The document outlines a comprehensive integrated literature unit based on 'Brown Bear, Brown Bear, What Do You See?' that teaches kindergarten students math, science, and social studies through engaging activities. Students create pictographs, learn animal sounds, and explore job titles of school helpers while utilizing hands-on experiences and discussions to enhance their understanding. The plan emphasizes the importance of engagement and interaction in developing cognitive and social skills in early childhood education.

1. Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting,
and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to
create a pictograph by organizing the animals to determine
analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and
other symbols. (DOK 1) describing data by using mathematical
language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion,
and observing pictures. They will learn the names of animals,
colors, create a pictograph, and count to determine more or
less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:

2. (Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to
create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and
pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and
counting videos.
Procedure/s: (List of steps in lesson delivery)
Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record,
Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See?
Show pictures. Engage in class discussion. Instruct students to
use the animal stamps to make cards of their favorite animal in
the story. Teacher will display a large pictograph in front of
room and let students come up to put them in the correct row.
Class will count to obtain the data analysis to determine the
class favorite animal character in the
story.Evaluation/Summary:
Use a worksheet that students will have to count the number of
items in a group and write the correct number under the group.
Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities

3. Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to
group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small
pictures of the one that is their favorite and draw two less of the
one that is their least favorite. Write the number under the
pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and
improving comprehension skills.
Overview & Purpose
Students will be able to distinguish what animal makes a
particular sound.
Education Standards Addressed: Group animals and plants by
their physical features. (DOK 2)Understand characteristics of

4. human. (DOK 1) Learning the 5 senses and corresponding body
parts.
Objectives:
(Specify skills/information that will be learned.)
Students will gain knowledge of the sounds that animals make
through listening, observing, and engaging
Materials Needed:
· Brown Bear, Brown Bear Book
· Animal Cards
· Cassette player and cassette that contains recorded animal
sounds
Content:
(Specific skill/ concept being taught in lesson)
Students will be able to match a particular animal to its sound
by listening
Vocabulary:
Discuss, pronounce, and practice spelling of the words: Bear,
Bird, Duck, Horse, Frog, Cat, Dog, and Sheep
Other Resources: Animal picture book, See & Say toys, go on
a nature walk to listen to sounds of nature.
Procedure/s: (List of steps in lesson delivery)
Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record,
Describe, Explore, Acquire, Practice, etc.

5. Teacher reads Brown Bear, Brown Bear What Do You See?
Engage in discussion. While rereading the book the second
time, she instructs the students to make the sounds of each
animal. To test student’s knowledge the teacher plays the
sounds back to the students and they identify them by holding
up the matching animal picture to its sound.
Evaluation/Summary:
The teacher may call out a particular animal that was used in
the story and ask the students to make its sound.
Remediation:
Remedial Activities
Adaptations or Individualization
Engage in a one-on-one discussion using animal cards that have
the picture on one side and a description of the animal and its
sound on the back.
Extension:
Enrichment Activities
Play a game that instructs students to be very quiet and close
their eyes for one minute, and listen. After time is up, tell them
to open their eyes and ask them to identify some of the sounds
they heard.
Additional Notes:
Good listening skills build comprehension skills.
Social Studies Lesson Plan
Grade Level:

6. K
Subject:
Social Studies
Prepared By:
Activity Name:
Learning Job Occupation Titles
Learning Domain
This activity will enhance knowledge and thinking skills of
different job titles and duties of helpers in the school
environment.
Overview & Purpose
Students will learn the title of different jobs and helpers in the
school environment.
Education Standards Addressed
Understand the importance of making appropriate economic
choices
Identify a variety of jobs and their purposes. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will engage in discussion, observing, and hands-on
experience. They will take a tour of their school campus visiting
all the helpers on the school campus.
Materials Needed:
· Brown Bear, Brown Bear book
· Poster
· Marker
Content:
(Specific skill/ concept being taught in lesson)

7. Students will gain knowledge of job titles of helpers and their
duties in a school environment.
Vocabulary:
Students will define and discuss titles of different occupations:
Teacher, Principal, Secretary, Librarian, Counselor, Janitor, and
Security Officer.
Other Resources:
Informational books, Invite some of the school helpers into the
classroom to speak to students.
Procedure/s: (List of steps in lesson delivery)
Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record,
Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear to the class.
Afterwards, let students recall the order of sequence of the
animals in the story. Teacher makes a map of the school. Use a
poster to put the job title of each helper in the order of their
location on the campus. Use the Brown Bear, Brown Bear text
pattern and substitute their job titles into the text pattern.
Discuss the helper’s duties and use the poster map to follow and
tour the campus to visit all the helpers.
Evaluation/Summary:
Let students do a worksheet to match the title of school helpers
to their duties in the school environment.
Remediation:

8. Remedial Activities
Adaptations or Individualization
Engage in one-on one reading and discussion, and use job
occupation cards that have descriptions on them.
Extension:
Enrichment Activities
Have a career day and ask students to dress up as a career of
their choice and share a little information with the class about
that career or the teacher may ask students to draw a picture of
the job occupation they might like to be when they grow up.
Additional Notes:
Students might start to think about making a choice for their
future.
Unit 9 Project
Integrated Literature Unit and Lesson Plan Analysis
CE330-01
Student Name
28 October 2014

