Transcript

ChickChicka Chicka Chicka a Boom BoomBoom Boom™™

Teacher Materials

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PROGRAM OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

UNIT 1: MY ABC’S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Activity 1 – Alphabet Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . 6Activity 2 – Letter Pie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Activity 3 – Missing in Action!. . . . . . . . . . . . . . . . . . . . . . . . 14Activity 4 – Letter Heads . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Activity 5 – My Alphabet Book . . . . . . . . . . . . . . . . . . . . . . . 18

UNIT 2: MUSIC, MATH, AND SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Activity 1 – Do You Hear What I Hear? . . . . . . . . . . . . . . . . . 24Activity 2 – Homemade Instruments . . . . . . . . . . . . . . . . . . . 27Activity 3 – Musical Patterns . . . . . . . . . . . . . . . . . . . . . . . . 31

UNIT 3: AROUND THE WORLD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Activity 1 – 101 Uses for a Coconut Tree. . . . . . . . . . . . . . . . 36Activity 2 – Where Are the Coconut Trees? . . . . . . . . . . . . . . 38Activity 3 – Composer Sticks. . . . . . . . . . . . . . . . . . . . . . . . . 40

UNIT 4: ART AND DRAMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Activity 1 – Letter Puppets . . . . . . . . . . . . . . . . . . . . . . . . . . 46Activity 2 – Coconut Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Activity 3 – Letter Plaque . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

CHICKA CHICKA BOOM BOOM™

TABLE OF CONTENTS

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Chicka Chicka Boom Boom

Reproduction of these pages by the classroom teacher for use in the classroom is permissible. The reproduction ofany part of this book for an entire school or school system or for commercial use is strictly prohibited.

AUTHOR

DEBORAH SHEPHERD HAYES

DESIGN AND LAYOUT

KELLY YEARY

EDITOR

JOE SKELLEY

PRODUCER

ERIN NAKASONE

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Chicka Chicka Boom Boom Program Overview

CHICKA CHICKA BOOM BOOM™

LEVELS

For ages

3–6

ACTIVITY COMPONENTS

Sing-Along – Listen and sing along

to the Chicka song.

Bang and Clang – Beat and shake

to the beat of the Chicka song.

Jump and Jingle – Record your

own jingle or listen to one of

the kids sing a jingle for each

letter of the alphabet.

Read-Along – Hear Ray Charles

read Chicka Chicka Boom

Boom aloud.

Explore S’more – Explore the

alphabet by clicking a letter

and hearing either a simple or

an alliterative sentence.

Letter Line-up – Place the letters

from A to Z or put the letters

back in random order.

FEATURES

• On-screen digitized video of the

Multimedia Players

• Original lyrics from the book plus

new sing-along songs and silly

sentences from book co-author

• Six modes of play

• Music plays on a portable or

home audio CD player

CURRICULUM SKILLS

• Letter recognition

• Letter sequencing

• Letter writing

• Alphabet mastery

• Properties of sound (science)

• Reading

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Chicka Chicka Boom Boom Introduction

INTRODUCTION

Welcome to the wonderful world of Chicka

Chicka Boom Boom, where excitable and ram-

bunctious alphabet letters play and compete to

see who can reach the top of the coconut tree

first. Inspired by the best-selling children’s book,

this multimedia version incorporates music, video

and animation to bring the classic children’s book

to life.

This Teacher’s Guide features four distinct learn-

ing units. Each unit offers detailed cross-curricu-

lar lessons which supplement the CD-ROM as well

as your existing language arts program.

My ABC’s explores the alphabet in more depth,

focusing on letter recognition, letter sequencing,

and the sight/sound relationship of alphabet

letters.

Music, Math, and Science offers discovery-based

learning activities with the properties of sound.

Math and music come together with patterns and

symbol relationships. And students can make

homemade musical instruments too!

Around the World brings the world to your class-

room, where students understand what it means

to compose music and learn from the world’s

greatest composers. The coconut tree is also stud-

ied as a tree with many productive uses.

Art and Drama offers your students a chance to

explore and nurture their creative side in conjunc-

tion with alphabet-related content.

The bibliography at the end of the Teacher’s

Guide offers several references for alphabet books

as well as age-appropriate books about music.

Watch your students build confidence as they

effortlessly learn the alphabet through rhyme,

animation, music, and play-along learning. Enjoy

the fun, excitement, and adventure of Chicka

Chicka Boom Boom!

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Chicka Chicka Boom Boom Preview

UNIT 1 – MY ABC’S

Unit 1 – My ABC’s focuses on letter recognition, the letter sound or sym-

bol relationship, sequencing and predictability of letters, rhyme, and pre-

reading skills. The activities in Unit 1 encourage students to master the

alphabet as well as reinforce prior knowledge and understanding of

letters.

LEARNING OBJECTIVES

• To be able to recognize both upper- and lowercase letters.

• To understand that the alphabet is predictable and sequential.

• To understand that each letter has a different sound and shape.

• To practice and further develop listening skills.

• To recognize letters in words and understand that they work together

to produce unique sounds and meanings.

UNIT 1 ACTIVITIES

Activity 1: Alphabet Bingo – Letter recognition

Activity 2: Letter Pie – Letter recognition, letter sequencing

Activity 3: Missing in Action! – Letter sequencing

Activity 4: Letter Heads – Letter predictability, sight and sound

relationship

Activity 5: My Alphabet Book – Letter writing, letter recognition, letter

sequencing

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Chicka Chicka Boom Boom Teacher’s Instructions

ACTIVITY 1: ALPHABET BINGO

Summary The traditional bingo game using alphabet letters for markers and

cards

Materials• Copies of Alphabet Bingo activity sheets

• Cardstock paper (different colors optional)

• Small envelopes

• Scissors

Copy the ALPHABET BINGO activity sheets, pgs. 7–10, onto cardstock for

durability. For very young children, you may want to enlarge the

bingo letters and cards with the copy machine. An older child or adult

could cut out the letters for children who are not able.

Have students use envelopes to keep track of their letter chips. Students

can color and design their own envelopes.

When a letter is called, students place their letter tile on top of the cor-

responding letter on their game card. The palm tree in the middle

square is the “Free” square. The first person to fill an entire row with

letter tiles calls, “Bingo!” As a variation, students can create their own

bingo playing cards on the blank grids provided. Fun bingo prizes

could be coconut-flavored candy or letter stickers.

