Beacon Lesson Plan Library
Three Bears and Three Goats in the Morning Sun
Bay District Schools
Is the sun always in the same place in the sky? This third lesson of the unit, Sky High Counting, engages students in counting and literature as they learn about the sun. Students continue their counting books adding a page for the number 3.
The student uses titles and illustrations to make oral predictions.
The student dictates messages (for example, news, stories).
The student relates characters and simple events in a read-aloud book to own life.
The student counts up to 10 or more objects using verbal names and one-to-one correspondence.
The student uses numbers and pictures to describe how many objects are in a set (to 10 or more).
The student uses sets of concrete materials to represent quantities, to 10 or more, given in verbal or written form.
The student knows that the sky looks different during the day than it does at night.
The student knows that the position of the Sun in the sky appears to change during the day.
The student knows some of the objects seen in the night sky (for example, stars, Moon).
-Crews, Donald. [Ten Black Dots]. New York. Scholastic. 1968.
-Helmer, Marilyn. [The Tales of Three: Goldilocks and the Three Bears, the Three Billy Goats Gruff, the Three Little Pigs (Once-Upon-A-Time)]. New York. Kids Can Press Limited. 2000.
-Greene, Carol. [Shine, Sun!] Chicago. Children’s Press. 1983.
-One copy of “Moving Sun Rhyme” from the associated file
-Three quarter-size, yellow, construction paper or sticker dots per student
-Yellow construction paper cutout of the numeral 3, one per student plus one for the teacher’s number wall card (see associated file from lesson plan One Sun, One Moon)
-Copy of the student worksheet from associated file – one per student
-Copy of the formative assessment checklist used on day 1 of the unit – one per student
-One sheet of chart paper
-Various colors of markers for writing on chart paper
-Three large yellow stars traced from the pattern for the number wall cards (see associated file for lesson plan One Sun, One Moon)
-One 12 x 16 sheet of dark blue construction paper to make number wall cards
-One sheet per student of light blue, 6 x 8 construction paper
-Pencils – one per student
-A set of multiple colors of crayons and/or markers per student or group
-One one-gallon plastic bag per student (from day 1 of the unit)
1. Obtain and preview the book [Ten Black Dots]. This book is the basis for the unit and will be used daily.
2. Obtain and preview the book [The Tales of Three: Goldilocks and the Three Bears, the Three Billy Goats Gruff, the Three Little Pigs (Once-Upon-A-Time)].
3. Obtain and preview the book [Shine, Sun!]
4. Download and print one copy of “Moving Sun Rhyme” from the associated file.
5. Cut or obtain 3 quarter-size, yellow, construction paper or sticker dots per student. (Ellison cutouts work great.)
6. Cut a yellow construction paper cutout of the numeral 3 per student plus one for the teacher’s number wall card. Patterns are available from the associated file from the lesson plan One Sun, One Moon. (Ellison cutouts work great.)
7. Download, print, and duplicate student worksheet from associated file – one per student.
8. Locate the formative assessment checklist previously used with this unit.
9. Locate 1 sheet of chart paper.
10. Locate various colors of markers for writing on chart paper.
11. Create 3 large yellow stars traced from the pattern in the associated file for lesson plan One Sun, One Moon for the number wall cards. (Ellison cutouts work great.)
12. Locate one 12 x 16 sheet of dark blue construction paper to make number wall cards. On this dark blue paper, glue three large yellow stars and a yellow cutout of the numeral 3.
13. Locate one sheet per student of light blue, 6 x 8, construction paper.
14. Locate pencils, one per student.
15. Locate a set of multiple colors of crayons and/or markers per student or group of students.
16. Have gallon bags used previously hanging in the room and available for use today.
17. All books used in the unit that this lesson is part of should be obtainable from various school libraries in your district. To locate the books, use the Sunlink Web site from the Web Links section of this lesson plan. Ask your media specialist to request the books for you from the various libraries. I have found all media specialists to willingly share their books.
Note: This is lesson plan number three of ten that makes up the unit, Sky High Counting available from the link in the top corner or from the Extensions section of this lesson plan. This integrated lesson plan includes reading, writing, mathematics, and science.
