Polar Bears How to Share The Planet ShuHan Lu, Karen Broughton, and Andrea Lockley.

Polar BearsPolar Bears

How to Share The PlanetHow to Share The Planet

ShuHan Lu, Karen Broughton, and Andrea LockleyShuHan Lu, Karen Broughton, and Andrea Lockley

RationaleRationale• As humans, we have the responsibility to share our resources As humans, we have the responsibility to share our resources

equitably with all living things. Also, Global Warming’s effect has equitably with all living things. Also, Global Warming’s effect has serious consequences for all living organisms, but it is of especially serious consequences for all living organisms, but it is of especially great concern for the polar bear. According to the U.S. Geological great concern for the polar bear. According to the U.S. Geological Survey Office, reduction in sea ice in the Arctic can see a loss of Survey Office, reduction in sea ice in the Arctic can see a loss of 2/3rds of the entire word’s Polar Bear population over the next 50 2/3rds of the entire word’s Polar Bear population over the next 50 years.years.

SummarySummary• Students will study and learn about the living conditions, eating habits, and the efforts certain

organizations are making to save the polar bear. This unit was designed for children in grades 3-12. Students will begin their own home base and school base projects to “go green” in an effort to do their part with saving the environment, thus saving the polar bear. Students will also journal about experiences that have caused them to be forced into conditions that are unfamiliar and uncomfortable. We will be integrating the following subjects in our unit:

• Science: Our unit will have students understand that it is important to protect every living thing alive; especially some animals are in danger of extinction. The lesson will use polar bear as an example.

• Language Arts: Have students develop writing and research skills through conducting research on various aspects of the polar bear and drafting writing in response to that prompt.

• Reading: Have students utilize several comprehension skills (e.g., graphic organizers, technology resources, reading materials, and critical thinking questions) with their quest to learn about the polar bear. Students will learn about the living conditions and eating habits of the polar bear.

• Social Studies: Students will apply map skills by identifying various places on the map when asked. Students will also analyze different energy sources and their effects on the planet. The students will attempt to educate their community about the polar bears and encourage the community to take part in conservation efforts.

Cause-and-Effect Relationship

Core Foundation of Knowledge

Polar Bears

Language ArtsScience

Social Studies

Reading

Vocabulary

Geography

Exploring Animals

Investigation

Summarize

Problem Solving

Natural World

Living Things

Environment

See

Feel

HearSmell

Taste

Map

Political Thematic Physical

Location

Hometown Continents

Generating Ideas

TextBrainstorming Drawing

Discussion

Webbing

Communication

Composition

Strategies

Sources

Major ConceptsMajor Concepts

Learning GoalsLearning GoalsLanguage ArtsLanguage Arts• Students will collect and classify information on endangered polar bears from a variety of Students will collect and classify information on endangered polar bears from a variety of

sources.sources.• Students will develop writing skills through writing for different purposes. Students will develop writing skills through writing for different purposes. • Students will maintain a "Wonder Journal" making notations of questions they develop while Students will maintain a "Wonder Journal" making notations of questions they develop while

studying polar bears.studying polar bears.• Students will maintain Inquiry Circles creating a KWL on chart paper with their group using Students will maintain Inquiry Circles creating a KWL on chart paper with their group using

cooperative learning strategies.cooperative learning strategies.• Students will create a mural of polar bears with captions and other texts on sentence strips to Students will create a mural of polar bears with captions and other texts on sentence strips to

depict what they are learning.depict what they are learning.• Students will present their acquired information to other classes via classroom visits and the Students will present their acquired information to other classes via classroom visits and the

school news show.school news show.

Learning GoalsLearning Goals

• ScienceScience• Students will summarize information of polar bears and share information with their Students will summarize information of polar bears and share information with their

classmates.classmates.• Students will discover threats to polar bear.Students will discover threats to polar bear.• Students will analyze how these threats affect polar bear.Students will analyze how these threats affect polar bear.• Students will create a plan to protect polar bears away from threats.Students will create a plan to protect polar bears away from threats.• Students will implement the plan they create.Students will implement the plan they create.• Students will experience a threat the polar bears have.Students will experience a threat the polar bears have.

