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Table of Contents

Page 1 – Table of Contents

Page 2- Heading and Description of Students

Page 3- Objectives

Page 4- Overview

Page 5 – Book Summaries

Page 6- Biographical Information

Page 9- Cognitive Map: Forget Their Manners

Page 10- Cognitive Map: Too Much Junk Food

Page 11- Cognitive Map: Trouble with Money

Page 12- Cognitive Map: Kindness Counts

Page 13- Cognitive Map- Learn About Strangers

Page 14- Standards

Page 16- Activity 1: Nutrition Egg Hunt

Page 17- Activity 2: Buddy System

Page 18- Activity 3: Wrap Up!

Page 20- Lesson Plan 1: Too Much Junk Food

Page 23- Lesson Plan 2: Forget Their Manners

Page 26- Lesson Plan 3: Trouble with Money

Page 30- Favorite Lines

Page 32 - Additional titles by the Author and Resources

Page 33- Final Evaluation and Culminating Activity

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Heading

Kerry Hynes

Topic: Stan and Jan Berenstain

The Berenstain Bears Series

Disciplines with Standards:

- Science

o And Too Much Junk Food

- Social Studies

o Learn About Strangers

o Forget Their Manners

o Kindness Counts

- Language Arts

o Learn About Strangers

o And Too Much Junk Food

o Forget Their Manners

o Trouble with Money

o Kindness Counts

- Math

o Junk Food

o Trouble with Money

Grade Level: First Grade

Duration: Three weeks

Description of School and Students

This unit is to be taught to a class of twenty three first graders at P.S. 24, the Spuyten Duyil School in Riverdale, Bronx. The students come from middle class homes. Most of the children in the class speak a second language at home. The school has a smart board in every classroom accompanied with an elmo camera projector. The classroom has two computers that are accessible for the children’s use during designated times. There is a playground and local park accessible to students right outside of the school. The student’s testing and reading levels are at the appropriate level except for two students who are at risk. There is one child who goes to ELL help every day. The class is classified as a general education class. Most are able to be classified at level B or higher in the reading system except for those two students who are at risk.

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Objectives

1- To understand your decisions affect your everyday health and safety. (Too Much Junk Food)

2- To recognize dialogue in literature.

3- To appreciate the importance of family and listening to parents or elders. (Talk to Strangers)

4- To recognize and appreciate the duty and responsibility of community helpers. (Talk to Strangers)

5- To understand the uses of manners in the classroom and everyday lives. (Forget Their Manners)

6- To understand how your actions affect others. (Kindness Counts)

7- To understand proper uses of money and how to earn and save it. (Trouble with Money)

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Overview

Stan and Jan Berenstain teach moral and everyday life lesson by telling stories about a family of bears. The bookes that will be focused on during this author study are Too Much Junk Food , All About Strangers, Trouble with Money, Forget Their Manners and Kindness Counts.

Too Much Junk Food informs children about the importance of healthy eating habits. In this book, children learn about the body, nutrition, and exercise. The book shows how exercise and eating is fun. It demonstrates how the whole family can get involved.

In All About Strangers, children learn about the importance of safety and learn to be aware of strangers. The book shows how children must go throughout life being cautious, but not afraid. All About Strangers gives colorful examples of everyday scenarios.

In Trouble with Money, the bears learn a valuable lesson about earning, spending, and saving money. Children are able to connect the uses of spending money to their own lives and learn the different uses for money. They will also be able to learn different ways of earning money as well as how important it is not just to spend money as soon as you receive it.

The Berenstain Bears Kindness Counts

These books are perfect for engaging children in literature and teaching them how to respond to daily dilemmas. The books are cute and very family oriented. They teach lessons that are learned inside and outside of the classroom. The Bernstein Bear series is perfect to teach in your classroom everyday!

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Book Summaries

The Berenstain Bears and Too Much Junk Food

Mama Bear lays down the law when she notices that Papa and the cubs are getting too chubby. With the help of Dr. Grizzly's slide show on how the body works, the Bear family makes a healthful adjustment in their diet and fitness habits. "A most enjoyable introduction to good nutrition and exercise."--(starred) Science Books & Films.  



The Berenstain Bears Learn About Strangers

When Papa Bear tells the cubs why they should never talk to strangers, Sister begins to view all strangers as evil until Mama brings some common sense to the problem.



