Dr.

Seuss Unit Plan

1st Grade
Cassie Schroer and Rachael Heidorn
Health

The Lorax by Dr. Seuss Lesson Plan

These discussion questions and activities teach students how humans create pollution,
and its negative affect on our health and the planet’s health.

Overview
Read​ ​The Lorax by Dr. Seuss and discuss the dangers of pollution to planet Earth and
to human's personal health. Several activities are included so that you can pick and
choose activities that best suit the needs of your students.

Objective
Students will:
● Listen to the selected story to gather information to use in class discussion
● Participate in and contribute to class discussions
● Complete one or more of the suggested activities

Materials
● The Lorax by Dr. Seuss
● Student notebooks or loose leaf paper
● Pencils
● Glue
● Tape
● Crayons
● Markers
● Colored pencils
● Chart paper
● Construction paper

Directions
Step 1:​ Remind students of the things discussed in​ ​previous lessons​ about the
environment, the importance of recycling and ways the land can get poisoned.
Step 2:​ Read ​The Lorax by Dr. Seuss.
Step 3:​ Divide your class into pairs and discuss some of the following questions using
the​ ​Think-Pair-Share method​:
1. The Lorax says that the Once-ler is greedy. Greed is defined as a selfish desire
for food, money, or possessions over and above what one needs. Can your
student think of ways that the Once-ler proves his greed?
​ 2. The Once-ler says, "I biggered my money which everyone ​needs." Is it true that
everyone needs money?
3. How much money do people need?
4. Is it right to make a lot of money while destroying the environment?
​ 5. Discuss the difference between a want and a need. Did people ​need Thneeds?
6. What are some ways humans pollute the air? ​Fires, smoking, vehicle fumes
(cars, airplanes, boats), household products (paint, aerosols, cleaners), wasting
electricity
7. What are some ways humans can care for the air? ​Riding a bike or walking to
school, recycle, plant a tree, conserve energy, choose natural products.
8. Discuss odors in the air around us. What are some smells you like and dislike?
Are there certain odors that you associate with a place or event?
9. Ask students "What is pollution?" ​Something in the environment that is harmful
or poisonous. Discuss examples of pollution in​ ​The Lorax:
● Water Pollution:​ All the Gluppity-Glupp and all the Schloppity-Schlopp
made by the machinery is being dumped into the pond. What happens to
the fish when you put all of this pollution into the water? Can you think of
some other problems this might cause? ​(no drinking water, no swimming)
● Air Pollution:​ The smogulous smoke being put in the air by the Thneed
factory made the Lorax cough, whiff, sneeze, snuffle, snarggle, sniffle, and
croak. The Swomee-Swans were no longer able to sing! The Lorax had to
send the birds away to find some cleaner air to live in. Is air pollution only
dangerous for birds? Where are our lungs? How do they work? ​Breathing
dirty air damages our lungs and makes us sick.

Step 4: ​Have students complete some of the following activities alone and/or as a class:
1. Dr. Seuss loved to make up his own words. Can your students write definitions
for the following words from the story?: ​Moof, gruvvulous, slupps, snergelly,
rippulous, snargled, cruffulous, smogulous, biggering
2. Throughout this story Dr. Seuss only lets us see parts of the Once-ler (his eyes
and hands). Ask students what they imagine the rest of the Once-ler to look like.
Brainstorm some ideas, and then have each student draw a picture of the
Once-ler.
3. List the ways we use water each day, such as brushing teeth, washing hands,
drinking, taking a bath, washing the dishes, washing clothes, watering the garden
or lawn, swimming, etc. Discuss water conservation and some things we can do to
conserve water, including taking quick showers instead of long showers or baths,
turning off the faucet when you brush your teeth, washing only full loads of
 clothes, and planting a yard with flowers or plants that do not need a lot of water to
grow.
4. Conduct a quick demonstration to show how much water we waste when we
don't shut off the faucet when brushing our teeth. Have a student brush their teeth
while students fill up jug after jug of water they would use if the left the faucet
running. Instead of wasting the water, have students carry their jugs of water
outside to water your school garden.
5. Discuss how to use less energy by making a list of household appliances that
consume energy, such as a toaster, stove, microwave, blow dryer, blender, iron,
television, dryer, air conditioner, etc. Discuss what people did before these
appliances were invented. Could students try some of these ways occasionally to
help conserve energy?
6. Ask students to brainstorm a list of nouns that relate to the environment and
then brainstorm verbs that relate to those nouns. Verbs must end with -ing. Write
several of the student's suggestions next to the nouns. Students then choose eight
noun-verb pairs to write an 8-10 line poem for Earth Day, ending in a phrase such
as "Save the Earth" or "We Love Our Planet." Print the poem out and give it to
each student to glue onto paper and illustrate. For example: rivers rolling, trees
swaying, skies sparkling, sun shining, etc.
7. Have students work in groups to illustrate two large murals — one that shows a
beautiful clean environment, and one that shows a dirty environment. Students
can examine this issue in more depth by creating clean and dirty environments for
air, land, and water.

