The Little Red Hen

Read the different versions of the story

Compare and Contrast the Stories -
- - What is the same and different in each story?
  - What characters are in each story? What does the Little Red Hen cook? Do the friends help?

The Little Red Hen

Version 1

The Little Red Hen

Version 2

The Little Red Hen

Version 3

The Little Red Hen

Makes a Pizza

CREATE YOUR OWN VERSION OF THE LITTLE RED HEN STORY

Who are your characters?

Where is your setting?

What does the Little Red Hen want to cook?

How does your story end? Does she share? Do the friends learn a lesson?

(You may use drawings to tell the story)

Chicken Little & Chicken Licken

Life Cycle of a Chicken

Draw a Flow Map showing the life cycle of a chicken

Riddle: What came first: The chicken or the egg?

Chicken Little

Chicken Licken

STEM Ideas

Read Both: Bread Comes to Life & The Little Red Hen

Draw pictures to show how bread comes to life (Unit 9 Week 3)
- - - - Create a Flow Map from seed to loaf of bread
Follow a recipe to make either bread, cake or pizza at home (adult supervision required)
- - What tools do you need to use to do your job? (Unit 2 Week 1)
  - How do your senses help you learn? (Unit 1 Week 3)

Science Standards - Life Sciences

K Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Students who demonstrate understanding can:

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering PracticesDeveloping and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.§ Use a model to represent relationships in the natural world. (K-ESS3-1)
Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.§ Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1)
Engaging in Argument from EvidenceEngaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).§ Construct an argument with evidence to support a claim. (K-ESS2-2)
Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.§ Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3) -----------------------------------------------Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence§ Scientists look for patterns and order when making observations about the world. (K-LS1-1) Disciplinary Core IdeasLS1.C: Organization for Matter and Energy Flow in Organisms§ All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)
ESS2.E: Biogeology§ Plants and animals can change their environment. (K-ESS2-2)
ESS3.A: Natural Resources§ Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)
ESS3.C: Human Impacts on Earth Systems§ Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3)
ETS1.B: Developing Possible Solutions§ Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)

Crosscutting ConceptsPatterns§ Patterns in the natural and human designed world can be observed and used as evidence. (K-LS1-1)
Cause and Effect§ Events have causes that generate observable patterns. (K-ESS3-3)
Systems and System Models§ Systems in the natural and designed world have parts that work together. (K-ESS2-2),(K-ESS3-1)

little red hen is cooking part 2

Math Standards Related to Cooking

Kindergarten

Describe and compare measurable attributes.

CCSS.MATH.CONTENT.K.MD.A.1

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

CCSS.MATH.CONTENT.K.MD.A.2

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Classify objects and count the number of objects in each category.

CCSS.MATH.CONTENT.K.MD.B.3

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1