Arctic Unit

Amanda Carrigan

EDUC 416

Dr. Warner

Amanda CarriganEDUC 416Dr. Warner

The Arctic

The Arctic is a snowy biome located around the North Pole. The North Pole is located in

an area called the Arctic Circle, which is the northern most point on earth. In the center of the

Arctic Circle, is the Arctic Ocean, which is covered by a huge sheet of floating ice, which is also

called pack ice. (Salisbury, 1989, p. 4). The tundra that surrounds the North Pole is a very

desolate land. In the southern part of the Arctic there is flat land and small rounded hills, along

with many lakes, rivers and streams. In the northern section of the Arctic, “there are mountains,

glaciers, plains, and many islands” (Giannetta, 2009). The Arctic days and nights are very

unique. Because of the Earth’s position as it orbits the Sun, most of the area in the Arctic Circle

stays dark during the winter months. This period of darkness is also called Winter Solstice. Not

until late February or early March does the sun first return. The sun appears later the farther

north you go. Then the hours of daylight increase and the sun shines for twenty-four hours a

day. (Salisbury, 1989, p.4) Sometimes the blowing snow creates whiteouts that can happen

without warning and for days.

Seasons in the Arctic

Even though the Arctic is mostly dark during the winter season, it still has all of the

seasons like the rest of the earth. Summer last from mid-June to mid-August and is usually cold.

During these summer months, the sun shines for twenty-four hours a day. Autumn usually

begins around September, and the sun sinks below the horizon and the North Pole is, “in twilight

until early October, after which it is in full darkness for the winter” (National Oceanic and

Atmosphere Administration, 2009). The darkest time of the year for the North Pole is

approximately on December 21. In winter, strong winds blow the snow into drifts, exposing

various patches of land. (Salisbury, 1989, p.5) In the spring, the sun rises higher and higher in

the sky with each advancing day, and stops when it reaches its maximum height approximately

around June 21. (National Oceanic and Atmosphere Administration, 2009). Spring is when

plants have a short time to reproduce. They will only get about two months.

Plants

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When the plants have time to grow during the spring, they grow close to the ground to

protect themselves from the cold and wind. Because of the harsh climate, the plants in the Arctic

are sparse. Plants that flower “use the long hours of sunlight to produce flowers quickly in the

growing season” (Giannetta, 2009). Some of the plants that reside in the Arctic are: shrubs,

trees, grass, moss, lichen, and flowers. Lichen is a plant that “grows on the surface of rocks and

is part of the moss family.” (ThinkQuest Education Foundation, 2010). There are many types of

lichen and in the fall it changes color. There are different ways that plants have to adapt to their

environment. Some plants are dark in color so that they can absorb more solar heat. Small

leaves help some plants retain moisture. The Arctic poppy has cup-shaped flowers that face up

into the sun, so the suns rays are directed towards the center of the flower. These types of plants

stay warmer than the air around them. (Giannetta, 2009). Many of these plants are there help

sustain the wildlife population of the Arctic.

Animals

Name Baby Names

Appearance What they eat

What is a group called?

Enemies

Caribou Calf Dark brown face, thick coat of fur, velvety antlers

Moss, lichens, and green plants

Herd Arctic Wolves, Bears, Eagles, Wolverines

Musk Oxen Calf Brown, thick shaggy coats

Grass, lichens, and willows

Herd Arctic Wolves

Arctic Wolf Pup White fur, small ears, short muzzle

Musk Oxen, Caribou, Lemmings, and Arctic Hare

Pack Bears, Eagles

Wolverine Kit Thick dark brown coat, large feet, sharp claws

Mice, rats, eggs, birds, reindeer

Pack Wolves, Bear

Arctic Fox Pup Small, short legs, bushy tail, grey and white coat

Lemmings, eggs, mice, shellfish, fruits, berries

Pack Bears

Lemming Pup Small, Plants, Solitary Arctic

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hamster-like appearance, thick fur

roots, berries, lichens

animal fox, Wolverine, Wolf, Snowy Owl

Polar Bear Cub Thick white coat, largest bear, weighs up to 1300 pounds

Seals, berries, plants, arctic foxes, birds

Sleuth Walrus, Bears, Killer Whale

Ermine Kit Small weasel-like appearance, white fur, sharp teeth and claws

Rabbits, rats, birds, mice

Pack Hawks, eagles, and owls

Arctic Hare Kit Weighs up to 12 pounds, white fur

Twigs, roots, plants

Herd Snowy owl, eagles, foxes, wolves

Snowy Owl Owlet White feathers, yellow eyes, sharp claws

Hares, mice, lemmings

Solitary Arctic fox and wolves

Walrus Pup Brown layers of blubber cover them, 2 large teeth

Shellfish, seals

Herd Bears

Seal Pup Gray coat of blubber

Fish, squid, krill

Pod Bears

Information came from Giannetta, J. (2009). "ARCTIC ANIMALS” Saskatchewan Schools and School

Divisions. N.p., n.d. Web. 20 Sept. 2010. <http://www.saskschools.ca/~gr

Information came fromSalisbury, M. (1989). Arctic Expedition. Milwaukee, Wisconsin: Gareth Stevens

Children’s books.

People

Even though there are harsh climates and an extended period of darkness in the Arctic,

people still live there. Originally the people that lived there were called, “Eskimos, which

meant “eaters of raw flesh in North American Indian language” (Salisbury, 1989, p.24). Now

the people of the Arctic prefer to be called Inuit, which means “the people.” There are

approximately one hundred thousand Inuit that live in the Arctic. The two main languages that

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they speak are Yupik and Inupiaq. There are many different dialects within these two main

language groups. (Salisbury, 1989, p.24) Because of their, “common background and the

general lack of contact with other people, arctic people have strikingly similar physical

characteristics and cultures, especially in such things as clothing, tools, techniques, and social

organization.” (The Columbia Electronic Encyclopedia, 2007) The Arctic people also have had

many of the same traditions for thousands of years.

The Inuit get their food by hunting. They gather different types of plants and hunt for

meat. For over four thousand years this has been their tradition. They have, “developed a

nomadic way of life, settling for short periods where the hunting was good, building igloo

shelters, and then moving on when the animals were gone. Some Inuit continue to follow this

pattern while others have settled in one place” (Salisbury, 1989, p.24). Traditional housing for

the Inuit is an igloo made out of snow blocks in the shape of a dome. Inside the shelter are

sleeping rugs of caribou or polar bear fur and a stone lamp, which uses oil as fuel and cotton

grass as a wick. This stone lamp also emits heat. (Salisbury, 1989, p.24) Occasionally the Inuit

will build small igloos for overnight hunting trips

When the Inuit go hunting and obtain an animal, they try not to waste any part of the

animal. The clothing that the Inuit wear is very different from what people that live south of

them have. Their jackets are made out of caribou or bearskin and their hoods are lined with fur.