• Students will write down their opinions on how we share a planet.Students will write down their opinions on how we share a planet.


ReadingReading• Students will complete graphic organizersStudents will complete graphic organizers

• Students will use laptops to research the living conditions of the polar bearStudents will use laptops to research the living conditions of the polar bear

• Students will do research to find out if the polar is an endangered speciesStudents will do research to find out if the polar is an endangered species

• Students will be able to describe the differences between a polar bear and the grizzly bearStudents will be able to describe the differences between a polar bear and the grizzly bear

• Students will be able locate important information about the survival of the polar bearStudents will be able locate important information about the survival of the polar bear

• Students will be able to effectively prepare a graphic organizer to assist with better Students will be able to effectively prepare a graphic organizer to assist with better comprehension of the textcomprehension of the text


Social StudiesSocial Studies• Students will classify various methods of conservation.Students will classify various methods of conservation.

• Students will develop map skills and identify various places on the map when asked. Students will develop map skills and identify various places on the map when asked.

• Students will analyze different types of energy and sort them if they are natural or synthetic. Students will analyze different types of energy and sort them if they are natural or synthetic.

InquiriesInquiries What is conservation?What is conservation? Which comes first: extinct or endangered?Which comes first: extinct or endangered? Where do polar bears live?Where do polar bears live? What do polar bears eat for living?What do polar bears eat for living? Do polar bears need to drink?Do polar bears need to drink? How big are polar bears?How big are polar bears? How does global warming impact on polar bears?How does global warming impact on polar bears? What are other threats to polar bears?What are other threats to polar bears? What we can do to keep polar bears from threats?What we can do to keep polar bears from threats?

Inquires ContinuedInquires Continued • What does the diet of the polar bear consist of?

• How does the polar bear survive the summer?

• Are the polar bears endangered species?

• Do the other arctic animals fall prey to the polar bears?

• Describe the differences between the polar and the grizzly bears.

• Is the polar bear really white?

• Why are the polar bears endangered species?

• Are the polar bears only found in the North Pole?

• How are polar bears kept alive in zoo’s?

Student Learning OutcomesStudent Learning Outcomes Students will make a blubber glove to Students will make a blubber glove to

experience how a polar bear stays warm in the experience how a polar bear stays warm in the Arctic climate.Arctic climate.

Students will create a display reflecting the Students will create a display reflecting the relationships of endangered animals and relationships of endangered animals and their habitats.their habitats.

Students will write letters to the editor of a Students will write letters to the editor of a local newspaper to encourage conservation local newspaper to encourage conservation efforts.efforts.

Students will research and produce a report Students will research and produce a report on various aspects of the polar bears.on various aspects of the polar bears.

Students will watch the movie Students will watch the movie Knut and His Knut and His FriendsFriends depicting the life of a polar bear depicting the life of a polar bear raised in a Berlin Zoo as well as a polar pear raised in a Berlin Zoo as well as a polar pear mother and her cubs in the Arctic.mother and her cubs in the Arctic.

Create a Create a Polar Bear puppet.. Students can help raise money to Students can help raise money to

Adopt A Polar Bear from the Polar Bears International group who is a non-profit organization. who is a non-profit organization.

Students can observe polar bears in the Students can observe polar bears in the wild by the wild by the Polar Bears International Web Cams..

Sunshine State StandardsSunshine State Standards

• ScienceScience• SC.2.N.1.1-Raise questions about the natural world, SC.2.N.1.1-Raise questions about the natural world,

investigate them in teams through free exploration and investigate them in teams through free exploration and systematic observations, and generate appropriate systematic observations, and generate appropriate explanations based on those explorations.explanations based on those explorations.

• SC.2.N.1.2- Compare the observations made by SC.2.N.1.2- Compare the observations made by different groups using the same tools. different groups using the same tools.

• SC.2.N.1.3- Ask "how do you know?" in appropriate SC.2.N.1.3- Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked situations and attempt reasonable answers when asked the same question by others. the same question by others.

• SC.2.N.1.5- Distinguish between empirical observation SC.2.N.1.5- Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). inferences (what you think).