UNIT 1 – MY ABC’S ACTIVITY 1

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 1

ALPHABET BINGO

Cut out the alphabet letters for the Alphabet Bingo game. Put allof your letters in an envelope so they won’t get lost.

A B C G

1

ED F HI J K OML N PQ R S WUT V XY Z A ECB D FG H I MKJ L NO P Q USR T VW X Y Z 1 1 1

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 1

ALPHABET BINGO

1

1

L B T WDZ V N KOM C IES X U FYG A H PJ

F J V GDS A I KRB X WPZ N S QVY C O LH

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 1

ALPHABET BINGO

1

1

T B Z NJG W Q KDM E IPH A U SVY R F OL

K X F SDC G I AJY N QRL T U WVM Z E BH

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 1

ALPHABET BINGO

1

1

ACTIVITY 2: LETTER PIE

Summary A hands-on manipulative for identifying letters

Materials • Copies of Letter Pie activity sheets

• White cardstock paper

• Crayons, colored pencils, or fine-tip pens

• Scissors

• Brad fasteners

Reproduce the LETTER PIE activity sheets, pgs 12–13, on white cardstock

paper. It is helpful if students color and decorate the circles before they

are cut. Attach the circles with a brad. Another option is to reproduce

the circles, then glue them to paper plates for a more durable letter pie.

The teacher (or a student “caller”) calls out a letter, then students

rotate their pies until that letter shows in the space. Students hold up

their pies to show they have found the letter. As an extension, players

can then find something in the room (or on their person) that begins

with that letter and point to it.

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Chicka Chicka Boom Boom Teacher’s Instructions

UNIT 1 – MY ABC’S ACTIVITY 2

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 2

LETTER PIE

Trace over or color the letters in Circle A. You may want to use a crayon,marking pen, or colored pencil. Then cut out Circle A.

CIRCLE A

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 2

LETTER PIE

Write your name on Circle B. Color the entire circle. Cut out the circle andSpace 1. Hold Circles A and B together with Circle B on top. Insert a paperfastener through the center holes. Turn the Letter Pie around and look ateach of the letters through the open space.

CIRCLE B

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Chicka Chicka Boom Boom Teacher’s Instructions

ACTIVITY 3: MISSING IN ACTION!

Summary A fill-in-the-blanks alphabet exercise

Materials• Copies of Missing in Action! activity sheet

• Pencils

Distribute copies of the MISSING IN ACTION! activity sheet, pg. 15. Remind

children that the alphabet has a predictable order for letters. Tell them

that this activity will challenge them to find the missing letters and put

them in the correct order in the letter strings. Missing in Action! is best

used in conjunction with the “Letter Line-up” game of the software

program.

Answer Key for Missing in Action!

1. E 5. N, P

2. Y 6. Q

3. K 7. D, I, J

4. R, T 8. C, F

UNIT 1 – MY ABC’S ACTIVITY 3

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 3

MISSING IN ACTION! NAME____________________________

Write in the missing letter for each letter string.

1. A B C D ___ F G

2. U V W X ___ Z

3. H I J ___ L M

4. Q __ S ___ U V

5. L M ___ O ___ Q

6. N O P ___ R S T

7. ___ E F G H ___ ___ K

8. A B ___ D E ___ G

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Chicka Chicka Boom Boom Teacher’s Instructions

ACTIVITY 4 – LETTER HEADS

Summary Students create headbands with the alphabet letters and play a game.

Materials • Assorted colors of construction paper strips (11⁄2 inches wide X 22

inches long)

• 1–2 copies of Letter Heads activity sheet (depending on the number

of students in your class) copied onto cardstock paper

Use the construction paper strips to make a headband for each student.

Depending on the size of each child’s head, you may need to cut off a

bit of the headband before stapling together the ends. Copy the LETTER

HEADS activity sheet, pg. 17, onto cardstock paper. Cut out the letter

squares. Give each student a letter to color. Glue the letters to the cen-

ter of each child’s headband.

Have students put on their headbands, then form the students into a

large circle. Play the Chicka Chicka Boom Boom music (either from the

computer or an audio CD player). As each letter is called in the song,

the student wearing that particular letter jumps into the middle of the

circle, pretending to climb a coconut tree. At the end of the song, when

the letters all tumble from the tree, students all come tumbling down to

the floor.

The game can also be played with students calling their letters as they

jump into the circle, then pointing to something that begins with their

letter. At the end of each game, challenge the students to line them-

selves up in alphabetical order wearing their letter headbands.

UNIT 1 – MY ABC’S ACTIVITY 4

UNIT 1 – MY ABC’S ACTIVITY 4

LETTER HEADS

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Chicka Chicka Boom Boom Activity Sheet

AA B C D E FG H I J K LM N O P Q RS T U V W XY Z A B C DE F G H I JK L M N O PQ R S T U VW X Y Z

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Chicka Chicka Boom Boom Teacher’s Instructions

ACTIVITY 5 – MY ALPHABET BOOK

Summary Miniature individualized alphabet books for each student

Materials • Enough copies of My Alphabet Book activity sheets for each student

to have a complete set

• Stapler

• Crayons

Tell students that they will be making their own alphabet books and

have a chance to practice writing the letters. Distribute copies of the MY

ALPHABET BOOK activity sheets, pgs. 19–21. The age and ability level of

your students will determine how the booklets are put together. For

very young students, it is advisable to have the books already cut,

arranged and stapled. Older students may cut their own pages and put

them in order. Students will then write the corresponding upper- and

lowercase letters in the spaces provided in the booklet. They can also

color and decorate the pages. When students are finished, encourage

them to read their booklets aloud to each other.

UNIT 1 – MY ABC’S ACTIVITY 5

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 5

MY ALPHABET BOOK

My Alphabet Bookby:______________________________

AA ZZ HHKK

BB YYDD

GG WW JJ

Aa Bb Cc Dd

________ ________ ________ ________

Ee Ff Gg Hh

________ ________ ________ ________

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 5

MY ALPHABET BOOK

Ii Jj Kk Ll

________ ________ ________ ________

Mm Nn Oo Pp

________ ________ ________ ________

Qq Rr Ss Tt

________ ________ ________ ________

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Chicka Chicka Boom Boom Activity Sheet

UNIT 1 – MY ABC’S ACTIVITY 5

MY ALPHABET BOOK

Uu Vv Ww

________ ________ ________

Xx Yy Zz

________ ________ ________

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Chicka Chicka Boom Boom

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Chicka Chicka Boom Boom Preview

UNIT 2 – MUSIC, MATH, AND SCIENCE

Unit 2 – Music, Math, and Science focuses on cross-curricular connec-

tions. Students gain appreciation for musical instruments by creating

their own sound-generating tools. One of the N.C.T.M. (National Council

of Teachers of Mathematics) standards involves “Patterns and Relation-

ships.” By its very nature, music is full of both. And physical science

comes into play when learning about the properties of sound. The activi-

ties in Unit 2 are designed to invite students to explore the many areas

of life that music touches.

