Lesson 3: Types of Bears
Grade Level: Kindergarten
Teacher of Lesson: Rebekah Calhoun
Approximate Time: One Hour
1. Students will recall the name of each bear type
after we have discussed each type.
2. Students will demonstrate their knowledge of
the color of their favorite type of bear.
3. Students will identify their favorite bear type
by raising their hand when asked if their favorite is a
4. Students will analyze the favorite bear graph
by answering questions about sizes of groups.
Analysis and Synthesis
5. Students will explain facts about bears which
they have learned in previous lessons when questions are
asked while reading the Weekly Reader.
6. Students will analyze the Weekly Reader bear
graph by estimating the height shown and comparing heights.
- Books--Bears in the Forest, by Karen Wallace
How Do Bears Sleep?, by E. J. Bird
BEARS, by Ian Stirling
Polar Bear, Polar Bear, What Do You Hear?, by Bill
- Weekly Reader pamphletó"Are All Bears Alike?"
- Graph with columns labeled "Our Favorite Bears"
- Copies of small bears
- 4 Sharpie black markers
- Lesson Plan
- Scissors for children
- Call students to rug area.
- Ask them what kind of animal we have been studying and what
letter it starts with.
- Ask the children if they think all bears are the same.
- Ask the children to name kinds of bears. Talk about each kind
of bear that is mentioned. When the grizzly, polar, panda, and
black bears are mentioned, show them pictures of the bears in the
books listed above. (They have already seen a grizzly, polar, and
black bear from the books we have read but they may not know the
names.) If the children do not know the names of any kinds of
bears, tell them I am thinking of a bear that . . . .and give
clues. Show them pictures of the bears to give clues also. Discuss
the color and living environment of each bear that is
mentioned. (*Some scientists believe that a polar bear is
a bear but others do not. For this lesson, I have included them as
a type of bear.)
- Review the four bear types we are learning by setting the
books in a row which show pictures of the different types and then
saying the names of the bears together.
- Tell the children that there is a bear picture at their seat.
Tell them that I would like them to color their favorite bear.
Give examples such as, "If your favorite bear is the grizzly, what
color will you make your bear?"
- Tell the children that before coloring, they must write their
name with a marker on their bear. Tell them that there will only
be one marker per table so they must take turns with it.
- Release children by table numbers. Give the marker to the
person at each table who has helped out the most by listening to
- Walk around the tables and help students. Give them scissors
to cut out their bears when they are done.
- Gather students in a circle at the rug area.
- Tell the students that we are going to make a graph of our
- Ask the students whose favorite bear was the grizzly bear to
raise their hands. Let the students tape their bears under the
heading for the kind of bear they colored. Repeat for other bear
- Talk about the graph by counting the number of bears under
each type with the children. Ask the children questions such as,
"Are there more or less grizzly bears than panda bears?" or "How
many bears have some black on them?"
- Hand out Weekly Reader entitled, "Are All Bears Alike?"
- Read the Weekly Reader with the children. Ask them to identify
bear types. Ask them if they can find the word bear. (This may be
tough, but some will be able to sight read the word by now. The
word bear starts many of the sentences in this pamphlet so it
should be easy to point out to the children.) Ask the children
questions about the captions under the pictures.
- Discuss the chart on the back of the Weekly Reader. (There is
a graph showing the height of 3 bears and a child.) Ask the
children about how tall the bears and child are. Ask them
questions comparing the height of the bears. (For example, "Which
bear is taller, the polar or the panda?")
- Let the children put the Weekly readers in their mailboxes and
get ready for snack time.
Evaluation of student learning:
- Were the students able to name the bear types after we
- Did the students use colors that were appropriate for the
types of bears we discussed?
- Did the students raise their hand when the type of bear which
they colored was mentioned? (Do they know the types, or just the
- Were the students able to answer questions about the sizes of
the groups on the favorite bear graph?
- Did the students show learning of previous knowledge by
explaining facts about bears when the Weekly Reader was read?
- Were the students able to estimate the height of the bears and
children in the Weekly Reader graph and then compare heights?
Wallace, Karen. Bears in the Forest. Cambridge,
Massachusetts: Candlewick Press, 1994.
Henry, Lucia Kemp. "Black bearís Winter." MAILBOX.
Pre/K, Dec/Jan, 1994-95, p. 22. (SMALL BEARS FOR COLORING)
Stirling, Ian., Sierra Club Wildlife Library, BEARS.
Toronto, Ontario: Key Porter Books Limited, 1992.
Fireborn, Dennis. Make-A-Book Weekly Reader. "Are All Bears
Alike?" The Wildlife Collection, Edition K, October, Week 2.
Stamford, Connecticut, 1997.
(Karen Heyen's students helped her make a graph with a picture of
each bear type and spell the bear types. She had each student put a
bear stamp under their favorite type of bear. I was going to cut
pictures from the Weekly Reader and hand out various pictures, then
make the bear type graph. My Cooperating teacher gave me the idea of
letting the students color their own Bear and then make a graph.)
Martin, Bill Jr. Polar Bear, Polar Bear, What Do You Hear?
New York: H. Holt, 1991.
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