• SC.2.N.1.6- Explain how scientists alone or in groups SC.2.N.1.6- Explain how scientists alone or in groups are always investigating new ways to solve problems. are always investigating new ways to solve problems.

• SC.2.L.17.1- Compare and contrast the basic needs that SC.2.L.17.1- Compare and contrast the basic needs that all living things, including humans, have for survival.all living things, including humans, have for survival.

• SC.2.L.17.2- Recognize and explain that living things SC.2.L.17.2- Recognize and explain that living things are found all over Earth, but each is only able to live in are found all over Earth, but each is only able to live in habitats that meet its basic needs.habitats that meet its basic needs.

Sunshine State Standards Sunshine State Standards ContinuedContinued

• Language ArtsLanguage Arts• LA.2.3.1.1- generating ideas from multiple sources (e.g., LA.2.3.1.1- generating ideas from multiple sources (e.g.,

text, brainstorming, webbing, drawing, writer’stext, brainstorming, webbing, drawing, writer’snotebook, group discussion, other activities) notebook, group discussion, other activities)

• LA.2.3.1.2- determines the purpose (e.g., to entertain, to LA.2.3.1.2- determines the purpose (e.g., to entertain, to inform, to communicate) and the intendedinform, to communicate) and the intendedaudience of a writing piece.audience of a writing piece.

• LA.2.3.2.1- maintaining focus on a single idea and LA.2.3.2.1- maintaining focus on a single idea and developing supporting detailsdeveloping supporting details

• LA.2.3.2.2- organizing details into a logical sequence LA.2.3.2.2- organizing details into a logical sequence that has a clear beginning, middle and end andthat has a clear beginning, middle and end andan awareness of audience.an awareness of audience.

• LA.2.3.3.1- evaluating the draft for logical thinking and LA.2.3.3.1- evaluating the draft for logical thinking and consistent point of view (first or third person)consistent point of view (first or third person)appropriate for the purpose and audienceappropriate for the purpose and audience

• LA.A.2.2.4: The student identifies specific personal LA.A.2.2.4: The student identifies specific personal preferences relative to fictionpreferences relative to fiction

• LA.2.3.3.4- evaluating the composition, with the LA.2.3.3.4- evaluating the composition, with the assistance of teacher, peer, checklist, or rubric.assistance of teacher, peer, checklist, or rubric.

• LA.2.3.5.1- The student will produce, illustrate, and LA.2.3.5.1- The student will produce, illustrate, and share a variety of compositions.share a variety of compositions.


Social StudiesSocial Studies• SS.2.G.1.1- Use different types of maps SS.2.G.1.1- Use different types of maps

(political, physical, and thematic) to identify (political, physical, and thematic) to identify map elements.map elements.

• SS.2.G.1.2- Using maps and globes, locate SS.2.G.1.2- Using maps and globes, locate the student's hometown, Florida, and North the student's hometown, Florida, and North America.America.

• SS.2.G.1.3- Label on a map or globe the SS.2.G.1.3- Label on a map or globe the continents, oceans, Equator, Prime continents, oceans, Equator, Prime Meridian, North and South Pole.Meridian, North and South Pole.


• ReadingReading• LA.2.1.7.3- summarize information in text, LA.2.1.7.3- summarize information in text,

including but not limited to main idea, including but not limited to main idea, supporting details,supporting details,and connections between texts.and connections between texts.

• LA.2.1.7.4- identify cause-and-effect LA.2.1.7.4- identify cause-and-effect relationships in text relationships in text

• LA.2.2.2.4- select a balance of age and ability LA.2.2.2.4- select a balance of age and ability appropriate nonfiction materials to read (e.g., appropriate nonfiction materials to read (e.g., biographiesbiographiesand topical areas, such as animals, science, and topical areas, such as animals, science, history), based on interest and teacher history), based on interest and teacher recommendations, to continue building a core recommendations, to continue building a core foundation of knowledge.foundation of knowledge.

