IF YOU GIVE A PIG A PANCAKE ACTIVITIES THIS KIT INLUDES VARIOUS MATERIALS RELATED TO THE PIG THEME. Simplify the Activity Limit number of choices for

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1 Oral Expression: Read If You Give a Pig a Pancake using literacy strip and story attachments to identify objects and actions in story Vocabulary: Read 3 Little Pigs interactive book and label objects and actions in the story Phonological Awareness: After reading If You Give a Pig a Pancake, make a chart of p words Letter Knowledge: Match upper and lower case Zoophonics letters Print/Book Awareness: Read If You Give a Pig a Pancake and discuss the parts of the book Literacy strip and Velcro attachments Pig Puppet Picture cues P chart listing words beginning with that sound Zoophonics letters and Velcro literacy strip Easel for big book; pointer Pig Switch Literacy strip with attachments Trifold literacy strip device to include nonverbal child Verbal cues for letters Interactive story books characters are manipulatives/ Create own interactive book using Boardmaker Tactile cues to follow text with finger the for story attachments Use picture cards to prompt p words Extending activity over several days to allow for more instruction Use a big book version choose which attachment they want to add Choose the letters they want to match chooses which object manipulative they want to be Pig switch Velcro literacy strip Interactive book Pig switch Pig switch with pre-recorded p words Picture cards of p words Velcro literacy strip Interactive story Cheap Talk so child can make would assist the activate the device Use peers to assist those who need help Assist with activating the switch Work as teams Partner activities Modeling and visual cue Modeling and visual cues Multiple repetitions, visuals of P words Modeling correct sound Tell story using interactive book and manipulatives

2 Written Expression: Print letters of name in various materials discussed in the story If You Give a Pig a Pancake (syrup, soap, glue, etc) Number and Number Sense: Counting seeds, ducklings, farm items seen on a field trip, etc Create finger play about the farm using Five Little Pumpkins Computation: Use farm paper plates made into a puppet Each student is an how many pigs, etc do we have? Measurement: Sort s by size (big/little), measure pumpkins Visual of student s name Pointer for student to point to each item as counted Felt board, magnetic board Paper plates and tongue depressors for puppets/ Preferential seating Counting sets Real items (pumpkin) and manipulatives Use glue or colored/glitter glue to write child s name for them to trace Photographs of the trip Smartboard Grippers on handle of puppet to make easier to hold the First letter of child s name Glued shape or line Trace their name already written Using 2 man prompt to give them the answer Tell them how many and they have to count that amount Use fewer s to start with sets ex big/little only Choose material used Choose or item they are counting Let them choose the puppet they want to be Measure own pumpkin Adapted brushes Pointer Digital Pictures device with numbers on it Communication Board device, manipulatives of farm s for sorting Pair students with same letters in name or letters made with straight vs curved lines Use peers as the 2- man prompt Buddy up Prewrite name for student or hand-overhand 2-man prompt Hand-overhand for counting Modeling and visual cues Model which items are big and little sorting activity to begin with

3 Geometry: Find basic shapes around the farm (barnrectangle, pond-oval) Build barn using blocks; draw s using shapes Data Collection: Predict how many seeds are in the pumpkin Chart your favorite Patterns and Relationships: Make pattern with paper plate puppets which goes next? Scientific Investigation, Reasoning and Logic: Compare s using the sense of touch Digital pictures of farm from field trip Chart board Pumpkins 3-D s 3-D manipulative puppet Use a touch and feel book Give students cut out shapes and a model to follow Use 3 dimensional figures as model Choice board or voice output device device with which comes next Use large examples so that they can be adapted to child s needs (i.e. visually, motorically, etc.) the Give them the easier to make with least shapes Fewer of favorite Give choice of seeds in a pumpkin AB pattern vs ABCD pattern Reduce it to hard or soft Choose they want to make chooses Choosing the puppet the choose their Use blocks of different textures (legos, bristle blocks) Software that makes s from shapes with Record output device to state this feels slimy, etc. Kids buddy up with the they prefer Modeling and samples of shape s Models and samples Samples and models Prompt vocabulary

4 Force, Motion, Energy: Using magnet wand and magnetic marbles, pull piggies through the mud (brown paint) Matter: Scavenger hunt in classroom to look for pigs of different attributes (i.e. color, texture, size, etc.) Life Processes: Have class pet guinea pig. help care for it. Earth/Space Systems: Make shadow puppets Magnetic wands and magnetic marbles, brown paint and paper plates Pigs with textures, pigs of various sizes, pigs of various colors Use magnetic disks if marbles are too mobile Glue corks onto small pigs so that they can be picked up easily the Use multiple disks or marbles so it will be easier to move them about the plate the attributes presented choose their own wand the Line leader to pick what we are hunting for Guinea pig n/a n/a take turns feeding the guinea pig Opaque projector Use colored film on projector to make it visually appealing Everyone do the same direct class in forming the of their choice Secure plate for children unable to hold plate and wand Pre-record hints of where things are hidden on voice output devices Have portable cage that will allow children in wheelchairs to access guinea pig for feeding and handling children who are motorically impaired to use die cut ren will take turns holding one another s plate hold hands while hunting Work in pairs one make a home for the other child s Model Give hot/cold cues Model appropriate behavior Use caution with the projector

