Science, level: Elementary

Materials Required: Poster board, pictures of animals, paper
Activity Time: 40-45 min
Concepts Taught: Classification of animals

1. Introductory Activity: Read an animal book and discuss the different types of classification of animals.

2. Using a T chart the students place animal under each category. (Ex Bird/Fish)

3. Choose an animal picture from the basket to place on the T chart.

4.Make a flip book from an animal of students choice.
Cover: Who am I? Bottom of cover: 2 clues about the animal
Inside: Drawing of the animal

5. Each student shares with the class as others guess the animal.

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Science, level: Elementary

Materials Required: Computer, Internet Assess, Animal Chart
Activity Time: 45 min. to an hour
Concepts Taught: Science

Animal Scavenger Hunt
Grade Second

Welcome to the World of Animals

There are lots of animals that exist around the world. Let’s find
out more about them by searching the Internet.

HAPPY HUNTING!!!!

As a class, we will view the following web pages together. The teacher will guide you as we look at the different pictures. On the Animal Chart worksheet we will record our brainstorming on animal characteristics.

Bird Picture

Blue Jay Information
Remember to read the information and then click on the blue jay picture to make it bigger.

What specific characteristics do you see that make a blue jay a bird? Record our brainstorming on the Animal Chart worksheet.

Ostrich Information
Remember to read the information and then click on the ostrich picture to make it bigger.

Now look brainstorming list and see whether the bird characteristics match.

After we complete our brainstorming list, select one of the birds to draw.

Insects Picture

Butterfly Information
Remember to read the information and then click on the butterfly picture to make it bigger.

What specific characteristics do you see that make a butterfly an insect? Record our brainstorming on another Animal Chart worksheet.

Ant Information
Remember to read the information and then click on the ant picture to make it bigger.

Now look brainstorming list and see whether the insect characteristics match.

After we complete our brainstorming list, select one of the insects to draw.

Amphibians Picture

Common Frog Information
Remember to read the information and then click on the frog picture to make it bigger.

What specific characteristics do you see that make a frog an amphibian? Record our brainstorming on another Animal Chart worksheet.

Toad Information

Remember to read the information and then click on the toad picture to make it bigger.

Now look brainstorming list and see whether the amphibian characteristics match.

After we complete our brainstorming list, select one of the amphibians to draw.

Mammal Picture

Indian Elephant Information
Remember to read the information and then click on the elephant picture to make it bigger.

What specific characteristics do you see that make a elephant an insect? Record our brainstorming on another Animal Chart worksheet.

Human Being Information
Remember to read the information.

Human Being Picture

Now look brainstorming list and see whether the mammal characteristics match.

After we complete our brainstorming list, select one of the mammal to draw.

Fish Picture

Swordfish Picture

What specific characteristics do you see that make a swordfish a fish? Record our brainstorming on another Animal Chart worksheet.

California Scorpion Fish Information

Remember to read the information and then click on the scorpion fish picture to make it bigger.

Now look brainstorming list and see whether the fish characteristics match.

After we complete our brainstorming list, select one of the fishes to draw.

Reptiles Picture

Sea Turtle Information

Remember to read the information and then click on the sea turtle picture to make it bigger.

What specific characteristics do you see that make a sea turtle a reptile? Record our brainstorming on another Animal Chart worksheet.

Gater Snake Information

Remember to read the information and then click on the gater snake picture to make it bigger.

Now look brainstorming list and see whether the reptile characteristics match.

After we complete our brainstorming list, select one of the reptiles to draw.

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Science, level: Elementary

Materials Required: construction paper, The Cloud Book, cotton balls, black markers, glue, pictures of clouds
Activity Time: 30-35 minutes
Concepts Taught: knowing the three basic types of clouds and what they look like

Weather: Clouds

Rationale: Students need to be familiar with and have a better understanding of the different types of clouds.

Objective: To teach students about the three basic cloud types: cumulus, stratus, and cirrus. The students will be able to identify and draw an example of each type of cloud.

Curriculum Areas Integrated: The curriculum area that will be integrated with this lesson is art. Art will be integrated by having the students draw an make their own clouds using cotton balls and construction paper.

