Polar Bears


The Three Snow Bears, written by Jan Brett, is a book that is very similar to the story of Goldilocks and the three bears. The story is based in Alaska, and is about an Inuet girl named Aloo-ki.

A Polar Bear's Den
paint



Questions:
1. What do you think that this is a picture of?
2. Do you think that this is a cold, cool, warm, or hot place?
3. What do you think the temperature is?
4. Who would live in a house like this?


The Three Snow Bears
The Three Snow Bears, is an artic version of Goldilock's and the Three Bears.  Aloo-ki, an inuet girl, looses her sled dog team, and as she searches to find them, she finds a several surprises along the way! What will happen to Aloo-ki? Find out in this endearing book!


Student Paint Illustrations

acy
morgan
sarah

Lesson Plan

______________________________

Mentor Teacher’s Signature/ Date

 

General Information
Name: Heather Carmichael
Grade Level:    Second
Total Duration of Lesson:    30-45 minutes
Subject Area(s):    SCIENCE - TECHNOLOGY                                                        

                                    Lesson Title: Three Snow Bears
PRIMARY LEARNING OUTCOMES (PLO)
A. Student will be able to use the mouse while operating the computer
B.  Student will be able to respond to prediction questions from looking at an illustration from the story
C.  Student will listen to a children's story about an animal s/he has learned about in a previous lesson and will be able to understand how this animal is represented in the story.
D.  Student will work independently to complete a work of art using the PAINT or similar program
E.  Student will compare characteristics of the animal as depicted in the story and compare his behaviors to the real animal by preparing a list of facts and fiction information about the animal.

Related GPS Standards
CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize process, transmit, and communicate information.
GPS English Language Arts Grades 1-5
ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student explanation of a variety of literary and informational texts.

The student:
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g., beginning middle- end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.
d. Retells stories read independently or with a partner.
Product Covere. Distinguishes fact from fiction in a text.

MATERIALS AND EQUIPMENT
1. Computer with Internet connection
2. Topic Literature Web Page :

            ~www.valdosta.edu/~hlcarmichael/topic2.html

3.  Book: The Three Snow Bears by Jan Brett
 
4. Access to the computer and to the PAINT program with computer connected to a printer (color preferred).
5. Markers to be used to enhance printed PAINT drawing
6. Copy of lesson rubric for each group member.

 Technology Connection
Technologies that will be used in this lesson include: computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes a computer painted picture.

PROCEDURE
Part I Step One: Introduction
1. Work with a small group of students (2-5).  Tell students that today you are going to read them a special book about an animal that they have been learning about.  Can anyone guess what animal this might be?

2. Ask students 2 introduction questions

List of Introductory Questions:

a. What are some things that we have learned about the Polar Bear?

b. Would we find a Polar Bear living in South Georgia? Why or why not?

Step Two: Teaching the Primary Learning Outcomes 

1. Go to the computer and your Topic Literature website at http://www.valdosta.edu/~hlcarmichae/topic2.html Students should be grouped around the computer with you so they can see the screen, and have access to using the mouse

2.  Let children take turns pointing to things in your picture.
       
3. Read each question under the Paint drawing. Ask them to predict the answers of what they think.  They can also try to point to certain words on the screen.  With older students you can write more questions and also ask the students to read the questions themselves.

LIST YOUR PREDICTION QUESTIONS HERE:

a. What do you think the story is about?
b. What do you think will happen in the story?
c. Who do you think the main characters are in the story?

4.  Read the short overview of the story to the students. That is under the 3 questions
Estimated Time 5 -7 minutes

Part 2

Show the book to the children.  Tell them the title, author, illustrator

Do a VERY brief picture walk and highlight 2-3 aspects of the book

Read the story to the children.  (If the story is very long, read or tell key parts of the story or read story in 2 sittings) (Estimated time 10-15 minutes)

CLOSURE
After you read the story,
Ask students questions about the story and also a question related to the animal they have been learning about that was in the story.

1. What was the story really about?

2.  Were our predictions correct?

Assessing the Primary Learning Outcome
ACTIVITY:

Collaborative PAINT Project
Encourage the children to discuss things from the story that they want to include in a PAINT drawing.
Open the PAINT program and allow each child to use the mouse to draw something from the story
Print out a copy of the completed drawing for each child, and ask them to write what they drew.  They can also enhance their group drawing with markers or crayons.
EVALUATION:
Rubric:  Do one for each student in the group
 

Level 3  (5-4 points)

Level 2  (3- 2 points)

Level 1  (1- 0 points)

Student is able to use the mouse to point to things and click  with  little or assistance

Student is able to use the mouse to control the computer with assistance.

Student is not able to use the mouse to control the computer.

Student responded to all the critical thinking prediction questions about the story in a logical way that indicated knowledge about the animal.

Student responded with accuracy to two of the critical thinking prediction questions 

Student had difficulty responding to the prediction questions related to the story.

Student worked collaboratively with others in the group and was able to create a PAINT drawing that related to the story

Student worked collaboratively with others in the group, but had some difficulty  in  identifying something from the story to include in his/her PAINT drawing

Student was unable to work with others in the group and/or was unable to create  a drawing in PAINT that reflected  the story.

ACCOMODATION  

Since this is a small group activity, the teacher will work individually with each student to help him or her complete the activity.

 EXTENSION

Students who finish their work early will be asked to write a summary of the story in their own words.

Links to My Other Pages

Mrs. Heather's all Weather Page

me 

Resources for Parents and
Students


  resource

Polar Bears

pb

"The Three Snow Bears"


pb2

E-Book
Insert Title Here
A Collaborative Project


LINKS TO  SPRING 2008
CLASS PROJECTS