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First read The
Foot Book by Dr. Seuss then Barbara G.
says, "Ask children to put one of their shoes in a pile. Then ask one child,
at a time, to pick out a shoe and find who it belongs to. This is a good
matching one-to-one correspondence activity, and it also helps children
practice putting on and taking off their shoes (especially tying)."
This activity from
Mary-Pat G. accompanies
Foot Book by Dr. Seuss.
paint, a long sheet of butcher paper, bare feet, a pie pan to contain paint,
soapy water and towels.
aloud The Foot Book by Dr. Seuss. After
reading the story,
have children step
barefooted into the pie pan and walk down the butcher paper.
It helps to have
someone (an adult) at the end of the paper to stop children and
clean feet immediately
- OR do this outside! This is a great sensory activity as
the children LOVE
to feel the paint squish under their feet and between their
older children, you could expand the lesson into a math lesson by
counting the feet
painted and correlate that number to the number of children
who walked down
/ Foot prints
C. shares this activity to increase pre-k and kindergarten children's
awareness of diversity.
non-toxic paint (one color)
trays that are big enough for the children to step a foot into.
I used some foil trays.
of art paper to paint on.
4. A nearby
tub of soapy water and a towel to clean off painted toes and fingers.
5. A plastic
drop sheet is helpful to put under the activity. OR do it outside!
group time, read The Foot Book
by Dr. Seuss and ask everyone what their hands and feet look like. Introduce
the painting activity during circle as something they can choose to do
during free play or outside time.
Provide a space for
everyone's shoes so they don't get painted! Be enthusiastic about
the creations and be available to help hang pictures, add names, and clean
feet. Allow time to clean everything up and include the children in the
clean up. Have an easily accessible area to hang the paintings. Encourage
any conversation about the way everybody's pictures are similar / different.
This helps to demonstrate how we are all different shapes and sizes but
we are all special people. We all have unique skin prints.
Comments: I did this
as a class workshop to demonstrate for my classmates.
out that the teacher invited our campus lab school over to actually do
activity. I was
scared at first, about how it would work, but the children had lots of
fun and did fabulously well cleaning up.
Many Colored Days
D. helps to validate children's feelings and provides them with
the words to label their emotions during this activity.
Many Colored Days by Dr. Seuss
the story and discuss with the children different types of
Have them think about how they are feeling and what color they think
their mood. Then have them lie down on the paper and trace
around their bodies.
I usually have them cut the silhouettes out themselves, and
then paint the bodies
with their "feeling" color. We hang the silhouettes up
around the room
along with a sentence strip,
When I feel .......I am ...........
the theme of emotions by listening to different types of music and coloring
to it, using different colors to represent how the music makes you feel.
B. offers this outline of suggestions that includes a variety
of activities about the different themes found in Dr. Seuss books.
Dr. Seuss books
(a large variety)
/ Outdoor activities
• “Follow the Leader”
after reading the book Yertle the Turtle
• Relay race; balancing
objects on the students’ heads (The Cat in the Hat)
• Computer: a Dr.
A variety of Dr.
• Audio Books
Green Eggs and Ham
The ABC Book
The Foot Book
The Cat in the Hat
Horton Hears a Who?
The Shape of Me and other Stuff
If I Ran the Zoo
• Flannel board
• Make Cat in
the Hat hats
• Make real and
imaginary 3-D animals with clay (If I Ran the Zoo)
• Make a large class
poster with trees (The Lorax)
• Play “Shape Bingo”
• Graph feet and
shoes by their characteristics
• Measure using
• Sort pictures
of Horton in order from small to smallest
• Make “Oobleck”
• Make “green eggs
• Discuss “home
rules” (The Cat in the Hat)
• Plant a tree in
a pot (The Lorax)
• Add Dr. Seuss
• Design a “machine”
that will clean up our room (The Cat in the Hat)
Shape of Me
A. encourages verbal expression, shape recognition and following
directions during this kindergarten activity.
