Ice: The Bitter Facts
Student’s Name: Kim Pattillo Grade: Pre-K Unit/Title: Arctic Unit – Ice: The Bitter Facts – Lesson 1 of 4 Students: 22
GPS Standard(s):
Language & Literacy:
LD 1 B Responds to questions
- Answers questions from familiar adults and peers
- Responds to questions during casual conversation
LD 1 D Listens to stories read aloud and shows understanding through body language or by interacting appropriately
- Leans forward or smiles as books are read during group time
LD 2 B Repeats rhymes, poems and finger plays
- Repeats rhymes such as “Humpty Dumpty”
LD 4 B Engages in conversations with adults and children
- Asks and answers questions for information and to solve problems
Math:
MD 1C Counts objects using one-to-one correspondence
- Counts manipulatives
MD 4 A Recognizes, describes and compares basic geometric shapes
- Notes that the classroom door is a rectangle
Science:
SD 1 C Uses language to describe observation
- Notes that the hamster is small, furry, and soft
SD 1 D Uses simple equipment to experiment, observe, and increase understanding
- Looks through prism and says, “I can see a rainbow.”
SD 1 E Records observations through dictating to an adult, drawing pictures, or using other forms of writing
- Records observations through dictating to an adult, drawing pictures, or using other forms of writing
Social Studies:
SS 3 E Recognizes characteristics of other geographic regions and cultures
Creative:
CD 1 C Shares details about personal creations
- Explains painting or drawing to another person
CD 2 B Participates in group singing or other musical activities
- Sings a song with the group during circle time
Social & Emotional:
SE 2 A Shows interest in learning new concepts and trying new experiences
- Investigates and experiments with materials
Essential Question(s):
1. Does student demonstrate adequate knowledge of the Arctic’s cold weather?
2. Is student able to list facts about glaciers and icebergs?
Materials:
Introduction to Lesson:
Dance Around The Snowman
Sung to: "Mulberry Bush"
This is the way we dance around,
Dance around,
Dance around.
This is the way we dance around,
Our snowman in the morning.
*skip around
*twirl around
*crawl around
*hop around
*spin around
*gallop around
*sneak around
*tip toe around
Body of Lesson:
- Stick out your tongue if you can tell me something we just learned about snowflakes. (AR – they are cold, they have 6 points, no snowflake looks the same)
- Is snow and ice always white or does it change colors and if it does change color why does it? (AR – it changes color, it’s always white, it turns blue, because it gets heavy)
- Someone who is patting their head tell me something about glaciers. (AR – they are big, they are in the ocean, they can break, Polar Bears like to get on them)
- If you are touching your ear I will ask you what you know about icebergs. (AR – they float, they can melt, they are big)
Summarizing Strategies:
Prior to this lesson I will have frozen bubbles in the freezer. When it’s time, I will take the bubbles out of the freezer and let the students examine the bubbles. With good luck, the bubbles will have frozen and hopefully have formed ice crystals. The students will be able to see what “frozen snow” looks like and have a better understanding of what happens to snow/ice as it freezes. We will also discuss what shape a bubble is and count how many bubbles we have. After the students have each had an opportunity to examine a frozen bubble he/she will draw a picture about what they saw. We will share our pictures and findings as a group before the students are released into centers.
Additional Activity:
The students will each have 15 minutes, during center activities, to explore the website ATHROPOLIS. This website is a little advanced for pre-k students to maneuver own their own, but with the help of a teacher, it is the perfect website for pre-k students to visit. This website offers great activities for students and they are all arctic related.
http://www.athropolis.com/index.htm
Assessment:
Can the students answer the essential question? Will the students be producing something in the lesson that lets you know they understand the standard? How will you document your observations?)
I intend on taking anecdotal notes during this lesson. I believe that this lesson will spark a great deal of interest and conversation and I want to make sure that I log questions, remarks, discoveries and conversations. I have provided a mini checklist to ensure that I remember to take notes on key areas.
Key Notes:
- What questions are being asked?
- What are students discussing amongst themselves?
- What discoveries are being made?
- Was an interest sparked in another area of the Arctic?
- How did students answer my questions?
Student Sample:
https://www.google.com/search?q=frozen+bubbles&client=firefox-a&hs=Lo8&rls=org.mozilla:en-US:official&tbm=isch&tbo=u&source=univ&sa=X&ei=-ON1UeDJB-Ls0gGMq4HwAw&ved=0CD4QsAQ&biw=1280&bih=707#imgrc=l70cppc4ED0NHM%3A%3BMaF0iUgC1xvbMM%3Bhttp%253A%252F%252F2.bp.blogspot.com%252F-TADMH_TV8J8%252FUI7ES2spIRI%252FAAAAAAAABlY%252FmB05tvD_R_E%252Fs1600%252Ffrozenbubble.jpg%3Bhttp%253A%252F%252F101picturebooks.blogspot.com%252F2012%252F10%252F56-snow-is-my-favorite-and-my-best-by.html%3B530%3B419
GPS Standard(s):
Language & Literacy:
LD 1 B Responds to questions
- Answers questions from familiar adults and peers
- Responds to questions during casual conversation
LD 1 D Listens to stories read aloud and shows understanding through body language or by interacting appropriately
- Leans forward or smiles as books are read during group time
LD 2 B Repeats rhymes, poems and finger plays
- Repeats rhymes such as “Humpty Dumpty”
LD 4 B Engages in conversations with adults and children
- Asks and answers questions for information and to solve problems
Math:
MD 1C Counts objects using one-to-one correspondence
- Counts manipulatives
MD 4 A Recognizes, describes and compares basic geometric shapes
- Notes that the classroom door is a rectangle
Science:
SD 1 C Uses language to describe observation
- Notes that the hamster is small, furry, and soft
SD 1 D Uses simple equipment to experiment, observe, and increase understanding
- Looks through prism and says, “I can see a rainbow.”
