Teddy Bear Picnic by Melanie Lewis
Prerequisite Technolgoy Skills Needed: none
Time Allotment: one 45 minute period
Subjects: language arts and technology
Grade Level: 1
Standards: VA SOL 1.5, 1.7 Nets*S 1, 2, 5
How can this resource be used?
-
Central focus of lesson
-
Enrichment Activity
Equipment, Considerations, and Teacher Prep
Computer Lab
Smart board or pad
Single computer and projector
Other (describe):
Streaming Video:
Goldilocks and the Three Bears. Weston Woods. 1994. unitedstreaming.
http://www.unitedstreaming.com/ You will need to download the entire video for use in this lesson.
Let's Explore: In The Woods. 100% Educational Videos. 2002. unitedstreaming.
http://www.unitedstreaming.com/. You will only need the part entitled, Animals in the Woods.
Web Sites:
Book: Kennedy, Jimmy. Teddy Bears’ Picnic. Green Tiger Press, 1983 (ISBN 0-88138-010-5). A website with containing a copy of this poem is provided if you do not have the book.
Objective
As a result of this lesson, the students will have a basic awareness of how to keep safe using the internet.
Description of lesson
Say, “I am going to share a picnic story with you.” Read the story, Teddy Bear Picnic by Jimmy Kennedy. This version of the story has beautiful illustrations but other versions may be substituted. If you have uploaded your pictures into Smart Notebook, you can use this to assist you as you read to the students. Ask the students, “What is a disguise and why would we need to wear one if we wanted to be a part of the picnic?” Ask, “Would real bears have a picnic in the woods as the bears in the story did?” (answer: no) Ask, “Would it be a responsible decision for a child to dress up as a bear and go into the woods looking for a real bear?” Allow students to respond. Ask, “If a child wants to play in the woods, would it be responsible for them to go by themselves? What should they do? Should a child ever wander off where they may become lost?” Continue to question and guide the students’ discussion until students have provided the answer that an adult should go with them into the woods.
Say, “I know of another story about a little girl who was not very responsible. She went into the woods alone. Not only did she go all by herself without telling her parents where she was going, she also went into a stranger’s home and she found bears! Does anyone know who I am thinking about?” (Answer: Goldilocks) Provide a Focus for Media Interaction by saying, “Let’s watch to see if Goldilocks behaves in a responsible manner.” START, and PAUSE after the man says, “That’s what you think!” Ask, “Does the man believe that Goldilocks is a sweet child?” (Answer: no) Ask, “Why do you think he feels this way?” Allow students to respond. Provide a Focus for Media Interaction by saying, “Goldilocks’ mother asked her to make a promise. Let’s watch to see what the promise was and if Goldilocks kept her promise. What do you think the promise will be?” Allow students to respond. Ask, “Will she keep her promise? Allow for responses. START, and PAUSE after Goldilocks enters the woods. Ask, “Did Goldilocks keep her promise?” (Answer: no) Ask, “What do you think will happen because of Goldilocks’ irresponsible behavior?” Allow students to make predictions. . Provide a Focus for Media Interaction by saying, “Let’s watch to see if there are really bears in the forest.” START, and PAUSE after Papa Bear says, “Let’s go for a spin while the porridge is cooling.” Ask, “Who is living in the forest?” (Answer: bears) Ask, “Why did they leave their house without finishing breakfast?” (Answer: to allow the porridge to cool) Say, “Goldilocks and the bears are now in the forest together!” Ask, “What will happen next?” Allow students to respond. Provide a Focus for Media Interaction by saying, “Let’s watch to see what naughty thing Goldilocks does in the Bears’ kitchen.” START, and PAUSE after the narrator says “Goldilocks thought it would be great fun to look around.” Ask, “Whose porridge did Goldilocks try first?” (Answer: Papa Bear’s) Ask, “Did she eat it?” (Answer: no) Ask, “Why not?” (Answer: too hot) Ask, “Whose porridge did Goldilocks try next?” (Answer: Mama Bear’s) Ask, “Did she eat it?” (Answer: no) Ask, “Why not?” (Answer: too cold) Ask, “Whose porridge did Goldilocks try last?” (Answer: Baby Bear’s) Ask, “Did she eat it?” (Answer: yes) Ask, “What did she say about it?” (Answer: it was just right) Provide a Focus for Media Interaction by saying, “Goldilocks wants to look around now. Her mother doesn’t even know where she is. I hope she doesn’t get into any more trouble. Let’s watch to find out what happens next.” START, and PAUSE after the narrator says, “All that rocking left Goldilocks quite tuckered out.” Ask, “What did Goldilocks find all over the place? (Answer: brown fur) Ask, “Whose chair did Goldilocks try first?” (Answer: Papa Bear’s) Ask, “What was wrong with it?” (Answer: too hard) Ask, “Whose chair did Goldilocks try next?” (Answer: Mama Bear’s) Ask, “What was wrong with it?” (Answer: too soft) Ask, “Whose chair did Goldilocks try last?” (Answer: Baby Bear’s) Ask, “Did she like it?” (Answer: yes) Ask, “What did she say about it?” (Answer: it was just right) Ask, “What happened to Baby Bear’s chair?” (Answer: Goldilocks rocked too hard and it broke) Provide a Focus for Media Interaction by saying, “Goldilocks is going upstairs now. I really wish she would turn around and go home. Let’s watch to see what mischief she gets into now.” START, and PAUSE after the narrator