For years, I’ve been wanting to create a family art gallery wall in our home. Since Cam began attending kinder this intention quickly became a need.

I’d seen Ikea picture ledges used for displaying photos and books, but when I spotted them on a recent trip to Ikea I couldn’t look past them for displaying our art. Combined with all the frames I could muster up from around the house, we created this art gallery. My favourite part of this gallery is that the art is interchangeable.

Many of the pieces you see on display here were inspired by picture books:

BUBBLE WRAP PRINTING: ‘Colours, Patterns and Directions’, inspired by Press Here

TISSUE PAPER ART: ‘Springtime illustration inspired artwork’, inspired by a range of spring-themed books

NATURE STENCILS: ‘Fun with Leaves’,  inspired by a range of Autumn-themed books

STENCIL ART: ‘Experimenting with Stencil Art’, inspired by That’s Not a Daffodil and 10 Blue Wrens

TISSUE PAPER PAINTING: ‘Eric Carle Art Inspiration’

See some more of our picture book-inspired creations.

]]> http://www.mylittlebookcase.com.au/showcase/featured/a-family-art-gallery-displaying-childrens-book-inspired-artwork/feed/ 2 http://www.mylittlebookcase.com.au/reading-tips/ideas-for-using-exploring-and-enjoying-wordless-picture-books/ http://www.mylittlebookcase.com.au/reading-tips/ideas-for-using-exploring-and-enjoying-wordless-picture-books/#comments Sat, 11 May 2013 13:44:19 +0000 jackie http://www.mylittlebookcase.com.au/?p=9678

(This post was originally part of a feature written for Issue 2 of Tiny & Little Magazine)

Take a look at this comprehensive list of wordless picture books.

WORDLESS PICTURE BOOKS ARE NOT JUST FOR BABIES

Wordless picture books show no favouritism. They can be as simple or as complex as the reader makes them. They are suitable for people of all ages, genders, cultures, languages and reading abilities. They are great for:

-Babies who are learning the concepts of books (turning pages etc.).

-Toddlers who enjoy telling their own stories and looking at pictures for clues.

-Early readers who are beginning to understand the sequence and structure of stories, and who are developing a confidence in reading.

-Independent readers who can be offered challenges in how they use a wordless book to develop their reflection and vocabulary.

-Readers with learning or language difficulties. Because there are no language hurdles for them in the book, they can understand the story line and build their confidence in reading.

WE ARE COMPELLED TO SPEND QUALITY TIME WITH A WORDLESS PICTURE BOOK

• — Because there are no words, there are also no cues for page turns. Readers can pore over and admire each page for hours if they wish, without interrupting the rhythm of the story.

• — Readers often feel compelled to go back and re-read a wordless picture book, to look for clues in the story or to help them make more sense of the story.

WORDLESS PICTURE BOOKS ENCOURAGE REFLECTION AND DEVELOP OUR SKILLS AND KNOWLEDGE AS A READER:

• —The illustrator gives the reader a licence to interpret the illustrations. The reader is invited by the illustrator to contribute to the plot and messages of the story.

• —Readers must reflect on their own experiences to make meaning from the illustrations.

• —They assist in the development of imagination and creativity

• — They get the brain ticking, as there are often many possibilities or layers to the story.

• —Wordless picture books often have circular storylines. There may not be a particular start or end to the story. The reader can feel like the story is unfinished and it is up to them to decide what will happen next.

• —They help children to become more thoughtful and reflective readers, as they develop the ability to interpret, infer, predict and analyse aspects of the story. These skills can then be transposed when reading other styles of books.

• —They allow readers to practise speaking, by communicating and verbalising their ideas and thoughts of the story.

• —They support the reader in learning about particular features of books, such as sequence of events and cause and effect.

WORDLESS PICTURE BOOKS PROVIDE ENJOYMENT

• —The reading of a wordless picture book can promote one-on-one time with a parent or friend. Readers need to be able to look closely at the illustrations because they are so detailed. For this reason, it can be difficult to share a wordless book with a group of children.

• —They are an invitation for discussion. You can’t help but ask questions and share your opinions.

• — They allow a reader to listen to other points of view as the story one reader constructs is not necessarily the same as the story another reader constructs.

