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gAuthor

Study:

Margret and

H.A. Rey
Created By: Anna Boltd,, Kaylee Neubacher, Abby Wright,
and CaDric Moulton

Table of Contents:
1. Concept Map
2. Get to Know Margret and H.A. Rey (Biography)
3. Introductory Activity Plan: What Makes You Curious?
4. Math Activity 1: Count to 100 with Curious George
5. Math Activity 2: Telling Time with Curious George
6. Social Studies Activity 1: Curious George and Firemen
7. Social Studies Activity 2: Going Camping with Curious George
8. Science Activity 1: Get Curious About Dinosaurs!
9. Science Activity 2: Whats The Weather Like?
10. Language Arts Activity 1: Take a Trip to the Zoo with Curious George
11. Language Arts Activity 2: First Day of School with Curious George
12. STEAM Activity Plan: Building a Home
13. Story Time: Curious George Flies a Kite
14. Culminating Activity: The Journey that Saved Curious George
15. Additional Resources
16. Technology Resources
17. Works Cited

Getting to Know Margret and H.A. Rey

Margaret and H.A Rey are originally from Germany. They started their
journey when they were first married in 1936. Margaret worked as a copywriter,
and her husband was an illustrator. The couple was known for nursing animals,
especially chimpanzees, back to health. They once had a pet Chimpanzee named
Coffee. They were inspired by their love of animals to create childrens book. The
two worked together to create childrens pictures books. They published their
first book in 1938, How the Flying Fish Came into Being. H.A. Rey was invited to
illustrate picture books. He asked his wife to provide the text. Their next work

was called Cecily G and the Nine Monkeys. This is where the monkey character
George was created. When World War II broke out, the couple was forced to
abandon everything they knew and move to a safer place. They managed to save a
manuscript of the original Curious George. Houghton and Mifflin published the book
in 1941. The couple wrote six more books in the series, and continued to write
other stories as well. Their series Curious George has been popular for the last
seventy-five years selling over twenty-five million copies. The original Curious
George book has not been off the shelves one time since it was published! Their
books have even been written in at least ten different languages. In 2012, Curious
George was chosen from the Indie Choice Book Awards Picture Book Hall of Fame.
Curious George was such a beloved character that he appeared in his own television
series and three movies. Even though Hans and his wife Margaret have passed
away, their legacy still lives on. In 1989 the Curious George foundation was
established. This particular foundation supports children who have qualities that
the Hans couple saw in George. These children have a desire to learn and a
curiosity to explore. The foundation also supports community outreach, peer
mentoring, prevention of animal cruelty, and preservation. Margaret and H.A. Rey
were remarkable people.

Introductory Activity Plan:


What Makes You Curious?
Featuring:

Design for Learning


Activity Plan
Integrated Arts Lesson
Instructor(s): Wright, Moulton, Bolt, Neubacher

Grade Level: 1

Lesson Title: What Makes You Curious? Estimated Time: 30 Minutes

Curriculum Area/Book Connection: English Language Arts/The Original Curious

George
Arts Area: Visual Arts
Standards Connection:
Content Area: [W.1.5] with guidance and support from adults, focus on a topic,
respond to questions and suggestions from peers, and add details to strengthen
writing as needed.
Arts Area: 1. Create works of art using a variety of techniques.
Learning Objectives:
Content Area: When given a writing prompt, students will answer the question
What are you curious about? with appropriate writing skills.
Arts Area: When given crayons/markers/colored pencils to will create an
illustration depicting their writing topic.
Engagement:
Today the teacher will come dressed as the Yellow Hat Man. The teacher will get in
character and have a stuffed monkey that resembles Curious George. The teacher
will begin by calling students to the carpet. Hello Boys and Girls! Let me introduce

myself, I am the Yellow Hat Man! I am going to call you to the carpet by table.
Table 1, table 2, table 3! Give everybody time to get settled. Explain todays
activity/book and the objective. Today we are going to be reading one of my

favorite books! Its called The Original Curious George. Has anybody ever read this
book before? Let students raise their hands. Today the teacher will focus on
curiosity. When we are done we are going to talk about what makes us curious! The
teacher will have student predict and discuss what curious/curiosity means? Does

anybody know what it means to be curious? Ask students to collaborate with


others. Turn to your elbow buddy and talk about what curious means! The teacher
will now call on students to share their thoughts. The teacher should get at least 3
answers. Those are great ideas boys and girls! We are going to read this book and

learn what it means to be curious! The teacher will now begin reading The Original
Curious George by: Margaret and H.A. Rey. The teacher will read up until the point
where it says where George is from. George is from Africa. The teacher will show

students Africa on the map. Where did the book say George was from? The
teacher will ask students to answer the question. Thats right, George is from

Africa. Can someone find Africa on our map? The teacher will have a student walk
up to the world map/globe and point out Africa. This is where our story takes

place, in Africa! The teacher will continue reading. The teacher will discuss a couple
of things that George is curious about. What was George curious about? The
teacher just read a section where George is curious about seagulls and how they
fly. The teacher will call on a student to answer the question. Yes, George was

curious about seagulls fly? Do you think you might have a better idea of what
curious means? Lets keep reading! The teacher will continue reading. The teacher
will discuss the next thing George was curious about. Did being curious about the

phone get George in trouble? Do you think that being curious will always get you in
trouble? The teacher will ask students to answer the questions. The teacher will
listen to the students ideas. The teacher just wants to get students thinking, we
will discuss what curious really means later. The teacher will continue reading until
the end of the story. Bring curious sure did get George in a lot of trouble didnt it?

It did. The teacher will now ask students again what they think curious means. This
time she will copy down their answers. Now that weve read, what do you think

curious means? What are some things you might do if you are curious? The teacher
will record students answers on the whiteboard or chart paper. The teacher will
now transition.
Learning Design (Activity):
Activity Explanation:
Students will be given a writing activity (see below). They will work on this
individually at their tables. After a discussion on curiosity the students will be
asked to write about what makes them curious. The teacher will ask them to
explain why they are curious using specific details. The students should not just
make a list of things they are curious about. The teacher will expect students to
use appropriate writing skills such as: complete sentences, capitalization, and
punctuation. When students are finished writing they will create an illustration
using crayons, markers, or colors pencils. The illustration should align with the
students answer. The teacher will connect this activity back to the book by talking
about what George was curious about. The teacher will ask students what they are

curious about. In order to complete this activity students will need to know what
the word curious means.
Writing Prompt/Illustration Activity:
Build Knowledge:
The teacher will call attention to the class. Boys and girls! We just read a book

about a monkey named George. Can someone tell me a little bit about George? The
teacher is looking for students to say curious. The teacher should listen to
students answers and guide them to the word curious. Yeah, George was a very

curious monkey! His name is even CURIOUS GEORGE! Students already made
predictions about what they think the word curious means. The teacher will refer
back to those answers. You all said that curious meant _____________ and said

_____________ and ____________. The teacher will now give students a kidfriendly definition. The teacher should have this definition recorded on a sheet of
paper to project, chart paper, or on the white board. Curious means having a

desire to learn or know more about something or someone. The teacher will ask
the class to read the definition with her help. Lets read that together, having a

desire to learn or know more about something or someone! Great! Lets really look
at that definition. The teacher will need to expand on what desire means. Does
anybody know what it means to desire? The teacher will see if students know the
answer. Well when you desire something that means that you really really really

want it. The teacher will now provide examples for the students and make
connections to their lives. Have you ever really wanted a new toy? You desired that

toy. The teacher will go back to explaining the word curious. So when you are
curious you really want to know about something. The teacher will now give
examples. When we do a science experiment we are curious. We are trying to

LEARN about something. We want to figure out how it works and why it works the
way that it does! The teacher will now ask students to give examples. Okay boys
and girls, can anyone tell me something that they might be curious about? The
teacher will listen to students answers and build a discussion. The teacher will ask
questions such as: WHY are you curious? What do you want to know? The teacher
will post the definition for student to see while they complete the activity. The
teacher will now transition into modeling the activity.
Model:

The teacher will explain the objective for today. Eyes on me boys and girls! We

talked about what curious means. We even read a book about a very curious
monkey! Now I want to know what makes your curious! Students will be working
individually at their seats for this activity. The teacher will project the writing
activity (see attached) for all students to see. This would be best done using an
Elmo. The teacher will now give detailed instructions. The class has been given the
writing prompt, What makes your curious? Eyes on me! Can someone please read

the question at the top of the page? The teacher will call on a student to read the
writing prompt. What makes you curious? Students will answer this question using
complete sentences. They will provide details and explain why they are curious,
rather than making a list of things. I want everybody to write about ONE thing

that makes you curious. I want you to tell WHY it makes your curious. When
students are done writing, they will create an illustration using crayons, makers, or
colored pencils. Do you see the big empty box at the top of the page? The teacher
will point to this box. When you are done writing about what makes you curious, I

want you to create an illustration! Remind students of what an illustration is. Can
someone tell me what an illustration is? Thats right! An illustration is a picture!
What has illustrations? BOOKS! Thats correct. The teacher will now model what
she wants students to do. Lets try this together! Whats the first thing I need to

do? The teacher will have a student answer the question, if any raise their hands.
Yes, the first thing we need to do is think about what makes us curious. Well, I
know that I am curious about stars! The teacher will copy this down onto the
writing worksheet, I am curious about stars. The teacher will point out the skills
she used to create this sentence. Does everybody see how I used a complete

sentence? I put a capital letter at the first of my sentence and used a period! The
teacher will ask students what to do next. Can I stop there? Is there anything else

I need to do? The teacher will be looking for students to say that she needs to add
details. I need to add more details! The teacher will add details to the worksheet,
copying her answers down as she tells the class. Remember when we are curious we

want to know everything we can about something. We want to know what, why, and
how things work. I want to learn about stars! The teacher will begin writing. I want
to know how stars are made. I wonder where they are. I wonder what they look
like up close! The teacher will read those sentences to the students when she is

done writing. Does everybody see how I explained why I am curious about stars?
The teacher will see if any students have questions. Does anybody have questions

about the writing? No? Great! The teacher will now explain the illustration part of
the assignment. When you are done writing, I want you to draw a picture showing

what you are curious about? The teacher will ask students to help her decide what
to draw. What should I draw? Should I draw a picture of myself sleeping? No!

What should I draw a picture of? The teacher will be looking for students to tell
her to draw stars. You are right! I should draw a picture of stars! The teacher will
draw a picture of a night sky with a bunch of stars. The teacher will now ask
students to look over her work. Am I done now? Yes I am. I answered the question.

I used details to explain why I am curious, and I drew a picture! The teacher will
now transition into letting students create their own.
Create:

It is your turn to write about what makes your curious. At this point, students are
still sitting at the carpet. The teacher will pass out materials and give each student
a worksheet. When I call your table come get a worksheet from me! When you get

your worksheet please sit quietly at your seat and wait for me to give directions.
The teacher will call all tables and make sure each student gets a worksheet .
Students already have their art boxes at their desk. I want you to do exactly what

we did together at the carpet. Can someone tell me what the first thing you do is?
The teacher will call on a student. Yes, the first thing you need to do is think about

what makes you curious! Then, write about it. The teacher will remind students to
use details. I want you to write at least three sentences. The teacher will write
this direction on the board. Make sure you tell me why you are curious! The teacher
will ask a student to tell the class what needs to be done next. What should you do

when you are finished writing? Yes! You will draw a picture. Can you draw a picture
about anything you want? No, you need to draw a picture that shows what you are
curious about! The teacher will give the class 10-15 minutes to complete their
assignment.
Assessment:
The teacher will use a rubric (attached) to assess students writing activity. Class,

I will be looking over each persons paper! I want to know what you are curious
about! There is a big possibility that these will be hanging up outside our room, so

please do your very best work! The teacher will be looking to see if students
followed directions. The teacher will look to see if they students added details (at
least three sentences). The teacher will also check to make sure the picture
matches what the student wrote about.
Closure:

You did a great job today boys and girls! I see some really interesting pictures! I
cant wait to read them all! The teacher will make connections back to the meaning
of curious. Can someone remind me of what curious means? Remember you can look

back at our classroom definition. The teacher will call on students to answer.
Thats right! The teacher will make connections back to the book. What was it that
made George so curious? What kind of things did he do? If you went to a whole
new world, like George did, wouldnt you be curious too? What can we do when we
are curious? The teacher will lead a discussion about what makes George Curious
asking questions. When she is finished she will play the Curious Theme song! We

are going to listen to the Curious George theme song! It talks about being curious!
You can sing along, the words are on the screen! The teacher will play the video.
https://www.youtube.com/watch?v=MN7JzGC-yw4
Materials and Resources:

The Original Curious George by Margret and H.A. Rey

World Map

Chart Paper, White Board

Elmo

Dry Erase Marker/Pen

Writing Prompt Activity

Pencils

Markers/Crayons/Colored Pencils

Computer/Projector

Curious George theme song video


Curious George Writing Activity Rubric
Directions

Understood

Writing Skill

Concept
3

Student carefully

Student

The student used

followed directions

understood the

complete

with accuracy.

meaning of curious

sentences,

and used details to

appropriate

explain their

punctuation, and

curiosity. The

capitalization. The

student aligned

student showed

their drawing with

good writing skills.

their writing.
2

Student

Student may have

The student did

attempted to

fully understood

not always use

follow directions.

the term curious,

complete

but did not use

sentences,

details or align

punctuations, or

their illustration

capitalization. The

with their writing.

student should
decent writing
skills, but needs
improvement.

Student

Student did not

The student did

disregarded

understand the

not use any

direction, showed

meaning of curious.

complete

no attempt at

The student did not

sentences,

following.

use any details. The

punctuation, or

students drawing

capitalization. The

did not match up

student showed

with the learning

poor writing skills.

objective/writing.

