The Autumn Across America project is tied into our language and
science curriculum. During September and October we are
studying about animals, hibernation and migration.
Some of our Read-Aloud books on the topic were:
Waiting for the Whales
by S. MacFarlane
Whales Passing
by E. Bunting
The Journey of a Turtle by C. Scrace
Franklin
Celebrates by B. Clark
Salmon
Forest by D. Suzuki
One of the focuses for these stories was Making Connections. We
were able to work on Text-to-Text on Venn diagrams,
Text-to-Self through class discussions and working on literature
circle Connection sheets, and Text-to-World through listening
to the CD The Songs and Sounds of THE HUMPBACK WHALE by
1987 Total Recording Co., Vancouver, B.C.
Two very simple books we read together were Hibernation and
Migration. Using the information in these books we made a
class acrostic poem on the word AUTUMN. On chart paper we brain
stormed ‘fun fact’ sentences that would start with the letters
F, A, and L. Each student then created his/her own acrostic
poem on the word FALL. I also did this activity last year
during the Fall is Here, I Love It project. It was a
very successful writing activity again this year.
I used the enthusiasm for Desert Dance as a springboard
for a writing activity. The students created a class book
titled Autumn Dance. Using the writing style of Desert
Dance, they wrote and illustrated about animals that were
starting to hibernate and migrate. Some children chose the same
animal to write about but their drawings were all different.
In Shared Reading we read the big book Desert Dance by
Charlotte Armajo. We adding sound effects with non-pitched
instruments while choral reading, acted out the story, created
the animals in 3D using plasticene in art class and sang the
story. (One of my students said the story sounded like a song
with all the repeated phrases. I took up the challenge and
composed a melody).
 I
bound the pages into a very informative and colourful book.
During the reading of our class book, each student read his/her
page, Antonio Vivaldi’s Concerto “L’autunno” was playing in
the background. It created a lovely mood.
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Autumn Dance
By Mrs. Ireland’s Grade 2 Class
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One cool October day many animals
gathered to say,
It is time to migrate and hibernate
on an Autumn day. |
Mrs. Ireland |
Bears started to hibernate in caves, hibernate in
caves, hibernate in caves.
Bears started to hibernate in caves on an Autumn
day. |
Tiffany, Abi, Katie, Natasha, Hannah, Taylor |
Chipmunks started to hibernate under the ground,
hibernate under the ground, hibernate under the
ground.
Chipmunks started to hibernate under the ground on
an Autumn day.
|
Cody |
Frogs start to hibernate in mud, hibernate in mud,
hibernate in mud.
Frogs start to hibernate in mud on an Autumn day. |
Brittany, Maddy, Christine, Jacob |
Canada Geese migrate to the south, migrate to the
south, migrate to the south.
Canada Geese migrate to the south on an Autumn day. |
Jaden |
Snakes started to hibernate under rocks, hibernate
under rocks, hibernate under rocks.
Snakes started to hibernate under rocks on an Autumn
day. |
David, Teagan |
Whales started to migrate to have babies, to have
babies, to have babies.
Whales started to migrate to have babies on an
Autumn day. |
Cassie |
Turtles started to hibernate in the mud, hibernate
in the mud, hibernate in the mud.
Turtles started to hibernate in the mud on an Autumn
day. |
Caden, Byron |
Rabbits started to hibernate in dens, hibernate in
dens, hibernate in dens.
Rabbits started to hibernate in dens on an Autumn
day. |
Brianna |
Bats start to hibernate in caves, hibernate in
caves, hibernate in caves.
Bats start to hibernate in caves on an Autumn day. |
Kaitlyn |
If you see the animals starting to hibernate and
migrate look for an Autumn day. |
Entire
class |
Learn
more our town, Smiths Falls, Ontario
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Ontario
Curriculum Expectations
Science Life Systems: Growth and Changes in Animals
identify and describe behavioural characteristics that
enable animals to survive (e.g., migration, dormancy,
hibernation) Language
generate, gather, and organize ideas and information to
write for an intended purpose and audience
produce media texts for specific purposes and audiences
(e.g., a story illustrated with pictures)
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