The Berenstain Bears Forget Their Manners

When Mama Bear's efforts to improve her family's manners are unsuccessful, she devises a Politeness Plan--a chart listing a chore as a penalty for each act of rudeness. This plan not only teaches the bear cubs a thing or two about manners, but shows how everyone needs to use them.

-Google Books

The Berenstain Bears and Trouble with Money

To earn coins for the Astro Bear video game, Brother and Sister Bear find ways to work for money. How they find the middle ground between being spendthrifts and little misers makes for a funny, realistic story.

-Google Books

The Berenstain Bears: Kindness Counts

Brother Bear loves everything to do with model airplanes, whether it's building, fixing, or flying them. But when he shares one of his prized planes with a younger cub will his kindness be returned?

- Google Books

Biographical Information

About Stan, Jan & Mike Berenstain

Stan and Jan Berenstain started drawing together when they met in Miss Sweeny's drawing class on the first day of art school at Philadelphia Museum School of Industrial Art (now called The University of the Arts) in 1941.

They both lived in West Philadelphia but on different sides of the line that dictated school assignments, or they might have met much earlier. Both Stan and Jan enjoyed school. They liked to read. They like sports, but, most of all, they loved to draw.

Drawing and art became an increasingly important part of their lives as they moved on to junior and senior high school. Stan's family remained in West Philadelphia, so Stan went to West Philadelphia High School. Jan's family moved to the suburbs where Jan attended Radnor High School.

When they met on the first day of art school, it was their drawings of classical plaster casts that attracted their interest in each other. A warm friendship developed from their first meeting.

They spent after-school time together at art museums and Philadelphia Orchestra concerts where they sat in the “peanut gallery” – where most young people sat. They also attended Hedgerow Theater whose repertory consisted of the plays of George Bernard Shaw and William Shakespeare.

Their even closer friendship was interrupted by World War II when Stan went into the Army. He was sent to engineering school at the University of Maine, served in the field artillery, and was chosen during a hospital stay to be medical artist at an Army plastic surgery center in Indiana.

While Stan was in the Army, Jan served on the civilian front doing engineering drawing for military contractors and as a riveter in an aircraft factory.

Stan and Jan married shortly after he returned from his more than three years service in the Army.

Stan had become interested in cartooning and sold some cartoons to the Saturday Review of Literature during his last weeks in the Army. Jan also enjoyed doing cartoons and, after they married, joined Stan in submitting cartoons to magazines. It took them about a year of weekly submissions before they broke into the “big time”. But they soon became major contributors to such popular magazines as The Saturday Evening Post and Collier's and shortly thereafter became cover artists for Collier's.

Their entry into the book business was prompted by a letter from an editor at a New York publishing house who enjoyed their magazine cartoons. He asked if they would like to do a book.

Having just become parents of a baby boy named Leo, they decided to do a book about raising a baby. It was illustrated with their cartoons. It was called Berenstains' Baby Book. It proved successful and led to a number of books of family humor.

Raising two sons – Michael had joined Leo – who liked books, especially books by Dr. Seuss, Stan and Jan submitted a children's book to Dr. Seuss who had become the editor of Beginner Books, a Division of Random House.

They introduced the Bear family of Mama, Papa and Small Bear “who live down a sunny dirt road deep in Bear Country” in their first children's book, The Big Honey Hunt, published in 1962. They did a number of easy-to-read books under Dr. Seuss's editorship. They started their own line of books about everyday family experiences with the birth of Sister Bear (Small Bear became Brother Bear) in 1974. The Berenstain Bears New Baby proved successful and led to a series of such books which are still being created. They have dealt with dozens of subjects in their family series. Just when the Berenstains think they've run out of subjects about the challenges of everyday family life, they think of five or six more.

The Berenstains continue to do easy-to-read books as well because they believe that encouraging children to read is one of the most important things you can do for them.

Having created more than 300 Berenstain Bear books since 1962, over 200 are currently in print with the publishers Random House, HarperCollins and Zonderkidz. About 260 million copies in the series have been sold.

Younger son, Mike, who had become a successful writer/illustrator of children's books on his own, joined with his parents as part of the creative team in the late 1980s.

There have been three Berenstain Bears TV shows including a PBS series still shown throughout the US and in many other countries. Both the PBS series and many of the earlier shows are available on DVD.