12 WAYS TO ENJOY WORDLESS PICTURE BOOKS

1. Take a Picture Walk through the book with your child. Without attaching any story to the illustrations, simply look at the details in each page and talk about what you see.

2. Model the story-telling for your child. Use the pictures to create a story. Read the story a number of times. Each time you read the book, develop a different storyline.

3. Without showing the title of the book to your child, use the illustrations to create a story together. Ask your child to create a title of their own for the book.

4. At certain points during the book, invite your child to predict what will happen on the next page.

5. Write a word list for the book. Think of words that could appear on each page. Write these words on post-it notes and attach them to the relevant pages.  You could do this activity a number of times, using a different category for words each time. Eg.

-        Feelings and thoughts of the characters

-        Dialogue between characters

-        Actions/verbs

-        Adjectives to describe setting or characters

-        Events that are taking place

-        Prepositions (eg. on, over, across)

You could then extend this activity by using the thesaurus to find alternative words for the ones recorded on the post-it notes.

6. Use the words from Activity 5 to construct sentences. Choose one page in the book and write a paragraph for it. Or your child might like to write the whole story.

7. Let your child dress up as a character in the book. Let their imagination take over.

8. Act out part or all of the story. If there are enough characters in the story involve the whole family.

9. Choose a picture in the book and ask each other questions about it.

10. Talk to your child about what you each think the story is about. Find similarities and differences between your ideas.

11. Share your favourite pages with one another and explain why it is your favourite.

12. Invite your child to create their own wordless book.

Find a wordless picture book here.

Playing pretend bookshops is one way for children to authentically demonstrate their understanding of books and stories, but it mainly encourages them to start thinking about books and what is presented to them through words and images.

Take a look at how play and learning took place for my daughter, Cam.

Out of the blue, Cam set up this scene one evening, just before bed.

She told me that it was her bookshop, and she asked me to leave it overnight so she could continue playing in the morning. Of course I left them out, and they stayed there for quite a few days.

A few days later, we attended The Little Bookroom for a special story time. Cam was captivated by Elvira’s storytelling.

Cam was inspired, and decided that her bookshop needed a storytime too.  She set up space for the storytime and the local children flocked to listen to her stories:

Cam talked to the children about books (she needed a microphone to do this) and even asked me if she could hand out lollies at the end of the session.

She picked out her books and read them to the children. (I just loved listening to her speak, rhyme, and interpret the illustrations). Reading to soft toys gives children the opportunity to mimic what they see and hear when you read to them.

Cam instigated this playful scene, and I helped use the play to develop her comprehension in a fun (and subtle) way.

I asked her to offer some book recommendations to the children:

Rookie likes to read about animals. Cam recommended:

Sandy has been fighting with his best friend. Cam recommended:

Jemima Puddle-Duck is looking forward to Easter. Cam recommended:

The children seemed happy with the recommendations:

Without asking her a series of comprehension questions, her book choices highlighted her knowledge of the themes, characters and messages in the books we regularly read in our home.

Her pretend bookshop has been the flavour of the month for Cam. We’ve played lots and it’s given me the chance to ask lots of questions. Some of them include:

• I’m looking for a book about baby brothers. Do you have any?

• My friend likes fairies. Do you have any books that she might like?

• Do you sell any books by Nick Bland?

• Do you sell any books illustrated by Freya Blackwood?

• Do you have a book that will make me feel happy when I read it?

• I like this book. Do you have any others that are like this one?

After some reluctance, Cam eventually let me purchase some of her books.

HOW DO YOU GET YOUR CHILDREN THINKING ABOUT BOOKS?

About April’s Illustration:

‘Boy, Book, Bird‘  was an illustration commissioned by the Department of Education for the Premier’s Reading Challenge poster a few years back. They didn’t end up using it so I was happy that it found a home in the calendar.

How did you create this image?

Collage, charcoal pencil and coloured pencil. The leaves are cut from an old Thesaurus.

About the illustrator:

Sally’s artwork is influenced by Chinese aesthetic and composition due to the time she spent living and studying in Shanghai. She has written and illustrated over 50 books for children. Many have received literary commendations including The Rainbirds, which received an honour for CBCA Picture Book of the Year in 2007. Sally loves being able to run workshops with children all over Australia.

You can learn more about Sally at www.sallyrippin.com

What do you enjoy most about illustrating picture books?

