Snow

The white snow and whistling winds of winter have officially set in and it is the perfect time of year to play with and observe snow!

If possible, take students outside on a winter walk to observe the snow, let them touch it, smell it, listen as they crunch it, walk on it etc. Allow them to share their own observations. For example ask:  What does the snow feel like? Is it cold? Warm? What does it smell like? What does it sound like when you walk on it?  What do you think would happen to the snow if we brought it inside? Why?

When you are done exploring and playing outside bring a container of snow inside to observe as it melts. Ask the children why they think it melted. Is there anything they could have done to keep the snow from melting inside? Listen to and record their ideas and then do the classroom experiment below.

Insulation experiment:

Ask children what they wear when they go outside in the winter? Why do they wear these? Do the extra layers keep them warm? Would layers keep the snow/ice cubes cold? Explain that the layers they wear work as insulation to keep them warm. Insulation traps air and keeps the temperature the same or slows down the change of the temperature.

You are going to do an experiment to see if you can wrap snowballs or ice cubes in insulation to prevent them from melting in your classroom.  Ask the children what they think would prevent the ice/snowballs from melting (or use previously discussed ideas from above). Keep a list of their suggestions. Discuss as a class the ideas that you want to try. Pick the ones that you are going to try and gather the supplies that you need. Some suggestions for insulation for the ice/snowballs might be newspaper/paper, hats/mittens, aluminum foil, tissue etc…let the children lead the experiment.

Once you have decided on the insulation that you are going to use, gather snowballs from outside or use previously frozen ice cubes and place each one in a separate container. Wrap each snowball in its chosen insulator and place in its own container. Be sure to leave on ice cube/snowball without insulation to act as your “control” to see how fast the ice cubes/snowballs would otherwise melt inside.  Make predictions about what you think is going to happen to the ice cubes/snowballs.

Over the course of the day observe your ice cubes/snow balls and record what is happening. Take pictures so you can create a display board of your experiment to display in your classroom. As you observe the ice cubes/snowballs ask the kids to make observations about what is happening. Is it what they thought was going to happen? Why or why not? Why do they think it turned out the way it did?  What else do we use insulation for? Record your classroom results and observations.

In addition, bring snow into the classroom and place it in one of your centers in a water table and allow the children to play with it as it melts. Observe how it gets sticky before it melts. When was it the easiest to build with? Why? What can you do with frozen? Melted?

Book List

Bancroft, H. 1997. Animals in Winter. HarperCollins Children's Books.

Barasch, L. 1993. A Winter Walk. Ticknor & Fields.

Berger, M. 1995. What Do Animals Do in Winter?: How Animals Survive the Cold. Ideals Publications.

Brett, J. 1996. The Mitten. Penguin Group.

Buehner, C. 2002. Snowmen at Night. Dial.

Butler, M.C. 2006. One Winter's Day. Good Books.

Cartwright, A. 1990. The Winter Hedgehog. Simon & Schuster Children's Publishing.

Cole, J. 1973. Plants in Winter. Harpercollins.

Conrad, H. 2001. Lights of Winter: Winter Celebrations Around the World. Lightport Books. 

Denslow, S.P. 2005. In the Snow. HarperCollins Children's Books.

Dixon, A. 2002. Winter Is. Alaska Northwest Books.

Evans, L. 2002. Winter: An Alphabet Acrostic. Houghton Mifflin Company.

Fallon, J. 2005. Snowball Fight. Dutton Juvenile.

Finnegan, M.P. 2002. Winter: Signs of the Season around North America. Capstone Press.

Fleming, D. 2001. Time to Sleep. Henry Holt & Company, Incorporated.

Florian, D. 1999. Winter Eyes. Greenwillow Books.

Freedman, R. 1981. When Winter Comes. Penguin Young Readers Group.

Gershator, P. 2001. When It Starts to Snow. Henry Holt & Company, Incorporated.

Glaser, L. 2002. It's Winter. Millbrook Press.

Good, E.W. 1994. White Wonderful Winter! Good Books.

Hader, B. 2005. The Big Snow. Simon & Schuster Children's.

Hirschi, R. 1996. Winter. Penguin Group Incorporated.

Hiscock, B. 1995. When Will It Snow? Simon & Schuster Children's Publishing.

Jones, J.B. 2001. Who Lives in the Snow? Rinehart P.

Kirk, D. 2004. Snow Dude. Hyperion.

Kroll, L. 2003. Winter, Awake! SteinerBooks, Incorporated.

Lawlor, E.P. 1998. Discover Nature in Winter: Things to Know and Things to Do. Stackpole Books.

McDonnell, J. 1993. Winter: Tracks in the Snow. Scholastic Library Publishing.

Minor, W. 1996. Red Fox Running. Houghton Mifflin Company.