Black, brown, yellow,
peach, tan, white, red, blue, green and purple circles, ovals,
triangles, squares and rectangles
1. Read the book
- The Shape of Me and Other Stuff by Dr. Seuss.
2. Talk about the
shapes of different items used in the story.
3. Bring in these
items and talk about whether or not they are squares, why, why
not, circles, etc.
4. Tell the students
they are going to create themselves using shapes.
5. Give each child
a tongue depressor. This piece will serve as the arms.
6. Take an oval
for the body. Tell the students to use two rectangles for
legs and a circle for the head.
7. Attach the oval
body part to the front of the tongue depressor.
8. Attach two legs
to the back of the oval.
9. Attach the head
to the tongue depressor so that it connects to the body.
10. Have the children
add feet out of whatever shape, clothes, a face.
11. When finished
have the students tell about themselves and what shapes
Seuss & Conservation
N. promotes the importance of conservation with this Dr. Seuss
Book; The Lorax
by Dr. Seuss
Handouts for parents
explaining the lesson learned and how to plant the trees.
in Tennessee, Dr. Seuss's birthday falls during the same week
as Tennessee's Arbor
Day. The forestry division here gives away different types
of tree seedlings.
I always get enough for each child in my class to take home
We read the story of The Lorax and I explain to the children
important it is
to plant trees, since we use them for so many different things.
It fits into our
Dr. Seuss week perfectly.
Comments: You could
use this project during Arbor Day in your state or National
Arbor Day or during
Dr. Seuss week. Usually, you can contact your local forestry department,
explain what you're doing and they will gladly donate some seedlings for
E or Letter H Week
During this project
from Michelle M. children participate in a
cooking activity which focuses on Eggs which begin with E. Only
adults should handle the electric skillet.
skillet, spoon, bowl for mixing eggs, plates for serving,
seasoning (if desired),
eggs, ham, green food coloring, and the book Green Eggs
Ham by Dr. Seuss.
Letter E week I explain to the class that we will be cooking
begins with the letter E. I then read the book Green Eggs and
Ham by Dr.
Seuss. After we have finished the book the children help to make
which of course we color green. we serve the eggs with ham for
Comments: The children
love the green eggs. This activity could also be used
for the letter H
(ham) or for green week.
Dr.Seuss Bulletin Board
Teachers can use this bulletin board idea
from Juanita H. for Read Across America Week.
Materials: Pictures of Dr. Seuss Characters,
Title Oh, the Places You'll Go!
paper and crayons.
Description: We use this bulletin board at
the beginning of March for
Read Across America Week.
Place pictures from several Dr. Seuss books on the board along with their
titles . Also have simple rhyming words. When the week is over, Leave
the title, Oh, the Places You'll Go! on the
board and take the pictures off. Have the children draw pictures of what
they would like to be when they grow up. Label the pictures and put them
on the bulletin board.
Dr. Seuss "Green Eggs and Ham"
Promote language and literacy with this
activity from Marie D. which expands upon one of Dr. Seuss' books
and includes a cooking experience.
Materials: Green food color, eggs, turkey
ham, frying pan and the Dr. Seuss book Green
Eggs and Ham.
Description: We talk about eggs for a few
days before and discuss size, shape and color. We talk about what is on
the inside and about the outside of eggs.
What you do with eggs and how you
do it? We discuss where they come from and the different animals
that come from eggs.
Then read Green
Eggs and Ham. When you get to the part right before he
fries them ask the kids what they think
Green Eggs and Ham
taste like. Then make a chart by writing the predictions on one side
and the actual results on the other side. In order to arrive at the results
make green eggs and ham using food coloring. When you cook the ham add
water so that the coloring spreads. Eat and record the results on the chart.
Take pictures of the children cooking and
eating and create a bulletin board which includes the predictions and results.
Beneath a group photograph on the bulletin board write We
Like Green Eggs and Ham, Sam I Am.