Stan and Jan were always interested in theater, especially the musical theater. Their Children's musicals, The Berenstain Bears on Stage, The Berenstain Bears Save Christmas and The Berenstain Bears' Family Matters, have been produced at theaters throughout the country.

The Berenstain Bears are also featured in many children's museum exhibits including a permanent one at the Strong National Museum of Play in Rochester, New York.

Stan passed away in November 2005 at the age of 82. Jan & Mike continue to write and illustrate Berenstain Bears books in Bucks County, Pennsylvania, a beautiful region that looks for all the world like Berenstain Bear Country.

The Official Berenstain Bears Website



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Standards

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views

Health, Physical Education, and Family and Consumer Sciences

Standard 1:   Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 2:   A Safe and Healthy Environment

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3:   Resource Management

Students will understand and be able to manage their personal and community resources.

Mathematics, Science, and Technology

Standard 3:   Mathematics

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Standard 4:   Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 7:   Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decision

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Activities

Name: Nutrition Egg Hunt

Purpose/Objective:

Unhealthy foods are frequently advertised to children.  Parents and teachers desire to encourage children to choose healthy alternatives to snack foods containing high sugar and fat content. Students can learn about nutrition through a hunting game.

Materials:

- 3-4 dozen hollow plastic Easter eggs

- 3-4 dozen small slips of paper

- Photographic, magazine, or clip art illustrations of foods.

- Crayons and markers

- Small paper lunch bags

- Glue or tape

- A healthy snack food (Eg: juice, milk, apples, raisins, or carrots)

- Coloring sheets featuring healthy and unhealthy food choices

Procedure:

1- Teacher will review resource material on nutrition education obtained from a variety of resources.

2- Teachers should select key messages to write on small pieces of paper.

Eg:

"I can eat 5 fruits and vegetables each day!"

"Crunchy foods like carrots and celery build healthy teeth."

"Milk helps me to grow tall and strong!" 

"It is fun to take care of myself by eating healthy foods."

3- Teachers should insert the printed messages into the plastic eggs as fortunes hidden inside fortune cookies.

4- Teachers should the hide the eggs inside the classroom or in the schoolyard.

5- Teacher should read “All About Junk Food” to the class.

6- Teachers should introduce the topic of nutrition and good health.

7- Teachers will hand out paper lunch bags, crayons, markers, glue, tape, and illustrations of healthy foods that children are familiar with like bananas, strawberries, bread, chicken, kiwi, fish.

8- Invite students to decorate their paper bags using hand-made drawings and illustrations of healthy foods they would like to eat.

9- The students will seek to find hidden eggs with surprise messages.

10- Teacher should direct students to return to an assigned starting point when time is up.

11- Students will open their eggs and read the nutrition message.

12- Students should read aloud their messages.

13- While students are reading messages, the teacher should distribute healthy snacks to reinforce the concept learned during the lesson.

14- Teacher should encourage students to bring their eggs, facts, and lunch bags home to share their parents and siblings.

Assessment

Teachers should devise a coloring sheet for students to complete with adult supervision featuring paired selections of healthy and unhealthy foods, (e.g. baked chicken versus fried chicken).

2- Name: Buddy System

Purpose/Objective: While reading “Learn About Strangers”, we learned the importance of being aware of your surroundings. Students will realize the importance of going places with a buddy even if it is just to the bathroom. Students will also learn the importance of telling an adult where you are at all times.

Materials

- Popsicle Sticks

- Glue

- Crayons/Markers

- Scraps of Material

Procedure:

1- Teacher will explain the importance of going somewhere with a buddy.

2- Teacher will read “Learn About Strangers.”

3- Teacher will then assign each student with a buddy. These two buddies will be partners for the whole day and have to go everywhere together.

4- Teacher will hand out materials like popsicle sticks, crayons, markers, and scraps of material to students.

5- Each student will make their own puppet using the popsicle sticks and other materials. The buddies’ popsicle stick people will have to stick together as well.

6- The students will be asked to create scenarios in which the popsicle stick people stick together.

7- The students will present them to the class. The class will ask them questions on their decision to stick together.

Assessment

Students will write in their journals about how they feel about the buddy system. They will explain why they think it is important and how they can use it in everyday activities. If they want, they can tell a story of when they felt they were danger of a stranger.

3. Wrap Up! The Berenstain Bears and Me (Culminating Activity)

Purpose/ Objective: While reading the Berenstain Bear books, the children will have learned different lessons pertaining to their lives both in and out of school. They will have reflected upon and discussed these lessons in group discussion as well as individual projects and assignments. This culminating activity is to discover which lessons inspire the children and how they will apply them to their own lives.

Materials:

Writing Template

Crayons

Pencils

Procedure:

1. Students will choose a topic from the Berenstain Bear books that they have read in the unit to reflect upon and create their own story using those themes and ideas.

2. Give each student 2 pieces of writing template. If they need more paper, they can get it from the writing workshop shelf.

3. Have the children write stories using themselves to create scenarios where they face a problem and resolve it using some of the lessons learned by the bears in the books.

4. After they finish writing, they must illustrate their stories as well as label the pictures. Explain to the children that the final page of their booklet will contain a short paragraph describing the Berenstain Bear book that they used as a reference for their piece.

5. Explain that they must describe how the two stories (their own and the Berenstain Bears) relate to one another. This is so that the children recognize the connection between the book and their individual stories.

6. Once finished, they must create a cover page and title for their story.

Assessment

Students will be assessed on their work to the degree in which they brainstorm, and execute their ideas. Their final page in the booklet will show their understanding of text to self as well as text to life.

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Lesson Plan- The Berenstain Bears: Too Much Junk Food

Grade: First grade/ Science

Purpose:

The purpose of this lesson is to introduce the USDA Food Pyramid and motivate the students to seek good nutrition.

Objectives:

- To have students work with their peers to develop their ideas and understandings on nutrition.

- To use the Berenstain Bear book Too Much Junk Food to show children the importance of living a healthy lifestyle.

- To use hands on activities to learn about the food pyramid and the classification of food.

- To connect to nutrition through the use of language arts and art.

New York State Learning Standards:

Language Arts

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Standard 4: Students will read, write, listen, and speak for social interaction.

Science- Health

Standard 1: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behavior.

Pre-Assessment:

Determine what the children already know about the classification of food groups from their previous teacher. The day before, the teacher can introduce the lesson by asking the children to name foods and see if they can figure out which ones are healthy for their bodies.

Lesson Presentation:

Set Induction: What did you all have for breakfast today? Do you know what food groups those foods are in?

Procedure:

- Show students the book Berenstain Bears and Too Much Junk Food by Stan and Jan Berenstain.

- Ask them to tell you what junk food is.

- Find out what they already know about junk food.

- Ask the students to reflect on the question: “What if you ate too much junk food?”

- Read the book.

- After reading, discuss the lesson that the bears learned. Ask the students to raise their hands if they eat well. Ask the students to explain what is wrong with junk food.

- Put up a poster or drawing of the Food Guide Pyramid and tell the students that this is the daily food guide. The guide shows us what foods we need each day and in what proportions.

- Explain that people, like all animals, need food for energy. We need the right amounts of good food to keep our bodies healthy so we are able to play and work at our best.

- Explain the different food groups and call attention to the sizes of the sections of the food-guide pyramid.

- Help the students understand that the recommended amount to eat from each food group is represented by the amount of space it is given on the food pyramid. For example, the grain group takes up the entire bottom portion of the food pyramid because the recommended 6-11 servings is double the amount recommended of any of the other food groups.

- Ask students to name foods that they enjoy from each of the food groups.

- Emphasize that the food pyramid is a guide that helps us make choices.

- Ask the students to recall choices they have made about eating that either had positive or negative consequences.

- Play a game called “name that food group.” To play, divide the class into two teams. Have one person from each team come to the front of the room at a time. Place a bell between the two players. When you name a food, the first player to ring the bell names the food group to which the food belongs. If he/she cannot name the food group, the second team gets a chance to name the food group. The team whose player correctly names the food group receives a point. Play continues with new players until each child has had a turn. The team with the highest number of points wins the game.

Closure:

Review the different levels in the food pyramid and restate how we can watch what foods we eat at meals by categorizing them into the different categories to ensure that we are eating healthy!

