Our

Natural World
Teacher’s Guide

®
This Teacher’s Guide was developed by the
Center for Informal Science Education at the
Florida Museum of Natural History/University of Florida under
Innovation and Improvement Project Grant #90YD0206 from the
U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start.

Copyright © 2009 Florida Museum of Natural History

This document is in the public domain and may be freely reproduced.

Our Table of Contents
Natural World
Page
Teacher Background Information 1

Materials List 6
Experiences
1 What Is Nature? 10
2 Colors in Nature 12
3 Sounds of Our Natural World 14
4 What is Alive? 16
5 Using Tools to Explore Nature 18
6 Exploring Soil 20
7 Worm Study 22

8 Teeny Tiny Hike 24
9 Exploring Rocks 26
10 Litter Hunt 28
11 Reduce, Reuse, Recycle 30
12 Water in Our Natural World 32
13 What Is a Habitat? 34
14 Exploring Trees 36
15 Looking at Leaves 38
16 Exploring Wind 40

Take-Home Kit Information/Experience Card 42

Recommended Books 43
Head Start Domains and Indicators 62
Our
Natural World
Teacher Background Information
What is the focus of this guide?
The focus of this guide is the natural world around us. The aim of the guide is to
foster children’s understanding and appreciation of the environment right outside
their doors.

What science concepts are covered in this guide?

The natural world includes plants and animals, soil, rocks, water, and air.
Things can be described, compared, and classified on the basis of their
characteristics.
Nature includes living and nonliving things.
Living things need food, water, air, and shelter, and can move, grow, and
reproduce.
People need to respect the environment they share with plants and other
animals.
Animals live in a variety of habitats.

Why focus on nature?

There are a variety of reasons why it is valuable to expose children to the natural
world during their early years. Nature offers many opportunities for children to use
their senses, ask questions, and describe, compare, and classify the things they
encounter. Learning about nature during the early years also lays a foundation for
a lifelong appreciation of and respect for the environment. In addition, research
shows that direct experience observing and caring for plants and animals helps
children understand the needs of living things and the difference between living
and nonliving.

Why is it important to distinguish between living and nonliving things?

Knowing the difference between living and nonliving things is key to
understanding the world around us. Young children often are confused about
what is living and what is not. We can understand their confusion if we review
the characteristics of a living thing: something that needs food, water, and air,
and can move, grow, and reproduce. While children may readily understand
that animals need food, water, and air, they may not believe the same to be true
about plants. In addition, there are nonliving things, such as clouds and cars, that

1
Teacher Background Information

Our Natural World

seemingly move on their own, whereas careful observation is required in order to
notice movement among plants.

Another challenge is that you are likely to encounter things that were once
living, such as insects, but are now dead. Although talking about death can
be uncomfortable for some adults, the potential for death is a key distinction
between living and nonliving things. Explaining that something that is dead was
once living helps deepen children’s understanding of living and nonliving. In
addition, awareness that a living thing can die is critical in fostering a respect for
nature.

What are some other important concepts addressed in this guide?

Biodiversity
One aim of this guide is to foster an appreciation of the extraordinary variety
of plants and animals on Earth. Wherever you live, you are just one of many
different living things. Scientists have already identified about 1.5 million species.
They estimate that between 2 and 100 million species are yet to be discovered.
Look closely at the natural world around you and you may find yourself very
surprised by the diversity of living things you encounter!

Habitat
Living things are found in many different types of habitats. A habitat provides all
the resources a living thing needs in order to survive and flourish. A habitat can
be large or small. We usually think of oceans, forests, and deserts as habitats,
but a single tree or even a decaying log can function as a habitat, too. Animals
and plants are adapted to live in certain habitats.

Interdependence
The plants and animals that live in any habitat are linked together by a complex
web of interactions. Monarch butterflies, for example, lay their eggs on milkweed,
a type of flowering plant. When caterpillars hatch from the eggs, they feed on
the leaves of the milkweed. Later, the adult butterfly may drink nectar from
the milkweed flower and in the process pollinate the plant, leading to the
development of seeds and, ultimately, more milkweed plants.

2
Teacher Background Information

Our Natural World

Complex relationships also exist among different animals. Have you ever
wondered, for instance, why birds are sometimes found among large grazing
animals such as cattle, buffalo, and elephants? The birds feed on the insects
the grazing animals stir up as they eat. In turn, the birds help control the insect
population. In the wild, the birds also provide an early alert system and warn the
larger animals of potential danger.

The web of relationships between plants and animals, among animals, and even
among plants is called interdependence. The interdependence among living
things and the natural resources in the environment (e.g., soil, air, and water) is
a complex system that cannot be understood in its entirety by young children.
One effective way to introduce the concept, however, is to focus on one feature
of the system that often fascinates young children—predator-prey relationships.
Predators are animals that eat other animals. Prey are the animals that are
eaten.

“Be Green”
Because of the interconnectedness of all living things, behaviors that impact one
part of the system, whether a plant, animal, or resource such as water, can have
unintended effects elsewhere. Thus, it is important to instill in children a sense
of responsibility toward the environment. The early years are the time to begin
promoting healthy attitudes, values, and patterns of behavior toward nature.
Even young children can engage in behaviors that are environmentally friendly:
they can treat other living things with care, put trash in its proper place, reuse or
recycle materials, and conserve resources.

What steps can I take to ensure that our explorations of nature are productive
and safe?
Before you begin exploring nature with your children, it is important to talk with
families to learn about their values and children’s prior experiences with nature.
While some children have had many positive encounters with the natural world,
others may have had little direct exposure to nature. In addition, in some families
or cultural communities, children are taught at a young age to either fear or
revere certain animals. It is important to be sensitive to potential fears; talking
in advance with parents will help you be prepared. Parents also can inform you
about allergies and other health concerns.
3
Teacher Background Information

Our Natural World

It is helpful to look carefully at your outdoor area before you begin exploring the
space with your children. This will give you some idea of what your children may
encounter and where, so you can guide the explorations more effectively.

Of course, nature does pose some hazards to people. To prevent accidents, it is

critical to supervise children at all times. It also is important to establish rules for
children to follow when exploring nature both indoors and out. Some suggested
rules include: ask before touching, treat living things with care, and be curious.

Whether indoors or outside, it is always important that children wash their hands
after exploring nature! We include this reminder to bring attention to situations
where you might overlook the importance of handwashing.

It is important to reflect on your own attitudes toward nature before you begin
exploring nature with children. Not everyone is equally fond of frogs, spiders, or
snakes—just to name a few of the things you might encounter outdoors. Children
readily pick up the attitudes of adults around them. Try not to let your likes and
dislikes influence theirs. If you are very uncomfortable around specific animals,
help children learn to appreciate them from a safe distance. Just remember that
the most important thing you can do is instill curiosity and appreciation of the
nature that surrounds us.

4
Teacher Background Information

Our Natural World

Teacher Vocabulary
biodiversity – the variety of life on
Earth

habitat – the natural area where

something lives; it provides for all of
the living thing’s needs (e.g., food,
shelter, air, water)

interdependence – the complex web of

interactions among living things

predator – an animal that eats another

animal

prey – an animal that is eaten by

another animal

resource – material that provides

support or sustains a system (e.g.,
food, air, water, gas, wood, etc.)

5
MESS® Materials for Core and Center Experiences

Materials Books
Experience 1: What Is Nature?
collection of natural items such as rocks, What’s Up, What’s Down? by Lola Schaefer
leaves, pinecones, feathers, and small A Closer Look by Mary McCarthy
animals (e.g., lizard, fish, or insect) In the Tall, Tall Grass by Denise Fleming
natural site to explore A Fawn in the Grass by Joanne Ryder
clipboard, paper and pencil I Took a Walk by Henry Cole
camera Counting on the Woods by Geroge Ella Lyon
magnifying tools

Experience. 2: Colors in Nature

color chips Tell Me a Season by Mary McKenna Siddals
camera Growing Colors by Bruce McMillan
specimen viewers What Color Is Nature?
petri dishes by Stephen R. Swinburne
paper bags Nature’s Paintbrush by Susan Stockdale
Pie in the Sky by Lois Ehlert

Experience 3: Sounds of Our

Natural World
recordings of nature sounds Quiet Night by Marilyn Singer
tape- or CD-player or computer Crocodile Listens by April Pulley Sayre
photos or illustrations to The Very Noisy Night by Diana Hendry
correspond with sounds Feathers for Lunch by Lois Ehlert
Listen to the Rain by Bill Martin, Jr.
and John Archambault
Marsh Music by Marianne Berkes
A Good Night Walk by Elisha Cooper
Wind Says Goodnight by Katy Rydell

Experience 4: What is Alive?

live animal (either an animal you can Is It Alive? by Marcia Freeman
observe in the natural environment, a A Good Night Walk by Elisha Cooper
classroom visitor, or permanent class
pet)
live plant
rock
clipboard, paper, and pencil
camera
magnifying tools
photos of living and nonliving things
6
MESS® Materials for Core and Center Experiences

Materials Books
Experience 5: Using Tools to
Explore Nature
small animal or plant A Closer Look by Natalie Lunis
specimen viewers Tadpoles by Betsy James
petri dishes Bug Safari by Bob Barner
items to explore using magnifying tools What Is a Scientist? by Barbara Lehn
magnifying tools What Is Science? by Rebecca Kai Dotlich

Experience 6: Exploring Soil

several types of soil and sand A Closer Look by Natalie Lunis
colander A Log’s Life by Wendy Pfeffer
garden shovel or trowel What Is a Scientist? by Barbara Lehn
test tubes or other containers
petri dishes
handheld magnifying lenses
tabletop magnifier

Experience 7: Worm Study

shovels and clear plastic containers for Wonderful Worms by Linda Glaser
collecting worms An Earthworm’s Life by John Himmelman
earthworms Diary of a Worm by Doreen Cronin
magnifying tools Toil in the Soil by Michelle Myers Lackner
moist paper towels
spray bottle with water
soil
leaves or lettuce
used coffee grounds
clear container with ventilated cover

Experience 8: Teeny Tiny Hike

handheld magnifying lenses A Closer Look by Natalie Lunis
specimen viewers My Father’s Hands by Joanne Ryder
petri dishes UGH! A Bug by Mary Bono
plastic bags Snail Trail by Ruth Brown
small paint brushes A Ladybug’s Life by John Himmelman
camera Ladybugs: Red, Fiery, and Bright by Mia Posada
Insects Are My Life by Megan McDonald

7
MESS® Materials for Core and Center Experiences

Materials Books
Experience 9: Exploring Rocks
nature collection If You Find a Rock by Peggy Christian
collection of rocks Rocks: Hard, Soft, Smooth, and Rough
handheld magnifying tools by Natalie M. Rosinsky
pan balance

Experience 10: Litter Hunt

assortment of common types of litter Trashy Town by Andrea Zimmerman
such as paper, aluminum cans, and and David Clemesha
plastic bottles and bags The Great Trash Bash by Loreen Leedy
garbage bag for collecting litter The Wartville Wizard by Don Madden
litter tongs No More Garbage by Gail Gilkey
waste basket I Stink! by Kate and Jim McMullan
gloves (optional)

Experience 11: Reduce, Reuse,

Recycle
waste basket Joseph Had a Little Overcoat by Simms Taback
recyclable materials made of paper, Red Racer by Audrey Wood
metal, and plastic The Great Trash Bash by Loreen Leedy
recycling symbol card Garbage Collectors by Paulette Bourgeois
labels for paper, metal, and plastic A House Is a House for Me
by Mary Ann Hoberman
Regards to the Man in the Moon
by Ezra Jack Keats

Experience 12: Water in Our

Natural World The Water Hole by Graeme Base
photos of bodies of water such as lakes, Round the Garden by Omri Glaser
rivers, and streams Precious Water by Brigitte Weninger
photos of water associated with weather and Anne Möller
such as clouds, fog, rain, puddles, I Am Water by Jean Marzollo
mud, snow, and ice Rain by Peter Spier
This Is the Rain by Lola M. Schaefer

8
MESS® Materials for Core and Center Experiences

Materials Books
Experience 13: What Is a Habitat?
local habitat A Log’s Life by Wendy Pfeffer
camera Whose House? by Barbara Seuling
clipboard, paper, and pencil Whose House is This? by Elizabeth Gregoire
pictures of animals and their habitats In the Small, Small Pond by Denise Fleming
When Rain Falls by Melissa Stewart
Around the Pond: Who’s Been Here?
by Lindsay Barrett George
Around One Cactus by Anthony D. Fredericks

Experience 14: Exploring Trees

tree A Tree Is Nice by Janice May Udry
magnifying tools Pie in the Sky by Lois Ehlert
items such as dead twigs, fallen leaves, A Grand Old Tree by Mary Newell DePalma
and seeds (e.g., acorns) collected from The Apple PieTree by Zoe Hall
your tree ABCedar by George Ella Lyon
Have You Seen Trees? by Joanne Oppenheim
This Is the Tree by Miriam Moss

Experience 15: Looking at Leaves

several leaf samples Leaves! Leaves! Leaves!
bags or other container to hold leaves by Nancy Elizabeth Wallace
magnifying tools Leaves by David Ezra Stein
table or light table Red Leaf, Yellow Leaf by Lois Ehlert
Autumn Leaves by Ken Robbins
ABCedar by George Ella Lyon
Leaf Man by Lois Ehlert

Experience 16: Exploring Wind

materials to test the wind such as scarves Gilberto and the Wind by Marie Hall Ets
or sheer fabric, flags, sticks with ribbon The Wind Blew by Pat Hutchins
streamers attached, or long feathers While You Were Chasing a Hat by Lilian Moore
attached to string The Wind by Craig Hammersmith
Like a Windy Day by Frank Asch
Wind Says Goodnight by Katy Rydell

9
1 What Is Nature?
Experience

Science Concept
The natural world includes
plants and animals, soil,
rocks, water, and air.
Aim
Children will observe some of the elements of the natural
world.