Losing myself in my illustrations. There is very little that could make me happier than a whole day in my studio with the music on, surrounded by art materials, working away on an illustration.

Can you tell us a little bit about your upcoming book?

Later this year I will be illustrating a book by my American author friend, Whitney Stewart, on meditation for children. We collaborated on ‘Becoming Buddha’ together and it will be the first picture book I have illustrated in over two years because I have been so busy with my writing. I have booked myself a week at the Varuna Writers’ Retreat in the Blue Mountains to get a good start on the illustrations. I can’t wait.

Can you tell us a about your creative work space?

I share a converted garage with my partner out the back of our house. It’s hot in summer and cold in winter and crammed with way too many books, but I love it.

Sally’s books include:

• What’s that Noise? by Sally Rippin (Allen & Unwin)

• Peeking Ducks, by Krista Bell (Windy Hollow)

• Too Many Monkeys, by Margaret Wild (Too Many Monkeys)

• Becoming Buddha, by Whitney Jones

• The Rain Birds, by David Metzenthen (Lothian Books)

• Millie by John Marsden (Pan Macmillan)

• Billie B Brown series, by Sally Rippin (Hardie Grant Egmont)

• Hey Jack! series, by Sally Rippin (Hardie Grant Egmont)

• See a full backlist at www.sallyrippin.com

Some of Sally Rippin’s prints can be purchased through Books Illustrated

GOING FURTHER:

• Find and explore some of Sally Rippin’s other books.

• Find some other books that feature collage and/or charcoal pencil in the illustrations. Create a classroom display of these books.

• Compare and contrast a range of collage and charcoal pencil illustrations.

• Create your own image using collage and charcoal pencil.

Love this illustration?

Consider purchasing a copy of An Illustrated Year 2013 Calendar

Illustrations can be framed at the end of each month

FOR PC:

FOR MAC:

So, I thought you might let us take a peek at your little bookcase, and all the wonderful children’s books that hide there.

Would you like to play along?

How to play:

1. Use the daily prompts to help you find a book from your bookcase.

2. Take a photo of the book (it can be the cover or a particular page) and share it on Instagram (You can also share on Facebook, Twitter and Google+). Please make sure you include the title and author/illustrator in your caption

3. Tag @jackie_mylittlebookcase and use the #mylittlebookcase hash tag so that people can find your photos

4. Take a peek at the bookcases of others. Just search for #mylittlebookcase

If you’re not on Instagram you can share on Twitter, your personal Facebook timeline, business Facebook page or upload your photos directly to My Little Bookcase’s Facebook page.

Why take part?

• Get reacquainted with some of the books that you’ve forgotten about or haven’t read for a while

• Share your favourite books and help other book-loving families discover a wonderful new world of bookish inspiration

• Help us collate a visual list of the BEST books for children

• Use the game as a daily reminder that reading books with your children every day is important

May Daily Prompts

Review of 101 Things to Do with Baby

We thoroughly enjoyed reading this book before Ike arrived, and it has definitely guided Cam into being a most attentive and patient big sister.

*****************

It has been over 30 years since this book was first published, and I’m thrilled that Little Hare published it again recently- just in time for our own little addition and also just before the author, Jan Ormerod, passed away.

There are many, many, many books on the market that help children adapt to the arrival of a new sibling. This one really stands out from the others; it is a picture book and how-to-guide in one. And, rather than focussing on the negative changes that a baby might bring, it gives big siblings a wonderful list of ideas  for keeping little babies occupied- 101 ideas in fact!

The ideas are practical, fun, creative and interesting. The text is short and sharp, and each idea is accompanied by an illustration. Some of the illustrations stand alone, while others are sequenced together to create little mini stories within the book.

The  ideas cover activities that big brothers and sisters can do with babies, ways that families can spend quality time together, and behaviours to watch out for:

Chuckle his chin

Spy on him with your little eye

Have a chat

Take him to the laundry

Help prepare his bath

Shoo away the cat

Try him with a book

And there are also

things you must watch out for: hair yanking, nose pulling, dolly dribbling and grabbing Granny’s glasses

Jan’s classic illustrations contribute to making this a delightful book to read together as a family. The pastel colours depict a warm and loving sentiment and the facial expressions show an endearing and loving family.