1. Draw students’ attention to the wall chart for the numbers one and two that were previously presented. Orally review the lines of the numerals by having students trace them in the air as you verbally describe them. Ask a student to count the number of stars on the chart. Ask whether the blue paper is supposed to be the day sky or night sky and encourage students to explain how they know.
2. Read “Three Bears” from the book, [Three Tales of Three: Goldilocks and the Three Bears, the Three Billy Goats Gruff, the Three Little Pigs (Once –Upon-A-Time)]. As you read, demonstrate one-to-one correspondence while counting the various items in the story. Ask students to come count different objects from the story. Always use one-to-one correspondence of touching the object as it is counted.
3. Ask students to relate the characters in the book to their own experiences such as going into someone else’s home, sizes of chairs, letting food cool, etc. Ask guiding questions that result in a numeral answer (“three” as often as possible) such as: “If you are eating watermelon with your grandmother and granddaddy, how many people are eating watermelon?” As each page is displayed, have a student tell whether the illustration shows the day or night sky. Ask for an explanation of how he/she determined that it is day or night sky.
4. Display the number wall card for the number 3. Announce that today our special visitor is the number three.
5. Trace the cutout numeral on the chart with your finger. As you do, talk to the students about the fact that the numeral three starts with a curve line just like the two did, but then there is another curved line just like the first one. Point out that the two curved lines are the same size. Have the students trace the three in the air with their fingers.
6. Touch the yellow stars on the wall chart and say the number words “one, two, three” demonstrating one-to-one correspondence.
7. Make the relation with the numeral three and the three stars obvious. Touch the star and say “one, two, three.” Then, trace the numeral and say “three.” Remind students that the numeral tells how many stars are on the paper.
8. Hang the wall card on the wall high enough that students can see it but low enough that they can touch the stars.
9. Display the chart paper. Remind students that their homework last night was to ask their parents to tell them the story of the three bears. Ask student to tell you what in the story there was three of. Make a list as related by the students. The list should be words and drawings if possible. As the students respond, give formative feedback such as, “Yes, Goldilocks saw three beds.” or “No, there was only one house. What was in the house that there were three of?” When students have had the opportunity to add as many answers as possible to the list, hang the list under the wall chart for the number 3.
10. Pass out the worksheet from the associated file. Have students write their names on the papers. Using their fingers, have the students trace the numeral 3 on the papers. As students are tracing with their fingers, verbally describe the procedure saying, “The numeral three starts with a curve line, then it has another curved line just like the first one.” Have students pick up their pencils and trace the numeral 3 using their pencils. Verbally describe the tracing again.
11. Tell the students that there are many stars on the paper, but our numeral tells us to only color three stars. Tell students to pick three colors to color three stars. They can be colored any way the student chooses as long as he/she only uses three colors and only color three stars. They can be striped, one each color, etc. The purpose is to be sure the student understands the concept of three.
12. Collect the papers. Use the papers to formatively assess individual student’s knowledge of the numeral and number three. Mark students' ability on the formative assessment record sheet. Remember that you are assessing whether students adequately demonstrate their knowledge of counting to three, not their coloring or tracing abilities.
Reading (read-aloud) –
Note: While asking questions and requesting student input, be sure all students have the opportunity to demonstrate knowledge, share their predictions, and abilities, etc. Don’t allow the more vocal students to dominate.
13. Ask students about the sunrise they observed with their parents this morning. Where was it in the sky? What color was it? What other information do they have?
14. Show the book, [Shine, Sun!].
15. Look at the cover of the book. Ask if students can predict what the title might be. Teach students to predict by using what they see. Ask guiding questions such as: “Is this a day sky or night sky?” “What else is in the picture that might let you know about the story?” After students predict the title using the illustration, read the title to them.
16. Now that students know the title of the book, ask them to predict what they think the book will be about. Give formative feedback as to whether they are using the title and illustration to make their prediction and whether the prediction is realistic. Possible feedback might be, “Could be. We see a girl getting out of bed. This book could be about the morning sun.”or “We see a girl getting out of bed. Do you think the book will be about sleeping? Think about it some more and I’ll come back to you for another guess.” Formative feedback tells why the student is correct and/or guides the student toward the correct answer.
