Elizabeth Cross April 30, 2012 EDEL 453 Dr.

Kolar Integrated Studies Unit

Table of Contents:
Cover Page Table of Contents Themes & Grade Level Summary of Book & Connection to Themes NCSS Themes Brainstorming Chart/Integration of Multiple Subjects CEF Standards: Math, Art, Theater, & Music CEF Standards: Language Arts/Reading CEF Standards: Social Studies/Geography Service Learning Calendar Day 1 Calendar Day 2 Calendar Day 3 Calendar Day 4 Calendar Day 5 Calendar Day 6 Calendar Day 7 Lesson PlanDay 1 Lesson PlanDay 1 Continued Lesson PlanDay 4 Lesson PlanDay 4 Continued Lesson PlanDay 7 Lesson PlanDay 7 Continued Reflection References Page 1 Page 2 Page 3 Page 4 Page 5 Page 6

Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18-19
Page 20-21 Page 22-23 Page 24 Page 25

Grade Level: 3rd Grade The Teddy Bear-- By: David McPhail Themes: Homelessness, Human Relationships, Love, Friendship Social Studies Focus K-8:

Sharing Earth-space with others: The Community

Summary of the book + Connect the Book to the Themes: The Teddy Bear is about how one childs teddy bear can change the lives of a child and a homeless man. It shows that you can have human relationships with one another without having to know the other person. This book also shows the friendship and love of a man, child and a teddy bear. It begins with a young boys that has a teddy bear that lives in a warm and loving home. This particular teddy bear got to go everywhere that the young boy went, such as the zoo, long trips, or short trips. Then on one of their many trips the boy and his family stopped to eat lunch, while at lunch the young boy fell asleep and left the teddy bear behind when the father picked the boy up to carry him to the car. When the young boy realized that the teddy bear was missing it was too late, it was gone. When the family went back to see if the bear was there, it was too late the bear had already been thrown out without even being noticed. The bear thought to himself that he was not going to be loved anymore, until one day when an old homeless man came and found him in the trash can. He placed the bear in his pocket and the bear knew from there that he was going to be loved and the man now had a friend. Months went by and the boy learned to live without the bear and the man and the bear were as close as ever. One day the boy and his family were walking through the park when the little boy noticed a teddy bear sitting on a park bench. The old man left him there while he went to search through the trash can. The young boy told his parents that it was his bear and so they picked up the bear and began to move on. When the homeless man returned he noticed his bear was gone and began shouting, my bear! My bear! the young boy heared the shouting and turned around and went back to the bench where he found the bear and asked the man if this was his bear. It was indeed his bear and the man was so happy to see his bear. The little boy had wanted to take his bear home where it belonged but knew that his home was with the homeless man. The young boy gave back the bear and watched as the old man hugged the bear. His parents came for him and as they walked away the little boy knew that he did the right thing and watched in happiness as the old man hugged his bear.

NCSS Themes: Culture: The Teddy Bear shows us how differently two people can live whether they are young or old. This book relates to a well to do young boy to a lonely homeless man trying to survive any way that he can. With the two different cultures and the way they live it shows us how we can be brought together through a small ordinary teddy bear. People, Places, & Environments: This story begins in the young boys house where a teddy bear is thinking to himself how loved he is and how he is so happy that he is with this young boy and how it is nice to have a warm place to stay. The boy took the bear on many trips into the community. In the story the boy brings there bear everywhere he goes and ends up losing the bear and when he goes back to where he lost the bear the diner people had inadvertently thrown it away without knowing who it belonged too. Because the people in the diner threw the bear away they changed the lives of a young boy and an old homeless man. Individual Development & Identity: When the young boy lost his bear it seemed as if he lost his best friend and his world was turned upside down. When the homeless man found the bear the bear thought would this man keep me warn and love me? Turns out that the bear and the man would be the best of friends and the teddy bear would be loved tremendously. Months went by and the young boy learned how to live without the bear and that he was going to be fine without it. When the boy found the bear months later on a park bench he knew that it was his bear and he picked it up to take it away with him until he realized the bear had a new home and was loved very much from the old homeless man and so the boy gave the bear back showing that he had grown and was growing into a fine young man.

Health and Science How to clean a dirty teddy bear. Learn the different ways to keep clean

Art, Music, & P.E. Creating and recording music to be heard during reading time

Reading/ Language Arts Writing essays on bears

Writing narratives & sharing them with others

Read books similar to The Teddy Bear Social Studies-Geography

Math Teddy Bear Bingo Fractions Plotting and graphing Multiplication Facts Visual Arts Using computers to research different bears and flags.