Supporting All Learners

All students are able to participate in class discussions and activities corresponding to
their level of understanding. Each student partners for think-pair-share, for a
post-reading discussion to listen to each other’s comments and ideas.

Lesson Extensions
Adopt a Spot:​ Promote having school classes adopt a section of the school to keep
clean, plant plants, hang birdfeeders etc.
Discuss Noise Pollution:​ Distinguish between noises that can be controlled and those
that cannot. What are pleasant noises that make you think of a healthy and clean
environment? Have students illustrate pictures for each noise listed: ocean waves,
morning birds, falling rain, whoosh of a Frisbee, crack of a bat, purr of a cat, whistle of
the wind, silence of night, etc.
Home Connection
Discuss how pesticides, insecticides and household cleaners pollute the land air and
water. Discuss alternatives to these chemicals and supply a list of natural alternatives
for students to share with their parents.

Evaluation
This lesson provides activities to help students understand how humans create
pollution, its negative effect on our health and the planet’s health. There are ideas for
discussion and to share about how to care for our environment.

Assess Students
Any of the lesson's suggested activities would create opportunities for authentic
assessments on the concepts presented.

Science

Investigating Matter, Solid or Liquid: ​Barthlomew and the Oobleck

Cheryle Theisen

Summary
Background information: This activity is an extension of the children's exposure to states
of matter in the Scott Foresman science series for Grade 2. This lesson has a Literacy
component. Using the book by Dr. Seuss, "Bartholomew and the Oobleck," the students
will be using observing, and communicating during our reading activities. The students
will be using Oobleck to observe the characteristics of solids and liquids. Previously
they have had opportunity to experiment with liquids and solids to see which sink and
which float. They have an understanding of the definitions of liquids and of solids. This
current lesson allows for experimenting with a non-Newtonian fluid, (Oobleck). The
students will make their own predictions, conclusions on whether Oobleck is a solid or
liquid by using focus observations, conducting focus explorations, raise questions,
clarify questions and make conclusions about Oobleck.

Learning Goals
 1. Students will understand that solids, liquids are forms of matter.
2. Students will compare and contrast the attributes of Oobleck
3. Students will have concrete experiences with solids, liquids.
4. Students will explore and observe Oobleck.
5. Students will draw their own conclusion about whether Oobleck is a solid or
liquid.

Context for Use

This activity is for a 2nd grade classroom consisting of 20 students. It is easily combined
with a Literacy or Reading block. It incorporates inquiry process skills in Reading as well
as Science. The groups can be by twos for Science and a large group for Reading for
observing or small reading groups. This activity can be a two- day lesson or if a Reading
First school it can be used in the 120 minute reading block. The students can do the
investigation activities on day two or intertwined with Literacy.

The students by this points should have had the story and reading activities centered on
"Bartholomew and the Oobleck" by Dr. Seuss.
Materials:
-"Bartholomew and the Oobleck", Multiple copies.
-Cup with ice cubes
-Cup with water
-Empty cups
-Pencil and paper for drawing
-Pan for each pair of students
-Plastic clear drinking cup for each pair of students
-Cheerios
-Legos
-Inquiry journals
-Made up Oobleck in advance using the following ingredients
-Cornstarch
-Water
-Green food coloring
-Jar with lid
-Measuring cups and spoons
-Zip-lock baggies for each student
-Permanent markers
-Small white boards for each pair of students
-Pennies, dimes, nickels, quarters
-Buttons
-String
-Toothpicks
-Washers
-Marbles
-Any other objects interesting for the students to observe.

Safety​: Even though Oobleck is not harmful to eat, we never put it in our mouth. When
the students are done they will put the Oobleck in a baggy, with their name on it to take
it home or throw it in the trash. The students will wash their hands when they are
through.

1. Begin the lesson by asking about the prior knowledge on solids and liquids.
Who can tell me one of the characteristics of a solid and then a liquid? Allow
the students to engage in a conversation about liquids and solids and give
examples. Students can write their answers on their white boards. In the
story about Bartholomew, were there any solids or liquids? Who can tell me
something in the story that we learned that we didn't know about liquids or
solids? Allow students to communicate openly.
2. Teacher can write students' ideas on the board with examples for liquids
and solids. Once the characteristics, attributes, or principals of solids and
liquids are listed, discussed then the teacher can ask the students to move
to the tables where the solids and liquids will be located.
3. The teacher will have roles for the students a getter, reporter, recorder and a
person that returns the items. The getter will bring to the table or desks
(pushed together) Cheerios, Legos, Ice, Water. The teacher will
demonstrate the molecular difference between solids and liquids. Cheerios
work great to demonstrate liquids-they roll around, take the shape of the
container and aren't bound to one another. Several Legos stuck together are
 the perfect solid-they always keep their shape, are hard to the touch and
stick together. Water and ice are great to demonstrate the liquid and solid
but also the changing of the structure when the ice melts. Allow the students
to observe, communicate and draw or journal their findings. Have enough
Legos to link a small chain and Cheerios for explorations. After a number of
minutes of creative play.
4. Ask the students if they have ever heard of the 4 tests to decide if something
is a liquid or a solid.
○ Push test? - Can you push it?
○ Pick-up Test-if you pick something up, does it all come up?
○ Pour test-does it pour out smoothly, or does it just fall out in a
clump?
○ Shape test-does it keep the same shape?
5. What were there findings with each of the objects that they had? Have the
person return the objects to the return table.
6. The teacher will ask the students how could something be a solid and a
liquid at the same time? The teacher will ask the students if they would like
some Oobleck just like Bartholomew? Have one of the students get all of the
objects for exploration. (Marbles, coins, string, toothpick, spoon, washers,
etc from off the table) Allow students to touch and sort through the objects.
Have the other student from each pair come and get a cup of Oobleck. Ask
students of write down if they think this is a liquid or a solid. Using the
characteristics of push, pick-up, pours, and shape what is Oobleck.
7. Ask students to describe ways in which we can tell solids and liquids apart?
Now test Oobeck with some of those ways.
8. Liquid:
○ Assumes the shaped of the container, which it occupies.
○ Is not easily compressible) little free space between particles)
○ Flows easily (the particles can move/slide past one another)
9.
10. Solids:
○ Has a fixed volume and shape (the particles are locked into
place)
○ Is not easily compressible (little free space between particles)
○ Does not flow easily (particles cannot move/slid past one
another)
○ Have students restate these properties out loud.
11. Allow students to take the objects from their table and explore with what
happens in different situations. For instance pennies, marbles, washers will
 sink in Oobleck. Toothpicks, string and lighter objects will stay on the top.
You can pour Oobleck out of the container but if you try to force Oobleck
then it hardens and is a solid. The teacher will ask directed questions
helping the students to get results. Oobleck when a small amount of force is
used acts like a liquid, but when more force is applied, it acts like a solid. For
instance, if you put a spoon slowly in Oobleck, it goes in easily. If you try
and stir it rapidly it is impossible, then it acts like a solid. It exhibits
characteristics of both solids and liquids. It is referred to as a non-Newtonian
liquid
12. The teacher will move around during this inquiry and observe, communicate
and ask direct questions about the activity. The teacher will encourage the
students to make observations, communicate and ask questions of their
partner about their findings.
13. Teacher will have students draw; write in their journal questions, findings
thoughts about Oobleck and things that they discovered during this process.
14. The teacher will ask students to begin to clean up. They may take the
Oobleck home in a Ziploc baggy, properly marked with their name or put the
Oobleck on the table for the teacher to discard. The second person may
gather all of the objects and return them to the table. The students will then
wash their hands.
15. The teacher will have the desks returned to the proper place and have the
students write in their journal whether they thought the Oobleck is a solid or
liquid and their reasoning why. The teacher will also reinforce that there is
no right or wrong answer.

Art/Math:

Brief Description
Recreate the Cat in the Hat's unique chapeau with tasty treats!
Objectives
Students
● create a color pattern and use it in the formation of a
"Cat in the Hat" hat.
 ● become familiar with Dr. Seuss' book ​The Cat in the
Hat.
● tell about their pattern in a variety of forms (paper
tearing, color sheet, or in written form).