9. I chose to do an integrated literature unit on the book
entitled Brown Bear, Brown Bear What Do You See? by Bill
Martin Jr., with students ages 5-8 years old. It is a very colorful
and repetitious picture book, that introduces colors and many
animals. It may be used to introduce many learning skills to the
early childhood levels. I have developed activities in this
integrated literature unit that introduce quality concept
explorations to help children explore their world. The thematic
nature of concept explorations makes them natural and ideal for
integrating all areas of the curriculum (Seefeldt, et al., 2011). It
is important to involve the children physically, cognitively, and
emotionally in their learning. These activities demonstrate
learning experiences that are relevant to children all over the
world (Seefeldt, et al., 2011).
For a math activity, we will make animal cards to use on a
large pictograph to determine which animal character in the
story is the class’ favorite animal. For a science activity, the
students will listen to animal sounds and by using animal
pictures, they will hold up the matching animal to its sound. For
a social studies activity, we will make a map of the school
campus, and using the Brown Bear text pattern, we will
substitute job titles of helpers in the school environment, in the
order of their location on the campus.
The math concepts addressed in this unit are teaching the
students how to capture and record data on a pictograph, count
the information, and determine the analysis. It is important for
children to know what tools to use for capturing and displaying
information that is important to them (Seefeldt, et al., 2011).

10. The science concepts addressed in this unit are demonstrating
the use of the sense of hearing. Children learn naturally by
using their senses, because it is on their level of development.
In this lesson the students learn to identify different animals by
the sounds they make. The social studies concepts addressed in
this unit teach children to identify a variety of job occupations
and their duties in the school environment. This introduces
students to economics and understanding that they have choices
to decide what they want to be when they grow up.
An integrated curriculum gives teachers an opportunity to
construct quality concept explorations that include a wide
variety of activities that may share the same theme. The ideas
and work of great theorists Rousseau, Dewey, Piaget, Vygotsky,
and others implement that appropriate activities should allow
students to be involved with nature, real learning experiences,
and to be able to make discoveries by thinking and problem
solving through their own experiences ( Seefeldt, et al., 2011).
These activities incorporate all of the children senses. They
encourage sharing ideas and interest with others. They help
children develop learning and organizational patterns through
collecting and classifying information, and they contribute to
giving children first-hand experience to explore their world
(Seefeldt, et al., 2011).
Theorist John Dewey was a firm believer that learning can
occur only through free exchange and communication with the
unity of diverse cultures, experiences, races, ethnicities, and
nations (Seefeldt, et al., 2011). Early childhood students learn
and understand their world through their direct experiences.
When the teacher creates a learning environment that
implements activities, using props, and wall displays of diverse
cultures, ethnicity, class, ability, gender, and religion, it gives
children the opportunity to share, interact, and learn together
(Seefedlt, et al., 2011). When children interact, share, and learn
together, they recognize differences, but gain understanding that
we all share many of the same characteristics. This type of
environment teaches them attitudes, values, and ideas about

11. each other.
John Locke believed that children are born as blank slates,
along with Skinner who believed that a reward or reinforcement
for an action or a correct response implements the learning of
social behavior (Seefeldt, et al., 2011). Behavior studies
explain that ignoring antisocial behaviors and modeling
prosocial behaviors in a child’s presence will help develop good
behaviors. Although this technique may be used to control
behavior, children will need to develop their own internal
control (Seefeldt, et al., 2011). Cognitive maturity also affects a
child’s social behavior. Social-cognitive theories explain that,
to help children construct social development, adult guidance
may sometimes be needed to help them work out their own
situations during social interactions. This will help their
growth and maturation.
Family, culture, and school are some factors that affect
children’s social skills. When children receive lots of love,
care, affection, and are taught rules in their home, they are
better prepared for socializing in other group settings. Also
parents who model good social skills around their children, set
good examples for them. The family sets a foundation for good
and/or bad social skills. The characteristics of a community can
also affect children’s social skills. They may express needs,
grief, or fear in the school setting from the affects of their
community. They may also imitate some of the things they
witness in their community. When many of these behaviors
enter into a school environment, children learn new ways of
acting, relating,and socializing. They may be influenced by
many models of behaviors from educators, as well as other
students. Some may be good and some may be bad; however, the
educators will set rules and limits for particular social
behaviors to help students develop proper social skills
(Seefeldt, et al., 2011).
In my conclusion, it is important that educators construct
activities that give children hands-on experience to help them
learn, develop, mature, and explore their world. After all, we as

12. educators are responsible for the continuation of children’s
development. Many theorists have contributed to establishing
ways to construct educational activities. Through these
activities, teachers have the opportunity to integrate the total
curriculum to contribute to helping children form the foundation
of a healthy self-concept, develop the skills of communication,
sharing, cooperating, and participate in a social group with
people of all cultures (Seefeldt, et al., 2011).
Reference
Brown Bear, Brown Bear, What Do You See? Teaching Plan.
(2014). Retrieved from
http://www.scholastic.com/teachers/lesson-plan/brown-bear-
brown-bear-what-do-you-see-teaching-plan

13. PDF A Guide for Using Brown Bear, Brown Bear, What Do You
See? (2004-2005). Retrieved
fromhttp://www.ebarster.com/michellesollicito/Homeschooling/
PreK/PrekCurriculum/BrownBearLessonPlan.pdf
Seefeldt, C., Castle, S., Falconer, R., Davis, G., & Keller, D.
(2011). Exploring Science and Mathematics in a Child’s World
& Social Studies for the Preschool/Primary Child. Pearson
Education, Inc.