The Teddy Bear

By David McPhail

Identifying bears around the world Identifying flags from around the world

Third Grade
Literature The Teddy Bear Books on real and fake bears Service Learning -Host a teddy bear drive to benefit a local childrens home. -Read to a second grader a book about bears. (either real or fake)

All subjects in bold are addressed in unit

CEF Standards--Math 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories

CEF Standards--Art 2.3.4 Use elements & principles to design & create works of art. 5.3.3 Discuss possible meanings of art. CEF Standards--Theater

3.MD.5 Recognize area as an attribute of plane figures & understand concepts of area measurement.
3.MD.5a A square with side length 1 unit, called a square unit, and can be used to measure area

1.3.1 Create a simple script based on personal experience, imagination, or retelling of a story
CEF Standards--Music

3.OA.6 Understand division as an unknown-factor problem. 3.MD.2 Measure & estimate liquid volumes & masses of objects using standard units of grams. 3.MD.3 Draw a scaled picture graph & scaled bar graph to represent a data set with several categories.

4.3.1 Create music to interpret stories, rhymes, and poetry.

CEF StandardsLanguage Arts/Reading

RF.3.4a Read on-level text with purpose & understanding. RI.3.9 Compare & contrast the most important points & key details presented in two texts on the same topic. W.3.1 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. W.3.3c Use temporal words & phrases to signal event order.

RI.3.1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answering questions.
RF.3.4 Read with sufficient accuracy & fluency to support comprehension. RF.3.4C Use context to confirm or self-correct word recognition & understanding, rereading as necessary.

W.3.3d Provide a sense of closure.

W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons. W.3.3d Provide a sense of closure RL.3.3 Describe characters in a story y& explain how their actions contribute to the sequence of events.

W.3.1 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. W.3.3c Use temporal words & phrases to signal event order. W.3.3d Provide a sense of closure.

RL.3.6 Distinguish between their own point of view from that of the narrator or those of the characters. RI.3.6 Distinguish their own point of view from that of the author of the text.

CEF StandardsSocial Studies / Geography

E3.1.12 Word cooperatively in groups E3.1.13 Recognize differences of opinion G6.3.4 List ways people view their own communities C13.3.1 Identify & discuss examples of rules, laws, & authorities that keep people safe & properly secure. G6.K.3 Recall from memory the street on which he/she lives on. G6.K.4 Identify the geographic setting of a picture or story. G6.1.4 Recall home address and phone number H3.3.4 Demonstrate respect for each other, the community, & the world. G6.3.1 Distinguish between physical & human features. C.3.2.12 Identify reasons for saving money

C13.3.2 Discuss that democracy involves voting, majority rule & setting rules.
C.13.3.3 Explain individual responsibilities in the classroom & the school. E3.1.10 Identify the county, state, & country

CEF StandardsService Learning Students will be able to plan and organize a teddy bear collection event that will benefit the local children's homes and St. Judes Ranch. Students will create a fundraiser to help collect money to adopt a polar bear in need of help through an animal association in Alaska.

Students will collect pop tabs to donate to the Students will learn about what Three Square does Ronald McDonald House in order to help them with for the local schools in the Clark County School the families in need. Students will also take field District and the students it serves. trip to the house to serve a meal to the residents. Students will research information as a class on adopting a grandparent for the school year. To collect different books on bears either real or fiction & have students read to a lower grade level during reading time Students will take a field trip to the local zoo to learn about the animals that are kept there and help feed the animals.

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Day 1 Music
It is expected that students will: 4.3.1 Create music to interpret stories, rhymes, and poetry. Objectives: Students will be able to create a musical song to accompany the book The Teddy Bear Warm Up: (10 min.) Students will gather all materials needed to compose a song and warm up on the instrument of their choosing. Activity: (40 min.) Students will work together as a class to compose music with drums and xylophones that will recorded and played while the teacher reads aloud, The Teddy Bear.

Social Studies
It is expected that students will: E3.1.12 Word cooperatively in groups E3.1.13 Recognize differences of opinion G6.3.4 List ways people view their own communities Objectives: Students will work together in groups to find ways they can make a difference in their community Warm Up: (10 min.) Students will think their community and write down at least 3 things they would like to see changed. Activity: (40 min.) Students will work together in groups to form a letter to the mayor of things they would like to see changed in their community.