Keywords

Dr. Seuss, craft, pattern, author, cat, library

Materials Needed
● The Cat in the Hat by Dr. Seuss
● LifeSavers candy
● frosting
● Necco Wafers candy or circular tag paper
● Popsicle sticks or toothpicks
● white paper
● variety of scraps of colored paper

Lesson Plan

In Vickie Leaf's lesson "Cat in the Hat," students explore the

book by Dr. Seuss and then design a pattern for the Cat's hat.
They create their designs with candy and frosting, using
kinesthetic skills to enhance learning. This lesson is the first of
twelve ​Dr. Seuss Lesson Plans​ that combine the author's books
with subjects other than language arts, especially art!

Assessment
Students will be informally evaluated on their completion of the
LifeSaver hats, the pattern created by the LifeSaver candies,
and the expression of the pattern in another art form.
- See more at:
http://www.educationworld.com/a_lesson/02/lp288-04.shtml#sthash.sDEpzgTm.dpuf

Art:

Foot Book Lesson

Overview
Students love the rhyming text and whimsical creatures in ​The Foot Book. Students
enjoy measuring any and all objects they can find!

Objective

Students will "use nonstandard units to measure length..." -–​Massachusetts

Mathematics Curriculum Framework

Materials

● The Foot Book by Dr. Seuss

● markers
● oak-tag
● scissors
● paper
● pencils

Set Up and Prepare

Divide students into pairs. With oak-tag, use the book as a model to cut out "clown feet"
and "red feet." Make the clown feet about 11 inches long and the red feet about three
inches long. Make enough feet for each pair of students in class. This will give students
both large and small feet to experiment with.

Directions

After reading the story, pass out one of each of the feet to the student pairs. Give
students time to color the feet. Explain that they will be using them to measure objects
in the room, as well as the room itself. Model how to place the feet alongside an object
to measure it. Use paper and pencil for recording. After students have had some time to
take measurements, meet as a group to share and discuss findings.

Supporting All Learners

Keep personalities and learning styles in mind when pairing students.

Lesson Extensions

Have students use their own feet to make a template and measure objects in the room.

Health:
Green Eggs and Ham
Link to egg recipes:
http://www.seussville.com/activities/GREEN_Recipes.pdf

Music/PE:

Foot Book

PE: Play Musical Feet Have your student trace his/her feet and cut out several copies
from construction paper, place all around floor and put on music, when the music stops
everyone must have their feet on two of the feet on the floor.

Social Studies and Phonics

The Sneeches

Social Studies: Human Relationships- Prejudice Discuss prejudice with your student.
The star is a symbol of superiority. It's so silly to judge people by their outward
appearance! What does the Bible say about this? Read I Samuel 16:7. Does God judge
by the outward appearance? How should we decide whether or not we want to be
friends with someone? Based on their looks? Based on whether or not they have nice
things?

Phonics: Star Smash! Laminate the stars and cut out using the lines as your guides.
Write words, letters, or blends (depending on your student’s ability) on each star with a
dry-erase marker. Place the cards on the table (face up) with some shaving cream
under each card. Point to a card. If your student can read the word (or sound out the
letter or blend), he gets to SMASH the star! He should hit it (hard) and let the shaving
cream fly! FUN!

Link to Star sheet and optional mini lessons:

https://drive.google.com/drive/my-drive
Math:

Ten Apples on Top

Math: Counting Teach your young student to count to 10. If your student already knows
how to do this, try teaching her to count by 10's to 100.
Math: Apple Cards Use the apple cards for the following activities: 1. Match the card
with the appropriate number of apples to the number (for example, match the card with
four apples to the number four). You could even turn this into a memory/concentration
game with your student. 2. Use the cards for addition problems. For example, give your
student the card with two apples and the card with three apples, then ask her to add
them together and give you the card with the correct number`-- the 5. 3. Have your
student put the cards in order 1-10.

Apple Tree Math Mat Cut out the numbers and apples. Laminate the mat. Put a number
on the mat. Let your student put that many apples on the mat. Choose another number,
etc.

Math: Apple Knock-Out Laminate, if desired. Cut into strips and tape the two strips
together (numbers should be in order). You will need a pair of dice for this game. Let
your student roll the dice. Add the sum and place a marker on the number to knock it
out. Try to knock out all the numbers!

Link to worksheets and optional mini lessons:

https://drive.google.com/drive/my-drive