Materials and Resources:

• The Berenstain Bears and Too Much Junk Food (see Bibliographical References), by Jan and Stan Berenstain and/or another book from the bibliographical references

• Large Food Pyramid Poster or labeled drawing on the chalkboard

Follow-Up Activity or Assignment:

For a follow up activity, the children will develop a menu for their restaurant. They can work in teams and choose all of the healthy options to be placed on the menu. Make sure all of the food groups are covered and that there is a balanced amount of foods represented from each group. Have the children decorate the menus and make a restaurant folder to be placed in the room. Also use the menus for a later math lesson which can include money!

Evaluation/ Assessment:

Assess the way in which the class understands Too Much Junk Food during the grand conversation and see how each student participates during the food game in identifying the foods within each food group.

Lesson Plan- The Berenstain Bears Forget Their Manners

Purpose: The children have been able to understand and listen to The Berenstain Bears Forget Their Manners and identify manners that they use in their own lives as well as in the classroom.

Objectives:

• Students will be able to

o Reiterate and explain the message of the story

o Identify manners that they should use in the classroom

o Create a picture and sentence promising manners that they want themselves to focus on in the classroom.

Standards:

Language Arts

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Standard 4: Students will read, write, listen, and speak for social interaction.

Pre- Assessment: The children will have participated in read alouds and understand the rules for sitting in the meeting area and partaking in the story. They will have been introduced to the Berenstain Bears at the beginning of the author study and be familiar with the characters. They also will have used the writing template to write goals and draw pictures to accompany their writing.

Lesson Presentation

Set Induction:

While the children are still at their desks, tell them that you will be reading a story to them that involves a certain family of bears that you have been discussing recently and that they are in a bit of trouble.

Procedure:

• Call the tables to the rug based upon the day of the week and then the tables with children displaying good behavior (sitting quietly, on their bottoms, etc.)

• Once everyone is to the rug, make sure that they are ready if they are sitting criss cross in their rug spots and eyes on the teacher.

• Tell the class that you wlll be reading the Berenstain Bears Forget Their Manners

• Read the title of the story and then the author. Ask the children what the author does as a reinforcement of their book knowledge.

• Begin reading the story. Make sure to be animated and use voices!

• Throughout the book, stop and ask the children what they see in the pictures.

Ask the children if they would like to have chores and consequences like Brother and Sister bear have.

Point out expressions on the characters faces. How do you think they feel?

• Move along in the story and ask the children for predictions as to what is going to happen next.

• When Papa Bear is rude to Mama bear, point out that it is not only the children who need to remember their manners, but adults as well! Also point out that we need to use them not only at home, but in school, the stores, and everywhere we go!

• Finish the story.

• Ask the children why we should have good manners. Explain to them that we want to be treated nicely and so does everyone else! Think about how you would feel if somebody did not use their manners when interacting with you.

• Tell the children that we are going to think of manners that we can use in the classroom to ensure a community and cooperating environment.

• Show the class a writing template. Explain that each child will be given one and will have to think of a manner that they believe to be important in the classroom. They also must draw a picture to accompany it.

• Tell the class that we will brainstorm since they are so smart and come up with some ideas together. Write the ideas on chart paper. For each idea, elaborate on the manner and give a scenario if possible to demonstrate the use of the manner. (If there are any circumstances that stand out with particular children, make sure to address them. Don’t use names, but explain how they can handle the situation better.)

• Once the list is compiled, send the children back to their seats by the row that they are sitting in.

• Have the templates already on their desks along with crayons and pencils.

• Leave the chart paper up on the easel while the children are working so they can use it for reference.

• Walk around the room assisting children as they need it as well as listen to their ideas and explanations for their writing choices.

Closure:

Review the lesson of using manners with the class one more time. Have a child explain why manners are so important to the class. Tell them that you can’t wait to see all of us use these manners with one another!

Materials and Resources:

• The Berenstain Bears Forget Their Manners

• Chart Paper

• Markers

• 23 Writing templates

• Crayons for each table

• Pencils

Follow Up Activity or Assignment: The children will be placed into groups where they will make up and perform skits to the class acting out scenarios depicting good manners. They must also show what you should not do in the classroom as a comparison to the good manners being taught.

Evaluation/ Assessment: Evaluate the degree to which the children comprehend the concept of using their manners by listening to the examples of ways to use manners in a classroom. Listen to the children speak to one another about their ideas and walk while they are working to hear why they chose a certain manner. Also use their writing templates as an assessment.