Language Arts
It is expected that students will: RF.3.4a Read on-level text with purpose & understanding. RI.3.9 Compare & contrast the most important points & key details presented in two texts on the same topic. Objectives: Students will be able to efficiently compare and contrast a teddy bear from a real bear using a Venn diagram. Warm Up: (10 min.) Students will review the book The Teddy Bear & and review their notes taken previously from reading a book on real bears. Activity: (40_min.) Students will work together in groups of two to compare and contrast a teddy bear and real bears.

Service Learning
It is expected that students will: Goals: Students will be able to plan and organize a teddy bear collection event that will benefit local children's homes and St. Judes Ranch. Objective: Students will make flyers to announce that they are collecting teddy bears for the Ronald McDonald House and the St. Judes Ranch for children who may not have much.

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Day 2
Math
It is expected that students will: 3.OA.6 Understand division as an unknown-factor problem. Objectives: Students will be able to divide two number & identify the correct addend for checking the division problem.

Social Studies
It is expected that students will:

Language Arts
It is expected that students will: RF.3.3 know & apply grade-level phonics & analysis skills in decoding words. RF.3.3a Identify & know the meaning of the more common prefixes & derivational suffixes. RF.3.4 Read with sufficient accuracy & fluency to support comprehension. Objectives: Students will be able to correctly identify prefixes and suffixes from The Teddy Bear, & create their own prefixes and suffixes. Warm Up: (10 min.) Students will review prefixes & suffixes & complete a worksheet of prefixes & suffixes. Activity: (40 min.) Students will re-read The Teddy Bear, to find all prefixes & suffixes. After writing them all down students will them create 5 prefixes & suffixes on their own.

Service Learning
It is expected that students will: Goals: Students will collect pop tabs to donate to the Ronald McDonald House in order to help them with the families in need. Students will also take field trip to the house to serve a meal to the residents. Objectives:

G6.K.3 Recall from memory the street on which he/she lives on.
G6.K.4 Identify the geographic setting of a picture or story. G6.1.4 Recall home address and phone number Objectives: Students will be able to memorize their personal information in cases of an emergency. Warm Up: (10 min.) Students will practice writing their address & phone number. Also draw or find a picture of a landmark to help identify where they live. Activity: (40 min.) Students will create a emergency information card with their address, phone number, parents name and any information including a photo in case of an emergency.

Warm Up: (10 min.)

Students will review their math facts for the number 5 and take a 1 min review test. Activity: (40 min.)

Students will make flyers to let their classmates around the school that they are collecting pop tabs off of canned drinks for donation.

Students will play teddy bear bingo, in order to find the numbers for bingo students must solve the equation.

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Day 3
Art
It is expected that students will: 2.3.4 Use elements & principles to design & create works of art. 5.3.3 Discuss possible meanings of art. Objectives: Students will create a picture of a bear could look like if they lived in Las Vegas. Warm Up: (10 min.) Students will gather all needed materials and listen to instructions before beginning. Activity: (40 min.) Students will create drawings, paintings, or any means of creating a picture of a bear that would live in Las Vegas.

Social Studies
It is expected that students will: C13.3.1 Identify & discuss examples of rules, laws, & authorities that keep people safe & properly secure. C13.3.2 Discuss that democracy involves voting, majority rule & setting rules. C.13.3.3 Explain individual responsibilities in the classroom & the school. Objectives: To create classroom rules and learn to vote on classroom items. Warm Up: (10 min.) Students will create a list of rules that they think should be in the class.

Language Arts
It is expected that students will: RL.3.3 Describe characters in a story y& explain how their actions contribute to the sequence of events. RL.3.6 Distinguish between their own point of view from that of the narrator or those of the characters. RI.3.6 Distinguish their own point of view from that of the author of the text. Objectives: Students will be able to create their own story version of the The Teddy Bear Warm Up: (10 min.) Students will re-read The Teddy Bear to refresh their minds on the story. Students will also take notes on three things they would like to incorporate in their book. Activity: (40 min.) Students will use that three elements that they have chosen from the book to incorporate in creation of their version of the book.

Service Learning
It is expected that students will:
Goals: To collect different books on bears either real or fiction & have students read to a lower grade level during reading time. Objectives: Students will choose their favorite book on bears either real or fake & will be assigned a students in a lower grade level to read to for their reading time.

Activity: (40 min.)

Students will share their ideas with their teammates and then as a class choose what they think to be the best rules for the classroom .