Math Activity:
Count to 100 with Curious George
Featuring:

Design for Learning


Activity Plan
Integrated Arts Lesson
Instructor(s): Wright, Moulton, Boldt, Nebaucher

Grade Level: 1st grade

Lesson Title: Counting to 100 With Curious George! Estimated Time: 60 minutes

Curriculum Area/Book Connection: Math/Curious George Learns to Count from 1

to 100

Arts Area: Music

Standards Connections:
Content Area: [NBT.1] Count to 120, starting at any number less than 120. In this
range, read and write numerals and represent a number of objects with a written
numeral.
Arts Area: Sing songs from various cultures and countries within an ageappropriate vocal range, using clear vocal tones.
Physical Education: Identify exercises that improve flexibility, muscular strength
and endurance, cardiorespiratory endurance, and body composition.
Learning Objectives:
Content Area: When given a worksheet with the number 100 displayed, each digit
filled with objects, the student will accurately count the objects in the digits using
100% accuracy.
Arts Area: Students will sing a song about counting to 100 using clear vocal tones.
Physical Education: Students will perform a series of exercises that improve
flexibility and muscular strength.
Engagement:
The teacher should summon students to the reading circle. Boys and girls when I

call your table please come to your assigned carpet seat! Table 1, Table 2, Table 3!
The teacher should start the lesson by showing a picture of the author and asking
the class if they recognize the man. Can anybody tell me who this man and woman

are? Yes, thats right this is H.A. Rey and his wife Margaret. Does anybody know
what they are famous for? Thats right, they wrote the Curious George series . If
the class has previously read books from this series mention those books. Tell the
class that you will be reading another book from this series/author. Today we are

going to read Curious George Learns to Count from 1 to 100! Before reading, get
the students to think about counting. What are some things that you think Curious

George might count? Let students talk about what they think Curious George is
going to count. Yeah! Do you remember when we counted all the way to 100? Let
students raise their hands. What are some ways we can count to 100? Call on four

students to name each of the ways we can count to 100. The teacher is looking for
students to say by ones, twos, fives, and tens. Students have already worked on
counting these ways. Yeah thats right! Weve learned about 4 ways that we can

count to 100! We can count by ones, twos, fives, and tens! The teacher will begin
reading the book. When the book is completed the teacher will move on to the
activity portion.
Learning Design (Activity):

Activity Explanation:

This activity will be a singing activity. Students will listen to the Count to 100 song
by Jack Hartman, and then preform it as a class. This video can be found at:
https://www.youtube.com/watch?v=0TgLtF3PMOc. Okay boys and girls! We are

going to start by singing our counting song! I want you to watch it before we begin!
This video incorporates physical activity as well. Students will sing along and count
as the song goes on. There are some movements we are going to learn to go along

with the song. While students are counting they are doing a certain exercise. For
example, Hartman will tell students to stretch their legs. They will stretch for ten
seconds and count from 1-10. Then students will do another exercise for ten
seconds but count from 11-20. Youre going to do each exercise for ten seconds!

There are ten exercises total! We are going to count all the way to 100! We are
going to practice a couple of times and then I am going to record the class
preforming the song and dance! This activity incorporates math, music, and
kinesthetic learning styles.

Build Knowledge:

The teacher will remind the class of the four ways we can count to 100. What were

the four ways we could count to 100? The teacher will call on one student to name
the four ways. If the student needs help, have a classmate assist. Yeah! Thats

right! We can count by ones, twos, fives, and tens. The teacher will now ask the
class to practice counting to 100. The teacher will ask one student to go to the
hundreds chart and point out the numbers as the students count. Sally, will you

please come to the hundreds chart. I would like you to use the pointer and follow
along as we count. Teacher will now count to 100 by tens. Lets try counting to 100
by tens. 10. 20. 30. 40. 50. 60. 70. 80. 90. 100. Good job class. The teacher will now
ask students to count by fives. Lets try counting by fives! 5. 10. 15. 20. 25. 30. 35.

40. 45. 50. 55. 60. 65. 70. 75. 80. 85. 90. 95. 100. Great job Class. The teacher will
get students to count to 100 by twos. Now, what were the other two ways we could

count to 100? By twos and ones! Lets try twos first. 2, 4, 6, 8, 10, 12, 14, 16, 18,
20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60,
62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100!
Remind the class that there is one more way. Then have the class practice counting
all the way to 100! The last way we have learned is counting by ones! Lets try that

together. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23,
24, 25, 26, 27, 28, 29, 30, 31..100! The teacher will now get the students ready to
watch the video. Great job boys are girls! Im going to play our counting video now!

Remember I want you to all listen the first time! We will sing later ( transition
into playing the video.)
Model:
The teacher will begin by playing the video for students. The students will only
watch the video the first time around. Okay boys and girls, we are going to watch

this video together! After we watch it the first time, we will learn the words and
all the movements. The teacher will play the video. After the video is finished the
teacher will have students demonstrate each exercise. Can someone show us how

to stretch our arms like the man in the video did? The teacher will call on a student
to show the class how to stretch their arms. Yes! Lets all do it together now!

Stretch your arms! The teacher will have a different student demonstrate the
next movement. Does somebody want to show us how to stretch our legs? Okay!

Please show us! Now everybody stretch your legs. The teacher will move on to the
next movement. Lets pump our arms together! Pump, Pump, Pump! Good job class..!

Now, lets practice circling our arms! 1, 2, 3! Great job class. The teacher will ask
the class to do the next movement. Can somebody shows us what it looks like to

shrug your shoulders? Come to the front and show us how! Perfect! Lets try that
together! The teacher will walk through the remaining 6 exercises with the
students. The teacher will then discuss the words with the students. We are going

to learn all the words now! What are most of the words in the video? Thats right!
Most of the words are just counting to 100! We already know how to do that,
right? Right! The teacher will play the beginning of the song one time (the first 10
seconds). Tell the students the words that they need to remember. The only words

we need to learn are at the very beginning. The teacher will tell the students the
first words. We are going to sing things words together, but listen to me sing them

first. Count to 100 everyday. The teacher will play the song again this time
letting students practice the movements and counting. Okay boys and girls! Lets

practice one time and then we can perform it! After the teacher allows the
students to practice, they will move on to their final production.

Create:

The students will now perform the Count to 100 song for the last time! If the
teacher has the ability she will record the students singing for the class website
or open house. Okay boys and girls! Were going to sing our song one more time! I

want you to do your very best, because I am going to be recoding it! The teacher
will choose 3 students to come to the front of the classroom to lead the rest of
the class. Does anybody want to help lead the class? Yeah! Lets have three people.

You three come and lead the class! The teacher will begin the video. The class will
perform the song while it is being videoed.

Assessment:
When the class is done performing the song, the teacher is going to give the class
a counting activity worksheet (see below) centered on Curious George and counting
to 100. The teacher will first ask the students to go back to their tables. Eyes on

me boys and girls! Now that we have practiced counting to 100, we are going to
work on counting individually. I would like you to go quietly back to your seat and
wait for directions! The teacher will project the worksheet using an Elmo. Lets
look at this together. Would someone like to read the directions at the bottom of
the page? The student should read, color the pictures count the number of
things. Are there 100? The teacher will demonstrate for students. Okay, great! So

the first thing Im going to do is look at the bottom of the page and see what color
I am supposed to color each object! Students will be asked to color the objects a
certain color. Our first object is a bunny rabbit! Can someone tell me what color

the bunnies are going to be? Call on a student. We can just look at the bottom of
the page and see that they want us to color all the bunnies yellow! The teacher will
begin coloring SOME of the bunnies yellow. The teacher will move on to the next
object, demonstrating that all objects are a different color. Our next object is an

ice cream cone! We are going to color all the ice cream cones purple! The teacher
will use a purple marker to color in SOME of the ice cream cones. The teacher will
explain what she wants the students to do again. I am going to pass out this

worksheet. When you get it, I want you to color in each object with the correct
color crayon! Your bunnies should be yellow, your ice cream cones should be purple,
the hats green, the crayons blue, the beach ball orange, and the apples red! When
they have colored all the objects the students will count the objects and fill in the
blanks below. When you have colored all of the objects I want you to count each

object! Do you see the blanks at the bottom of the page? Count each object and
then fill in how many there are in each blank. Lets practice that together! The
teacher will ask the class to count all of the bunnies with her and fill the answer
into the blank at the bottom of the page. Lets try counting all of the bunnies

together. The teacher will point to each bunny and count them with the class.
There are fifteen bunnies! I am going to put that in this blank with bunny next to
it. The teacher will fill in 15, and instruct the class to do this with each object. You
are going to count each object and fill in the answer! If you notice there is an
adding question at the bottom of the page. This worksheet will be modified if
students have not started adding. This worksheet could still be done without the
bottom equation. The teacher will make sure that everybody understands. Are

there any questions before we start? The teacher will answer any questions. She
will then pass out the worksheet and give students 15-20 minutes to complete the
worksheet. Now that you have your worksheet you may begin! Take about 15

minutes to finish it!


Closure:
The teacher will bring the lesson to a close by pulling Curious George, the Count to
100 song, and the 100 worksheet together. We did a lot of practice with counting

today, didnt we? We read about Curious George counting to 100! We sang a song
about counting, and then we counted objects all by ourselves! The teacher will ask
students what types of things Curious George counted. What types of things did

Curious George count? Let students talk about the things that were counted in the
book. Then have students discuss what they counted in their video. What did we

count in our song? Thats right we counted our exercises! The teacher will ask what
types of things were counted on the worksheet. What types of objects did you

count on your worksheet? Yeah! Hats, Crayons, Rabbits, Apples! The teacher will
ask students how they counted to 100. How did we count to 100 in our activities

today? In our book we counted by ones! How did we count in our video? The
teacher will ask students. She wants students to recognize that we did count by
ones, but in sets of tens. We did count by ones, but did you notice how we counted

to ten, took a break, counted to twenty, took a break, and then counted to thirty?
We call that SETS of tens! The teacher will then ask students how they counted
the objects on the worksheet. How did you count the objects on your worksheet?
The teacher will call on one-two students. Yeah you couldve counted by twos or

ones! The teacher will talk about Curious George and Margaret and H.A. Rey before
bringing the lesson to a close. The Reys sure did help us learn a lot about counting!

We are going to be learning many things from their books and Curious George over
the next couple of days!
Materials and Resources:

Curious George Learns to Count to 100!

Elmo/Projector

Computer

Hundreds Chart

Pointer

YouTube Video Count to 100 (download before activity)

IPad/Video (to record students performing their song)

Markers/Crayons

Curious George 100 Activity Worksheet

Math Activity:
Telling Time with Curious George

Featuring:

Design for Learning


Activity Plan
Integrated Arts Lesson
Instructor(s): Wright, Moulton, Boldt, Neubacher

Grade Level: 1st Grade

Lesson Title: Telling Time with Curious George! Estimated Time: 35-45
minutes
Curriculum Area/Book Connection: Math, Curious George Time for School
Arts Area: Visual Arts
Standards Connections:
Content Area: Math [1-MD3] Tell and write time in hours and half hours using
analog and digital clocks.
Arts Area: 1.) Create works of art using a variety of techniques.
Learning Objectives:
Content Area: When given a clock students will demonstrate their ability to tell
time with no errors.
Arts Area: Students will create a clock using a variety of techniques.
Engagement:
The teacher will begin by calling all students to the carpet. Good morning class!

Please come take a seat in your assigned carpet spot! Today the class will read a
book called Curious George: Time for School. The teacher has the interactive copy
of the book. The book has a clock attached. Good morning boys and girls! Today we

are going to read a book called Curious George: Time for School! The teacher will
begin reading the book. Each page has a certain time on it. The teacher will ask the
class to move the clock to the correct time after each page. The teacher will read
the first two pages. What time is shown on this page? 7:00, right! Lets move our

clock to 7:00. Where should I point the hour hand? The teacher will call on a
student. Yes, we should move it to the seven. The teacher will move the hour hand
to the seven. Next, she will ask the class where the minute hand should go. Where
should we point our minutes hand class? Should we point it to the one? No! It
should be on the twelve! Our clock now says 7:00! The teacher will continue reading
the book. At each page she will stop and allow the class the opportunity to set the
clock to the time shown on the page. The teacher will do this a total of eight times.
Each time the clock moves up an hour (starting at 7:00 and ending at 2:00). When
the book is completed the teacher will move on to the activity.
Questions:

Where is Curious George going in the book?

How does Curious George learn to tell time?

What would happen if Curious George couldnt tell time?

How does telling time help you in life?

When do you tell time during the day?

How do we use time during our day?

Learning Design (Activity):

Activity Explanation:

The class will use a template (attached) to create a clock for individual use.
Students will use markers or crayons to color their paper copy of the clock. Boys

are girls! We are going to be making our very own clocks today! I am going to give
you a piece of paper with a clock already on it! The first thing you are going to do
is color the clock however you would like to! I would like you to use crayons so we
can still see the numbers! When they have finished coloring in the sheet, the
teacher will give students a paper plate with a hole punch through the center.

When you are done coloring, I want you to come get a glue stick, a set of scissors,
and a paper plate! The students will need glue and a paper fastener. Students will
begin by gluing the face of the clock to the paper plate. Students will then use a
hole punch to create a hole in the hands of the clock. The students will fasten the
hands to the paper plate. Students will be able to move the hands to different
times on the clock. We are going to use our clock to tell time!

Build Knowledge:

I want everybody to look at the clock on the front of this book. The teacher will
have students point out the different parts of the clock. We have talked about

the parts of the clock already. Will someone please point to the hour hand? The
teacher will call on a student to point at the hour hand. Thats right! The shortest

hand is the hour hand. That means this one is the minute hand. The minute hand is
the longer skinner hand. The teacher will ask students to tell what each number
means. Lets name all the hours on the clock? The teacher will now ask students
what each number stand for on a clock. Twelve Oclock, one oclock, two oclock,

three oclock, four oclock, five oclock, six, oclock, seven oclock, eight oclock, nine
oclock, ten oclock, eleven oclock, twelve oclock. The teacher will now ask students

which minutes are represented on the clock. Five, ten, fifteen, twenty, twenty-

five, thirty, thirty-five, forty, forty-five, fifty-five, one hour (sixty minutes). The
teacher will then hold up her clock from the Curious George book. The teacher will
put certain times on the clock and have students tell what the time is. First, the
teacher will point the clock to 12:00. Can somebody tell me what time is shown on

the clock? The teacher will give the class time to think. The teacher will then call
on a student to answer the question. Thats right it is 12:00. The teacher will show
the class a total of 3 different times. The teacher will set the clock to a certain
time. Each time the teacher will call on the student/class to answer the question.
If the class if having problems telling time, the teacher will expand this discussion.
When the teacher feel like the class has had a good review of telling time, she will
move on to the activity.