Materials:
1. The book The Cloud Book by Tomie de Paola
2. 1 piece of blue construction paper for each student
3. approximately 15 cotton balls for each student
4. glue
5. pencils

Procedures:
1. I will read the book, The Cloud Book to the students.
2. I will then ask the students if any of them have seen the types of clouds discussed in the book.
3. I will show the students pictures of a cumulus, stratus, and cirrus cloud that I got off of the internet so they have a good idea of what the clouds look like.
4. I will then explain to the students that they will be making their own clouds using construction paper and cotton balls.
5. I will draw on the board an example of each different type of cloud that the students need to make.
6. I will demonstrate how to use the cotton balls to make a simple cloud so the students know what they are supposed to.
7. I will tell the students that they need to draw the clouds before they begin gluing the cotton balls down so they do not start gluing randomly.
8. I will tell the students that they need to make an example of all three main types of clouds: cumulus, cirrus, and stratus on their construction paper and label them.
9. The students will then begin making their clouds and I will walk around and help students that need it and make sure they are making the clouds right.
10. After everyone has finished making their clouds, I will ask for a few volunteers to share their clouds with the class.

Closure: By looking at the clouds the students made, I will be able to see if the students understood the lesson and if they know what the three main cloud types look like.

Planning for Individual Success: All of the students should benefit from this lesson because all three of the learning modalities are addressed. The auditory modality was addressed when I read the book to the students. The visual modality was addressed when I showed the students pictures of clouds. The kinesthetic modality was addressed when the students made their own clouds.

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Science, level: Elementary

Materials Required: A computer and Scholastic’s The Magic Bus Explores in the Age of Dinosaurs, CD
Activity Time: 30-45 minutes
Concepts Taught: Learning Dinosaur names and groups

Subject:
Dinosaurs

Objective:
To teach the students about different dinosaurs and what groups
they belong in.

Pre-requisite Knowledge:

Have some background on the CD the students are going to
be working on. Know how to get onto and out of this CD.

Teacher Instructions:
- Set up the CD to where the children should begin.
- To do so, click on Play MSB Dinosaurs
- Click on the bus
- Click on the wind up dinosaur on the bottom right of the screen.
- You are going to see a bus in the window, click on it.
- Click on the monitor with the picture of the teacher on it.
(Depending on how much time you have, you can either make a
drivers license for them or they can start the activity by making
up there own drivers licenses).
If you are going to do the drivers license, complete the rest of the
steps, if not stop here.
- When you are through making your picture, click on the
typewriter looking thing.
- Now, click on the dinosaurs tail on the top, right corner of the
page.
- when you are through, click on the rear view mirror.
- The student now is ready to begin.

Hardware Required:
For Windows 95/ Windows 3.1 or3.11:
- 486SX25 MHz PC or higher
- Double-speed CD-ROM Drive
- 8 MB RAM
- 5 MB available on hard drive
- SVGA 256-color style graphic adapter
- MPC-compatible sound card
- Mouse

For Macintosh:
- 68040 or PowerPC processor
- Double-speed CD-ROM Drive
- 8 MB RAM
- 4 MB available on hard drive
- 256-color graphics capability
- 13” or larger color monitor
- Macintosh System 7.1 or higher
- Quick time 2.0 (included)
- Sound Manager (included)

Software Required:
Scholastic’s The Magic School Bus
Explores in the Age of Dinosaurs

Student Instructions:
- If you are doing the drivers license, click on the tiny picture to the
right of the steering wheel.
- Pick out your hair and features.
- Type in your name and age.
- Click on the typewriter on the bottom right of the page.
- Now click on the dinosaur tail in the top, right corner of the page.
- Now we are back on the bus.
- Click on the rear view mirror.
- Now click on the red ball on the top right side of the screen
(lever), with the hose coming down from it.
- Go through the colored dots on the left side of the screen.
- Look at the pictures of the different dinosaurs in the different
- dinosaur groups and try to learn their names.
- After you are done going through the colored dots and learning
the different dinosaurs, you may exit.
- To exit, press on the dinosaurs tail on the top center of the page,
and let the next person go.