SD 1 E Records observations through dictating to an adult, drawing pictures, or using other forms of writing
- Records observations through dictating to an adult, drawing pictures, or using other forms of writing
Social Studies:
SS 3 E Recognizes characteristics of other geographic regions and cultures
Creative:
CD 1 C Shares details about personal creations
- Explains painting or drawing to another person
CD 2 B Participates in group singing or other musical activities
- Sings a song with the group during circle time
Social & Emotional:
SE 2 A Shows interest in learning new concepts and trying new experiences
- Investigates and experiments with materials
Essential Question(s):
1. Does student demonstrate adequate knowledge of the Arctic’s cold weather?
2. Is student able to list facts about glaciers and icebergs?
Materials:
- Icebergs and Glaciers by Seymour Simon
- Dance Around the Snowman song author unknown
- Bubbles
- Magnifying glasses
- Wire holders
- Crayons
- Drawing Paper
Introduction to Lesson:
- We will begin today’s lesson seated on the learning circle.
- Good Morning boys and girls. I’m so excited to learn with you this morning. Do you remember when we talked about the Arctic and you guys were able to tell me all of the wonderful things you knew about the Arctic? Well today we get to begin learning new things about the Arctic and it’s going to be great fun.
- Before we read our story I want to sing and dance to a silly song I found for all of you. It’s called Dance Around the Snowman. Mrs. Dufrene, Mrs. Kurtz and I will sing it for you once and then you guys can sing and dance with us when we begin to sing it the second time. Ready? Don’t forget to put your listening ears on so that you can learn the song too.
Dance Around The Snowman
Sung to: "Mulberry Bush"
This is the way we dance around,
Dance around,
Dance around.
This is the way we dance around,
Our snowman in the morning.
*skip around
*twirl around
*crawl around
*hop around
*spin around
*gallop around
*sneak around
*tip toe around
- Great singing everyone; now crisscross applesauce with your hands in your lap to show me that you are ready for me to begin reading.
Body of Lesson:
- Great job listening. This is the book that we are going to read today; it’s called Icebergs and Glaciers. Seymour Simon is the author; now someone raise your hand to remind me who an author is. That’s right; the author is someone who writes the book.
- By looking at the cover of this book and by knowing what the book is called can anyone tell me what they think this book will be about? (AR – snow, ice, icebergs, glaciers, the Arctic)
- This book is about all about snow and glaciers and icebergs; very good guesses guys. Now let’s read the book and see if we can learn anything new. Questions I will ask while reading include:
- Stick out your tongue if you can tell me something we just learned about snowflakes. (AR – they are cold, they have 6 points, no snowflake looks the same)
- Is snow and ice always white or does it change colors and if it does change color why does it? (AR – it changes color, it’s always white, it turns blue, because it gets heavy)
- Someone who is patting their head tell me something about glaciers. (AR – they are big, they are in the ocean, they can break, Polar Bears like to get on them)
- If you are touching your ear I will ask you what you know about icebergs. (AR – they float, they can melt, they are big)
- So, from reading our book we learned that snowflakes have 6 points, glaciers are big, in the ocean and can break apart and icebergs are also big, they can float and they can melt.
- Now, rub your tummy if you can tell me how the Arctic can have so much snow and ice. Remember, we talked about it the other day; you guys told me that the Arctic is what? (cold) Cold, that’s right! So, do we think that lots of snow and ice can stay in the Arctic because it’s so cold there? (yes). Well, you are right.
- We live in Georgia, closer to the South Pole and the Arctic in at the North Pole. Does Georgia get as cold as the Arctic or does the Arctic get colder than Georgia? (AR – the Arctic is colder) Great, the Arctic is colder than Georgia.
- I brought some pictures for us to look at today so we can see some more glaciers and icebergs; pictures that were not in the book we read. These are pictures of glaciers. Glaciers have helped to make mountains, glaciers are always moving and changing shape and they can get bigger when it’s colder and smaller when it’s warmer. Why does warm weather make glaciers get smaller? (AR – because it’s hot and makes them melt)
- Here are some more pictures of icebergs. Icebergs are on top of and below the water, when icebergs melt they make a fizzing sound (like when you poor coke over ice) and Arctic icebergs have sharp edges and funny shapes.
- Now that we have learned so many new things let’s go back to our tables, when I call you, to do an activity (I will call students by color shirt to walk to their seats). Closure/
Summarizing Strategies:
Prior to this lesson I will have frozen bubbles in the freezer. When it’s time, I will take the bubbles out of the freezer and let the students examine the bubbles. With good luck, the bubbles will have frozen and hopefully have formed ice crystals. The students will be able to see what “frozen snow” looks like and have a better understanding of what happens to snow/ice as it freezes. We will also discuss what shape a bubble is and count how many bubbles we have. After the students have each had an opportunity to examine a frozen bubble he/she will draw a picture about what they saw. We will share our pictures and findings as a group before the students are released into centers.
Additional Activity:
The students will each have 15 minutes, during center activities, to explore the website ATHROPOLIS. This website is a little advanced for pre-k students to maneuver own their own, but with the help of a teacher, it is the perfect website for pre-k students to visit. This website offers great activities for students and they are all arctic related.
http://www.athropolis.com/index.htm
Assessment:
Can the students answer the essential question? Will the students be producing something in the lesson that lets you know they understand the standard? How will you document your observations?)
I intend on taking anecdotal notes during this lesson. I believe that this lesson will spark a great deal of interest and conversation and I want to make sure that I log questions, remarks, discoveries and conversations. I have provided a mini checklist to ensure that I remember to take notes on key areas.
Key Notes:
- What questions are being asked?
- What are students discussing amongst themselves?
- What discoveries are being made?
- Was an interest sparked in another area of the Arctic?
