Ring-O Project
Education 356
A collection of activities based off books with science/ math and
language art standards connected to Gardner’s multiple
intelligences.
The Princess and the Frog
Limited Collector's Edition
Read-Aloud Storybook
Tiana is a beautiful, hardworking young woman with a
dream. Naveen is a spoiled, jazz-loving prince who
doesn't understand the meaning of hard work. This
unlikely pair has nothing in common - until they are
magically transformed into frogs. Forced to work
together as they set out to regain their human forms,
will Naveen and Tiana eventually find true love in
each other? Disney's fresh take on an old fairy tale
reminds us all that true beauty is more than skin deep
and dreams really do come true. The book is meant
for kids who can't read - so read this story aloud to
them!
The Princess and the Frog
Activity:
 Discuss with the students what it takes for frogs to survive and what should be in their environment to
live.
 Pass out art supplies and shoeboxes.
 Have the students cover their shoebox with green construction paper. They will have to place their box
on the paper, trace around to measure the sides, cut it out, and glue it to the box.
 Next the students will create a background inside depicting a scene from The Princess and the Frog or a
factual amphibian scene. They can use paper cutouts, clay, markers and other materials, as well as
accessories from home such as plastic animals, trees, etc.
 When they are completed, each child writes a report describing his or her diorama.
Standard:
 Science 2.4.2- Observe that and describe how animals may use plants, or even other animals, for
shelter and nesting.
 Language Arts 2.5.5- Use descriptive words when writing.
Gardner:
 Intrapersonal (Individual projects)
 Bodily- Kinesthetic (Crafts)
Eliot Jones, Midnight Superhero
By: Anne Cottringer
By day, Eliot is a quiet boy who likes to read and play with
his toys. But when the clock strikes midnight, Eliot is
transformed into a hero! When he's not showing off
his super swimming skills or wowing the crowds
with his expert-lion taming, you can find him
assisting the Queen. But one day Eliot receives an
urgent message from the world's most important
scientists: a giant meteor is hurtling towards Earth.
Will Eliot be able to rise to the challenge and save the
world from destruction in the nick of time?
Eliot Jones, Midnight Superhero
Activity:
 Discuss the background information about meteors, meteorites, and shooting stars with the students.
 There are a couple ways to recover space dust. One is to use your roof as a meteorite collector. The next time it rains,
place a bucket under a drain spout in order to collect a good quantity of rainwater and debris from the roof. Get rid
of the leaves and roofing materials and then sift the remains through a bit of old window screen. What you’re after
is so small that you’ll need a very strong magnet (neodymium magnet) to find them. Put the super-strong magnet in
a plastic bag to keep it clean. Run the magnet over what was sifted from the gutter. Chances are the metal particles
that collect around the magnet are space dust, also known as micrometeorites. To make sure, place the collected
particles under a microscope- high power will be required to see them clearly. The micrometeorites will show signs
of their fiery trip through the atmosphere- they will be rounded and may have small pits on their surfaces, just like
the Oakley meteorite.
Standard:
 Science 3.1.2- Participate in different types of guided scientific investigation, such as observing objects and events
and collecting specimens for analysis.