Model:

For this section, the teacher will ask all students to quietly walk back to their
table seats. The teacher will have one student pass out the clock template.

Student, will you please give one sheet to each classmate. When everybody has a
paper the teacher will project the template using the Elmo. Okay boys and girls,

look up at the board please! I want to explain how to do our project before we
begin! Students will use markers or crayons to color their paper copy of the clock.
The first thing you are going to do is color the clock however you would like to! I
would like you to use crayons so we can still see the numbers! Do you see how my
clock is colored? I stayed in the lines, used bright colors, and made sure that
everything was colored nicely. When they have finished coloring in the sheet, the
teacher will give students a paper plate with a hole punch through the center, a
pair of scissors, and a glue stick. When you are done coloring, I want you to come

get a glue stick, a set of scissors, and a paper plate! You will notice that your paper
plate has a hole in the center! That is how we are going to attach our clock hands!
The students will need glue and a paper fastener. Students will begin by gluing the
face of the clock to the paper plate. After I have colored and cut everything out,

I am going to punch a hole in the center of the clock. Do you see the circle at the
center of the clock? I am going to take my hole punch and put it right over the
center. You only need one punch, so be careful! Then I am going to flue the dace of
my clock to the paper plate! You need to make sure that your two holes line up!

Students will then use a hole punch to create a hole in the hands of the clock. The

next thing that you need to do is punch a whole at the end of Curious Georges
hands. This is going to be our clock hands. You will notice there are two different
size hands. Can someone tell me why Georges hands are different sizes? The
teacher will call on a student to answer the question. Yeah! Thats right the

shorter one is an hour hand! The longer one is the minute hand! The students will
fasten the hands to the paper plate. The teacher will show students how this is
done. You are going to line up the whole in your paper plate. Show the class the
paper plate clock face. Then you are going to take your two hands and make those

two holes line up! You will line up those two holes with the one on the paper plate.
Then you are going to take this paper fastener and stick it right through the
middle. Turn your plate over and push down the sides just like this. Students will
be able to move the hands to different times on the clock. We are going to use our

clock to tell time! See how my hands move around the clock! The teacher will bring
the lesson to a close. Dont worry if you forget how to do something! Ill be walking

around the classroom helping you! Are there any questions before we begin? The
teacher will answer any questions and clear up all misconceptions.

Create:

After the teacher gives an in depth explanation of what is expected, she will set
the class free to create their own clocks. Okay boys and girls! Use your art boxes

at the table to color in the boxes! You are each making your own clock! Dont forget
to come and get the materials from me when you are done coloring! I am going to
be walking around the classroom as you work! The teacher will walk around the
classroom and supervise as students make their own clocks. Students have already
received detailed instructions, however this age of students will need additional
support in completing this task.
Assessment:
The teacher will give the class a worksheet with various clocks showing different
times. The teacher will pass out the worksheet to each student. The teacher will
project the worksheet using the Elmo. Boys and girls! Please look at the worksheet

that you have just gotten. Would someone please read the directions at the top of
the page? The teacher will call on a student to read the directions. The student

should read What time is it? Okay, so what you are going to be doing is looking

at each clock. You are going to see what time is shown on the clock, and then write
your answer in the blank below the clock. During this time the teacher should be
pointing out each aspect to the students. Lets do this first one together! Look at

the first clock. What number is the hour hand on? The teacher will ask the
students. Yes, you are right! Both the minute and hour hand are on the 12! What

would we write in the blank below our clock? Thats right class, we would right
12:00! This is what I want you to do throughout the whole worksheet! This is an
assessment so students will be working individual. While students are completing
their worksheet, the teacher will call small groups to her desk to do an active
assessment. Students will come to the teacher in small groups. The teacher will
watch as the students show each time on their own Curious George themed clock.

Boys and girls! While you are working on your worksheet, I am going to be calling a
couple of students to my table. When you come I want you to bring your Curious
George clock. I am going to give you five times. You are going to use your clock to
show me the times! These times will be chosen by the teacher. For this assessment
the teacher will use 7:30, 9:30, 5:00, 7:45, and 12:50. The teacher will keep up
with which times the students get right. The teacher is making sure students
understand how to look at a clock and tell time, but also use a clock to find various
times.
Check for 2nd Clock Assessment: (small group)
Times
Was the
student
able to
show the
time on
the clock?

7:30

9:30

5:00

7:45

12:50

Clock Worksheet:

Closure:
The teacher will keep the class at their seats. The teacher will be asking questions
to help students understand the importance of telling time. We have learned a

really useful skill over the past couple of weeks. Can someone tell me what skill we
reviewed today? The teacher will call on students. Thats right class!! We learned
how to tell time. Can someone tell me why telling time is important? The teacher
will call on a couple of students to start a discussion on the importance of telling
time. Yeah, our whole lives are centered around TIME! What are some reasons why

we need to tell time? The teacher will call on students to answer these questions.
What do you think would happen if we did away with time completely? Why is it so
important that we have time, and know how to tell time? The teacher will call on
students to answer these questions. The teacher will facilitate a discussion about
the importance of time and why we need to know how to tell time. Yeah, guys!

These are great ideas! You did a great job today! Give yourself a pat on the back.
Materials and Resources:

Curious George Learns to Tell Time

Interactive Clock

Curious George Clock Template

Crayons

Scissors

Glue sticks

Paper Fasteners

Paper Plate

Single Hole Punch

What Time is It? Worksheet

Rubric to Assess active assessment (shown above)

Clock Template Shown Below:

Social Studies Activity:


Curious George and the Firemen
Featuring:

Social Studies Activity

Design for Learning


Instructor: Wright, Moulton, Boldt, Nebaucher Grade Level: 1st
Lesson Title: Curious George & Firemen

Date: November 19, 2015

Curriculum Area & Book Connection: Social Studies/Curious George and the

Firefighters

Estimated Time: 60 minutes


Arts Area: Music/Dance

Standards Connection:
Content Area:
7.) Describe how occupational and recreational opportunities in the local community
and state are affected by the physical environment. (Alabama)
Arts Area:
10.) Utilize dance to reflect concepts in other content areas.
Learning Objective(s):
Content Area:
Students will describe the duty of a fireman and how the environment affects
their job using a KWL chart.
Arts Area:
Students will create a dance motion to represent the concept of fire using a video.
Learning Objective(s) stated in kid-friendly language:
Today, we will review what a fireman is, how they put out forest fires, and how we
can prevent them.
Engagement:
Students will fill out the first two boxes of a KWL chart (attached) at their desk.
Then, the teacher will read, Curious George and the Firefighters. This story will
build on the students knowledge of what a fireman is and how their job affects

the community. Ok students Im going to hand you a KWL chart. I know you guys

know how to do these because weve done them before, but if you have any
questions, just raise your hand. Ok so our topics today are fires, firemen, and
forests fires. So fill in what you know about firemen and forest fires in the first
box, then what you want to know in the next box, and leave the last block blank.
Does everyone understand what were doing? Ok great job!
Once students finish the first two boxes, they will come to the carpet to read,
Curious George and the Firefighters. Now were going to do something fun!

Students, will you quietly stand up, push your chairs in, and find their spot on the
carpet for me? So what authors have we been studying for the past few days?
Who can raise their hand and tell who are authors names are? Margaret and H.A.
Rey, remember? Great job. Who can name our character that we have been
studying? Curious George! Fantastic! Ok lets find out what Curious George is up to
today. We are going to read, Curious George and the Firefighters. Do you have
your listening ears on? Is everyone ready? Alright, here we go!
Learning Design: (Activity)
I. Activity Explanation:
Smokey Bear Song and Dance: https://www.youtube.com/watch?v=g5XkiQyxkLQ
The students will learn about forest fires, how firemen put them out, and how they
can be prevented. This activity will demonstrate how the physical environment
regarding forest fires affects a firemans occupation. Smokey Bear will come talk
to the students about forest fires, how firefighters put them out, and how they
can be prevented. (Guest Speaker) Before the guest speaker arrives, students will
fill in the first two section of a KWL chart to activate their prior knowledge about
firemen, what they do, and what forest fires are. (KWL attached)
After Smokey Bear talks to the students, the teacher will review the five rules
that Smokey gave the students in order to prevent forest fires. Then, the teacher
will play the video on prevention of forest fires and model the dance motions to go
with the song. After the students do the song together, the teacher will ask the
students to create a motion to represent fire. Then, the teacher will play the video

again and every time the students hear the word fire, they will incorporate the
motion into the song.

II. Build Knowledge:


Smokey Bear will come in and talk to the students about fire safety. Students will
remain on the carpet during this time.
Before playing the video, teacher will lead a discussion on rules of fire safety to
prevent forest fires. Alright class, our guest speaker told us a lot about forest

fires and how firefighters work to put them out. However, what is one thing that
Smokey told us about how to prevent forest fires? Only you can prevent wildfires!
That is right! But how, how do we prevent forest fires? Who remembers what the
A.B.Cs of fire safety stand for? Always Be Careful with fire! Awesome job! What
are we supposed to do or not do with matches? Can we play with them? No! We
have to be very careful with matches or lighters. Has anyone been camping with his
or her family? What do you do when you go camping? Do you have a fire to roast
marshmallows and hotdogs? What did Smokey say about our campfires? Should we
leave them burning when we leave the campsite? No, we should always watch them.
That is right! What do you think would happen if you left your campfire burning
without anyone there? So what should we do when we leave the campsite? Should
we put out the fire or let it keep burning? We should put it out that is right! Great
job!
III. Model:

Alright class, you all have been sitting in your seats for awhile so I think its time
to stand up and move! Stand up and make sure you have plenty of space to move
around. I will model the movements for you and you all will follow me. Okay is
everyone ready to watch the video? Here we go! Teacher will play the video and
students will follow the motions.
Smokey Bear, Smokey Bear. Wildfires are dangerous and so its up to us to be
aware. Because we care! Were going lend a hand to Smokey Bear!

Bounce, lend a hand.


March in place.

Strum Guitar
March in place
Number 1-5
Strum Guitar
March around the room in a circle
Point to each other, Point to yourself
Freestyle
IV. Create:

Great job everyone! You all followed along so well! Did everyone have fun? Good! All
right, now its your turn to create a motion! Everyone close your eyes. Now picture
fire in your mind. What do you see? Alright, now do a motion that represents what
you saw in your mind. Great job! You all are so creative! Now were going to play the
video again and whenever you hear the word fire, I want you to do that motion.
Does everyone understand? Awesome job! Here we go!
Great job everyone! You all followed along so well and made the fire motion every
time! Good! Ok now lets return to our desk. (Transition to closure)
Assessment:
KWL Chart- Students will fill in the box on the KWL chart as a formative
assessment.
Closure:
Before students fill out their KWL charts, the teacher will facilitate a discussion
about the read aloud on, Curious George and the Fire Fighters. What did Curious

George do to prevent the fire? Did he ride on the fire truck? Does he wear the
firemans uniform? Do you think he would know how to prevent wildfires? What
would you tell him about forest fires? What is one thing you would tell Curious
George if you went camping together? Good job! Know sit quietly at your desk and
fill in the last section of your KWL chart. When you are finished, you can fill in
this Curious George coloring page.
Additional Resources:
When students finish their assessment, provide time for them to explore the
Smokey Bear Website to discover more about the topic of forest fires.

http://www.smokeybear.com/kids/?js=1
For even further exploration, students can discover where forest fires occur in
Alabama and how often.
http://www.forestry.alabama.gov/fire_totals.aspx
Curious George Coloring Sheet (attached)
Materials and Resources:

Smokey Bear (guest speaker)

KWL Chart

Book: Curious George and the Firefighters

Smokey Bear Song: https://www.youtube.com/watch?v=g5XkiQyxkLQ

Smokey Bear Website: http://www.smokeybear.com/kids/?js=1

Alabama Forestry Commission:

http://www.forestry.alabama.gov/fire_totals.aspx

Curious George coloring sheet (attached)

Samford University
Design for Learning

Social Studies Activity:


Going Camping with Curious George
Featuring:

Design for Learning

Activity Plan
Integrated Arts Lesson
Instructor(s): Moulton, Boldt, Wright, Neubacher

Grade Level: 1st

Lesson Title: Curious George and recreational activities Estimated Time: 45 minutes
Curriculum Area & book connection: Curious George goes Camping Social Studies
Arts Area: Visual Art
Standards Connection:
Content Area: Social Studies
7.) Describe how occupational and recreational opportunities in the local community and
state are affected by the physical environment. (Alabama) Examples: occupational
commercial fishing and tourism in Gulf coast areas (Alabama)
Recreationalcamping and hiking in mountain areas, fishing and waterskiing in lake areas
Arts Area: Visual Art

1.) Create works of art using a variety of techniques.