- How did students answer my questions?
Student Sample:
https://www.google.com/search?q=frozen+bubbles&client=firefox-a&hs=Lo8&rls=org.mozilla:en-US:official&tbm=isch&tbo=u&source=univ&sa=X&ei=-ON1UeDJB-Ls0gGMq4HwAw&ved=0CD4QsAQ&biw=1280&bih=707#imgrc=l70cppc4ED0NHM%3A%3BMaF0iUgC1xvbMM%3Bhttp%253A%252F%252F2.bp.blogspot.com%252F-TADMH_TV8J8%252FUI7ES2spIRI%252FAAAAAAAABlY%252FmB05tvD_R_E%252Fs1600%252Ffrozenbubble.jpg%3Bhttp%253A%252F%252F101picturebooks.blogspot.com%252F2012%252F10%252F56-snow-is-my-favorite-and-my-best-by.html%3B530%3B419
Arctic Animals
Student’s Name: Kim Pattillo Grade: Pre-K Unit/Title: Arctic Unit - Arctic Animals – Lesson 2 of 4 Students: 22
GPS Standard(s):
Social Studies -
SS3E: Recognizes characteristics of other geographic regions and cultures
- Explores the characteristics of arctic animals
Language & Literacy -
LD1A: Listens to and follows spoken directions
- Follows directions such as, “Hang up your jacket and come to the group area.”
LD1D: Listens to stories read aloud and shows understanding through body language or by interacting appropriately.
- Leans forward or smiles as books are read during group time
LD1F: Makes predictions from pictures and titles
- Predicts what happens next in a picture walk using picture clues or title of a book
Math –
MD 1 I: Begins to understand the concept of estimation
- Estimates how many cups of water it will take to fill a pitcher
Science –
SD2A: Observes, explores, and describes a wide variety of animals and plants
- Sorts animals according to skin coverings (feathers, fur, and scales)
SD4A: Investigates, compares, and contrasts seasonal changes in the immediate environment
- Notes that it is necessary to wear jackets in the winter, because it is cold outside
Social & Emotional –
SE3B: Follows rules and routines within the learning environment
- Participates in simple noncompetitive games
SE3C: Uses classroom materials purposefully and respectfully
- Uses materials and equipment without breaking or destroying the items
- Puts materials back into the assigned spaces
Creative –
CD 3 C: Participates in activities using symbolic materials and gestures to represent real objects and
situations
- Uses a scarf to symbolize the wind blowing
Essential Question(s):
Is the student able to name individual animals that live in the Arctic?
1. Can the student sort animals according to skin coverings (ex. Feathers and fur)?
2. Is the student able to explain how some Arctic animals are able to stay warm in the extreme cold?
Materials:
- Arctic & Antarctic By: DK Eyewonder
- Polar Bear, Polar Bear rhyme
- Arctic Animal Sorts
- Plastic baggies
- Crisco
- Water
- Ice
Introduction:
Good morning boys and girls; I’m so excited to be able to learn with you today. I thought it would be fun to learn something new about Arctic animals but, before we begin, I want to read you a rhyme about Polar Bears. Let’s see if you can act out what I say. When you’re standing quietly I’ll begin reading and you can act out the words in the rhyme.
Polar Bear, Polar Bear, turn around,
Polar Bear, Polar Bear make no sound,
Polar Bear, Polar Bear, dance on your toes,
Polar Bear, Polar Bear, touch your nose,
Polar Bear, Polar Bear, show your paws,
Polar Bear, Polar Bear, hide your claws,
Polar Bear, Polar Bear, reach up high,
Polar Bear, Polar Bear, wink one eye,
Polar Bear, Polar Bear, say good-night,
Polar Bear, Polar Bear, shut your eyes tight,
Polar Bear, Polar Bear, wake up now,
Polar Bear, Polar Bear, take a bow,
Great job; now let me see who is ready to learn about more Arctic animals by sitting quietly.
Body of Lesson:
*A PowerPoint and Concept Map will be used for this portion of the lesson.
Thank you all so much for sitting so quietly. Let’s start learning about some Arctic animals. Touch your nose if you think you know an animal that lives in the Arctic (I will randomly call on a couple of students to name off the animals they believe to live in the Arctic. I expect that some students will guess correct animals while other students guess incorrect animals while other students go off on random stories). You guys made some pretty good guesses; let’s look at some pictures to find out who guessed right.
- Polar Bears – This is a Polar Bear, polar bears live on the land, have white fur, big paws and claws for hunting and they are the largest bears in the world
- Wolves – The Wolf lives on land, has red, grey or black and white fur, it lives in a den and can go 5 months without seeing sunlight
Can anyone tell me something Polar Bears and Wolves have in common by sticking out their tongue (I expect some students will guess fur or living on land while other students will say random things like they love flowers and some students will be lost)?
- Snowy Owl – This is called a Snowy Owl; it lives in the Arctic year round on land, has white feathers, a sharp beak for hunting and it’s nest is on the ground
- Ravens – This is a Raven, Ravens live on land, have black feathers, nests on cliffs and in trees and hide their food
Can anyone tell me something Snowy Owls and Ravens have in common (students should respond with they live on land, both have feathers or both make nests)?
- Beluga Whales – Beluga Whales live in the ocean, swim slowly, swallow their food whole and have white skin
- Walrus – This is a Walrus; it mostly lives in the ocean, has flippers that help it grip the ice, a blowhole for breathing and thick brown skin
Rub your tummy if you can tell me what Beluga Whales and Walrus’ have in common (students should answer that they both live in the ocean and have skin)?