• LA.A.2.1.4: The student knows strategies to use LA.A.2.1.4: The student knows strategies to use to discover whether information presented in a to discover whether information presented in a text is true, including asking others and text is true, including asking others and checking another sourcechecking another source

• LA.A.2.1.3: The student reads for information to LA.A.2.1.3: The student reads for information to use in performing a task and learning a new use in performing a task and learning a new tasktask

Lesson Plan Overview:Lesson Plan Overview: Reading Reading

• Week One:• Printed Resources• I will show my students the printed resources that I

have on polar bears and I will then ask them to make predictions. After the students have read the material, we will then have a discussion about what other animals the polar bear shares the cold Arctic with.

• Week Two:• Research/Discussion • • I will ask students how they think that polar bears

survive the cold Arctic. I will have students working in groups of fours. In their groups they will also complete KWL charts. I will rotate the room demonstrating how to lead discussions in a group. As I am discussing the polar bears with the students, I will be constantly pointing out to them the cause and effect relationships.

• Week Three:• Practice/Assessment • • Students will write a one page essay on how the

polar bear survives in the arctic. In this essay, they will use cause and effect relationships and compare and contrasting. Students will also have to answer comprehension question to assess what they have learned.

Lesson Plan Overview:Lesson Plan Overview:ScienceScience

Use PowerPoint to introduce polar bears and give students a PowerPoint handout to help Use PowerPoint to introduce polar bears and give students a PowerPoint handout to help them recall information and have a better understanding of today’s topic. them recall information and have a better understanding of today’s topic.

The PowerPoint includes: Where do polar bears live, how big male and female polar bears are, The PowerPoint includes: Where do polar bears live, how big male and female polar bears are, what polar bears depend on for living, how the environment looks like in North Pole, and what polar bears depend on for living, how the environment looks like in North Pole, and what carbon emission is. what carbon emission is.

Have students experience the problem polar bears are facing. Use pages of newspapers to Have students experience the problem polar bears are facing. Use pages of newspapers to represent ice floes. Play some music and have students move around, jumping from one represent ice floes. Play some music and have students move around, jumping from one ice floe to another one. Stop the music periodically. Each time, remove one ice floe. Tell ice floe to another one. Stop the music periodically. Each time, remove one ice floe. Tell students the ice is disappearing because the temperature is getting warmer. Finding ice students the ice is disappearing because the temperature is getting warmer. Finding ice floes to stand on will become harder and harder for the students. If a student is “stuck in floes to stand on will become harder and harder for the students. If a student is “stuck in the water” (does not reach an ice floe) by the time the music stops, he or she is out. the water” (does not reach an ice floe) by the time the music stops, he or she is out.

Ask students what cause ice floes to melt. If temperature causes floes to melt, what can we do Ask students what cause ice floes to melt. If temperature causes floes to melt, what can we do to help the temperature not rise? Let students discuss ways that we can save energy and to help the temperature not rise? Let students discuss ways that we can save energy and so do polar bears’ lives. so do polar bears’ lives.

Lesson Plan Overview:Lesson Plan Overview:Language ArtsLanguage Arts

Week 1: Nonfiction Text Features- Students will learn to navigate nonfiction texts with the knowledge of the features of nonfiction texts such as captions, subheadings, headings, etc. Students will learn to pick out key information that is relevant to what they are researching.

Background Knowledge- The teacher will take an informal assessment pertaining to students’ background knowledge concerning polar bears through student writings.

Week 2:Student research – Students will learn and apply research strategies in order to draft a research paper about polar bears. Students will keep their information on index cards and organize the information by heading and sequence.

Expository Writing- Students will take their information that they have researched and draft a research paper in order to educate others about the polar bear.

Week 3: Murals- Students will work cooperatively in groups to create murals of polar bears with information for their peers. Murals will contain student-created pictures with captions of information for others pertaining to their topic.

Persuasive Letters- Students will learn and apply letter writing skills along with persuading the public to take action to save polar bears through conservation.

Lesson Plan Overview:Lesson Plan Overview:Social StudiesSocial Studies

Week 1:Resources- Students will analyze the difference between natural and synthetic resources and their purposes to society.

