Bear Habitat - Kindergarten, 1st and 2nd Grade (Living Things)


Your Name: Sandra Clemons
School: Excel Adventist Academy
E-mail Address: cclemcyt@yahoo.com
Published Date: December, 2012
Subject(s): Learning Centers
Intended Grade Level(s): Kindergarten, 1st and 2nd

Description: There will be Learning Centers (Language Arts, Science, Social Studies, Arts/Technology, Physical Education). It is a excellent idea to use the new Kindergarten Theme Book and incorporate the ideas along with your own idea. I had the opportunity to use the program and after using this particular theme, more ideas came into beings and this particular program is listed as an example with added information that will be excellent for use.

Pathways Theme, Goals, and Skills: Theme: Living Things
The goal is to gain a closer relationship with the Creator that made every living thing on earth. Students will have a greater love for the Creator through hands-on interaction.

Faith Integration: How do you integrate faith in teaching this lesson? Students will be able to gain knowledge about the animal world through information that they read in stories. Students will also learn about God's creation through literature.

Describe the faith basis for the instruction, instructional strategies/methods, and/or content of this lesson. The instructional strategies/methods is to incorporate the idea of living things into every aspect of the classroom experience.

Technology Standards: 1) Facilitate and inspire student learning and creativity, 2) Designing and developing digital age learning experiences and assessments, 3)Modeling digital age work and learning, 4) Engaging in Professional Growth and Leadership

Materials/Hardware/Software: The materials needed are as follows: Computer (flat screen & Monitor, mouse and other items as needed), Laptop (wireless mouse), Internet Connection) (Microsoft Word - Powerpoint.), http://www.bitstrips.com, http://www.kidpix.com.

Teacher Preparation: Set up Centers with the theme (Living Things). Tent for Reading Center (Large enough for at least three children) The tent should include bean bags, perhaps the set up of a camping site without the outdoor appearance), Bulletin Board set up for visual application for areas such as Science/Social Studies, Math and Bible.

Student Preparation: What do students need to know how to do going to these learning centers? Students will need to know how to utilize the mouse and to how to work within a time frame of 45 minutes to 1 hour. Must be able to sign in the allotted time. (More to be added later)

Classroom Management and Decoration: How should the classroom be organized and managed for this lesson?
1. Theme Board with the listed theme words.
2. A word wall according to the words that will be used.
3. Decorated bulletin boards for Math, Science reflecting the theme appearance. Hands-on apparatus should be included in centers.
4. Folders for centers, pencils and sign in sheets for designated center.

Assessment/Evaluation: Include copies of rubrics, etc. used in assessment and/or you can include an online rubric (i.e., include full assessments you've created for this project or reference assessments you're using from classroom materials). A suggested website for rubric set up can visit: [[http://www.rubistar.4teacher,org Include|www.rubistar.4teacher,org ]]or www.teach-nology.com.,
Teachers may also use this website for assessment and evaluation: www.teacher.scholastic.com/tools, http://www.rubristar.com.

Assessment and evaluation for Bear Habitat

What I currently do to pre-assess the instruction is to use prior knowledge, ask questions and have discussion on the given topic. With the theme "Living things" the class would talk about things such as spiders, butterflies, reptiles for prior knowledge. After gathering information on what is also known you will be able to determine where you should pick up and start teaching. Post-Assessment will be based on prior knowledge and knowledge that has been gained at the end of the lesson.

Credits: Pathways Kindergarten Program (Theme Book: Living Things)
www.spellingcity.com
www.rubriStar.com
www.Bitstrips.com
www.teachnology.com
www.teacher.scholastic.com/tools
www.google.com
www.kidspix.com
www.youtube.com
www.kidspiration.com

Center 1 Science - (Living Things)

Classifying Animals-Create the activity choices for five learning centers for this theme. The technology activity in this center involves (Kidsinspiration 3) Students will go to the page where they sort animals, mammals and reptiles and proceed to sort. After sorting animals, the students should print their work out on a local computer, preferably in the classroom.

Materials: Variety of stuffed or plastic animals, paper plates.

Instructions for the students: Explain that God has made many different kinds of animals for many different habitats. Show the Book. When Rain Falls. Tell them that birds have two legs, feathers, wings, and lay eggs. Look through the book "When Rain Falls (or another book with different animals and birds) and find all of the birds in the book. Ask the students how they know that a specific creature is a bird. They should answer that it has two legs, feathers, wings, or lays eggs. At another time, tell the children that insects have three body parts (head, thorax, and abdomen) and six legs. Look through a book with a variety of animals and identify the insects. Place a variety of stuffed or plastic birds, mammals, and insects at a table. Invite the children to sort them onto separate paper plates labeled Birds, Mammals, and Insects. (Some of these ideas are located in the new Kindergarten Book Theme Book "Living Things.") I have added several ideas in conjunction with the ideas listed. Some teachers may not have access to the program due to the newness of the program.

Differentiated Instruction: Tape player and/DVD player is available for students to clearly understand instructions.

Multiple Intelligences**: Instructions are typed, tape player is available, pictures along side instructions are available.

Center 2 -Social Studies- (Home/Habitats)

Books, references, worksheets. Use worksheets from the Kindergarten Theme Book "Living Things," CD available with the booklet. Use the book entitled, "When Rain Falls." from the theme Living Things. Another good idea would be to use the program http://Bitstrips.com as a means to re-create the story after actually reading. Another idea would be to use hand puppets and a small puppet stage to act out the story.

