Like Bunny, Like Me
Grade Levels : Kindergarten
Subjects: Social
Studies,
Math, Art
Learner Outcomes:
The
students will be able to collect, display and use data.
The
students will be able to complete a glyph following specific directions.
The
students
will be able to make decisions based on their personal information.
The
students
will use art materials appropriately.
The
students will be able to use the data gathered from the glyph to make a
class graph.
The
students will be able to read the graph using terms such as more than
and less than.
The
students will be able to count each glyph in a two column graph.
The
students
will be able to compare lengths.
Duration of Lesson: 2
Days
(30 to 45 minutes)
Materials:
Construction
paper
White
construction
paper bunnies and brown construction paper bunnies (pre-cut)
bunny books
scissors,
markers,
ribbon,
wiggle
eyes (open and shut)
glyph chart
patterns
for
bunny and ear patterns
bows or
construction
paper for making bows
pipe
cleaners
reference
books
Technology Tools/Courseware:
Computer
Internet
access
Media
projector
Microsoft
Power
Point Program
Overhead
Projector
and screen
Acceptable
Use
Policy signed and on file for each child
Teacher Notes:
Print a
copy
of the glyph form or make a transparency
to use on the
overhead
projector.
Print a
copy
of the bunny pattern on brown paper and white paper.
You could
make bunny ear patterns or let the children cut their own.
For
children
who cannot cut, have all the materials pre cut.
(make sure
that children use blunt scissors.)
Make a two
column
graph with bulletin board paper or shower curtain.
You will
need
a large graph.
Procedures:
Day 1 - View Bunny
Power Point and discuss characteristics of a bunny (how they move,
where they live and parts of the bunny). The last slide is the bunny
hop.
Teach the children the simple dance after viewing the slide. The
instructions
are on the slide. Afterwards take the children to a playground area to
practice taking long hops. Draw a chalk line (starting line) on
the
walk. Have each child take one big hop from that line one at a time.
The
child should stop and freeze until the teacher can measure and cut a
string
to the length of the hop. Write each child's name on a piece of chart
paper
and attach the string. When all have had a turn, compare the lengths of
string. (shortest to longest, and ones that are the same, etc.). Place
a string 10 feet long under the name "rabbit" and discuss that some
rabbits
can jump ten feet.
Day 2 - Explain to the children that they
will
be making a construction paper bunny glyph that is a pictorial
representation
of each child. Read the first statement on the glyph form. Allow
the children to choose the color bunny that corresponds to their
preference
on the first statement. If the child likes jelly beans best, the
teacher
will give him/her a white bunny. If the child likes chocolate best, the
teacher gives him/her a brown bunny. Explain the next statement and
pass
the white paper and scissors. The children will make ears that stand up
if they are six years old and make ears that flop down if they
are
five years old and glue them onto their bunny. Proceed to next steps
having
the students choose a statement and then pass out the materials
that
each child needs. After the glyphs are completed, gather the children
on
the floor. Begin with the first statement on the glyph form and have
all
the children who like jelly beans best to bring their bunny glyphs and
place on the graph. Have the children who liked chocolate best to place
theirs on the next column. Count and compare. Follow the same procedure
for the other statements. Use the digital camera to record each child
with
their bunny glyph.
Modifications:
For specific modifications refer to student's IEP.
Children
who have physical handicaps and cannot hop, may take a length of yarn
from
the teacher guessing how far a rabbit could hop. Children who do not
have
Internet permission signed may listen to rabbit books on the tape
player
or play teacher made games.
Enrichment activities:
Go to the Internet site for student games. Rabbits
Fun and game page.
Display finished glyphs on a bulletin board.
The children could dictate or write about their glyphs
in math journals. (More people like jelly beans than chocolate, etc.)
Discuss surveys and allow the children to come up with
their own survey questions. Selected children could take a survey as an
arrival activity or during centers. (e.g., Do you like bunnies?)
Evaluation/ Assessment:
Evaluate the lesson using the grading Rubric:
SS: K.1.1
MA: K.4.2, K.5.1, K.5.2, K.5.3
SC: K.2.2, K.2.4, K.4.4
Mathematics
Standard 1: Uses a variety of strategies in the problem
solving process.
4.Makes organized lists or tables of information necessary for solving
a problem
Standard 7: Understands and applies basic and advanced concepts of
probability
2. Understands that some events can be predicted fairly well but others
cannot because we do not always know everything that may affect an
event
Writing
Standard 4: Gathers and uses information for research purposes
2. Uses a variety of sources to gather information (e.g., informational
books, pictures, charts, indexes, videos, television programs,
guest
speakers,
Internet, own observation)
Standard 8: Uses listening and speaking strategies for different
purposes
1. Makes contributions in class and group discussions (e.g.,
recounts personal experiences, reports on ideas and personal knowledge
about a topic, initiates
conversations, connects ideas and experiences with those of others)
2. Asks and responds to questions
3. Follows rules of conversation (e.g., takes turns, raises hand to
speak, stays on topic, focuses attention on speaker)
Viewing
Standard 9: Uses viewing skills and strategies to understand and
interpret
visual media
1. Understands the main idea or message in visual media (e.g.,
pictures,
cartoons, weather reports on television, newspaper photographs, visual
narratives)
Self Regulation
Standard 4: Demonstrates perseverance
1. Demonstrates perseverance relative to personal goals
Standard 6: Restrains impulsively
3. Suspends judgment
Standard 5: Maintains a healthy self-concept
9. Understands that everyone makes mistakes
References:
Resources Cited
Rabbits
and Raindrops by Jim Arnosky
Super
Graphs, Venns and Glyphs
Additional Resources:
Pat
the Bunny by: Dorthy Kunhardt
Leo
the Lop
by: Stephen Cosgrove
One
Little
Rabbit Internet story
Bunny
Behavior:Internet site
Student Resources:
Goodnight
Moon by Margaret Wise Brown
Bunny
and Me by Adelle Arron Greenspun
It's
Not Easy Being a Bunny by: Marilyn
Sadler
Flinn
Elementary 
Willa Davis
Kay Dutton
Judy Shivley
