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Bear Unit

By Katie James,2014-04-07 20:57
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Bear Unit

    Kindergarten Bear Unit

    At the beginning of the unit, students are asked to bring a toy bear to school for the week.

Students will be given time to introduce their bear and tell a little about it. (the bear’s name,

    where you got him, what you like to do with him, what makes him special)

Math activities for the week:

    How could we find out how many bears we have? Explore the student ideas for finding the answer.

    Sort and resort the bears in as many ways as possible letting students decide each way the bears should be sorted. Play a game by putting a bear in a set that does not belong.

Choose one attribute and graph the bears. Discuss the graph.

    Make several patterns using the bears. Begin the pattern and let students decide which bear should go next.

Order the bears by size.

Line several bears up and ask students which bear is first, fifth, etc.

    Use a chair and several bears practice position words. Place a bear on, beside, under, etc. and let students use a complete sentence to tell you where the bear is in relation to the chair or other bears.

    Students can use non-standard units of measurement (such as linking cubes) to measure their bears.

    Let students make comparisons of bears-(for example the red bear is shorter than the blue bear)

ADDITIONAL ACTIVITIES

    Read the Scott Foresman book, Little Panda

    Tell students we will be doing some research on panda bears. Ask them what they would like to

    learn about pandas.

Visit the San Diego Zoo web site http://www.sandiegozoo.org/pandacam/index.html web site.

    From here you can visit the photo gallery and see pictures of mothers and babies and see how the babies grow. You can also go to Panda Cub Milestones and discuss the differences in when each cub reached milestones. You can go to Fun Facts, then to Learn About Pandas to find the answer to student questions.

    Generate a list of things students learned about pandas. Let each student tell something they learned.

Language Arts

    1. Ask students to write or draw about how a baby panda is different than an adult panda in

    their science journals.

    2. Ask students to draw pictures of three milestones the baby goes through when growing

    up.

    3. Students can draw and write about what a young panda likes to play in their writing

    journals.

STANDARDS ADDRESSED BY UNIT

MATH

    Standard 1 Mathematical Processes

    Grade Level Expectations:

    GLE 0006.1.1 Use mathematical language, symbols, and definitions while developing

    mathematical reasoning.

    GLE 0006.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including

    estimation, and reasonableness of the solution.

    GLE 0006.1.3 Develop independent reasoning to communicate mathematical ideas and derive

    algorithms and/or formulas.

    GLE 0006.1.4 Move flexibly between concrete and abstract representations of mathematical

    ideas in order to solve problems, model mathematical ideas, and communicate solution strategies.

    GLE 0006.1.5 Use mathematical ideas and processes in different settings to formulate patterns,

    analyze graphs, set up and solve problems and interpret solutions.

    GLE 0006.1.6 Read and interpret the language of mathematics and use written/oral

    communication to express mathematical ideas precisely.

    GLE 0006.1.7 Recognize the historical development of mathematics, mathematics in context, and

    the connections between mathematics and the real world.

    GLE 0006.1.8 Use technologies/manipulatives appropriately to develop understanding of

    mathematical algorithms, to facilitate problem solving, and to create accurate and reliable models of

    mathematical concepts.

Checks for Understanding (Formative/Summative Assessment):

     0006.1.1 Model addition and subtraction (e.g., using a number chart, number line and/or ;

    concrete objects).

    ; 0006.1.2 Begin to develop the concept of estimation using concrete objects.

    GLE 0006.3.2 Recognize attributes (such as color, shape, size) and patterns (such as repeated pairs, bilateral symmetry).

Standard 3 Algebra

    Checks for Understanding (Formative/Summative Assessment):

     0006.3.1 Use a variety of manipulatives (such as connecting cubes, number cards, shapes) to ;

    create patterns.

     0006.3.2 Name, copy, and extend patterns. ;

     0006.3.3 Translate simple patterns into rules. ;

     0006.3.4 Sort, order and classify objects by attribute and identify objects that do not belong in ;

    a particular group.

     0006.3.5 Describe change in attributes according to qualitative criteria such as longer/shorter, ;

    colder/warmer, heavier/lighter.

Standard 4 Geometry and Measurement

    Checks for Understanding (Formative/Summative Assessment):

     0006.4.6 Identify positions (such as beside, inside, outside, above, below, between, on, over, ;

    under, near, far, forward, backward, top, middle, bottom, left, right) using models, illustrations,

    and stories.