Moncure, J.B. 2000. In Winter. Child's World, Incorporated.

Moore, E. 2005. The Magic School Bus Sleeps for the Winter. Scholastic, Inc.

Moutran, J.S. 1987. Story of Punxsutawney Phil, "the Fearless Forecaster". Literary Publications.

Murray, M.D. 2003. Don't Wake Up The Bear. Marshall Cavendish Inc.

National Geographic Society. 1997. Animals In Winter. National Geographic Children's Books.

Partridge, E. 1992. Moon Glowing. Penguin Young Readers Group.

Pascoe, E. 2000. How and why Animals Prepare for Winter. Creative Teaching Press, Incorporated.

Pfeffer,W. 2003. The Shortest Day: Celebrating the Winter Solstice. Dutton Juvenile.

Prelutsky, J. 1984. It's Snowing! It's Snowing! Greenwillow Books.

Sabuda, R. 2005. Winter's Tale: An Original Pop-up Journey. Simon & Schuster Children's Publishing.

Sams, C.R. 2000. Stranger in the Woods: A Photographic Fantasy. Sams, Carl, R. II, Photography.

Schnur, S. 2002. Winter: An Alphabet Acrostic. Clarion Books; Library Binding edition.

Seuling, B. 2002. Winter Lullaby. Harcourt Children's Books.

Stewart, P. 1999. Little Bit of Winter. HarperCollins Children's Books.

Stojic, M. 2002. Snow. Crown Books for Young Readers.

Stringer, L. 2006. Winter Is the Warmest Season. Harcourt Children's Books.

Thayer, T. 2001. Winter. Lerner Publishing Group.

Thomson, R. 1989. Winter. Scholastic Library Publishing.

Vestergaard, H. 2004. Hello, Snow! Farrar, Straus and Giroux.

Wellington, M. 2000. Bunny's First Snowflake. Penguin Group Incorporated.

Wildsmith, B. 1991. Animal Seasons. Oxford University Press.

Yolen, J. and J. Stemple. 2005. Snow, Snow: Winter Poems for Children. Boyd Mills Press.

Tracks!

Wild animals are all around us, even in the winter. Most wild animals hide from us and so can be difficult to observe.  Luckily, wild animals often leave clues about themselves behind that we can find.  One of the biggest clues wildlife leaves behind are footprints or tracks.  By finding and observing animal tracks you can learn a lot about the animals that left them, such as, what kind of animal it was, where they were going, how many there were and what they were doing.  A whole wildlife story can be told by looking at footprints!  Winter is a wonderful time for looking for animal tracks because snow captures footprints well.

Take children on a walk around the schoolyard, backyard or local park to look for animal tracks.  If you are fortunate enough to have a bird feeder nearby that is a wonderful spot to find bird tracks.  Also look for squirrel tracks next to trees and deer tracks at the edge of wooded areas.  Encourage the children to share their observations.  Ask: What kind of animal do they think the tracks you found are from? What do they think the animal was doing?  Where was it going? Why?  As a class make up stories about what the animal was doing and where it was going.  When you get back to the classroom record your collective story and have the children draw pictures to illustrate it.  Collect the bits of story and save it as a new classroom book!  (Don't forget to have the children observe their own tracks in the snow too!)

Then when you get back to the classroom make tracks of your own!  You will need animal tracks stamps or stencils, butcher paper, paint, water and towels.  Lay out butcher paper and let each child remove their shoes and socks, dip their feet in paint and walk across the butcher paper.  Also, allow each child to use stamps or stencils to make tracks on the butcher paper.  Ask the children what they observe?  Were everyone’s tracks the same?  Why or why not? 

For snack time make “track crackers” with spread (cream cheese, hummus or something spreadable), crackers and veggies, chow mein noodles and dried fruit.  Arrange bits of carrots, noodles and/or raisins to make tracks on your crackers!

For more fun ideas use Project WILD’s Growing Up WILD “Tracks!”

Book List

Arnosky, J. 1998. Animal Tracker. Random House Value Publishing, Inc.

Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).

Arnosky, J. 1995. I See Animals Hiding. Scholastic.

Arnosky, J. 1994. Crinkleroot's Twenty-Five Mammals Every Child Should Know. Simon & Schuster Children's Publishing.

Arnosky, J. 2008. Wild Tracks!  A Guide to Nature's Footprints. Sterling Publishing.

Boring, M. and L. Garrow. 1996. Rabbits, Squirrels, and Chimpmunks (Take-Along Guide). T&N Children's Publishing.

Dingwall, L. 1994. Deer (Getting to Know Nature's Children Series). Grolier Academic Reference.

Dorros, A. 1991. Animal Tracks. Scholastic, Inc

George, L. B. 1999. In the Snow: Who's Been Here?. HarperCollins Publishers.

