12 TEXAS CHILD CARE / SPRING 2008

n a survey of children�s picture-book themes, a clear standout

is books about bears. Few sub-jects�Þctional or factual�stimu-late more enthusiasm and curiosi-ty, and offer more comfort.

Traditional favorites like Poohand Paddington�with all theiradventures and challenges�set ahigh standard that current writ-ers and illustrators embrace andemulate. And to the delight ofteachers and children, the bestbear books also offer opportuni-ties for activities that satisfy andenergize preschool children.

Use the books in the list belowto guide children in their explo-rations of nature, math, move-ment, nutrition, and language.Let the activities spark yourimagination and skill in develop-ing new ways to help childrendiscover and learn through everybook you share.

BearsI

in the classroom:Picture books that matter

Asch, Frank. Good Night, BabyBear; Bear Shadow; Moonbear’sShadow

Brett, Jan. Goldilocks and the ThreeBears; Berlioz the Bear; The ThreeSnow Bears

Carlstrom, Nancy W. and BruceDegen. Jesse Bear, What Will YouWear?

Degan, Bruce. JamberryFlack, Marjorie. Ask Mr. BearFox, Mem. Sleepy BearsFreeman, Don. Beady Bear; CorduroyGaldone, Paul. The Three BearsGibbons, Gail. Polar BearsGravett, Emily. Orange Pear Apple

BearHeller, Ruth. How to Hide a Polar

Bear and Other MammalsJandl, Ernst and Norman Junge.

Next PleaseLangstaff, John and Nancy Winslow

Parker. Oh, A-Hunting We Will Go

Martin, Bill and Eric Carle. BrownBear, Brown Bear What Do YouSee?; Polar Bear, Polar Bear, WhatDo You Hear?

McCloskey, Robert. Blueberries for SalMcPhail, David. Drawing Lessons

from a Bear; The Teddy Bear; BigBrown Bear’s Up and Down Day

Minarik, Else Holmelund. Little BearMoss, Miriam. The Snow BearPrater, John. The Bear Went Over the

MountainRosen, Michael and Helen Oxenbury.

We’re Going on a Bear HuntSchertle, Alice and Matt Phelan. Very

Hairy BearThompson, Lauren and Stephen

Savage. Polar Bear NightWeiss, Nicki. Where Does the Brown

Bear Go?West, Colin. I Don’t Care! Said the BearWilson, Karma and Jane Chapman.

Bear Snores On; Bear’s New FriendWood, Don. The Little Mouse, the

Red Ripe Strawberry and the BigHungry Bear

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Bear vocabulary toexploreUse picture books to stimulateconversation and build vocabu-lary. Be aware of new concepts,and provide background infor-mation for unfamiliar terms,ideas, and experiences. In SouthTexas, for example, few childrenhave experiences with snow.Therefore, books about the Arctic,igloos, and polar bears will needadditional explanation�anddemonstration�for children tomake the most of their activitiesand discoveries.

The following words are com-monly used in children�s booksabout bears. Be prepared to helpchildren pronounce the wordsand learn what each means. Helpolder children write the words byalways having paper, pencils, andword cards available in the writ-ing center.

hibernationcamouflageshadowgrizzly polarzoologistbrown bearbear hugsnoreigloo

JamberryA boy and an enthusiastic,rhyme-making bear go ��underthe bridge and over the damlooking for berries, berries forjam.�

Taste test(ages 3 and older)Here�s what you need:■ fresh berries such as blueber-

ries, blackberries, and straw-berries

■ sugar-free jams made from thesame berries

■ small spoons, one for servingeach kind of jam

■ whole wheat crackers■ serving plates■ plastic knives

1. Gather the children for snack.Explain that they will be able totaste fresh berries and jammade from the same kind ofberry. Give each child a plasticknife and a plate.

2. Invite children to place a few ofeach kind of berry on theirplates.

3. Pass a basket of crackers andinvite the children to servethemselves two or three.

4. Pass the jars of jam and let eachchild put a small spoonful ofeach kind on a cracker.

5. Encourage the children to tasteand evaluate the differences inthe fresh fruit and the jam.Explore vocabulary like seed,smooth, tart, and sweet.

6. Older children might want todo a blindfolded taste test totry to match the ßavors of thefresh berry with the corre-sponding jam.

Jam rolls(ages 4 and older)Here�s what you need:■ baking sheet■ oven■ aluminum foil■ permanent marker■ plastic knives■ crescent roll dough■ jam■ shallow bowl

1. Prepare for the activity by cut-ting 6-inch squares of alu-minum foil. Write children�snames on the foil squares. Putthe jam in a shallow bowl.

2. Explain to children that theywill make jam rolls for snack.Review cooking safety rulesand give children time to thor-oughly wash their hands.

3. Preheat oven to 400 degrees.4. Give each child a square of foil

and a crescent of dough. 5. Show how to spread a small

amount of jam on the doughand roll it starting at the point-ed end (to keep the jamencased).

6. Invite the children to roll theirdough and then place the foilon the baking sheet.

7. Bake the rolls for 12 to 15 min-utes. The rolls will be goldenbrown.

8. Serve for snack with milk orjuice.

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Bear’s New FriendBear has a new friend the inwoods. Word play with �Hoo�eventually identiÞes the new ani-mal as an owl.

Who’s missing?Gather a group of children andplay who�s missing? One childcovers eyes or faces away fromthe group, while the other chil-dren trade seats. One child leavesthe group and calls out �Who�smissing?� Challenge the Þrstchild to identify the one who left.

Sound hide-and-seek(ages 3 and older)Here�s what you need:■ picture of an owl■ clear, adhesive-backed plastic

or laminator■ scissors

1. Find a picture of an owl. Onesource is a search of Google�

images.2. Laminate the picture and trim

neatly.3. Show the picture to the group.

Explain that you will hide itsomewhere in the classroom�in the puzzle closet, under thesink, or among the paint jars,for example.

4. Ask the children to cover theireyes. Hide the picture.

5. Guide the children to the hid-ing place by giving clues like�hot,� �cold,� �under,� �near,�and �higher.�Vary the activity for older chil-

dren by providing a classroommap with an X marking the hid-ing place.

The Snow BearA lost polar bear�s friends reas-sure him until his mother arrives.

Snow in the sensorytable(ages 3 and older)Here�s what you need:■ sensory table or several large

dishpans■ cups and spoons■ crushed ice, ice shavings, or

snow■ aprons

1. Prepare for the activity byputting ice shavings or snow inthe sensory table or dishpans.Make sure to have protectiveaprons and a supply of glovesor mittens for this cold play.

2. Invite children to explore�scooping, measuring, and pack-ing�the ice or snow. Playingwith these materials in the sen-sory table provides a differentexperience even for those chil-dren who are familiar withsnow.

Animal name rhymeAfter reading The Snow Bear, goback through the book and lookat the sequence of animals pic-tured. Ask children to identifythe animal�polar bear, rabbit,goose, owl, moose, and so forth.Challenge children to think of arhyming word for each animalname�such as dare, habit, loose,howl, and juice.

Orange Pear AppleBear Five simple words and greatillustrations invite giggles aboutcolor, position, and sequence.

Match the characters(ages 18 months and older)Gather a few toddlers and helpthem identify a pear, an orange,and an apple. Share the book andhelp them match pictures to thefruit.

Pantomime the actions(ages 3 and older)Give four children roles to play:an orange, a pear, an apple, and abear. Challenge them to act outthe actions of the book�an applesits next to a bear, atop a pear,and so forth. Prepare for gigglesand eager actors.

Next, PleaseA toy penguin, duck, teddy bear,frog, and puppet wait in line tobe Þxed at the doctor�s ofÞce.

Dramatic play propsRecreate the doctor�s ofÞce withdramatic play props. Provideteddy bears and Þrst-aid sup-plies�bandages, Ace® bandages,gauze, tape, disposable gloves,sanitary masks, and stethoscope,for example. Make sure toinclude pencil and pad for writ-ing prescriptions and wound careinstructions.

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Big Brown Bear’sUp and Down DayBear and Rat engage in a clevergame of tug-of-war over a slipperand resolve their conßict withgenerosity, peace, and friendship.

Slipper art(ages 4 and older)Here�s what you need:■ colored construction paper■ cardboard■ pencil■ scissors■ slipper template■ collage materials■ glue

1. Prepare the activity by enlarg-ing and tracing the slipper tem-plate onto heavy cardboard.Cut out at least two templatesfor the children to use.

2. Introduce the activity afterreading and discussing BigBrown Bear�s Up and Down Day.Talk about how Rat wanted tomake a slipper into a bed.Reference the nursery rhyme�The Old Woman Who Livedin a Shoe.�

3. Show children how to hold thetemplate on construction paperand trace the outline.

4. Invite the children to cut outtheir slippers.

5. Use collage materials�ribbonand fabric scraps, foil, andpaper bits�and pictures cutfrom used magazines to deco-rate Rat�s slipper bed.

CorduroyA shopworn bear searches for alost button and Þnds a friend anda new home.

Match the button(ages 3 and older)Here�s what you need:■ button collection, 50 or more■ sorting tray■ basket

1. Prepare the activity by putting acollection of buttons in a basket.

2. Invite children to match thebuttons according to some cri-terion�color, size, or numberof holes, for example.

Button patterns(ages 3 and older)Here�s what you need:■ button collection■ sorting trays■ basket

1. Place a collection of coloredbuttons in a basket.

2. Talk with children about pat-tern sequences. Demonstrate atypical pattern sequence likered-green-red-green-green.Help children duplicate thepattern.

3. Ask two children to worktogether�one to set the patternand one to copy it. Encouragethe partners to read the pat-terns individually and togeth-er�and to trade places aftereach round.

Bear ShadowWhen Little Bear�s shadow getsin the way of his catching a Þsh,he decides to get rid of it. Nomatter what he does though, itwon�t go away! Help childrenexplore the shadows inspired byAsch�s books.

Shadow tag(ages 4 and older)Get the wiggles out�and cardio-vascular systems revved�with agame of shadow tag. This is mostsuccessful on sunny days.1. Ask children to Þnd a partner.2. The partners take turns being

IT.3. IT tries to step on the partner�s

shadow and says �tag� whensuccessful. When tagged, thepartners switch places.

4. Encourage gross muscle move-ments!

Trace shadows(ages 4 and older)Here�s what you need:■ mural paper■ colored chalk, paint, and markers

1. Help children identify an inter-esting shadow on the play-ground or on a walk.

2. Place the mural paper on theground where the shadow willfall on it.

3. Invite children to trace theshadow with a marker.

4. Encourage the group to deco-rate the shadow tracing withchalk or paint.

18 TEXAS CHILD CARE / SPRING 2008

Measuring shadows(ages 3 and older)Here�s what you need:■ cardboard bear shapes (see dia-

gram on page 20)■ drinking straws■ tape■ thread spools■ large sheets of newsprint■ crayons or markers

1. Ask the children what theyknow about shadows. ReadBear Shadow to the group. Usequestions like �Why did Bear�sshadow disappear when he hidbehind the tree?� to stimulateconversation.

2. Introduce the activity byexplaining that children canuse bear shapes to investigateshadows and predict howshadows change throughoutthe day.

3. Give each child a bear cutoutand a straw. Show them how totape the bear to the top of thestraw.

4. Pass out thread spools. Showhow to insert the lower end ofthe straw into the spool hole sothe Þgure balances on the spoolend.

5. Take the Þgures outdoors andplace large sheets of newsprinton the ground in sunny areas.

6. Encourage the children to placetheir Þgures in the center of thenewsprint and observe theshadows. Use a crayon ormarker to mark each shadow�slength.

7. Repeat the observation andmarking several times duringthe day.

8. Discuss the changes in theshadow, helping childrenunderstand the relationship ofshadow to the sun�s positionoverhead.

MooncakeBear builds a rocket to take himto the moon�so he can taste it.

Rocket construction(ages 3 and older)Here�s what you need:■ paper and pencils■ large cardboard box■ craft knife (for adult use only)■ collage materials■ glue■ scissors■ paint and brushes

1. Encourage children to draw amodel of the rocket they�d liketo build. Refer to the book illus-trations and help the childrennegotiate and plan a model.

2. Using the craft knife, makelarge cuts for an entry and win-dows in the cardboard box.Follow the planned design, butmake sure children are stand-ing well away from the box andknife.

3. Invite the children to add con-struction details. For example, acardboard tube rocket nose, tis-sue box wings, and foil instru-ment panels.

4. Take the rocket outside and letchildren add paint details. Letdry thoroughly.

5. Use the rocket inside or on theplayground as a dramatic playprop or in a quiet reading nook.

Mooncake snacks(ages 3 and older)Here�s what you need:■ large rice cakes■ low-fat cottage cheese■ tablespoon■ corn ßakes■ raisins■ serving plates■ spoons

1. Invite children to have a tasteof the moon by making theirown mooncakes. Review healthrules and give children time tothoroughly wash their hands.

2. Ask each child to place a ricecake on a plate.

3. Pass around the cottage cheeseand spoon. Show the childrenhow to scoop two spoonfuls ofcottage cheese onto the ricecake.

4. Invite the children to maketheir snack more moon-like byadding cornßakes and raisinsto their moonscakes.

5. Serve with fruit juice for awholesome, low-fat snack.

Jesse Bear, WhatWill You Wear?Simple verse describes the morn-ing-to-night adventures of JesseBear.

What will you wear?(ages 3 and older)After sharing the book, invitechildren to talk about the clothesthey are wearing. Ask aboutfavorite shirts and pants, shoes,and pajamas. Explore vocabularyand encourage children to usedescriptive adjectives like �myyellow, red, and white, long-sleevedshirt.�

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Dress paper dolls(ages 4 and older)Here�s what you need:■ heavy tag board■ wallpaper samples and other

colored or textured paper■ scissors■ pencils■ repositionable glue■ storage basket

1. Prepare the activity by drawingor tracing patterns of simpleÞgures and shirts, pants, shorts,hats, and skirts to Þt the Þg-ures. (See example that you canenlarge and copy.) Cut out theÞgures and make clothing pat-tern templates for children touse.