So many books refer to the arrival of a new baby brother or a baby sister. The gender of this baby is not obvious, making it a lovely present to give to ANY family who is awaiting the arrival of their new family member.

Book Details:

By: Jan Ormerod

ISBN: 978-1921894114

Format: Paperback

Publisher: Little Hare, November 2012

WE ALSO LOVE AND RECOMMEND THESE SIBLING BOOKS:

My Sister Olive by Paula Russell and Gaye Chapman (A beautiful book that highlights the adoration little sisters have for their big sisters. )

Sam the Cat by Sam Bowring and Andrew McLean ( A funny story of a cat who needs to make some sacrifices for his new brother- including his name!)

Koala Lou by Mem Fox and Pamela Lofts (Koala Lou works hard to maintain her mummy’s love when her siblings come along)

The Perfect Baby by (A funny story about a big sister who tries to exchange her baby brother before realising that he’s quite lovely after all)

Chloe Instead, by Micah Player (A bright, colourful and sweet book about a girl whose new little sister is not what she had been hoping for)

The Red Wheelbarrow, by Briony Stewart (Two tales of sibling rivalry are told side by side in this utterly delightful wordless picture book)

Big Sister Little Sister, by Leuyen Pham (A delightful window into the world of sisterhood)

Brand New Baby, by Bob Graham (An amusing story of two young children who get used to life with their new baby brother)

I Love My Baby Brother by Anna Walker (Sweet, simple and suitable for toddlers)

I Love My Baby Sister by Anna Walker (Sweet, simple and suitable for toddlers)

Spot’s Baby Sister, by Eric Hill (Lift the flaps to find out what Spot’s new sister is up to)

There’s Going to Be a Baby by John Burningham and Helen Oxenbury (A mother and son spend the seasons preparing for a new baby)

Today is ANZAC Day in Australia.  It is the anniversary of our soldiers (along with those from New Zealand) landing at Gallipoli in 1915.-the first time our country had been represented in major conflict. We commemorate these soldiers and those who have served our wonderful country since.  So, as part of the 100 Days of Play Blog Hop, I wanted to share a variation of a game that has become synonymous with ANZAC Day.

Come In Spinner

This game is a child-friendly variation of Two-Up.   You can find Returned Service Men and Women still playing Two-Up on ANZAC Day, to commemorate the simple game that Australian diggers played during times of war. Traditionally, Two-Up was a gambling game (made legal only on ANZAC Day)

There were many rules attached to this game concerning how high the coins were to be tossed, how many times the coins had to spin in the air, where the coins should land, and the type of coins used. To find out more about the official game, visit The Australian War Memorial website

Source: 5th Field Ambulance

This variation is simply a fun game for children. There is certainly no gambling involved! Coins are only used as props not for exchange :)

• The game provides children with a peek into the history of soldiers and how they spent their downtime
• It can get children up and moving
• Children can develop their balance and motor skills when playing the role of spinner.
• It can be used to explore chance, data and prediction

You will need:

• A kip (flat piece of timber) You could use a  ruler, wooden spoon or piece of timber

• Two identical coins

No. of Players:

2-101

How to play:

1. Select a ‘spinner’ who will toss the coins into the air.

2. The spinner must place the two coins on the kip (tails facing up)

3. Players then predict how the coins will land by striking a pose (of which there are 3 options)

a) A Pair of Heads (Player places both hands on their head) OR

b) A Pair of Tails (Player places both hands on their buttocks) OR

c) Odds (Player places on hand on their head and one on their buttock)

4. When all players have made their prediction, the spinner tosses the coins into the air. For a bit of fun, players can call out, ‘Come in spinner’ (This is a term diggers would call out)

5. Once the coins have landed, the spinner calls out the results

6. Players who predict incorrectly are eliminated from the game.  The players who predict correctly remain in the game

7. Repeat the coin tossing until there is one player left standing.

Going further:

• Talk about the probability of toss outcomes (Heads 25%, Tails 25%, Odds 50%)

• Use words to describe the probability of each outcome (likely, unlikely, probably, possibly etc.)

• Use fractions/percentages to describe the probability of outcomes (e.g 25% or 1/4)

• Test the probability. Keep a tally of each coin toss and record the results using fractions.

