ALL “SORTS” OF ANIMALS
Science
Explore sorting animals into different categories. Using toys, pictures, puppets, or felt pieces, help students “classify” animals into various categories. Depending upon ability, you may wish to sort animals according to their environment, how they move, or their scientific classifications.
NORMS AND CUSTOMS
Social Studies, Food, Community
Send home a note asking parents to send in the name and description of a custom, food dish, bedtime ritual, etc., that they do in their family that is special. Share these ideas with the class, talking about how each of us comes from different families and we do different things, but we are all part of the same community and we live and play together no matter how alike or different we may be.
BLESSING FOR VISITORS WELCOME MAT
Hebrew, Community, Art
Involve students in decorating a doormat, which will be the first thing that people see as they enter the classroom.
B’ruchim Habaim literally means “Blessed are those who come” but is typically translated as “Welcome.” Ask students to work together to decide what messages or images people should see when they enter their classroom. You could have students decorate the welcome mat with their handprints or pictures. You could have a message such as “Welcome to our
kehilah kedoshah (holy / special community).” Premade doormats can be painted or stenciled, or permanent markers can also be used to customize messages. Below you can find how to spell out
B’ruchim Habaim in Hebrew.
THE CIRCUS SHIP—COULD IT HAPPEN?
Social Studies
Read the Author’s Note in the back of the book to learn the facts that inspired the story “The Circus Train.” The notes describe the events of the October 25,1836, a disaster involving the Royal Tar, a side-wheel steamer. Since the story is loosely based on this event, help students learn to distinguish between what could possibly happen and what could not have happened. Reread the story, and as appropriate ask, “Do you think this could happen? What makes you say that?”
WHAT IF …?
Imaginative Think, Literacy
What if your students woke up one morning and saw circus animals in their front yards? What would they do? Record their responses.
EACH PERSON MATTERS
Science, Community
It’s one thing to tell students about the importance of community and how each of them is important and valuable to your classroom community—it’s another to demonstrate in a more tangible way! You can demonstrate this using an Energy Stick, such as the one from Steve Spangler. (The Energy Stick is a fairly new tool in experimenting with open and closed circuits and is available online. Check package label to ensure safety).
- Have students join hands to form a large circle. Select two students standing next to each other to each hold one end of the energy stick. If everyone in the circle is holding hands, the Energy Stick will light up.
- Break the chain of the circle between any two other students in the circle. (These two students should each continue holding hands with the students on either side.) What happened? (The light went out.) Have them hold hands again. What happened? (The Energy Stick lit up again.) Experiment by having the circle broken in different places around the circle.
- Point out that no matter how near or far students are away from the Energy Stick, when the circle is broken, the light will go out. Using the same procedure, experiment with different numbers of students in the circle.
- Remind students that regardless of the number of students, it only takes the loss of one in the circle to end the magic! Each of them is valuable and special, and without each one, your classroom community would not be the same.
MODEL HOMES
Art, Dramatic Play
- Involve students in recreating their home “communities.”Review ideas about community. Talk about how each of us lives in our home community, and when we come to school, we spend the day with our school community. Like the animals in the story The Circus Ship, we have created a caring and loving community at school. We help each other to have a safe and happy day, and take care of one another.
- Students (and teachers) can “recreate” their home communities, pretending that a shoebox is their own family’s home. Decorate the shoebox with craft items, artifacts, pictures, etc., to make it as realistic as possible. (For example, if the student has a dog, there should be a dog in the box, if the student lives with grandparents, they should be represented in the box, too.)
- Reinforce the idea that each student brings a part of their home community each day to help build your classroom community. Each of us is different, each of our home communities are different, and those things together make our school community so special.