2. Invite children to dress paperdolls. Provide each child a tagboard Þgure.

3. Show how to trace the clothingtemplate onto a scrap of wall-paper or other colored or tex-tured paper.

4. Tell the children to cut out theclothing item and use tempo-rary glue to afÞx it to the doll.

5. Ask children to store their dollsand fashions in designated con-tainer. Make the activity avail-able for continued play.

Ask Mr. BearDanny surveys a collection ofanimals for a suggestion on theperfect gift for his mother�s birth-day.

Move like the animal(ages 3 and older)After reading Ask Mr. Bear, chal-lenge the children to a guessinggame. Invite the children todivide into two groups: the actorsand the guessers. Gather theactors into a huddle and tell themto move like one of the animals inthe book�a hen, cow, pig, orgoat, for example. Tell the chil-dren that they can add animalsounds if they�d like.

Let the group switch roles foras long as the game is engaging.Add spice by suggesting animalsthat aren�t in the book�a snake,rabbit, and bird, for example.

Move with Danny(ages 3 and older)Notice the verbs in the story.Danny walks, hops, skips, gallops,trots, and runs. Write the actionwords on index cards. Let chil-dren choose a card and follow thedirections as they move along anoutdoor path or sidewalk. Focuson balance. Suggest, for example,hopping on the right leg for threehops, the left leg for three hops,and then alternating legs.

Skipping is a challenging motorskill for children to master. Helpa child�s development by holdinga hand. Say �Right foot step andhop, left foot step and hop� overand over.

TEXAS CHILD CARE / SPRING 2008 21

We’re Going on aBear HuntThis chant-and-response adven-ture chronicles a family�s explo-rations through a meadow, river,mud, forest, snowstorm, andÞnally a bear cave.

Michael Rosen recites We�reGoing on a Bear Hunt on YouTubeat www.youtube.com/watch?v=ytc0U2WAz4s&feature=related.His performance offers teachers agreat example of effective�anddramatic�voice control as wellas ideas on hand and body move-ment. This video clip is notintended for children and is not asubstitute for direct teacher-childinteractions.

Invite children to develop alter-native actions for the story seg-ments. For example, rub handstogether to mimic a grass swish-ing sound; shiver in the snow-storm, and terrifyingly touch thebear�s face in the dark cave.

Vary the original book andchant with replacement wordsand motions. For example, intro-duce, �We�re going on a campingtrip.� Develop the rhyme with■ �We have to pack the minivan�

(carry equipment and squeezeit in)

■ �Stop for gas before heading upthe mountain� (pump gas;drive and swerve)

■ �Finally we�re at the camp site�(unpack)

■ �Pitch the tent and shake outsleeping bags� (hammer stakes,ßap arms)

■ �And gather wood for the din-ner Þre� (gather wood, stir pot)

■ �Look out at the stars, and wig-gle into our sleeping bags forthe night.�

Blueberries for SalIn this timeless story, Sal andBaby Bear switch mothers as theypick blueberries.

Kuplink, kuplank,kuplunk(ages 3 and older)Here�s what you need:■ empty metal pail■ wooden mallet■ large open area

1. Gather children in a large openarea indoors or on the play-ground. Invite the children toplay follow-the-sound game.

2. Demonstrate different temposby beating the pail with themallet. A slow tempo tells thechildren to walk slowly andquietly. A fast beat signals run-ning.

3. Lead the children in beating onthe pail. Be sure to include sev-eral different tempos to ensurea cardiovascular workout.

Blueberry smoothies(ages 2 and older)Here�s what you need:■ fresh or frozen blueberries■ low-fat plain or blueberry

yogurt■ grape juice■ measuring cup■ spoon■ ice cubes■ colander■ blender■ serving cups

1. Prepare ingredients for thesmoothies. You�ll need about 2/3

cup berries, 1 cup yogurt, 1 cupgrape juice, and 6 ice cubes forÞve half-cup servings.

2. Invite children to help prepareand serve snack. Review safetyrules and give children time tothoroughly wash their hands.

3. Divide children into groups ofÞve. Divide tasks as follows:rinse and drain the berries;spoon berries into blender con-tainer; measure and pour grapejuice into container; spoonyogurt into container; and addice cubes to the container.

4. Cover and turn on the blender.Process the mixture untilsmooth.

5. Pour into Þve cups.Repeat the process so all chil-

dren can participate. Servesmoothies for snack with wholewheat crackers.