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"Who Lives Here?"

With the book “Is This a House for a Hermit Crab?” by Megan McDonald as a jumping off point, students create a matching game with animals and their home habitats using the art technique of rubbing with Crayola® Color Sticks.

  • Kindergarten
  • Multiple Lesson Periods
  • Directions

    1. Megan McDonald’s book “Is This a House for a Hermit Crab” introduces children to the idea of that animals have physical requirements for suitable homes in a playful, rhyming way with very accurate natural drawings. After reading the picture book aloud to the class, ask students to identify the hermit crab’s housing needs. See if they can generalize the specifics of the story to be applicable to other animals and their houses.
    2. Prompt each student to think of a specific animal and the type of home the animal lives in. Hand out two index cards to each child and instruct them to draw an outline their animal on one card and its home on the other using Crayola® Color Sticks.
    3. Gather a selection of collage materials and household items that have dramatic textures like feathers, bark, leaves, sieves, keys, avocados and more. Show students how to make a rubbing using these materials and let the children experiment before they choose which materials to use to fill in their drawings.
    4. Since the class is making one matching game together, the backs of each card need to have the same colors and pattern. As a class, decide on a simple design. (For examples, plaids are easy and very decorative.) Hand out another pair of index cards for each student to decorate in the agreed upon pattern.
    5. Using Crayola Glue Sticks, attach the patterned cards to the backs of animal and house cards. Press cards together under some heavy books to help the cards stay flat and stuck together for awhile.
    6. Spread out all the cards on a large table or floor and challenge the students to match each animal to their home. To make this a memory game, turn the cards over and play.
  • Standards

    LA: With prompting and support, ask and answer questions about key details in a text.

    LA: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

    LA: Actively engage in group reading activities with purpose and understanding.

    LA: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

    SCI: Use observations to describe patterns of what plants and animals (including humans) need to survive.

    SCI: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

    SCI: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

    VA: Students will investigate, plan and work through materials and ideas to make works of art and design.

    VA: Students experience, analyze and interpret art and other aspects of the visual world.

    VA: Art communicates about and helps viewers understand the natural and constructed world.

  • Adaptations

    Read or share the “Goldilocks and the Three Bears” story. Ask the students to compare the two stories. Are there any similarities? Do they think the author McDonald copied the storytelling format in her book?

    Ask students that have been the seashore to share their experiences. Did they encounter some of the same things that the hermit crab did? See if any students have had hermit crabs as pets in their homes and share their memories of that pet. Invite a guest appearance of any pet hermit crabs.

    Imagine what sorts of things the hermit crab would encounter in its search for a home if it lived in a different environment like a swamp, a desert, and mountainside.

    Give an assignment for students to draw or make a home for themselves that they could carry on their back.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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