Language Arts 3.2.6- Locate appropriate and significant information from the text including problems and
solutions.
Gardner:
 Bodily- Kinesthetic (Hands on experience)
 Naturalistic (Using a microscope)
Skippyjon Jones, Lost in Spice
By: Judy Schachner
The New York Times bestselling kitty boy blasts off into
another hilarious adventure. Buckle up, amigos-everyone's favorite kitty boy is about to lift off. You'll
want to be there when the brave Skippito gets lost in
spice! That's right, spice. Skippy knows-- from his big
ears to his toes--that the planet Mars is red because it's
covered in spicy red pepper. To prove it, he's off on a
space jaunt replete with craters, crazies, and creatures
from Mars. His new adventure is packed with witty
wordplay, Spanish phrases, and Judy Schachner's
trademark hilarity. This rollicking romp is simply out of
this world.
Skippyjon Jones, Lost in Spice
Activity:
 Have the students imagine that they have just been hired to design a new vehicle for traveling around
on Mars’s rocky surface.
 First show them images of the various kinds of terrain their vehicle will have to traverse (mountains,
rock fields, deep gorges).
 Remind them, too, that they need to consider the vehicle’s fuel source, weight, durability, size, special
features, and flexibility.
 Review with students what we have learned about the planet Mars. Challenge them to identify any
characteristics of the planet’s surface or surrounding space that would present problems for a designer
of a Mars surface-exploration vehicle.
 Have the students sketch its idea for a new Mars rover and write a description of how it works.
Standard:
 Science 3.2.6- Make sketches and write descriptions to aid in explaining procedures or ideas.
 Language Arts 3.4.3- Create single paragraphs with topic sentences and simple supporting facts and
details.
Gardner:
 Visual-Spatial (Illustrating)
 Intrapersonal (Personal response)
Three Pigs, One Wolf, Seven Magic Shapes
By: Grace Maccarone and David Neuhaus
This book is an excellent introduction to tangrams
and geometric shapes for young children. The
reader learns the names of the geometric shapes
as well as seeing several pictures made from
tangrams as part of the story. The book includes
a set of cardboard tangrams so the reader can
replicate the shapes in the book (such as a boat,
bunny, cat, and etc.) and also make up new ones.
Good suggestions are included for parents and
teachers on how to use the materials for students
at different ability levels.
Three Pigs, One Wolf, Seven Magic Shapes
Activity:

After reading the story, pass out tangrams to each student. While passing out the tangrams, share with the students the
following: “Tangrams are ancient Chinese puzzles that are still used today by adults as well as children. A tangram begins
with a square, which is then cut into seven standard pieces. Each piece is called a tan. In creating a picture, all seven tans must
be used; they must touch, but none may overlap.”

Allow students a few minutes to play with the tangrams. During this time, brainstorm with the students what kinds of animals
they think they can make with the tangrams and write the names of the animals on the board for reference.

After the students have created their own patterns, pass out the printed handouts with tangrams on them for them to try.

Have the students write a short tale similar perhaps to Three Pigs, One Wolf, and Seven Magic Shapes and illustrate it using
tracings of tangrams, which they will then color.
Standard:
 Mathematics 2.4.3- Investigate and predict the result of putting together and taking apart two- dimensional and threedimensional shapes.

Writing 2.5.2 – Write a brief description of a familiar object, person, place or event: develops the main idea and uses details
to support the main idea
Gardner:

Verbal- Linguistic (Book making)

Logical- Mathematical (Solving puzzles and using manipulatives)

Visual- Spatial (Sketching and illustrating)

Intrapersonal (Individual projects)
The Snowy Day
By: Ezra Jack Keats
The Snowy Day, a 1963 Caldecott Medal winner, is the simple tale
of a boy waking up to discover that snow has fallen during the
night. Keats's illustrations, using cutouts, watercolors, and
collage, are strikingly beautiful in their understated color and
composition. The tranquil story mirrors the calm presence of
the paintings, and both exclude the silence of a freshly snowcovered landscape. The little boy celebrates the snow-draped
city with a day of humble adventures--experimenting with
footprints, knocking snow from a tree, creating snow angels,
and trying to save a snowball for the next day. Awakening to a
winter wonderland is an ageless, ever-magical experience, and
one made nearly visceral by Keats's gentle tribute.
The Snowy Day
Activity:
 Review with the students the correct way to measure materials using measuring cups and spoons. Stress the
importance of accurate measurements and of using a straight edge to level dry materials. Remind the students about
the proper safety precautions to be taken when mixing materials.
 Make snowballs with the students. Give directions in three to four steps at a time.
 Ingredients for 25 snowballs: 4 eggs, 2 ½ cups of sugar, 6 cups ice cream, 6 cups milk, 4 cups light cream, 2
teaspoons vanilla, ½ teaspoon salt, and 2 cups of shredded coconut.
 Directions for mixing: Beat eggs until light. Add the sugar gradually beating until the mixture thickens. Add the
remaining ingredients except coconut and mix thoroughly. Freeze. Scoop out one scoop per child and sprinkle with
coconut.
Standards:
 Science 3.2.2- Measure and mix dry and liquid materials in prescribed amounts, following reasonable safety
precautions.
 Language Arts 3.7.15- Follow three- and four- step oral directions.
Gardner Logical- Mathematical (Measuring)
 Bodily- Kinesthetic (Hands on experiments)
 Verbal- Linguistic (Listening)
 Interpersonal (Group work)
Baby Beluga
Baby Beluga in the deep blue sea
Swim so wild and you swim so free
Heaven above and the sea below
And a little white whale on the go
Baby Beluga, baby Beluga, is the water warm?
Is your mama home with you so happy?
Way down yonder where the dolphins play
Where you dive and splash all day
Waves roll in and the waves roll out
See the water squirting out of your spout
Baby Beluga, oh, baby Beluga, sing your little song
Sing for all your friends, we’ll like to hear you
When it’s dark you’re home and fed
Curl up snug in your waterbed
Moon is shining and the stars are out
Good night, little whale, goodnight
Baby beluga, oh, baby beluga, with tomorrow’s sun
Another day’s begun; you’ll soon be waking
Baby Beluga in the deep blue sea
Swim so wild and you swim so free
Heaven above and the sea below
And a little white whale on the go
You’re just a little white whale on the go
Baby Beluga
Activity:

Ask questions about the animals that live in Antarctica that they have studied about.
After five or ten minutes of discussion, introduce the song "Baby Beluga.” Introduce the song by telling the students that Belugas are
small, white whales that are 10-15 feet long. Most of them live in the Antarctic region. They come to the surface of the water to
breathe. Explain the blowholes they use for breathing. Give copies of the song to students. Sing the entire song one time through for
the class. Then sing one line at a time, allowing students to repeat/echo. Next, sing the entire song as a class.

When students feel comfortable with the song, integrate movements to go along with the words of the song. For example, cradle
hands and arms to the words "Baby Beluga." Swish arms back and forth for "Deep Blue Sea." Point up for "Heaven Above" and down
for "Sea Below." Perform swimming motions for "You Swim...” Perform random, child-prompted, movements for "...swim so wild
and you swim so free." Sing the song through one last time performing all movements.

Play the music to the song "Baby Beluga" as the children return to their desks. Write these instructions on the board- draw and label
animal pictures on the charts that were completed in the previous lesson.
Standards:

Science 2.4.4- Recognize and explain that living things are found almost everywhere in the world and that there are somewhat
different kinds in different places.

Language Arts 2.2.8- Follow two- step written instructions
Gardner:

Musical (Singing)

Bodily- Kinesthetic (Dancing)

Verbal- Linguistic (Listening)

Visual- Spatial (Sketching)
Everybody Needs a Rock
By: Byrd Baylor
Describes the qualities to consider in
selecting the perfect rock for play
and pleasure.
Ten rules for finding a rock- not just
any rock, but a “special rock that you
find yourself and keep as long as you
can- maybe forever.”
Everybody Needs a Rock
Activity:
 Show students a rock that you have collected from the schoolyard. Ask students to describe it in words
(big, small, smooth, bumpy, light, dark, spotted, heavy, round, flat, etc.) Then have students measure and
weigh the rock, recording information about the sample rock for future use.
 If necessary, use this time to review any developmentally appropriate measuring techniques that students
will be expected to use in the course of the lesson, such as using a ruler or string for measuring length and
using a balance and cubes to weigh an object. Tell students that they will create a “rock guide” for the
schoolyard. In order to create the guide, they must collect and observe rocks from the schoolyard and
record their findings. Their goal is to gather information about the characteristics of the rocks that are
most commonly found on the schoolyard.
Standards:
 Science 2.1.1- Manipulate an object to gain additional information about it
 Language Arts 2.3.7- Identify the meaning or lesson of a story.
Gardner:
 Naturalistic (Collecting rocks)
 Verbal- Linguistic (Process writing)
The Three Little Pigs
Three pigs set off to set up
housekeeping, and learn to
deal with life and wolves.
The Three Little Pigs
Activity:

Have student’s pair up. Provide each pair of students with straws, paperclips, pipe cleaners, string, and scissors.