Producing three-dimensional works of art

Examples: found-object sculptures, clay sculptures such as pinch pots

Learning Objective(s):
Content area: Social Studies
Students will be able to identify recreational activities when asked to complete a word
sort with 100% accuracy.
Arts Area: Visual Art
Student will be able to create a 3D diagram, using objects the teacher has provided.
Engagement:

The teacher will begin the lesson by asking a few questions to trigger students
prior knowledge. The students will be sitting on the carpet waiting for the
teachers instruction. Class I need everyone to come to the carpet so we can begin

our lesson. Once all the students are seated quietly the teacher will begin the
engagement portion of the lesson. Boys and girls, can anyone tell me the name of

the author we have been studying lately? Correct! Margret and H.A Rey. They have
written a lot of books we have read this year. Can anyone name one that we have
read recently? Its still posted on our bulletin board. Right! Curious George and the
Firefighter is a book we have read. Does anyone remember where Margret and H.A
Rey are from? This may be a little difficult to remember. They are from Germany!
Today we are going to read another book by Margret and H.A. Rey. The book is
called Curious George goes Camping. Has anyone ever been camping before or think
they can tell me what camping is? The teacher will give students a chance to think
about their responses before calling on a student who is raising their hand. Thats

right! You do go camping in the woods and sleep in a tent! Well today we are going
to be learning all about camping. Before reading Curious George goes Camping the
teacher will ask the students questions about occupational activities to trigger
students prior knowledge. We have been learning about different types of

opportunities and activities that can take place right here in Alabama. Does
everyone remember learning about occupational activities? Great! Can someone tell
me what an occupational activity is? Thats correct! An occupational opportunity is
a job that someone can have like being a doctor or firefighter. Well today class we
are going to learn about recreational activities we will talk about this word a little
more once we read Curious George goes Camping. Now everyone we are all going to
imagine that we are going on a camping trip. Are you ready? The teacher will start
to read Curious George goes Camping. The classroom has been decorated to
represent a camping trip. When the book is complete the teacher will encourage
classroom conversation that relates to the book. The teacher will ask the students
a series of questions related to the book.
Questions:

What kind of animals did George see?


What kind of animal did George think was a kitty?
What happened to him when he grabbed the kitty?
What made all the animals in the forest run away scared?
At the end of the book the man in the yellow hat noticed that George
smelled bad. What did he bathe George in? Incase of a fire who should you
call?
Did George ever get to sit by the fire and roast marshmallows?

Learning Design:

(Activity)

Activity Explanation:
This activity is a picture/word sort. This will be done individually. Students will be
seated at their tables, there are four students sitting at a table. Placed in the
center of the table the teacher will have glue and scissors placed in a basket. Since
students have previously learned the term occupational opportunity and have
mastered recognizing what occupational opportunities are they will use words and
pictures and sort between both occupational and recreational activities
opportunities. Students will be given ten pictures with words labeled under the
picture. The pictures are categorized into two groups, recreational activities and
occupational opportunities. Students will be responsible for cutting out the images
and sorting them into the correct category. The teacher will provide a colored
large piece of paper with the two categories labeled for the students. The
categories are separated with a line running down the page so students know which
size to place the images on and under the proper category. Once receiving all the
tools needed students will complete the activity. Once students have completed
the activity the teacher will remind students of Curious George goes Camping and
will explain to the students that they will create their own fire. Students will be
given construction and tissue paper of multiple colors to represent a fire.
Vocabulary:
Identify
Understand
Describe
Occupational
Recreational
Physical environment
Build Knowledge:

Class we have just finished reading Curious George goes Camping. Remember that
today we are focusing recreational activities and how the environment can affect
them. Does anyone remember the word I used to describe activities that we do for

fun? Right! Recreational activities are activities that we do for fun and enjoy
doing. Lets think about some recreational activities, think about the book. What
recreational activity did George do in the book? Right! Camping! So to help us learn
about recreational activities we learned about camping. Camping is a recreational
activity because it is something we enjoy doing and we find it fun. Can we think of
some other recreational activities? How about riding a bike? Bike riding is a
recreational activity because it something we do for fun and for our own
enjoyment. Class, talk to your partner and share a recreational activity that you
enjoy? The teacher will give the students a couple minutes to share what they
think may be a recreational activity. Is someone willing to share a recreational

activity they enjoy doing? Great! Skating is a great recreational activity! What do
you think would happen if it started raining outside? Would you be able to still
skate? Right! You couldnt still skate because of the weather. The teacher will allow
a few students to share what they believe are recreational activities. During this
time the teacher will address any misconceptions students may have. You all are

doing a great job at recognizing recreational activities! The environment can make
a big decision in the activities that we can do outside and even where we can
actually do them. Why do you think that the environment can make a difference in
the activities we can do outside? The teacher will give students a chance to think
about the question. Right! If it were raining it would be hard to participate in
recreational activities, like skating or riding a bike. What about camping? Would we
want to go camping somewhere where it is rocky? No we would not! It would be
hard to pitch a tent in a rocky area. If it were cold outside would we want to go
swimming or go to the beach? No! You are correct we would not want to go
swimming or to the beach. Theses are great examples of how the environment can
affect recreational activities. The teacher will then explain to students the art
portion of the activity. The purpose of the students creating their own campfire is
to encourage conversation about recreational activities and to continue building on
their knowledge on the story. Class, lets think about the Curious George book.

What do you think is important to have while camping? Right! Those are all things
you need while camping! At night when it gets cold you make a campfire to keep you
warm or you use a campfire to make food too! These are both things George did

when he went camping. So to continue learning about recreational activities and


how the environment can affect them we are going to make our own campfire!
Model:
The teacher will model how to recognize the difference between occupational
opportunities and recreational activities. Ok boys and girls now we are going to do

something fun. Since we have been talking about recreational activities and have
read Curious George goes camping we are going to get to make something related
to camping. Do you all remember what happened at the end of the book, what
George got to make? Right! He made Smores and a fire! So today we are going to
make our very own fire! We are going to use the some supplies I have brought for
you all to use. The teacher will then place a basket of materials for the students on
each table. Each of you will get to make your own campfire today! The teacher will
then show the students her 3-D artwork of the fire (picture attached below). Now

class it is very important that you all pay close attention when I am begin giving
you directions so we can all make our own fire for camping. The teacher will give
students directions in creating the art lesson to create the foundation of the
campfire. Once the foundation sticks are glued the teacher will allow students to
create be creative with creating their campfire. Once we have made our campfire
we are going to make Smores! I know this is very exciting but we have to stay
focused and use our best behavior.
Create:

Now, I am going to let you all create your campfire! I am going to pass out written
directions for you all to have at your tables. There will be one copy for each table
so make sure everyone can see it (directions attached). The students will be sitting
at a tables there are four students at each table. All of the supplies you will need

are going to be in this basket. This basket will be sitting in the middle of the table
so EVERYONE can reach it and use the supplies from it. Once all the tables have
been given a basket the teacher will begin to explain how the students will create
the 3D campfire. Ok class so everyone reach in the basket and choose a color that

you want to represent the ground, so it can be brown or green. Next pick up four
toilet paper rolls. Once you have them organize them the way you want on your
piece of paper, this will be your sticks and your fire will be on top of this. Now,
pick up some tissue paper you can pick any color you want but you will need to pick

up 3 of the squares. I decided to use one of each color, red and yellow. Once you
have your pieces of tissue paper place fold them into a triangle. You can even put
them together by folding them together and it will look like a large flame. Once
you have folded your paper place you should pull them apart a little bit. Do this
while you are holding the tissue paper in one and pull them apart with the other
just so the are not all sticking together. We want it to look as much as a flame as
much as possible. When you are finished you will raise your hand and I will look
over it. After I look at it I will hot glue the flame to the logs! Then you will have
your own campfire!
Assessment

Students, I will be looking at your campfires and your word sort and assess how
you did according to the rubric. I will be making sure you followed directions,
completed the campfire, placed the words and pictures in the correct category,
and if you stayed on task. So remember to do your best work! (Rubric attached)
Closure

Good job today boys and girls! I am so proud of the work you all did today. The
teacher will review the activity with the students and ask several questions about
the author. So finishing our lesson lets briefly review what we did today. We read

Curious George Goes Camping can someone tell me something that they remember
from the book? Is camping a recreational activity or an occupational activity?
Right! A recreational activity! We learned about recreational activities today didnt
we? Can someone tell me what recreational activities are exactly? Right! They are
activities that we do because we enjoy them and find them fun. Can someone tell
me who wrote the Curious George book? Right! Margret and H.A Rey, every good
class! I am going to pass out the smores now that we have finished our work. You
all did a great job today!
Materials and Resources:
Curious George goes Camping
White board
Dry erase markers
Pictures labeled with various occupational and recreational activities
Large piece of construction paper

Magnets- holding the cards on the whiteboard


Toilet paper rolls
Scissors
Construction paper
Tissue paper
Directions
Hot glue and glue gun
http://www.homesweethomebodies.net/2011/02/toilet-paper-tube-mini-campfires.html
http://www.clipart.com/en/

Directions:
1. Start with a 4 toilet paper rolls
2. Cut toilet paper rolls so they make a rectangle, then cut them again down the middle so
there are two rectangles from every tube, pre- fold them into a smaller tube so the gluing
is easier, and apply a thin line of hot glue to one edge, then press the other edge on top of
it. (The teacher will already have this done)
3. Place the toilet paper rolls on the paper in any formation
4. Grab three pieces of tissue paper. Fold the squares into a triangle
5. Turn the triangle over, and fold the side points up to the top creating a square. Then
fold the side back half way.
6. Move the flames around as much as you want to make it look like a real flame.
7. Then hot glue the flame to the toilet paper rolls. (The teacher will do this)

Recognizes
recreational
activities.

Campfire

Participation

(5 points)

(5 points)

(5 points)
Excellent

Student

Student was very Excellent

recognized all 5

creative, and

behavior, worked

recreational

didnt need to be

hard, and

activities

reminded to stay

completed all of

on task.
Good

Poor

the activities.

Student

Student was very Good behavior,

recognized 4-3

creative, needed

worked hard, and

recreational

some guidance to

completed all the

activities.

stay on task.

lessons.

Student

Student didnt

Did not behave in

recognized 2-1

complete the

class, did not stay

recreational

campfire, had to

on task, lessons

activities.

be reminded

were not

several times to

complete.

stay on task.

Recreational activities

Occupational activities

Riding a bike

Doctor

Swimming

Teacher

Police officer
Camping

Skating

Working in a office

Playing with a friend

Construction worker

Science Activity:
Get Curious About Dinosaurs

Featuring:

Science Activity
Design for Learning

Activity Plan

Integrated Arts Lesson


Instructor(s):Neubacher, Wright, Moulton, and Boldt Grade Level: 1st grade
Lesson Title: Get Curious about Dinosaurs!

Estimated Time:45 minutes

Curriculum Area & book connection: Science

Arts Area: Visual Arts

Standards Connection:
Content Area: 6.) Recognize evidence of animals that no longer exist.
Arts Area: 1.) Create works of art using a variety of techniques

Learning Objective(s):
Content area: Students will create a fossil of a dinosaur by digging for dinosaur
bones (pasta), collecting, and then arranging them according to a template. Then,
they will end the activity by writing 2 facts they learned about fossils.
Arts Area: Students will create a picture of a dinosaur fossil using a template,
pasta, glue, and markers and crayons.
*****Important: Prior to teaching the lesson, the teacher should place a large
plastic container full of sand and a variety of pasta (mixed together, so students
are able to dig) at each table. Then, place at each chair: a dinosaur template
worksheet (attached), a bottle of glue, markers, crayons, and a pair of tweezers
Engagement:

Prior to starting the lesson, display the KWL chart on the board through the
projector. Then, call students to the carpet by table. Instruct students to stand,
arms-length apart. Say to students, Today, we are going to act like we are
dinosaurs! Lets pretend were dinosaurs in the jungle, looking for food. I want you
to do as I do. The teacher brings in her arms and stomps around, acting like a

dinosaur. She walks around the room, as the students follow. Students imitate
their teacher. Teacher says, Everyones doing a great job acting like a dinosaur!
Now, I want you to go to your spot on the carpet, and sit down, criss-cross
applesauce. Students stop acting like dinosaurs and sit down. Teacher points to

the What I Know about Dinosaurs section of the KWL chart and says , By raising
your hand, who can tell me what they know about dinosaurs? Teacher calls on

students with their hands raised and writes their answers underneath the Know
part of the KWL chart. Teacher says, Wow! It looks like we know some interesting
things about dinosaurs! Point to the What I Want to Know about Dinosaurs

section of the KWL chart. Ask students, By raising your hand, can someone tell me
something they want to know about dinosaurs? Teacher calls on students, writes

their answer under the Want to Know section of the KWL chart. Then says , It
seems like you are all very curious about dinosaurs. Curious means you ask a lot of
questions. You know who else is curious about dinosaurs? Curious George! Today, we
are going to read, Curious George and the Dinosaur by Margaret Rey and H.A. Rey.
Who has read one of the Curious George books before? Raise your hands.

Students raise their hands. Teacher says, Great! So some of you know who Curious
George is. He is a monkey that wonders and asks questions about many things.
Curious George loves to learn. In Curious George and the Dinosaur, Curious George
learns about dinosaurs and fossils, just like we are doing today! So, we are going to
read the book and everyone should pay attention because I am going to be asking
questions during the reading. After we have read and learned about dinosaurs and
fossils we are going to create our very own dinosaur fossils! Are we ready to go?
Great! Teacher begins reading the book, modeling proper expression and fluency.

Teacher asks questions below during the reading, stopping to take answers and
discuss.
Questions for the book:

-Where is Curious George going on his field trip?


-How old are the rocks at the museum?
-Are the kids and Curious George interested in the rocks?
-What does Curious George find?
-Was the dinosaur skeleton big or small?
-What other things do you notice about the dinosaur skeleton? What does it look
like? Is the neck long or short? How many legs does it have? Does it have a short
or long tail?
-What does Curious George do when he finds the dinosaur skeleton?
-What did the kids think about Curious George climbing the dinosaur skeleton?

-What did the guards think about Curious George climbing it?
-What was Curious George curious about?
-What did Mr. Chauncy tell the class about dinosaurs?
-How old do you think the dinosaur skeleton is?
-Why was the museum director upset at Curious George?
-Who caused the kids to become excited about learning about dinosaurs?

Learning Design:(Activity)
Activity Explanation:

The class will take on the role of paleontologists. They will dig through the large
container of sand and pasta (mixed together) with tweezers. The pasta represents
dinosaur bones. They will collect the dinosaur bones (pasta). Then they will use a
dinosaur skeleton template worksheet (attached) and glue each dinosaur bone
(pasta) to a line on the template. When they are done gluing, they should have a
dinosaur skeleton on their worksheet. Then, students will use markers or crayons
to draw the habitat of the dinosaur behind their dinosaur skeleton, on the
worksheet. Last, they will write 2 facts they learned about fossils.
Build Knowledge

Students are still sitting on the carpet. Teacher says, Okay boys and girls, we
learned a lot about dinosaurs today! Can someone tell me, by raising their hands,
where dinosaurs used to live? Students raise their hands. Teacher selects a

student. Student gives answer. Great! Long ago, when there werent any big cities
and towns around, dinosaurs live in large forests. We can call this the dinosaurs
habitat. Habitat means the place where an animal lives. We also learned that fossils
are the remains of dinosaurs, which lived long ago. Can someone tell me, by raising
their hand, whose job it is to find fossils and put them together to make a dinosaur
skeleton? Students raise their hand, teacher chooses a student. Student answers.
Awesome! Paleontologists are scientists who dig for fossils and put them together
to make a dinosaur skeleton, like the one Curious George climbed on in Curious

George and the Dinosaur. Today, we get to be Paleontologists!