Any materials - Pictures of oceans, jungles, prairie, mountains, and savannahs where people and animals live. Use a map of your state/province to locate different habitats.

Instructions for the students- Identifying habitats. Make a list with the children of different homes/habitats in "When Rain Falls," such as deserts, forest, and wetlands. Encourage the students to think of other habitats, such as oceans, jungles, prairie, mountains, and savannahs, where people and animals live. Use a map of your state/province to locate different habitats. Locate your school and determine which habitats are closest and farthest from you. Ex: Caves would be the farthest from Texas.

Differentiated Instruction: Tape player is available for students to clearly understand instructions, along with pictures and typewritten instruction. Also, signs with pictures would be very useful.

Multiple Intelligences: Instructions are typed, tape player is available, pictures along side instructions.


Center 3 - Physical Education (Playing a Game)

Books, references, worksheets. Pathways Kindergarten Theme Book - "Living Things"

Any materials - CD player, CD (possible copy of tree or animal as listed)

Instructions for the students - Each type of animal has its own way of getting out of the rain as listed in the textbook. Divide the children into two groups. One group canl be trees, and the other group will be deers. The trees need to stand with their arms up in the air and their hands slightly in front of their bodies. The deer are to carefully leap and bounce between the trees while the music is playing. When the music stops, each child needs to hide under a tree's "branch." Repeat two or three times and then ask the children to change places off and on for a equal number of times. Another idea would be to ask the children to pretend to be bears and caves. Encourage the bears to walk on their hands and feet with their arms and legs straight-right arm and right leg together followed by left arm and left leg. The bear hide in a cave (child with legs spread out to make a cave) when the music stops.

Differentiated Instruction: Tape player/DVD player should be available for students to clearly understand instructions, along with pictures and typewritten instruction.

Multiple Intelligences: Instructions are typed, tape player is available, pictures along side instructions.

Center 4 - Art/Technology - Creating a forest mural/Animal Sounds

Books, references, worksheets, computer. Pathways Kindergarten Theme Booklet "Living Things"

Any materials - White butcher paper, paint-green/blue/yellow, large paint brushes, paint shirts, construction paper, tissue paper, glue stick, optional: small cupcake liners, pretzel sticks, liquid starch and Internet Access. Students can also go to http://www.bitstrips.comand re-create the stories, "When the Rain Falls, The Tree in ancient Forest, When We Go Camping, Good Night Owl." An example is http://bitstrips.com/r/8W780.

Instructions for the students; (Option 1) This activity will help the children remember the different things they may find in the forest that God created. The project will begin this week, and each week more things will be added to it. Book 1: Cover a table with a large piece of white butcher paper. Work with five or six of the children at a time. Ask them to paint the grass green, the sky blue (no white space in between), and then sun yellow. Allow the paint to dry. You may want to add the pine trees the children made in Fine Motor Skills: Making Pine Trees. (Technology) Instructions for the students - Use http://google.com to find forest animal sounds. You can also use Youtube at http://www.youtube.com to download different sounds from the website. Play these sounds for the children to imitate as described. (Optional #2) Go to the computer and sign into Kid Pix and create a story about the Venous Flycatcher and how he/she helps plants.) Story can be about 10 minutes. Teacher Assistance will be made available dependent upon the age and knowledge of the child via their experience.

Differentiated Instruction: How will differentiate these activities for your students? Remember you can differentiate the content, the process/activities, or the product. Read this quick review if needed.

Multiple Intelligences: Tape player is available for students to clearly understand instructions, along with pictures and typewritten instruction

Center 5 - Language Arts
Phonemic Awareness, Sound-Letter Activities, Reading Workshop, Signing In, Writing Workshop, Fine Motor Skills, Listening/Speaking, Pathways (Spellingcity) http://www.spellingcity.com .

Books, references, worksheets. Pathways Kindergarten Theme Booklet "Living Things"

Any materials - Clock or timer, Blackline 1.4, poster board or heavy card stock, glitter, When Rain Falls, spray bottle, Computer with manuscript font, paper, paper cutter, Chart paper or board, Eyedropper, soap holder with small suction cups, food coloring, Here's a Little Poem, option: sentence strips, marker.

Instructions for the students - (Phonemic Awareness-1) Engage the students in a variety of experiences to help them develop an awareness of how sounds can be manipulated. Sound-Letter Activities-2) Engage the children in a variety of interactive theme-related activities intended to develop a connection between an initial sound and the letter that represents the sound. 3)Reading Workshop-Routinely read aloud to the children, talk to and support the children when reading with them, and schedule time for the children to select and enjoy literature by themselves. 4)Signing In-Provide the children with a meaningful reason to practice writing their names. 5)Writing Workshop-Routinely interact with the children while writing, and schedule time for the children tow rite by themselves. 6)Fine Motor Skills-Strengthen and refine the coordination of the small muscles controlling the hand, fingers, and thumb to develop eye-hand coordination. 7)Listening/Speaking-Encourage the children to communicate information and share ideas clearly while also practicing how to listen carefully and politely. 8)Phonemic Awareness-Engage the children in a variety of experiences to help them develop awaqreness of how sounds can be manipulated. 9) Sound-Letter Activities (Engage the children in a variety of interactive theme-related activities intended to develop a connection between an initial sound and the letter that represents the sound.

Differentiated Instruction: Tape player is available for students to clearly understand instructions, along with pictures and typewritten instruction

Multiple Intelligences: Tape player is available for students to clearly understand instructions, along with pictures and typewritten instruction