You guys are doing great; you all are so smart! Look at this picture of the Arctic, where all of the animals we just learned about live. Do you all remember talking about the Arctic? What did we say about the Arctic; is it cold or hot? Cold – that’s right. Touch your ear if you can tell me what you do when you’re cold (I will once again call on students for answers and expect to hear I put on a jacket, hat, gloves, I cover up with a blanket, etc.). So, if you all put on jackets and gloves when you get cold; what do you think these animals do when they get cold (some students will answer that the fur and feathers keep the animals warm while other students will not know the answers)? That’s right; the Arctic animals have very thick fur and feathers to keep them warm but they also have something else called blubber. Blubber, now that’s a new word; let’s clap out the word blubber. Now, pat your head if you think you can tell me what blubber is (I do not expect any student to know what blubber is but I can imagine that I will get all sorts of answers). Great guesses; blubber it a very thick layer of fat that some Arctic animals have to keep them warm. So, we use long sleeves and blankets that we have to put on to keep us warm but Arctic animals use fur, feathers and blubber only they don’t have to put these “coats” on; they are a part of their bodies. Here is a picture of what blubber looks like. Put your hands on the floor if you would like to share something you notice about blubber (it’s gross, it’s thick). Blubber is right against the animal’s skin and it is thick. So animals always have it.
Okay, now that we know how animals keep warm let’s see if we can sort the animals into groups by what they use to keep them warm. We have a fur group, a feather group and a blubber group. Ready? Okay, what does the Polar Bear use for warmth; what about the Walrus, the Snowy Owl? Terrific, what about a Beluga Whale, a Raven, a Wolf? Oh you guys are just too good. Thanks so much for listening so well while we learned about Arctic Animals. When I call your table I need for you to quickly and quietly go to your seat so that we can begin our activity.
Closure:
Way to get back to your tables and since you did such a great job we’re going to learn how blubber helps to keep animals warm. Remember, you are not going to know what to do if you are talking instead of listening.
After the students have taken their seats I will explain that we are going to be wearing blubber gloves to see how blubber protects animals from the cold using Crisco. I will explain that Crisco is not blubber but we are using Crisco because it can help us understand what blubber is.
Blubber gloves - each student will make his/her own glove. We will measure the Crisco and construct the glove from zip lock bags as a class. We will then count how many gloves we have in all. Next, the students will take one glove and wait at their seat. First, the students will put on the glove, then they will stick their gloveless hand into the ice water, then they will stick the hand with the glove into the ice water. They are allowed to do this several times so that they can fully grasp the concept of blubber. Once the activity is complete we will have the following discussion.
Raise your hand if you can tell me the difference in the way your hands felt (students should respond with one hand felt very cold and one hand was not as cold). Well done, the blubber glove helped keep one of your hands warm in the cold. Remind me again of how you keep warm when you get cold by placing your hands on the table (again, answers should include jackets, blankets and gloves). And now put your hands in your lap if you can name an animal we learned about today (I will call on several students to name the above mentioned animals).
Great job, thanks so much for learning about Arctic Animals with me today. Let’s listen as I begin to call your tables for centers.
Assessment:
Can the students answer the essential question? Will the students be producing something in the lesson that lets you know they understand the standard? How will you document your observations?)
The assessment for this activity is attached below. It will be very simple and straightforward. I will use the answers from the in-class discussions to evaluate the appropriate scoring for each answer. I will also be writing down observational notes of the students’ responses/reactions to the “blubber” experiment while the children are engaged in the activity.
Child’s Name: ______________________
1. Student was able to name
1-2 animals 3-4 animals all animals
2. Student was able to clearly classify animals into feathers, fur and blubber
1-2 animals 3-4 animals all animals
3. Student demonstrated a clear understanding of what blubber is
Yes No
Notes: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Sample:
Picture from https://www.google.com/search?q=blubber+glove&hl=en&client=firefox-a&hs=cjI&tbo=d&rls=org.mozilla:en-US:official&source=lnms&tbm=isch&sa=X&ei=ZdUiUbLbK5K08AT3zoGoCQ&ved=0CAoQ_AUoAQ&biw=1266&bih=679#imgrc=PUfpYNMbVQlTNM%3A%3BRkYqacwISHjpXM%3Bhttp%253A%252F%252Fwww2.mcsdk12.org%252Fbly27%252F0blubber%252520glove.JPG%3Bhttp%253A%252F%252Fwww2.mcsdk12.org%252Fbly27%252Fblubber_experiement.htm%3B350%3B234
Content Map:
GPS Standard(s):
Social Studies -
SS3E: Recognizes characteristics of other geographic regions and cultures
- Explores the characteristics of arctic animals
Language & Literacy -
LD1A: Listens to and follows spoken directions
- Follows directions such as, “Hang up your jacket and come to the group area.”
LD1D: Listens to stories read aloud and shows understanding through body language or by interacting appropriately.
- Leans forward or smiles as books are read during group time
LD1F: Makes predictions from pictures and titles
- Predicts what happens next in a picture walk using picture clues or title of a book
Math –
MD 1 I: Begins to understand the concept of estimation
- Estimates how many cups of water it will take to fill a pitcher
Science –
SD2A: Observes, explores, and describes a wide variety of animals and plants
- Sorts animals according to skin coverings (feathers, fur, and scales)
SD4A: Investigates, compares, and contrasts seasonal changes in the immediate environment
- Notes that it is necessary to wear jackets in the winter, because it is cold outside
Social & Emotional –
SE3B: Follows rules and routines within the learning environment
- Participates in simple noncompetitive games
SE3C: Uses classroom materials purposefully and respectfully
- Uses materials and equipment without breaking or destroying the items
- Puts materials back into the assigned spaces
Creative –
CD 3 C: Participates in activities using symbolic materials and gestures to represent real objects and
situations
- Uses a scarf to symbolize the wind blowing
Essential Question(s):
Is the student able to name individual animals that live in the Arctic?