Time Limit:
30-45 minutes
Useful Internet Site:
- www.EnchantedLearning.com/subjects/dinosaurs/fun/Games.html
- www.internatif.org./bortzmeyer/dinos/index.en.html
- http://psych.hanover.edu/kidsweb/dino.html
Assessment Mechanism:
- Give one quiz following the handout.
- Make the quiz out of 16 points.
- 10 or higher is a check plus, 7-9 is a check, and 6 or lower is a
SAD FACE.
- Each name is worth 2 points. If the child gets lower that 8, have
him or her take a retake quiz.

Student Handout:

FLYING REPTILES ARMORED DINOSAURS

1. Pterodactyls 1. Stegosaurus

2. Rhamphorhyncoids 2. Ankylosaurus

LARGE SAUROPODS CARNIVOURS DINOSAURS

1. Apatosaurus 1. Allosaurus

2. Barosaurous 2. Megalosaurus

3. Mamenchisaurus 3. Albertasaurus

4. Giganotosaurus

FACT: Allosaurus dinosaurs are the largest carnivores.

Quiz:

Dinosaur Quiz

Name two dinosaurs under each category:

Flying Reptiles Armored Dinosaurs

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

Large Sauropods Carnivorous Dinosaurs

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

Extra Credit:

Which of the Carnivorous Dinosaurs is the largest?

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Science, level: Elementary

Materials Required: The Magic School Bus Explores the Ocean Floor Program by Scholastic’s.
Activity Time: 30 minutes for each student.
Concepts Taught: Students will become familiar with ocean life and learn to recognize different sea creatures.

Grade Level: 4-6

Pre-requisite:
Students need to have a grasp of computers and be efficient at using the mouse. They must also be able to identify some of the ocean life.

Instructions to the Teacher:
Give an introduction to the ocean. Discuss how things work, tides etc. This lesson works well along with many textbooks.
Be sure to install program prior to day of lesson. It is a good idea for you to try out the program before giving it to your students so that you are able to answer any questions without taking to much time away from the rest of the class.
Make Xerox copies of a handout with matching questions about the different things found on the ocean floor.
Have books on hand for further research if the students so desire.

Hardware and Software Requirements:
1. Computer with CD-ROM. Windows IBM & Compatibles,Windows NT 4.0 or Windows 95, a Windows-compatible sound card, and a mouse.
2. The Magic School Bus Explores the Ocean Floor Program by Scholastic’s.
3. Internet access, suggested not required.
4. Copies of the worksheet and assessment sheets.
5. Books on ocean life (suggested not required).

Instructions to the Students:
1. Sign on to the computer.
2. Insert CD for the Magic School Bus Explores the Ocean.
3. Go on the scavenger hunt on the ocean floor.
4. Once you have found the treasure, sign off the computer.
5. Do the worksheet matching the description to the proper thing found on the ocean floor.

Student Handout:
Create a handout in which the students have to match the description to the item found on the ocean floor.

Student Assessment:
Give students a quiz to test their comprehension of the new ocean life they have discovered during their scavenger hunt on the computer. A short answer or essay test would best suit this subject and age group.

Time Limit:
Each student will need at least 30 minutes to work on the computer. The other students can be working on their worksheet and reading about the ocean.

Internet Site:
Ocean Activities Interactivities, is a good website for further discovery. There is a certificate there that can be presented to students who complete the internet journey. http://library.advanced.org/18828/data/interactivity_1.html

Reference:
Sharp, David ed. My Book of First Facts. Weekly Reader: Columbus, 1985.

Sample Worksheet:

Sea Creatures

1. Funny umbrella-like creatures. (e)

2. This creature has five arms. (f)

3. These creatures look like flowers and live on the sea bed. (b)

4. Sea creatures that link together and have an external skeleton. (a)

5. Left over home of a creature. (c)

6. Shallow pool where many creatures live. (d)

a. Colonists
b. Anemones
c. Sea Shell
d. Tidal Pool
e. Jellyfish
f. Starfish

Sample Test Questions:

Ocean Life

1. In what area of the ocean would you find sea anemone?

2. Where would you be if the water depth varied twice a day?

3. If you were a sea creature which one would you be?

4. What is your favorite part of the ocean?

Extra Credit (from website):
If the water temperature is 65 degrees farenheit, what is the temperature in celcius?