LEARNING OBJECTIVES

• To understand that sound is a force that is able to move in many

directions, and move other objects as well.

• To understand that musical instruments are objects made of many

different parts.

• To appreciate and understand that different musical instruments

create unique sounds.

• To identify and extend regularities in a set of patterns.

• To represent patterns in different forms.

UNIT 2 ACTIVITIES

Activity 1: Do You Hear What I Hear? – Physical Science/Properties of

sound

Activity 2: Homemade Instruments – Music/Instrument design and sound

creation

Activity 3: Musical Patterns – Math/Patterns and relationships

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Chicka Chicka Boom Boom Teacher’s Instructions

ACTIVITY 1 – DO YOU HEAR WHAT I HEAR?

Summary Exploring the different properties of sound

through a variety of hands-on explorations

Create the following sound experiences for your

students. On copies of the DO YOU HEAR WHAT I

HEAR? activity sheet, pg. 26, students can respond

to their experience with the sound experiments. It

is often beneficial for students to observe you set-

ting the experiment up, and to help when

appropriate.

Part I. Sound WavesMaterials

• Medium-sized plastic bowl

• Sheet of plastic wrap (large enough to cover

the top of the bowl)

• Wide rubber band

• Tape

• Handful of uncooked rice and beans

• Saucepan

• Wooden spoon

This activity illustrates that sound (a sound

wave) is an invisible force that can cause objects

to vibrate. Wrap a piece of plastic over the top of

a plastic bowl. Use a wide rubber band to secure

the plastic in place. Tape the plas-

tic along the sides of the bowl for

additional security. Place the bowl

on a table, then sprinkle some

grains of uncooked rice on the

plastic top. Ask a student to

hold a saucepan close to

the top of the bowl. Then

bang a wooden spoon on the

back of the pan. Invite many students to bang

the spoon on the saucepan. Observe the rice

grains moving with each sound of the wooden

spoon. Sound waves from the pan cause the plas-

tic to vibrate and the rice to move. Place the rice

in a variety of locations across the plastic top and

observe how far and in what direction the rice

will travel. If your ears can stand it, have a stu-

dent bang the pot long enough for some of the

rice to fall off the plastic! Try this activity with

beans too.

Part II. Sound BouncingMaterials

• Several textbooks

• Two paper-towel tubes

• Minute timer

• Large paper plate

This activity illustrates how sound waves bounce

off objects and can travel in many directions.

Make two stacks of books equally high (about

three textbooks high). Place a paper-towel tube

on top of each stack. Position the stacks and

tubes so that they form a V shape. Place a

minute timer with a loud ticking sound at the end

of one tube. Ask a child to listen at the end of the

other tube for the ticking sound. No sound will be

heard through the tube. Next, place a large paper

plate at the base of the V shape and try the pro-

cedure again. The student should be able to hear

UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 1

the ticking sound, because the sound waves

bounce off the plate into the other tube.

Part III. Hello! Hello!Materials

• Two styrofoam cups

• Kite string

This activity illustrates how sound can travel over

different materials. Create a “cup phone” by

using two plastic cups and about 30 feet of kite

string. Poke a small hole in the bottom of each

cup. Thread one end of the string into the hole of

one cup and tie a large knot at the end so the

string cannot be pulled through. Thread the other

end of the string through the second cup and tie

a large knot there. Have two students each hold

a cup and stand far enough apart that the string

is taut. One student holds the cup to his or her

mouth and speaks a message while the other stu-

dent holds the cup to his or her ear and listens.

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Chicka Chicka Boom Boom Teacher’s Instructions

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Chicka Chicka Boom Boom Activity Sheet

UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 1

DO YOU HEAR WHAT I HEAR? NAME____________________________

Let’s have some fun experimenting with sound! Draw some pictures of what you learned about sound.

1. Sound Waves

2. Sound Bouncing

3. Hello! Hello!

ACTIVITY 2 – HOMEMADE INSTRUMENTS

SummaryChildren create their own instruments and

explore the different types of sounds that can be

created.

Depending on the age and ability level of your

students, you (or another adult) may need to

help kids construct their instruments. Begin with

each student making one instrument. When cre-

ating an “orchestra,” students can share and

exchange their instruments with others to experi-

ence different sounds. Group the students into

mini-orchestras of six musicians each. Let them

choose a familiar song (“Row, Row, Row Your

Boat,” “London Bridge,” “The Itsy Bitsy Spider,”

etc.) and “play” their instruments along with the

recording for a concert. Save the instruments use

in the next lesson of the “Music, Math, and

Science” unit. Distribute copies of the HOMEMADE

INSTRUMENTS activity sheet, pg. 30.

Follow these instructions to make some fun,

sonorous instruments with your students! After

each child has an instrument, form a parade, cre-

ate an orchestra, and hold solo performances by

your budding musicians.

DrumMaterials

• Large empty can or container with plastic lid

(e.g., for coffee, raisins, oats); or use an

empty can or container and cover the open-

ing with masking or packaging tape

• White contact paper

• Crayons and/or markers

• Scissors

• Drumming tool (wooden spoon, thick ruler,

etc.) optional

Directions:

1. Cut the contact paper to a size that will com-

pletely wrap around the container.

2. Have students decorate the contact paper.

3. Peel the contact paper and affix it to the

can or container.

4. Put a lid on the can. (If you are making your

own lid with tape, create the lid

first, then attach the contact

paper.

5. Use a wooden spoon or thick

wooden ruler for drumming (or

just use your hands!).

ViolinMaterials

• Empty tissue box (rectangular shape)

• Five wide rubber bands

• Assortment of rubber bands of different widths

• Unsharpened pencil

Directions:

1. Wrap four rubber bands around the tissue

box over the opening. Space them about 1⁄2inch apart.

2. Create a bow by placing one rubber band

around an unsharpened pencil from one end

to the other. It is helpful if a straight pin is

inserted into the rubber band and then into

the eraser for security.