1. Can the student sort animals according to skin coverings (ex. Feathers and fur)?
2. Is the student able to explain how some Arctic animals are able to stay warm in the extreme cold?
Materials:
- Arctic & Antarctic By: DK Eyewonder
- Polar Bear, Polar Bear rhyme
- Arctic Animal Sorts
- Plastic baggies
- Crisco
- Water
- Ice
Introduction:
Good morning boys and girls; I’m so excited to be able to learn with you today. I thought it would be fun to learn something new about Arctic animals but, before we begin, I want to read you a rhyme about Polar Bears. Let’s see if you can act out what I say. When you’re standing quietly I’ll begin reading and you can act out the words in the rhyme.
Polar Bear, Polar Bear, turn around,
Polar Bear, Polar Bear make no sound,
Polar Bear, Polar Bear, dance on your toes,
Polar Bear, Polar Bear, touch your nose,
Polar Bear, Polar Bear, show your paws,
Polar Bear, Polar Bear, hide your claws,
Polar Bear, Polar Bear, reach up high,
Polar Bear, Polar Bear, wink one eye,
Polar Bear, Polar Bear, say good-night,
Polar Bear, Polar Bear, shut your eyes tight,
Polar Bear, Polar Bear, wake up now,
Polar Bear, Polar Bear, take a bow,
Great job; now let me see who is ready to learn about more Arctic animals by sitting quietly.
Body of Lesson:
*A PowerPoint and Concept Map will be used for this portion of the lesson.
Thank you all so much for sitting so quietly. Let’s start learning about some Arctic animals. Touch your nose if you think you know an animal that lives in the Arctic (I will randomly call on a couple of students to name off the animals they believe to live in the Arctic. I expect that some students will guess correct animals while other students guess incorrect animals while other students go off on random stories). You guys made some pretty good guesses; let’s look at some pictures to find out who guessed right.
- Polar Bears – This is a Polar Bear, polar bears live on the land, have white fur, big paws and claws for hunting and they are the largest bears in the world
- Wolves – The Wolf lives on land, has red, grey or black and white fur, it lives in a den and can go 5 months without seeing sunlight
Can anyone tell me something Polar Bears and Wolves have in common by sticking out their tongue (I expect some students will guess fur or living on land while other students will say random things like they love flowers and some students will be lost)?
- Snowy Owl – This is called a Snowy Owl; it lives in the Arctic year round on land, has white feathers, a sharp beak for hunting and it’s nest is on the ground
- Ravens – This is a Raven, Ravens live on land, have black feathers, nests on cliffs and in trees and hide their food
Can anyone tell me something Snowy Owls and Ravens have in common (students should respond with they live on land, both have feathers or both make nests)?
- Beluga Whales – Beluga Whales live in the ocean, swim slowly, swallow their food whole and have white skin
- Walrus – This is a Walrus; it mostly lives in the ocean, has flippers that help it grip the ice, a blowhole for breathing and thick brown skin
Rub your tummy if you can tell me what Beluga Whales and Walrus’ have in common (students should answer that they both live in the ocean and have skin)?
You guys are doing great; you all are so smart! Look at this picture of the Arctic, where all of the animals we just learned about live. Do you all remember talking about the Arctic? What did we say about the Arctic; is it cold or hot? Cold – that’s right. Touch your ear if you can tell me what you do when you’re cold (I will once again call on students for answers and expect to hear I put on a jacket, hat, gloves, I cover up with a blanket, etc.). So, if you all put on jackets and gloves when you get cold; what do you think these animals do when they get cold (some students will answer that the fur and feathers keep the animals warm while other students will not know the answers)? That’s right; the Arctic animals have very thick fur and feathers to keep them warm but they also have something else called blubber. Blubber, now that’s a new word; let’s clap out the word blubber. Now, pat your head if you think you can tell me what blubber is (I do not expect any student to know what blubber is but I can imagine that I will get all sorts of answers). Great guesses; blubber it a very thick layer of fat that some Arctic animals have to keep them warm. So, we use long sleeves and blankets that we have to put on to keep us warm but Arctic animals use fur, feathers and blubber only they don’t have to put these “coats” on; they are a part of their bodies. Here is a picture of what blubber looks like. Put your hands on the floor if you would like to share something you notice about blubber (it’s gross, it’s thick). Blubber is right against the animal’s skin and it is thick. So animals always have it.
Okay, now that we know how animals keep warm let’s see if we can sort the animals into groups by what they use to keep them warm. We have a fur group, a feather group and a blubber group. Ready? Okay, what does the Polar Bear use for warmth; what about the Walrus, the Snowy Owl? Terrific, what about a Beluga Whale, a Raven, a Wolf? Oh you guys are just too good. Thanks so much for listening so well while we learned about Arctic Animals. When I call your table I need for you to quickly and quietly go to your seat so that we can begin our activity.
Closure:
Way to get back to your tables and since you did such a great job we’re going to learn how blubber helps to keep animals warm. Remember, you are not going to know what to do if you are talking instead of listening.
After the students have taken their seats I will explain that we are going to be wearing blubber gloves to see how blubber protects animals from the cold using Crisco. I will explain that Crisco is not blubber but we are using Crisco because it can help us understand what blubber is.
Blubber gloves - each student will make his/her own glove. We will measure the Crisco and construct the glove from zip lock bags as a class. We will then count how many gloves we have in all. Next, the students will take one glove and wait at their seat. First, the students will put on the glove, then they will stick their gloveless hand into the ice water, then they will stick the hand with the glove into the ice water. They are allowed to do this several times so that they can fully grasp the concept of blubber. Once the activity is complete we will have the following discussion.
Raise your hand if you can tell me the difference in the way your hands felt (students should respond with one hand felt very cold and one hand was not as cold). Well done, the blubber glove helped keep one of your hands warm in the cold. Remind me again of how you keep warm when you get cold by placing your hands on the table (again, answers should include jackets, blankets and gloves). And now put your hands in your lap if you can name an animal we learned about today (I will call on several students to name the above mentioned animals).