Differentiation: For lower learners, do not judge spelling and grammar as strictly as the other children. Also, if they cannot write complete sentences, have them draw their picture and label the parts. Also have them explain their work vocally. For higher learners, they can write more than one or two sentences. They also can explain why they believe the manner to be important and the emotions behind their reasoning.

Lesson Plan- The Berenstain Bears' Trouble with Money

Purpose:  This lesson is to teach students about money- where it comes from, how you earn it, what you can spend it on, and the importance of saving it. They will also create "critter banks" in which they can begin to save their own money.

Objectives:  

1. Define goods, services, income, save, and spend.

2. Give examples of goods and services.

3. Explain that people may earn income from working.

4. Explain that people save income to buy goods and services in the future.

New York State Learning Standards

Mathematics

Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry

Connections

Standard 6: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Language Arts

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Standard 4: Students will read, write, listen, and speak for social interaction.

Materials:

• copy of The Berenstain Bears' Trouble with Money

• a one-gallon milk jug for each student or other container

• markers

• glue

• pipe cleaners

• plastic eyes

• ribbon

• yarn

• construction paper

• tissue paper

• printable for each child

Pre Assessment: The children will have read a few Berenstain Bears books and have participated in read alouds enforcing both listening and connecting techniques.

Set Induction

• Ask students if they are familiar with the Berenstain Bears.  (Most children will be aware of the bears.)  Ask the students for examples of stories that they have read/heard about the bears, such as The Berenstain Bears Go to the Doctor, The Berenstain Bears Get in a Fight, or The Berenstain Bears and the Bad Habit.

• Review that in each book the family learns a lesson that we can also learn from! Explain that in this lesson, we will be learning about saving money.

 

Procedure:

• Explain that today students will listen to a story called The Berenstain Bears' Trouble with Money.

 

• Read the story and discuss the following.

 

a. What did the bear cubs know a lot about? 

b. What didn't they know much about? 

c. What did they know about money? 

d. How did they usually receive money and how did they use it? 

 

• Explain that when we spend money we use it to buy things.  Ask students for examples of things that they buy. 

 

• Explain that some of the things we buy are goods and some are services.  

• Goods are things that we can touch and use.  

• Services are activities that people do for us.

• Write those definitions on the white board.

 

a. What things did the cubs buy? Discuss if these were goods or services. Do they think that Mama Bear was happy that they spent their money this way?

 

• Explain that the money the bears received for chores is called income.  When people work, they receive income.  Ask students when they have received income for the work that they have done. 

• Explain that sometimes the cubs received money as a gift or for no reason at all.  Ask students the following.

 

a. When have you received money as a gift? 

b. When have you received money for nothing at all? 

 

  

• Explain that most people spend some of their income and save some of their income.  When they spend, they buy goods and services right now.  When they save, they keep part of their income to spend in the future. 

• Ask how the cubs used their money. What did Papa Bear do to help them save money?

• How do you save money? In a bank! 

• Explain that students are going to create a "critter bank."  This is a bank that they can use at home.  Maybe, after they've filled their critter bank, their parents will allow them to have a savings account at a bank. 

• Have the supplies set up on the tables.

• Call the children back to their seats from the meetings area. Tell them to be creative in decorating their boxes.

Closure:

Have the children stand up in the front of the classroom and show their banks to the class. Have them explain why they decorated it the way they did and what they hope to spend or save their money for.

Follow Up Activity: The children will have to write a short paragraph on how they spend their money and how they save it. They will also be able to think of creative ways in which they can earn money in the future- plan a business!

Assessment:

Distribute a copy of this worksheet to each student reviewing the main definitions from the story.

To review the main points of the lesson, discuss the following.

1. What are goods? 

2. Give some examples of goods. 

3. What are services? 

4. Give some examples of services. 

5. What is income? 

6. What is spending? 

7. What is saving? 

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Favorite Lines:

1. “Brother and sister were alike in many ways. But in some important ways, they were very different. Brother Bear was cautious and careful and a little wary of strangers. Sister on the other hand, wasn’t the least bit wary. She was friendly to a fault.”

- The Berenstain Bears Learn About Strangers

This quote is important because it shows the difference between Brother and Sister Bear and their interactions with strangers. It tells an important factor when dealing with strangers, that one should be careful and a little wary. It doesn’t show the children that you have to run away, but you should be cautious. Then we learn the opposite side of strangers from Sister, who shows that being friendly can actually be a negative thing sometimes.