Vocabulary

Paleontologists
Dinosaurs
Fossils
Skeleton
Bones
Habitat
Dig-site

Model

Teacher takes a tub of sand and pasta, a pair of tweezers, and a dinosaur template
to the carpet. She sits outside of the carpet and places the materials in front of
her. Teacher instructs students, Everyone move to the outside of the carpet.
Make a rectangle. All students should be able to see the teacher and materials.

Teacher says to students, I need all eyes on me and for you to listen to my
directions. Teacher shows students the tub of sand and pasta. Teacher says to

students, Today we get to be paleontologists! First, you have to take your


tweezers pick up and show students the tweezers, Now you are going to look
through the sand Teacher uses tweezers to sift through the sand, finding, and

picking up a piece of pasta. And pick up a dinosaur bone. Next, you are going to
take your dinosaur bone and glue it onto one of the lines of your dinosaur
template. Teacher picks up dinosaur template and points to one of the lines, This
template is a map of where you should glue your dinosaur bones. Every line on the
map must have a dinosaur bone glued to it. When youre finished gluing your
dinosaur bones together on the map, you will see that you have created a dinosaur
skeleton. This dinosaur skeleton is like the one Curious George saw at the museum!
Then, using your markers or crayons, you are going to draw the dinosaurs habitat
in the blank space behind your dinosaur skeleton. Teacher points to the blank

space in the square where the dinosaur skeleton template is located. So, if this was
my dinosaur fossil, Teacher points to the dinosaur template. I would draw a
forest in the background, because that was the dinosaurs habitat. You can be a
creative as you want with drawing your dinosaurs habitat. When you are finished
drawing, take a pencil and go down to this, teacher points to the text box with

lines underneath the dinosaur template, box underneath your dinosaur and write 2

facts about dinosaur fossils. Remember, that facts are things that are true. Weve
learned a lot of facts about dinosaur fossils today! So, there are many to choose
from. All I want you to write is 2. When I call you back to your table, you will find a
large tub, like this one, Teacher points to tub in front of her. In the middle of
your table. You and your groupyour fellow paleontologistswill share this tub.
The tub is your dig-site. What did we say a dig-site is? Raise your hand. Students

raise hand. Teacher chooses a student and student answers. Teacher says,
Correct! A dig-site is where paleontologists use tools, like a hammer and brush, to
find fossils. You also have tweezers, glue, and crayons and markers at your seat.
Each person has their own materials. Remember my directions: dig for dinosaur
bones with your tweezers, glue a bone to each of the lines on your template to
make your dinosaur skeleton, draw a habitat behind your dinosaur skeleton, and
last, write 2 facts about dinosaur fossils. I am going to give you all 15 minutes to do
this activity. I am going to set a timer, when the timer goes off, I want you to
place your dinosaur fossil in the green box at my desk. Then, come to your spot on
the carpet. Now, I want table 1 to go back to their seats and begin the activity.

Teacher then calls tables 2, then 3, then 4, and finally 5 back to their seats.
Teacher sets timer for 15 minutes. Students work on their activity. Teacher walks
around, observing students and answering any questions.
Create
Students will use pasta, glue, and a dinosaur template to create a dinosaur fossil.
Then they will use markers and crayons to draw the dinosaurs habitat behind their
dinosaur fossil. The teacher will hang these pictures up in the classroom when
students are finished and their work is graded.

Assessment

Once all students have turned in their completed activity, the lesson has been
complete, and the teacher has time to grade, the teacher will go through each of
the students work. First, she will make sure that there are 2 sentences in the
textbox below the students dinosaur fossil picture. Next, the teacher will make
sure that the 2 sentences: 1. Are facts, and 2. Relate to dinosaurs/fossils. If this
criteria is met, she will give the students a check mark beside the textbox. If this

criteria is not met, teacher places an x next to the incorrect sentence(s) and
gives an explanation of why the sentence is incorrect based on the criteria.

Closure

Once students have finished, and followed directions, they should be sitting at
their spot on the rug. Teacher points to the Learned part of the KWL chart,
which should still be displayed on the board. Teacher says to students. We have
learned a lot about dinosaurs and fossils. Can someone raise their hand, and tell me
one thing they learned today about dinosaurs and fossils? students raise their

hand. Teacher calls on several students and writes their answers in the Learned
column of the KWL chart. Teacher says, You have all learned a lot about dinosaurs
and fossils. We started out curious about dinosaurs, just like Curious George in
Curious George and the Dinosaur. Just like curious George, we wondered and asked
questions. This caused us to learn many things. The major thing we learned today is
that fossils are the remains of dinosaurs. Dinosaurs were animalsreptilesthat
live a long time ago. Paleontologists dig for fossils and arrange them into a dinosaur
skeleton. These skeletons are in museums all around the world, just like the one
Curious George visited in the book we read! It is important in science to be like
Curious George and ask questions. Questions help us to learn a lot about things,
just like we learned a lot about dinosaurs and fossils today! You all did a great job!
Now, I need you to go back to your seat and get ready for Language Arts!
Materials and Resources:

Curious George and the Dinosaur by Margaret and HA Rey


Medium Plastic Tub
Sand
A Variety of Dried Pasta (Elbow Macaroni, Bow-tie, etc.)
Pairs of Tweezers
Dinosaur Template Worksheet (attached)
Markers/Crayons
Bottles of Glue

Note: The pasta and sand should be mixed together in the medium plastic
container.

Dinosaur Template Worksheet

Name:____________________

Science Activity:
Whats the Weather Like?
Featuring:

Science Activity
Design for Learning

Activity Plan
Integrated Arts Lesson
Instructor(s): Neubacher, Moulton, Wright, Boldt Grade Level: 1st grade
Lesson Title: Whats The Weather Like?

Estimated Time: 45 Minutes

Curriculum Area & book connection: Science

Arts Area: Theater

Standards Connection:
Content Area: Science: 8.) Recognize daily changes in weather, including clouds,
precipitation, and temperature.
Arts Area - Theater: 9.) Demonstrate behavior appropriate to specific types of
performances.
PE Area: 5.) Apply rhythmic movement to games, activities, and dances.
Learning Objective(s):
Content area: Students will create a weather report (script) about a picture of a
weather scene and present it to the class.
Arts Area: Students will act out a weather report to the class.
Engagement:

Call students by table to the carpet. Have students stand in their spots, facing
the teacher. Tell them, Okay boys and girls, pretend we are outside at recess. It
is a nice sunny day. Suddenly, a dark black cloud blocks the sun and it gets dark. By
raising their hand, can someone tell me what is about to happen? Students raise

their hand. Teacher calls on student. Student answers and teacher says, Exactly!
If a dark cloud blocks the sun, we know it might start to rain. Have you ever got
caught in a rainstorm? Can someone tell me by raising their hands, a time when
they got caught in the rain? What happened? Teacher chooses a student who has

their hand up. Student answers and teacher says, So when it rains, everything
gets wet because drops of water fall from the sky. There can be a small or large
amount of rain. Sometimes, we may even hear big booms or see flashes of light.
Now, we are going to create a rainstorm! Watch me and do as I do. First, our

rainstorm is going to start out small, as in a drizzle. Teacher rubs hands together

and students rub their hands together. She does this for 5 seconds, then, Now,
our rainstorm is getting bigger and its pouring! Teacher pats knees really fast and

students pat their knees fast. She does this for 5 seconds, then, Then, it starts
to thunder! Teacher stomps on the ground and students stomp. She does this for

5 seconds, and then says to students, Finally, the rain is starting to slow down,
Teacher pats knees for 2 seconds and then rubs her hands together for 3 and
stops, students follow. Teacher says, Then the rain stops, and the clouds clear and
its back to being a nice, sunny day! Now, I need everyone to sit down in their
spots! Students sit down in their spots. Teacher says, Today, if you havent
already guessed by our activity we just did, we are going to be learning about
changing weather! Now, we are going to be reading a Curious George book. Curious
George is a monkey who asks a lot of questions. Good scientists ask questions!
Then, they investigate to find the answers to those question. Curious George is a
great scientist in the book, Curious George: Rain or Shine by H.A. Rey. I need
everyone to listen closely and pay attention while we read! I will be asking questions
during the reading. Are we ready? Lets read! Teacher reads Curious George: Rain
or Shine by H.A. Rey and asks questions during the read.
Questions:
1.
2.

What sometimes happened when Curious George was outside?


What did Curious George do because he was tired of the weather?

3.

What helps sailors predict that the day is going to be sunny?


4.
5.

What idea did Curious George have?

How did Curious George keep a record of the weather?


6.

What did his drawings help him decide?

7.

What did he predict about the weather?


8.

9.

12.

What did Curious George find out about clouds and rain?
10.

How did Curious George watch the wind?

11.

Where did Curious George go for a visit?

What do the weather scientists use to find weather patterns?


13.

14.

Was his prediction correct?

What problem did the scientists have?

How did Curious George predict that it would be a good day for golfing?

Learning Design:(Activity)
Activity Explanation:
Students are going to use what theyve learned about changing weather by
pretending to be a meteorologist and writing a script. They will get a picture of a
weather event. Then, they will fill out the meteorologist script (attached) based on
the picture. Last, they will present their forecast to the class, acting as if they
were an actual meteorologist (i.e., pretending to hold a microphone.). The students
will do this activity independently.
Build Knowledge:

Teacher reads the book. She finishes asking the questions. Then she says,
Wow! We learned a lot about weather, just like Curious George! Weather can
change a lot. Its a good thing that we have people who can predict the weather!
Can someone remind me by raising their hands, who is responsible for making
weather predictions? Students raise their hand. Teacher calls on student, who

answers. Teacher says, Good! Weather Scientists make predictions about the
weather! Another name for Weather Scientists are Meteorologists. Meteorologists
report the weather on the news. By, raising their hand, who has seen a weather
report before? Students raise their hand, teacher chooses a student, and student

answers question. Teacher says, Great! So, in a weather report, the Meteorologist
tells people if its going to be hot or cold and what the weather is going to be like
that day. He or She may also talk about activities that are perfect to do in a
certain kind of weather. For example, the meteorologist might say, Its going to

be a perfect day for a picnic because it will be sunny and warm outside! Today, we
are going to be Meteorologists! We are going to use a picture of a type of weather,
make predictions about how the day will be because of the weather, and then each
of us is going to give a weather report, like a meteorologist, to the class.
Model:
I am going to model to you how your report is supposed to look. All eyes on me!

Students look towards teacher. Teacher reads from her weather report script,
sitting straight, using an anchor-type voice, holding a pretend microphone.

Hi, Im Meteorologist, Ms. Teacher. The weather for today will be sunny. The
skies are clear and blue. It is a perfect day for swimming at the pool!
Teacher finishes script, then says to student, Now that Ive given you an example,
writing your report and presenting it will be easy! There are 3 things for you to
include in your weather report. Teacher goes to the board and writes the 3

things: First (1.) Hi, Im Meteorologist, ___(your name)______. Then, (2.) The
weather for today will be ___(whatever your weather picture describes)______ .
Last, (3.) Today is the perfect day for _____(weather appropriate activity)____.
Now, I am going to call you by table back to your seats. Teacher calls each table

back to their seats. Then, she gives each student a Meteorologist Script and a
random weather clipart. Once everyone has one, teacher says to students, Okay
boys and girls, you have everything you need. Remember to use the weather picture
I gave you to help you write your script. I am going to set the timer for 10 minutes.
When it goes off, bring your script and sit in your assigned spot on the carpet.
Then, we are going to report our weather predictions to the class. Are we ready?
Start working! Teacher sets timer for 10 minutes. When 10 minutes go off,

students bring their script and sit on carpet. Teacher displays the News Report
Background on the board from the projector. This sets the scene. Then she
chooses students to come up and give their report. Teacher reminds students ,
Remember to act like you are on TV, giving a report on the weather. You can even
hold a pretend microphone. Talk loud enough so everyone can hear. Once youre
finished, give your script to me and sit quietly in your spot on the carpet Students

do their weather reports. Teacher moves into the closing.


Create:
After the teacher gives the students directions, she will let them complete the
activity. Students are going to create a daily weather forecast. Then, they are
going to act like a meteorologist (i.e., holding a pretend microphone), and present
their daily weather forecast to the class. The teacher will display a newscaster
background on the board to set the scene.

Assessment

Teacher will assess students based on their Meteorologist Scripts. Teacher will
score it based on this criteria: 1.Students put their name on the appropriate blank,
2. Students put a weather term on the appropriate blank, and 3. Students describe
a weather appropriate activity on the last blank. If students do not meet this
criteria, mark the things they got wrong. Later, have a 1-on-1 meeting with student
and re-teach/discuss the concept of changing weather. Then, re-assess.
Closure

After reports, teacher says, Everyones weather reports were great! You all make
great Meteorologists! It sounds like we know a lot about weather and how it
changes! We made observations and conclusions, just like Curious George did in

Curious George: Rain or Shine by H.A. Rey! Thats what makes us great scientists;
Making observations, asking questions, and making conclusions! We did all 3 today.
Now, when we look up at the sky we can make observations, ask questions, and end
with making a prediction of what the weather will do. Remember this the next time
your outside! Now, I need everyone to line up and get ready for recess!