Great job, thanks so much for learning about Arctic Animals with me today. Let’s listen as I begin to call your tables for centers.
Assessment:
Can the students answer the essential question? Will the students be producing something in the lesson that lets you know they understand the standard? How will you document your observations?)
The assessment for this activity is attached below. It will be very simple and straightforward. I will use the answers from the in-class discussions to evaluate the appropriate scoring for each answer. I will also be writing down observational notes of the students’ responses/reactions to the “blubber” experiment while the children are engaged in the activity.
Child’s Name: ______________________
1. Student was able to name
1-2 animals 3-4 animals all animals
2. Student was able to clearly classify animals into feathers, fur and blubber
1-2 animals 3-4 animals all animals
3. Student demonstrated a clear understanding of what blubber is
Yes No
Notes: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Sample:
Picture from https://www.google.com/search?q=blubber+glove&hl=en&client=firefox-a&hs=cjI&tbo=d&rls=org.mozilla:en-US:official&source=lnms&tbm=isch&sa=X&ei=ZdUiUbLbK5K08AT3zoGoCQ&ved=0CAoQ_AUoAQ&biw=1266&bih=679#imgrc=PUfpYNMbVQlTNM%3A%3BRkYqacwISHjpXM%3Bhttp%253A%252F%252Fwww2.mcsdk12.org%252Fbly27%252F0blubber%252520glove.JPG%3Bhttp%253A%252F%252Fwww2.mcsdk12.org%252Fbly27%252Fblubber_experiement.htm%3B350%3B234
Content Map:
Inuit Natives
Student’s Name: Kim Pattillo Grade: Pre-K Unit/Title: Arctic Unit – Inuit Natives – Lesson 3 of 4 Students: 22
GPS Standard(s):
Language & Literacy –
LD 1 A Listens to and follows spoken directions
- Follows directions such as, “Hang up your jacket and come to the group area.”
LD 1 E Begins to distinguish fact from fiction in a read aloud text
- Tells whether story is real or make-believe
Math –
MD 1 C Counts objects using one-to-one correspondence
- Counts manipulatives
MD 1 D Compares sets of objects using language
- Identifies “more than, less than or same” when comparing two groups
Science –
SD 3 A Investigates and describes the states of matter
- Describes the difference between liquid and solid objects
Social Studies –
SS 3 E Recognizes characteristics of other geographic regions and cultures
- Explores the characteristics of arctic animals
Creative –
CD 1 A Experiments with a variety of materials and activities for sensory experience and exploration
- Uses markers, paint, crayons, modeling clay, collage materials, play dough
Social & Emotional –
SE 1 D Develops personal preferences
- Makes choices during independent activities
Learning - Focus Strategies Essential Question(s):
Essential Question(s)
Does student have a clear understand of what an Inuit Native is?
Is student able to relate an igloo to the type of home they live in now?
Does the student understand that an igloo provides shelter from the cold?
Materials:
- The book The Inuit by Andrew Santella
- Toothpicks
- Marshmallows
- Pictures of Igloos
Introduction:
We will begin this lesson seated on the learning circle.
I will read the following poem…
The Arrow and the Song by Henry W. Longfellow
I shot an arrow into the air;
It Fell to earth, I knew not where;
For, so swiftly it flew, the sight
Could not follow it in its flight.
I breathed a Song into the air;
It fell to earth, I knew not where;
For who has sight so keen and strong
That it can follow the flight of Song?
Long, long afterwards, in an oak
I found the arrow, still unbroke;
And the song, from beginning to end,
I found again in the heart of a friend.
Body of Lesson:
Next I will briefly ask the students to use their schema to tell me what fact and fiction mean (was taught earlier in the year by Mrs. Dufrene). I will quickly state the definitions for both and then I will introduce the book The Inuit. We will also discuss who the author and illustrator are. Sample questions I will ask while reading include…
- What does Inuit mean (AR – I don’t know)?
- What does native mean (AR – Indian)?
- Who can predict what this story is going to be about (AR – people, Indians)?
- Who can predict what will happen in this story (it’s going to talk about Indians)?
- Can anyone tell me if this story is fact or fiction and why (AR – fact)?
After we have read the book we will discuss Inuit people; we will talk about where they live, what they eat, how they keep warm and how they traveled. I will show the class arrow heads, moccasins and a bear skinned rug to help them relate and imagine what it was like to be a native. I will relate this lesson to previous lessons by reminding them of how cold the Arctic is and what is required to stay warm while living in the Arctic as well as naming the animals that the Inuit Natives hunt. We will have discussed these animals in previous lessons as well. Once the students have a good understanding about Inuit Natives we will go back to our seats to watch a brief video clip about Inuit Natives.
Closure:
When the video is over we will move along to the activity. I will already have piles of marshmallows on the table and the students will have to tell me what shape a marshmallow is. They will also have to tell me which piles have more and which piles have less marshmallows in them. After we have completed that we will all count out 50 marshmallows so that we can begin out activity.
I will explain that the activity is to build an igloo, anyway they want to, but they can only use marshmallows and toothpicks. I will provide pictures of igloos so that the students can have a model as they work.
While the students are constructing their igloos will revisit who the Inuit people are and what they do to keep warm in the Arctic.
Assessment:
Building a Structure: Marshmallow Igloo
Child’s Name: ______________________
Construction:
The student constructed an igloo using both marshmallows and tooth picks.
The student constructed an igloo using one of the two required materials.
The student did not construct an igloo.
Appearance:
The structure closely resembled an igloo.
The structure somewhat resembled an igloo.
The structure did no resemble an igloo.
Behavior:
The student used the materials correctly (ie. The student did not eat or stab with the materials).
The student attempted to use the materials in the correct mannor.