17. Read the first page to the students. Ask students about what they see out their windows when they get up in the morning. Have students relate the girl and window in the book to their own lives.
18. Have students predict where they think the sun is and why the girl can’t see it. Be sure they explain why they are making that prediction.
19. Have students predict what might be on the next page. Guide their predictions by giving guiding questions such as: “Since the book is called [Shine, Sun!] do you think the sun will shine?” or “Where will the sun be shining?”
20. As each page of the book is revealed, discuss the sun’s placement in the sky. Ask students if the picture shows the day sky or the night sky. Have them explain their answer.
21. Continue reading the entire book. For each page, follow the read, relate to students’ own lives, discuss the sun and sky, and predict what will come next, procedures that has been established.
22. Place the book in a predominant place in the classroom, such as on the chalk tray. Invite students to read the book during their “self selected” reading time.
23. Draw students’ attention back to the number card for the number two that is now on the wall. Review night sky by asking students to explain why the paper used is dark blue. Ask guiding questions as necessary to guide the students toward the answer of this being the night sky since they can see a star.
24. Open the book, [Shine, Sun!], to the second page which shows a morning sun. Talk about the morning sun. How does it look? What does the sky around it look like? Point out that it starts as a glow, then the top of the ball shows and grows as the sun continues up. Finally, the entire sun is visible.
25. Teach the students the first stanza of the “Moving Sun Rhyme” from the attached file. Use the following motions with the rhyme: “In the morning,” fold your hands under your cheek like you are sleeping. “When I open my eyes,” keep your head and hands in the same place and just open your eyes big. “The sun’s in the east,” point to the east. “Just starting to rise, ” slowly move your pointing finger from the horizon to straight up. Repeat the stanza at least three times.
26. Answer any questions about the sunrise. The purpose today is to make students aware of the apparent movement of the sun. Later in this unit, you will teach them that it is actually the earth moving, not the sun.
27. Review the chart made yesterday of things in the night sky. Ask for anything the students may want to add to the list. Ask individuals what they used their yellow dot to make in the night sky on yesterday’s page in their book. Ask how they knew their object would be in the night sky. Answers should relate knowledge that the night sky is dark and only objects with some kind of light can be seen.
28. Review the chart of things in the day sky. Ask for anything the students may want to add to the list. Discuss what there might be three of in the day sky. Guide students to acknowledge that there can’t be three suns in the sky since we only have one sun. We could see three butterflies or balloons, or etc.
29. Remind students that these charts will be used daily as the students use the objects listed while creating their [Day Sky, Night Sky Counting Book].
30. Read “Three Billy Goats Gruff” from the book, [Three Tales of Three: Goldilocks and the Three Bears, the Three Billy Goats Gruff, the Three Little Pigs (Once –Upon-A-Time)]. As you read, demonstrate one-to-one correspondence while counting the various items in the story. Ask students to come count different objects from the story. Always use one-to-one correspondence of touching the object as it is counted.
31. Ask students to predict what will happen next including predicting the crossing the bridge chant. Ask students to relate the characters in the book to their own experiences such as going across bridges, having brothers, trying to talk themselves out of being in trouble, etc. Remember to discuss day sky and night sky as it relates to the story.
32. Remind students that they are creating a counting book somewhat like [Ten Black Dots] using yellow dots.
33. Remind students that the yellow dots will be on light blue paper for day sky and dark blue paper for night sky. Ask for further predictions for the title. In this lesson plan, I’ll be calling the book [Day Sky, Night Sky Counting Book], however, your students may decided on a different title for the book. How the book is titled is your choice. Today is final decision day on the title of the student’s book. If the title is a class decision, write the title on the board and discuss the individual words with the students. If the titles are to be different for each individual, write each student’s title on a master paper while taking the page dictation in procedure 38 below. The teacher will complete the book covers, including titles, after the student day is complete.
34. Tell students that today’s page in their counting books will be for the number three. Ask how many yellow dots each student will need for this page.
35. Pass out one piece of light blue paper to each student. Ask whether this page will be about things in the day sky or night sky. Ask students to explain their answer.