Also from The Berenstain Bears Learn About Strangers is the use of an apple as a symbol for understanding strangers.

Mama: Now take this apple. It may be lumpy and not look very good, but..

(Mama cuts the apple in half)

Mama: It’s nice and sweet on the inside, see? And this apple here, it may look all round and perfect….

(Mama cuts the apple in half, revealing hideous trails of rottenness)

Mama: But inside, it’s all wormy!

This is good reinforcement that we don’t know how people are on the inside or what their intentions are, even if they look nice. It isn’t to scare children, but to make them more aware of the people around them.

2. “You must think I’m made of money! You must think money grows on trees!”

- The Berenstain Bears and Trouble With Money

This quote is a common expression that many people use when dealing with money. It allows the teacher to explain what an expression is as well as help the children to understand the emotions behind this particular one. When others don’t take spending and saving money seriously when another worked hard to obtain that reward, it can cause them to use an expression such as this one. Papa Bear shows just this and how we can become frustrated when others spend money without any consideration.

3. “The King will reply, I tell you the truth. Whatever you did for the least of these brothers of mine, you did for me.” – Matthew 25: 40

- The Berenstain Bears- Kindness Counts

This quote is found at the beginning of the book and refers to a bible quote. It explains that we have to treat one another, even those who we do not want to help, with kindness. It sums up the main point of the story and connects it to real life.

4. “Because climbing out of the other car was the biggest, angriest, bear he had ever seen! But when the angry bear saw how polite Papa was, he remembered his manners too.”

-The Berenstain Bears Forget Their Manners

This quote is found towards the end of the story when Papa Bear gets into a confrontation with another bear when they bump cars. I think it is good to emphasize to children that not only do they have to be polite, but adult as well…even big bears!

5. “The trouble was that certain bears had gotten into the habit of eating not so healthy food…while watching t.v…..while at the movies...and at the mall. In fact, it began to seem to Mama Bear that anytime was snack time”

-The Berenstain Bears: Too Much Junk Food

This is a part of the introduction to the story and shows how the bears had gotten into bad eating habits. The pictures to accompany this quote show a variety of junk food, being eaten everywhere! At all of the places mentioned, the bear cubs are just sitting around. It is a great introduction showing not only the bad habits in eating, but exercise as well.

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Additional Titles by Author

Classic Beginning Readers

- Berenstain Bears and the Missing Dinosaur Bone

- Bears’ Picnic (I Can Read It All By Myself Beginner Books Series)

- Bear Detectives: The Case of the Missing Pumpkin

- The Bike Lesson

- The Bear’s Vacation

- Big Money Hunt

- Bears in the Night

- Berenstain Bears and the Spooky Old Tree

- Berenstain Bears: He Bear, She Bear

- Insider Outside Upside Down

- Old Hat, New Hat



Resources

- Internet sites

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- Books

o The Berenstain Bears and Too Much Junk Food by Stan and Jan Berenstain

o The Berenstain Bears Learn About Strangers by Stan and Jan Berenstain

o The Bearenstain Bears Trouble with Money by Stan and Jan Berenstain

o The Berenstain Bears Forget Their Manners by Stan and Jan Berenstain

o The Berenstain Bears: Kindness Counts by Stan and Jan Berenstain

- Places

o Stop & Shop

- Guest Speakers

o Member of FDNY

o Member of NYPD

o School Nurse

Final Evaluation

In order to determine whether the students have met the goals of the author study, they will be asked to put together all their work done related to the Berenstain Bear books. They will be asked to make a “Berenstain Bears Portfolio”. The portfolio will consist of all the work they done throughout the author study. The work will be placed in a booklet that they will make. The students will be asked to write a few sentences on what they have learned about safety and their personal health. They will be asked to make a chart pointing out all the important tips learned throughout the author study.

Fun Culminating Activity

As the culminating activity, we will go as a class to the local Stop and Shop. Before we arrive at Stop and Shop, we will review the rules concerning their safety and stranger danger. They will stay together as a class, but each student will be given a buddy just in case we get separated. Each pair of students will have to pick out a healthy snack. Upon returning to the classroom to eat our snacks, the pairs will have to explain why they picked this healthy snack and what food group it is from. The teacher will also ask how they felt in a public environment.

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