The student did not use the materials correctly.
Total Score:
Student Sample:
http://dev.1.1.thefrugalgirls.com.php5-18.dfw1-2.websitetestlink.com/2010/12/marshmallow-house-craft.html
GPS Standard(s):
Language & Literacy –
LD 1 A Listens to and follows spoken directions
- Follows directions such as, “Hang up your jacket and come to the group area.”
LD 1 E Begins to distinguish fact from fiction in a read aloud text
- Tells whether story is real or make-believe
Math –
MD 1 C Counts objects using one-to-one correspondence
- Counts manipulatives
MD 1 D Compares sets of objects using language
- Identifies “more than, less than or same” when comparing two groups
Science –
SD 3 A Investigates and describes the states of matter
- Describes the difference between liquid and solid objects
Social Studies –
SS 3 E Recognizes characteristics of other geographic regions and cultures
- Explores the characteristics of arctic animals
Creative –
CD 1 A Experiments with a variety of materials and activities for sensory experience and exploration
- Uses markers, paint, crayons, modeling clay, collage materials, play dough
Social & Emotional –
SE 1 D Develops personal preferences
- Makes choices during independent activities
Learning - Focus Strategies Essential Question(s):
Essential Question(s)
Does student have a clear understand of what an Inuit Native is?
Is student able to relate an igloo to the type of home they live in now?
Does the student understand that an igloo provides shelter from the cold?
Materials:
- The book The Inuit by Andrew Santella
- Toothpicks
- Marshmallows
- Pictures of Igloos
Introduction:
We will begin this lesson seated on the learning circle.
I will read the following poem…
The Arrow and the Song by Henry W. Longfellow
I shot an arrow into the air;
It Fell to earth, I knew not where;
For, so swiftly it flew, the sight
Could not follow it in its flight.
I breathed a Song into the air;
It fell to earth, I knew not where;
For who has sight so keen and strong
That it can follow the flight of Song?
Long, long afterwards, in an oak
I found the arrow, still unbroke;
And the song, from beginning to end,
I found again in the heart of a friend.
Body of Lesson:
Next I will briefly ask the students to use their schema to tell me what fact and fiction mean (was taught earlier in the year by Mrs. Dufrene). I will quickly state the definitions for both and then I will introduce the book The Inuit. We will also discuss who the author and illustrator are. Sample questions I will ask while reading include…
- What does Inuit mean (AR – I don’t know)?
- What does native mean (AR – Indian)?
- Who can predict what this story is going to be about (AR – people, Indians)?
- Who can predict what will happen in this story (it’s going to talk about Indians)?
- Can anyone tell me if this story is fact or fiction and why (AR – fact)?
After we have read the book we will discuss Inuit people; we will talk about where they live, what they eat, how they keep warm and how they traveled. I will show the class arrow heads, moccasins and a bear skinned rug to help them relate and imagine what it was like to be a native. I will relate this lesson to previous lessons by reminding them of how cold the Arctic is and what is required to stay warm while living in the Arctic as well as naming the animals that the Inuit Natives hunt. We will have discussed these animals in previous lessons as well. Once the students have a good understanding about Inuit Natives we will go back to our seats to watch a brief video clip about Inuit Natives.
Closure:
When the video is over we will move along to the activity. I will already have piles of marshmallows on the table and the students will have to tell me what shape a marshmallow is. They will also have to tell me which piles have more and which piles have less marshmallows in them. After we have completed that we will all count out 50 marshmallows so that we can begin out activity.
I will explain that the activity is to build an igloo, anyway they want to, but they can only use marshmallows and toothpicks. I will provide pictures of igloos so that the students can have a model as they work.
While the students are constructing their igloos will revisit who the Inuit people are and what they do to keep warm in the Arctic.
Assessment:
Building a Structure: Marshmallow Igloo
Child’s Name: ______________________
Construction:
The student constructed an igloo using both marshmallows and tooth picks.
The student constructed an igloo using one of the two required materials.
The student did not construct an igloo.
Appearance:
The structure closely resembled an igloo.
The structure somewhat resembled an igloo.
The structure did no resemble an igloo.
Behavior:
The student used the materials correctly (ie. The student did not eat or stab with the materials).
The student attempted to use the materials in the correct mannor.
The student did not use the materials correctly.
Total Score:
Student Sample:
http://dev.1.1.thefrugalgirls.com.php5-18.dfw1-2.websitetestlink.com/2010/12/marshmallow-house-craft.html
You in the Arctic
Student’s Name: Kim Pattillo Grade: Pre-K Unit/Title: Arctic Unit – You in the Arctic – Lesson 4 of 4 Students: 22
GPS Standard(s):
Language & Literacy -
LD 5 D Associates symbols with objects, concepts and functions
LD 5 J Connects information and events in books to real-life experiences
Math –
MD 1 C Counts objects using one-to-one correspondence
MD 2 B Recognizes and reproduces simple patterns of objects
Science –
SD 1 C Uses language to describe observation
SD 3 B Describes objects by their physical properties
SD 4 A Investigates, compares, and contrasts seasonal changes in the immediate environment
Social Studies –
SS 2 A Identifies similarities and differences among people
Ss 2 B Demonstrates an emerging awareness and respect for culture and ethnicity
Social & Emotional -
SE 1 B Recognizes self as a unique individual and becomes aware of the uniqueness of others
Essential Question(s):
Does student understand what is necessary for him/her to keep warm in the Arctic?
Is student able to name things, other than clothing, that would keep him/her was in the Arctic?
Can the student tie how they stay warm to anything we have discussed so far?
Materials:
- Construction Paper
- Crayons/ Markers/ Colored Pencils/Paint
- Scissors
- Glue/Tape/Stapler
- The Winter in White book by Robert Sabuda
Introduction:
We will begin this lesson on the learning circle.