Try reading these books with your children to learn more about ANZAC Day:

Early Years Framework and National Curriculum Learning Outcomes:

• Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating (The Early Years Framework)

• Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063)-3

• The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

• Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

• Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)

• Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)

• List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)

• Describe probabilities using fractions, decimals and percentages (ACMSP144)

This post was part of the  100 Days of Play Blog Hop co-hosted by Sun Scholars and Life at the Zoo, it combines 100 blogs from around the world and 100 days to showcase simple ways to play.

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This story is set during a period of war. A young boy keeps a book safe in a treasure box. It is a book about his people. The story demonstrates the power of the human spirit in rising above the pain and sorrow to keep a nationality alive. Read more about The Treasure Box and follow up activities.

After reading The Treasure Box, we spoke about items that symbolise individuals and communities. We decided to create a treasure box for our own family, filled with objects that are important to us at this moment in our lives.

War isn’t necessarily a topic parents want to discuss with  pre-schoolers, but community and history are  two concepts I definitely want Cam to understand and they are also concepts set out in the Australian curriculum for early years and school aged children.

Not only does this activity help children to understand the importance of the book in The Treasure Box, but it is also a fun way for children to understand the significance of objects for communities and how they can help us to create images of groups and communities from the past.

We created a treasure box by decorating a box with gems (we used a cardboard gift box that was given to us when Ike was born):

Each family member contributed an object to the box that holds meaning for them:

Cam chose to put  Bunny into the box: This is Cam’s special friend. She relies on it to help her get to sleep. Bunny also comforts her when she is feeling sad. Cam enjoys telling Bunny about her day.

Mummy chose to put her iPhone in the box: The iPhone is important to me at the moment. While I’m a stay-at-home Mum, it connects me with the world outside my home. I can text friends and make new ones via social media. I also love the built-in camera that allows me to take photos of my children all day. I don’t miss a moment (unless my storage is full).

Daddy chose to put his Melbourne Marathon Medal into the box. The medal most definitely recognises his achievement, but it also symbolises his personality: determined, disciplined and health-conscious.

Cam chose an object for Ike. She chose his dummy: Ike spent his first four weeks in hospital attached to leads and all sorts of devices. At times we were unable to pick him up for a cuddle so he became very reliant on a dummy for comfort.

We wrapped and protected our items in a rich red cloth:

And closed the lid:

We each drew a map of our backyard in preparation for a treasure hunt:

Then we took turns to hide the treasure box in the backyard:

Finding the treasure box was made easier by using X to mark the spot:

We needed our objects back at the end of the day,  but we  wondered what people would say about our family if they were to find our treasure box in another 30 years?

Learning Outcomes:

• Children develop a sense of belonging to groups and communities (Early Years Framework-Outcome 2)

• Discuss personal and family histories (History)

• Recognise personal qualities and achievements (Personal and Social)

• Make decisions (Personal and Social)

• Organise and process information (Critical and Creative Thinking)

• Interpret maps and diagrams (Numeracy)

You can read more about The Treasure Box in our review, and also find a list of other activities for the classroom and home.

About the Book

History tells us that the human spirit is amazing. In the face of war, humans rise above the loss and pain to find hope and new life. This is the sentiment conveyed by Margaret Wild and Freya Blackwood in The Treasure Box. The book begins with visions of war but the story symbolises identity, nationality, hope, perseverance and survival. With a gentle text, Margaret has  written a story that is sombre yet, at the same time, inspiring.

After a library is burned down during the war, a young boy and his father recognise the importance of the last surviving book and keep it safe in a treasure box. The boy loses his father after they are forced to flee their home. But, he is determined to hold true to his word to keep the book safe. Eventually, he decides to bury the treasure box where no-one or no thing could touch it.

When he eventually returns to the place where the treasure box is buried, he finds new life in the village that he left behind. He also returns the book to the rebuilt library: a book that symbolises nationality, hope and history.

‘It is rarer than rubies, more splendid than silver and greater than gold’

Freya Blackwood has successfully experimented with a new illustrative style but she continues be meticulous in every mark she makes in her illustrations; each being well thought out and symbolic.

Illustrations are raised above the backgrounds and photographed to provide depth and natural shadows. To create haunting and emotive images, pages have been torn from war-themed books and used for the endpapers and to create collages of ashen skies, billows of smoke and snow-covered tree branches.  Freya’s trademark colour palette returns on the final pages to represent new life.