Inform students that they are to make a house out of the materials you have given them. Let them know that they can use paper clips,
pipe cleaners, or string to attach straws together to make a house.

Tell the students that they can make whatever type of house they would like, but it must fit on top of a desk. Show the students a
simple drawing of a house.

Provide students with plenty of time to think about their structures. Give students some tips on how to use paper clips, pipe cleaners,
and string to attach straws together.

Instruct students to come up with a plan for their house and draw a picture of their proposed straw house.

When students have completed a plan, allow them to begin building their straw houses.

Have the team of students present their straw houses to the class.
Standards:

Science 2.2.4- Assemble, describe, take apart, and/or reassemble constructions using such things as interlocking blocks and erector
sets. Sometimes pictures or words may be used as a reference.

Language Arts 2.7.14- Provide descriptions with careful attention to sensory detail
Gardner:

Interpersonal (Group work)

Bodily- Kinesthetic (Hands on experiments)

Visual- Spatial (Sketching)

Verbal- Linguistic (Speaking)
Stars! Stars! Stars!
By: Nancy Elizabeth Wallace
When Minna the rabbit expresses an
interest in stars, her mother
suggests she invite a few friends to
a star party, including a special
dinner, a trip to the new star space
at the children’s museum, and
stargazing.
Stars! Stars! Stars!
Activity:

Discuss with students what they observed in the night sky the evening before. Encourage students to talk about the difference in the
way the stars appeared: some were smaller, some brighter, etc.

Pass out a piece of black construction paper, a small portion cup filled with white glue, and a toothpick to each student.

Tell the students to close their eyes and try to remember what they saw in the night sky.

Instruct students to recreate what they saw in the sky on the construction paper with the toothpick and glue.

When students have finished putting “stars” on their papers, ask them: “How many stars do you think there are in the sky?”

Tell the students that there are so many stars in the sky, that even astronomers who study the sky with telescopes cannot count all of
them.

Ask students why they did not put the dots on their paper evenly. Demonstrate what even is by putting even rows of dots on the
board. Ask students why they put more dots in some parts of the paper than in others.

Show students photographs of the night sky. Ask students: “Are the stars evenly scattered in these pictures?”

Say to students: “compare the arrangement of the stars in these photographs to your sky pictures. What do you notice?”
Standards:

Science 3.3.2- Observe and describe that there are more stars in the sky than anyone can easily count, but they are not scattered
evenly.

Language Arts 3.7.15- Follow three- and four-step oral directions
Gardner
Bodily- Kinesthetic (Crafts)

Naturalistic (Star watching)
Henry and Mudge and the Forever Sea
By: Cynthia Rylant
Follows the seaside adventures
of Henry, Henry's father, and
Henry's big dog Mudge.
Henry and Mudge and the Forever Sea
Activity:

Break the students into groups of four or five. Have students fill a 9x13 pan about half full with water. (Since fractions are still a
relatively new concept to students, show them about where half way is so that they can better visualize the amount.) Ask students:
What is one way that we could make waves in our wave pools? Allow students to make several suggestions. Some of their possible
answers will include rocking or sloshing the pan, blowing on the pan, splashing with their hands. Allow students to explore these
different ideas. Have the groups clean their area by emptying and clearing the pans. Give water, cooking oil, food colors, and an
empty water bottle with cap to each group. Have students fill their bottles half full with the water. Have students pick a food color that
they like and have them add one to three drops of coloring to their bottles. The students should cap their bottles and tip them on their
sides. Have students gently tip their bottles from side to side. Using a funnel, have the students carefully add oil to their bottles. Move
from table to table and help students make sure that the oil touches the very top lip of the bottle. Cap the bottles tightly for the
students. Have students tip the bottle sideways again. Remove air bubbles by slightly squeezing the bottle and re-capping or by
adding more oil. Once again, students should tip their bottles from side to side. Ask students follow up questions.
Standards:

Science 3.6.3- Explain how a model of something is different from the real thing but can be used to learn something about the real
thing.

Language Arts 2.3.7- Identify the meaning or lesson of a story.
Gardner:

Bodily- Kinesthetic (Hands on experiments)

Intrapersonal (Individual study)