Eggs And Ham
J. encourages children to try new foods as she reinforces the
concept of the color green and demonstrates that yellow + blue =
Materials: The book
Green Eggs And Ham, by Dr. Seuss
Blue Food coloring
pan, Only adults should handle the
Butter or margarine
1. Read the
story, Green Eggs And Ham.
how the character in the story didn't want to try the eggs because
they looked different, but when he did try them, he loved them.
3. Make Green
Eggs and Ham in the classroom. I let each child crack one egg
into a bowl. They can help scramble the eggs and add the diced ham.
them how adding blue food coloring to the egg mixture turns it green.
Little Blue and Little Yellow is also good
to read with this activity).
adult should fry the eggs and serve to the children.
5. Most kids
will try them and find that they taste just like regular eggs.
After eating, ask
each child where they like to eat green eggs and ham and write
down on a piece of chart paper. (ex: Danny will eat them on
plane, Rachel will
eat them at her house...)
Seuss Counting Colors
Here's an easy art
and craft activity from Kellie H. that 2 and
3 year olds can complete.
Materials: Red and
blue tissue paper, cut-out fish patterns.
the Dr. Seuss book: One Fish, Two Fish, Red Fish, Blue Fish.
Have fish already
cut out from white construction paper. Let kids roll pieces of red
and blue tissue paper and glue on the fish cut outs.
Seuss Theme: One Fish...Two Fish
R. reviews colors and rhyming words during this story extender.
piece of white construction paper for each child, red paint, blue paint,
paint brush for each color, children's hands, bingo doppers for bubbles,
crayons or markers
to add eyes.
by writing One Fish, Two Fish, Red Fish, Blue Fish
on each paper top or bottom. Paint one of each child's hand blue
and have the child place it on the paper, thumb up (the thumb becomes the
fin and the fingers the tail). Repeat with the other hand and red
paint. Once the paint dries have the children add eyes somewhere
under or around the thumb. Then allow them to use the bingo doppers
to create bubbles for the fish.
Comments: It is simple,
but fun and you can really reinforce the Dr. Seuss book and rhymes with
One Fish, Two Fish, Red Fish, Blue Fish
S. contributes this activity saying, "The children will gain
valuable practice cutting and writing. They will identify the three primary
colors. They will add details of their choice to a picture to make it original."
blue and red construction paper, crayons or markers, glue, and scissors.
Also, the book One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss
read the book by Dr. Seuss. Then have the children either draw and cut
out or just cut out a pre drawn set of fish in red and blue. Have them
glue the fish on a yellow piece of construction paper. If they're old enough,
have them write One Fish, Two Fish, Red Fish, Blue Fish
on the paper. If they're younger children, you can write it for them, leaving
only one word out or leaving one word made of dots for them to trace.
They may decorate
their fish any way they like and draw water or a tank for
their fish. Let
them see the Dr. Seuss book as they work. It might inspire them
to make quite an
interesting set of fish!
Comments: The primary
colors really look bright and pretty. Also, this activity provides good
practice for cutting skills.
Scientifically with Oobleck
F. shares her step-by-step small group lesson plan for children
ages 4 - 8 years old which can be extended or modified to suit a wide range
of age groups.
There are many interesting
ideas in this lesson plan that can be adapted to suit your
Aim: As a result
of the experiences in this plan each child will:
a mystery substance called Oobleck and use
to determine its properties
the properties of a substance orally
constructing a story in correct sequence
Materials: Book -
Bartholomew and the Oobleck by Dr Seuss (1977)
to Make Oobleck:
add water to 300g packet of maize corn flour in a large
container to make a smooth paste. Add a few drops of green food
coloring and mix with hands. It is at correct consistency when it can be
the hand and then 'snapped'. It should 'flow' when left in the hand.
up activity area:
Black marker pen,
sheet of white paper, glue stick, set of story picture cards
Senses chart for
Tape & tape
recorder, spare batteries, pen and note pad
to work with a small group of 4 children at a table 1 x round
containers with lids (containing Oobleck)
4 art smocks
for name tags
for clean up, towel, sponge
Easel to display
senses chart and story card page.