The Treasure Box is a moving book to share with children, to demonstrate the power of the human spirit in overcoming the odds. Buildings may be bombed, lives may be lost but history and stories can be kept alive.

Further book details at the end of this post.

Follow- up activities and learning experiences:

A COMMUNITY EXERCISE (TAKE A LOOK AT MY FAMILY’S TREASURE BOX)

• As a class or a family create a treasure box of your own that symbolises who you are as a group/community. Each member of the family/class contributes an item of significance to the box. (See an example)

• Bury or hide the treasure and create a (scaled) map to show where the treasure is hidden. (See an example)
  

• Use the map to locate the treasure box over a period of time (You could even leave it there for years- much like a time capsule)

• You could swap your treasure box with another class, and talk about how the objects symbolise the group.

FIND OUT

• Find out what communities have been forced to flee their homes and immigrate to new countries during times of war.

OUT AND ABOUT

• Go to the library, and search for  books that were written during war times

THINK & TALK

• What is the most important book on your bookcase? Why?

• If you could save one book from a burning library what would it be?

• “People caught the words and cupped them in their hands”- What is your favourite word? Why?

• Why do you think an enemy would bomb a library during war?

• Ask your grandparents to share a story from their childhood with you

CREATE

• Create your own collage scene using newspaper print.

Book Details:

Author: Margaret Wild

Illustrator: Freya Blackwood

ISBN: 978-0670073658

Format: Hardback

Publisher: Penguin Books Australia, January 2013

RRP: $24.99 (aud)

Suitable for ages: 5+

You might also like to read about other ANZAC books for children. Click on the image below.

My little man, like many little boys, is very fond of toilet humour. He finds anything to do with bottoms, underpants and toilets hilarious. You only have to mention the words and he is in fits of laughter.

I don’t understand it myself and before I was a Mum to a little boy, I thought it was something that was learned. I was so wrong! It is something that is just in their genetic make up. We did nothing to encourage the toilet humor (unless my husband did so when I wasn’t in ear shot) and yet my son finds it so hilarious!

So… combine a story about underpants (pants as they are referred to in this book) and an adventure to the moon and we are hooked.

Poor Zoe is hanging out her clean pants when a huge gust of wind sweeps her and her dog Beans up into space where they land with a “bump on the moon”.

Whilst on the moon, Zoe and Bean have an “upside down party with a moony mole” and sing “here we go round the moony moon” until; while having a rest looking at the stars, Zoe thinks of a way to get home.

This is a delightfully descriptive story with just enough humor to create a few giggles but not too many that it can’t be read at bedtime ;-).  The illustrations are beautifully simple and clear.

Book Details:

Chloe and Mick Inkpen

ISBN: 978-0230748477

Format: Hardback

Publisher: Pan Macmillan, June 2012

RRP: $26.99 (aud)

Suitable for ages: 3-5 years

You might also like:

Suggested follow-up activities-play and craft ideas for children:

Space-themed Sensory Tub (One Perfect Day)

Moon Craft (Fantastic Fun and Learning)

Moon phase puzzle, moon viewer & moon phase calendar (What do We Do All Day?)

Space Small World Play (Happy Whimsical Hearts)

20 Space Craft ideas (including Galaxy Playdough ,Space Baths and lots of rockets) from Red Ted Art

Make Your Own Rocket (Boy Mama: Teacher Mama)

Blast Off Space Game (Nurture Store)

Rocket Snack Packs (Sun Scholars)

10,9,8..Blast Off- counting backwards (Boy Mama: Teacher Mama)

Solar System Pavement Drawing (Danya Banya)

Space Costumes (Danya Banya)

Playdough Stars (Lessons Learnt Journal)

Space-themed Birthday Party (One Perfect Day)

Night Sky Reading Nook (Fantastic Fun and Learning)

Rocket Shape Capers (Craftoart)

Paper Mache Light Up Globes- What Earth would look like from space (Housing a Forest)

Glow Rocks and Moon Dough (Bath Activities for Kids)

Homemade Geodes (Growing a Jeweled Rose)

For more inspiration, visit

Rainy Day Mum’s Space-themed Pinterest Board
or
Things That Go! In Space series for a round up of space-themed books and activities (The Good Long Road)