Week 2:Conservation- Students will classify means of conservation on a local and global scale. Students will begin to generate ideas as to what the effects will be if conservational efforts are performed and not performed.

Week 3:Summative Assessment- Students will create a skit, commercial, or poster to advocate for polar bears in the wild. The teacher will videotape the performances and submit them to the school news show. Posters will be distributed throughout the school.

Unit Schedule Unit Schedule Week 1Week 1

Week 1 Monday Tuesday Wednesday Thursday Friday

Language Arts Class KWL on Polar Bears.

The is a pretest to see what background knowledge students have of polar bears and their plight.

Nonfiction Text FeaturesShow students different text features thatappear in nonfiction texts (captions, headings,subheadings, images, etc.)

Nonfiction Text FeaturesPolar Bears TextDemonstrate reading through a nonfiction text with sticky notes for important information.

The Research Process Teacher will model for the students how to research various medias in order to get information.

(Books and Articles)

The Research Process Teacher will model for the students how to research various medias in order to get information. (Websites)Teacher will also discuss plagiarism and how to avoid it.

ReadingActivating Prior Knowledge Activate prior knowledge about cause and effect by suggesting that a student (or pair of students) discuss what happened to their home when hurricane Ivan hit Pensacola.

Students will discuss what they think will happen to the polar bear if they are uprooted from their habitat, or forced to eat foods that they are not use to eating?

Students will complete a cause and effect graphic organizer on polar bears being uprooted from their habitat.

Students will research living conditions of the polar bears.

AssessmentWe will have a group discussion about the habitat of the polar bear. Students should be able to tell me the eating habits, living conditions, and geographical locations of polar bears.

Unit Schedule Unit Schedule

Week 1 ContWeek 1 Cont..Monday Tuesday Wednesday Thursday Friday

Science Habitats:

Students will learn about the varieties of habitats and the adaptations animals make to survive in the habitat.

Regions of the Earth

Students will use a map to identify polarregions and tropical regions. Students will explain howthey are able to identify it.

Animal Adaptations The Blubber Glove experimentStudents will explore how polar bears stay warm in freezing temperatures in the Arctic.

Camouflage-

Students will learn how animals stay hidden and why it is necessary in the wild.

Social Studies Natural resources

Students will learn about various natural resources and identify how they are natural and what is needed to keep them.

Natural resources cont.

Students will match natural resources to nature . (Solar panels matches to the sun.)

Synthetic Resources

Students will learn about various synthetic resources and what is needed to make them.

Synthetic Resources

Students will debate whether natural resources or synthetic resources are better for the Earth over long periods of time.

Students will compare and contrast the effects of natural or synthetic resources.

Unit ScheduleUnit ScheduleWeek 2Week 2


Language Arts

Student ResearchAllow students to research their polar bear articles/books/websites/etc. using their stickynotes and note-cards.

Confer with students to stay updated with their progress and guide students who are having difficulties.

Student ResearchAllow students toresearch their polar bear articles/books/websites/etc .using their sticky notes and note-cards.

Confer with students to stay updated with their progress and guide students who are having difficulties.

Student ResearchAllow students to research their polar beararticles/books/websites/etc. using their stickynotes and note-cards.

Confer with students to stayupdated with their progress and guide students whoare having difficulties.

Student Research Drafting

Students will organize their note cards by topic/heading and put their cards in a sequential order.

Students will begin drafting a rough draft of their research paper.

Student Drafting

Students will organize their note cards by topic/heading and put their cards in a sequential order.

Students will begin drafting a rough draft of their research paper.

Reading Printed ResourcesI will show my students the printed resources that I have on polar bears and I will then ask them to make predictions

l Students will read chapters 1-3 in the novel “The World Of The Polar Bear”

Students will use a Venn Diagram, KWL chart, and two column notes to help with comprehension. .

Students will read chapters 4-6 in the novel “The World Of The Polar Bear”.

Students will use a Venn Diagram, two column note chart, and a KWL chart to help with comprehension.

Students will read chapters 7-9 in the novel “World Of The Polar Bear”.Students will use Venn Diagrams, two column note chart, and a KWL chart to help with comprehension.