Materials and Resources:

Curious George: Rain or Shine by H.A. Rey


Meteorologist Script
Pictures of Weather (Print out more than 1 page of this; cut into squares, so
teacher can give students 1 each)
Computer/Projector
News Report Background (display through projector onto board): Use link below:
-http://www.cwalbany.com/newsroom/weather/images/wrgb_weather_689x387.jp
g

Language Arts Activity:


Take a Trip to the Zoo with Curious George
Featuring:

Design for Learning


Activity Plan
Instructor:Wright, Moulton, Boldt, Nebaucher

Lesson Title: Curious Comparisons

Grade Level: 1st

Estimated Time: 60 minutes

Curriculum Area & Book Connection: ELA/Curious George Visits the Zoo
Arts Area:Theater
Standards Connection:
Content Area:
8.) Compare and contrast the adventures and experiences of characters in stories.
[RL.1.9]
Arts Area:
3.) Demonstrate ways that voice, space, and movement are used to create
emotions, characters, or objects
Learning Objective(s):
Content Area:
Students will compare and contrast events from Curious George Visits the Zoo
using a Venn diagram.
The teacher will then place the art supplies on the table.
Arts Area:
Students will perform a readers theater using, Curious George Visits the Zoo.
Learning Objective(s) stated in kid-friendly language:
Today, we will act out the story, Curious George Visits the Zoo and compare the
Zookeeper and George!
Engagement:
Virtual Field trip to the zoo
Video:http://www.pbslearningmedia.org/resource/1abd0f5d-b482-4ded-b7fc1e4dd01b2d83/zoo-field-trip/

Not every child has been to the zoo, so in order to build off prior knowledge, the teacher
must give the student a context for what a zoo is and looks like. This video is a virtual
field trip that will engage the students and provide a schema for those students who have
not had the experience of going to a zoo. Ok class today we are going to the zoo! Is

everyone ready? Ok lets all find our spots on the magic carpet and get ready to
take our trip to the zoo. Students will stand up and find their spots on the carpet.
Alright is everyone buckled in and ready to go to the zoo! YEAH! Okay here we go!
The teacher will pretend to drive the bus as the students remain seated on the
carpet. Errrrrk! Here we are! Alright class, we have to stick together as a group

and be respectful to all the animals we will see here at the zoo. Does everyone
understand? Good job! Teacher will play video. During the video, the teacher will
continue to engage the students with asking questions about the animals and
pointing out the names of each one. When the video ends, the teacher climb back
into the bus and the students will return to school. Alright class, it is time to go

back to school. Is everyone here? Great, here we go! Students will arrive back at
school and return to their desks.

Learning Design: (Activity)

I. Activity Explanation:
Today, the students will perform a readers theater in order to compare and
contrast the Zookeeper and George in the story, Curious George Visits the Zoo.
The teacher will split the students in half so that they are in two groups. One
group will be George and the other group will be the Zookeeper.
The teacher will lead the class in their dialogue of when it is their part to say the
script. Once the story is read, the students will discuss the perspective of George
and the Zookeeper lead by the teacher. After the story is read, the groups will
split into groups of four (two students from each side) and the students will create
a performance based on the story.

II. Build Knowledge:

Okay class, today we are going to read the story, Curious George Visits the Zoo.
Do you remember how we have been reading stories about Curious George? Who
remembers our authors that we have been talking about? Margaret and H.A. Rey!

That is right. Good job! Okay we are going to see what Georges experience is like
at the zoo. Do you think he will get into some mischief at the zoo? I think so too,
but why dont we find out!

III. Model:

Before I read, I need you guys to help me. Do you think you can do that? Good!
Alright, this half of the room is going to be the zookeeper and the other half is
going to be George. I will be here to help you to know what to say, but do you think
you are up for the challenge? Great! Okay lets find out what happens. Teacher will
read the story and involve the students when it is their turn to say the dialogue.
The teacher will say it first, then the students will repeat what is said with
expression. After the story is finished, the teacher will prompt further thinking
by asking questions. Okay class, who can raise their hand and tell me what George,

did in the story? He stole the bananas right? Do you think the zookeeper was
happy or upset about the bananas? Yes, at first he was very upset. Was George
happy that he stole the bananas? Why did he take them? Because he was hungry!
What did George do with the bananas? Thats right, he gave them to the monkeys!
Who remembers why? What else was happening in the story? The balloon! Good
job! Curious George stole the bananas to distract the monkeys to get the balloon
back. Do you all remember that now? What happened at the end of the story? Was
the Zookeeper still mad? No he wasnt! Why not? What do you think changed his
mind? That is right! The Zookeeper saw that the little boy got his balloon back
thanks to George.
IV. Create:

Ok class, I am going to split you up into groups of four and you are going to retell
the story however you want. You get to recreate what happens! You can decide who
plays what part and who gets to say the dialogue. You can have a narrator or have
everyone act out the story. Does everyone understand? Are there any questions?
Okay I am going to split you up into groups so you can get started! You wont have
that long to work on this so work diligently and stay on task. Keep in mind that you
will be performing your play for the rest of your classmates. Ill be walking around
the room to help you if you have any questions. I want you to really focus on the

difference between the Zookeeper and George. How does the relationship change
due to events in the story? How does the Zookeeper feel about George at the
beginning of the story and how does that change at the end?
Assessment:
The students will compare and contrast George and the Zookeeper from the book,
Curious George Visits the Zoo using a Venn Diagram (attached).

Closure:
Students will do an online animal sort. Students will use this interactive game to
further understanding of comparing and contrasting. This computer game allows
students to organize animals into pins (Venn diagrams) based on different
characteristics such as two legs, fur, four legs, etc. This resource will further
students ability to compare, contrast, and sort objects.
http://www.pbslearningmedia.org/resource/22f823c8-50 71-4b63-a6e51b638cdfa841/22f823c8-5071-4b63-a6e5-1b638cdfa841/
Materials and Resources:
Book: Curious George Visits the Zoo
Venn Diagram (attached)
Animal Sort- http://www.pbslearningmedia.org/resource/22f823c8-5071-4b63a6e5-1b638cdfa841/22f823c8-5071-4b63-a6e5-1b638cdfa841/
Props for theater
o Zookeeper Hat
o Bananas
o Red Balloon
o Hula hoop
o Monkey Masks

Additional Resources:
ZOOmazing: This is a Curious George interactive computer game that the students
can play to learn more about animals and their habitats.
http://pbskids.org/curiousgeorge/games/zoomazing/zoomazing.ht ml

Compare and Contrast


Instructions: Use the Venn diagram below to
compare and contrast George and the Zookeeper
from the story, Curious George Visits the Zoo.

Curious George:

ZooKeeper:

Language Arts Activity:


First Day of School with Curious George
Featuring:

Design for Learning

Activity Plan
Integrated Arts Lesson
Instructor(s): Moulton, Wright, Boldt, Neubacher

Grade Level: 1st

Lesson Title: First day of school, and key ideas Estimated Time: 40 minutes

Curriculum Area & book connection:Curious George First Day of School


Arts Area: Visual Art
Standards Connection:
Content Area: Language Arts
11. [RI.1.2] Identify the main topic and retell key details of a text.
Arts Area: Visual Art
2.) Apply primary, secondary, and neutral colors; line direction; form; and space to create
works of art.
Learning Objective(s):
Content area: Language Arts
With prompting and support, identify the main topic and retell key details of a text.
Arts Area: Visual Art
Students will create secondary colors by using primary colors with 100% accuracy.
Engagement:
The teacher will begin the lesson by asking all students to come to the carpet. Boys and

Girls lets all come to the carpet to begin our lesson for today. Does anyone remember the
author we have been studying? Correct! Margret and H.A Rey wrote the Curious George
books. Can anyone name a Curious George book we have read recently? The teacher will call
on a student who are sitting properly on the carpet and raising their hand. Yes! Curious

George Learns to Count to 100 is a book we read recently to help us prepare for a math
lesson. Today class, we will be reading Curious George First Day of School. Before the
teacher begins reading she will ask the students several questions about their first day of
school to get students engaged and to allow students to think about prior experiences.

Before I start reading I want everyone to take time to think about what their first day of
school was like. So, quietly think about your first day of school. The teacher will give the
students a couple minutes to think about their first day of school. The teacher will use the
Smartboard in the classroom to write some of the emotions and events that the students
my of thought of regarding their first day of school. Ok class, now that you had time to

think about your first day of school who would like to share something that happened or a
feeling they felt on their first day? Sometimes on our first day of school we can feel
nervous or excited, these are just a few emotions we may experience. The teacher will
record the students responses on the smartboard. Great work! Now lets look at the cover
of the book, what do you think Georges first day of school will be like? The teacher will

listen to a few of the students responses before starting the lesson. Lets begin so we can
find out how Georges first day went. The teacher will then read the book to students.
Once the book is complete the teacher will ask the students several questions related to
the book.
Questions:

what happened to George in the story? How did he make a mess?


Whos bucket did he take trying to clean up the mess?
Do you think George meant to make a mess in the classroom?
Why do you think the other kids helped George clean up the mess?
Have you ever felt like George, when you made a mess?
Learning Design:(Activity)

Activity Explanation:

This is a writing activity that students will complete once finished reading Curious
George First Day of School. The teacher will explain to students what the main
idea of the story is and key details from the story to help students comprehension
ablitity. Once students have a full understanding of how to recognize key details in
a story they will progress to the activity. The teacher has previously picked key
details she wants the students to focus on when writing. Why do you think George
going to school is important? What was George doing to make a mess? Do you think
George making a mess is a key idea? Together the teacher and student will discuss
why they are key details. The teacher will confirm with students that they
understand that the scenes the teacher discussed are key details to the story.
The teacher will then pass out a piece of writing paper to students. Students will
be asked to right the main idea of the book, but they must include one key detail
that occurred during the book. The teacher will place the images related to the
book on the board so students can view them while working on writing. This portion
of the activity is done individually while the students are seated at their tables.
When students are done with their writing they will recreate a scene from the
book. Students will learn how to mix and create colors, how
George did in the book. The teacher will give students several
colors, all of the primary colors. The teacher will show a poster
of the colors they will mix and table on the construction paper.
Students will have the opportunity to create their own colors
as well.
Vocabulary: Main idea, key details, secondary colors, primary
colors

Build Knowledge:

Boys and girls we have just finished reading a great book! Curious George First Day
of School was a great way for us to think about our own first day of school.
Remember before we read the book we thought about what are first day of school
was like? Do you think your first day was similar to Georges first day? What do we
think book was about? Correct! It was about the first day George went to school,
and the things that happened when he was there. When we know the most
important idea from the story do you all remember what that is called? Correct!

Its called the main idea. The main of idea of the story was to read how Georges
first day of school. Remember the main idea is what the author wanted us, the
reader, to know about the book. So today we are going to work on looking at the
book a little closer. We are going to look at key ideas. Key ideas are important
things that happen in a story. They help make up the main idea of a story. The
teacher will have a poster with the definition of main idea and how students can
find it as well as key details (Attached below) Class lets look at the poster I just

put on the board. When we say we are looking for key details that means we are
looking for something that happened in the book that was important. When George
makes a mess in the classroom, that is a key detail in the story. Also, George being
chased down the hall was also a key detail. What else was a key detail in the book?
While you are thinking lets quietly walk back to our tables I am going to give you a
graphic organizer and we are all going to brainstorm together some key details
that came from the book and write them in our graphic organizer. The teacher will
dismiss the students to their tables and give them copies of the graphic organizer
(Attached below). The teacher will then give the students a chance to think before
calling on a students. The teacher will write down responses on the board and
students will record the key details in the graphic organizer. Once the students
have completed the graphic organizer the teacher will transition to teaching
students to the art activity. So, we said a key detail in Curious George First Day of

School was when George was mixing colors together and made a mess in the
classroom, George being chased down the hall by the janitor and principle, and the
other students helping him clean up the mess. Once the graphic organizer is
complete the teacher will discuss art portion of the lesson.
Model:

Now, we will be learning how to primary colors make secondary colors. Primary
colors are colors that cannot be made by any other color. Primary colors are red,
blue, and yellow. The teacher will have a poster that describes primary and
secondary colors that will be placed on the board for students to see. (Attached
below) Boys and girls we are now going make color wheel. We just discussed the

different types of colors, which are called, primary and secondary colors. Now we
are going to make colors like George did in the book. On your desk you will find a
circle that has lines on it, it kind of looks like a pizza! That is going to be your color

wheel! We are going to paint the color wheel. Color wheels have the primary colors
and the secondary colors. Each section will be colored a different color. The
teacher will show the students the color wheel she has created (attached). So you

can see that I have the three primary colors on the wheel, red, blue, and yellow.
These are the largest portion of the color wheel. Between the primary colors you
can see that there are secondary colors the primary colors created these colors. I
mixed them together and these are the colors it created. The teacher will allow
the students the opportunity to explore colors without the teachers assistance
once they have created the color wheel. Once we have created our color wheel I
will give you a chance to make your own color wheel by mixing new colors.
Create:

Now class its your turn to create a color wheel! The students will be seated at a
table there are a total of 3 students at each table. Everyone take a color wheel

from the basket Now that you have your color wheel I will come around and give
you paint, each table will share the paint. The teacher will give each student a plate
with primary colors on it. Now, I need you all to pay close attention to my

directions. The teacher will show the color wheel that is complete so students can
have a visual representation of the finished product and will begin to give the
students directions. First you will paint one of the largest sections with one of the

primary colors so red, blue, or yellow. Once you have painted a large section with a
primary color rinse off your brush with the cup of water sitting on your table. Each
student will have their own cup and a paper towel so they wipe off their brush.