They have large fur mittens that are usually made out of wolf skin. Their pants are also made out

of animal fur. The warmest pairs have two layers, one that has fur facing the inside and one with

fur facing the outside. (Salisbury, 1989, p.24). Since the Inuit use animals for food and clothing,

they have developed great hunting skills. Some of the tools that they use are: spears, harpoons,

dogs, and canoes. Dogs are used to sniff out breathing holes of seals. The dogs sniff out the spot

and the hunter places a thin piece of whalebone as a marker in the breathing hole and waits.

Once the bone moves, the hunter thrusts downward with the harpoon and pulls the seal onto the

surface. (Salisbury, 1989, p. 26). Hunters also use dogs to trail polar bears and to herd caribou.

Concepts

1.The Arctic serves as a home for many types of plants and animals.2. Most Inuit hunt for their food for survival.3. Caribou, polar bear, and wolves are some of the animals that live in the Arctic4. Winter Solstice happens on December 22nd and starts the period of darkness for the Arctic.5. The Inuit use Harpoons to hunt seals.

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6. Caribou and polar bear fur is used to make clothing for the Inuit.7. Plants are sparse in the Arctic because of the harsh climate.8. The Arctic is home to many Inuit.9. Shrubs, trees, and grass are some of the plants that are in the Arctic.10. Dogs are used to assist in the hunting process.

Theme Goals

1. To broaden the children’s awareness of the types of animals that live in the Arctic.2. To understand where the Arctic is located.3. To increase knowledge about the plant life in the Arctic.4. To promote awareness of the Inuit people in the Arctic.5. To increase knowledge about how the Inuit hunt for their food.6. To understand that the Inuit usually try to use every part of an animal and not waste it.7. To enhance the understanding of the rareness of plants in the Arctic.8. To understand the different types of seasons that the Arctic experiences.9. To broaden the children’s awareness of the Arctic.10. To promote awareness of weather conditions in the Arctic.

VocabularyArctic Circle- An imaginary line that encircles the North Pole

Biome- a major biotic community characterized by the dominant forms of plant life and the

prevailing climate

Caribou- An arctic deer that lives on the tundra during the summer and migrates to southern

regions of the north during winter

Ermine- A weasel that can be found in the Arctic. It has a tiny face, sharp teeth and claws, and a

tail with black fur at the tip.

Harpoon- type of implement that detaches from its shaft after it pierces the prey, becoming

lodged under the blubber and skin by means of its barbed sides

Lichen- A form of moss that grows in the Arctic and northern regions; also called caribou moss

Pack Ice- A large area of floating ice formed on the sea where the seawater has frozen. The wind

and sea currents drive pieces of floating ice together to make pack ice.

Tundra-A flat, cold, treeless land with low bushes and plants

Whiteout- A weather condition caused by heavy cloud cover over the snow. The horizon is

invisible and you can only see very dark objects.

Winter Solstice- the first day of the winter. The sun is the farthest south and the length of time

between sunrise and sunset in the northern hemisphere is the shortest of the year.

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Activities Keyed to Concepts

1. The Arctic serves as a home for many types of plants and animals.Activity: Voting and Graphing Area: MathActivity: Snow and Igloos Area: Introductory activitiesActivity: Ask a librarian Area: Resource PersonActivity: Plaster of Paris Area: Home School Connection

2. Most Inuit hunt for their food for survival.Activity: The Hunter and The Hunted Area: Social Studies

3. Caribou, polar bear, and wolves are some of the animals that live in the ArcticActivity: Voting and Graphing Area: MathActivity: Polar Bear Insulation Area: ScienceActivity: Animal cards Area: Attendance/Check inActivity: Polar Bear Snack Area: SnackActivity: Animal Tracks Area: Fine MotorActivity: Moving like a polar animal Area: Gross MotorActivity: Little Bear Area: MusicActivity: Five Little Bears Area: Language ArtsActivity: 5 Baby Wolves Area: Language ArtsActivity: Animal Shapes with names Area: Attendance/check inActivity: Zoo Trip Area: Field Trip

4. Winter Solstice happens on December 22nd and starts the period of darkness for the Arctic.

Activity: Birdseed feeders Area: Art

5. The Inuit use Harpoons to hunt seals. Activity: Flannel Board story Area: Language Arts

6. Caribou and polar bear fur is used to make clothing for the Inuit.Activity: Flannel Board story Area: Language Arts

7. Plants are sparse in the Arctic because of the harsh climate.Activity: Birdseed feeders Area: Art

8. The Arctic is home to many Inuit.Activity: Flannel Board story Area: Language ArtsActivity: Eskimos Area: Circle TimeActivity: Walking through the arctic Area: MusicActivity: Dramatic Play Area: Language ArtsActivity: Ask a librarian Area: Resource Person

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9. Shrubs, trees, and grass are some of the plants that are in the Arctic.Activity: Walking through the arctic Area: MusicActivity: Zoo Trip Area: Field Trip

10. Dogs are used to assist in the hunting process.Activity: The Hunter and The Hunted Area: Social Studies

Introductory Activities: Snow and Igloos

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005).1. Creativity and the Arts. Children show progress in responding when they (1) show others and/or talk about what they have made or done. p. 40

2. Language and Literacy Development. Children show progress in emergent writing when they (2) use scribbles, shapes, pictures, or dictation to represent thoughts or ideas. p. 34

Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.1. The Arctic serves as a home for many types of plants and animals.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment):1. Given construction paper and other supplies, the child will create a drawing of their own that relates to the Arctic.

(Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it with an **.)Advanced Preparation: Materials, Set-up, and Guidance:-Ahead of time (about 3 hours) Make the snack:3 packages of Jell-O Berry Blue Gelatin Dessert2 ¾ cups boiling water1 ½ cups cold water2 cups ice cubes2 cups whipped topping. Directions:1. Dissolve 2 packages of blue jell-o in 2 cups boiling water. Add cold water. Pour into a 13-inch by 9-inch pan. Chill until set, about 3 hours. Cut gelatin into ½ inch cubes. Set aside2. Line a 6-cup bowl with plastic wrap and set aside3. Dissolve remaining package of blue jell-o in ¾ cup boiling water. Add ice cubes. Stir until slightly thickened, about 3 to 5 minutes. Remove any unmelted ice. Whisk in 1 cup whipped topping. Stir in 2/3 of the gelatin cubes and pour mixture into prepared bowl. Chill until set, about 3 hours.4. Unmold onto serving plate, flat side down. The round part should be on top. Remove plastic wrap and frost surface with remaining whipped topping and decorate with remaining jell-o cubes so that it looks like blocks in the “ice” of the whipped topping.

