First, many poem types can be examined for their mathematical construction (e.g., counting syllables, words, and lines in haiku, and diamante). In addition, math content poems can be written using patterns (Ready Reference 5.5). Example: A two-eyed giraffe/Uses four legs to reach high/And eats with one mouth (haiku about number patterns in nature).

over a dozen patterns that can be used to write about science topics or processes. Examples are from a nonfiction science picture book about symbiosis.

Although most genre have potential connections to social studies, informational books, biography, and historical fiction have particular links; each can present unit content from a different angle. With historical fiction, students can use informational books to verify accurate versus fictional details. Poetry can be connected with informational books. For example, the narrative poem “The Midnight Ride of Paul Revere” by Longfellow can be paired with a Revolutionary War study. It is also available as a picture book.

Create class geometric quilts using traditional patterns found in folk art or by observing patterns in the environment (dots, checkerboard, and stripes). Give each student a square of paper (about 10 × 10 inches) to plan. Patterns can be painted or made from cut paper, fabric, newspaper, and the like. Glue squares onto a large piece of bulletin board roll paper (black makes a good background). A border can then be added.

Show a variety of shapes and colors on separate cards (e.g., construction paper shapes and colors). Display a print and ask students to name shapes and colors they see. Prompt them to notice patterns made by repeating, as occurs in writing.

First, students examine how an animal, plant, or natural object is shown in different ways by artists. Present three to five pieces of art that contain an image. For example, use dog images and ask what dog information is shown in each, how each picture feels different, and why the artists showed the dogs as they did. Picture book art can be used. Compare the art with the science facts gathered.

Discuss tension in a story and how characters go about relieving it. Ask, “What point is the climax or most intense part?” Challenge students to show tension with different body parts. Partner as A and B. A shows tension and B echoes. Then reverse. Coach students to explore many body parts. Wrap up with “How did tension feel? Why?”

Challenge students to make shapes such as a triangle, alone or in a duo. Try parallel lines. Change to perpendicular.

Choose a science topic such as seasons (Ready Reference 11.6). Web movement associated with words, using the BEST dance elements of body, energy, space, and time. Example: Falling leaves twist, turn, and float at high levels down to the ground (low level). Break into groups with each choosing a science word to explore through BEST elements. Reassemble for groups to show their top three dance conclusions (moves).

After introducing fractions, use an open space to pantomime concepts. Example: Give these directions: “As a class, become a ‘whole pie.’ Now divide up to become two halves. Now become fourths, thirds, and so on.” When numbers are uneven, ask S how to deal with the “extras.”

Brainstorm different ways to use one’s voice in storytelling. For example, tellers talk slowly, very fast, high pitched, scared, giggly, and/or using regional accents and dialects. Choose a paragraph or sentence out of the newspaper or a book. Have each student read or say it aloud using three different voices.

Use pictures of natural forms (e.g., mountain, tree, stream, animals). Challenge S to say sentences, in role, to show known facts and use new vocabulary. For example, “Today, my stalactites are really growing vertically.” (cave picture).

Number the notes on the musical scale from 1 through 8 with do = 1, re = 2, mi = 3, fa = 4, so = 5, la = 6, ti = 7, and do = 8. Sing the scale with numbers instead of syllables. Invite students to construct math problems by singing them. Example: Sing “ti minus re = sol.” Variation: Give students a series of numbers to sing according to the scale match (e.g., 1155665 would come out “Twinkle, Twinkle Little Star”). Challenge students to create and sing their own numbered song phrases and invite groups or partners to sing and decode.

Play seasonal music without lyrics, such as Vivaldi’s The Four Seasons and challenge students to pantomime seasonal events. For a spring story, students might mime a bud forming and flowers blossoming. Students could also write about the process of a flower growing from a tiny seed sprout afterward.

Use familiar tunes to summarize factual information (e.g., the names of the seven continents). Example: Use the tune “She’ll Be Comin’ Round the Mountain” with these lyrics: “There are seven continents on the Earth (2X). We have seven great big land forms, seven great big land forms. There are seven continents on the Earth. There are North and South America. Australia, Africa, and Europe. Then there is Asia and Antarctica. Asia and Antarctica. Asia and Antarctica make it seven.”