Now you will paint the other large section of the wheel with another color that you
have not used.Students will repeat this process with the primary colors. Now we
all have three parts of our color wheel painted. Now lets make some secondary
colors! We will first start by making orange. We are going to mix red and yellow
together. Then paint the section that is between the red and yellow orange. Rinse
your brushes off. Now lets mix red and blue. This gives us violet! Paint the section
between the blue and red violet. Great job class! Now rinse your brush. The last
section we will be filling in on your color wheel is going to be mixing yellow and blue.
Does anyone think they know what color we will get? Green! While you are finishing
up I will give you a few minutes to make another wheel and try to make some new

colors we havent made yet! The teacher will give the students 10 minutes to create
new colors on the color wheel.
Assessment

Boys and girls I want you all to do your best work. I will be assessing your work by
using a rubric. I will be looking at the overall effort you put into your color wheel,
if you included a key detail in your writing from the book, and if you used complete
sentences. If you have any questions make sure you ask me. (Rubric attached)
Closure

You all have worked so hard today! The teacher will begin to collect the writing
that the students completed and ask students questions pertaining to the book
they read in class. Since we read Curious George First Day of School and we

learned about picking out key details in our reading does someone want to share a
key detail they wrote about? Yes, I think when George making a mess was
definitely a key detail in the book. How do you think you all would have felt if that
was you who made a mess in the class on the first day? What type of emotion do
you think you would feel? Yes, sad or upset because you made a mess in class. So
what do we think of our authors we have been studying? I am glad you all have
been enjoying reading their books!
Materials and Resources:
Smartboard
Computer
Pencils
Paint
Construction paper
Dry erase markers
Template for writing
Color grid so students know which colors they can add together
Graphic organizer
Pictures from the book
Rubric
Paintbrush
Plates to put paint on

Cups of water to rinse the brush


Paper towels
http://displays.tpet.co.uk/#/ViewResource/id1104
http://www.homesweethomebodies.net/2011/02/toilet-paper-tube-minicampfires.html

Excellent

Sentence

Color wheel

Structure
(5 points)

(5 points)

Recognized the main


idea of the story and
was able to write two
sentences about one
of the key details in
the story.

Creative, followed
directions and
organized. The
student was able to
create all of the
colors.

Participation
(5 points)

Excellent behavior, worked


hard, and completed all of
the activities.

Good

Recognized the main


idea of the story,
wrote one sentence
related about a key
detail in the story.

Creative, didnt
follow all directions,
organized. The
student wasnt able
to make all of the
colors.

Good behavior, worked


hard, and completed all
the lessons.

Poor

Didnt recognize the


main idea of the
story, and was unable
to write a sentence
about a key detail in
the story.

Lacks creativity,
didnt follow the
directions. The
student was unable
to make the colors.

Did not behave in class,


did not stay on task,
lessons were not complete.

Steam Activity Plan:


Building a Home with Curious George
Featuring:

STEAM
Design for Learning

Activity Plan
Integrated Arts Lesson
Instructor(s): Neubacher, Moulton, Wright, Boldt
Lesson Title: Building a Home with Curious George

Grade Level: 1st grade

Estimated Time: 60 minutes


Curriculum Area & book connection:

Science

Arts Area: Visual Arts


Standards Connection:
Content Area: Science:

4.) Describe survival traits of living things, including color, shape, size,
texture, and covering.
Describing a variety of habitats and natural homes of animals
Arts Area:
1.) Create works of art using a variety of techniques.

Learning Objective(s):
Content area: Students will create a pigeon roost, similar to the one in Curious

George Builds a Home, design a plan for their roost first, and write 3 sentences on
why they think their roost is a good home for a pigeon, receiving at least a good
for each components of the assessment rubric.
Arts Area: Students will create a pigeon roost using a variety of materials including:
cardboard, rubber bands, twine, clay, ribbon, etc.
Engagement:

Teacher calls students to the carpet by table. Then, she says to students, Today,
we are going to read: Curious George Builds a Home by H.A. Rey. Weve been reading
other H.A. Rey books this week. All of H.A. Reys books are about the character
Curious George. By raising their hand, can someone tell me what kind of animal
Curious George is? Teacher calls on student. Right! Curious George is a monkey.
Does anyone know where monkeys usually live? Teacher calls on student. Good!
Monkeys live in the jungle. The trees are their homes. We can say that a monkeys
habitat is the jungle. A habitat is the place where an animal lives. In the book we
are reading today, Curious George learns about habitats and animal homes. Look at
the cover of our book. What animal do you think Curious George builds a home for?
Raise your hand if you want to answer Teacher calls on student. Great thinking! So,

you see a bird on the front of the book? Well have to read to find out if Curious
George learns about the habitat of birds. I want you to listen closely while we read
because I am going to be asking questions about what weve read. Lets read!
Teacher reads the book to the students.
She asks questions like:
1.

What kind of bird does Curious George build a home for?

2.

What kind of pigeon does Curious George meet?

3.

What type of home did Curious George build for the pigeon?

4.

What things did Curious George use to build the pigeons tree home?

5.

Who owned the pigeon?

6.

Was Curious Georges home he built a good home for a pigeon? Why or why

not?

Learning Design:

(Activity)

Activity Explanation:
Students will be building a tree home for a pigeon. They will be in groups of
3. Each group will first plan their tree home by drawing a design on a piece of
paper, just like Curious George did in the book. Then, they will use a variety
of materials including: paper towel rolls, clay, twine, sticks, tissue paper, etc.
Last, they will write 3 sentences explaining why they think their home is a
good home for a pigeon. They will write these sentences underneath their
home plan.
Build Knowledge:
Teacher reads the book. She asks the questions for the book. Then says to
the students, We have learned a lot about habitats and homes of animals.
We learned that animals live in special places that allow them to survive. What
do we call the places animals live? Raise your hand. Teacher calls on student.
Awesome! The places animals live are habitats. This could be a tree, like the
pigeons habitat in Curious George Builds a Home. Another thing we learned is
that animals dont like to live in places that are not their natural habitat. Do

you think a pigeon would be able to live in an Igloo? No! Pigeons cant survive
in an Igloo because their natural habitat, or home, is in a forest. Its a good
thing that Curious George knew that pigeons natural home is a tree. With
that, Curious George was creative and built a tree made of many things, for
the pigeon. Today, we get to be creative just like Curious George! We get to
make our own tree-home for the pigeon! On your desks, you will find a plastic
tub that has many different things in it. You and 2 other people are going to
use these things to build a tree-home, just like Curious George did in our
book. I am going to put you into groups of three and put you at a table.
Teacher selects groups of three and directs them towards their own table.
When all students are grouped and seated, teacher says, Okay, I am going
to show you what to do first. So, all eyes on me!
Model:
Teacher goes to board, says to students, The first thing I want your group
to do is to plan out what your tree-home is going to look like. So, just like
curious George, you are going to draw a model of your tree house on a piece
of paper. Teacher draws a tree-home design on the board. This is what
your drawing could look like. Your group should look at the things in the tub
and come up with a plan to use those things to create a tree-home for a
pigeon. I want you to talk about it for 5 minutes before you draw. So, I am
going to set a timer. When it goes off I want you to draw. When you are
done planning your tree-home, you can begin to build it. I will put a picture of
Curious Georges tree-home on the board to help you create your home. When
you are finished building it, go back to your drawing. Underneath your
drawing, write 3 reasons why your home would make a good pigeon home.
Remember the things weve talked about today. Okay, lets start! Teacher
sets timer for 5 minutes. She puts a picture of Curious Georges tree-home on
the board. During this time, she should go around and observe and facilitate
student discussion. When the timer goes off, students should begin to build
their tree-home. Again, the teacher should be walking around and observing
and facilitating student thinking.

Create:
Students will create a pigeon home, similar to the one Curious George created.
This will be a process, where they will plan their home first and then build it.
They will use a variety of materials to build their home. They will do this in
pre-selected groups of 3. They will also write 3 sentences explaining why their
pigeon home is a good home for a pigeon.
Assessment
Okay boys and girls, remember to do your best work. I am going to be
assessing everything that you are doing: the plan, the home, and the
sentences based on a rubric. Be sure to work together nicely. Make sure to
create and finish a plan before you make your tree-home. When you do create
your home, be sure to use at least 3 things to build it. The teacher will
assess the activity based on the following rubric:

Excellent

Planning/Team

Creation of

3 Sentences

Work

Home

Students worked

Students used 3

All students

together and

or more

contributed to

created a great

materials to

writing the

plan for their

create their

sentences. Their

pigeon home.

pigeon homes.

sentences relate
to what was
talked about
during
discussions
concerning
habitat and
natural homes.

Good

Students mostly

Students used

Most of the

worked together.

at least 2

students

Their plan for

materials to

contributed to

their home was

create their

writing the

good, with some

pigeon homes.

sentences. Most

detail

of the sentences
relate to what
was discussed.

Poor

Students did not

Students used

Only one student

work together at

only 1 type of

(or none)

all. They did not

material to

contributed to

make a good plan

create their

writing the

for their pigeon

home.

sentences. None

home.

of the sentences
relate to the
discussion.

Closure
To end our time, I want each group to give a little presentation on their
tree-home. Tell the class what your group thought during drawing your plan
and how you built your home. Who wants to go first? Teacher calls on
students. Every group gives a presentation of their home to the class.
Teacher brings students together again, Wow! You all gave a lot of effort for
this activity! I love all your homes! Any pigeon would be lucky to live there!
What is the word for a place an animal lives? Raise your hand to answer.
Teacher calls on student. Great! The place an animal lives is called their
habitat. We learned a lot about the homes of animals today! Everyone did a
wonderful job listening and working together! Now, lets clean up so we can go
on to the next thing!
Materials and Resources:

White Board

Marker
Paper to Plan on
Tub filled with a variety of materials: paper towel rolls, glue, yarn/twine,
rubber bands, sticks, tissue paper, and clay. (For each group)
Pencils
Assessment Rubric (attached)
Image of Curious Georges pigeon home (put on board): found here http://nc.hcpress.com/img/nicaraguan-weather-forecast.jpg

Story Time:
Flying Kites with Curious George
Featuring:

Culminating Activity:
The Journey that Saved Curious George
Featuring:

Culminating Activity:
Design for Learning

Activity Plan
Integrated Arts Lesson

Instructor: Moulton, Boldt, Neubacher, Wright

Grade Level:1st

Lesson Title: Art Can Tell A Story

Estimated Time: 60

mins.
Curriculum Area & Book connection: ELA/The Journey that Saved Curious George
Arts Area: Visual Art
Standards Connection:
Content Area: 34. [SL.1.4] Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
Arts Area: 1.) Create works of art using a variety of techniques.
Learning Objective:
Content Area: Students will use their knowledge of Margaret and H.A. Rey to
design a presentation that reaches predetermined standards.
Arts Area: Students will create a presentation on the author using a variety of art
mediums.
Engagement:

Today boys and girls, we are going to be reading a story about Margret and H.A.
Rey. They are the authors of the Curious George books, many of which we have
been reading this week! Can you name one of the Curious George books weve read
this week? Teacher calls on student. Awesome! That was a great Curious George
story, wasnt it? Well, did you know that Curious George almost didnt happen?
Margret and H.A. Rey had to go on a long journey before they could create Curious
George. Then, teacher will then ask a question to further activate prior
knowledge. Have you ever taken a long journey? Can someone raise their hand and
tell the class about a time when they took a long trip? How did you feel? Teacher
calls on a student. Wow! It sounds like that was quite the trip. Well today, we are

going to read, The Journey That Saved Curious George by Louise Borden. I want
you to listen closely while we read. I am going to be asking some questions after
weve read. Teacher reads the book. At the end teacher asks a few questions
to gage student comprehension.

Book Questions:
What places did Margret and H.A. Rey travel to?
What country were Margret and H.A. Rey from?
Why did Margret and H.A. Rey leave their home?
How did Margret and H.A. Rey travel?
Why did Margret and H.A. Rey write and draw about monkeys?

Learning Design:
Activity Explanation:After reading the story, The Journey that Saved
Curious George by Louise Borden, students will create their own
presentations depicting the authors and their journey. The students will
demonstrate who helped Margret and H. A. Rey, how they escaped Germany,
and how they got to America using a technique of their choice. Each student
will be given a menu that contains a variety of arts options to choose from
such as a poster, a performance, or a collage. Each student will choose one
option in which they will use to depict the story, The Journey That Saved
Curious George.
Build Knowledge:
In order to build knowledge about the journey of Margret and H.A. Rey the
teacher will have the class participate in a visual literacy experience. The teacher
will pre-select images (attached below) from the book The Journey that saved
Curious George. The teacher will explain that this an illustration by H.A. Rey! Boys

and girls! Do you remember when we talked about H.A. Rey? Did he only write
books? What other job did he have? The teacher will give students time to think,
and then allow students to answer until the right answer is received. Yeah! Mr. Rey

was an illustrator. All of the pictures in his and his wife's original books were made
completely by him! The teacher will explain to students how they will look at the
illustrations. We are going to look at some of the illustrations from The Journey

that Saved Curious George! I am going to be asking some questions about how
these pictures tell you about the Reys life. The teacher will project the first
picture so that students can easily see the illustration. Of course you already know

that this man is supposed to be H.A. Rey because weve read the book, but I want
everybody to think about what was going on in this picture? The teacher will ask a

series of questions to the students. What is the first thing that draws your

attention? What do you think the man is trying to say? What do you think is going
on in this picture? What do you think about when you first see this picture? How
do you think this man is feeling? Is he happy? sad? Imaginative? The teacher will
then move on to the second picture. She will ask a series of questions based off of
this picture. Think about this picture. What is the very first thing that pops in

your head? How does it make you feel? What do you think is happening in this
picture? How do the people look? Do they look like they are from this time period?
What is author trying to tell you about Margret and H.A. Rey? Where do you think
they are? Where do you think they are going? Where do you think they came
from? How does this picture tell you about the life of Margret and H.A. Rey? The
teacher will use this discussion in order to facilitate student thinking. They will
need to think critically and creatively about the Reys life in order to complete
their activity
Pictures to be used for Visual Literacy:

Model:

Now boys and girls we are going to look at our visual literacy experience. We have
just talked about the lives of Margret and H.A. Rey and how they wrote and

illustrated so many books that we read today. Since we have been studying them
we are going to create a visual literacy experience. This means that we are all going
to create a presentation. There are several different types of presentations that
you can choose from! The teacher will project the presentation menu for the class
to see along with giving each student a copy. You will get to pick one type of

presentation and you will be working independently. I am going to show you a few
examples of the presentations that you can do. The teacher will show the students
various examples of presentations they can give. You can either make a collage with

pictures related to Margret and H.A Rey, make a poster with important
information about Margret and H.A Rey along with three books they wrote, or you
can create a skit that shows important events that happened in their lives. These
are all great options! I think you all will enjoy making a presentation! The teacher
will give the students a chance to think about the type of presentation they would
like to work on.
Create:

After teacher models what is expected, the student will choose which art option
they will use for their presentations of the authors. Ok class, now it is your turn to

decide what option you are going to use from the menu to present the author to
the rest of the class. You can make a poster, create a collage, or perform a drama
for the class to demonstrate your knowledge of the book. Does everyone
understand? Are there any questions? Okay great! Now, split up into your groups
and begin working.
Assessment:
The students will be assessed with a rubric. Boys are girls! I will be looking at your

projects to see all the wonderful work you did! I want to see that you worked very
neatly and took pride in your work. I also want to see that you really thought about
Margret and H.A. Reys life and what makes them so important!
Rubric:
1
The students work was
sloppy with little effort
put in. The student did
not show any creativity.
The student did not see
the importance of
Margret and H.A. Reys
journey. The student did
not have an explanation
of why they chose to do
their presentation the
way they did.