- properties of substances, using the senses to identify properties,
retelling a story in correct sequence, concept of being grateful for
the things that
we all ready have.
- Properties, substance, Oobleck / goop / slime, investigate,
the five senses, sequence, similar.
- elicit descriptive language, early scientific terms, literacy
awareness of the structure of a story, using whole sentences to make sense
of a story and connect the pictures.
1.. "Can you tell me why King Derwin was grumpy?"
2.. "Why did Bartholomew try to warn the king not to call for the
3.. "What happened the next morning when the king woke up?"
4.. "Who did Bartholomew find stuck to things?"
5.. "Why was Bartholomew angry with the king?"
6.. "How did the king make the Oobleck disappear?"
7.. "How does the king feel about the sky at the end of the story?"
1.. "What can you find out about Oobleck by just touching it?"
2.. "What words would you use to describe its feel?"
3.. "What can you find out about Oobleck by looking at/smelling/listening
4.. "What words can you use to describe the way it looks/smells/sounds
5.. "What new things can you find out about Oobleck?"
6.. "What does your Oobleck do?"
Introduction - Tell
children we are going to read a story about a little
Bartholomew and how he saved the Kingdom of Didd in the
"Year that the King
got angry with the sky". Briefly discuss the book cover
Dr. Seuss and the
title. "Does anyone know what Oobleck is?"
ONE: Read the book Bartholomew and the Oobleck
and pausing for comments and asking children to predict what may happen
2. When finished
reading, discuss parts of the book in sequential order as a
precursor to later activity in the experience.
TWO: Introduce the science activity by explaining to the children
they will be investigating this mystery substance, Oobleck, to find out
about it as they can. They are going to be SCIENTISTS!
are going to
use their senses - touch, sight, smell and hearing - to determine the properties
the Oobleck. Stress that we are not going to
use the sense of taste, as it is a
good rule to never taste unknown substances - DO
CHILDREN TO PUT OOBLECK IN THEIR MOUTHS.
4. Have children
stand around the table, working in pairs. Do not open their
container of Oobleck just yet. Explain to the children that they have to
LISTEN carefully and follow instructions on how to use each of their
senses to investigate the Oobleck. Show the
pictorial chart and ask the children
to read the pictures to determine what senses they have to use.
5 . Using the senses
chart with only the touch column visible, ask children to open
their container without looking at the Oobleck
and to take turns touching the
Oobleck and describing the way it feels to
their partner. Encourage them to use
words to describe its texture and consistency. (Focus questions A,
Record the words used in the column on the chart.
6 . Uncover each
column in turn ask the children to take turns to describe to their
partner how the
Oobleck looks, smells and sounds.
List their descriptions on the
chart. (Focus questions C, D)
7. Allow the
children time for free play with the Oobleck.
Let them find out as
much as they can about what it is like and how it behaves. (Focus questions
Encourage them to pour Oobleck out of the container
into their hands, working
over the large trays to catch drips.
8. Allow time
for clean up. Wash and dry hands with damp cloth.
to sit down on carpet again, each child to tell something they discovered
about their Oobleck.
10. Show children
the book Bartholomew and the Oobleck
again. Now we know why the kingdom was in so much trouble when the Oobleck
fell from the sky. Show the children the picture cards and tell them that
we will make up our own version of the story, by putting the cards in the
right order for the story to make sense. Explain that you will write down
the words for them as they tell the story and that we will stick the pictures
in the right place for the story.
11. Ensure that every
child contributes to the story sequence and ideas. Prompt the
children as necessary.
12. Remind children
that we have lots of words on our senses chart to describe the
Oobleck and we can use them in our story if
we want to. If a child wants to have
a go at copying a word from the chart onto the story map, then allow them
13. When all story
cards in order, have children help read back the story.
Many of the activities
in this theme can be extended with the ideas & activities
in the following