5 Earth Patterns, Cycles, and Change: Sequence the life cycle of various pigs using photographs Resources: Discuss how things are re-used on a farm (pigs eat scraps and field corn) Pictures of pig during various stages of life Book on farm life and resources Magnifying glass for visually impaired children Pictures of resources found on farm the stages of life resources choose which pig to sequence choose the resource they want to discuss Use choice board switch so children may choose between two photos Felt board to post resources on so children may see what resources are available Have children check one another s sequencing Work in pairs Give visual model first Prompt discussion Similarities and Differences: Describe unique characteristics of pigs Change Over Time: Have children draw picture representing pig as a piglet and then again as an adult Pictures of pigs, stuffed pigs Crayons and paper Enlarged digital photos Use chubby crayons or oil pastels Only compare two Provide a sample picture for them to copy choose the photo/stuffed they want to describe Share pictures at show and tell Talking photo card For children who are not able to draw pictures use felt board and offer prepared pictures for them to sequence sit beside a friend that has a similar pig Choose if they want to draw or sequence Have prepared list of words to compare (big, round, hairy, smooth, etc) Encourage those who are able to draw pictures

6 Location: Read a story about a farm and then use a flannel board to re-create s and barn Descriptive Words: Sing songs like the Hokey Pokey with pig body parts World of Work: Discuss roles each plays on a farm after reading The Big Red Barn Making Choices: Read The Three Little Pigs and discuss made by the characters in the story Citizenship: Bring favorite stuffed from home for show and tell. Flannel board, farm flannel pieces Music The Big Red Barn Three Little Pigs Use large clips or clothespins on flannel pieces for children with fine motor delays Use PECS pictures with body parts to cue next song verse Use PECS cards to prompt discussion or for matching to role Use manipulative pieces from story to illustrate the pieces song verses s made Stuffed s N/A Encourage children with motor delays to bring larger s choose props Let them direct song and choose next body part child to choose discuss they might have also made Stuffed choice Use pig switch to label flannel pieces Record body parts on Big Mac for nonverbal children PECS cards Program a cheap talk to allow a child with motor and speech delays to participate Use pig switch toy for nonverbal share info about their Make activity available during centers so that children may work on it together Point to each others body parts Work in pairs come up with different outcomes of Remind each other of respectful listening rules Give visual model first Point to body parts on self to cue Regulate discussion and prompt critical thinking Prompt discussion by providing scenarios Provide s for those who don t bring one

7 Skilled Movement: Locomotor & nonlocomotor activities Obstacle course set up like a farm Movement Concepts: Use music and rhythmical activities to represent the noises of different farm s Personal Fitness: move as farm s and monitor their breathing rate after Chairs, tables, mats, tunnels, large rings, tape Pre-recorded tape with sounds Pictures representing the s Use wider beam Use headphones with distractibility Scooter board the Reduce obstacles Use more familiar noises (i.e. moo, baa) or visual cues Verbally present children are supposed to imitate child to choose where they start obstacle course the choose from a mystery box the picture that represents a sound Let the child pick a card that will indicate what everyone will imitate Use scooter board to pull each other through course Attach a switch to the tape recorder Record g/ sounds and let children move to the recorded sounds the offer and hand held support select this activity as a center choice Help push children in wheelchair to move with the rest of the class Offer hand support and a model Offer a verbal model Give examples Responsible Behaviors: Play Pass the Pig (variation of Hot Potato) ren pass pig around circle, stopping when music stops. Plush Stuffed Animal Pig Use large pig for easier handling Work in smaller groups choose music played or who goes first Use switch to activate music and allow children with motor difficulties to control music help one another pass pig around circle Sit in circle with children to assist in passing

8 Physically Active Lifestyle: Imitate farm s and their movements Playground or large area for gross motor activity Use scooter board to allow children with motor delays to participate the of s to imitate them to choose an for a friend Use handheld picture device to demonstrate movements ren may compete to see who imitates each best Give demonstration of each s movements Self-Concept: Model how to put on farmer s clothing in dressup center and allow put on boots, overalls, hat, shirt, etc. Self-control: Teach appropriate table manners and clean-up procedures by not being a pig. ren discuss how dirty pigs and pigpens are. Dress up clothes Pictures of pigs in mud and pigpens. Pictures of dirty table and classroom Use photos of the classroom and the children clean and dirty clothes in dress up Hand children a die-cut pig when they don t clean up. Offer multiple shirts, overalls, hats, etc so that child may pick out outfit child of the day to be the farmer or inspector who checks manners and cleaning up Use therapeutic aides for getting dressed/ Offer chairs in dress up Program a switch to verbalize cleanup two or more play in dress up together help their friends clean up Monitor and assist in dressing and discuss why each piece of clothing is necessary Demonstrate appropriate manner and cleaning up Approaches to Learning: Draw pictures highlighting favorite part of Farm Field Trip Paper and crayons glue pictures on as paper as well as drawing Show pictures to give cues about what happened at the farm children to choose their favorite memory of the trip Use pictures to glue onto paper or adapt crayons by taping to a toy car that can be pushing around the paper group discussion before beginning drawing to think of what they saw Provide visual and verbal cues for those unsure about what to draw

9 Interaction with Others: Make a class book from the drawings of the field trip ( Approaches to Learning activity) as an opportunity for the share their thoughts and ideas Social Proble m- Solving: Role play typical classroom conflicts while pretending to be farm s Drawings from field trip Animal costumes or masks Post drawings on cardstock for easier handling make their masks/costumes the n/a Use only 2 children at a time each take the book home and share with their family each share their suggestion Record a Cheap Talk and affix a picture to label drawings Have prompts of resolutions programmed on switch book to be available in reading center and have children read to one another Give verbal praises to peers as they come up with a new resolution Putting book together Prompt the encourage their peers in appropriate ways