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Chicka Chicka Boom Boom Teacher’s Instructions

UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 2

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Chicka Chicka Boom Boom Teacher’s Instructions

3. Rub the bow across the violin and observe

the sounds.

4. For variety, try using rubber bands of differ-

ent widths.

TambourineMaterials

• Handful of dry beans or seeds

• Two disposable pie tins

• Stapler

• Tempera paint

• Paintbrush

• Streamers or ribbon (optional)

Directions:

1. If students will be painting their tambourines,

this should be done first, allowing plenty of

time to dry.

2. Place the dry beans or seeds into one pie tin.

(Add a few shoe bells to create a fun sound.)

3. Place the other pie

tin upside down on

top of the first pie

tin.

4. Staple along the

rims to join the pie

tins together.

5. If streamers or ribbons will be used, these can

be stapled to the pie tin edges as well.

GuitarMaterials

• A small, rectangular, empty breakfast cereal-

box

• Wooden ruler

• Thumbtacks

• Nylon fishing line

• Tempera paint

• Paintbrush

• Scissors (single-edged razor blade knife

optional for cutting)

• Masking tape

Directions:

1. Cut slits on each end of the cereal box that

are the width of the ruler.

2. Cut a half circle out of one side of the cereal

box. Pull back the half circle so that it bends

up, and make three small slits in it.

3. Paint the cereal box and allow it to dry.

4. Gently push the ruler through the slits in the

ends of the box. Position the ruler so that

three-fourths of its visible area shows on the

side of the box away from the half-circle flap.

Secure the ruler by placing tape over the slits.

You may want to use some touch-up paint

over the tape.

5. Carefully place three thumbtacks into each

end of the ruler.

6. Cut the fishing line to fit the guitar. Tie three

strings to each respective thumbtack at the

base of the guitar.

7. Thread the fishing line through the slits in the

half circle. Then tie the ends of fishing line to

the thumbtacks at the other end of the ruler.

GUITAR NOTE: If students want to use a pick with

their guitar, some music stores carry promotional

guitar picks and offer them at no charge for non-

profit causes (such as teaching in an elementary

classroom!).

CastanetsMaterials

• Two metal bottle caps per set

• Hammer

• Small nail

• String

Directions:

1. Use the hammer and small nail to make two

small holes in the center of each bottle cap.

2. Thread a piece of string through the holes of

each bottle cap so that the loop is facing the

top of the cap. Tie off the ends to secure the

string.

3. Slip your middle finger and thumb into the

loops. By pinching your finger and thumb

together, you can make a neat sound!

ShakersMaterials

• Empty two-liter bottle

• Empty plastic 35-mm. film containers with

lids

• Assortment of small “noisemakers” (e.g.,

pinto beans, seeds, popcorn kernels, shoe

bells, pennies, pebbles, macaroni, etc.)

• Tape

• Decorational stickers (optional)

Directions:

1. To make large shakers, clean out the two-

liter bottle and fill it halfway with whatever

small “noisemaker” objects you desire.

2. Screw the top back on securely and secure it

with tape.

3. Decorate the bottle with stickers if desired.

4. To make small shakers, fill the film containers

in the same fashion. Tape the lids on for

security. Decorate as desired.

SHAKER NOTE: Depending upon the quantity of

filler items put into each container, a variety of

sounds can be created. Use three different film

containers and fill them one-quarter, one-half,

and three-quarters full, respectively. The percus-

sionist for your “orchestra” will then have three

different sound options.

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Chicka Chicka Boom Boom Teacher’s Instructions

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Chicka Chicka Boom Boom Activity Sheet

UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 2

HOMEMADE INSTRUMENTS NAME____________________________

Draw a picture of yourself playing your new instrument. Write thename of the instrument at the bottom of the page.

My instrument is a ______________________________________.

ACTIVITY 3 – MUSICAL PATTERNS

Summary A cut-and-paste activity where students continueand extend patterns

Materials • Copies of Musical Patterns activity sheets

• Scissors

• Glue or paste

Distribute copies of the Musical Patterns activitysheets, pgs. 32–33. Tell students that they will belooking at some patterns, then deciding which pic-tures should go next to complete the pattern.Discuss with students the different musical instru-ments used for this activity.

Demonstrate how to continue a pattern by usingactual or homemade instruments. Arrange theinstruments in the order suggested on the studentactivity sheet for visual reinforcement. For exam-ple, place a guitar on a table, then a drum, thenanother guitar, and then ask students whatinstrument should go next. Place the drum in theproper position. If you don’t have musical instru-ments handy, use pasta shells, beans, or othersmall objects to create the same visual effect.

After demonstrating how to continue patternswith the actual instruments, have students usethe activity sheets for their pattern practice. Havethem cut out the six instrument boxes on page33, then glue the correct instruments in theappropriate spaces.

INSTRUMENT PATTERNS: If you have homemadeinstruments (or other noisemakers) at your dis-posal, students can create auditory patterns withthe following activity. Begin with a simple “A–B”pattern by first beating a drum (bang) and thenshaking a shaker (shake).

Demonstrate this pattern several times, thenencourage students to repeat the pattern:

“Bang – shake – bang – shake – bang – shake– bang – shake”

When the students have mastered the “A–B” pattern, move to a more challenging “A–A–B–B”pattern.

“Bang – bang – shake – shake – bang – bang– shake – shake”

Students can create their own patterns and chal-lenge their classmates to identify the patternsand repeat them.

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Chicka Chicka Boom Boom Teacher’s Instructions

UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 3

32 © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.

Chicka Chicka Boom Boom Activity Sheet

UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 3

MUSICAL PATTERNS NAME____________________________

Cut out the musical instruments on the next page. Paste each musical instru-ment in the correct space to continue the pattern in each row.

1.

2.

3.

4.

UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 3

MUSICAL PATTERNS

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Chicka Chicka Boom Boom Activity Sheet

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Chicka Chicka Boom Boom

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UNIT 3 – AROUND THE WORLD

Unit 3 – Around the World focuses on the coconut tree itself, as well

as on famous composers of music from around the world. Students will

discover the many wonderful uses for the coconut tree, and get to know

some of the world’s most gifted and talented composers of music. The

activities in Unit 3 bring the world to your classroom.

LEARNING OBJECTIVES

• To understand what a palm tree is and know there are many kinds

of palm trees.

• To learn about the different uses for a coconut tree.

• To comprehend what a tropical environment is and be able to locate

the tropics on a map.

• To apply geography skills and identify locations where coconut

trees grow.