Materials Books Vocabulary

collection of natural items What’s Up, What’s Down? animal observe
such as rocks, leaves by Lola Schaefer cloud plant
pinecones, feathers, and A Closer Look by Mary McCarthy down soil
small animals (e.g., lizard, In the Tall, Tall Grass explore up
fish, or insect) by Denise Fleming look
natural site to explore A Fawn in the Grass insect
clipboard, paper & pencil by Joanne Ryder nature
camera I Took a Walk by Henry Cole
magnifying tools Counting on the Woods
by Geroge Ella Lyon

Approach
In advance, locate a spot on a playground or a nearby area where children
can view the ground and sky, a variety of plants, and animals such as insects,
lizards, birds, and squirrels. Make a collection of things from nature to use in your
introduction. Establish a list of “nature rules” to guide children’s explorations outdoors.
Begin by showing the children one of the items or animals from the nature
collection. Encourage the children to share what they know about the item: Have you
ever seen one of these before? Where did you see it? What is it? Offer some details
about the item/animal you selected such as where you found it and why you think it is
interesting. Focus the children’s attention on important details.
Continue the discussion with several of the other things in your collection. Help the
children recognize that the items/animals in the collection are things they might find
outdoors.
Explain that you are going to explore the outdoors. Encourage the children to
think about what they may find outdoors other than the items or animals shown
as examples: What do you think we will see outside? Do you think we will see any
birds? Where might we see birds? What other things might we see? If children name
manufactured items such as cars and toys, acknowledge their suggestions and then

10
Science Center
Place natural items in the Center
along with magnifying tools for further
exploration. Encourage children to
continue to find items to add to your
nature collection.

Integrated Experiences
Literacy 1: Have the children take their journals and crayons outdoors to draw one thing they see.
Or, bring natural items inside for them to draw later.

Literacy 2: Use the list of what you found outside to create a large chart or display listing the things
in your natural environment.

help them think of other natural things through examples: I wonder if I will see a
worm?
Review with the children how to explore the outdoors safely and respectfully.
Once outdoors, watch to see what attracts the children’s attention. As children
explore, write down what they find. Help the children find small animals around
bushes and trees and under rocks and logs. Engage the children in conversation
about their observations, commenting on what you find interesting. Make
comparisons among different plants or animals. Have the children look to the sky to
notice clouds and birds.
Encourage all children to find and describe at least one thing outdoors that
interests them. If appropriate, allow them to take the item inside or lake photos to
refer to later.
When you return to the classroom, review what each
child found outside: What did you find? Where did you find
it? Tell me why you think it is neat?
Review the names of the objects and animals you found
outside. Talk about how all of these items are part of nature.

11
2 Colors in Nature
Experience

Science Concept
Things can be described, compared,
and classified on the basis of their
characteristics.
Aim
Children will describe and compare natural items by color.

Materials Books Vocabulary

color chips Tell Me a Season names of colors
camera by Mary McKenna Siddals (e.g., green, brown)
specimen viewers Growing Colors by Bruce McMillan dark
petri dishes What Color Is Nature? light
paper bags by Stephen R. Swinburne
Nature’s Paintbrush
by Susan Stockdale
Pie in the Sky by Lois Ehlert

Approach
In advance, survey your school grounds so you know what colors you are
likely to find and where.
Show the children the color chips and help them identify the colors.
Explain that you are going to go on a nature walk outdoors to look for things
that match the colors on the chips.
Review your nature rules. Go outdoors
and distribute one color chip to each
child. Have the children search for plants,
animals, and other items that match the
color on their chip.
Collect items in paper bags, specimen
viewers, and petri dishes as appropriate.
Photograph items that are out of reach or
best left undisturbed.

12
Extension
Make “chips” or samples of shapes or patterns
(e.g., stripes, spots, diamond shapes). Have
the children search and sort patterns in nature.
Science Center
Place an assortment of natural
objects in the Center along with the
color chips. Have the children sort
the objects according to color.

Integrated Experiences
Literacy 1: Have the children describe the color hunt in their journals, including drawings of the item
or items they found.

Literacy 2: Have the children help you create a display using photographs taken during the nature
walk. Label the objects and colors in the photos.

Math: Graph the number of items found of each color.

Creative Arts (Art): Make a “Colors of Nature Gallery” by gluing one item of each color on a sheet of
construction paper.

When you return to the classroom,

review the items that were collected,
matching each with the appropriate
color chip. Discuss the ways in which
items similar in color are the same or Hint!
different (e.g., the green items are all This experience works best when
children can find things that
plants). match their color chips. So, you
may wish to use several shades
of green and brown, along with
black, white, yellow, and blue. It
can be informative, however, to
point out colors that are not found
in your natural environment.

13
3
Experience

Sounds of Our Natural World

Science Concept
Things can be described,
compared, and classified on the
Aim
basis of their characteristics.
Children will listen for sounds in nature.

Materials Books Vocabulary

recordings of nature sounds Quiet Night by Marilyn Singer hear
tape- or CD-player or computer Crocodile Listens listen
photos or illustrations to by April Pulley Sayre sounds
correspond with sounds The Very Noisy Night
by Diana Hendry
Feathers for Lunch by Lois Ehlert
Listen to the Rain by Bill Martin, Jr.
and John Archambault
Marsh Music by Marianne Berkes
A Good Night Walk by Elisha Cooper
Wind Says Goodnight by Katy Rydell

Approach
In advance, locate a spot in your schoolyard where a group can sit and listen.
Begin by encouraging the children to think about what they hear when they go
outdoors: We are going to go outside and listen for sounds. What do you think we
will hear?
Review your nature rules and go outside. Have the children sit on the ground.
Help the children listen for sounds by drawing their attention to sounds of nature
such as birds calling and leaves rustling as well as artificial sounds such as horns
honking. Help the children identify the sounds.
When you return to the classroom, play some recordings of nature sounds. Ask:
What do you think makes that sound? Have you heard that sound before? Did you
hear any of these sounds when we were outside? Why or why not? Show the
children pictures associated with each sound.
Follow-up on a daily basis by drawing the children’s attention to the sounds they
hear outside each day.

14
Extension 1
Go for a walk around the schoolyard or
in a natural area to explore a greater
variety of sounds.
Science Center
Place the nature recordings, CD/tape
player, and photos/illustrations in the
Center for further exploration.

Extension 2
Capture an insect or other small animal in a
specimen viewer and listen to any sounds it
might make. When you are done listening,
release the animal where you found it.

Integrated Experiences
Literacy: Make a list of the nature sounds that you hear over the course of a week.

Math: Play an animal-sound counting game by making animal calls from one to four times (‘bark,”
“bark,” “bark”) and have the children repeat after you.

Social and Emotional: Discuss with the children how human sounds convey different feelings or
meanings.

Physical Health and Development (Health): Discuss how some sounds indicate potential danger to
people such as a rattlesnake’s rattle or a dog’s growl.

Hint!
Engage families in children’s nature study
by asking them to listen for nature sounds
in the evenings at home with their children.
Have the parents write the sounds down
so the children can share them at school.
Make a chart listing all the sounds heard.

15
4
Experience

What Is Alive?
Science Concept
Living things need food, water,
air, and shelter, and can move,
grow, and reproduce.
Aim
Children will identify living and nonliving things in nature.

Materials Books Vocabulary

live animal (either an animal Is It Alive? by Marcia Freeman alive
you can observe in the A Good Night Walk living
natural environment, by Elisha Cooper nature
a classroom visitor, or nonliving
permanent class pet)
live plant
rock
clipboard, paper, and pencil
camera
magnifying tools
photos of living and
nonliving things

Approach
Either indoors or outside, have the children observe a live animal. Draw the
children’s attention to key physical and behavioral features of the animal: Can it
move? How does it move? Where is its mouth? What do you think it eats? Do you
think it has babies?
As the group observes the animal, introduce the terms “alive” and “living.” Explain
that living things also need food and water to survive. Talk about the kinds of foods
your animal eats. Then explain that all living things can move, grow, and have
babies. Observe how your animal moves. Describe how it has changed since it was
a baby.
Show the children the rock. Encourage them to evaluate whether a rock is alive:
Can a rock eat? Can it move on its own? Does a rock have babies? Explain that
rocks are part of nature, but they are not alive.
Introduce the plant. Encourage the children to think about whether the plant is a
living thing: Do plants die? What would make a plant die?
Explain that the plant is a living thing. Talk about how plants need water or they
will die. Explain that plants start from seeds and grow larger over time. Tell the

16
Extension
Add a terrarium, aquarium, or vivarium to your
classroom. Have the children help care for the
living things.

Science Center
Place photos of living and nonliving things
in the Center for the children to sort.

Integrated Experiences
Literacy: Have the children draw a living or nonliving thing in their journals. Help them explain how
they know it is a living or nonliving thing.

Math: Create a graph of the living and nonliving things you found.

children that plants even move!

Explain that you are going to go on a nature walk to look for living and nonliving
things. Before you begin your outdoor exploration, review your nature rules.
Encourage each child to find one living or nonliving thing of interest. As the
children find things, ask questions to help them decide if it is living or nonliving: Can
it move? Does it need food
and water?
Make a list, photograph,
Think about this...
or collect some of the living You may be wondering about the idea that
and nonliving things you plants move. Examples of plant movement
find. When you return to the include:
classroom, review what each • sunflowers track the sun
child found outside: What did • mimosa (sensitive plants) close up their
you find? Where did you find leaves when touched
• prayer plants fold their leaves up at night
it? Was it living or nonliving?
How did you know?

17
5
Experience

Using Tools to
Explore Nature Science Concept
People need to respect the
environment they share with
plants and other animals.

Aim
Children will learn how to use tools to safely and respectfully explore nature.

Materials Books Vocabulary

small animal or plant A Closer Look by Natalie Lunis careful
specimen viewers Tadpoles by Betsy James gentle
petri dishes Bug Safari by Bob Barner harm
items to explore using What Is a Scientist? by Barbara Lehn hurt
magnifying tools What Is Science? living
magnifying tools by Rebecca Kai Dotlich magnify
petri dish
specimen viewer

Approach
In advance, find a live plant, insect, or other small animal to use as an example.
Begin by reviewing the concepts of living and nonliving. Talk about the
importance of handling with care the things we want to look at. Explain that if we do
not handle living things gently, we can hurt them.
Show the children a specimen viewer
and petri dish. Explain that these tools help
us explore nature without harming it. Model
how to use the tools.
Introduce the magnifying tools. Model
how to use these tools. Have the children
practice using magnifiers. Observe the
children carefully to see if they are using
them effectively. Offer guidance if needed.
Go outdoors and encourage the children
to use the specimen viewers and petri
dishes to explore nature. Encourage the
children to release any living animals when
done observing them.

18
Extension
Obtain a “class pet” such as a hermit crab, fish,
or gerbil that can live in the classroom for an
extended period of time. Talk with the children
about appropriate ways to handle the animal
and the things you will need to do to keep the
animal alive.

Science Center
Place a plant, insect, or other
small animal in the Center along
with magnifying tools for further
exploration under adult supervision.

Integrated Experiences
Creative Arts 1 (Art): Make a “monocular” for the children to use on nature walks. Cover a toilet paper
tube with fabric and attach a piece of string.

Creative Arts 2 (Dramatic Play): Place backpacks, binoculars, collecting jars, and other props in the
dramatic play area to encourage the children to pretend to be naturalists.

Social and Emotional: Invite a naturalist or park ranger to visit the classroom to talk about what they
do and the importance of the natural world.

19
6
Experience

Exploring Soil
Science Concept
The natural world includes
plants and animals, soil,
Aim rocks, water, and air.
Children will explore dirt.

Materials Books Vocabulary

several types of soil and sand A Closer Look by Natalie Lunis dirt
colander A Log’s Life by Wendy Pfeffer insects
garden shovel or trowel What Is a Scientist? by Barbara Lehn mud
test tubes or other containers sand
petri dishes soil
handheld magnifying lenses worms
tabletop magnifier

Approach
In advance, locate spots on the playground or in a safe area nearby where you
can dig up some dirt. Soil in urban areas and around old buildings may have
high lead content due to vehicle exhaust or old paint. If you are not certain that your
dirt is safe, use commercial products.
Begin by asking the children to share what they already know about dirt: Where
do we find dirt? What color is dirt? What do we do
with dirt?
Have the children explore dirt indoors, or go
outside and dig in the dirt. Encourage the children
to describe the dirt: How does it feel? What does it
smell like?
Sift the dirt using a colander and examine it
carefully for worms, insects, seeds, and other
interesting materials. (Save any worms you find
for the next experience.) Talk about which of the
things you find are living and which are nonliving.
Put small samples of the materials in petri
dishes. Have the children use magnifying tools to
get a closer look at the dirt.

20
Extension
Add water to dirt and explore mud.

Science Center
Place different types of soil and sand
in the Center along with magnifying
tools for the children to explore further.

Integrated Experiences
Literacy: Make a chart listing children’s discoveries about dirt.

Math: Have the children use measuring cups to fill containers of different sizes with dirt and sand.

Creative Arts 1 (Art): Make sand paintings by mixing powdered tempera paint with sand and then
sprinkling it over glue on paper.

Creative Arts 2 (Dramatic Play): Place potting soil and related supplies in the Dramatic Play area to
support play around a Flower/Garden Shop theme.

Social and Emotional: Visit the groundbreaking at a new construction site to watch people and tools at
work.

Physical Health and Development (Health): Discuss the importance of washing hands after exploring
dirt.

21
7
Experience

Worm Study
Science Concept
Living things need food, water,
air, and shelter, and can move,
grow, and reproduce.
Aim
Children will observe worms.

Materials Books Vocabulary

shovels and clear plastic Wonderful Worms by Linda Glaser dirt
containers for collecting An Earthworm’s Life gentle
worms by John Himmelman insects
earthworms Diary of a Worm by Doreen Cronin moist
magnifying tools Toil in the Soil soil
moist paper towels by Michelle Myers Lackner worms
spray bottle with water
soil
leaves or lettuce
used coffee grounds
clear container with
ventilated cover

Approach
In advance, survey your school grounds for worms. If worms are difficult to find,
or you are concerned about the safety of your soil, purchase worms from a bait shop
or science supply company.
Begin by reviewing what children learned in their investigations of dirt.
Encourage them to think about animals that live in the dirt: Are there any animals
that live in the dirt? Do any insects live under ground? What other kinds of things
live in the soil?
Explain that today you are going to learn more about worms. Ask the children to
share their ideas about worms: What color are worms? What do they feel like? Are
worms living or nonliving? What makes you think that?
Review your nature rules, emphasizing that it is very easy to kill a worm if we are
not gentle. Explain that it is also very important that worms stay moist.
Place ten or so worms on a table. Encourage the children to observe the worms
carefully.

22
Extension
Make a compost pile in a corner of your
schoolyard by occasionally adding fruit
and vegetable scraps to dry leaves, grass
clippings, and soil. Over time, worms
and other decomposers will transform
the materials into topsoil. Contact local
extension agencies or master gardener Science Center
programs for guidelines for successful Place some worms and magnifying tools in
composting in your area. the Center for further observation. House the
worms in a clear covered container with holes
for ventilation. Be sure to add soil, leaves or
lettuce and keep the soil moist.

Integrated Experiences
Literacy 1: Have the children draw a picture of a worm in their journals. Encourage them to describe
the worm in words.

Literacy 2: Make a chart listing the children’s discoveries about worms.

Watch to see if any of the worms leave castings. Explain that the castings are
“worm poop,” and that one reason we like worms so much is that the castings they
leave in the soil make it better.
Distribute handheld magnifying lenses and moist paper towels. When the
children are ready, place a worm on each paper towel. Encourage focused
observation by asking questions such
as: What is it doing? Does it have any
eyes? How can you tell which end is its Hint!
head? While some children will never want
Encourage the children to use the to touch a worm, others will become
magnifying tools to view the rings on comfortable holding worms after
the worms’ bodies. Draw their attention observing their friends. Make sure
to how the worms move. Explain that the children wash their hands before and
after handling worms.
we know worms are alive because they
can move, and that they also eat, grow,
have babies, and die.

23
8 Teeny Tiny Hike
Experience

Science Concept
Things can be described, compared,
and classified on the basis of their
characteristics.
Aim
Children will explore some of the smaller things found
in nature.

Materials Books Vocabulary

handheld magnifying lenses A Closer Look by Natalie Lunis bigger
specimen viewers My Father’s Hands by Joanne Ryder smaller
petri dishes UGH! A Bug by Mary Bono thumbnail
plastic bags Snail Trail by Ruth Brown tiny
small paint brushes A Ladybug’s Life by John Himmelman
camera Ladybugs: Red, Fiery, and Bright
by Mia Posada
Insects Are My Life
by Megan McDonald

Approach
Begin by reviewing the items that the children have added to your nature
collection. Talk about some of the things the children have seen on their previous
explorations outdoors that have not been added to the collection.
Explain that today you want them to look for only very small, or tiny, things.
Have the children make a “thumbs up” signal and focus their attention on their
thumbnail. Explain that they will be looking only for objects or animals that are
smaller than their thumbnail.
Ask the children to name some of the tiny
things they expect to see outside. Encourage the
children to consider living things such as plants
and animals as well as nonliving things such as
rocks.
Before going outdoors, review your nature
rules. Once outside, distribute the collecting
tools. Show the children how to use the brushes
to move fragile things into bags without touching

24
Extension
Look for small pieces of evidence of animal
activity such as tracks, holes in leaves, and
opened nuts.
Science Center
Place magnifying lenses and the items
that were collected in the Center.

Integrated Experiences
Literacy: Help the children describe the tiny things they found in their journals using words and
pictures, or create a class log of your “Teeny Tiny Hike.”

Math: Sort the things that children found into groups of living and nonliving. Graph the results.

Physical Health and Development (Health): Discuss how some insects can bite or sting and that the
children should not try to catch them without checking with an adult first.

them. If the children find a small insect, have them point it out and carefully collect
it in a specimen viewer. Place some leaves or grass in with the insect as well. Take
photos of items better left outdoors.
When you return to the classroom, encourage children to describe and compare
what they found. Release any animals before the end of the day.

25
9
Experience

Exploring Rocks
Science Concepts
The natural world includes plants and
animals, soil, rocks, water, and air.
Things can be described, compared,
Aim and classified on the basis of their
Children will explore rocks. characteristics.

Materials Books Vocabulary

nature collection If You Find a Rock rock
collection of rocks by Peggy Christian names of the
handheld magnifying tools Rocks: Hard, Soft, Smooth, and kinds of rock in
pan balance Rough by Natalie M. Rosinsky your collection
(e.g., limestone,
quartz)

Approach
Begin by reviewing the items in your growing nature collection. Group the items
by type, and encourage the children to describe how items within each group are
alike and different.
Select a rock from the nature collection, or show the children a rock they have not
seen before. Encourage the children to share what they know about rocks: Where do
we find rocks? Are rocks alive? What can we do with rocks?
Allow each child to select a rock from your rock collection. Distribute handheld
magnifying lenses. Model using the tool and describing a rock such as: I see little
spots of black...and something in my rock
sparkles! Encourage the children to carefully
study their rock and describe how it looks
and feels.
Draw the children’s attention to the ways
the rocks are similar and different. Help the
children sort them into groups.
Use the pan balance to weigh the rocks.
Re-sort the rocks by weight.
Using books or the internet, try to find the
names of the rocks in your collection.

26
Extension
Find a natural area with a supply of
rocks and go on a rock hunt.

Science Center
Place the rock collection in the Center.
Encourage the children to sort the rocks by
size, shape, color, and texture. Rotate new
rocks into the collection from time to time.

Integrated Experiences
Literacy: Have each child carefully observe a favorite rock and draw a picture of it in their journals.
Help them describe the rock’s characteristics.

Creative Arts 1 (Dramatic Play): Add gravel to the sand table along with trucks and other props to
encourage pretend play about “construction.”

Creative Arts 2 (Dramatic Play): Add rocks to the playground for the children to move around in
wagons.

Physical Health and Development (Health): Discuss the importance of keeping small stones and
pebbles away from the face.

Hint!
Grow your rock collection by asking families
to go rock hunting with their children outside
of school. Examine as a group each rock the
children bring to school, then add them to your
rock collection. Make sure to identify treasured
rocks so you can send them home at the end of
your rock exploration.

27
10
Experience

Litter Hunt
Science Concept
People need to respect the
environment they share with plants
and other animals.
Aim
Children will identify “litter” in the natural world.

Materials Books Vocabulary

assortment of common Trashy Town by Andrea garbage
types of litter such as paper, Zimmerman and David Clemesha litter
aluminum cans, and plastic The Great Trash Bash nature
bottles and bags by Loreen Leedy tongs
garbage bag for collecting litter The Wartville Wizard trash
litter tongs by Don Madden waste
gloves (optional) No More Garbage by Gail Gilkey
waste basket I Stink! by Kate and Jim McMullan

Approach
In advance, collect some common kinds of litter such as paper, soda cans, and
plastic bottles and bags. Clean the materials and smooth sharp edges.
Begin by reviewing with the children the kinds of things that are normally found
in nature. Encourage the children to share examples discovered
on their nature explorations. During the conversation, review
the concepts of living and nonliving.
Show the children several examples of litter. Ask the
children to share what they know about the items, such as
what they are called and used for, and where they are typically
found. Encourage the children to think about whether the items
are part of the natural world: Does a can belong in the grass?
Should a plastic bag be in a tree? Where should people put
these things when they are done with them?
Explain that when we find things like these in nature, they
are called “litter.” Briefly explain that litter can hurt nature (e.g.,
by making our water dirty, litter may make animals sick).

28
Extension
Take a field trip to a landfill or waste processing
center, or invite a sanitation worker to visit your class.

Integrated Experiences
Math 1: Count the number of items picked up on the litter hunt.

Math 2: Make a graph of the kinds of litter collected.

Creative Arts (Dramatic Play): Put garbage trucks and bins in the block area to encourage pretend
play about garbage collection.

Explain that today they are going to go on a walk outside to look for litter. Review
your nature rules, emphasizing that the children should not pick up anything without
asking for permission first.
As you look for litter, review the differences between items that belong in nature
and items that can be considered litter.
Have the children take turns using
the tongs to pick up litter and put it in the
trash bag. Hint!
Before you throw the litter away, If an area such as a park or
examine what you collected, and save picnic area with suitable litter
is not available, temporarily
recylables for later. Review the idea that “seed” your schoolyard with
litter can hurt plants and animals. Talk litter in advance (out of view of
with the children about the importance of the children). Be sure to pick
picking up litter. Make it a policy to take up every bit of litter!
the litter tongs and garbage bag outside
whenever you take a nature walk. Always
wash hands after picking up trash.

29
11
Experience

Reduce, Reuse, Recycle

Science Concept
People need to respect the
environment they share with
plants and other animals.
Aim
Children will sort materials for recycling.

Materials Books Vocabulary

waste basket Joseph Had a Little Overcoat dump
recyclable materials made of by Simms Taback garbage
paper, metal, and plastic Red Racer by Audrey Wood metal
recycling symbol card The Great Trash Bash paper
labels for paper, metal, and by Loreen Leedy plastic
plastic Garbage Collectors recycle
by Paulette Bourgeois trash
A House Is a House for Me
by Mary Ann Hoberman
Regards to the Man in the Moon
by Ezra Jack Keats

Approach
In advance, gather enough recyclables so that each child can talk about an item.
Clean the items and smooth sharp edges.
Begin by reviewing what the children have already learned about litter. Show the
children the different kinds of recyclable materials. Explain that these materials are a
special kind of garbage. Tell the children that these items can be made into new
things and used again.
Select one metal item, one plastic item, and one paper item. Help the children
identify what the object is and what it is made of: What is this? What is the can
made from? Is it paper, plastic, or metal?
One by one, allow each child to select an item and identify
what it is and what it is made of. Then have the child place it
with the other item(s) made of the same material. After the
items have been sorted, ask the children to share how the
items are alike or different.
Show the children the recycling symbol and help them
find it on the items. Explain that recycling can help the
environment because it reduces the amount of garbage.

30
Extension
Organize a class or building-wide recycling
drive. Collect recyclable items for one week
or longer. See how much material you have
collected by the end of the period. Take the
recyclables to a recycling center.

Science Center
Make group labels that indicate different
materials (e.g., plastic, paper, metal) and
have the children sort different recyclable
items into their respective groups. Add
new items every few days.

Integrated Experiences
Math 1: When sorting the items, count the number in each group and the total number of items.

Math 2: Use the balance scale to compare weights of the paper, metal, and plastic items.

Creative Arts (Art): Make a collage or sculpture out of discarded paper and objects.

Social and Emotional: Invite a quilter or other artisan to demonstrate how scraps of materials can be
used to create art and functional objects.

Try this...
Create a culture of re-using and recycling in
your classroom. Encourage families to donate
items such food containers, scraps of fabric,
paper, ribbon, yarn, bottle caps, buttons, wood
scraps, metal keys, purses, clothing, magazines,
calendars, and old phones and other broken
machines to enrich all of your interest areas.

31
12
Experience

Water in Our
Natural World Science Concepts
Living things need food, water, air,
and shelter, and can move, grow,
and reproduce.
The natural world includes plants
Aim
and animals, soil, rocks, water,
Children will observe water in the natural world.
and air.

Materials Books Vocabulary

photos of bodies of water The Water Hole by Graeme Base cloud
such as lakes, rivers, and Round the Garden by Omri Glaser dew
streams Precious Water by Brigitte Weninger drop
photos of water associated and Anne Möller. lake
with weather such as clouds, I Am Water by Jean Marzollo ocean
fog, rain, puddles, mud, Rain by Peter Spier puddle
snow, and ice This is the Rain by Lola M. Schaefer rain
river
stream

Approach
In advance, survey your schoolyard and nearby areas where you are likely to
find examples of water in nature such as puddles, dew, frost, ice, and snow.
Begin by reviewing what all living things need to survive.
After talking about water, encourage the children to think
about where our water comes from: We get water from
our faucet, but where does that water come from? Using
photographs to illustrate, explain that our water falls as rain
or snow from clouds. Talk about how the water fills lakes and
rivers, and that is where all the water we use comes from.
Go outdoors and look for clouds in the sky. Talk about
whether there are signs it is going to rain.
If there has been a recent storm, explore puddles. When
appropriate, look for other examples of water in your world,
such as fog, dew, frost, and ice.

32
Extension
Bring a container of pond water into the
classroom. Use magnifying tools to explore the
living and nonliving things found in the water.

Science Center
Place an assortment of containers
and water tools (e.g., watering can) in
the water table to support children’s
exploration of how water flows.

Integrated Experiences
Literacy: Make a class display showing the types of water bodies common where you live.

Math: During rainy days, place a rain gauge outside to measure the amount of rain.

Social and Emotional: Visit a fire station and have firefighters explain how they use water to contain
fire.

Physical Development (Health and Safety): Have water conservation be a regular part of your
classroom hygiene routines.