Giogas, V. 2007. In My Backyard. Sylvan Dell Publishing.

Herkert, B. 2001. Birds in Your Backyard. Dawn Publications.

MacLulich, C. 1996. Animal Feet. Scholastic, Inc.

Nail, J.D. and H. Skudder. 1994. Whose Tracks Are These? A Clue Book for Familiar Forest Animals. Rinehart Publishing.

Ricci, C. and S. Hall. 2003. Follow Those Feet! (Dora the Explorer Ready-to-Read, Level 1). Simon & Schuster Adult Publishing Group.

Robertson, K. 1986. Signs along the River: Learning to Read the Natural Landscape. Rinehart.

Rockwell, A. 1992.  Our Yard is Full of Birds. Simon and Schuster Children’s Publishers.

Ruurs, M. 2007. In My Backyard. Tundra.

Sams, C.R. and J. Stoick. 2000. Stranger in the Woods: A Photographic Fantasy. Carl R. Sams II Photography.

Selsam, M. E. and M.D. Hill. 1999. Big Tracks, Little Tracks: Following Animal Prints. HarperCollins Publishers.

Selsam, M.E. and J. Hunt. 1991. Keep Looking! Simon & Schuster Children's Publishing.

Sill, C. 1997. About Birds: A Guide for Children. Peachtree Publishers.

Wiesmuller, D. 2003. In the Blink of an Eye. Walker & Company.

Wolff, A. 2006. Stella and Roy Go Camping. Yosemite Association.

Yee, W.H. 2007. Tracks in the Snow. Square Fish.

Trees in Winter

If possible take children on a winter tree walk around the neighborhood or schoolyard to observe trees during the winter.  Note the difference between evergreen trees and trees that lose their leaves during the winter.  Feel the difference textures of the bark on different trees.  Allow each child to pick a tree to be “their tree”.  Take a picture of each child with their tree, and let them make observations about their tree.  Note which tree each child picked so they can return to visit their tree in the spring to observe the changes the seasons bring to their tree.

After returning to the classroom display a collection of evergreen and deciduous tree twigs and allow children to explore them.  Smell them, scratch them, feel the difference in their bark, use magnifying glasses to look closer.  Note that the evergreen twigs have “needles” on them but that the deciduous twigs do not.  Ask: Which twigs do you like best?  How are the leaves the same?  How are they different? How are the leaves of evergreen trees different from the leaves of the trees that lose their leaves in the fall?

After children have had an opportunity to fully explore the twigs get out paint and paper and let them paint with evergreen branches or make prints using the needles.  Or they could paint a picture of their tree that they adopted while outside.

For snack time make evergreen tree sandwiches together.  You will need: bread, cream cheese (green-tinted if possible), dried fruit and/or nuts.  Using plastic knives, show children how to cut bread into triangles, how to spread cream cheese on their bread and then allow them to “decorate” their trees with dried fruit and nuts.  Serve with hot cocoa (which comes from trees!).

For this and other great ideas use Project Learning Tree’s Environmental Experiences for Early Childhood “Evergreens in Winter”.

Book List

Arnosky, J. 1992.  Crinkleroot's Guide to Knowing the Trees.  Simon & Schuster Children's Publishing.

Arnosky, J. 1999. Crinkleroot's Nature Almanac. Simon & Schuster Children's Publishing.

Barasch, L. 1993. A Winter Walk. Ticknor & Fields.

Behn, H. and J. Endicott. 1994. Trees. Henry Holt & Company, Inc.

Bunting, E. 1994. The Night Tree. Voyager Books.

Burns, D. and L. Garrow. 1998. Leaves, Trees and Bark (Take-Along Guide). NorthWord Books for Young Readers.

Canizares, S. and P. Chanko. 1997. Look At This Tree. Scholastic, Inc.

Davis, W.A. 1996. Douglas Fir. Scholastic Library Publishing.

Gaff, J. 2005. I Wonder Why Pine Trees Have Needles and Other Questions about Forests. Roaring Brook Press.

Gerber, C. 2008. Winter Trees. Charlesbridge.

Gibbons, G. 2002. Tell Me, Tree: All About Trees for Kids. Little, Brown Books for Young Readers.

Gove, D. and M. H. Mallory. My Mother Talks to Trees. Peachtree Publishers.

Iverson, D. 1999. My Favorite Tree: Terrific Trees of North America. Dawn Publications.

Miller, D.S. and S. Schuett. 2003. Are Trees Alive? Walker & Company.

Udry, J.M. and M. Simont. 1987. A Tree is Nice. HarperCollins Publishers.

Van Laan, N. 2000. A Tree for Me. Random House.

Worth, B. 2006. I Can Name 50 Trees Today!: All about Trees. Random House Publishing Group.