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Day 4
Math
It is expected that students will: 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Objectives:

Social Studies
It is expected that students will: H3.3.4 Demonstrate respect for each other, the community, & the world. G6.3.1 Distinguish between physical & human features. G6.3.4 List ways people view their own communities Objectives: Students will be able to determine what is made by man & what nature has made in a park & how they view their community. Warm Up: (10 min.) Students will use their journals to bullet point the differences between man made & nature what nature made & how they view their community. Activity: (40 min.) Using their bullet point students will create a blue print of what they would create for a park in their community,

Language Arts
It is expected that students will: W.3.1 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. W.3.3c Use temporal words & phrases to signal event order. W.3.3d Provide a sense of closure. Objectives: Students will be able to write a story about either being bear (real or fake) or if they have ever experienced a real bear. Warm Up: (10 min.) Students will review writing mechanics and correctly put the example paragraph in order on the white board. Activity: (40 min.) Students will create a one page story describing an experience with a real bear or what they would do if they were a bear either real or fake. Students will be sure that it is in proper sequence and provides a sense of closure.

Service Learning
It is expected that students will:
Goals: Students will take a field trip to the local zoo to learn about the animals that are kept there and help feed the animals. Objectives: Students will learn about the different animals at the zoo while helping feed and take care

Students will be able to create a picture of a teddy bear using a scaled bar graph with bar graph that they must solve equations to get their plotting points.
Warm Up: (10 min.)

Students will review how to plot on a line graph and review their multiplications skills to solve the equations.
Activity: (40 min.) Students will create a teddy bear graph using a lined bar graph paper provided by the teacher. In order for the students to gain their plotting points they must solve the multiplications questions.

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Day 5
Math
It is expected that students will: 3.MD.2 Measure & estimate liquid volumes & masses of objects using standard units of grams. 3.MD.3 Draw a scaled picture graph & scaled bar graph to represent a data set with several categories. Objectives: Students will be able to estimate the number of gummy bears that are in their bags and then draw a bar graph to represent the different colors Warm Up: (10 min.) Students will review how to plot on a line graph & will complete a review worksheet on measuring & estimation. Activity: (40 min.) Students will estimate the number of gummy bears in their bags and then using a bar graph chart the different colors.

Social Studies
It is expected that students will: E3.1.12 Work cooperatively in groups E3.1.13 Recognize differences of opinion E3.1.10 Identify the county, state, & country Objectives: Students will be able to determine what types of bears there are & where they come from Warm Up: (10 min.) Students will use bullet points to write down the different types of bears around the world. Activity: (40 min.) Using their bullet points of different bears, students will then research where the bear comes from and write down the state or country & write down one characteristic of the bear.

Language Arts
It is expected that students will: W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons. W.3.3d Provide a sense of closure Objectives: Students will be able to write their own opinion on the characters in the book and why the old man was attached to the teddy bear, Warm Up: (10 min.) Students will choose a graphic chart to write down their opinions and thoughts & reasons to support their opinion. Activity: (40 min.) Students will create a one page paper to describe their opinions on the book and be able to organize their thoughts and provide reasoning and a concluding statement on their thoughts.

Service Learning
It is expected that students will:
Goals: Students will create a fundraiser to help collect money to adopt a polar bear in need of help through an animal association in Alaska. Objectives: Students will learn about polar bears and how they impact Alaska and how they can become extinct if they continued to be poached.

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Day 6
Theater
It is expected that students will: 1.3.1 Create a simple script based on personal experience, imagination, or retelling of a story Objectives: Students will create a script to recreate the book The Teddy Bear. Warm Up: (10 min.) Students will choose their own groups of 3-4 students and read the book The Teddy Bear & one on realistic bears. Activity: (40 min.) Students will work together in their groups piecing together the different scenes for their version of the play & each group will have the chance to perform.

Social Studies
It is expected that students will: C.3.2.12 Identify reasons for saving money C.3.1.12 Work cooperatively in groups C.3.1.13 Recognize differences of opinions. Objectives: Working in groups of 2-3 students will be able to write down a minimum of three reasons why they should save money.

Language Arts
It is expected that students will: RI.3.1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answering questions. RF.3.4 Read with sufficient accuracy & fluency to support comprehension. RF.3.4C Use context to confirm or selfcorrect word recognition & understanding, rereading as necessary. Objectives: Students will read with accuracy & fluency Students will also use selfcorrection for words that are mispronounced. Students will also be quizzed for comprehension. Warm Up: (10 min.) Students will read with their whisper phone to read The Teddy Bear Activity: (40 min.) Students will use the text if needed to help them with a 10 multiple choice, 2 short answer quiz to check for comprehension.