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GlueGlitterConstruction paperScissorsCrayons

Arctic Tundra by Donald Silver

Pre-made word cards: Arctic Ocean, hibernation, winter, lichens, and predator

Introduction/Motivation:

Invite the children over to the circle time rug and get them settled down by this finger play:

Open Shut ThemOpen, shut them, (open and close hands in front of you)Open shut them Give a little clap clap clap. (clap 3 times as you say “clap”)Open, shut them, open, shut themLay them in your lap (fold hands in lap)

Creepy crawly, creepy crawly,Right up to your chin chin chin (fingers crawl up chest to chin)Open up your little mouth, (open mouth)But do not let them in in in (quickly put hands behind back)

Open, shut them (open and close hands in front of you)Open, shut themGive a little clap clap clap (clap 3 times as you say “clap”)Open, shut them, open, shut themLay them in your lap lap lap (fold hands in lap)

Procedure: 1. What is the Arctic? The Arctic is a very cold place that is covered by snow and ice.2. Take out a globe and ask the children: Do you know where the Arctic is located? (Let children guess where it is and then say: The Arctic is located in a place called the North Pole. This region is also called the Arctic Circle. (Point to where the Arctic Circle is on the globe) What do you think the weather is like in the Arctic? It is snowy, windy, and cold most of the time.3. What types of animals do you think live in the Arctic? (Give time for answers) There are many animals that live in the Arctic. Some of them include musk ox, caribou, Arctic wolf, wolverine, polar bear, snowy owl, seals, and walruses. 4. I will be reading a story called Arctic Tundra By Donald Silver. This book will introduce you to some of the animals we just mentioned, along with some other factual information.5. Read Arctic Tundra by Donald Silver

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6. After the story, place some words that were in the book onto the board. As they are placed on the board, ask the children if they know what the word is. Then give your own definition of the words. Arctic Ocean- smallest and shallowest ocean, located in the North PoleHibernation-a state of inactivity experienced by animals. Hibernation may lay last from several days, to a couple weeks.Winter-One of the four seasons characterized by cold temperatures and snow.Lichens- A fungus that grows on rocks or trees. Many animals in the Arctic eat this plantPredator- An animal that lives by preying on other animals.These words will come up in some other books that we read, so knowing the definitions of these words will be helpful7. Have the children go sit at their tables.8. **Pass out pieces of paper and have the children draw anything they would like that relates to the Arctic. Tell them that some options they can draw are: animals that live in the arctic, an igloo, snowflakes, or plants. Let them use glitter, glue, scissors, construction paper, and crayons.9. When these pieces of art are completed, let them dry. 10. Have the children clean up their tables and let them know it is time for snack.11. Show them the Icy Blue Igloo jell-o and let them eat it.12. When all of the children are finished, sing the clean up song:Clean up, clean up, everybody do your shareClean up, clean up, everybody do your share

Closure:

After snack, have the children bring their art pieces and gather around the circle time rug. Go around the group and ask if any of the children want to share their artwork. Once they have shared, gather their artwork and hang it around the room later. Then have each child come up with a word that rhymes with “snow,” and dismiss them.

Transition:

Sing the Good-Bye SongOh its time to say goodbye to all our friendsOh its time to say goodbye to all our friendsOh its time to say goodbye,So just smile and wink your eyeOh its time to say goodbye to all our friends

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Source: Martinez, K. (2009). Easy Fun School. Icy Blue Igloo. Retrieved November 19, 2010 from http://www.easyfunschool.com/article1775.html

Rhonda Norton. Redeemer Lutheran Church, Winona Minnesota.

Arctic Ocean

Hibernation Winter Lichens Predator

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Math: Voting and Graphing

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005).1. Cognitive Development. Children show progress in mathematical and logical thinking when they (1) demonstrate increasing interest in and awareness of numbers and counting. p 44

2. Physical and Motor Development. Children show progress in fine motor development when they (1) develop small muscle control and coordination. p. 52

Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.1. The Arctic serves as a home for many types of plants and animals.

3. Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment):1. Given the index card with their name, the child will place that card in a pocket graph.

2. Given the task of looking at the pocket graph, the child will count how many other children liked the specific animal.

(Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it with an **.)Materials Needed:Graphing pocket mat labeled with the animals: Polar bear, arctic wolf, caribou, snowy owl, walrus, and seal on the top. (see attached sheet)Pictures of each of the animalsIndex cards labeled with each child’s nameHelper of the day Paper copy of the pocket graph

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Introduction/Motivation:

Good morning boys and girls, today we will be learning about graphing and learning about some arctic animals. We will start out with a finger play called Marco the Polar Bear, and it goes like this:

Marco the Polar Bear, (Make circle in front of body with arms)White as snow (Extend out arms proudly)Sat down on the ice (Sit down)Near the cold water’s flow (Shiver)“Lunch! I need lunch: he said: (Rub stomach)“I’ll make a wish.” (Put hands together to make wish)He stuck in his paw (Put right hand down)And came up with a fish! (Hold up right hand and smile)

Procedure:

1. What kinds of animals do you think live in the arctic? Responses may include: bears, penguins, walrus, wolves, fox, and rabbits. 2. Many animals live in the arctic and some include: polar bear, arctic wolf, walrus, seal, and snowy owl. As each animal is listed, show the students the pictures and place them on the pocket graph. 3. Once all of the animals have been placed on the graph, ask children, “Do you know what this is called (point to the graph)?” Responses may include: graph, chart, or table.4. This is called a graph, chart, or a table. Today we will be graphing on this chart to see what animal you boys and girls best like.5. With the index cards with each child’s name, call them up to the front of the group and ask, “What animal do you like best?” Then have that child place his/her name in the pocket above that animal.**6. Go around the whole class and have each student place his/her name card in the pocket of his/her favorite arctic animal.7. Once every child has chosen his or her animal, ask, “Does anyone know what type of chart we just made?” Responses may include: bar graph. Say, “We as a class have just created a bar graph.”8. Have children look at the graph and determine which animal the whole class liked best.**9. Next invite the students to count how many students liked each animal.10. Have the helper of the week come to the front of the class and hand them connecting cubes. 11. As the whole class counts each column in the graph, hand the helper one cube to connect. 12. Once all the students have been counted for one animal, have the helper count the number of cubes they have connected. 13. Then go on to the next animal and do the same thing.

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14. Once all of the animals have been counted, go through each animal and have the children say the number.15. Hand out the chart with animals to each child. 16. Have them copy the pocket graph by coloring in the number of children that liked each animal.17. Keep the graph up for children to look at during this unit.

Closure:

Go through all the animals on the graph and say the number out loud to review the lesson.On a white board or black board, show the children how to read the graph. Write polar bear, arctic wolf, caribou, snowy owl, walrus, and seal on the board and write the number of children that liked that animal.

Transition:

(Dismiss children after the finger play is done by the colors they are wearing)5 Fat Walruses

Five fat walruses were at the North Pole.One climbed up on the ice and fell into a hole.Four fat walruses swam toward the ice.One bumped an iceberg, which wasn’t very nice,Three fat walruses had whiskers on their faces,One got bored and went to sleep, he didn’t like the placesTwo fat walruses went to look for food,One swam far, far away; he wasn’t in a good mood,One fat walrus was tired of the play,She flipped a good-bye with her tail an then she swam away.

Source: Cheryl’s Sweethearts ChildCare, Arctic Theme. Retrieved Nov. 1, 2010 from

http://stepbystepcc.com/arctic2.html

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Polar Bear

Arctic Wolf

Caribou Snowy Owl

Walrus Seal

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Science: Polar Bear Insulation

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005).1. Physical and Motor Development. Children show progress in fine motor development when they (3) explore and experiment with a variety of tools. p. 52

2. Physical and Motor Development. Children show progress in gross motor development when they (1) develop large muscle control and coordination. p. 50

Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.3. Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment):1. Given the sandwich bag filled with Crisco, the child will place their hand in the bag and discover what it feels like to have a layer of blubber on them.

(Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it with an **.)Advanced Preparation: Materials, Set-up, and Guidance:

-Create a blubber glove: Use two zip lock plastic bags and fill one with Crisco (about 1 cup). Use the other bag to place on top of the Crisco so the students are not touching the Crisco. Attempt to zip together by having the top one inside out. -A bowl should be filled with water and ice

Materials:-Little Polar Bear by Hans de Beer-Construction paper-Sandwich bags-Crisco-Bowl of water-Ice cubes

Introduction/Motivation:

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Have the students gather around the carpet. Today we will be learning about polar bears and how they keep themselves warm, but first we have an action poem.Have the children stand up and do the actions:

Polar bear, Polar bear, Turn around, Polar bear, Polar bear, Touch the ground. Polar bear, Polar bear, Dance on your toes, Polar bear, Polar bear. Touch your nose. Polar bear, Polar bear, Show your paws. Polar bear, Polar bear, Hide your claws. Polar bear, Polar bear,Act like a clown,Polar bear, Polar bear,Sit back downPolar bear, Polar bear,Clap, clap, clapPolar bear, Polar bear,Lay your hands in your lap

Procedure:

1. Show the children the cover of the book Little Polar Bear by Hans de Beer. What do you think this book is about?2. Read the book reminding children to look for different animals the bear meets.3. After the story is done ask what other animals did the polar bear meet? Raise your hand if you think all these animals could survive in the cold Arctic? Why do you think this? How do you think the Polar Bear survives the cold weather and swimming in the icy water?4. Write responses on paper.5. Explain that polar bears have a layer of fat called blubber that keeps them warm. What do you wear to keep yourselves warm?6. Explain what the students will be doing at their seats: Boys and girls, when you get to your seats you will draw pictures of clothing that you wear to keep warm. If it is possible, please fill up the entire paper. I will call 2 children over to the experiment table at a time. If you get done with your drawing, please go to the carpet and look at a book.7. The children will get to experience the blubber glove at the experiment table.8. **Using the bowl with water and ice, the teacher will guide the children in putting the glove on and putting their hand in the water. Pretend you are a polar bear ready to dive into the icy water. Children may touch the water with one hand before or after using the glove to compare the difference of having the glove on and not having it on.

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9. After the completion of the experiment, students will finish up their project and move back to the carpet.10. Discuss what each student felt while wearing the blubber glove.

Closure:

I'm a Little Polar Bear (Sung to: "I'm a little Teapot") I’m a little polar cub born in the spring I come out from my cave looking white and thin when I see the snow and feel the wind I stomp my way to eat and swim

Transition:

Dismiss the students to the next activity by the color of his or her hair.

Source:A to Z Teacher Stuff. (2006). Lesson Plan, Activity, or Teaching Idea from A to Z Teacher Stuff.

Polar Bears. Retrieved November 8, 2010 from http://www.atozteacherstuff.com/pages/383.shtml

Adapted from Pennsylvania One Book. (2010). Finger plays. Retrieved November 8, 2010 from

http://www.paonebook.org/archive/onebook2007/pdf/parents_fingerplays_songs.pdf

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Social Studies: The Hunter and The Hunted

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005).1. Cognitive Development. Children show progress in scientific thinking and problem solving when they (1) use senses to explore materials and the environment. p.46

2. Physical and Motor Development. Children show progress in gross motor development when they (4) develop ability to move their body in space with coordination. p. 50

Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.2. Most Inuit hunt for food for survival10. Dogs are used to assist in the hunting process

Learning Objectives: Given the (activity ) the (learner) will (accomplishment):1. Given the role of being an “Inuit,” the child will tag the other child who is the “rabbit.”

2. Given the role of being a “sled dog”, the child will guide the “Inuit” and “rabbit” back to the circle.

(Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it with an **.)Advanced Preparation: Materials, Set-up, and Guidance:Large area for game2 blindfolds

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Introduction/Motivation:

A Hunting We Will Go (Song)

A hunting we will go, a hunting we will go,Heigh ho, the dairy-o, a hunting we will goA hunting we will go, a hunting we will go

We'll catch a fox and put him in a boxAnd then we'll let him go.

A hunting we will go, a hunting we will goHeigh ho, the dairy-o, a hunting we will goA hunting we will go, a hunting we will go

We'll catch a fish and put him on a dishAnd then we'll let him go.

A hunting we will go, a hunting we will goHeigh ho, the dairy-o, a hunting we will goA hunting we will go, a hunting we will go

We'll catch a bear and cut his hairAnd then we'll let him go.

Ask some questions:Do you know what an Inuit is? It is another name for an Eskimo. They are a type of people that call the Arctic their home.What kinds of animals do you think the Arctic use for food? Rabbits are one type of animal that the Inuit eatDo you know what the Inuits use to help them hunt for their food? They use sled dogs. We will be playing a game called The Hunter and The Hunted. We will be working on following rules and using our listening skills

Procedure:

1. Have children get into a large circle where there is a lot of space, either in a large room or outside.2. Say directions. Two children will be blindfolded while the rest of the children are in a large circle around them. The Inuit is hunting at night, listening for his prey, the rabbit. The rabbit is trying to avoid the Inuit. ** The other children are sled dogs who will guide the rabbit or Inuit

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back into the circle if either wander out of the playing area. Once the “Inuit” has tagged the “rabbit,” 2 more children are chosen to switch roles. 2. Set some rules. We need to follow some rules while playing this game. One rule is that there is no running; we do not want to collide with each other. Another rule is that because the hunter is listening for the rabbit, we must be very quiet.3. Choose 2 children, one is the Inuit (hunter), and the other is the rabbit (hunted). 4. Blindfold the two chosen children5. **Turn the 2 children around in the circle three times and let the hunt begin6. Game continues until everyone has had a turn to be the rabbit and Inuit.

Closure:

What types of skills did you learn? We learned to listen, be quiet, and cooperation. What were the roles we all played? Rabbits, Inuits, and sled dogs.

Transition:

If the game was played in a separate room as the regular classroom, dismiss the children by girls first, then boys.As the children are walking to the next classroom, have them be just as quiet as they were when they took on the role of being a “sled dog.”

Source: Yannucci, L. (2010). Mama Lisa’s World. A Hunting We Will Go. Retrieved November 15, 2010 from http://www.mamalisa.com/?t=es&p=2420&c=116

Original: Amanda Carrigan

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Art: Birdfeeders

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005).1. Physical and Motor Development. Children show progress in fine motor development when they (1) use eye-hand coordination to perform a variety of tasks. p. 52

2. Creativity and the Arts. Children show progress in creating when they use a variety of media and materials for exploration and creative expression. p. 38

Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.4. Winter Solstice happens on December 22nd and starts the period of darkness for the Arctic.7. Plants are sparse in the Arctic because of the harsh climate.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment):1. Given the pinecone, the child will create a bird feeder

(Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it with an **.)Advanced Preparation: Materials, Set-up, and Guidance:

-The Shortest Day: Celebrating the Winter Solstice by Wendy Pfeffer, published by Dutton Juvenile-1 pinecone for each child that has a string tied around the stem of the pinecone-Vegetable shortening-Corn meal-Birdseed-String-Mixing bowl-Scissors-Spoon-Pie tin-1/2 measuring cup

-Have children sit in groups of 3 at a table- placing all of the materials on the table

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Introduction/Motivation:

What do you think Winter Solstice? Winter Solstice is the shortest day of the year, and it happens on December 22nd every year.