33
13 What Is a Habitat?
Experience

Science Concepts
Animals live in a variety of habitats.
Living things need food, water, air,
Aim and shelter, and can move, grow,
Children will explore a habitat. and reproduce.

Materials Books Vocabulary

local habitat A Log’s Life by Wendy Pfeffer habitat
camera Whose House? by Barbara Seuling home
clipboard, paper, and pencil Whose House is This? survive
pictures of animals and their by Elizabeth Gregoire
habitats In the Small, Small Pond
by Denise Fleming
When Rain Falls by Melissa Stewart
Around the Pond: Who’s Been Here?
by Lindsay Barrett George
Around One Cactus
by Anthony D. Fredericks

Approach
In advance, survey your schoolyard and nearby areas for an interesting habitat
to explore. The habitat can be small (e.g., a rotting log, piles of leaves, or under a
rock) or large (e.g., a meadow, stand of trees).
Begin by reviewing some of the discoveries the children have made during
earlier nature explorations. Talk about some of the
animals the children have seen, where they have seen
the animals, and what the animals have been doing.
Select as an example one of the animals the children
have observed—such as a squirrel or bird—to use to
illustrate the concept of a habitat.
Encourage the children to share what they know
about the habits of the animal. For example: Where do
squirrels live? What do they eat? Where do they find
nuts? Where do the nuts come from?

34
Extension
Explore a different, or larger habitat.
Or, investigate how the habitat changes
during different seasons.
Science Center
Place pictures of animals and
habitats in the Center for the
children to match and sort.

Integrated Experiences
Literacy: Make a map of the habitat, marking the location of all the important elements.

Social and Emotional: Connect the concept of habitat to the idea of neighborhood.

Ask if the animal you selected might live in a very different place (e.g., Could a
squirrel live in the ocean? Why not?) Introduce the term “habitat.” Explain that most
plants and animals can live some places, but not others. Review what living things
need to survive. Explain that squirrels, for example, can only live where they can
find the right kind of food as well as water. Talk about how they also need shelter, a
place to go to rest.
Explain that you are going to explore a nearby habitat. Review your nature rules
and head outdoors. When you arrive at the habitat, encourage the children to look
very carefully at all the elements of the habitat. Write down the names or
descriptions of all the animals and plants that you see.
Focus the children’s attention on how the habitat meets the needs of the things
that live there.

35
14
Experience

Exploring Trees
Science Concepts
Animals live in a variety of habitats.
Living things need food, water, air,
Aim and shelter, and can move, grow,
Children will learn about the parts of trees and reproduce.
and the animals that live in and around them.

Materials
tree Books Vocabulary
magnifying tools A Tree Is Nice by Janice May Udry branch
items such as dead twigs, Pie in the Sky by Lois Ehlert leaf
fallen leaves, and seeds A Grand Old Tree leaves
(e.g., acorns) collected from by Mary Newell DePalma roots
your tree The Apple PieTree by Zoe Hall tree
ABCedar by George Ella Lyon trunk
Have You Seen Trees?
by Joanne Oppenheim
This Is the Tree by Miriam Moss

Approach
In advance, identify one or more trees in your schoolyard or nearby area that the
children can safely observe and touch.
Begin by reviewing what the children have discovered during their previous
explorations outdoors. Explain that today you are going outdoors to look carefully at
trees. Ask the children to share their ideas about trees: Where can we find trees?
What colors are trees?
Review your nature rules and head outdoors to your tree. Introduce the names
for the major parts of the tree such as “trunk,” branch,” “leaves,” “bark,” and
“roots.” Help the children look for acorns, pine cones, and other
seeds that may be lying on the ground. Encourage the children to
touch different parts of the tree and compare the different
textures.
Encourage the children to look for insects, birds, and other
animals living in or near the tree. Talk about the many reasons
trees are important to people and other animals.

36
Extension 1
“Adopt” the tree that you explored and
revisit it several times over the school year.
Compare what the tree looks like and the
animals that you find in or near the tree
during the different seasons. Science Center
Place magnifying tools and twigs, leaves,
and seeds collected near your tree in the
Center for further exploration.

Extension 2
Explore a second type of tree so that you can
compare the ways the trees are similar and
different.

Integrated Experiences
Literacy 1: Have the children take their journals on a visit to the tree. Have them draw the tree and
help them label the parts.

Literacy 2: Have the children create a three-dimensional model of a tree using cardboard tubes,
paper, and wire.

Math 1: Using informal tools, measure the circumference of the tree.

Math 2: Graph the number of animals you observed in your tree (e.g., 5 squirrels, 1 spider).

Creative Arts (Art): Make a texture rubbing of the tree bark by laying paper over the bark and rubbing
with crayons.

37
15 Looking at Leaves
Experience

Science Concept
Things can be described, compared,
and classified on the basis of their
Aim characteristics.
Children will compare different leaves.

Materials Books Vocabulary

several leaf samples Leaves! Leaves! Leaves! leaf round
bags or other container to by Nancy Elizabeth Wallace leaves stem
hold leaves Leaves by David Stein pattern veins
magnifying tools Red Leaf, Yellow Leaf by Lois Ehlert pointed
table Autumn Leaves by Ken Robbins
ABCedar by George Ella Lyon
Leaf Man by Lois Ehlert

Approach
In advance, check that the leaves the children are going to explore are safe.
Even the leaves of some common house plants are toxic.
Begin by encouraging the children to share what they have learned about trees.
What colors are trees? How do trees feel when you touch them? What are the
different parts of a tree called?
Show the children two or more types of leaves. Draw their attention to the ways
the leaves differ in size, shape, and color. Explain that you are going to go collect
more leaves. Review your nature rules before heading outside.
While collecting, talk with the children about the leaves they find. Encourage
them to describe the leaves’ colors, shapes, and textures.
Once inside, give each child a moment to talk about a leaf he or she collected.
Spread the leaves on a table. Allow the children to gently touch the leaves. Ask
the children to compare how the different leaves feel.
Point out the veins on the leaves and explain that the veins carry water to the
leaf.
Encourage the children to examine the samples, looking carefully at the size and

38
Science Center
Place leaves and magnifying
tools in the Center for further
exploration. Encourage the
children to sort the leaves by
size, shape, or color.

Integrated Experiences
Literacy: Have the children record their observations of leaves in their journals. Provide two or more
different types of leaves for children to draw and describe.

Creative Arts 1 (Art): Gather a collection of fallen leaves and have the children finger paint on the
leaves, then press the leaves on paper to make prints that show the leaf shape and veins.

Physical Health and Development (Health): Talk with the children about poison ivy. Help them learn to
identify the plant with pictures and teach them the rhyming warning: “leaves of three, let it be.”

shape of each leaf. Encourage the children to examine the leaves closely using
magnifying tools, looking for evidence of insect or animal activity.
Conclude by sorting the leaves by type. Talk about how there are many different
kinds of leaves, and that different leaves come from different trees.

Hint!
This experience is valuable even in places that do not
experience fall colors. Every region has plants with leaves of
different sizes, shapes, and colors. However, because we want
to discourage the children from damaging plants by picking off
their leaves, flowers, and seeds, this experience works best
when it is easy to find leaves on the ground. If you are in a
situation where it is difficult or unsafe for the children to pick up
leaves, create a leaf collection in advance.

39
16
Experience

Exploring Wind
Science Concept
The natural world includes
plants and animals, soil,
rocks, water, and air.
Aim
Children will explore wind.

Materials Books Vocabulary

materials to test the wind Gilberto and the Wind air
such as scarves or sheer by Marie Hall Ets blew
fabric, flags, sticks with The Wind Blew by Pat Hutchins wind
ribbon streamers attached, While You Were Chasing a Hat
or long feathers attached to by Lilian Moore
string The Wind by Craig Hammersmith
Like a Windy Day by Frank Asch
Wind Says Goodnight
by Katy Rydell

Approach
In advance, survey your schoolyard or nearby
for an area that would be suitable for exploring
wind. Look for flags, poles, power lines, and tree
branches that sway in the wind. Before you go
outdoors on a windy day, check pollen and other
allergen levels, and avoid areas with sand or
other debris that might blow in the children’s eyes.
Begin by reviewing some of the things
the children have seen during your nature
explorations. Help them recall different plants and
animals as well as any interesting events they may have observed. Reinforce the
idea that these things are all part of nature.
Explain that you are now going to explore a part of nature that you cannot
see—the wind! Encourage the children to share their ideas about wind: Where is the
wind? What does wind do?

40
Extension 1
Punch a hole in several plastic lids. Attach
yarn, and cover the lid with petroleum jelly or
another very sticky substance. Hang the lids
in different spots around your schoolyard. Use
magnifying tools to study the kinds of things
carried in the wind.

Extension 2
Build a wind tube by securing a sheet of
acetate around a table fan using a few
inexpensive materials. Compare how a variety
of common objects behave in the wind tube.
See this link for examples:

http://www.exploratorium.edu/pie/downloads/
Wind_Tubes.pdf

Review your nature rules and go outdoors to observe wind. Draw the children’s
attention to the effects of the wind on items on the ground (e.g., flower petals, fallen
leaves) and up high (e.g., flags, tree branches). Encourage the children to look for
small things—such as a butterfly struggling to fly in the wind. Talk about how we
cannot see wind, but we can see what wind can do.
Have the children sit down. Encourage them to close their eyes and feel the wind
on their faces: Is the wind soft? Is it warm or cold?
Demonstrate the effects of the wind on one of your test items. Distribute the
items among the children and encourage them to explore how the objects move in
the wind.
Return to the classroom. Have the children see if their objects move the same
way indoors (and away from fans). Explain that the objects cannot move on their
own, and that they moved when you were outdoors because of the wind.

41
MESS® Take-Home Kit Information/Experience Card

Our Natural World

Welcome to the Our Natural World MESS® Take-Home Kit. This page suggests
ways to further explore what your child has been learning at school.

In this Kit you will find:

In the Tall,Tall Grass by Denise Fleming
Simple, rhyming text describes the activities of animals as day turns into night.
a specimen viewer

This month, your child is learning:

about the plants and animals that live in the natural world around us.

How to use this book:

Point to the words as you read them. This helps children connect printed words
to spoken words.
Read the book more than once and encourage your child to join in. Pause to
let them fill in a rhyming word: stop, go, fireflies ____.

How to use the object:

Go outdoors and search for animals. Name the different animals you see.
Catch some insects, frogs, or other small animals in the specimen viewer. Use
the magnifying top of the viewer to help you examine more carefully the things
you catch. After examining, return each animal to its home.
Talk about where the animals live (in the grass, underground, in a tree), what
they might eat, and some of their interesting habits.

To further support your child’s learning:

Go outdoors at night to experience different sights and sounds from those you
see and hear in the daytime.
Take a longer hike in a natural area and look for animals you might not
find near your home.

42
MESS® Recommended Books

Our Natural World

Recommended Books
Asch, Frank, and Devin Asch. Like a Windy Day. San Diego: Gulliver Books, 2002. A little
girl thinks it would be fun to imitate the wind’s actions—snapping wet sheets, stealing hats,
and shaking dew from a spider’s web. Text is minimal with good descriptive words. Two-page
colored drawings encourage close observation and easy discussion.

Barner, Bob. Bug Safari. New York: Holiday House, 2006. A little boy, with magnifying glass in
hand, has an adventurous trip following ants on their way to a backyard picnic. Information is
accurate; bold, enlarged pictures add to the mystery. Additional information about the animals
encountered is included.

Base, Graeme. The Water Hole. New York: Harry N. Abrams, 2001. With beautifully detailed
illustrations, this counting book also demonstrates the cycle of seasons, animal diversity, and
the dependence of living things on water. Shrinking cutouts of a water hole, animals from
around the world, detailed borders of animals within a geographical area, and rich colors invite
observation and discussion.

Berkes, Marianne. Marsh Music. Minneapolis, MN: Lerner Publishing Group, 2003. This book
evokes a warm summer night near the water—with an orchestra conducted by a bullfrog!
Rhythmic text tells a simple story of various frogs’ songs, complete with sound words like
“twang.” Beautiful watercolor drawings encourage study of the details of the night and its
inhabitants. A glossary of musical terms and frog descriptions are included.

Bono, Mary. UGH! A Bug. New York: Walker, 2002. Silly pictures and rhyming text provide
a lighthearted introduction to the idea that humans are sharing space with a variety of small
animals. The book aims to reassure young children that most of these small creatures will not
bother people if left alone. It concludes with the message that “bugs” are happier when not in a
jar (though teachers will need to redefine the term “bug” since worms are included).

Bourgeois, Paulette. Garbage Collectors (In My Neighborhood). New York: Kids Can Press,
1998. This amusing and informative book explains recycling, waste reduction, and landfill sites
via a fun story about Mabel and Sam and Mrs. Green’s false teeth. Story length and quantity
of text are substantial for young children, but the story can be read in sections or abbreviated.
The recycling section, in particular, can be read separately.

Brown, Ruth. Snail Trail. New York: Crown Publishers, 2000. This story, told and illustrated
from the perspective of a slimy snail, is a good reminder of how different the world can look
when you are small. The short route the snail traveled is shown—from a human perspective—
on the last page. Spare text is descriptive, and colors are rich earth tones.

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Christian, Peggy. If You Find a Rock. New York: Harcourt Children’s Books, 2000. Children
of many ages are fascinated by plain old rocks, and this author will add to that enjoyment.
Poetic text and tinted black and white photographs support the wonder of rocks large and
small, close-up and faraway. The book encourages readers to do more than see rocks from
a distance. Instead, readers should get up close, feel their textures, and consider imaginative
purposes—skipping, climbing, even wishing.

