I gather the students around the Smartboard and I say to them, We have spent the last two days learning about hibernation. Now it's time for you to how me what you have learned. I picked out four of the animal that we have learned about and I have them here on the Smartboard. There is the skunk, the raccoon, the polar bear and the groundhog. I want you to share what you have learned about hibernation and these animals. I will record your responses on the SmartBoard.
The students start sharing. This is a screenshot of what the students shared before I prompted them for more information. The students shared lots of pertinent information about hibernation. I was impressed with what the students had learned during this short unit.
For this part of the lesson, you will need the Animal Masks included as a PDF with this lesson. You will need to decide how many masks of each animal to print. I printed 3-4 masks of each animal so there is enough for all of my students.
I print the masks with a colored printer and laminate them for durability. I cut the masks out and tape a tongue depressor on the backside of the mask.
I explain to the students, Now it is time for you to show me what you know about hibernation. You are going to get a mask of a different animal who hibernates. You will get in a group with students who have the same mask as you. Together, you are going to come up with a presentation for the class about your animal's hibernation. Tell us if they experience true or light hibernation, what they do before and during hibernation. Share anything you think might be interesting for your friends to know about hibernation. You can act out the hibernation or just tell the story of how the animal hibernates, it is really up to you. I will circulate around the room and answer any questions.
The students begin preparing their "skits". I visit with each group as they are preparing to check the accuracy of the information that is being presented and also to remind them to add pertinent information, "Did you share where the raccoon stores its fat?" The students' rehearsals are quite impressive with lots of facts and information being shared. I record the contributions of each student on my record keeping sheet.
When the students are done preparing their skits, I call the class back together. Each group preforms their skits (click here to see Hibernation Skit video of one group).
After each group has performed their skit, I close out the lesson with the students by reminding them that hibernation is an adaptation of some animals that live in colder climates, that allows them to get safely through the winters. I ask them some questions as a final review:
What is light hibernation? What is another name for light hibernation? Name some animals that experience light hibernation.
What is true hibernation? Name some animals that experience true hibernation.
I then have the students get with a partner. I ask them to tell their partner at least two things they learned about hibernation during this unit. The students begin conversing and I am pleased to note that they shared more than two pieces of information!