Procedure:

1. Give children some background information about Winter Solstice. Earth is tilted slightly on its axis. As it revolves around the sun, that tilt angles Earth's Northern Hemisphere toward the sun for part of the orbit and away from the sun for another part of the orbit. When the tilt is toward the sun, the days are long and the Northern Hemisphere experiences summer. When the tilt is away from the sun, the days are short and we experience winter. When the sun reaches the southern-most point in relation to Earth, the shortest day of the year -- the Winter Solstice – occurs. The Arctic experiences 24 hours of darkness a day during this time. The sun doesn’t return until around late February or early march.2. Read the book “The Shortest Day: Celebrating the Winter Solstice” by Wendy Pfeffer3. Review what the book was about and ask questions.

What day does Winter Solstice start? What happens during Winter Solstice?What would you do during the 24 hours of darkness?Would you like to live somewhere where the sun doesn’t shine during the winter months?Do you think plants have enough sunlight to grow during this time?What do you think the animals that eat plants do when the plants can’t grow?

4. Because of the 24-hour day darkness, the Arctic is classified as having a harsh climate. Plants need sunlight to grow, and they do not get that during the winter. Animals need those plants to survive the winter. Birds eat the seeds off plants, but when the plants can’t grow, neither can the seeds.5. We are going to be making bird feeder for the birds during the winter months.6. Hand out one pinecone and one pie tin to each child.7. Have the children mix ½ cup vegetable shortening with ½ cup corn meal in a mixing bowl8. Then spread the mixture over the pinecone with a spoon.9. Pour the birdseed into the pie tin and roll the pinecone in the birdseed until it is well covered.10. **Have children show their completed bird feeder to each other.11. Have all the children go outside and find a place to hang their bird feeders.

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Closure:

We are going to be watching our bird feeders over the next few days to see if the birds eat any of the birdseed. Why did we make bird feeders for the birds? We made birdfeeders so that the birds have something to eat during Winter Solstice.

Transition:

Before going back inside, challenge children to see who can be the quietest

Source: Pine Cone bird feeder: Traditional- source unknown

Pfeffer, W. (2003) The Shortest Day: Celebrating the Winter Solstice. Dutton Juvenile; First edition.

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Fine Motor: Animal Tracks

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005).1. Physical and Motor Development. Children show progress in fine motor development when they (1) develop small muscle control and coordination. p. 52

2. Creativity and the Arts. Children show progress in creating when they (1) use a variety of media and materials for exploration and creative expression. P. 38

Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.

3. Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment):1. Given the animal stamps, the child will create their own polar scene.

2. Given the white play dough, children will place toy animals in it to create footprints.

(Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it with an **.)Advanced Preparation: Materials, Set-up, and Guidance:

Before reading the story, place the toy animals in the story telling bag Sit by a board or an easel so you have something to set the animals on

Amazing Arctic Animals by Jackie GlassmanStory Telling bagWhite play doughToy animals (polar bear, caribou, arctic fox, seal, walrus) or a set from Safari Ltd Arctic ToobPaperAnimal stampsInkSeal puppet

Introduction/Motivation:

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Sing the song Arctic Habitat (Sung to any tune)

Polar bears and walrusesBeluga whales and sealsArctic foxes, arctic wolvesSnow-white hares and geeseArctic terns and snowy owlsMusk oxen and sheepThe hard cold tundra is their homeIt’s where they live and sleepThis is the arctic habitatWhere you can hear the caribou runA windy, cold and barren placeThe land of the midnight sun

Procedure: 1. Read the story Amazing Arctic Animals by Jackie Glassman. As you are reading the story, pull out the toy animals from the story bag as they are read and set them on the board next to you.2. Talk about the various animals that were in the book. Which animals were your favorites? What is an animal track? An animal track is a trace that they leave behind, such as a footprint. When we walk in the snow, we leave human footprints. When animals from the Arctic walk in the snow, they leave tracks.3. Using the seal puppet, dismiss the children to their tables by saying his or her name.4. Have children sit at tables, with 4 children around each table. Pass out the toy animals; each table should have at least 4 animals.5. Hand out about a fistful of white play dough to each child.6. **Pretend that the white play dough is snow. You can press the animals into the play dough to show that animal’s footprint. You can also place your hand, palm down into the play dough to make your own handprint.7. After letting children experiment with the play dough and toy animals for a while, have them clean the play dough and animals up. 8. Give each child a piece of paper some animal stamps and ink. Each table should have about 5 stamps.9. These are animal stamps; they can leave traces of ink on your paper. You can stamp all around your paper, or you can create a polar scene. Once you are done with your scene, we will place them in the hall by your cubbies so everyone can see your artwork.10.** Let children create their polar scene, when they are done, hang them in the hallway.

Closure:

1. What is an animal track? An animal track is a trace that they leave on the ground. Can we leave tracks on the ground? Yes we can, they are called footprints.

Sing the Seal song to the tune of “Mary Had a Little Lamb”

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Seals like the cold weather,Cold weather,Cole weather,Seals like the cold weather,And they like to play.

Seals like to swim and play, Swim and play,Swim and play,Seals like to swim and playAnd they rest at night

Transition:

Dismiss children by name while using the seal puppet.

Source:

Prekinders. (2008). Winter. Activities. Retrieved November 20, 2010 from http://www.prekinders.com/winter.htm

Gross Motor: Moving like a polar animal

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Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005).1. Physical and Motor Development. Children show progress in gross motor development when they (1) develop large muscle control and coordination. p. 50

2. Physical and Motor Development. Children show progress in gross motor development when they (4) develop ability to move their body in space with coordination. p.50

Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.

3. Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment):1. Given the task to move like a rabbit, the child will hop from one animal shape to the next.

