LEARN NC

K–12 teaching and learning · from the UNC School of Education

A home for Lars

Our lesson plan is based on the book, Ahoy There, Little Polar Bear, by Hans de Beer. We will use the book to introduce the polar bear's habitat and will elaborate on the necessary things a polar bear needs to survive in this habitat.

A lesson plan for grades K–1 Visual Arts Education and Science

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Learning outcomes

Students will be able to identify and create a polar bear’s habitat. They will engage in activities to discover the polar bear’s needs to sustain life.

Teacher planning

Time required for lesson

65 minutes

Materials/resources

Technology resources

Computer with PowerPoint

Pre-activities

  • Students should have prior knowledge of decoding skills.
  • A KWL chart will be used as a pre-assessment tool for checking students’ knowledge of the polar bear and its habitat.
  • Set up PowerPoint program to run slide shows.
  • Gather materials needed for the art activity.

Activities

  1. Read the book, Ahoy There, Little Polar Bear, by Hans de Beers. (5 minutes)
  2. List, discuss, and define vocabulary words used in the story using decoding skills. Vocabulary words include: horizon, port, aglow, rungs, rustle, inconspicuous, gazing, gigantic, den, arctic, North Pole, habitat. (20 minutes).
  3. Use PowerPoint to present the slide show, Lars’ Habitat, which will elaborate on the habitat of the polar bear. (10 minutes).
  4. Students will create a habitat for the polar bear using blue and white construction paper, glue, pencils, and crayons. The blue paper will be used for the background, and the white paper will represent the snow. Students can draw their polar bear and color with crayons any additional pictures they want to add to personalize their work. Students need to include a polar bear, its food (seals or fish), its den and water. (30 minutes).

Assessment

Use PowerPoint slide presentation, Polar Bear Habitat Assessment to check student knowledge of the habitat.

Supplemental information

North Carolina curriculum alignment

Science (2005)

Grade 1

  • Goal 1: The learner will conduct investigations and make observations to build an understanding of the needs of living organisms.
    • Objective 1.02: Investigate the needs of a variety of different animals:
      • Air.
      • Water.
      • Food.
      • Shelter.
      • Space.
    • Objective 1.03: Observe the ways in which humans are similar to other organisms.

Kindergarten

  • Goal 1: The learner will make observations and build an understanding of similarities and differences in animals.
    • Objective 1.01: Observe and describe the similarities and differences among animals including:
      • Structure.
      • Growth.
      • Changes.
      • Movement.
    • Objective 1.02: Observe how animals interact with their surroundings.

Visual Arts Education (2001)

Grade 1

  • Goal 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
    • Objective 1.01: Understand the purpose of the activity.
    • Objective 1.04: Discuss and examine familiar objects and literature to inspire imagery.
    • Objective 1.05: Carefully observe and examine the world around them.
  • Goal 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes.
    • Objective 2.01: Become familiar with additional basic art media, techniques and processes which may include: fibers - papermaking and paper weaving.
    • Objective 2.02: Use various techniques to create visual effects using texture.

  • North Carolina Essential Standards

    • Science (2010)

      • Grade 1

        • 1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. 1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found...

      • Kindergarten

        • K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things. K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences...

    • Visual Arts Education (2010)

      • Grade 1

        • 1.V.2 Apply creative and critical thinking skills to artistic expression. 1.V.2.1 Recognize that artistic problems have multiple solutions. 1.V.2.2 Understand how physical location affects what is seen in the immediate environment. 1.V.2.3 Create art from...
        • 1.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. 1.V.3.1 Use a variety of tools safely and appropriately to create art. 1.V.3.2 Execute control of a variety of media. 1.V.3.3 Use the processes of drawing, painting,...

      • Kindergarten

        • K.V.2 Apply creative and critical thinking skills to artistic expression. K.V.2.1 Recognize that artists may view or interpret art differently. K.V.2.2 Use sensory exploration of the environment as a source of imagery. K.V.2.3 Create original art that does...
        • K.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. K.V.3.1 Use a variety of tools safely and appropriately to create art. K.V.3.2 Use a variety of media to create art. K.V.3.3 Use the processes of drawing, painting,...