Service Learning
It is expected that students will:
Goals: Students will learn about what Three Square does for the local schools in the Clark County School District and the students it serves. Objectives: Students will spend time learning about what Three Square does and will complete one session of the backpack program, in which they will pack bags of food for students who are in need of food on the weekend and week nights.

Warm Up: (10 min.)

Students will use bullet points to write down their own personal reasons on why they save money and what they would buy or do with the money.

Activity: (40 min.)

Students will share with their groups of what their thoughts were & then come up with one agreed upon saving tip & what they would do with the money.

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Day 7
Math
It is expected that students will: 3.MD.5 Recognize area as an attribute of plane figures & understand concepts of area measurement. 3.MD.5a A square with side length 1 unit, called a square unit, and can be used to measure area Objectives: Students will be able to figure out the area of a teddy bear picture using square units. Warm Up: (10 min.) Students will review the measurement skills and complete a warm up worksheet on measurement.

Social Studies
It is expected that students will: C.3.1.10 Identify the county, state, & country C.3.1.12 Work cooperatively in groups C.3.1.13 Recognize differences of opinions. Objectives: Working in groups of 2-3 students will be able to identify the counties, states and countries that have bears on their flags.

Language Arts
It is expected that students will: W.3.2 Write information/explanatory texts to examine a topic & convey ideas & information clearly. W.3.2b Develop the topic with facts, definitions, & details. W.3.2d Provide a concluding statement or section Objectives: Students will write an information text explaining why the sequence of the book what they would change. Warm Up: (10 min.) Students will read with their whisper phone to read The Teddy Bear while writing down things that they would change about the book. Activity: (40 min.) Students will develop their own opinions & thoughts about how they would change the text. They will use their notes to create a new story with their changes.

Service Learning
It is expected that students will:
Goals: Students will research information as a class on adopting a grandparent for the school year. Objectives: Students will adopt a grandparent that will be their grandparent for the entire school year. They will make monthly trips to the nursing home to visit their grandparent and tell them how they are succeeding in school and give that grandparent the love they might not get all the time. They will make them special and write to them on the days they do not see them.

Warm Up: (10 min.)

Students individually write down what flags have bears on them and where they are located, Activity: (40 min.)

Activity: (40 min.)

Students will work in groups of two to complete the worksheet to figure out the area of a teddy bear picture.

Students will work in groups to identify flags from around the world that have bears on them. Students will use the computer or any resource needed to find the information.

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Day 1: Language Arts

Description of Classroom:
This is at third grade classroom. There are more females than males. Most of the students are Hispanic.

Background:
The students have not been previously introduced to this book.

Content Objective(s):
Students will be able to efficiently compare and contrast a teddy bear from a real bear using a Venn diagram. Language Objective(s): Students will be able to read aloud with little or no errors.

Nevada Standards:
RF.3.4a Read on-level text with purpose & understanding. RI.3.9 Compare & contrast the most important points & key details presented in two texts on the same topic.

Key Vocabulary:
N/A

Teaching Strategies: Students are going to read two books on bears, one about real bears and one on a teddy bear. Warm Up Activity: (10 min)
Students will review the book The Teddy Bear & and review their notes taken previously from reading a book on real bears.

Lesson Sequence:
1. 2. Students will read two books, one on real bears and one on teddy bears. Students will work together in groups of two to compare and contrast a teddy bear and real bears.

Continued on next page

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Teaching Strategies:
Students are going to read two books on bears, one about real bears and one on a teddy bear.

Warm Up Activity: (10 min)

Students will review the book The Teddy Bear & and review their notes taken previously from reading a book on real bears.

Lesson Sequence:
1. 2. Students will read two books, one on real bears and one on teddy bears. Students will work together in groups of two to compare and contrast a teddy bear and real bears.

Accommodations:
Teacher will help students adjust pacing as needed The Teddy Bear By: David McPhail Students will create a Venn diagram distinguishing real bears from fake bears. Students will hand in the Venn diagram for a formal assessment. They will reread the whole book if necessary for better understanding or ideas for their writings.

Supplementary Materials:

Review/Assessment:

Form: 005 JDC 4/22/08

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Day 4: Math
Description of Classroom:
This is at third grade classroom. There are more females than males. Most of the students are Hispanic.