Cole, Henry. I Took a Walk. New York: Greenwillow Books, 1998. This walk in the woods
reminds readers how much there is to see if only we “look” closely. Single sentences tell about
a casual meander from woods to meadow to stream to pond; then a foldout page at each
stop details all the life there. The gentle greens, browns, and spots of color in the illustrations
reward the careful observer with all kinds of plants and animals. A key at the end provides
specifics that are not necessary to conversation about each scene.

Cooper, Elisha. A Good Night Walk. New York: Orchard Books, 2005. A walk in a suburban
neighborhood, like this one, is not quite the same as a walk at the beach or in the forest. But
let us “see what we can see, before it’s time for bed,” and perhaps hear and smell, too. The
inclusion of both natural and non-natural things supports discussion about the differences
between the categories. Watercolor and pencil illustrations provide details that add to the
observation and conversation opportunities.

Cronin, Doreen. Diary of a Worm. New York: Joanna Cotler Books, 2003. Among the silly
writings in this young worm’s life is some fair, albeit sometimes subtle, science. Numerous
daily entries and the fun illustrations should make for enthusiastic discussion, even if some
preschoolers may not understand the humor.

DePalma, Mary Newell. A Grand Old Tree. New York: Arthur A. Levine Books, 2005. A tree’s
life cycle includes flowers, fruit, seeds, leaves, visitors, weather, and dying, all over time. Text
is simple and straightforward. Illustrations are cheerful watercolors filled with enough detail to
encourage continuing observations. Together they should generate conversation about what
makes a tree “grand.”

Dotlich, Rebecca Kai. What Is Science? New York: Henry Holt, 2006. The author answers her
title question by naming many of the subjects science studies. Brightly colored illustrations
show a group of enthusiastic children exploring each area, often with appropriate tools like
magnifiers and sketch pads in hand.

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Ehlert, Lois. Feathers for Lunch. New York: Harcourt Brace, 1990. “Feathers” is not exactly
what the cat was hoping to eat for lunch, but his encounters while hunting for lunch make
this a fun book about the natural world. The sounds made by the cat and birds are printed on
the pages but can be ignored. Bold illustrations add interest. Details about “the lunch that got
away” are included at the end.

Ehlert, Lois. Leaf Man. New York: Harcourt, 2005. Clever arrangements of different fall leaves
show a man—made of leaves, of course—traveling wherever the wind takes him and seeing
the sights along the way. The minimal text stimulates careful observation and imagination.
2006 ALA Notable Children’s Book

Ehlert, Lois. Pie in the Sky. New York: Harcourt Children’s Books, 2004. Wouldn’t it be
something if pies grew on trees? A child watches the changes in the “pie tree” from bud to
flower to fruit. Bold paper-cutout collages invite exploration, while two levels of text—one
describing obvious changes in the tree and the other providing more detailed observations—
increase the discussion opportunities.

Ehlert, Lois. Red Leaf, Yellow Leaf. San Diego, CA: Harcourt Brace, 1991. This book examines
the life of a sugar maple tree from the perspective of a child. The beautiful collages include
details that invite exploration. The large text and clever use of print within the collages (e.g.,
labels, a license plate) provide great literacy practice. Background information about tree parts
and instructions for planting a tree are included. 1992 NSTA Outstanding Science Trade Book
for Children

Ets, Marie Hall. Gilberto and the Wind. New York: Viking Press, 1963. A little boy hears the
wind whispering at the door and takes this as an invitation to play. His inability to control the
wind is problematic. Simple black and white drawings on brown paper and appropriately limited
text should elicit good discussion about similar situations.

Fleming, Denise. In the Small, Small Pond. New York: Henry Holt, 1993. With brightly colored
illustrations and rhyming text, the author introduces readers to nature in a watery habitat.
Sparse but action-packed words show animal diversity in changing seasons. 1994 Caldecott
Honor Book

Fleming, Denise. In the Tall, Tall Grass. New York: Henry Holt, 1991. Beginning with a
caterpillar crunching and munching its way through the grass, brightly colored collages and
rhyming text of active verbs describe the animals found in the grass throughout the day and
into night. ALA Notable Children’s Book

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Fredericks, Anthony D. Around One Cactus. Nevada City, CA: Dawn Publications, 2003.
—In One Tidepool. 2002.
—Near One Cattail. 2005.
—On One Flower. 2006.
—Under One Rock. 2001.
Each of these books details the plants and animals that live in a given habitat. Illustrations are
large and richly colored, field notes provide additional information about the plants and animals
featured in each book, and references are added for those who want to know more about
each ecosystem. For young children, the cumulative, rhyming text becomes long but can be
abbreviated to only the new verse each time.

Freeman, Marcia S. Is It Alive? Northborough, MA: Newbridge Educational Publishing,

2002. Beautiful large photographs introduce the concepts of living and nonliving things. Age-
appropriate text defines “living” as things that grow, reproduce, consume food and water, and
move. A glossary, index, and questions to think about are added at the end.

George, Lindsay Barrett. Around the Pond: Who’s Been Here? New York: Greenwillow Books,
1996.
—In the Garden: Who’s Been Here? 2006.
—In the Snow: Who’s Been Here? 1999.
—In the Woods: Who’s Been Here? 1995.
During their explorations, two children and their dog find clues that other animals are, or have
been, there also. Nature concepts such as life cycle, predator/prey, and habitat are illustrated.
Large, richly colored illustrations invite close observation and conversation. Additional
information about each book’s featured animals is provided.

Gilkey, Gail. No More Garbage. Barrington, RI: Windy Hill Press, 2003. Two young sisters
walking in a nature park near their home find a small mysterious hole in the ground. When they
find other children chasing a rabbit with a soda can caught on its foot, they finally figure out
what the hole is all about and rescue the rabbit so it can return safely to its hole. Watercolor
illustrations add gentle color to the simple story. The value of cleaning up garbage is obvious
but nonetheless important.

Glaser, Linda. Wonderful Worms. Brookfield, CT: Millbrook Press, 1992.Great side-view, mostly
earth-tone illustrations depict worms above and below ground. Text is simple, allowing for good
discussion. NSTA Outstanding Science Trade Book for Students K-12

Glaser, Omri. Round the Garden. New York: Harry N. Abrams, 1999. The water cycle is quietly
demonstrated from a teardrop to a rain cloud that falls on the garden where more onions are
growing! Words are very limited, colors are bold, and illustrations are simple but sufficiently
detailed to hold interest.

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Gregoire, Elizabeth. Whose House Is This? New York: Picture Window Books, 2005. The
author introduces the concept of habitat by looking at animal homes—specifically webs,
nests, and shells. In an introductory page, safety, storage, shade, and sleeping are all given
as reasons for homes. Illustrations are bright and simple, yet encourage readers to look for
clues to the title question. Text is appropriately limited, and can be extended by reading the
occasional boxes of fun facts about the animals featured.

Hall, Zoe. The Apple Pie Tree. New York: Blue Sky Press, 1996. In spite of the apple emphasis
in the title, the children’s tree has multiple uses in this book about growth and change. But the
best part of the tree is the pie that can result in the autumn at picking time! Colorful collage
illustrations detail the seasonal changes described in the appropriate text. Animal (including
two children) activities add observation interest.

Hammersmith, Craig. The Wind. Minneapolis, MN: Compass Point Books, 2003. “What is
wind?” “What makes wind?” “Can you see the wind?” This book answers these basic questions
and may be enough for preschoolers. However, if teachers want to talk about advantages
(energy production) and disadvantages (storms) of wind, some simple information is here also.
Text is easily edited and photographs provide opportunities for conversation.

Hendry, Diana. The Very Noisy Night. New York: Dutton Children’s Books, 1999. Sounds
during the night keep Little Mouse awake. Most of the sounds are natural ones—an owl
hooting, the wind blowing—but his active imagination creates possibilities that Big Mouse’s
explanations will not satisfy. In the end, only a cozy snuggle in Big Mouse’s bed satisfies. The
familiar situation and fun drawings encourage conversation.

Himmelman, John. An Earthworm’s Life. New York: Children’s Press, 2000. The over-arching
emphasis in this volume of the Nature Upclose series is an earthworm’s life cycle over the
seasons, but readers also learn about daily concerns. Text is limited to one short sentence per
page which encourages close observation of details in the earth-tone drawings.

Himmelman, John. A Ladybug’s Life. New York: Children’s Press, 1998. Ladybugs are featured
in this book from the Nature Upclose series, including ways the little animal’s life is impacted
by nature—other insects, flowers, birds, changing seasons, and humans. Reproduction
and survival are themes for the ladybug in the story, while the detailed illustrations show
interdependence.

Hoberman, Mary Ann. A House Is a House for Me. New York: Viking Penguin, 1978. A rollicking
rhyme describes all kinds of houses from ant hills and bee hives to toasters and tins. The
book concludes with an earth-friendly message—“Each creature that’s known has a house of
its own and the earth is the house of us all.” Detailed, gently-colored illustrations add fun and
observation practice. Since not all of the examples relate to the natural world, some may wish
to read the book selectively. 1983 National Book Award for Young People’s Literature

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Hutchins, Pat. The Wind Blew. New York: Aladdin Paperbacks, 1974. And look at the
consequences! Rhyming text details many things wind can disturb, from snatching a balloon to
flying a kite to lifting the judge’s wig. Amusing illustrations add to the fun and stimulate laughter
and conversation.

James, Betsy. Tadpoles. New York: Dutton Children’s Books, 1999. Molly spends her summer
watching frog eggs grow into tadpoles and then frogs as her little brother learns to walk. She
ultimately accepts the importance of returning her young frogs to their natural world.

Keats, Ezra Jack. Regards to the Man in the Moon. New York, Aladdin Paperbacks, 1981.
Wondering what to do with some junk? Louie’s father Barney knows that junk, with a little
imagination added, “can take you right out of this world.” Louie and Susie add the imagination
and away they go, pretending that their vehicle takes them to outer space and inspiring all their
friends to create their own adventures—all from junk.

Lackner, Michelle Myers. Toil in the Soil. Brookfield, CT: Millbrook Press, 2001. The littered
landscape in this book requires more than raccoons eating garbage and people planting
gardens. It needs the slow but continual decomposing work of worms. Sparse rhythmic
text accompanies colorful but cartoonish illustrations that sometimes lack size and time
perspectives.

Leedy, Loreen. The Great Trash Bash. New York: Holiday House, 1991. Hippo is mayor of a
lovely little town with a nagging problem. A banana peel on the sidewalk finally clues him into
the answer—too much trash. A town meeting produces a number of answers, but it is only
when residents learn to reduce, reuse, and recycle that they clean up their town. The colorful
illustrations and the comments from Beaston’s animal residents keep this useful lesson on
“earth care” from being too preachy.

Lehn, Barbara. What Is a Scientist? Brookfield, CT: Millbrook Press, 1998. Simple text and
color photographs describe how scientists learn from their senses, observe details, ask
questions, communicate their findings, and have fun as they experiment. Children demonstrate
each of the processes.

Lunis, Natalie. A Closer Look. Northborough, MA: Newbridge Educational Publishing, 1999.
Fascinating close-up photographs of nature introduce magnifying glasses, binoculars, and
telescopes.

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Lyon, George Ella. ABCedar; an Alphabet of Trees. New York: Orchard Books, 1989. Minimal
but poetic text and earth-tone illustrations provide alphabetical examples of various tree
leaves and fruits/seeds. Human hands holding the leaves allow relative size comparisons.
Small black and white people and trees also provide relative size and shape information. An
uppercase alphabet runs across each double-page spread. Because the text is so minimal,
careful observation and conversation are required.

Lyon, George Ella. Counting on the Woods. New York: DK Publishing, 1998. A very simple
counting poem and beautiful photographs portray features found during a walk in the forest.
The book’s text and illustrations encourage close observation. Descriptive words stimulate the
senses.

Madden, Don. The Wartville Wizard. New York: Aladdin Books, 1993. This is a fun story about
one conscientious man and what happens to a town where almost everyone litters and no one
picks the litter up. The tale is long, but if edited for young children, the story line and detailed
pictures provide a great environmental message and can generate much discussion.

Martin, Bill, Jr., and John Archambault. Listen to the Rain. New York: Henry Holt, 1988. Rain
is such a common occurrence for most of us that few really listen to it. Slow and soft, splish
and splash, roaring and pouring—all these descriptive words in spare rhythmic text, plus richly
colored paintings, are used to describe rain.

Marzollo, Jean. I Am Water/Soy el agua. New York: Scholastic, 1996. “I am . . . home for the
fish, rain for the earth, etc.” Simple text and colorful paper-collage illustrations detail many
uses for water. Written as an early reader, the book provides opportunities for discussions
about water.

McCarthy, Mary. A Closer Look. New York: Greenwillow Books, 2007. Bold, collage
illustrations and simple, sparse text place an emphasis on observation. An isolated part of an
object is shown with encouragement to “look!” The pages following pull back for a second and
third look before revealing a ladybug (albeit “a bug”). A flower and hummingbird are treated
similarly, until all three are put together on a plant, and eventually in a flower garden.

McDonald, Megan. Insects Are My Life. New York: Orchard Books, 1995. Amanda’s science is
not always perfect, but her reverence for life among small things that crawl and fly is evident
when she says “insects are my life!” Her relationships with her classmates are sometimes
difficult because of her passion. Her situation improves when she makes an equally dedicated
friend.

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McMillan, Bruce. Growing Colors. New York: HarperCollins, 1988. Brilliant colors of the natural
world are shown in vivid photographs of fruits and vegetables, some familiar to young children
and some less known. Text is limited to the color names (all in capital letters of the appropriate
color). A fruit/vegetable identification list is included.