Students will write 20 facts about the polar bear.

Unit Schedule Unit Schedule Week 2 ContinuedWeek 2 Continued

Monday Tuesday Wednesday Thursday Friday

Science Student will learn what carbon emission is. Temperature around the world are getting warmer, a process which is called global warming. Global warming is reducing the amount of pack ice in the Arctic, ice that the polar bears depend on for survival. Students will have an ice cube to hold in hands to see what happen when the ice cubes get warmer.

Students will understand that when the ice melts, polar bears need to swim longer from one ice floe to another to hunt food, which is very exhausting. The bears tired out easily before they can find food for themselves. They also can drown because they cannot find a floe to take a break. Have students watch a clip about polar bears.

Students will experience the problem polar bears are facing. They are going to play a game. Use pages of newspapers to represent ice floes. Play some music and have students move around, jumping from one ice floe to another one. Stop the music periodically. Each time, remove one ice floe. Tell students the ice is disappearing because the temperature is getting warmer. Finding ice floes to stand on will become harder and harder for the students. If a student is “stuck in the water” (does not reach an ice floe) by the time the music stops, he or she is out.

Conservation of resources.Students will discuss ways to conserve resources in order to save energy.

Watch a polar bears clip to have a better understanding .Students will discuss what the threats are to polar bears.

Social Studies

Maps

Students will learn about different types of maps and how to read them.

Recycling

Students will debate how recycling can help the Earth and how everyone can take part in it.

Reusing Resources

Students will brainstorm different ways to reuse ordinary items that typically get thrown away such as water bottles, Styrofoam cups, trays, etc.

The Plan

Students will generate a plan to help the school to reduce, reuse, and recycle the Styrofoam trays used at lunch in the cafeteria. Students will also generate ideas to be more Earth friendly around home and school.

Watch the movie Knut and His Friends. A Movie that shows three types of bears and their survival.

Unit ScheduleUnit ScheduleWeek 3 Week 3


Language Arts

Students will create a mural of polar bearscomplete with pictures, captions, books,and general information about the polar bearswith their teammates.Each team will have different partsabout the polar bear such as:Habitat, Why the Polar Bear is endangered,the Arctic, How the community can help.



Persuasive Letter to the Editor

Save Our Polar Bears!Part 1

Persuasive Letter to the Editor

Save Our Polar Bears!Part 2

Reading Cooperative Learning

Students will work in groups of four to complete their KWL charts. Today, they will complete the K.

Students will work in groups of four to complete the W in their charts

Students will work in their groups to complete the L in their chart. We will discuss the notes that they took while reading about polar bears. We will discuss how polar bears are able to survive in the freezing temperatures.

Students will compare and contrast the polar bear and the grizzly bear. Also, student will be able to identify the other arctic animals that live among the polar bear.

Students will write a descriptive essay about the habitat and living conditions of the polar bear.

Unit ScheduleUnit ScheduleWeek 3 ContinuedWeek 3 Continued

Monday Tuesday Wednesday Thursday Friday

Science Have a conclusion and review on polar bears’ topic. Remind students what they learned. Ask students if they have any questions about the topic.

Have students divide into 7 small groups and give them the “Polar Bear Questions Worksheet.

Students will create a plan or poster to show them how they can help to save polar bears’ lives.

Students will understand polar bears’ living style s. They will write down their thoughts about if polar bears have no place to live, would they be a good pet. Have students share their thoughts to the classroom.

Over view of the polar bears’ topic

Assessment- Have students to make a “My Bear Book.” Students need to write down or draw about “What I know about bears, what I’ve learn about bears, and what I want to know about bears.”

Social Studies

Students will have the choice to create a poster, perform a skit, or write/perform a commercial in order to educate the community about ways to conserve energy and Go Green. This will be done as a cooperative group.

Research days with media books or online with groups.Teacher shares rubrics for each and meets with each group to discuss progress.

Students will have the choice to create a poster, perform a skit, or write/perform a commercial in order to educate the community about ways to conserve energy and Go Green.

Research days with media books or online with groups.Teacher shares rubrics for each and meets with each group to discuss progress.