Good Luck and have fun!

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Science, level: Elementary

Materials Required: Internet Access, Book: Frog and Toad are Friends
Activity Time: 5 30-40 minute sessions
Concepts Taught: Contrast/Compare characteristics of frogs and toads

Beginning Internet:Using the Internet to Support Teaching and Learning
Patty Achey Cutts, Instructor
June 19, 1999

Frogs and Toads Are Different

(But Still Friends)
Community Schools

Grade Level: Second Grade
Summary: Through various Internet sites, the book Frog and Toad Are Friends, classification and writing activities, students will be able to
identify the unique characteristics of frogs and toads. They will compare and contrast
the two amphibians using facts and using the stories written by Arnold Lobel. This will be demonstrated in various activities.

Materials: Computer with Internet access
Graphic organizers
Book- Frog and Toad Are Friends

Objectives: Know about the diversity and unity that characterizes life
Compare and contrast characteristics of frogs and toads
Generalize knowledge of characteristics of frogs and toads into a story reflecting their knowledge

Procedures:

Day 1
Objective: introduce the Internet
review the characteristics and
members of the amphibian family

Lesson: As a total group identify our purpose for searching.
As a total group introduce this site on the Internet:bookmark- amphibians.html
Introduce the address as a way to find our way around the Internet.
Use the information on frogs and toads as amphibians to complete Part 1 on graphic organizer.
Fun time! extend the lesson and reinforce Internet use by moving to this site and reading a frog joke:Funnies – One Liners
Day 2 -
Objective: review concept that the Internet is an information resource
introduce bookmarks
compare and contrast frogs and toads
Lesson: Identify our purpose for using the Internet.
Introduce using a bookmark as a tool for using the Internet as a resource.
Go to web site: How are frogs and toads different? Use this information to complete Part 2 of graphic organizer.
Fun time- Go to bookmark-Frog Groups. Record findings.

Day 3-
Objective: review use of the Internet and use of the tool of bookmarks
introduce finding your way around a web site-using the tool of “back” and using links
review comparing and contrasting frogs and toads by using photos and drawings in book Frog and Toad Are Friends
Lesson: Read the story “Spring” from Frog and Toad Are Friends. Focus on the characters and their characteristics as a frog or a toad. Set purpose for using the Intenet as finding some photos of
actual frogs and toads. Go to
book marked site: Froggy Pictures
Complete Part 3 of graphic organizer.
Fun time: Go to book marked site
to view Silly Frog Pictures.

Day 4-
Objective: relate frog and toad characteristics to the characters personalities in the story “The Swim” from Frog and Toad Are Friends.
identify purpose for using Internet and find book marked site
in pairs.
Lesson: Read the story “The Swim” in partners. Complete graphic
organizer Part 4 with partner. In pairs go to computer to find and use bookmarked site: Vertebrates of Virginia.
Students will complete 2nd section of graphic organizer Day 4 as they take their turns in pairs at the computer.

Day 5-
Objective: Assessment of knowledge of likes and differences of frogs and toads
Assess knowledge that the Internet
is an information resource.
Assess students knowledge of how to use a bookmark to find a site
Lesson: Students will write their own “Frog and Toad” story in which the problem element is due to an actual contrast between frogs and toads. Students will individually
come to computer to show me how they will find the information to answer the Super Sleuth Frog Question on the graphic organizer.
Bookmark:For kids and teachers
Resources

Books
• Frog and Toad are Friends by Arnold Lobel

Sites bookmarked on the Internet
• Amphibians

• Funnies – One Liners
http://www.teleport.com/!dstroy/jokes/liners.html

• Ask Jeeves-
http://www.askjeeves.com/main/FinalAnswer.asp?qCategory=sc1%5F&Link
-http%3A%2F