36. Show a container with the yellow dots, and another container with numeral cutouts. Call on groups of students to come get three dots from the dot container and a numeral 3 from the numeral container. As they get their dots and numerals, have students show you what they have selected as they walk back to their seat. Correct any miscounting or misconceptions as the individuals show you their dots and numerals.
37. Have students place the dots and numerals on their papers (just place, not glue). Demonstrate how the dots could be the three butterflies and talk about what else could be in the picture (sun, clouds, etc.) Ask several students to share what their dots are going to be and what they are going to draw. Give feedback to help guide students such as, “Yes, if the dots are butterflies’ heads, you can draw the rest of the butterflies.” or “No, your dots can’t be the sun because there is only one sun in the sky. What is in the day sky that your three dots could be?”
38. Remind students by showing pages from the [Ten Black Dots] book, that each page must have a story that goes with it. Demonstrate how the story on each page must match the picture on the page. Give examples and non-examples of stories that could be on the page. A non-example might include the story, “Three dots are in my picture. They are butterflies. They are biting my dog.” Explain that since the picture must be about the day sky, the dog can’t be in the picture since dogs can’t be in the sky. Since the dog can’t be in the picture, it can’t be in the story either.
39. Stories should include the number word “three”, that this is the day sky, and what the item is in the picture. Model a story about three butterflies such as: “Three beautiful butterflies are in the sky. It is daytime. The butterflies are flying under the rainbow.” Ask students what would be in the picture for this story.
40. Pass out crayons and/or markers. Have students turn their papers the tall way to do their drawing. (Then the large construction paper cover can be folded to be the front and back of the book.)
41. As students are drawing, they should be thinking about the story that goes with this page. Tell them to be ready to tell you their story as you come to them, and you will write the stories on the pages for them.
42. Before students begin drawing, assist them in gluing their dots and numerals to the page. This can be done one-on-one, or as a group as you demonstrate depending on the ability of the class.
43. As students are drawing, circulate and write student’s stories as they dictate them to you. Remind students that their stories must match their drawings; so only tell you a story about what they are drawing. Guide students to use the words “three and day sky” in their story. Give formative feedback as to whether their drawings are appropriate for the day sky and whether their stories match their drawings.
44. Have students store their completed pages in their gallon bags. Place this numeral 3, day page in front of the numeral 2, night page from yesterday. With pages placed in this manner, you can quickly view who has completed the page and followed directions by placing it in the correct place. If the pages are placed in cubbies or desks, they tend to get lost before all ten pages are complete and the book is assembled.
45. As time permits, complete the book, [Three Tales of Three: Goldilocks and the Three Bears, the Three Billy Goats Gruff, the Three Little Pigs (Once –Upon-A-Time)] by reading the story of the “Three Little Pigs.” Remember to have the students count, predict, relate the story to their own lives, and discuss the day sky and night sky while reading the story.
46. Tomorrow you will be learning about the number four. Think of animals that have four legs. Be ready to tell us an animal with four legs when you come to school tomorrow.
47. Ask your mom or dad to go outside with you to watch the sun go down. Be ready to tell us about it tomorrow.
Formative assessments performed throughout the lesson as indicated, with both affirmative and corrective feedback given. A formative assessment checklist is available from the unit plan attached files. See Extensions for a link to the unit plan.
1. With minor adjustments, this standard (reads and writes numbers to 10) could be added to the unit. This would require additional practice in writing the numerals.
2. Number words can be added to the wall cards, worksheets, and book pages.
3. Zero can be added to the wall cards and book pages.
4. Adult volunteers can help with assembling wall cards, gluing yellow dots and numerals, and taking dictations.
5. ESE modifications may include guiding students’ hands while touching the stars being counted or having students put a mark on rather than color the stars on the worksheet.
6. ESOL modifications may include reading to small groups of students rather than the whole group.
7. If the specific books used in this lesson cannot be located, a book with similar content can be substituted.
8. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2982. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).
All books used in this lesson should be obtainable from various school libraries in your district. To locate the books, use the Sunlink Web site. Ask your media specialist to request the books for you from the various libraries. I have found all media specialists to willingly share their books. SunLink