2. Given the task to move like a caribou, the child will gallop from one animal shape to the next.

(Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it with an **.)Advanced Preparation: Materials, Set-up, and Guidance:Cut our large polar animal shapes from colored paper-seal, walrus, caribou, polar bear, rabbit, wolf, fox, snowy owl- enough for each child- and laminate themPlace these animal shapes in a large room in a circle before the lesson

Introduction/Motivation: Invite children into a large multipurpose room where there is a lot of space

Say this chant and have the children do the actions

I wish I were a Seal

I wish I were a seal waddling on the shore, (waddle around)I’d say “Move over, here I come!”I wish I were a seal basking in the sun, (stick arms out, put head back, and close eyes) I’d flap my flippers, oh so loud to show I’m number one! (flap arms and put up 1 finger)

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I wish I were a seal strutting my stuff,If anybody picked on me, I’d show them how I am tough (Stick out chest)

Procedure: 1. Have the polar animal shapes already set on the floor in a large circle. Tell the children to sit down on one of the shapes.2. Go around the circle and ask each child what animal shape they are sitting on.3. Discuss that various ways that animals move around. A polar bear can run, walk, and swim. An Arctic wolf and fox can jump, leap, run, and walk. A seal and a walrus can swim and waddle. Caribou can leap, run, gallop, and walk. A snowy owl can fly.4. Go around the circle again and ask each child the ways his or her animal can move around.5. We are going to be moving around like the animals we are sitting on.6. Have the children stand up.7. Tell them to take their animal shape and back up about 3 steps so that they are not touching the child next to them. We need to have a lot of space to be doing certain movements.7. We are going to be moving around in a circle, going from shape to shape. We will be hopping, skipping, and walking. We also will be pretending to fly and swim. We need to remember to go slow and not run into the person ahead of us.8. The first movement we will be doing is hopping like a rabbit. You can pretend to be a rabbit.9. **Hop around on the animal shapes like a rabbit and finish when each child has gotten back to his or her animal shape.10.The next movement is to gallop like a caribou. You can pretend to be a caribou.11.** Gallop like a caribou around in a circle until each child has gotten back to his or her animal shape.12. The next movement is to walk like a polar bear, wolf, fox, or a caribou, whichever one you want.13. Walk around in a circle on the animal shapes and stop once the children have gone around once.14. The next movement is to swim like a seal, walrus, or polar bear. Take your animal shapes and set them aside. Since you are pretending to swim, you can go anywhere in the room.15. After about one minute of “swimming” around the room, stop the children.16. Now we are going to pretend to fly like a snowy owl. Once again, you can “fly” anywhere in the room.17. After about one minute of “flying” around the room, stop the children.

Closure:

Have the children sit down in a circle again. What types of movements did we just learn how to do? We learned how to walk like a polar bear, wolf, fox, and caribou. We learned how to swim and fly. We also learned how to gallop and hop around. These are the different ways that animals move around. Not every animal gets around in the same way. What are types of ways we can get around? We can get around by walking, running, crawling, swimming, hopping, galloping, and skipping.

Transition:

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Play Simon Says- (Child’s name) Simon Says gallop like a caribou over to the door and line up. (Child’s name) Simon Says hop like a rabbit over to the door and line up. (Child’s name) Simon Says walk like a polar bear over to the door and line up. (Child’s name) Simon Says swim over to the door and line up.

Source:Cheryl’s Sweethearts ChildCare, Arctic Theme. Retrieved Nov. 10, 2010 from

http://stepbystepcc.com/arctic2.html

Circle Time: Eskimos

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Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005).1. Language and Literacy Development. Children show progress in listening when they (2) listen with understanding to stories, directions, and conversations. P. 30

2. Physical and Motor Development. Children show progress in fine motor development when they (2) use eye-hand coordination to perform a variety of tasks. P. 52

Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.

8. The Arctic is home to many Inuit.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment):1. Given the props from the story The Polar Bear Son: An Inuit Tale, the child will retell the story.

2. Given construction paper, glue, and cotton balls, the child will create a picture of a polar bear, Eskimo, or an igloo.

(Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it with an **.)Advanced Preparation: Materials, Set-up, and Guidance:

The Polar Bear Son: An Inuit Tale by Lydia DabcovichEaselProps made of paper: An old woman, polar bear cub, polar bear adult, hut. Villagers, fishApron for the propsMultiple colors of construction paperCotton ballsGlue sticks

Introduction/Motivation:

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Five Little Eskimos (Finger Play)

Five little Eskimos by the igloo door (5 fingers)One went out to feed the dogs, and then there were four (Put thumb down)Four little Eskimos rowing out to sea, (4 fingers)One jumped on an iceberg, and then there were three (Put pinky finger down)Three little Eskimos making fish stew, (3 fingers)One burned his finger, and then there were two. (Put ring finger down)Two little Eskimos hunting for fun, (2 fingers)One chased a baby seal, and then there was one (Put middle finger down)One little Eskimo all his work done, (1 finger)Went home to supper, then there were none (Put index finger down)

Procedure: 1. Have children gather around on the circle time rug. What have we been learning about? We have been learning about the Arctic. Where is the Arctic located? It is located at the very top of the earth. What kinds of animals live in the Arctic? Many animals such as the polar bear, Arctic wolf and fox, caribou, and rabbits live in the Arctic. What kinds of people live in the Arctic? People called Eskimos or Inuit live in the Arctic. Today I will be reading a story about and Eskimo mother and her unrelenting love for a polar bear.2. Show the front cover of the book and ask for predictions. What do you think the woman and the polar bear do?3. Read the story. While reading the story, pull out the props for the story and place them on an easel for the children to see.4. After the story, ask the children to describe events that happened in the book. First the old woman found this polar bear cub and thought its mother had been killed, so she took it home. As the bear grew older, he provided her with food. The villagers got jealous of the bears hunting ability and wanted to kill it. Before they could, the woman sent the bear away. For years and years, the old woman walks far out onto the ice and meets the bear, which brings her food.5. **After discussing the order of events, let individual children tell the story using the story props6. When everyone has had a turn to tell the story, have the children go to a table.7. Today for an art project, you can create an igloo, a polar bear, an Eskimo, or all three of those using cotton balls, glue sticks and construction paper. 7. Place multiple colors of construction paper, cotton balls, and glue sticks on each table.8. Tell the children that they will be sharing their pictures with the class when they are finished.

Closure:When all the children are done with their pictures, have each child show his or hers in front of the class. Ask them: What did you create?Hang up the pictures from the ceiling.

Transition:

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Dismiss the children by the letter of their first name.

Source:Dabcovich, L. (1999). The Polar Bear Son: An Inuit Tale. Sandpiper Publishing

Music

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Little Bear (to the tune of: are you sleeping)

Are you sleepingAre you sleeping little bear, little bear

You will sleep all winterThrough the cold, cold winter, little bear, little bear

Are you sleeping, are you sleeping, little bear, little bearYou will wake in springtime, in the warm, warm springtime, little bear, little bear

Concept: (3) Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Source: Perfectly Preschool. (2010). Preschool Songs. Arctic Theme. Retrieved November 15, 2010

from http://www.perfectlypreschool.com/Preschool-Lesson-Plans/Arctic-Animals/index.php

Walking Through The Arctic(Sung to any tune)

Walking through the Arctic (echo)What did I see? (echo)

I saw an Eskimo looking at me (point to self)Walking through the Arctic (echo)

What did I hear? (echo)I heard a shrub and tree swaying back and forth (sway body back and forth)

Walking through the Arctic (echo)What did I do? (echo)

I sat in a kayak that looked like a canoe (row like you’re in a kayak)Walking through the Arctic (echo)

What did I see? (echo)I saw a caribou bounding toward me

Walking through the Arctic (echo)I got tired, so I sat down and retired (sit down)

Concept: (9) Shrubs, trees, and grass are some of the plants that are in the Arctic (8) The Arctic is home to many Inuit.