Background:
The students have been previously introduced to multiplication and plotting skills

Content Objective(s):
Students will be able to create a picture of a teddy bear using a scaled bar graph with bar graph that they must solve equations to get their plotting points

Nevada Standards:
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

Key Vocabulary:
N/A

Teaching Strategies: Students are going to plot a teddy bear using their multiplication and plotting skills.. Warm Up Activity: (10 min)
Students will review how to plot on a line graph and review their multiplications skills to solve the equations.

Lesson Sequence:
1. Students will complete a multiplication worksheet to gain their plotting points 2. Students will then determine which point is the x axis and which is the y axis 3. Students will then take their X and Y axis to plot the points with the end result a picture of a teddy bear.

Teaching Strategies: To walk around while students are completing their worksheets helping those that are in need of
help.

Warm Up Activity: (10 min)

Students will review how to plot on a line graph and review their multiplications skills to solve the equations.

Continued on next page

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Accommodations:
Teacher will help students adjust pacing as needed Plotting paper which is provided Math WorkSheet Pencils Students will create a plotting teddy bear. Students will hand in the completed graph for a formal assessment. Students will finish the assignment at homework and returned the following school day.

Supplementary Materials:

Review/Assessment:

Form: 005 JDC 4/22/08

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Day 7: Social Studies

Description of Classroom:
This is at third grade classroom. There are more females than males. Most of the students are Hispanic.

Background:
The students have been previously introduced to states, cities, countries, counties, and flags

Content Objective(s):
Working in groups of 2-3 students will be able to identify the counties, states and countries that have bears on their flags.

Nevada Standards:
C.3.1.10 Identify the county, state, & country C.3.1.12 Work cooperatively in groups C.3.1.13 Recognize differences of opinions.

Key Vocabulary:
N/A

Teaching Strategies: Students are going to plot a teddy bear using their multiplication and plotting skills..
Warm Up Activity: (10 min)
Students individually write down what flags have bears on them and where they are located,

Lesson Sequence:
1. 2. 3. 4. Students will pair up in groups of two and begin to find flags that have bears on them. Students will use encyclopedias and the internet to find their information Students will then make a list of their results Students will then indidually write which of the flags is their favorite and why

Teaching Strategies: To walk around while students are completing their worksheets helping those that are in need of
help.

Warm Up Activity: (10 min)

Students individually write down what flags have bears on them and where they are located,

Continued on next pagev

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Accommodations:
Teacher will help students adjust pacing as needed Computer with internet access Encylopedias Paper Pencils Book on Flags Students will find cities, counties, states, and/or countries that have bears in their flags. Students will hand in the completed list and their individual paragraph on which flag is their faviorite for a formal assessment.

Supplementary Materials:

Review/Assessment:

Form: 005 JDC 4/22/08

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Reflection:
This particular assignment I wish we had more time to work on. I feel that this is one assignment that should be given at the beginning of the semester so that as the SSRRs are

completed and lesson are done students can work on this. I feel that it was a lot of work to
be put into a short amount of time. I am the type of person that puts a lot of effort in my assignments and having this assignment at the end of the semester with all of the other classes I take it was a lot. It was great assignment to learn how to make a full lesson and be able to work with the standards. Learning how to complete a lesson plan and come up with creative assignments is something that is necessary for all teachers to succeed in their job. I have found that social studies can be in any lesson from art all the way to math. I feel this is something that students can benefit from in all aspects. All lessons that are taught to

students should be to a point fun. If it is a lesson that is dull and boring then students are
going to wander in their minds and not pay attention to what is being taught. A lesson that is fun, enjoyable and hands on is going to attract a student and keep them engaged. This unit that I have just completed I feel will bring enjoyment to students and want to keep them engaged and want to come to school everyday to find out what new material they are going to learn. This was a great lesson for us to do, I just wish there was a little more time to complete it.

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References:
Cornell EDU. (n.d.). Venn Diagrams. Retrieved April 29, 2012, from Numbers Season 4: http://www.math.cornell.edu/~numb3rs/lipa/power.html Google. (n.d.). Retrieved April 29, 2012, from Images: http://www.google.com/imgres?hl=en&client=firefox-a&hs=otn&sa=X&rls=org.mozilla:enUS:official&biw=1440&bih=775&tbm=isch&prmd=imvns&tbnid=H1Tvl7x8TUMA_M:&imgrefurl= http://www.kidslearningstation.com/math/single-digitmultiplication.asp&docid=GHvNNB0augFzV Lesson Plan. (n.d.). Retrieved April 29, 2012, from Gummy Bar Graph: http://sites.google.com/site/gummybeargraph/lesson-plan McPhail, D. (2002). The Teddy Bear. New York City: Henry Holt and Company.

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