• Frog Groups -
http://www.teleport.com/~dstroy/weird/general/many.html

• Froggy Pictures -

• Silly Frog Pictures -

• Vertebrates of Virginia -

• Cool Frog Photos -
http://www.teleport.com/~dstroy/gallery/photo1.html

• The Poison-Arrow Frog -

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Science, level: Senior

Materials Required: Teacher prepared “dice” with ions printed on each side (2)
Activity Time: Varies according to class
Concepts Taught: Practice writing formulas/naming compounds

Have students divide into groups of two. Each one picks
a different color dice. Each dice has either positive ions
or negative ions. Students roll the dice and write the
correct formula using the valences and/or write the
correct name. Can be as many combinations as you are willing
to make dice. Key is a grid with positive ions across
the top and negatives down the side. Correct answer is located
where the coordinates meet.

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Science, level: elementary

Materials Required: Magnets (disk and bar), Children, Mazes, 1/8” dowel rod (6” long sections), playdough, paper clips.
Activity Time: 45 minutes
Concepts Taught: Polarity of Magnets

Prerequisite Knowledge: Magnets can attract some objects, including other magnets.

Process Skills: Observation, Classification, Communication, Prediction, Inference, Experimentation, and Defining Operationally.

Materials: Magnets (disk and bar), Children, Mazes, 1/8” dowel rod (6” long sections), playdough, paper clips.

Performance Objective: Students will identify and describe the poles of a magnet. They will demonstrate how the poles interact with one another.

EXPLORATION PHASE: 1. Have all the students stand in a circle facing the center. Explain the rule that if they are facing the same direction they can not touch each other. If they are facing in the opposite direction than their neighbors, then they need to make a connection and hold hands.

2. Have every other child turn around and face away from the center. Ask if the students see any connections that can be made. Have every one face the front again.

3. Repeat the above exercise about three times. Each time use a different pattern of selecting children to face away from the center. (2 in, 1 out) (3 in, 2 out) (etc.). After each selection, ask the students to look for connections that can be made.

4. Have children work in pairs. Assign pairs by telling them to work with the child who sits next to them in classroom. Give each child a magnet and have the pairs “play” with the magnets together. (Refer back to earlier activity) “Think about how your magnet acts with your partner’s magnet.”

A. “Do you notice anything interesting about how the magnets work together?” B. “Do the magnets like each other by going together, or do they act like they don’t want to be together?” “Anyone else notice anything?” C. “Do all of your magnets do that, or do just some of the magnets act that way?”

CONCEPT INTRODUCTION PHASE: 1. “Why do you think the magnets are attracted to each other sometimes, and at other times they don’t want to go near each other?” (Listen to ideas from several students)

2. “We have some words that describe how the magnets are acting. You heard me say that the magnets are ATTRACTED to each other. What does it mean for magnets to be attracted to something?” “The opposite of attraction is called REPULSION, and that means that it pushes away.” Show two magnets being attracted to one another. “I can make the same two magnets show repulsion by turning one of them around like this.” “Every magnet has two POLES, a NORTH pole, and a SOUTH pole. The poles are on the ends of the magnets. Earlier, when I had you hold hands if you were facing in opposite directions, you were acting like magnets, and your hands were the poles. When you were the same, you couldn’t touch, and that is what happens with magnets. The poles have to be different for the poles of two magnets to touch. How many have ever heard the phrase OPPOSITES ATTRACT? That’s a very easy way to remember about magnets. The NORTH POLE always wants to be next to the SOUTH POLE because they are opposites.”

CONCEPT APPLICATION PHASE: (If I can get enough small bar magnets. I do have a few long bar magnets.) (I would prefer to have the students design their own mazes, but can’t always do that because of time constraints.)

1. Pass out mazes. “I want each pair of students to think of a way to get one of your magnets to go through the maze by touching only the second magnet. Once the two of you decide on how to get through the maze, I want you to see if your method works. Your magnets cannot touch one another. As soon as you have figured out how to get through the maze, raise your hand, and either Ms. Lewis or myself will come over and you can show us how you did it.” Review the instructions by asking “What do I want you to figure out?” “What are you going to do after you’ve figured out a way to get through the maze?”