I will begin today’s lesson by singing this song…
The Winter Song
(tune: Farmer in the Dell)
Let's sing a winter song,
Let's sing a winter song,
The days are short, the nights are long.
Let's sing a winter song.
The winter wind is cold,
The winter wind is cold,
It freezes noses, ears, and toes.
The winter wind is cold.
Winter now is here,
Winter now is here,
Put on your coat, your hat, your gloves, Winter now is here.
Body of Lesson:
Next, I will read Winter in White to the students; we will talk about the author and illustrator as well as predict what will happen in the story.
I will ask the following questions while reading…
-Can anyone tell me ONE thing they notice about the pictures in the book; what are the people wearing (AR – hat, gloves, scarves)?
-What activities were did they do in this book (AR – ice skating, sled down a hill)?
After we have finished reading the story and have discussed the book we will discuss the following topics…
-Why it is important to stay warm in the winter.
-Similarities and differences between the way people and animals stay warm
-What we can do to stay warm in the Arctic if we were to ever visit
This should be a fairly easy discussion since I have taught 5 other lessons leading up to this one.
Closure:
For closing activities; each child will make his/her own winter backpack. Each backpack will include a hat, a pair of gloves and a scarf. Each article of clothing should be cut out, adhered together and decorated in some way.
While the students are working on their backpacks I will revisit the lesson, hitting the key points, to make sure that each and every child understand how to keep warm when it is cold outside and how that gives them something in common with other people and animals too. I will use Hot Potato as an interactive question board with the students to accomplish the above task.
You in the Arctic Match Matching exercise Match the items on the right to the items on the left.
What would keep you warm in the Arctic? Cold
What keeps owls warm in the Arctic? Blubber
What keeps fish seals warm in the Arctic? Feathers
What keeps bears warm in the Arctic? A Jacket
The Arctic is ______? Fur
Assessment:
Can the students answer the essential question? Will the students be producing something in the lesson that lets you know they understand the standard? How will you document your observations?)
A rubric has been provided below.
Winter Backpack Checklist
1. Backpack contains a hat; cut out, put together and decorated? Yes No
2. Backpack contains a pair of gloves; cut out, put together and decorated? Yes No
3. Backpack contains a scarf; cut out, put together and decorated? Yes No
4. Area was appropriately cleaned up? Yes No
Notes:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
GPS Standard(s):
Language & Literacy -
LD 5 D Associates symbols with objects, concepts and functions
LD 5 J Connects information and events in books to real-life experiences
Math –
MD 1 C Counts objects using one-to-one correspondence
MD 2 B Recognizes and reproduces simple patterns of objects
Science –
SD 1 C Uses language to describe observation
SD 3 B Describes objects by their physical properties
SD 4 A Investigates, compares, and contrasts seasonal changes in the immediate environment
Social Studies –
SS 2 A Identifies similarities and differences among people
Ss 2 B Demonstrates an emerging awareness and respect for culture and ethnicity
Social & Emotional -
SE 1 B Recognizes self as a unique individual and becomes aware of the uniqueness of others
Essential Question(s):
Does student understand what is necessary for him/her to keep warm in the Arctic?
Is student able to name things, other than clothing, that would keep him/her was in the Arctic?
Can the student tie how they stay warm to anything we have discussed so far?
Materials:
- Construction Paper
- Crayons/ Markers/ Colored Pencils/Paint
- Scissors
- Glue/Tape/Stapler
- The Winter in White book by Robert Sabuda
Introduction:
We will begin this lesson on the learning circle.
I will begin today’s lesson by singing this song…
The Winter Song
(tune: Farmer in the Dell)
Let's sing a winter song,
Let's sing a winter song,
The days are short, the nights are long.
Let's sing a winter song.
The winter wind is cold,
The winter wind is cold,
It freezes noses, ears, and toes.
The winter wind is cold.
Winter now is here,
Winter now is here,
Put on your coat, your hat, your gloves, Winter now is here.
Body of Lesson:
Next, I will read Winter in White to the students; we will talk about the author and illustrator as well as predict what will happen in the story.
I will ask the following questions while reading…
-Can anyone tell me ONE thing they notice about the pictures in the book; what are the people wearing (AR – hat, gloves, scarves)?
-What activities were did they do in this book (AR – ice skating, sled down a hill)?
After we have finished reading the story and have discussed the book we will discuss the following topics…
-Why it is important to stay warm in the winter.
-Similarities and differences between the way people and animals stay warm
-What we can do to stay warm in the Arctic if we were to ever visit
This should be a fairly easy discussion since I have taught 5 other lessons leading up to this one.
Closure:
For closing activities; each child will make his/her own winter backpack. Each backpack will include a hat, a pair of gloves and a scarf. Each article of clothing should be cut out, adhered together and decorated in some way.
While the students are working on their backpacks I will revisit the lesson, hitting the key points, to make sure that each and every child understand how to keep warm when it is cold outside and how that gives them something in common with other people and animals too. I will use Hot Potato as an interactive question board with the students to accomplish the above task.
You in the Arctic Match Matching exercise Match the items on the right to the items on the left.
What would keep you warm in the Arctic? Cold
What keeps owls warm in the Arctic? Blubber
What keeps fish seals warm in the Arctic? Feathers
What keeps bears warm in the Arctic? A Jacket
The Arctic is ______? Fur
Assessment:
Can the students answer the essential question? Will the students be producing something in the lesson that lets you know they understand the standard? How will you document your observations?)
A rubric has been provided below.
Winter Backpack Checklist
1. Backpack contains a hat; cut out, put together and decorated? Yes No
2. Backpack contains a pair of gloves; cut out, put together and decorated? Yes No
3. Backpack contains a scarf; cut out, put together and decorated? Yes No
4. Area was appropriately cleaned up? Yes No
Notes:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________