McMullan, Kate, and Jim McMullan. I Stink! New York: HarperCollins, 2002. Told from the point
of view of an enthusiastic city garbage truck, this story describes the truck, how it works, and
what happens at the end of the day. Several pages detail the truck’s pick-ups alphabetically—
apple cores and banana peels to yams and zipped-up ziti. Type variations and bold cartoon-
like illustrations support the truck’s spirited monologue. Children will love the roars, burps, and
whoo-ees. 2003 ALA Notable Children’s Book

Moore, Lilian. While You Were Chasing a Hat. New York: HarperFestival, 2001. The young
girl who gives chase (with her father) when her hat is “whirled” away finds that the wind can
make other things move, too. Text is sparse enough to complete just one long sentence over
multiple pages of gently colored paintings. The hat is always in evidence, however, and young
preschoolers will enjoy following its journey.

Moss, Miriam. This Is the Tree. Brooklyn, NY: Kane/Miller, 2000. Africa’s baobab tree is a great
example of a plant providing shelter and nourishment for numerous animals. Its strange look
is attention-getting in reality and within these colorful, detailed illustrations. A final two pages
about the tree’s parts will provide additional information for teachers. 2001 NSTA Outstanding
Science Trade Books for Children

Oppenheim, Joanne. Have You Seen Trees? New York: Scholastic, 1995. Brilliant watercolors
add to the delight of this rhythmic, rhyming celebration of trees in all seasons. Each scene is
worthy of a conversation about the details pictured there, even the silly literal-names page. The
concluding facts about 16 different trees may also interest children.

Pfeffer, Wendy. A Log’s Life. New York: Simon & Schuster, 1997. Watercolored-paper collages
help tell this dramatic, yet quiet, story of how a variety of animals use a tree as their home
throughout their life cycles. The book is a visual feast of details for attentive and inquisitive
eyes.

Posada, Mia. Ladybugs: Red, Fiery, and Bright. Minneapolis, MN: Carolrhoda Books, 2002.
With colorful illustrations and rhyming text (sometimes a bit forced), this book depicts the life
cycle of an insect especially helpful to humans. Interesting details, including the orange liquid
oozed from their legs, are provided in a concluding “More about Ladybugs” section. NSTA
Outstanding Science Trade Book for Students K-12

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Robbins, Ken. Autumn Leaves. New York: Scholastic, 1998. On the premise that leaves are
more interesting to look at in autumn, the author first provides some leaf basics: they are
connected to a tree by a stem and have veins, most are flat and thin, shape and size vary
greatly, and some have rough edges and some smooth. Eventually a dozen specific tree
leaves are shown, on and off the tree. The obvious differences in color, size, and shape among
leaves invite close observation and interesting comparative conversation.

Rosinsky, Natalie. Rocks: Hard, Soft, Smooth, and Rough/Las rocas: Duras, blandas, lisas
y Ãisperas. Minneapolis, MN: Picture Window Books, 2004. Close observation with multiple
senses is the beginning of learning about rocks in this book. Some of the information will be
beyond pre-school interest, but the budding rockhound and teachers will find both facts and
illustrations useful.

Rydell, Katy. Wind Says Goodnight. New York: Houghton Mifflin, 1994. A young child is trying
to sleep but the sounds outside the bedroom are disturbing. In a rhythmic cumulative text, the
wind takes charge in trying to quiet the various offenders. Large, gentle colored-pencil pictures
of the nighttime are good observation opportunities and each “excuse” will provide a topic for
conversation.

Ryder, Joanne. A Fawn in the Grass. New York: Henry Holt, 2001. A young child walking in the
woods discovers several treasures, including a fawn hidden in the grass. Gentle watercolor
illustrations and very sparse rhyming text give a leisurely feeling of wonder at all he sees. The
close observer will find that fun details abound—like the ladybug on the child’s sandal.

Ryder, Joanne. My Father’s Hands. New York: HarperCollins, 1994. A little girl and her father
share the wonders of nature as they gently examine several small creatures in the garden—a
pink worm, golden beetle, sliding snail, and praying mantis. Oil paintings are muted and
equally gentle.

Sayre, April Pulley. Crocodile Listens. New York: Greenwillow Books, 2001. What is this Nile
crocodile listening for? Among the sounds of the warthogs, weaverbirds, and frogs, the mother
crocodile hears the first cries of her babies as they hatch from their eggs. Realistic-looking,
earth-tone drawings illustrate the story of the waiting and then the little crocodiles’ first days.

Schaefer, Lola M. This Is the Rain. New York: Greenwillow Books, 2001. A cumulative, rhyming
story of the water cycle, the value of water to living things, and the evaporation process.
Colorful, mixed-media collages can be perplexing, but provide observation practice.

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Schaefer, Lola M. What’s Up, What’s Down? New York: Greenwillow Books, 2002. This unique
book first must be turned sideways and read from bottom to top—mole to moon—and then
from top to bottom—moon to ocean floor! Different perspectives among the things in the
natural world become clearer as the reader sees what is living above and below another plant/
animal. The bright pastel illustrations appropriately support each up and down viewpoint, even
adding arrows in case you forget which way you are reading.

Seuling, Barbara. Whose House? Orlando, FL: Gulliver Books, 2004. As a young child sits
under a tree reading about animals, his imagination places him in each habitat. In the end, the
white house with red roof, welcoming parents, cat, and familiar objects turn out to be perfect
for a little person. Gentle illustrations, sometimes with silly pictures of the child in the animal
home, provide good observation practice.

Siddals, Mary McKenna. Tell Me a Season. New York: Houghton Mifflin, 1997. Simple
descriptive wording and colorful illustrations in a small-book format introduce readers to the
way the natural world changes with the seasons. Details like the bird eating a worm and the
children splashing in the wading pool add lots of observation and conversation possibilities.

Singer, Marilyn. Quiet Night. New York: Clarion Books, 2002. Initially the night may seem quiet,
but with closer “listening,” readers can count numerous noisy animals in the bog. From one
frog bar-rumming to ten campers yawn-yawning, fun illustrations invite close observation.

Spier, Peter. Rain. New York: Delacorte Press, 1982. Wordlessly, two children and their dog
go out to explore their rainy world. They experience sandy puddles, spider webs, rain drops,
drooping plants, sheltering animals, and the warmth of home. Individual detailed illustrations
provide great observation practice and discussion stimulants.

Stewart, Melissa. When Rain Falls. Atlanta: Peachtree, 2008. People tend to move or stay
indoors when it rains, but what do animals do? The author’s spare but descriptive text shows
a variety of animals from forest, field, wetland, and desert. Some are like people—they return
to their houses: chickadees to their tree holes and foxes to their dens. But squirrels use their
bushy tails as umbrellas, ducks have oily feathers so they just continue to float, and caterpillars
and spiders usually find a leaf to hide under. The watercolor illustrations are perfect for a wet
day and lend themselves to close observation.

Stein, David Ezra. Leaves. New York: G. P. Putnam’s Sons, 2007. A young bear experiences
his first falling leaves and tries—unsuccessfully—to put them back on the tree. Autumn
becomes winter, and following his own hibernation, he delights in the little green buds that
herald spring. Both watercolor illustrations and simple text add to the sense of change that the
little bear discovers.

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Stockdale, Susan. Nature’s Paintbrush: The Patterns and Colors Around You. New York:
Simon & Schuster Books for Young Readers, 1999. Unless colors and patterns are brilliant like
a red-eyed tree frog or peacock’s tail, many people do not notice the colors and patterns in
nature. This book calls attention to features like the spines on a cactus, bumps on a starfish,
and eyespots on several fish, and explains each as camouflage, defense, or courtship. Text
for each acrylic illustration begins with a question and then provides an appropriate answer.
The “have-you-noticed . . . ?” questions and detailed paintings encourage conversation and
observation practice.

Swinburne, Stephen. What Color Is Nature? Honesdale, PA: Boyd’s Mill Press, 2002. Clear,
inviting photographs and the title question encourage identification of color, but conversation
may be needed to balance identification and nature. The author’s suggestion that things can
be single or multi-colored encourages observation.

Taback, Simms. Joseph Had a Little Overcoat. New York: Viking, 1999. Joseph demonstrates
very practical and immediate recycling when he makes his worn overcoat into several
increasingly smaller, but still useful, garments. Die-cut holes in appropriate pages keep readers
guessing about the next version of each worn-out garment. Mixed-media illustrations have a
bright, folk-art style that fits Joseph’s practical philosophy. 2000 ALA Notable Children’s Book,
2000 Caldecott Medal

Udry, Janice May. A Tree Is Nice/Un arbol es hermoso. New York: Harper Trophy, 1987. “Nice”
is not a description usually given to trees, but it suggests many of the valuable roles trees can
play. This simply and gently written book is illustrated with part black-and-white/part gently
colored drawings, all showing why a tree, even if you have only one, is nice. Appropriate
cautions about tree climbing can be added for young children. 1957 Caldecott Medal

Wallace, Nancy Elizabeth. Leaves! Leaves! Leaves! New York: Marshall Cavendish, 2003.
Mama Bear teaches Buddy Bear about leaves as they explore the outdoors during all the
seasons. Buddy’s magnifying glass and drawing tools are prominent. Cut-paper illustrations
and simple, accurate text tell the story.

Weninger, Brigitte, and Anne Möller. Precious Water. New York: North-South Books, 2000.
A clear glass of water is the introduction to “all things need water.” Plants, animals, and people
are all examples. Collage pictures and limited text are sufficiently detailed for good discussion.

Wood, Audrey. Red Racer. New York: Simon & Schuster, 1996. Nona has her heart set on
a new Red Racer bike. Wicked thoughts encourage her plots to “lose” her bike. Eventually
her parents show her that the bike can be restored, instead of destroyed, and made beautiful
again.

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Zimmerman, Andrea, and David Clemesha. Trashy Town. New York: HarperCollins, 1999.
With a rhyming refrain, this is the story of Mr. Gilly, who collects the garbage in Trashy
Town. Observant eyes may see several situations that never appear in the story but warrant
discussion: the mice who appear on each page, the litter that shows around the trash cans, or
why Mr. Gilly needs a bath after his day’s work. 2000 ALA Notable Children’s Book

Other Recommended Books

Banks, Kate. And If the Moon Could Talk. New York: Farrar, Straus and Giroux, 1998.
Oil paintings of familiar objects in a child’s bedroom and simple, poetic text provide both
similarities and contrast with the larger outside world where nighttime activities are also
happening. In the end, the child is curled up in bed at the same time as the moon murmurs
“good night.” Details in the illustrations and the descriptive language should make for gentle
conversation. 1999 ALA Notable Children’s Book

Banks, Kate. Close Your Eyes. New York: Frances Foster Books, 2002. Looking for every
possible excuse not to go to sleep, the little tiger lists all the sights he will miss if he complies
with his mother’s request that he close his eyes. She cites all the dreamy advantages of falling
asleep. Oil paintings in earthy colors add to the warm, protective feeling imparted by the
conversation between mother and baby tiger.

Benson, Laura Lee. This Is Our Earth. Watertown, MA: Charlesbridge, 1994. In a gentle
rhyming cadence with colorful illustrations throughout the book, a message of care for our
earth both begins and ends this book. In between, different environments and their inhabitants
are described on two levels of text; one is general and poetic, and the other provides some
specific information about that illustrated area. Words and music to the song “This Is Our
Earth” are provided.

Brett, Jan. The Umbrella. New York: G.P. Putnam’s Sons, 2004. Carlos’s world is that of a
fascinating, lush tropical forest with plants and animals unfamiliar to many young readers.
Curious young observers will enjoy both the detail they can see and the fact that Carlos seems
oblivious to the drama going on around him.

Brown, Ruth. Ten Seeds. New York: Alfred A. Knopf, 2001. This beautifully illustrated counting
book demonstrates what happens in the natural world when ten seeds encounter perils from
insects to people, and yet go on to thrive and reproduce. What a fun way to learn about the life
cycle of a plant!

Bunting, Eve. Anna’s Table. Chanhassen, MN: North Word Press, 2003. Anna collects natural
things, from a hard, dry pomegranate to the backbone of a garter snake. In fact, a table in
her bedroom is “filled with the wonders of the earth and sky and sea.” This is a good story for
a class creating its own nature collection. While the story is too long for one sitting, you can
easily read about and discuss a few items at a time.
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Cobb, Vicki. I Face the Wind. New York: HarperCollins, 2003. Designed to encourage
exploration and interaction in readers and listeners, this book is full of questions and things to
do. Activities like blowing up a balloon and the discussion of molecules may need to be edited.
Bright cartoon-like illustrations will encourage participation and conversation in those activities
that are appropriate.

Cotten, Cynthia. At the Edge of the Woods: A Counting Book. New York: Henry Holt, 2002.
Who, and how many, live at or visit the edge of the woods? Numerous living things enjoy that
natural world—until they must hide. Both number words and numerals are shown.

Cowley, Joy. Red-Eyed Tree Frog. New York: Scholastic, 1999. Sparse text and brilliant
photographs heighten the natural drama in the tree frog’s world: will it both find enough food to
eat and avoid being eaten? There is a little tension in the story and yet it is not gruesome—just
right for young children. 2000 ALA Notable Children’s Book, 2000 NSTA Outstanding Science
Trade Book for Children

Falwell, Cathryn. Turtle Splash! Countdown at the Pond. New York: Greenwillow Books,
2001. The quiet enjoyed by ten turtles at a pond is disturbed by first one animal and then
another, until there are no turtles left on the log. The detailed, colorful collage illustrations and
descriptive counting text show where the turtles finally settle for the night. Each of the other
animals is described at the end, as is leaf printmaking. 2002 ALA Notable Children’s Book

Fleming, Denise. Time to Sleep. New York: Henry Holt, 1997. Bear smells winter in the air and
knows it is time to hibernate, but first must tell Snail who must tell Skunk and so on. Each of
the woods animals report a different sign that winter is coming as they prepare to slow down
and fall asleep.