Source: Original: Amanda Carrigan

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Language Arts

Finger PlayFive Little BearsFive little bears were dancing on the floor, (Hold up 5 fingers)One fell down and that left four, (Put down thumb)Four little bears climbed up a tree, (Hold up 4 fingers)One found a beehive that left three, (Put down pinky finger)Three little bears were wondering what to do, (Hold up 3 fingers)One chased a bunny rabbit that left two, (Put down ring finger)Two little bears were looking for some fun, (Hold up to fingers)One took a swim that left one, (Put down middle finger)One little bear sitting all alone, (Hold up one finger)He looked all around and then ran home. (Put down index finger)

Concept: (3) Caribou , polar bears, and wolves are some of the animals that live in the Arctic.

Source: Adapted from Everything Preschool . (2010). Preschool Winter Animals Songs and Music. Retrieved

November 15, 2010 from http://www.everythingpreschool.com/themes/winteranimals/songs.htm

5 Baby WolvesOne baby wolf makes a wish. (Hold up 1 finger and point up)Two baby wolves catch a fish. (Hold up 2 fingers and clap hands)Three baby wolves slip & slide. (Hold up 3 fingers and slide feet back and forth)Four baby wolves run & hide. (Hold up 4 fingers and run in place)Five baby wolves look around, calling "Mamma! Mamma! Mamma!" (Hold up 5 fingers and Shade eyes with hand)Now they are found.

Concept: (3) Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Source:Adapted from:The Best Kid’s Book site.(2010). Fun and Fantastic Fingerplays. Baby Penguins. Retrieved

November 15, 2010 from http://www.thebestkidsbooksite.com/funfingerplay.cfm?fingerplayid=516

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Non-Book StoryEskimo Story Flannel BoardLiving in the Arctic by Allan Fowler gives factual information about Eskimos along with some words and customs. The story provides a brief overview of what it is like to live in the Arctic.The method of delivery is through the use of a flannel board. There are 2 Eskimos, a kayak, polar bear, caribou, seal, igloo, and sled dogs that are used as part of the felt pieces.Eskimos wear fur jackets called parkas. (Place the two Eskimos on the flannel board)Polar bears and caribou provide Eskimos with much of their food as well as skin for their clothing (Place the polar bear and caribou on the board)When Eskimos kill polar bears and caribou, they use almost every part of itEskimos also use harpoons to hunt for seals. Seals also provide food for them (Place the seal on the board)A kayak is a small one-person boat made of driftwood and sealskin. It is extremely light and waterproof (Place kayak on the board)Igloos are temporary homes made from blocks of snow. Eskimos build igloos when they are on long hunting trips. (Place the igloo on the board)Sleds pulled by huskies are used to travel and hunt for food. (Place the sled dogs on the board)

Concepts: (6) Caribou and polar bear fur is used to make clothing for the Inuit. (5) Inuit use harpoons to hunt seals

Source: Ernest S. (1972). The Caribou/Wild Reindeer as a Human Resource. American Antiquity.

Volume 37. JSTOR.

Scholastic.(2010). Eskimo Story Characters. Retrieved November 15, 2010 from http://printables.scholastic.com/printables/detail/?id=31372

Dramatic Play

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Description: Turn the block center into an ice cave. Hang long pieces of white butcher paper around the edges of the center. Put blue butcher paper on the walls. Then add blue and white steamers hanging from the ceiling. Put blue nap mats on the floor. Wrap some of the blocks in white paper. Add cotton balls and stuffed animals such as polar bear, seals, walruses, and Arctic wolves in the cave. Also add in an Eskimo doll. Children can play with the animals as if they were puppets. They can pretend to be Eskimos living in igloos.This addresses language development by the children speaking. They can role-play with the Eskimo doll and stuffed animals.

Concept: (8) The Arctic is home to many Inuit.

Source:Cheryl’s Sweethearts ChildCare, Arctic Theme. Retrieved Nov. 1, 2010 from

http://stepbystepcc.com/arctic2.html

Attendance/Check in

Description: Have children choose from 3 different animals that they would like to have their name on. They can choose from a polar bear, caribou, or a wolf. Once the child has chosen the animal, write the name of the child on the animal and have them decorate it. Laminate the name card after the child is done decorating it. Place a pocket graph on the wall by the door so that it is easy for all children to reach. Then place the names in a basket by the door. When the child comes in for the day, they will find their name in the basket and place it in the pocket chart.

Concept: (3) Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Source: Rhonda Norton Redeemer Lutheran Preschool, MinnesotaGoogle images

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Polar Bear Snack

Description: Children can make their own healthy polar bear snack. Materials needed:-Rice cake (cinamon and sugar or plain)-Cottage cheese-Black olvies or raisins-Oreo cookie-Banana-Plastic knifeDirections: Slice banana and place black olives in a small bowl. Let children spread cottage cheese on a rice cake. Use oreo cookie for the polar bear’s nose and the black olives or raisins for eyes. Finish the polar bear snack with two banana slice for the ears.

Concept: (3) Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Source: KidsSoup. (n.d.) Preschool and Kindergarten: Crafts, Activities, and Lessons. Polar Bear

Kids Activities and Snack. Retrieved November 8, 2010, from http://www.twigglemagazine.com/January-activities/polar-bear-snack.html.

Field Trip/Walk

The children will be going on a field trip to the Como Zoo. Before the field trip, we will discuss the various types of animals that we will see, along with what animals live in the arctic that will be at the zoo. We will also talk about the different plants that reside in the arctic that may be at the zoo.

Concept: (9) Shrubs, trees, and grass are some of the plants that are in the Arctic.

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(3) Caribou, polar bear, and wolves are some of the animals that live in the Arctic.

Source: Como Park Zoo and Conservatory. (2010). Education. Schools. Retrieved November 12,

2010 from http://www.comozooconservatory.org/education/

Resource PersonHave the local librarian of the public library come to the school and talk about the different types of books the public library has about the Arctic. The librarian could pick out a book about the Arctic and share it with the class.Questions: Where in the library can we find information about Arctic animals and Arctic plants? Would we be able to find books about Eskimos? When do you have story time at the library and could we join you one day? Can we check out Arctic books from the library? Does the library have videos about the Arctic that we could check out?

Concept: (1) The Arctic serves as a home for many types of plants and animals. (8) The Arctic is home to many Inuit.

Source: Amanda CarriganHome School Connection

There are many different things that could be done for the home school connection and the Arctic unit. -When we make the bird feeders, we can send home the directions on how to make it and parents and children can make their own and set them up at their house. -For an extension activity of the Animal Tracks lesson, parents could use Plaster of Paris to make handprints, let them dry, and keep them.-Send home a sentence strip. The sentence could be: If I lived in the Arctic I would _________. Have the children write down what they would do in the Arctic if they lived there.

Concept: (1) The Arctic serves as a home for many types of plants and animals.

Source: Amanda Carrigan

Children’s Books

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Arctic BabiesKathy Darling

Walker Books for Young Readers 1997

Description: This book includes fourteen animals that inhabit the tundra. These animals include: walrus, polar bear, and whales. For each of the fourteen animals depicted, we learn the baby’s name, birthplace, vital statistics, food preference, and many more amazing facts. There are full-page pictures with lots of color. In addition to learning about those animals, the readers will also learn about the Arctic region.

Polar Bear, Polar Bear, What do you Hear?Bill Martin Jr.

Henry Holt and Co.1992

Description: This book takes place in a zoo. Elephants, hippos, lions, and such are asked what they hear, and each answer leads to the animal on the next page. This rhyming story uses the sense of hearing. The book ends with a zookeeper who hears a page full of multiracial children disguised as their favorite animals.

Over in the Arctic: Where the Cold Winds BlowMarianne Berkes

40

Dawn Publications2008

Description: This book takes readers on an adventure over in the Arctic. Each page highlights a different animal, which includes: a polar bear, an Arctic hare, wolf, snow goose, and many others. The illustrations are all done in cut paper that vividly conveys the dramatic landscape of the Arctic. The book also includes factual information about the tundra. Children will love this book as they get to honk and howl while they count the baby animals and sing. They also will learn the names of the baby animals.

Arctic Lights, Arctic NightsDebbie Miller

Walker Books for Young Readers 2007

Description: Taking place in Fairbanks Alaska, this book describes the peculiarities of light and seasons near the Arctic Circle. It also introduces some of the animals that live in the area. The text at the top of each page shows a date, all through the year, one day per month. It also shows the hours of daylight; the time of sunrise and sunset; and the average temperatures. Each page depicts a colorful landscape of Alaska.

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The Magic School Bus In the ArcticJoanna Cole

Scholastic Paperbacks1998

Description: Mrs. Frizzle takes her class on an adventure to the Arctic. She wants her class to find out what the freezing Arctic has to do with heat. While the kids are trying to find out, the bus engine freezes and floats away on an ice floe. As the bus moves away, so does the heat from everyone’s body. They need to find a way to insulate their bodies to keep the heat in so they can go catch the bus.

Arctic Tundra: Land with No TreesAllan Fowler

Children’s Press1997

Description: Readers will learn that the arctic tundra has no trees, but it is far from being a desolate place. They will also learn about the animals, plants, and people that call the arctic tundra home. With striking, full-color photos, and just the right amount of text, this book draws readers in as they discover intriguing facts about the fascinating world around them.

My Arctic 1,2,3Michael Kusugak

42

Annick Press2005

Description: This book includes visual representations of the numerals 1 through 10,10,100, and 1,000,000 and simple descriptions of Arctic animals. There is attractive, vibrant watercolor artwork on every page. The narrative connects the hunting activity of one animal to another. For example, one polar bear hunts two seals; five foxes hunt six siksiks, etc. Fisherman catching Arctic char and a family picking berries exemplify the human component in the Arctic food chain. The book includes numerous Inuit words, each followed by a pronunciation key and a six-word glossary.

Alaska’s 12 Days of SummerPat Chamberlin-Calamar

Sasquatch Books2003

Description: Inspired by “The Twelve Days of Christmas,” this is a counting book. The famous “partridge in a pear tree” becomes a “black bear in a spruce tree.” On each page, more and more animals appear, starting with a single bear and going until there are animals everywhere on the page. Children will love this book as they can count and sing along with the words.

Count Alaska’s ColorsShelley Gill

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Sasquatch Books2002

Description: Children will learn to count the colorful animals on each page. This book includes rhyme and searching in the illustrations. Children will get to learn about Alaskan animals, colors, numbers, and some subtraction.

Mama, Do You Love me?Barbara Joosse

Chronicle Books1991

Description: This board-book is about a daughter’s attempt to find the limit of her mother’s love. Each limit is pushed more and more throughout the book. There is a quiet joyfulness in both the antics of the Inuit mother and daughter and in the animals, including a polar bear and a musk ok that the daughter imagines she might become. This story answers a simple question that every child thinks at one time or another. The story confirms for children that no matter what they do, their parents will always love them.

Arctic Unit Schedule

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Monday Tuesday Wednesday Thursday Friday

Group Activities

Intro. Activities -Snow and Igloos

Fine Motor Skills-Animal Tracks

Math-Voting and Graphing

Gross Motor Skills-Moving like a polar animal

Science-Polar Bear Insulation

Resource Person-Ask a Librarian

Polar Bear Snack

Social Studies-The Hunter and The Hunted

Art-Birdfeeders

Circle Time-Eskimos

Field Trip-Zoo

Stories Arctic Tundra

Amazing Arctic Animals

Little Polar Bear

The Shortest Day

The Polar Bear Son

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Resources

A to Z Teacher Stuff. (2006). Lesson Plan, Activity, or Teaching Idea from A to Z Teacher Stuff. Polar Bears. Retrieved November 8, 2010 from http://www.atozteacherstuff.com/pages/383.shtml

Cheryl’s Sweethearts ChildCare, Arctic Theme. Retrieved Nov. 1, 2010 from http://stepbystepcc.com/arctic2.html

Como Park Zoo and Conservatory. (2010). Education. Schools. Retrieved November 12, 2010 from http://www.comozooconservatory.org/education/

Dabcovich, L. (1999). The Polar Bear Son: An Inuit Tale. Sandpiper Publishing

Ernest S. (1972). The Caribou/Wild Reindeer as a Human Resource. American Antiquity. Volume 37. JSTOR.

Everything Preschool . (2010). Preschool Winter Animals Songs and Music. Retrieved November 15, 2010 from http://www.everythingpreschool.com/themes/winteranimals/songs.htm

KidsSoup. (n.d.) Preschool and Kindergarten: Crafts, Activities, and Lessons. Polar Bear Kids Activities and Snack. Retrieved November 8, 2010, from http://www.twigglemagazine.com/January-activities/polar-bear-snack.html.

Martinez, K. (2009). Easy Fun School. Icy Blue Igloo. Retrieved November 19, 2010 from http://www.easyfunschool.com/article1775.html

Perfectly Preschool. (2010). Preschool Songs. Arctic Theme. Retrieved November 15, 2010 from http://www.perfectlypreschool.com/Preschool-Lesson-Plans/Arctic-Animals/index.php

Pennsylvania One Book. (2010). Finger plays. Retrieved November 8, 2010 from http://www.paonebook.org/archive/onebook2007/pdf/parents_fingerplays.pdf

Pfeffer, W. (2003) The Shortest Day: Celebrating the Winter Solstice. Dutton Juvenile; First edition.

Prekinders. (2008). Winter. Activities. Retrieved November 20, 2010 from http://www.prekinders.com/winter.htm

Rhonda Norton. Redeemer Lutheran Church, Winona Minnesota.

Scholastic.(2010). Eskimo Story Characters. Retrieved November 15, 2010 from http://printables.scholastic.com/printables/detail/?id=31372

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The Best Kid’s Booksite.(2010). Fun and Fantastic Fingerplays. Baby Penguins. Retrieved November 15, 2010 from http://www.thebestkidsbooksite.com/funfingerplay.cfm?fingerplayid=516

Yannucci, L. (2010). Mama Lisa’s World. A Hunting We Will Go. Retrieved November 15, 2010 from http://www.mamalisa.com/?t=es&p=2420&c=116

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