Closure:

The student showed some The students project was


effort. The project was
very well put together.
neat. The student showed The student showed pride
minimal creativity. This
in their work. The
student should still see
student was very
the importance of
creative. The student
Margret and H.A. Rey.
showed that they
This student may or may
understood the
not have an explanation
importance of the
of why the chose to do
journey through their
their presentation this
presentation. The
way.
student was able to
explain why they choose
their presentation
method.

The teacher will begin by calling the class to the carpet. One, two, three! Eyes on

me! Please come take a seat at that carpet. The teacher will lead a discussion about
the journey, courage, and perseverance that it took to embark on the journey
taken by Margret and H.A. Rey. Weve spent a lot of time talking about who

Margret and HA Rey were. Can we talk about some interesting things you learned
this week about our two authors? The teacher will call on students to give their
thoughts. Hopefully, this will lead into a deeper discussion. The teacher will ask
questions such as: What do you think you would have done if you were in the Reys

shoes? Do you think they still would have been able to publish their book if they
stayed in Germany? How has the Curious George series influenced (talk about what
influence means) our lives? Margaret and H.A. Rey wrote about animals, if you were
going to write a childrens book what would you write about? The teacher will lead
the discussion until she feels like they have reached a good stopping point.
Materials and Resources:
-Poster Boards
-Markers
-Glue
-Magazines (or any other materials where students can cut out pictures)
-Construction paper
-Scissors

Story Time:
Standards:

Dance: 4.) Create movement with varying degrees of


energy.
Music: 1.) Sing songs from various cultures and countries
with an age-appropriate vocal range, using clear vocal tones.
Book:
Curious George Flies a Kite
Engagement (Before Reading):
Before reading the teacher will activate prior knowledge
by asking a series of questions. Do you remember whose books we

have been reading? They are written by two people! The teacher will
use the proper wait time, about 15 seconds, to give students the
opportunity to think of their answer. Thats right! Weve been reading

books written by Margaret and H.A. Rey! Can somebody remind me


what series (Do students know what a series is? Make sure they do.)
they write? The teacher will call on a student. That is correct! They
wrote the Curious George Series! The teacher will engage students by
leading the class in a brief song and dance activity. Weve talked

about how the books that Margaret and H.A. Rey wrote has been
turned into a television show! Weve been listening to their CD all
week! One of those songs is Curious Georges very own theme song!
The teacher will play the short song for students. The song can be
found at: https://www.youtube.com/watch?v=MN7JzGC-yw4. The
teacher will play the song one time, and then ask students to freestyle
dance the second time. Okay class, now stand up and push your chair

in! Give yourself plenty of room! We are going to freestyle dance to


our Curious George theme song! The teacher will give students a
couple of seconds to practice their freestyle dancing. I am going to

count to three. I want you to practice your best freestyle moves.


Ready? One. Two. Three! The teacher will then ask students to sing
along, paying attention to the words on the screen. I also want you to

sing along, the words are on the screen! The teacher will play the
video. Students should dance and sing along to the Curious George

song. The teacher will then transition into the presentation portion of
story time.

Present:
The story will be presented using a form of readers theater:
The teacher will be the narrator for this presentation.
The teacher will assign one student to be Bill (the boy), one student to
be Curious George, and one student to be the Yellow Hat Man. These
students will read the script instead of reading the story.
The rest of the group will be given either a curious george mask, a
play kite, or be a designated noise maker.
Play Kite: This student will sway the play kite back and
forth in wave like motions throughout the skit.
Curious George Mask: Each time george is mentioned in
the story these people will throw their mask over their face! When
George is taken away by the kite the students will sway back and
forth in sitting position.
Noise Maker: When the story says, The kite goes up a
little bit, and then a little more, and then a little more, and then a
little more The teacher will have the class put their hands above
their hand in a dome shape. Each time the students will raise their
arms up until their arms are outreached. When Curious George is
flying through the air the students will say swish, swish, swish.
When George is reunited with the Yellow Hat Man, the noise makers
will clap and cheer.
Narrator: It all began when Curious George (George walks in) met a boy named Bill
(Bill will walk in). The two became friends almost instantly! (The two should hook
arms and giggle). Of course George was curious! George was always curious! This
time Curious George was the most curious about Bills kite!
Curious George: (Rub chin, look at kite curiously)

Bill: Would you like to see my kite fly! It flies really high! (Bill will wave kite in the
air along with the class)
Curious George: (jump and down, nodding head to say yes)
Narrator: Curious George and Bill spent the morning flying the kite through the
park. George loved watching the kite go up, and up, and up! George couldnt fly the
kite though, he was too small. A kite that big would surely whisk him away!
Curious George: (look up at sky, smile big, sway back and forth -- look sad when the
narrator says he was too small)
Narrator: When Curious George was left alone with the kite, he just couldnt help
himself. He picked up the string and set the kite into flight! Curious watched as
the kite took him up into the air, little by little, and then a little bit more, a little
bit more. (Class will do hand motions). Bill saw CG floating away! He ran to get
help from the Yellow Hat Man!
Bill: Yellow Hat Man! HELP! Curious George has blown away with my kite!
The Yellow Hat Man: Lets go (runs to find George).
Narrator: Meanwhile, CG is enjoying the view from high up in the sky!
Curious George: (sway around with your arms in an airplane position, giggle)
Narrator: The Yellow Hat Man jumped in a helicopter and flew to find George!
Luckily he found him floating safely through the air!
Yellow Hat Man: Look its George (put hands on a steering wheel to fly the
helicopter to George).
Narrator: Both George and the Yellow Hat man felt relieved to see each other!
George was ready to come down.
Curious George: (Sway towards the Yellow Hat Man).

Yellow Hat Man: I am so happy to have you back George (hug George).
Narrator: Once again Georges curiosity had gotten the best of him! The little
monkey always seems to be in some sort of trouble! He still got to fly a kite! You
never know what youll get into with Curious George!
After Reading:
After reading, Curious George Flies a Kite, students will build their own kites.

Alright class, who can raise their hand and tell me what Curious George learned
about in this story? Yeah he learned all about kites! Well guess what? Today we
are going to be making our very own kites! Students will be given a paper bag with
all their materials and a set of instructions. The teacher will go over the activity in
great detail. Students will be given 7 straws all cut to the rights size, glue, tissue
paper, and a pre-made kite string. Please pull out all the materials given to you and

lay the across your desk! Please watch me first! The teacher will glue the straws in
the kite formation on to the tissue paper. The first thing I am going to do is draw

a very light outline of my kite on the tissue paper. You can follow my example! Then
I am going to take this glue and glue each straw onto the lines of the kite! After
you have glued the straws you can cut around so that the tissue paper is shaped
like a kite! Do you see how I cut the diamond out? The teacher will tell students
that she will be walking around the room if anybody needs help! I will be walking

around the classroom to help you if you start to have trouble. When you have made
your diamond, you can add your kite string. All you have to do is put a very small
dot of glue on the backside of your kite. Just stick the string straight to it! You
might want to hold it down for a couple of seconds! The teacher will show students
a final product! This is what it will look like when you are done! Lets get started! If

you need any help, please just ask!


When the class is done creating their kites, the teacher will hang them on a
clothesline in the classroom. The teacher will ask questions about how kites can
make you curious? What kinds of questions could ask about a kite?
Examples:

Materials and Resources:


Book: Curious George Flies a Kite
Computer/Projector
Kite Template:
http://www.creativejewishmom.com/2012/06/kids-ki.html
Curious Geroge Video: https://www.youtube.com/watch?
v=MN7JzGC-yw4
Brown paper bags
Scissors
Glue
Plastic Drinking Straws
Tissue paper

Addition Resources:
This particular website has tons of resources for teachers to use.
There are activities, worksheets, interactive reading activities, and
materials for different subject matters.
http://www.curiousgeorge.com/teachersresources/classroom-resources/space
Literacy
http://www.curiousgeorge.com/~/media/sites/cg/resourc
es/howtoraiseacuriousreder.pdf
Science
Space:
http://www.curiousgeorge.com/~/media/sites/cg/resources/theme
%20resources/space/space_coloringandphoto.pdf
Plants:
http://www.curiousgeorge.com/~/media/sites/CG/Resources/Theme
%20Resources/Plants/Plants_Need_to_Grow_Printable.pdf and
http://www.curiousgeorge.com/~/media/sites/CG/Resources/Theme
%20Resources/Plants/Pick_the_Plants_Printable.pdf
This document talks about how to use Curious George to positively
impact student learning.
http://www.curiousgeorge.com/~/media/sites/cg/resourc
es/ceg_research_study_release.pdf?la=en
Printables
http://pbskids.org/curiousgeorge/printables/#1
Includes math, english language arts, and other subject
areas: http://www.freehomeschooldeals.com/free-homeschoolprintables-curious-george
What makes you curious? Writing Prompt
https://www.teacherspayteachers.com/Product/CuriousGeorge-Writing-917702
Book about Margaret and H.A. Reys journey
http://www.amazon.com/gp/product/B003PDMN04/ref=
dp-kindle-redirect?ie=UTF8&btkr=1
Learning about the 5 senses:

http://adayinourshoes.com/resources-teach-kids-5senses-sensory-issues/
Curious George
Curious World: https://www.curiousworld.com/
Curious Day Activity Pack
http://www.curiousgeorge.com/~/media/sites/cg/resourc
es/cg_eventkit.pdf?la=en

Technology Resources:
Apps:
Curious About Letters https://itunes.apple.com/us/app/curious-about-letters/id751594908?
mt=8

Zoo Animals - https://itunes.apple.com/us/app/curious-

george-at-zoo-for/id513304499?mt=8
Learning about life and daily task https://itunes.apple.com/us/app/curious-georges-town/id640044019?
mt=8
Curious About Reading https://itunes.apple.com/us/app/the-curious-reader/id594080432?
mt=8

Curious About Shapes and Colors -

http://www.amazon.com/Curious-About-Shapes-andColors/dp/B00DTRF84O/ref=sr_1_1?s=mobileapps&ie=UTF8&qid=1374781637&sr=1-1&keywords=hmh
Curious Dictionary (Vocabulary) http://www.amazon.com/s/ref=nb_sb_noss_1?url=search-alias
%3Dmobile-apps&field-keywords=Curious+George
%27s+Dictionary&rh=n%3A2350149011%2Ck%3ACurious+George
%27s+Dictionary
Video:
http://www.pbslearningmedia.org/resource/cg8.sci.phys.tooltime/curiousgeorge-tool-time/
Other
Games: Games
http://pbskids.org/curiousgeorge/games/#1

Bibliography:

Curious George (1941)


Curious George Takes a Job (1947)
Curious George Rides a Bike (1952)
Curious George Gets a Medal (1957)
Curious George Flies a Kite (1958)
Curious George Learns the Alphabet (1963)
Curious George Goes to the Hospital (1966)
Curious George and the Birthday Surprise
Curious George and the Dinosaur
Curious George and the Dump Truck
Curious George and the Pizza
Curious George at the Fire Station (2004)
Curious George Visits the Zoo (1985)
Curious George at the Parade
Curious George Feeds the Animals
Curious George Goes and the Hot Air Balloon
Curious George Goes Camping
Curious George Goes to a Chocolate Factory
Curious George Goes to a Costume Party
Curious George Goes to an Ice Cream Shop
Curious George Goes to School
Curious George Goes to the Beach
Curious George Goes to the Movies
Curious George in the Big City
Curious George in the Snow
Curious George Makes Pancakes
Curious George Plays Baseball
Curious George Takes a Train
Curious George Visits the Library
Curious George Visits the Zoo
Curious George's Dream
Curious George First Day of School

An extensive list of all other Curious George books can be

found here:

http://www.houghtonmifflinbooks.com/features/cg

site/all_books.pdf

Works Cited:
Rey, Margret, H. A. Rey, and Anna Grossnickle Hines. Margret & H.A. Rey's Curious

George and the Firefighters. Boston: Houghton Mifflin, 2004. Print.


Rey, Margret, and Alan J. Shalleck. Curious George Visits the Zoo. Boston:
Houghton Mifflin, 1985. Print.

Rey, Margret, Rey. H.A. The Original Curious George. (1941) Houghton Mifflin
Harcourt.
Rey, H., Hines, Anna. (2005). Curious George Learns to Counts to 100. Boston
Mifflin Harcourt.
Rey, H., Waugh, Kathy. (2011). Curious George Time for School. Boston Mifflin
Harcourt.
Perez, M., Fallon, J., Rey, H., & Rey, M. (2006). Curious George builds a home.
Boston: Houghton Mifflin.
Rey, H. (2011). Curious George: Rain or Shine. New York, New York: Houghton
Mifflin Harcourt.
Rey, M. (1989). Curious George and the dinosaur. Boston, Mass.: Houghton Mifflin.
Lindemann, C. (2011) Dinosaur Pasta Skeleton [Online Image] . Retrieved from
http://www.naturallyeducational.com/2011/08/dinosaur-pasta-skeleton/
Weather Forecast [Online Image]. Retrieved from
http://nc.hcpress.com/img/nicaraguan-weather-forecast.jpg