Fleming, Denise. Where Once There Was a Wood. New York: Henry Holt, 1996. Fiber
illustrations in bold colors depict plants and animals that lived in a wooded area before a
housing development arrived. The last few pages encourage readers to welcome wildlife to
schoolyards and backyards because natural habitats are disappearing. 1997 ALA Notable
Children’s Book

Florian, Douglas. Nature Walk. New York: Greenwillow Books, 1989. Text of one or two words
calls attention to natural things that hikers find along a woodsy trail. Illustrations are in earth-
tone crayons with black outlines. Several additional mini-drawings on the last page invite
readers to find things within the book. Text is so abbreviated that conversation about the
illustrations flows naturally.

55
MESS® Recommended Books

Our Natural World

Fox, Paula. Traces. Asheville, NC: Front Street, 2008. “Something, someone was just here.”
More than footprints, traces are clues to or signs of the presence of several animals, an
airplane, and the wind. Great descriptive words like “wriggly, slimy, slippery” also provide clues.
Subtle, yet nicely detailed, illustrations in earth tones encourage close observation.

Fraser, Mary Ann. Where Are the Night Animals? New York: HarperCollins, 1999. The first half
of this book sets a natural nighttime scene with coyotes, skunks, owls, opossums, raccoons,
frogs, and bats. Illustrations are rich and detailed and provide examples of food chains
and predator/prey situations. Later, the nightly activities of these animals are explained in
more detail in text that needs to be read selectively for most young children. At the end, the
question is asked: Where do these nocturnal animals go during the day? Answers are brief but
interesting.

Frost, Helen. Keeping Water Clean. Mankato, MN: Pebble Books, 2000. Simple text and
colorful photographs explain why water needs to be clean. Both should generate thought-
provoking conversation. Unfortunately the small-book format limits the book’s usefulness to
individuals or small groups.

Frost, Helen. We Need Water. Mankato: Capstone Press, 2000. Using one or two sentences
per two-page spread and colorful photographs, this small-format book describes living things
that need water. Both plants and animals are covered, although water use by people is the
primary focus.

Frost, Helen. The Water Cycle. Mankato, MN: Capstone Press, 2000. Evaporation,
condensation, and precipitation are discussed in the context of the water cycle. Text is limited
and photos are full-page in a small-book format.

George, Jean Craighead. Morning, Noon, and Night. New York: HarperCollins, 1999. This
book celebrates the variety of animal activity that occurs as the sun cycles through the day. A
brief note identifying the featured animals and their geographical location suggests the author
deliberately selected animal representatives from across the country. Text is limited to one
or two sentences per double-page while illustrations are dramatic and sufficiently detailed to
encourage careful observation and discussion.

George, William T. Fishing at Long Pond. New York: Greenwillow Books, 1991. Katie and
her grandfather go out on the pond in the rowboat to fish. Realistic-looking paintings and
appropriately limited text describe what they see along the way. Katie gets a lesson in nature
appreciation, along with her fishing instruction.

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MESS® Recommended Books

Our Natural World

Glaser, Linda. Stop that Garbage Truck! Morton Grove, IL: Albert Whitman, 1993. Young
children frequently are fascinated by the working of garbage trucks, and Henry is no different.
For him, garbage pick-up also becomes the occasion for friendship and growth.

Gonzalez, Maya Christina. My Colors, My World; Mis colores, mi mundo. San Francisco:
Children’s Book Press, 2007. A little girl who lives in the windy desert looks for the colors in her
natural world—in both English and Spanish. From the hot pink sunset to her father’s black hair,
simple text and boldly colored illustrations focus attention on the colors she observes around
her. 2008 ALA Notable Children’s Book

Greenblat, Rodney A. Aunt Ippy’s Museum of Junk. New York: HarperCollins, 1991. Aunt Ippy’s
museum is a wonder to behold, but it is actually the last stop for things she cannot find another
use for. First she reuses and recycles, a process she calls “waste management.” After that,
materials may go to her garage before being displayed in her museum. Bright, detail-filled
illustrations and limited text stimulate observation and conversation.

Grobler, Piet. Hey Frog! Asheville, NC: Front Street, 2002. On a hot day, a greedy frog drinks
water from a puddle, brook, river, and lake until there is no water left. All the other animals are
roaring mad, but Frog is stubborn and will not open his mouth to let the water out. The animals
try several aggressive ways to get him to give up the water, but are unsuccessful. Finally,
Eel comes up with a clever solution in which no one is harmed. This Australian folktale about
conflict resolution also can be used to support discussion about the importance of water to all
animals and water conservation.

Hopkins, Lee Bennett, ed. Spectacular Science: A Book of Poems. New York: Simon &
Schuster Books for Young Readers, 1999. Most of the short poems that Hopkins has selected
are about natural objects (both living and nonliving) and the wonder of exploration. Large,
colorful, exaggerated paintings accompany each of the 15 poems.

Hubbell, Patricia. Sea, Sand, Me! New York: HarperCollins, 2001. Many people associate
the beach with floppy hats, sunscreen, toys, and beach umbrellas but ignore the plants and
animals that live in this habitat. Sand, sea grass, seagulls, seashells, seaweed, and waves
illustrate the seashore environment.

Jonas, Ann. The Quilt. New York: Greenwillow Books, 1984. One little girl’s new quilt (from old,
recycled clothes, linens, etc.) becomes a source for nighttime—sometimes scary—exploration.
Fortunately Sally, the stuffed blue puppy, is not lost after all.

57
MESS® Recommended Books

Our Natural World

Kerley, Barbara. A Cool Drink of Water. Washington, DC: National Geographic Society, 2002.
All living things need water. But water comes from many sources in many ways for people
around the world. Beautiful photographs, and very spare text, can instigate conversation about
this valuable natural resource.

Lindbergh, Reeve. The Circle of Days. Cambridge, MA: Candlewick Press, 1998. Based on
a song from Saint Francis of Assisi, who was known for his devotion to nature, Lindbergh’s
poem shows wide diversity in the world. The one-line-per-page poem is beautifully illustrated in
collage and watercolors, usually one large picture and several smaller ones per double-page
spread. Readers who are reluctant to use a creator’s name can easily delete those words.
Observation opportunities and comparisons abound in each set of pictures.

Lunis, Natalie and Nancy White. A World of Change. New York: Newbridge Educational
Publishing, 1999. The idea of change is shown with life cycle, water states, weather,
camouflage, and some non-natural examples through large, colorful photographs and text
containing more questions than statements. Some changes like erosion are beyond the
understanding of young children, but all the examples will increase their awareness of change.

Manning, Mick, and Brita Granstrom. Yum-Yum! New York: Franklin Watts, 1998. A food chain
begins when a tiny plant is eaten by a caterpillar, which is eaten by a cricket, etc. Simple text
and cartoon-like illustrations introduce difficult concepts such as food chains and predator/prey
relations. Side notes provide additional information about the plants and animals featured.

Martin, Bill, Jr. Polar Bear, Polar Bear, What Do You Hear? New York: Henry Holt, 1997. Bright
cut-paper illustrations and repetitive text are used to ask different zoo animals what they hear.
In the end, the zookeeper is asked what he hears and his reply involves children. But the
answers throughout are so contagious that it is doubtful a reader gets that far without everyone
imitating the animals!

Mazer, Anne. The Salamander Room. New York: Alfred A. Knopf, 1991. A little boy finds a
salamander in the woods and tries to convince his mom to let him keep the little orange animal
as a pet. She raises concerns about its care, and he supplies answers that would transform
his bedroom into a dark, damp, green forest. Their conversation provides impetus for further
discussion.

Opperheim, Shulamith Levey. Fireflies for Nathan. New York: Tambourine Books, 1994.
Nathan’s visit to his grandparents is the occasion for an expedition to a grassy field not only to
view and catch fireflies, but also to explore the goldfinch, butterfly, and bullfrogs while waiting
for it to get dark. Appropriate behavior in catching and releasing insects is shown. Acrylic
illustrations add to the warm familial feeling.

58
MESS® Recommended Books

Our Natural World

Pike, Norman. The Peach Tree. Owings Mills, MD: Stemmer House Publishers, 1983. Nature
is out of balance after the Aphis sisters find the Pomeroy family’s young peach tree. The
balance is restored when ladybugs are added to the mix, saving the wilting tree and making
the Pomeroy family happy again because they are looking forward to sweet peaches.

Rockwell, Anne. Growing Like Me. Orlando: Harcourt, 2001. Growth is one of the hallmarks of
living things. In sparse text and gentle watercolor illustrations, the growth of a variety of woods,
pond, and meadow animals and plants is explored, always knowing that people grow, too.

Ryder, Joanne. Dancers in the Garden. San Francisco, CA: Sierra Club Books for Children,
1992. A gentle, poetic trip through the garden with a hummingbird should encourage children
to look carefully at their own natural areas. Small details within the softly colored illustrations,
as well as descriptive words like “chilly morning” and “pale spider webs,” will aid in observation
and conversation opportunities.

Ryder, Joanne. Each Living Thing. New York: Gulliver Books, 2000. Vibrant illustrations show
large and small creatures and the natural environments they live in. Sometimes, the brief but
highly descriptive text almost implies danger, but it is really a gentle message of respectful
awareness and conservation.

Sams, Carl R. II and Jean Stoick. Lost in the Woods. Milford, MI: Carl R. Sams II Photography,
2004. In this beautiful photographic essay, a variety of young woodland animals are concerned
that a fawn is lost. The concept of camouflage is quietly highlighted, and details encourage
careful observation. Young children will identify with the young animals in these woods.

Sayre, April Pulley. Trout Are Made of Trees. Watertown, MA: Charlesbridge, 2008. Fascinating
mixed-media collages and a limited amount of text explain the improbable-sounding title
statement. Illustrations showing the various steps along one food chain provide interesting
observation and discussion opportunities. The text needs to be read selectively for young
children.

Sayre, April Pulley. Vulture View. New York: Henry Holt, 2007. “Poetic” and “beautiful
illustrations” are not the usual words one thinks of to describe turkey vultures, but they apply
here. Simple, poetic text, enhanced by boldly colored, cut-paper collages, describes the eating
patterns of one of nature’s cleanup crew. The book ends with two pages of information about
vultures and encouragement for young scientists to learn more. 2008 ALA Notable Children’s
Book, 2008 Geisel Honor Book

59
MESS® Recommended Books

Our Natural World

Sensel, Joni. The Garbage Monster. Enumclaw, WA: Dream Factory Books, 2000. Young Jo is
slow to take the trash out when her mother asks. But then the trash—and imagination—takes
over and promises litter all over. Jo responds by discovering that a lot of what they thought was
garbage at her house really could be reused or recycled. Thereafter, she is quick to remove the
smaller amount right away. The picture, habitat, and habits of the monster are fun to explore.

Seuling, Barbara. Winter Lullaby and Spring Song. San Diego, CA: Gulliver Books, 1998/2001.
Where do animals go as winter approaches in one book and spring arrives in the second?
In each book, one spread of pages poses, in simple text and crisp acrylic illustrations, the
question for a given climate and animal. The next spread answers the question in equally
simple text and illustration. Because the text always is brief and illustrations detailed, both
conversation and observation practice can result.

Simmons, Jane. Little Fern’s First Winter. Boston: Little, Brown, 2001. Young rabbits Fern and
Bracken may not know what snow is or how it will change their world, but the other animals do.
The birds are migrating and squirrels are gathering nuts in preparation for winter. Eventually
mother rabbit calls her children into a cozy burrow. Fuzzy, indistinct paintings express both the
enthusiasm of the rabbits’ play and the hectic preparation for the coming snowstorm.

Singer, Marilyn. Good Day, Good Night. New York: Marshall Cavendish,1998. Some creatures
are active in the daytime, some are not. Short rhyming phrases juxtapose pairs of animals that
are active and inactive in the day. Gentle earth-tone illustrations detail the activity—or lack
thereof. Since the pairings do not seem to be logically related, discussion about the viewers’
observations is important, even after the pattern becomes obvious.

Swinburne, Stephen R. Lots and Lots of Zebra Stripes: Patterns in Nature/Muchas,

muchisimas raya’s de cebra. Honesdale, PA: Boyds Mills Press, 1998. “Patterns are lines and
shapes that repeat,” and nature has them in abundance—if you look. Beautiful photographs
and sparse text introduce the variety of patterns found in natural settings.

Tyers, Jenny. When It Is Night, When It Is Day. Boston: Houghton Mifflin, 1996. Some animals
sleep at night, and some are active. With seeming contradiction, the same can be said for day.
The text is sparse but active and almost rhythmical, while illustrations are somber, colored
etchings that lack proportional sizes (e g., the wolf and mouse appear the same size).

Van Laan, Nancy. Round and Round Again. New York: Hyperion Books for Children, 1994.
“Round and round and round again” seemed to be Mama’s theme song as she used and
reused new and recycled items over and over. She even built a whole house! Bright, busy
illustrations show her at work and encourage observation practice. Catchy rhymes detail her
work. Her homemade rocket ship, filled with her family, will stimulate conversation.

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MESS® Recommended Books

Our Natural World

Van Laan, Nancy. When Winter Comes. New York: Atheneum Books for Young Readers, 2000.
What happens to the plants and animals when winter comes with snow and wind? A bundled-
up family goes for a walk looking for answers. Poetic text and gentle acrylic paintings give
readers the feeling they are there in the winter’s first snow.

Wilson, Karma. A Frog in the Bog. New York: Margaret K. McElderry Books, 2003. This silly
counting tale told in rhyme demonstrates a food chain. The watery illustrations show what
happens in the bog when the growing frog’s log starts to rise. The descriptive words—like
“slink through the sludge”—are great.