     0006.4.7 Make direct and indirect comparisons between objects (such as recognize which is ;

    shorter, longer, taller, lighter, heavier, or holds more).

Standard 5 Data, Probability and Statistics

Grade Level Expectations:

    GLE 0006.5.1 Sort objects and use one or more attributes to solve problems.

    GLE 0006.5.2 Re-sort objects using new attributes.

    Checks for Understanding (Formative/Summative Assessment):

     0006.5.1 Sort objects into sets and describe how the objects were sorted. ;

     0006.5.2 Sort objects in different ways. ;

     0006.5.3 Collect and count data. ;

SCIENCE

    Life Science

Standard 3 -Flow of Matter and Energy

    GLE 0007.3.1 Recognize that living things require water, food, and air. Checks for Understanding

    ; 0007.3.2 Record information about the care, feeding, and maintenance of a living thing.

     Standard 4-Heredity

     GLE 0007.4.1 Observe how plants and animals change as they grow.

    GLE 0007.4.2 Observe that offspring resemble their parents Checks for Understanding

Standard 5 -Biodiversity and Change

    GLE 0007.5.1 Compare the basic features of plants and animals. Checks for Understanding

    ; 0007.5.1 Use a variety of representations to describe similarities and differences

    among plants and animals.

    ; 0007.5.2 Create a mural of an ecosystem and compare the characteristics of animals

    and plants within that environment.

    ; 0007.5.3 Match pictures of animal and plant characteristics needed for survival to

    appropriate environments.

LANGUAGE ARTS

    Standard 1- Language

     0001.1.9 Build vocabulary by reading, listening to, and discussing a variety of literature. ;

    Standard 2- Communication

    ; GLE 0001.2.1 Develop critical listening skills essential for comprehension, problem solving, and

    task completion.

     0001.2.1 Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions. ;

     0001.2.2 Listen attentively to speaker for specific information. ;

    Checks for Understanding (Formative/Summative Assessment)

    Listening

    ; 0001.2.1 Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions.

    ; 0001.2.2 Listen attentively to speaker for specific information.

Standard 4- Research

    Course Level Expectations

    GLE 0001.4.1 Define and narrow a research question appropriate to grade level and ability.

    GLE 0001.4.2 Select a source necessary to answer a research question. GLE 0001.4.3 Deliver an oral report on a research question.

    Checks for Understanding (Formative/Summative Assessment)

    ; 0001.4.1 Narrow a research question so that the research process is manageable. ; 0001.4.2 Use the family and community as sources of information. ; 0001.4.3 Present the answers to a research question orally to the class.

     Standard 3- Writing

    Grade Level Expectations

    GLE 0001.3.1 Use basic knowledge of simple capitalization and punctuation rules. GLE 0001.3.2 Employ a variety of strategies to generate story ideas. GLE 0001.3.4 Compose simple stories with teacher assistance.

    GLE 0001.3.5 Evaluate own and group writing using a simple classroom rubric.

Checks for Understanding (Formative/Summative Assessment)

    ; 0001.3.1 Brainstorm ideas with teachers and peers, use graphic organizers (e.g., webs, charts,

    diagrams) independently and/or in group, draw pictures to generate ideas, and use a variety of

    resources to gather information.

    ; 0001.3.2 Use temporary/creative spelling to spell independently as needed. ; 0001.3.3 Add descriptive words and details to writing.

    ; 0001.3.4 Create legible documents for reading by forming legible upper and lower case letters,

    writing from left to right and top to bottom, and tracing and reproducing letters and words

    correctly.

    ; 0001.3.5 Evaluate own and others’ writing through small group discussion and shared work.

    ; 0001.3.6 Incorporate suggestions from teachers and peers.

Standard 4- Research

    Course Level Expectations

    GLE 0001.4.1 Define and narrow a research question appropriate to grade level and ability.

    GLE 0001.4.2 Select a source necessary to answer a research question.

     GLE 0001.4.3 Deliver an oral report on a research question.

Checks for Understanding (Formative/Summative Assessment)

    ; 0001.4.1 Narrow a research question so that the research process is manageable.

    ; 0001.4.2 Use the family and community as sources of information.

    ; 0001.4.3 Present the answers to a research question orally to the class.

     Standard 5- Logic

    Grade Level Expectations

    GLE 0001.5.1 Develop an understanding of sequential events.

    Checks for Understanding (Formative/Summative Assessment)

    ; 0001.5.1 Arrange three items or events in sequential order.

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