes to

communicate ideas, experiences, and stories. Students use art to make
connections between other disciplines, such as science, language arts and
mathematics. Students will understand the events that take place in a story and
the order that they occur. Students will create a poll and discuss what this poll
means with other students. Students will be working on their measuring skills
and fine motor skills.
Benchmark/standard/development: National Standards for Arts Education
Content standard 1: Understanding and applying media, techniques, and
processes. Content Standard 2: Using knowledge of structures and functions.
Content standard 3: Choosing and evaluating a range of subject matter, symbols,
and ideas.-Content standard 6- Making connections between visual arts and
other disciplines. National Theatre Standard 2: Acting by assuming roles and
interacting in improvisation. National Theatre Standard 6: Understands
relationship among organisms and their physical environments. Common Core
Standard- English Language Arts- Literacy- RL.K.2- With prompting and
support, retell familiar stories, including key details. Common Core standardMath Content- MD.B.3- Classify objects into given categories; count the number
of objects in each categories and sort the categories by count. Common Core
Standard- Math Content.K.CC.C.6- Identify whether the number of objects in
one group is greater than, less than, or equal to the number of objects in another
group, e.g., by using matching and counting strategies.

Steps of Lesson/procedure & Materials Needed:

Art Center: After reading the book, If You Give a Moose a Muffin, discuss what
scenery is with children, making sure to show the scenery the moose created.
Give children more examples of scenery from the internet. Provide children
with an abundance of material to create their own scenery; large sheets of
paper, cardboard and boxes, chalk, pencils, paint, glue and materials to glue on.
Allow children, who wish, to work in groups.
Creative Arts/Play Center: Use the scenery created in the art center. Each day
change out the scenery so that every childs scenery is used at least once.
Have the child whose scenery is being displayed help find materials that should
be placed in this center to help facilitate play that coincides with the scenery of
the day.
Sequencing Center- If You Give a Moose a Muffin is a chain Reaction story and
a sequencing center will help children understand this concept. Discuss with
children how one event leads to another in this story. Create sequencing cards
with illustrations and words from the book that children can place in order from
first event to the last event. The sequencing cards should go something like:
muffin-> Jam -> Sweater ->sock puppets -> puppet show ->scenery -> antlers
stick out -> sheet ->ghost costume ->spilled paints -> hang sheet to dry ->
sees blackberry bushes -> muffin.
Math Center Create a favorite muffin Graph for students to fill in. The graph
should have a picture of three types of muffins at the top, chocolate, blueberry,
or lemon. On the side should be boxes where children can write the name of the
person. Children will poll at least 5 different friends in the class to find out
which muffins they prefer. After, discuss what the data means with the class
and break up into small groups where children can present their own data to
other students.
Sewing Center Discuss the scene from the book when the moose sews a
button on a sweater and decides to sew sock puppets. Send home a note to
parents a week ahead of reading this book, asking them to bring in any old socks
they may have laying around the house. Children will use these socks to
practice sewing buttons and making sock puppets of their very own. Provide
students with glue as well and an abundance of materials to make sock puppets.
Create your own sock puppet first as an example for children.

Science Center Send a note home with parents, a week before reading this
book, asking them to bring in strawberries. Talk about different types of berries.
Have students look at pictures or real berries. If possible go on a nature walk
looking for berry bushes. In the kitchen with children make your own
strawberry Jam.

Ingredients: two pounds fresh hulled strawberries, 4 cups white sugar,

cup lemon Juice.
Directions: Crush strawberries in batches until you have 4 cups of
mashed strawberries. In a heavy bottomed saucepan, mix together the
mashed strawberries, sugar, and lemon juice. Stir over low heat until the
sugar is dissolved. Once the sugar is dissolved, increase the heat to
high, and bring mixture to a full rolling boil. Boil, stirring often until the
mixture reaches 220 degrees F (105 degrees C. Transfer to jars, leaving
inch headspace, and seal the jar. Refrigerate jars.
Test for Jelling: place three plates in a freezer: after 10 minutes of
boiling the jam, place a tsp. of the jam onto the cold plate and return it to
the freezer for one minute. Run your finger through the jam on the plate,
if it doesnt try to run back together its ready to be canned.

Assessment of Learning:
Observation and documentation will act as a tool for assessment of learning.
Observing how well students were able to complete the sequencing center, and
taking pictures of each students final product from the sequencing center.
When making the jam, document by taking anecdotal notes and pictures
attached to the notes. While making the jam, students could draw out what
happened to the strawberries, beginning, middle, and end. Children will want to
take their sock puppets home eventually, so make sure to take pictures of the
puppets and anecdotal notes while they are being made. Observe children as
they are making their sceneries, making sure to take anecdotal notes as they
are being made and when they are playing with them in the play center.