Wolff, Ferida. A Weed Is a Seed. Boston: Houghton Mifflin, 1996. The author suggests several
situations, mostly natural, where perspective matters—like whether a weed is good or bad.
The gardener may not like where the weed grew, but the cold country mouse sees the weed as
food. Falling autumn leaves mean hard work for the raker but are fun for children playing. The
situations should generate lots of discussion.

61
Head Start Domains and Indicators Associated with Core and Center Experiences

Domain & Indicators Experience

Language Development 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H
Demonstrates increasing ability to attend to and • • • • • • • • • • • • • • • • •
understand conversations, stories, songs, poems.
Shows progress in understanding and following • • • • • • • • • • • • • • • • •
simple and multi-step directions.
Understands an increasingly complex and varied • • • • • • • • • • • • • • • • •
vocabulary.
For Non-English speaking children, progresses in • • • • • • • • • • • • • • • • •
listening to and understanding English.
Develops increasing abilities to understand and use
language to communicate information, experiences,
ideas, feelings, opinions, needs, questions, and for
• • • • • • • • • • • • • • • • •
other varied purposes.
Progresses in abilities to imitate and respond
appropriately in conversation and discussions with
peers and adults.
• • • • • • • • • • • • • • • • •
Uses an increasingly complex and varied spoken • • • • • • • • • • • • • • • • •
vocabulary.
Progresses in clarity of pronunciation and towards
speaking in sentences of increasing length and
grammatical complexity.
• • • • • • • • • • • • • • • • •
For Non-English speaking children, progresses in
speaking English.
• • • • • • • • • • • • • • • • •
LITERACY
Shows increasing ability to discriminate and identify
sounds in spoken language.
Shows growing awareness of the beginning and
ending sounds of words.
Progresses in recognizing matching sounds and
rhymes in familiar words, games, songs, stories and
poems.
Shows growing ability to hear and discriminate
separate syllables in words.
Head Start Domains and Indicators Associated with Core and Center Experiences

Domain & Indicators Experience

LITERACY CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H
Associates sounds with written words, such as
awareness that different words begin with the same
sound.
Shows growing interest and involvement in listening
to and discussing a variety of fiction and nonfiction
books and poetry.
•
Shows a growing interest in reading-related activities,
such as asking to have a favorite book read; choosing
to look at books; drawing pictures based on stories;
•
asking to take books home; going to the library; and
engaging in pretend-reading with other children.
Demonstrates progress in abilities to retell and dictate •
stories, to act out stories, and to predict what will
happen next in a story.
Progresses in learning how to handle and care •
for books; knowing to view one page at a time in
sequence from front to back; and understanding that
a book has a title, author and illustrator.
Shows increasing awareness of print in classroom, • •
home and community settings.
Develops growing understanding of the different •
functions of forms or print such as signs, letters,
newspapers, lists, messages, and menus.
•
Demonstrates increasing awareness of concepts of •
print, such as that reading in English moves from top
to bottom and from left to right, that speech can be
•
written down, and that print conveys a message.
Shows progress in recognizing the association •
between spoken and written words by following print
as it is read aloud.
•
Recognizes a word as a unit of print, or awareness
that letters are grouped to form words, and that words
are separated by spaces.
• •
Develops understanding that writing is a way of
communicating for a variety of purposes.
Head Start Domains and Indicators Associated with Core and Center Experiences

Domain & Indicators Experience

LITERACY CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H
Begins to represent stories and experiences through
pictures, dictation, and in play.
Experiments with a growing variety of writing
tools and materials, such as pencils, crayons, and
computers.
Progresses from using scribbles, shapes, or pictures
to represent ideas, to using letter-like symbols, to
copying or writing familiar words such as their own
name.
Shows progress in associating the names of letters
with their shapes and sounds.
Increases in ability to notice the beginning letters in
familiar words.
Identifies at least 10 letters of the alphabet, especially
those in their own name.
Knows the letters of the alphabet are a special
category of visual graphics than can be individually
named.
MATHEMATICS
Demonstrates increasing interest and awareness
of numbers and counting as a means of solving
problems and determining quantity.
•
Begins to associate number concepts, vocabulary,
quantities, and written numerals in meaningful ways.
Develops increasing ability to count in sequence to 10
and beyond.
Begins to make use of one-to-one correspondence in • • •
counting objects and in matching groups of objects.
Begins to use language to compare numbers of
objects with terms such as more, less, greater than,
fewer, equal to.
Develops increased abilities to combine, separate
and name “how many” concrete objects.
Begins to recognize, describe, compare, and name • •
common shapes, their parts and attributes.
Head Start Domains and Indicators Associated with Core and Center Experiences

Domain & Indicators Experience

MATHEMATICS CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H
Progresses in ability to put together and take apart
shapes.
Begins to be able to determine whether or not two • •
shapes are the same size and shape.
Shows growth in matching, sorting according to 1 or 2 • • •
attributes such as color, shape or size.
Builds an increasing understanding of directionality,
order and positions of objects, and words such as
up, down, over, under, top, bottom, inside, outside, in
• • • • • • • • • • • • • • • • •
front, and behind.
Enhances abilities to recognize, duplicate and extend •
simple patterns using a variety of materials.
Shows increasing abilities to match, sort, put in a
series, and regroup objects according to one or two
attributes such as shape or size.
• • •
Begins to make comparisons between several objects • • •
based on a single attribute.
Shows progress in using standard and non-standard • •
measures for length and area of objects.
SCIENCE
Begins to use senses and a variety of tools and
simple measuring devices to gather information,
investigate materials, and observe processes and
• • • • • • • • • • • • • • • • •
relationships.
Develops increased ability to observe and discuss
common properties, differences and comparisons
among objects and materials.
• • • • • • • • • • • • • • • •
Begins to participate in simple investigations to test
observations, discuss and draw conclusions and form
generalizations.
• • • • • • • • • • • • • • • •
Develops growing abilities to collect, describe and
record information through a variety of means,
including discussion, drawings, maps and charts
• • • • • • • • • • • • • • •
Begins to describe and discuss predictions,
explanations, and generalizations based on past
experiences.
• • • • • • • • • • • • • •
Expands knowledge of and abilities to observe,
describe and discuss the natural world, materials,
living things, and natural processes.
• • • • • • • • • • • • • • • • •
Head Start Domains and Indicators Associated with Core and Center Experiences

Domain & Indicators Experience

SCIENCE CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H
Begins to describe and discuss predictions,
explanations, and generalizations based on past
experiences.
• • • • • • • • • • • • •
Expands knowledge of and abilities to observe,
describe and discuss the natural world, materials,
living things, and natural processes.
• • • • • • • • • • • • • • • •
Expands knowledge of and respect for their body and • • • • • • • • • • • • • • • • •
the environment.
Develops growing awareness of ideas and language
related to attributes of time and temperature.
Shows increased awareness and beginning
understanding of changes in materials and cause-
effect relationships.
• • • •
CREATIVE ARTS
Participates with increasing interest and enjoyment
in a variety of music activities, including listening,
singing, finger plays, games, and performances.
Experiments with a variety of musical instruments.
Gains ability in using different art media and materials
in a variety of ways for creative expression and
representation.
Progresses in abilities to create drawings, paintings,
models, and other art creations that are more
detailed, creative or realistic.
Develops growing abilities to plan, work
independently, and demonstrate care and persistence
in a variety of art projects.
Begins to understand and share opinions about
artistic products and experiences.
Expresses through movement and dancing what is
felt and heard in various musical tempos and styles.
Shows growth in moving in time to different patterns
of beat and rhythm in music.
Head Start Domains and Indicators Associated with Core and Center Experiences

Domain & Indicators Experience

CREATIVE ART CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H
Participates in a variety of dramatic play activities that
become more extended and complex.
Shows growing creativity and imagination in using
materials and in assuming different roles in dramatic
play situations.
SOCIAL & EMOTIONAL DEVELOPMENT
Begins to develop and express awareness of self
in terms of specific abilities, characteristics and
preferences.
• • • • • • • • • • • • • • • • •
Develops growing capacity for independence in a • • • • • • • • • • • • • • • • •
range of activities, routines, and tasks.
Demonstrates growing confidence in a range of
abilities and expresses pride in accomplishments.
• • • • • • • • • • • • • • • • •
Shows progress in expressing feelings, needs and
opinions in difficult situations and conflicts without
harming themselves, others, or property.
• • • • • • • • • • • • • • • • •
Develops growing understanding of how their actions
affects others and begins to accept the consequences
of their actions.
• • • • • • • • • • • • • • • • •
Demonstrates increasing capacity to follow rules and
routines and use materials purposefully, safely, and
respectfully.
• • • • • • • • • • • • • • • • •
Increases abilities to sustain interactions with peers
by helping, sharing, and discussion.
• • • • • • • • • • • • • • • • •
Shows increasing abilities to use compromise and
discussion in working, playing, and resolving conflicts
with peers.
• • • • • • • • • • • • • • • • •
Develops increasing abilities to give and take in
interactions; to take turns, and to interact without
being overly submissive or directive.
• • • • • • • • • • • • • • • • •
Demonstrates increasing comfort in talking with and
accepting guidance and directions from a range of
familiar adults.
• • • • • • • • • • • • • • • •
Shows progress in developing friendships with peers.
Head Start Domains and Indicators Associated with Core and Center Experiences

Domain & Indicators Experience

SOCIAL & EMOTIONAL CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H
Progresses in responding sympathetically to peers
who are in need, upset, hurt, or angry; and in
expressing empathy or caring for others.
Develops ability to identify personal characteristics
including gender, and family composition.
Progress in understanding similarities and respecting
differences among people, such as genders,
race, special needs, culture, language, and family
structures.
Develops growing awareness of jobs and what is
required to perform them.
Begins to express and understand concepts and
language of geography in the contexts of their
classroom, home, and community.
APPROACHES TO LEARNING
Chooses to participate in an increasing variety of • • • • • • • • • • • • • • • • •
tasks and activities.
Develops increased ability to make independent • • • • • • • • • • • • • • • • •
choices.
Approaches tasks and activities with increased • • • • • • • • • • • • • • • • •
flexibility, imagination, and inventiveness.
Grows in eagerness to learn about and discuss a • • • • • • • • • • • • • • • • •
growing range of topics, ideas and tasks.
Grows in abilities to persist in and complete a variety • • • • • • • • • • • • • • • • •
of tasks, activities, projects, and experiences.
Demonstrates increasing ability to set goals and • • • • • • • • • • • • • • • • •
develop and follow through on plans.
Shows growing capacity to maintain concentration, • • • • • • • • • • • • • • • • •
despite distractions and interruptions.
Develops increasing ability to find more than one • • • • • • • • • •
solution to a question, task or problem.
Grows in recognizing and solving problems through
active exploration, including trial and error, and
interactions and discussions with peers and adults.
• • • • • • • • • • • • • • • • •
Head Start Domains and Indicators Associated with Core and Center Experiences

Domain & Indicators Experience

APPROACHES TO LEARNING 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H
CONTINUED
Develops increasing abilities to classify, compare, and • • • • • • • • • • • • • • • • •
contrast objects, events, and experiences.
Develops growing strength, dexterity, and control
needed to use tools such as scissors, paper punch,
stapler, and hammer.
PHYSICAL HEALTH AND DEVELOPMENT
Grows in hand-eye coordination in building with
blocks, putting together puzzles, reproducing shapes
and patterns, stringing beads and using scissors.
Progresses in abilities to use writing, drawing and art
tools including pencils, markers, chalk, paint brushes,
and various types of technology.
Shows increasing levels of proficiency, control and
balance in walking, climbing, running, jumping,
hopping, skipping, marching and galloping.
Demonstrates increasing abilities to coordinate
movements in throwing, catching, kicking, bouncing
balls, and using the slide and swing.
Progresses in physical growth, strength, stamina, and
flexibility.
Participates actively in games, outdoor play and other
forms of exercise that enhance physical fitness.
Shows growing independence in hygiene, nutrition
and personal care when eating, dressing, washing
hands, brushing teeth and tolieting.
Builds awareness and ability to follow basic health
and safety rules such as fire safety, traffic and
pedestrian safety, and responding appropriately to
• • • • • • • • • • • • • • • • •
potentially harmful objects, substances and activities.
Acknowledgements

This Guide and related materials were developed by the Marvelous Explorations through
Science and Stories (MESS)® Project at the Florida Museum of Natural History, University
of Florida, under an Innovation and Improvement Project grant from the Office of Head Start,
Administration for Children and Families, U.S. Department of Health and Human Services,
and through local partnerships with Childhood Development Services, Inc., Ocala, Florida;
Marion County Public Library System; and Marion County Public Schools/Silver River
Museum and Environmental Education Center.

Series editor is Betty A. Dunckel. Primary authors are Shari Ellis and Jeanne Chamberlin.
Designer and illustrator is Dale A. Johnson.

Contributing authors from the Florida Museum include Katrina Babulski, Karin M. Blyler,
Janice S. Chang, Stephanie Dodman, Domenic J. Durante, Katherine V. Edison, Deborah
Johnson-Simon, Mary Ellen McKay-Easters, Barbara H. Ornstein, Marina Post, Beverly
B. Rogers, and Carrie B. Sheets. Advice and consultation were provided by JoAn Knight
Herren, Michele A. Plutro, Muriel Richardson, and Suzanne Thouvenelle, all with the Office
of Head Start.

Additional support was provided by School Board of Alachua County Early Intervention
Services Program, Alachua County Library District/Youth Services, Institute of Museum
and Library Services, ChevronTexaco Foundation, Thomas H. Maren Foundation, Alachua
County Community Agency Partnership Program, Florida Museum Associates, Sonny’s, and
Wachovia Foundation.

Florida Museum of Natural History

University of Florida
Gainesville, FL
www.flmnh.ufl.edu