Observe and listen to the students reflections. Look for evidence of strategy, emotion, or confusion. After reading the book, the teacher will show the students the slides (PowerPoint) on polar bears. While going through point out some interesting pictures, and what the polar bears are doing. Observe and listen to the students enquiries. Look for evidence of strategy, emotion, or confusion. After you go through the story and have a discussion on polar bears as well as show visuals of the polar bears: Ask the students if there is anything that they find confusing? Are there any words that they . didn’t understand? What have you noticed anything they find neat, or interesting? Strategies used Activating activity: Cooperation, reflection, questioning, metacognition, prior knowledge, and discussion. Acquiring activity: cooperation, reflection, discussion, and questioning. Applying activity: Cooperation, reflection, discussion, metacognition, design, response and questioning. Applying: after learning Have the students write on a piece of paper answering these questions: What is happening to the polar bears? Why are they disappearing? What is happening to the ice? Have the students reread what they have written and have them write a good copy on a good nice piece of paper. Once they have written a good copy, have the students make a Bear in a “Polar snowstorm.” First let the children paint white all over the blue piece of paper. Make sure that the paint “snow” is not thick, for it would take forever to dry. Once the paint is dry, let the students glue cotton balls on to the painted blue paper. The cotton balls be placed randomly but shouldn’t strategically to form an object, the idea is that the cotton balls are supposed to represents the polar bear. Assessment tools and strategies Focus for Assessment Is the student able to do the following:
Observe and listen to the students reflections. Look for evidence of strategy, emotion, or confusion. After reading the book, the teacher will show the students the slides (PowerPoint) on polar bears. While going through point out some interesting pictures, and what the polar bears are doing. Observe and listen to the students enquiries. Look for evidence of strategy, emotion, or confusion. After you go through the story and have a discussion on polar bears as well as show visuals of the polar bears: Ask the students if there is anything that they find confusing? Are there any words that they didn’t understand? . What have you noticed anything they find neat, or interesting? Strategies used Activating activity: Cooperation, reflection, questioning, metacognition, prior knowledge, and discussion. Acquiring activity: cooperation, reflection, discussion, and questioning. Applying activity: Cooperation, reflection, discussion, metacognition, design, response and questioning. Applying: after learning Have the students write on a piece of paper answering these questions: What is happening to the polar bears? Why are they disappearing? What is happening to the ice? Have the students reread what they have written and have them write a good copy on a good nice piece of paper. Once they have written a good copy, have the students make a “Polar Bear in a snowstorm.” First let the children paint white “snow” all over the blue piece of paper. Make sure that the paint is not thick, for it would take forever to dry. Once the paint is dry, let the students glue cotton balls on to the painted blue paper. The cotton balls shouldn’t be placed randomly but strategically to form an object, the idea is that the cotton balls are supposed to represents the polar bear. Assessment tools and strategies Focus for Assessment Is the student able to do the following: