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This lesson provided by:
Author: Anna Sears
System:Russell County
School:Russell County Board Of Education
Lesson Plan ID: 33057
Title:

"Panda"-mania!

Overview/Annotation:

In this lesson students will discover the many different ways animals change as they get older. Students will explore specifically the life of a baby panda; his looks, behaviors, and his characteristics. 

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
SC(K) 6. Compare size, shape, structure, and basic needs of living things.
ELA2013(K) 1. With prompting and support, ask and answer questions about key details in a text. [RL.K.1]
Local/National Standards:  
Primary Learning Objective(s):

Students will be able to identify and categorize the different types of bears.

Students will also be able to identify and recall the different ways a bear changes as it gets older. (Specifically Panda Bears)

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

The book, Little Panda

Bear color page (suggestions here)

Chart paper

Crayons

Photos of different types of bears. These photos are found with help from the students' parents and brought in to share with the class.

Technology Resources Needed:

Document camera

Interactive whiteboard 

Background/Preparation:

Teacher should assign students to research, find, and bring in photos of different types of bears. (with parental assistance)

Students are free to share these pictures any way they would like. (Collage or electronically)

Students can collect these pictures from the computer, magazine, or library.

Teachers should send home the checklist of expectations ahead of time in order to ensure understanding of the project.

Procedures/Activities:

Day One:

1. Teacher reads aloud to the class, Little Panda.

2. As the teacher reads, he/she stops and discusses the information being presented with the class.

- What does the baby panda look like when it's born? Is it black and white or is it a different color than what we are used to seeing? Can baby pandas see when they are first born? Do they have teeth?

3. After the teacher reads the story, students will have an opportunity to share with the class the photos they found of different types of bears.

- Students should be able to describe key features about their pictures. What colors are the bears? What type of bear is it? Is the bear big or small? Does he live in a cold place? or is it warm?

* See attached copy of Bear Photo Checklist

Day Two:

1. Teacher reviews the different types of bears they learned about on the previous day with the students.

2. The teacher will then distribute a blank color page of a bear. The students will choose their favorite bear to imitate on their color page.

3. After all the students have colored their bear, they should cut the bear out and the teacher will then collect them.

4. As a class, the teacher and students will graph them on chart paper.

5. Once all bears have been graphed, the teacher can discuss with the students how many of each bear was chosen as a student's favorite. The teacher may also discuss which bear received the most favorites within the class.


Attachments:**Some files will display in a new window. Others will prompt you to download. BearPhotoPresentationChecklist.docx
Assessment Strategies:

Students will be assessed both formatively and summatively.

Formative Assessment - Students will be assessed based on their participation during class discussion. 

Summative Assessment - Students will be assessed on their presentation of bear photos using the check list provided. 

Extension:
 
Remediation:

The teacher will be available to assist students who are unable to cut out the picture of their bear.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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