2. Once the students raise their hands and show how they get through the maze, ask questions about how they figured out what to do and why it worked. In their explanations, listen to see if they describe how the poles of a magnet work with and against one another.

CONCEPT APPLICATION PHASE: (If I can’t get enough bar magnets, I’ll use the disc magnets I already own.)

1. “Each pair of students is being given a dowel rod, and a chunk of play-dough. Make a ball out of the play-dough and set in on one of the desks, and then put the dowel rod in it so that it stands up like this.”

2. “I want you to figure out a way to put your magnets on the rod so that one of the magnets will float above the other magnet. Once you’ve figured out how to do it, raise your hands, and either Ms. Lewis or myself will come over and you can explain what you did.”

3. Once the students raise their hands and show their solution, ask questions about how they figured out what to do and why it worked. In their explanations, listen to see if they describe how the poles of a magnet work with and against one another.

FURTHER EXPLORATION: Compare the strength of the two poles of a magnet.

“Do you think one part of the magnet is stronger than the other parts of the magnet?” “Which part do you think will be stronger?” Spread paper clips on the table. Place the magnet on top of the paper clips, and then lift. “What parts of the magnet are the paper clips attracted to?” Count how many paper clips are stuck to each pole of the magnet. “Are there different amounts?” “What part of the magnet had fewer paper clips stuck to it?” “Does this tell you anything about the magnet?”

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Science, level: Elementary

The following can be developed into nature walk
activities—K-3
1. color of nature—have students graph colors that the
see in the woods
2. get to know a tree–students are blindfolded, taken to a
tree. They are asked to use their sense of touch/smell/hearing
to learn all they can about their tree. They are then led back
to the central starting point, blindfolds are taken off, and
they are asked to find their tree.
3. Discuss how animals are suited to live in their
environment. How they deal with seasons(fur/hibernating,
migrating….) Have students build a “mouse house” from
materials found in the area. Breaking of sticks is not allowed
nor is removing plant material from a living plant. By the
way, a mouse house is about the size of their fist.
4. How coloring helps animals — each student is given a white
polar bear and a green frog to place in the habitat. Students
are then asked to locate all frogs and bears. If your woods
is green–the frogs should be the hardest to locate
(protective coloration)
5. how coloration helps animals locate an animal like them.
Have each student color two butterflies exactly alike. They
place one butterfly on plants or the ground. The second set
of butterflies are distributed. Each student must locate the
butterfly matching his/hers.
6. Build a food chain. Each student is given a card with
animal/plant/sun in the habitats food chain. Students must
not tell what they are, but through questioning place
themselves next to something they would need in the food
chain.(When I took part in this activity, we used sun, aspen
trees, beaver, hare, white tail deer, wolves.) There can be
more than one of each member of the chain….
How about a game time!!!

Our first graders really enjoyed this attribute game:::

Each student thinks of animal to be(they stay this animal
through out the game.)
The captain calls out an attribute(four legs) and all animals
with four legs try to run to the opposite end of the area.
If they are tagged they turn into trees–must stay in place,
but are able to tag(without moving feet)for the next call.
On the second and all future calls animals run from both
directions—You can keep calling until one animal remains
(or some predetemined number)and then start again. Captain
calls a new attribute and students try to reach opposite
goals for the remainder of the game

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Science, level: Elementary

Materials Required: costumes
Concepts Taught: decomposers – ecosystem – drama

Freddie Fungus Page 1

Lawyer: “Freddie Fungus, you have been accused by Widow sycamore of killing her husband, Jeremiah Sycamore (hold up picture).
You were found at the scene of the crime and your fingerprints were found all over Jeremiah.
How do you plea?”

Freddie: “Not guilty.”

(3 chants of “Guilty!” from the crowd).

Lawyer: “Order in the court!
Let’s get to the bottom of this mystery.
Freddie, can you tell the court exactly what is a fungus?”

Freddie: “I am a decomposer.
I live off of dead animals and plants.
I help create new soil.
If I was not present, dead plants and animals would never decompose.
We would be up to our necks in dead things. Yuck!”