says, “She did not hear the bears come home.” Ask, “Whose bed did Goldilocks try first?” (Answer: Papa Bear’s) Ask, “What was wrong with it?” (Answer: the head was too high) Ask, “Whose bed did Goldilocks try next?” (Answer: Mama Bear’s) Ask, “What was wrong with it?” (Answer: the head was too low) Ask, “Whose bed did Goldilocks try last?” (Answer: Baby Bear’s) Ask, “Did she like it?” (Answer: yes) Ask, “What did she say about it?” (Answer: it was just right) Ask, “What happened when Goldilocks lay down in Baby Bear’s bed?” (Answer: she fell asleep) Provide a Focus for Media Interaction by saying, “What will happen now that the bears are retuning.” Allow student to respond. Say, “Lets watch to find out what the bears think when they see the mess Goldilocks has made in their house.” START, and PAUSE after Baby Bear says, “Somebody has been sitting in my chair and broken it to smithereens!” Ask, “How do you think the Bears are feeling right now?” Allow students to respond. Ask, “What do you think will happen when they find Goldilocks upstairs?” Allow for responses. Provide a Focus for Media Interaction by saying, “Let’s find out what happens when Goldilocks gets caught.” START, and STOP at the end of the video. Ask, “What happened when the bears found Goldilocks?” (Answer: she ran away) Say, “Goldilocks was very scared when she saw the bears. She never went back into the forest again. I think she learned to be a very responsible little girl.”
Provide a Focus for Media Interaction by saying, “I have another short video clip that tells us about real bears in the woods. As we watch this clip I want you to tell me where the bear lives.” START, and PAUSE after the narrator says, “These baby bears are called bear cubs.” Ask, “Where do these bears live?” (Answer: in the woods) Say, “I am going to rewind the video clip and I want you to watch to see what these bears might eat and where they may sleep.” REWIND, START, and PAUSE after the narrator says, “These baby bears are called bear cubs.” Ask, “What did the bears eat and where did they sleep?” Ask, “What did you think about the baby bears?” Allow students to respond. With young children, the responses will most likely be that the bears are cute, nice, playful, etc. Ask, “How many of you would like to have a bear cub for a pet?” Allow for responses. Ask, “Do you think it would be responsible for us to bring a bear cub into our home? Why wouldn’t it be a responsible thing to do?” (Answer: no, bears are dangerous animals)
Say, “This video clip was interesting but it did not tell me a great deal about bears. I wonder if I could find out more information on the internet. We will go on a Bear Hunt on the computer! BUT! If we are going to be responsible people, we need to tell our parents where we are going.” (Pass out the permission slips. Many parents have already signed the school’s AUP and the permission slip is not to take the place of the AUP. The permission slip is only used as a tool to teach students to ask their parents whenever they are using the internet.) Read the permission slip to the students. Reinforce that just as they would never wander off someplace without letting their parents know where they are going, responsible children also want to let their parents know when they will be using the internet. Say, “The bears in the story dressed up like people but in real life bears can be dangerous. Sometimes there are people on the internet who pretend to be nice but like bears, they are dangerous. Always be responsible and tell your parents about what you are doing on the internet.
Say, “We are learning about being responsible. Yesterday we learned that responsible people can be trusted to make good decisions. As children, you learned that a responsible decision would be to tell your parents when you are using the internet. As a responsible adult, I have to look for web sites that are good for you. While looking for web sites I found one that has a poem called, We’re Going On A Bear Hunt. This seemed to be a wonderful poem to read together since we will hunt for bears on the internet.” Read the poem together. If you have copied it to Smart Board, you may use the software to project the poem large enough to be read by the students. This poem is written so that the teacher says a line and the students echo back.
Provide a Focus for Media Interaction by saying, “I have found a webquest that will help us as we search for information on bears.” The webquest has a fact sheet to help guide students as they look for information on bears. For kindergarteners or first graders, it is recommended that the teacher import the fact sheet into Smart Notebook or copy it to a transparency or chart paper so that notes may be taken as a whole group activity. For second grade, students may work in pairs to find all the information asked for on the fact sheet. Using the fact sheet to guide you, demonstrate how to click on the links and looked for information.
Assistive Technology
The SmartBoard can be used to present the book in large format so that students can more easily follow along. Also, the speech tool could be engaged on Inspiration so that the students could have the document "read" back to them .
Assessment Strategies
Have students fill out an internet pledge. Also, using a digital camera, take the child's picture. Cut out the child's head and use it to replace the head on the cirlce teddy bear art project from DLTK.
Resources:
Comments (0)
You don't have permission to comment on this page.