• To investigate the music and native lands of famous composers.

• To appreciate different types of music.

UNIT 3 ACTIVITIES

Activity 1: 101 Uses for a Coconut Tree – Life science and social studies

Activity 2: Where Are the Coconut Trees? – Geography

Activity 3: Composer Sticks – Social studies, geography, and music

appreciation

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Chicka Chicka Boom Boom Teacher’s Instructions

ACTIVITY 1 – 101 USES FOR A COCONUT TREE

Summary A cut-and-paste activity where students learnabout many different uses for a coconut tree

Materials • Copies of 101 Uses for a Coconut Tree• Crayons• Scissors• Glue

Before passing out copies of the 101 USES FOR A

COCONUT TREE activity sheet, pg. 37, spend sometime with the students talking about and learningabout coconut trees. Bring in a whole coconutand pass it around for the children to observe.Cut the coconut in half and save some of thecoconut milk for tasting. (Hint: It is helpful to tapa small nail into the shell first to break the sur-face. There is not much milk inside most coconuts,so students will only get a little taste!) After stu-dents taste the raw, natural coconut meat, letthem compare the taste to the sweetened coconutused in baking. Bring in books with pictures ofpalm trees and coconut trees for display, or usean electronic encyclopedia and locate pictures ofpalm and coconut trees.

Your students will be amazed to learn thatcoconut trees offer much more than round fruitand a place for some pretty rambunctious lettersto play! Read on to gather some information aboutpalm trees, specifically the coconut palm tree:

The Palm Tree – What Is It?Among the most useful of all plants, palm treesfurnish food, shelter, clothing, fuel, building mate-rials, starch, oils, and a host of other products forpeople of the tropics as well as the rest of the

world. There are about 2,780 species of palmtrees. They grow in the form of trees, shrubs andvines and are mostly found in tropical or subtropi-cal climates. The largest number of palms arefound in tropical America and Asia. Palms arecharacterized by a tall, unbranched, column-liketrunk crowned by a tuft of large leaves. The leavesare firm, pleated, and fanlike. Palm leaves areoften covered with hairs, spines and a coat of wax.

The Coconut Palm TreeThere are a host of fruit-bearing palm trees.Perhaps the most popular image of a palm tree,however, is the coconut tree with its round, furrybrown shells. The coconut fruit seed is actuallythe edible fleshy and liquid part inside the shell.This “meat” from the inside of the shell is knownas copra and is generally eaten raw. When coprais dried, the oil is extracted and used for cooking.Coconut cream and butter are made from thecopra and used in many suntan lotions and otherskin products. The fiber from the husk of thecoconut shell (called coir) is used to make ropesand mats. The hard inner layer is used as a fuelas well as for making cups, bottles and trinkets.The milk found inside the shell is used as a bever-age and to cook with. The coconut palm tree trulyis a useful plant!

More Fruit, More UsesOther types of fruit-bearing palms include theAfrican oil palm, sugar palm, date palm, palmrypalm, and rattan palm. Palm oil is the chief by-product from the African oil palm. The sugar palmyields a sap from which sugar and wine aremade. The date palm tree can produce as muchas 550 pounds of fruit a year for over 100 years.Fibers from various parts of the palmyr palm aremade into brooms and mats. The long stems ofthe rattan palm are a major source of the rattancane used in furniture.

UNIT 3 – AROUND THE WORLD ACTIVITY 1

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 37Chicka Chicka Boom Boom Activity Sheet

UNIT 3 – AROUND THE WORLD ACTIVITY 1

101 USES FOR A COCONUT TREE NAME____________________________

The coconut tree is more than a place for letters to climb! The coconut treehas many uses. Cut out the pictures along the bottom of the page, thenmatch them to the boxes around the coconut tree. Paste the pictures into thecorrect boxes.

SUNTAN

LOTION

SUNTAN

LOTION

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Chicka Chicka Boom Boom

ACTIVITY 2 – WHERE ARE THE COCONUT TREES?

Summary A geography lesson for students about the tropics

and where coconut trees can be found.

Materials • Copies of Where Are the Coconut Trees?

activity sheets

• Crayons

• Large world map

This activity is designed to be used as a directed

lesson. Using a large world map, point out the

tropical areas of the world. You may want to cre-

ate a transparency from the student activity

sheet to use with an overhead projector instead.

Identify the Tropic of Cancer, Equator, and Tropic

of Capricorn. Explain to the students that the

area between these lines has a tropical climate.

Distribute copies of the WHERE ARE THE COCONUT

TREES? activity sheet, pg. 39. Have the students

color the coconut trees at the bottom of their

activity sheet. Create your own coconut markers

(use brown circles made from index cards for a

large wall map, or use a brown overhead projec-

tor pen for a transparency). As you call out a

country name, show the students its location on

your map. Then have the students find the same

location on their maps and draw a line from a

coconut tree to the correct spot. Tell them that by

drawing a line to that location they are showing

where coconut trees grow. Use the following

countries:

Brazil Honduras

India Indonesia

Hawaii, USA Sudan

Madagascar (northern)

When the students finish their maps, they should

observe that all the coconut tree lines go to places

in between the lines on the map. Point out that

this area is the tropics. Review the names of the

three lines (Tropic of Cancer, Equator, Tropic of

Capricorn) and share information about tropical

climate.

Chicka Chicka Boom Boom Teacher’s Instructions

UNIT 3 – AROUND THE WORLD ACTIVITY 2

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 39Chicka Chicka Boom Boom

UNIT

3 –

AR

OUN

D TH

E W

ORLD

ACT

IVIT

Y 2

WHE

RE

AR

ETH

ECO

CON

UTTR

EES?

NA

ME__

____

____

____

____

____

____

____

40 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.

Chicka Chicka Boom Boom Teacher’s Instructions

ACTIVITY 3 – COMPOSER STICKS

Summary Learn about six famous composers by listening to

their music and making a stick-like puppet repre-

senting each composer.

Materials • 6 tongue depressors per child

• Copies of Composer Sticks activity sheet

(option: run this page off on cardstock for

more durable composer sticks)

• Scissors

• Glue

Introduce your students to world-famous com-

posers with this fun and easy-to-do activity. After

playing the Chicka Chicka Boom Boom song, ask

the students what they know about making

music. Write the word composer on the chalk-

board. Explain that a composer is someone who

writes music. Compare a composer to an author

for better understanding. If you have access to

musical recordings of some of the compositions

created by the six composers studied in this activ-

ity, share them with the students. Hold up each

composer’s picture as the music is played.

