Subjects:  Art, Language Arts, Math, Reading, Science, and Technology

Learner Outcomes:
The students will be able to listen to and discuss a story .
The students will be able to name the vegetables that grew as "bottoms" .
The students will be able to name the vegetables that grew as "tops".
The students will be able to name the vegetable that grew as "middle".
The students will be able to illustrate their favorite part of the story with paper and
        crayons being sure to include the main character(s) and garden  vegetables grown
        in the story.
The students will be able to distinguish between a hare and a rabbit.
The students will be able to distinguish real and unreal.

Duration of Lesson:  2 Days (30 - 45 minutes per day)

Materials:
The book, Tops & Bottoms by Janet Stevens, or another book about bunnies and
        gardens such as, The Tale of Peter Rabbit, by Beatrix Potter.
paper, crayons
Fact or Fiction Assessment

Technology Tools/Courseware:
Computer
Internet access
media projector
Acceptable Use Policy form signed and on file for each child

Teacher Notes:
The teacher may want to print a copy of comprehension questions.
The teacher may want  to print a copy of the "Fact or Fiction" assessment sheet.
This lesson was designed for use with, Tops & Bottoms.  If another book is
        used,  the teacher will need to make modifications.

Procedures:
Day 1 - Prior to reading the story, Tops & Bottoms by Janet Stevens, the teacher will tell the children that one of the characters in the story is a hare.  A hare is very similar to a rabbit, but different.  Hares have longer ears and hind legs than rabbits.  Hares move by jumping not running.  The teacher will  use the computer and  data projector to show the children pictures comparing the likenesses and differences of hares and rabbits.
After listening to the story,  the students will recall/name vegetables that grew on the bottom (carrots, radishes and beets).  They will recall/name the vegetables that grew as tops (lettuce, broccoli and celery).  They will name the vegetable that grew in the middle (corn).  Then the children will illustrate their favorite part of the story with paper and crayons being sure to include:  Bear, Hare, the garden and the vegetables grown in the story. The criteria will need to be adapted to the story chosen.

Day 2 - The students will listen to the story, Tops & Bottoms , again.  The children will tell why they think the author chose a bear and a hare instead of a bear and a rabbit.  Possible answers:  The words bear and hare rhyme or hares look leaner and more like they might be starving.  Ask questions to check comprehension and as a review for assessment.  Then the students will complete a "Fact or Fiction" assessment sheet.

Modifications:
Modify as indicated by student's individual IEPs.

Enrichment Activities:
The children could visit internet sights to view additional pictures of hares and
        rabbits.
The children could make a hare or rabbit puppet.
The children could brainstorm as the teacher lists additional vegetables that grow as
        "tops", "middles", and "bottoms".
A bulletin board could be made using the above information.

Evaluation/Assessment:
Evaluation will be based on:  class participation, observation, assessment of illustration, and fact/fiction assessment.

West Virginia Instructional Goals and Objectives:
RLA:  K.3.1, K.1.6, K.1.3
MA: K.2.1, K.3.3
SC: K.2.2, K.2.4, K.4.4

National Standards:
Art
Standard 1:  Understands connections among the various art forms and other disciplines
 4.  Knows ways in which the principles and subject matter of other disciplines
taught in the school are interrelated with those of the arts (e.g., pattern in
the arts and in science)
Language Arts
Listening and Speaking
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)
6.  Gives and responds to oral directions
7.  Recites and responds to familiar stories, poems, and rhymes with patterns
(e.g., retells in sequence; relates information to own life; describes
character, setting, plot)
8.  Listens and responds to a variety of media (e.g., books, audiotapes, videos)
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)
2.  Uses a variety of strategies to predict content and meaning in visual media
3.  Knows how different elements help to establish plot, setting, and character
in visual narratives (e.g., action, dialogue, music, clothing, facial expressions)
4.  Knows different features
6.  Understands the similarities and differences between real life and life
depicted in visual media
Mathematics
Standard 5:  Understands and applies basic and advanced properties of the concepts of geometry
2.  Understands the common language of spatial sense (e.g., "inside," "between," "above," "below," "behind")
Science
Life Sciences
Standard 6:  Understands relationships among organisms and their physical environment
1. Knows that plants and animals need certain resources for energy and growth
 (e.g., food, water, light, air)
2.  Knows that living things are found almost everywhere in the world and that
distinct environments support the life of different types of plants and animals
Standard 7:  Understands biological evolution and the diversity of life
2. Knows that there are similarities and differences in the appearance and
behavior of plants and animals
Technology
Standard 6:  Understands the nature and uses of different forms of technology
4.  Knows that communication technology allows people to exchange and find
 information quickly, cheaply, and reliably over a distance

References:
Resources Cited:
Tops & Bottoms by Janet Stevens
Bugs Bunny Animation

Additional Resources:
The Tale of Peter Rabbit by Beatrix Potter
Pictures of real bunnies
Stages of Growth
Rabbit Care
Goldilocks and the Three Hares by Heidi Petach
Rabbit and Hare Comparison

Student Resources:
Concentration Game
Story Fun Page

Authors:
Flinn Elementary

Willa Davis
Kay Dutton
Judy Shivley
 

Overview

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5