Duck! Rabbit!

Image result for duck! Rabbit!  Image result for duck! Rabbit!

Topic: Graphing and Point of View

Grades:  K and 1

Standards:

K.LS.2 Describe and compare the physical features of common living plants and animals.

1.LS.3 Make observations of plants and animals to compare the diversity of life in different habitats.

Materials needed:

Book: Duck! Rabbit!, by Amy Krouse Rosenthal & Tom Lichtenheld

Duck/Rabbit Drawing

Graphing Pieces (provided in lesson)

Poster board/Tape

Graphing Activity Handout

Pencils

Clipboards

Time needed:  30-45 minutes (Allow for additional preparation time before lesson.)

Engage:  Show students the drawing of the duck/rabbit and the cover of the book.

Image result for duck! Rabbit!        Image result for duck! Rabbit!

Have students vote on whether they think it is a duck or rabbit, before reading the book with them.  Use the, “Graphing Resources,” below to make an anchor chart.  Students can then write their name on a sticky note to “vote” on what they think the image actually represents.

See the source image

Image result for duck or rabbit anchor chart

Tally up the votes and discuss each point of view.  Read the story aloud, right before recess.  Allow for questions, connections and ideas to be discussed during the reading.

Explore:  Send students to the playground with a copy of the following handout, clipboard, and pencil.  Encourage students to ask other peer’s opinions and make a tally mark by their answer.  (If this is not possible, students could complete this task within the classroom.)

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After recess (or the task is completed within the classroom), instruct students to count their tally marks for each response and graph their personal data.

During this time, encourage students to, “Think, Pair, Share.”  While they are graphing their data, think about why someone might think the picture represents a duck, a rabbit, both or neither.  When they are done have students pair up and share results with a partner.  Once everyone has had the opportunity to do so, have students share their results with the class, creating a large graph on the board.

Explain:

Discuss the results of the class graph.   While one animal/category might have more tallies than another, there really is no right answer. Throughout the book and activity, we still might have differing opinions and that’s okay.  Creating an atmosphere for open-mindedness allows everyone to feel valued and safe.

Expand:

For additional teachable moments: explore the lifecycles of ducks and rabbits, where they live, what they eat, the different types of ducks/rabbits, etc.