Enlarge the illustrations to create a poster for ref-

erence, if you wish.

Before students create their own “composer

sticks” representing the composers selected, you

may want to share some background information

about each composer. Use a globe or map to

point out where each composer’s country of ori-

gin is in relation to your community.

Distribute copies of the COMPOSER STICKS activity

sheet, pg. 43. Students can color the composers

before cutting them out. When the students glue

the pictures to the tongue depressors, use a

marker to write down the names of each compos-

er along the side of the depressor. When the com-

poser sticks are finished, play some music com-

posed by one of the composers and let the stu-

dents dance their composer sticks in time to the

music. Alternatively, encourage “stick plays”

where the students can act out a story and create

their own music.

Wolfgang Amadeus Mozart (1756–1791): Mozart was born in Salzburg,

Austria. At an early age,

Wolfgang showed signs of

musical genius. When he was 4

years old, he learned to play

the violin and started making

up his own music. When

Mozart’s sister, Nannerl, was 10 and he was 6,

they gave their first concert at the court of

Munich, Bavaria, followed by a concert for the

Empress of Austria. At the age of 6, Wolfgang

performed concerts all throughout Europe. Mozart

composed his first comic opera, La Finta Semplice

(The False Simpleton), at the age of 11. Un-

fortunately, he experienced poor health from the

time he was a young boy to his early death at

the age of 35. Though he lived a short life,

Mozart composed many pieces of music, includ-

ing 41 symphonies and several quartets and can-

tatas. Compositions include Idomeneo, King of

Crete; The Rescue from Heaven; The Marriage of

Figaro; Women Are Like That; and The Magic

Flute.

UNIT 3 – AROUND THE WORLD ACTIVITY 3

Ludwig van Beethoven (1770–1827): Beethoven was born in Bonn,

Germany. Ludwig showed an

interest in and talent for music

at a very young age. His father

saw this talent and began

teaching him how to play

the piano and violin at the

age of 4. His father wanted Beethoven to be a

musical genius (like Mozart) and placed a great

deal of pressure on his son, so much so that

whenever Ludwig made a mistake when playing

music, he would beat him. Most of his greatest

compositions were created after he moved to

Vienna, Austria at the age of 22. By the time he

was 32, he began losing his hearing, and at 45

years old Beethoven was almost completely deaf.

He began leading a life of isolation. He continued

playing and composing music in spite of his dis-

ability. He heard music in his head, then wrote

the music on paper. Two years after his last pub-

lic appearance, he died. Compositions include

Symphony No. 5, Symphony No. 9, Concerto for

Piano No. 5, and Fidelio (opera).

Frederic Chopin (1810–1869): Chopin was born in Warsaw,

Poland. He was a well-trained

musician by the time he was

19, when he made his piano

debut in Vienna. Frederic trav-

eled all over Europe, but after

he visited Paris, France he

stayed there for the rest of

his life. Though he left

Poland forever, he never forgot his homeland, as

reflected in some of the typical Polish dances he

composed. Chopin is called “the poet of music”

because he revealed his most intimate self in his

music by transposing passionate feelings into

short and elegant compositions. For the last ten

years of his life, he battled a lung condition, then

died of tuberculosis at the age of 38.

Compositions include Preludes and Nocturnes

and Requiem.

Peter Ilich Tchaikovsky (1840–1893): Peter Ilich Tchaikovsky was born

in Votkinsk, Russia.

Tchaikovsky’s mother introduced

him to music at a young age and

encouraged him because

she saw he had great tal-

ent. His father, however,

wanted him to study law.

Peter became a lawyer for a short

time but couldn’t stay away from his true love –

music. He took a position at the Conservatory of

Moscow where his cosmopolitan music was

admired. A rich widow (whom he never met)

gave him a salary so he could dedicate himself

entirely to composing music. Tchaikovsky was

the originator of a new style, the symphonic bal-

let, which was imitated in Russia as well as other

countries. He is the most famous Russian musi-

cian recognized outside of Russia. Compositions

include Swan Lake, Sleeping Beauty, The

Nutcracker Suite, Eugene Onegin (opera), and

The Queen of Spades (opera).

Louis “Satchmo” Armstrong (1900–1971): Louis “Satchmo” Armstrong was born in New

Orleans, Louisi-ana, USA. Louis

came from a poor family and

found himself in trouble at a

young age. By the time he was

13, he had already been to a

reform school for some trou-

blemaking. However, it was

there he began playing the cor-

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 41Chicka Chicka Boom Boom

42 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.

Chicka Chicka Boom Boom Teacher’s Instructions

net, later switching to the trumpet. Music gave

his life new meaning, and he never found trouble

again. At 18, he made his debut in the band of

Kid Ory as a substitute, soon making a name for

himself. He played on the Mississippi riverboats,

then made his first record with the Creole Jazz

Band of King Oliver in Chicago. Armstrong soon

became representative of all jazz music. He

toured Europe, and after World War II toured the

world over as a symbol of jazz. Jazz is an unwrit-

ten music, interpreted by the player, who thus

becomes the composer. Jazz tradition has it that

the musician improvises and then returns to har-

monize with the rest of the band. The trumpet is

the instrument known as the King of Jazz, and

Louis Armstrong was known as the King of

Trumpets. He was also well-known for his unique

vocal style. Compositions to use include any

recordings of Louis Armstrong and his band Hot

Seven.

Benny (Benjamin) Goodman (1909–1986):

Benny Goodman was born in Chicago, Illinois,

USA. Benny, who came from a

modest family, began playing

the clarinet in a synagogue

school at the age of 10. It was

apparent even at this early

age that Benny had

tremendous talent. The

1930s in America were known as the Jazz Age.

By the time Benny was an adult, jazz music

evolved from blues to swing, bringing in a unique

and exciting new rhythm. Benny made his first

record at the age of 17 with Ben Pollock’s band.

For several years, Benny and this band played for

shows and radio. Creative differences between

Benny and the band leader, however, led Benny

to create his own band, bringing together some

of the country’s best jazz musicians. Goodman,

known as the King of Swing, was sent by the

government to present American music to the

globe on two world tours. Not only a lover of

swing music, Benny was also a classical clar-

inetist and appeared with the New York Philhar-

monic on several occasions. Compositions to use

include any recordings of Benny Goodman and

his band.

