The following is an outline of activities that could be part of a STEAM Bears and Berries Unit, many of the activities were inspired by ideas found on Pinterest (links are included). Some, but not all, of the Okla state standards addressed through these activities have been added. I teach 1st grade so the standards are for first grade, but could be adapted for other grades.
Blueberries for Sal
The Little Mouse, The Big Hungry Bear, and the Red Ripe Strawberry
Brown Bear, Brown Bear
We’re Going On a Bear Hunt
Brown Bear, Brown Bear:
Retell story with sentence strips 1.2.R.3 Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text. 1.5.R.3 Students will recognize color and number adjectives.
Students will extend the story by creating and writing about their own animals, using descriptive color words. 1.5.R.3 Students will recognize color and number adjectives. 1.5.W.1 Students will capitalize: ● the first letter of a sentence
Blueberries for Sal: Making Predictions
We’re Going on a Bear Hunt: Cause and Effect chart (similar to this)
Sequencing: Map Making and Sequencing Cards 1.2.R.3 Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text.
1.2R1 Students will retell or reenact major events in a text, focusing on important details to recognize the main idea
Identity initial, medial, final sounds, and syllables discuss how this creates rhythm.
Identify rhyming words & record on chart paper
intro # words
Red Ripe Strawberry: Sequence (worksheet), Retell (oral retell with picture clues) 1.2R1 Students will retell or reenact major events in a text, focusing on important details to recognize the main idea
I would disguise my strawberry as_______
1.5.W.1 Students will capitalize: ● the first letter of a sentence
Subitizing Blueberries 1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements.
Count and Tally Berries Students will be given different types of "berries" (pompoms or beads) to sort and count. The total of each type of berry will be represented with tally marks. 1N1.3 and 1N1.1,Model & Write Numbers to 40
Blue Berry/Berry Addition Share addition and subtraction stories, using manipulatives to solve. Related assignment will be given for independent work in centers.
Blueberry, Strawberry Graph Students will taste both types of berries, make their own representation of their favorite and add it to the graph. 1.D.1.1 Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). 1.D.1.2 Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. 1.D.1.3 Draw conclusions from picture and bar-type graphs.
Counting and Weighing “Berries” Students will count colored pompoms (or beads) and compare their weight on a scale. 1.GM.2.5 Use standard and nonstandard tools to identify volume/capacity. Compare and sort containers that hold more, less, or the same amount, 1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones.
We’re Going on a Bear Hunt: Map Making--We’re Going on a Bear Hunt
From Farm to Store: Students will be lead to discuss where our fruit comes from (Pebble Go Consumers and Producers)
Content Standard 2: The student will describe the characteristics of the American economic system
Bears and Their Habitats: PebbleGo
Blueberries for Sal: Compare and contrast the mother bear, human mother, and how they care for their children.
1-LS1-2 Students who demonstrate understanding can: Read text and use media to determine patterns in behavior of parents and offspring that help offspring survive. 1-LS3-1 Students who demonstrate understanding can: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Brown Bear, Brown Bear and/or We’re Going on A Bear Hunt: Retell and Share stories via Shadow Puppet 1.7.W.1 Students will select and use appropriate technology or media to communicate with others with guidance and support. Students will use visual displays to support verbal communication and clarify ideas, thoughts, and feelings.
Engineering:The Little Mouse, The Big Hungry Bear, and the Red Ripe Strawberry: Make a house for Little Mouse and use the house in retelling. Math:While not meeting this standard exactly it is an opportunity to explore and create using nonstandard measurement in an authentic way: 1.GM.2 Select and use nonstandard and standard units to describe length and volume/capacity ELA1.2R1 Students will retell or reenact major events in a text, focusing on important details to recognize the main idea
Make and Disguise a Red Ripe Strawberry (could be take home) This will be in conjunction with the “I would disguise my strawberry as____” assignment.
Brown Bear, Brown Bear (Eric Carle): Painted Paper and Collage...
There are so many ways to build on this unit. What would you add?