Lawyer: “Freddie, how long have you known Jeremiah Sycamore?”

Freddie: “Many years ago, when I was just a spore,
I landed on his bark and found a nice place to live.”

Lawyer: “Why did you choose to land on Jeremiah?”

Freddie: “He seemed to be very ill.
As a fungus, I grow on dying plants.
I’m only doing my job!”
Widow Sycamore Page 2

Lawyer: “Thank you Freddie (Freddie exits).
I would now like to call Widow Sycamore to the stand.
Widow Sycamore, you accuse Freddie Fungus of killing your husband, Jeremiah Sycamore.
Why do you believe he is the killer?”

Widow: “I have seen Freddie Fungus growing on Jeremiah for two years.
When Freddie came, Jeremiah’s been sick.
That Freddie killed my husband!

Lawyer: “Was Jeremiah old?”

Widow: “Well, …yes.”

Lawyer: “Did Jeremiah ever show any signs of aging
or being sick?”

Widow: “Well…he did say that he was not feeling well
and I did see some of his branches falling off.”

Lawyer: “Would you say that Jeremiah was ill,
in fact, dying for the past two years?”

Widow: “Yes – and it’s all because of Freddie Fungus!”

Lawyer: “Calm down, Mrs. Sycamore.
Maybe Jeremiah was just getting sick.
Remember, fungus only grow on things that are dying.”

Widow: “Oh, I don’t know. (weeping)
All I know is that my poor Jeremiah is gone.”

Vera Violet Page 3

Lawyer: “ Thank you, Widow Sycamore.
I would now like to call Vera Violet to the stand.
Vera, did you know Jeremiah?”

Vera: “Yes, I lived in his rich soil.
A few years ago, I saw Freddie growing on Jeremiah.
His branches started falling off.
(Weeping) Freddie caused Jeremiah to get sick.
Lock him up!”

Lawyer: “May I ask what has happened to you after the death of Jeremiah Sycamore?”

Vera: “Well, the soil has been very good and my family is very healthy.”

Lawyer: “So…you have benefited from Jeremiah’s death!
Without Freddie Fungus, the nutrients of Jeremiah would never have been released into the soil and you would not be as healthy as you are today!”

Vera: “Well…yes. I do have to say that Freddie Fungus has helped the soil make me grow strong and beautiful.
Aren’t I beautiful?”

Lawyer: “Yes, yes. Next witness!”

(Vera exits the stage)

Woody Woodpecker Page 4

Lawyer: “I would now like to call Woody Woodpecker to the stand.
Mr. Woodpecker, how long have you known Jeremiah?”

Woody: “I have lived in Jeremiah for one year.
I like to make my nests in soft trees like Sycamores.”

Lawyer: “How soft would you say Jeremiah’s trunk was?”

Woody: “Oh, very soft. In fact, he was rotten in many places. He was was full of bugs.
I loved eating all the juicy bugs. Yum!”

Lawyer: By drilling into the trunk of Jeremiah, do you feel any responsibility for his death?”

Woody: “Hey! I’m not on trial!
I’m just making a home for myself.
I didn’t cause his death!
It was Freddie Fungus!
Freddie was growing on Jeremiah long before I moved in.”

(All characters enter the stage)

Page 5

Lawyer: “Ladies and gentlemen of the court, yes,
Freddie Fungus was last seen on Jeremiah,
but is he to blame for Jeremiah’s death?
After all, fungus make a living off of dying things.
As we have seen, all have benefited from Jeremiah’s death.”

Woody: “I was able to build a nest in the soft wood of Jeremiah, and I ate all the bugs living in him.”

Freddie: “I was able to grow on Jeremiah and decompose the tree to make the soil rich.”

Vera: “Thanks to Freddie Fungus, the soil helped me grow and look so beautiful.
Aren’t I beautiful?
(All reply, “Yes!”)

Widow: “But who killed my husband?” (weeping)

Lawyer: “Yes, we all feel sorry for Widow Sycamore,
but should we blame Freddie Fungus for Jeremiah’s death or perhaps just Old Age?
I’ll let you decide. I rest my case.”

Refer to Project Wild for similar plays

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