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 43Chicka Chicka Boom Boom Activity Sheet

UNIT 3 – AROUND THE WORLD ACTIVITY 3

COMPOSER STICKS

Cut out the composer squares, then glue them onto the sticks your teachergives you. Pretend your composers are playing an instrument or composingmusic!

Mozart Beethoven

Chopin Tchaikovsky

Armstrong Goodman

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Chicka Chicka Boom Boom

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UNIT 4 – ART AND DRAMA

Unit 4 – Art and Drama focuses on arts-and-crafts activities and the

opportunity for students to express themselves in a dramatic

fashion.

LEARNING OBJECTIVES

• To utilize and cultivate dramatic interpretation skills.

• To express knowledge of the alphabet in an artistic manner.

• To follow instructions in a systematic way.

• To appreciate and value one’s own work and the creative inter-

pretations of others.

UNIT 4 ACTIVITIES

Activity 1: Letter Puppets – Drama

Activity 2: Coconut Tree – Arts and crafts

Activity 3: Letter Plaque – Arts and crafts

46 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.

Chicka Chicka Boom Boom Teacher’s Instructions

ACTIVITY 1 – LETTER PUPPETS

SummaryCreate finger puppets for the alphabet and host a

puppet show.

Materials• One piece of 8 1⁄2" x 11" construction paper

per student

• Copies of Letter Puppets activity sheet

(preferably copied onto cardstock)

• Scissors

• Crayons

• Glue

Children love to play with puppets and host pup-

pet shows. In this activity, your students will cre-

ate miniature puppets for their fingers to use with

the Chicka Chicka Boom Boom story. A little time

and preparation will be necessary to create the

letter finger puppets before the show can begin!

Making the Base of the Finger PuppetDivide students into groups of three. Each stu-

dent will make eight or nine finger puppets.

Student #1 will make letters A–H, student #2 will

make letters I–Q and student #3 will make letters

R–Z. If a student wants an entire alphabet set of

finger puppets, he or she can make the rest of the

puppets later.

Students will need to work together to create

their puppets. Strips 1 inch wide and 3 inches

long should be cut from the construction paper.

Each child will need eight or nine strips.

Students will then take one strip and wrap it

around a finger. A partner (or adult) will cut the

excess paper from the band after a good fit has

been made. With the band of paper still around

the child’s finger, the partner then glues the band

together. The child wearing the band carefully

removes it and sets it aside to dry. Repeat the

process for each team member. Do this until each

member has eight or nine bands.

Adding the Letter to the Finger PuppetOnce the finger bands have dried, the next step is

to glue on the letters. Distribute copies of the

LETTER PUPPETS activity sheet, pg. 48. Students

should color their letters on the activity sheet first

before cutting them out. After the letters have

been colored and cut, they should be glued to the

bands. One letter should be glued to each band.

Allow time for the letters to dry.

Read AlongOnce students have created their puppets invite

them to act out the story. Have the student

groups sit at a table facing each other, with their

letter puppets positioned on their fingers. Read

the printed version of Chicka Chicka Boom Boom

aloud. When the students hear their letters being

read, they can hold up their respective letter pup-

pets and pretend the puppets are climbing a

coconut tree. (If kids have made the coconut tree

from Activity 2 in this section, they can use this

as a prop.)

As a variation instead of reading the book, try

selecting the “Read Along” activity in the pro-

gram for the class.

UNIT 4 – ART AND DRAMA ACTIVITY 1

Students can put the letters on their fingers in

alphabetical order or mix them up. Watch the

excitement as kids try to locate their fingers with

the appropriate letters in time with the story!

Encourage students to say the alphabet using

their letter puppets and to make up puppet

shows.

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 47Chicka Chicka Boom Boom Teacher’s Instructions

48 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.

Chicka Chicka Boom Boom Activity Sheet

A B C D E FG H I J K LM N O P Q RS T U V W XY Z

Color and cut out your letters.

UNIT 4 – ART AND DRAMA ACTIVITY 1

LETTER PUPPETS

ACTIVITY 2 – COCONUT TREE

SummaryCreate a miniature coconut tree from a paper-

towel roll and other materials.

Materials• One paper-towel roll per child

• Brown tempera paint

• Green and white construction paper

• Copies of Coconut Tree activity sheets

• Glue

• Tape

• Yarn

• Stapler

Students can create

their own coconut tree

complete with dancing letters!

Follow the instructions below to

grow your own coconut tree plantation!

When making the patterns for the coconut palm

leaves, you may want to try one of these two

options. Reproduce page 51 of the COCONUT TREE

activity sheets and cut the patterns out. Trace

them onto a manila folder and cut the manila

folder shapes out. Use these as more sturdy pat-

terns for your students. Or, if you have access to

a copy machine, make a copy of the pattern page

and run the patterns off onto green construction

paper. Do the same for page 52 of the Coconut

Tree activity sheets, but run the letter blocks off

onto white construction paper.

Making the Base of the Coconut Tree

Paint the paper-towel rolls with brown tempura

paint. Set them upright on paper towels or news-

paper to let them dry evenly.

Making the Coconut Leaves and LettersTrace and/or cut out eight coconut leaves from

green construction paper and set them aside.

Color the letters the letter boxes on the white

paper. Use many vibrant colors as in the book

Chicka Chicka Boom Boom. Then cut out the

boxes and set them aside.

Attaching the Coconut LeavesBefore attaching the leaves to the paper-towel

rolls, fold each leaf lengthwise along the middle

of the leaf. Place some glue on the stem part of

the leaf. Attach the stem to the

inside of the paper-towel roll

and gently bend the

palm portion of the

leaf over the top

Repeat this

process for all of

the leaves.

Attaching Yarn to the LettersCut eight lengths of yarn approximately three

inches long. Staple one end of a yarn length to

the top of a letter box in the middle. Do this for

the remaining letter boxes.

Attaching the Letters to the CoconutTreeAllow the coconut

tree and leaves

plenty of time to dry before

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 49Chicka Chicka Boom Boom Teacher’s Instructions

UNIT 4 – ART AND DRAMA ACTIVITY 2

50 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.

Chicka Chicka Boom Boom Teacher’s Instructions

attaching the letter squares. Take a letter box

with yarn stapled to it. Hold the

other end of the yarn beneath

one of the coconut leaves.

Carefully staple the letter

box to the top of the coconut

leaf. Repeat this for each of

the letter boxes.

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 51Chicka Chicka Boom Boom Activity Sheet

UNIT 4 – ART AND DRAMA ACTIVITY 2

COCONUT TREE

52 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.

