© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved. 1Chicka Chicka Boom Boom
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
2 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
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
16 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
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
18 © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
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
26 © 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 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
28 © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
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.
© Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved. 29
Chicka Chicka Boom Boom Teacher’s Instructions
30 © 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 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
36 © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
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