Creation days. Teacher will meet with groups to discuss materials needed and responsibilities of the group.Groups will work on their projects.


Creation days. Teacher will meet with groups to discuss materials needed and responsibilities of the group.Groups will work on their projects.


Performance days! Groups will present their project to the class.Skits or commercials will be videotaped and edited to make movies with video editing programs. These videos can be aired on school news channels while the posters can be posted throughout the school.

Culminating ActivitiesCulminating Activities

The chief threat to the polar bear is the loss of its sea ice habitat due to global warming. As suggested by its specific scientific name (Ursus maritimus), the polar bear is actually a marine mammal that spends far more time at sea than it does on land. It is on the Arctic ice that the polar bear makes its living, which is why global warming is such a serious threat to its well-being. Students will begin their own home base and school base projects to “go green” in an effort to do their part with saving the environment, thus saving the polar bear. Students can raise money through a fundraiser in the school or community to adopt a polar bear from the WWF.http://www.worldwildlife.org/species/finder/polarbear/polarbear.html.

AssessmentAssessment

Assessment Item Classification Domain

Think-Pair-Share Diagnostic Cognitive

KWL Diagnostic Cognitive

Preview-Question-Read-Recite-Review-State-Test

Formative Affective

Manipulative Formative Psychomotor

Final Research Paper Summative Cognitive

Group Murals of Polar Bears

Summative Social/Cognitive

Poster/Skits/Commercials Summative Social/Cognitive

Media ListMedia List

• Computers connected to the internet.Computers connected to the internet.

• Interwrite SmartBoard technology in the classroom.Interwrite SmartBoard technology in the classroom.

• If SmartBoard is not available: projector and laptop computer.If SmartBoard is not available: projector and laptop computer.

• Media center books pertaining to polar bears.Media center books pertaining to polar bears.

• PowerPoint to introduce polar bears.PowerPoint to introduce polar bears.

• Video clip from the internetVideo clip from the internet

• Movie: Knut and His FriendsMovie: Knut and His Friends

ReferencesReferences

• Defenders of Wildlife:Defenders of Wildlife: *Polar Bear Ursus Maritimus***Polar Bear Ursus Maritimus**• YouTube:YouTube: **Polar Bear: Feeling the Heat with Jeff Corwin** **Polar Bear: Feeling the Heat with Jeff Corwin**• A to Z Teacher Stuff:A to Z Teacher Stuff: **Polar Bears** **Polar Bears**• A to Z Teacher Stuff:A to Z Teacher Stuff: **Polar Bear Word Search** **Polar Bear Word Search**• A to Z teacher Stuff:A to Z teacher Stuff: **Polar Bear Word Scramble** **Polar Bear Word Scramble**• National Geographic Kids:National Geographic Kids: **Animals- Creature Feature- Polar Bears** **Animals- Creature Feature- Polar Bears**• Polar Bears International:Polar Bears International: Bear Tracker Bear Tracker• Squidoo:Squidoo: Polar Bear Cartoon Showcase Polar Bear Cartoon Showcase• Twiggle Magazine:Twiggle Magazine: **Polar Bears Kids Activities** **Polar Bears Kids Activities**• National Wildlife Federation: National Wildlife Federation:

http://www.nwf.org/Wildlife/Wildlife-Library/Mammals/Polar-Bear.aspxhttp://www.nwf.org/Wildlife/Wildlife-Library/Mammals/Polar-Bear.aspx• Kidzone: The Polar Bearhttp://www.kidzone.ws/sg/polarbear/polar_bear.htm Kidzone: The Polar Bearhttp://www.kidzone.ws/sg/polarbear/polar_bear.htm • Funzone: SeaWorld Education Department Resource: Funzone: SeaWorld Education Department Resource:

http://www.seaworld.org/infobooks/PolarBears/home.htmlhttp://www.seaworld.org/infobooks/PolarBears/home.html

Polar Bears How to Share The Planet ShuHan Lu, Karen Broughton, and Andrea Lockley.

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Transcript of Polar Bears How to Share The Planet ShuHan Lu, Karen Broughton, and Andrea Lockley.