Set-up Directions:
Arrange the classroom so students can easily rotate through 3 stations without running into each other. Also, make sure that the stations are far enough apart so the students can hear at each station they are visiting. Have pattern blocks, writing materials (paper, pencils and crayons), and S pictures/ magazines placed at each station where needed. Depending on the ability level of the students, it may be helpful to have the S pictures pre-cut for the students to use. Pictures of objects that do not begin with the letter S should also be included in the selection. Therefore, the students will have to differentiate between S pictures and not S pictures. It would be helpful to label each station with cards numbered 1, 2, and 3. This will help the students when they need to rotate to the next station.
The teacher will also want to have a collection of old shirts, pants, coats, hats, scarves and socks for the presentation and motivation of the lesson. Also needed are chart paper and the books, The Little Scarecrow Boy by Margaret Wise Brown, The Shy Scarecrow by Mary Packard, or The Lonely Scarecrow by Tim Preston.
Teacher Presentation & Motivation:
The teacher will begin the lesson with the students together in a whole group. The teacher can have old shirts, pants, coats, hats, socks, and a scarf in a bag. Pull out one item at a time and have the students guess for what the old clothes will be used. List the student responses on chart paper. The teacher can then read a literature book such as The Little Scarecrow Boy by Margaret Wise Brown, The Shy Scarecrow by Mary Packard, or The Lonely Scarecrow by Tim Preston. Once the story is finished and discussed, the teacher will give the directions about each station to the entire class. If students have questions about what is expected, the teacher will discuss them at this time. Appropriate behavior and consequences for not following directions should also be discussed at this time.
Activity 1 - Station Rotation
Students should remain at each station for 15 minutes. At the math station, students will need a variety of shapes using different colors. First, the students will free explore with the shapes. This will help the students focus during the lesson using the shapes. The teacher will model the pattern ABABAB using the shapes. The students will then create an ABABABAB pattern using their shapes. Once the first pattern is successful, introduce the ABBABBABB pattern. The teacher will model the pattern first. The students will then use their shapes to create the same pattern. Once the students have completed exploring with patterns, use the shapes to create a scarecrow. Patterns can be used as well as symmetry. When the students have completed their scarecrow, have sharing time to allow them to share patterns that were used and explain why. To complete the project, have the children name their scarecrow.
At the writing station, students will need paper, pencils, crayons or colored pencils. The students will complete the following sentence: If I were a scarecrow, I would scare crows by ____________________________________. Students can use “kid” spelling or copy their dictated answer from paper. The students will illustrate a picture of their scarecrow scaring the crows in relation to their sentence. The writing activity can be displayed on a class bulletin board or placed into a class book for the reading center.
At the reading / language arts station, a large scarecrow cutout, old magazines for cutting, paper, and crayons are needed. The students will draw pictures or cut out pictures from magazines that begin with the S sound like scarecrow. The children will place the pictures on a large scarecrow displayed in the classroom. (The scarecrow can be built from old clothes, drawn on the chalkboard, made from paper, or purchased at a teacher supply store or local retail store.) Students can also have the opportunity to bring items from home that begin with the S sound and place by the scarecrow. Once the list of S pictures and words has been generated, the students will complete an S paper. The S paper includes the students drawing an S picture and if able, writing the word to match the picture. The papers will be collected and complied into a class book that will be placed in the reading center once all of the students have had a chance to share it with their families.
When the time is getting close to rotate to a different center (approximately 5 minutes), the teacher will advise students to complete their project and tidy the station for the next group. Students should place their projects in their mailbox or drying area. Names should be places on all projects.
It would be helpful if all of the stations had a selection of fall / scarecrow books available for students who finish their station early.
After students have completed all of the stations, they will come together as a whole group. Opportunities to share their favorite station and activity will be provided. Students will also express ways they can share with their family what activities they completed.
Activity 2 - Class Book
Students will draw an S picture or select one from the pre-cut pile. Depending on the ability level, students will attempt to write a sentence about their picture or write the word that describes their picture. Papers will be collected and compiled into a class book. Students will take the book home on a rotating basis. Place blank sheets in the book for the parents to respond with S words or pictures too. Once all of the students have completed this activity, allow students to share their S paper with the class. Pictures could also be sorted by foods, colors, animals, big/little etc... Compile the papers and staple them together to make an S book.
Wrap Up:
Review the projects from each station and compliment students who did an outstanding job. Have the students share their favorite station and why. Have the students share thoughts about why scarecrows are important to farmers. Ask students to think if they were a farmer how they would create the best scarecrow to protect their fields and gardens. Provide an opportunity to answer class challenge question. Allow students to circle with a marker the words on the list that do begin with the letter S. Cross out words or write the letter the word begins with beside the words that do not begin with the letter S. Display the responses on chart paper and place the chart in an area where students can revisit and add additional words. This will eventually become a word bank for the students to use during writing activities. Continue to encourage the students to look for S pictures and words to add to the list and scarecrow display.