Chicka Chicka Boom Boom Activity Sheet

UNIT 4 – ART AND DRAMA ACTIVITY 2

COCONUT TREE

AABC DEF

GHI JKL

MNO PQR

STU VWXYZ

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 53Chicka Chicka Boom Boom Teacher’s Instructions

UNIT 4 – ART AND DRAMA ACTIVITY 3

ACTIVITY 3 – LETTER PLAQUE

Summary Using plaster of Paris, students create a decora-

tive plaque of one or more of the alphabet letters.

Materials • Set of plastic block letters approximately 2

inches in height (magnetic letters work well)

• Molding clay

• Plastic margarine or butter tub for each

student

• Plaster of Paris

• Water

• Large bowl and plastic stirrer

• Jumbo-size paper clips

• Tempera paint

Students can decorate their

bedroom wall or make a gift

for mom, dad, or grandma

with this plaster of Paris plaque!

When students are choosing the letter they will

use for their plaque, encourage them to choose a

letter with special meaning for them; for exam-

ple, the first initial of their name or the name of

someone special to them (like their mom, dad, or

grandparent). If smaller plastic letters are used,

students may be able to write out their entire

name or create a collage of letters.

Making the Mold

Press enough clay into the bottom of a mar-

garine tub so that it sits about 1 inch thick.

Press a letter (smooth side down) into the clay.

Press very firmly to create a definite indentation.

Then remove the letter and rinse it off.

Mixing the Plaster of ParisFollow the instructions on the plaster of Paris

package. Pour the mixture into a large bowl.

Hint: Mix only enough plaster for a few students

at a time; otherwise, the mixture begins to

harden.

Pouring the PlasterMake a mental note of which direction the letter

indentation faces. (This will be important when

placing the paper clip hanger!) Pour the plaster

of Paris mixture into the margarine tub directly

over the clay. Pour enough plaster so that it sits

about 11⁄2 inches thick. Stretch open the paper

clip. Use one end of the paper clip to write the

student’s initials in the plastered Paris for identi-

fication purposes. Let the plaster set for a few

minutes, then press the stretched jumbo paper

clip into the mixture to be used for a hanger.

Place it between the middle and top of the bowl.

Let It DryLet the letter molds dry overnight. Encourage stu-

dents not to disturb the molds while they are

drying.

54 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.

Chicka Chicka Boom Boom Teacher’s Instructions

Opening the MoldPulling the dried plaster of Paris away from the

clay mold can be tricky! Before removing the

plaque, lightly press around the sides of the mar-

garine bowl. Continue pressing until you begin to

feel the material inside the bowl “give.” Then

gently pull the sides of the margarine bowl away

from the plaster. When you can feel the plaque

become loose, carefully pull up the plaque with

the paper clip hanger. You may need to use a

butter knife to help lift out the plaque.

Painting the PlaqueUse different colors of tempera paint to decorate

the letter plaques. Give them time to dry, then

hang them around the classroom or send them

home with the students.

BOOKS ABOUT THE ALPHABET

Anno, Mitsumasa. Anno’s Alphabet: An

Adventure in Imagination. Harper and Row,

1975.

Bond, Jean Carey. A Is for Alphabet. Watts,

1969.

Bourke, Linda. Handmade ABC: A Manual

Alphabet. Addison, 1981.

Calmenson, Stephanie. It Begins with A.

Hyperion, 1993.

De Brunhoff, Laurent. Babar’s ABC. Random,

1983.

Ehlert, Lois. Eating the Alphabet: Fruits and

Vegetables from A to Z. HBJ, 1989.

Feelings, Muriel. Jamco Means Hello: Swahili

Alphabet Book. Dial, 1974.

Gardner, Beau. Have You Ever Seen?...An ABC

Book. Dodd, 1986.

Lalicki, Barbara. If There Were Dreams to Sell.

Lothrop, 1984.

Lobel, Arnold. On Market Street. Greenwillow,

1977.

Mayers, Cassen Florence. ABC: A Museum of Fine

Arts. Abrams, 1986.

McMillian, Bruce. The Alphabet Symphony.

Greenwillow, 1977.

Musgrove, Margaret. Ashanti to Zulu. Dial, 1976.

Pallotta, Jerry. The Icky Bug Book. Charlies

Bridge, 1986.

Rice, James. Cajun Alphabet. Pelican, 1991.

Sendak, Maurice. Alligators All Around. Harper

and Row, 1962.

Van Allsburg, Chris. The Z Was Zapped.

Houghton, 1987.

Yolen, Jane. All in the Woodland Early: An ABC

Book. Putnam, 1983.

BOOKS ABOUT MUSIC

Clary, Linday and Larry Harms. Music for Little

People. Bradley, 1985.

Feierabend, John. Music for Very Little People.

Boosey and Hawkes, 1989.

Grimm, Jacob. Bremen Town Musicians. North

South, 1992.

Hart, Avery and Paul Mantell. Kids Make Music!

Williamson, 1993.

Hausherr, Rosmarie. What Instrument Is This?

Scholastic, 1992.

Hayes, Ann. Meet the Orchestra. HBJ, 1991.

Krementz, Jill. Very Young Musician. Little Simon,

1991.

Tames, Richard. Giuseppe Verdi. Watts, 1991.

Tames, Richard. Peter Ilyich Tchaikovsky. Watts,

1991.

Tames, Richard. Wolfgang Amadeus Mozart.

Watts, 1991.

Turner, Barrie Carson. I Like Music. Warwick

Press, 1989.

Van Kampen, Vlasta. Orchestranimals. Scholastic,

1989.

Ventura, Piero. Great Composers. G.P. Putnam’s

Sons, 1989.

Weil, Lisl. The Magic of Music. Holiday, 1989.

Published jointly by Davidson & Associates, Inc. and Simon &Schuster, the publishing operation of Viacom, Inc. © 1995Simon & Schuster, the publishing operation of Viacom, Inc.,and Davidson & Associates, Inc. Based upon the work CHICKA CHICKA BOOM BOOM. Text © 1989 by Bill Martin Jr.and John Archambault. Illustrations © 1989 by Lois Ehlert.Published under license from Simon & Schuster, Inc. Audiorecording performed by Ray Charles and produced and direct-ed by Bernice Chardiet, Chardiet Unlimited, Inc. Audio pro-duction by Mike Lobel. Portions © 1991 Simon & Schuster, Inc.

© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 55Chicka Chicka Boom Boom Bibliography

BIBLIOGRAPHY


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