American black bear

The students will examine the structural characteristics, behavior, and habitat of the American Black Bear necessary for survival.

A lesson plan for grade 4 English Language Arts and Science

By Shanda Myers

Learn more

• Alaska Bears picture and photo gallery
• North American Bears the North American Bear Center aims to promote understanding of the bear
• Bear Den information about Zoo efforts to preserve bears
• Enchanted Learning educational resources on black bears from Enchanted Learning

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Related topics

• Learn more about biology and life science and science.

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Learning outcomes

Students will:

• demonstrate the ability to infer
• distinguish between fact/opinion
• identify key vocabulary
• describe a bear
• observe and examine structural characteristics, behaviors, and habitat

Teacher planning

Time required for lesson

2 weeks

Materials/resources

• markers
• three sheets of chart paper for each group of students (divide students into groups of 3–4 students)
• two different photocopies of the black bear
• space large enough for students to get into their groups
• black bear resources such as newspaper articles, books and videos

Technology resources

• color monitor with access to the internet in the classroom
• access to the internet in the computer lab for each student
• software program (KidPix Deluxe or Hyperstudio) in computer lab
• computer access to the internet along with mirror imagination on a TV monitor
• computer access to the internet and TV monitor need to be hooked up before the lesson begins

Pre-activities

Students will have learned that all animals have basic needs and they meet their needs in different ways. Animal adaptation enables them to meet their basic needs. Students will need to have and understanding of the following vocabulary:

• adaptation
• environment
• habitat
• instinct
• hibernation
• behavior
• characteristics

Activities

Activity #1 Brainstorming (30–45 minutes)

1. Divide the students into groups of 3–4 students. Each group member should be involved in the activity. Each group will need three sheets of chart paper and two markers. Teacher should give students at least five minutes on each question.
2. On the first sheet of chart paper ask the students the following question: “What is a bear?” Students should discuss the question in their groups and write down as much information as they can think of in the given time. Teacher should monitor the students to ensure they are on task. Teacher calls time and ask each group to present their findings.
3. Once the groups have shared the teacher is ready to move onto the next question at hand.
4. Next, give each group two different photocopies of the bear photo. (Note: each group of students should have the same photos numbered one and two in order that everyone will be able to reference the same photo.) Have the students divide their paper into three sections labeled structure, behavior, and habitat. Ask students to look at the photos and see if they can tell anything about the structure, behavior, and habitat of the bear from the photo and write down their answers on the chart paper under the correct headings. Once again remind the students that they will have five minutes to work together. When time is called go around the room and ask groups to share.
5. Ask the students to compare their findings on the first chart with their findings on the chart. Do they have any similarities and differences? Was it easier to tell more information about the bear using the pictures? Students at this point should start to ask questions that will lead to higher levels of thinking.
6. Finally, show the students the QuickTime bear movie. As the students watch they should record their responses to structure, behavior, and habitat on the third sheet of chart paper. The teacher may play the movie over several times as needed for the students to respond. When the students have finished responding to the video ask them to share their findings with each other.
7. This is a good time to talk with the students about how each time they probably found out something different about the bear. On the board the teacher should have a chart divided into three sections that read structure, behavior, and habitat. Discuss with the class what is meant by each heading. Then have students from each group tell the teacher what to write under each heading. Once this process is complete you should end up with an over all picture about the characteristics of the black bear.

Activity #2 Research (30–45 minutes)

1. The teacher needs to model what is expected of the students. The students will branch out and research a bear of their choice. At this time the teacher might brainstorm a list of different bears with students. This activity could take several days to complete.
2. Students will be given a copy of the rubric that will be used to grade their report to ensure they know what will be expected. They must decide on a topic that includes at least one opening question that will interest the listener and reader. The report should contain at least two facts and one myth about the animal along with a brief description of the animal.
3. Students should use more than one source to gather information. When writing the report it should be in paragraph form with logical sequencing. (Students might need the teacher to model how to write in paragraph format.) Spelling and punctuation should be checked before completion of the final copy. (See the attached file for the research rubric.)
4. Once students have had time to write their final paper they will be ask to share their findings with their classmates or another group of students. Students will also be graded on how well they present their information. Teacher should talk with the students about the rubric and clarify visuals (hand drawn, or photocopied).

Activity #3 HyperStudio (30–45 minutes)

1. For the final activity students will create a HyperStudio stack that contains at least five cards. This part of the lesson may take anywhere from a few days to weeks depending on the amount of time you can use the lab or classroom computer. The first card should be the title card along with the author. The second card should contain a two to three sentence description of the animal. (Information that would be helpful in identifying the animal.) The third card should contain at least two facts the student has learned about their animal. The fourth card should contain at least one myth about the animal. The fifth card should be a list of sources. If possible, show the students a sample model of a HyperStudio stack that has been designed.
2. Before students begin working in the lab or in the classroom they need to create a storyboard. A storyboard is a rough draft sketch of what each card will look like. Students should not spend a lot of time getting the storyboard sketch perfect. They should concentrate on the information that will go on each card. The students will be graded on their HyperStudio stacks according to the rubric.
3. While constructing their multimedia project students should focus on the following: buttons—a clear navigation guide. Background—does not distract from the card. Text formatting—clear card readability. Sequence—the order in which the cards will be viewed. (See rubric for details). During this process it might be helpful to have the media specialist or technology coordinator assistant with guiding the students through this activity. The teacher needs to monitor and assist as much as possible. Don’t be afraid to tell the students that you don’t know a step. Tell them you will find out and return with an answer.

Assessment

Use the attached rubrics for assessing the students’ final project like research and presentation along with Hyperstudio.

Supplemental information

Newspaper Articles from The Courier-Tribune (Asheboro):

• Big Bear hanging in there(July 7,2002)
• Bear still clinging to tree(July 8,2002)
• ‘Yogi’ bear finally heads for the hills(July 9,2002)

Greensboro News & Record:

• Bear Sightings(July 21,2002)

Attachments:

• Hyperstudio rubric created using Rubistar
• Presentation rubric created from sample presentation rubric
• Research rubric created from sample research rubric