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The Teddy Bear Project

 

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Project Plan

 
Three Phases
(provided by iEARN)

 

 

Phase 1:
Activities to set the stage for the project.
  • Students will participate in a week long theme on Teddy Bears and name a special class teddy bear.
  • Introduce the project to the students and invite them to participate in it.
  • Share with the students the objectives, desired outcomes, and timeline for the project. Share project information with parents.
  • Have parents sign release forms for studentÃs photographs to be used in the project.
  • During that week students will draw pictures of their bear and of their school.
  • Photographs of students working on their theme will be taken. Photographs, artwork, special messages from the students and the teddy bear will be sent to the partner class.
 
Phase 2:
Activities that engage students in learning (includes field trips, other explorations, visiting experts, etc.)
  • Students will watch videos and read books about Australia, which is where their partner class is from.
  • Students will share their culture with the partner class by taking their Australian Teddy Bear home at night and drawing pictures and verbalizing messages that will describe some of the things the bear did that night.
  • Students will be exposed to the concept of e-mail, scanning and digital photography.
 
Phase 3:
Activities in which students share their knowledge in a culminating event, as well as reflect on the project and their learning.
  • Students will make a class big book for their partner class about the Australian Bears travels and all of the facts that they have learned about their partner class from their communication with them.

About

 

The Teddy Bear Project facilitates understanding, tolerance, and communication between students in other areas. Teachers who sign up to participate in the Teddy Bear Project are matched with another classroom somewhere in the world. Once matched, students will send a teddy bear or other small plush animal to their matched classroom.  

At least once a week, students write a journal entry from the perspective of their teddy bear via posting on a site or through email.  The corresponding class reviews the entries and is provided with a glimpse into a different country and/or culture.

 

Objectives

(provided by iEARN)

 

Common Core State Standards:

  • Writing 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

  • Speaking and Listening 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

  • Speaking and Listening 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

  • Language 3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • Language 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

 

Desired Outcomes for Students:

Students will learn about other cultures and improve computer and communication skills.

 

Knowledge:

Share and exchange thoughts, feelings and information.

 

Curriculum Area (s):

  • Literacy: writing and reading

  • Art

  • Computer

  • Social sciences

  • Language

  • Technology

  • Study of society and environment

 

Skills:

  • Language: Oral language skills, expressing thoughts and experiences through pictures

  • Aesthetic: Visual arts: artwork (drawings and computer images) Social: Getting to know and understand other cultures

  • Physical: finger plays and games

  • Cognitive: language and literacy and social studies

  • Affective: A chance to think about future of our planet and native country, enhance understanding and appreciation of diverse cultures, foster tolerance understanding and break down cultural barriers, being an observer, sharing work and information with other students

  • Feelings: Excited to begin, to learn and make new friends!

 

Essential Question:

What is it like to live in NYC in your home? What is it like to live in Australia?

 

 

Project Monitoring

(provided by iEARN)

 

 

Benchmarks:
Develop rubrics that assess and evaluate aspects of the project, including collaboration or teamwork, presentation, etc.
 
Assessing the Project:
Students will be evaluated during their participation in lessons and activities. Their communication skills and new vocabulary will be monitored.
 
Evaluating the Experience:
Students will be asked what their favorite part of the project was. Their answers will be recorded on a tape, which will be sent to the partner class.
 
Rubric:
 

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Extra Info

 

 

 

 

Technology/Equipment

 
Inital Steps
  • Read students book about Teddy Bears in order to build background knowledge
  • Each student must purchase a teddy bear or plush toy
 
Project Technology
  • Camera(s)
  • Computer/Device/iPad with internet capabilities
  • Scanner if students print out pictures
  • Book making site - shutterfly

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