All About Bears
Studying a single animal in depth allows children to develop scientific thinking skills including observation, comparison, and classification. Creating representations using simple shapes reinforces geometric understanding while allowing for creative expression and fine motor development.
- Framework: EYFS
- Unit: EYFS At the Zoo
- Learning area: Science and Investigation
- Level: EYFS 3-4, Reception
Objectives
- Learn about bears including their habitats and diets
- Listen attentively to a story and engage in discussion
- Name at least several special characteristics about bears
- Use various materials to create a bear representation
Materials
- "We're Going on a Bear Hunt" written by Helen Oxenbury
- Pictures of different bear types (brown bear, polar bear, panda, black bear)
- Circles and semicircles in different sizes cut from cardstock
- White cardstock for base
- Googly eyes, yarn, buttons, and other craft materials
- Glue sticks and scissors
Instructions
Begin with a dramatic reading of "We're Going on a Bear Hunt" by Helen Oxenbury. This participatory book invites children to join in with repeated phrases and sound effects. Encourage full participation: swishing through grass, splashing through rivers, and squelching through mud.
After the reading adventure, transition to a discussion about real bears. Display pictures of different bear species and discuss where each type lives. Polar bears live in the frozen Arctic where they hunt seals. Brown bears and black bears live in forests and mountains. Panda bears live in bamboo forests in China.
Discuss what bears eat. Explain that while we often think of bears eating honey, they actually eat many different foods. Some bears catch fish from rivers. Some eat berries and plants. Polar bears eat seals and other Arctic animals. Panda bears eat bamboo almost exclusively.
Show pictures of real bears with their cubs. Discuss how mother bears care for their babies and teach them to find food and stay safe.
Transition to the craft area where materials await. Demonstrate how to arrange circles and semicircles to create a bear face: a large circle for the head, smaller circles for ears, a medium circle for the muzzle. Then invite children to create their own bears using the available materials. Guide as needed, but encourage independence in design choices.
For additional active play, adapt Duck, Duck, Goose into "Duck, Duck, Bear" where the chaser growls like a bear while running.
Educator tip
Have real honey available for children to taste as a sensory connection to bear diets (check for allergies first). Consider reading additional bear books throughout the week to deepen understanding.
Assessment
Observe and note: ability to follow two-step instructions, use of new vocabulary in context, early problem-solving strategies, and sustained shared thinking episodes. Assess against Development Matters age-band expectations. Observe each child's ability to engage in interactive discussion using critical thinking and prior knowledge about bears and their characteristics.