We're all going a Bear hunt'' activities

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Activities that are related to and can be used with the Bear Hunt Story


Bear Hunt Map Work

Instructions:Fill in the wordsA narrow gloomy cave A dark gloomy forest Thick oozy mud A deep cold river Long wavy grass Swirling whirling snowstorm

Were all going on a Bear hunt







Instructions:Draw A narrow gloomy cave at 1 A dark gloomy forest at 2 Thick oozy mud at 4 A deep cold river at 5 Long wavy grass at 6Swirling whirling snowstorm at 7


Were all going on a Bear hunt characters


When first reading this story, use a display board and add the pupils faces .Repeat the story regularly and personalise it by adding photos of the children in various activities to the relevant parts of the story.Bear Hunt Lesson ideaGather a range of resources and props to help support the story, this props box can also be used as table top activities (tuff table etc) for pupils to retell the story. Use a wide variety of resources for our sensory Exploring, we have enclosed a few suggestions but there are endless possibilities, so see what works for your pupils and have fun. Everyday environments: Make use of your indoor and outdoor space, we practiced some great splishing and splashing in the hydro pool and searched for bears hiding in a ball pool. Sensory exploration: Use a range of containers to explore different textures with hands and feet. Sand trays, tubs, balloons, bottles, scoops and other toys can let children move and observe the different textures (depending on pupils sensory preferences) Sensory walk: In gardens, playground, field, park, corridors. Mark out your route following the story trail with photos, symbols etc, encourage pupils to record walk with camera, video, microphone for sights and sounds Path squares - textured carpet tiles Trays : Sequence deep trays along table tops with different props in each and matching photos / symbols for the children to match, sequence and walk through. Pupils who dont like getting messy used duplo / little tykes figures Teddy bears picnic There are a range of suggestions for the story props it is worth using one as a main object of reference for each section. Grass: pom poms, hula skirt, green grocers grass, material, fabric. River: water bottles, blue stretchy material, spray bottle Mud: squishy koosh balls, tubs of corn flour and water, gellie bath, very wet sand, wellies..mud ! Forest: sticks and twigs Snow: magic snow, shaving foam, white material, umbrella with hanging decorations, ice Cave: pop up tent, cardboard boxes, black material Bear: dressing up bear costume, cuddly bears, small world bears, Pudsey ears And dont forget a duvet to hide under !!!!

Switches: Use switches for regular repetitive phrases through out the storySound effects : Record sound effects on switches. Sound boards or microphones to play back or use for sequencing activities.Symbol supports: Visual supports, photos, symbols, scans of book, text

Were Going on a Bear Hunt.

Bear Over Forest Thick Cold earsUnder Big nose Wavy Beautiful gloomy eyesFill in the missing words:

Were going on a _________ hunt.Were going to catch a ________ one.What a _________________ day!Were not scared.

Uh-uh! Grass! Long __________ grass.We cant go _____________ it.We cant go _______________ Oh no! Weve got to go through it!Uh-uh! A river!A deep ____________ river.Uh-uh! Mud!___________ oozy mud.Uh-uh! A forest!A big dark ____________ .Uh-uh! A snowstorm!A swirling whirling snowstorm.Uh-uh! A cave!A narrow ___________ cave.One shiny wet ___________.Two big furry _____________.Two big goggly ______________.ITS A BEAR!!!! Self Assessment

Map Making and Were all Going on a Bear HuntConnect map making with We're Going on a Bear Hunt, to give ameaningful context in which the children learn to use geographicalvocabulary and make a simple story map, before going on to map their journey to school.The repetitive structure of the text is excellent for shared reading, for stimulating discussion and as an effective model for childrens own poetry.

Teaching sequenceWith the children, read We're Going on aBear Hunt by Michael Rosen. While reading,ask members of the class to hold up largelaminated cards showing pictures of each geographicalfeature that the family passed on the bear hunt. Divide the class into groups and give each groupa set of small laminated cards showing thegeographical features in the story and ask them toarrange these into the correct sequence. Ask them to recite the story using the cards asprompts, making sure that they use the correctgeographical vocabulary and adjectives, for exampledeep, cold river. As a whole class, discuss how they might directothers to the bear cave and back home again.

Draw a line with home at one end and thecave at the other. Ask the children tostick the cards in the right place on the line whilereciting the story, creating a simple map.

In the next session, remind the children of theBear Hunt pictures and the correct sequence of events.Explain that they were going to think about the route fromtheir home to school and discuss which of the geographicalfeatures from the book they passed. Ask questions suchas: Does anyone pass a river or grassy area on their way toschool? The class then look at photographs of other physical andhuman features of the local area in groups and discusswho passes them on the way to school. They label thephotographs with their correct name for a classroom display. Ask to draw and label three or sixfeatures (depending on ability) that they saw on their way fromhome to school and describe them to a partner in the correctsequence. Showed them how to transfer thisinformation to a simple line map showing their route fromhome to school, such as the one on the right. They then added simple pictures to go with each feature.

In the next literacy lesson, readthrough Bear Hunt again and discuss theadjectives used to describe features, forexample long, wavy grass. Ask children to look at their routemaps from home to school and list adjectivesthat they could use to describe the features ontheir map, for example a swirly, whirly slide. Introduced a simple writingframe based on the patterns and rhythms ofBear Hunt:Were going to our First School,Weve got to get there quickly,What a beautiful day,Were not late,Uh oh, a ... Ask the children to work collaborativelyto produce at least one verse describingthings they passed on their journey to schooland adjectives to describe these features. These poems can be made into a class bookand performed in assembl

Early YearsReading the storyA family and their dog set out on an adventure to hunt for a bear a big one! They have an exciting journey, but what will they find?Introducing the storyAsk the children: Has anyone seen a real bear? What do bears look like? Feel like? Sound like? Where do they live? Do you know any stories about bears? The author of this story is Michael Rosen. Have we read any other stories by him?Read aloud suggestions Talk about the family on the front and back cover. Look at the inside cover. Talk about the seaside scene, the weather and the sounds. Use the rhythm of the lines to emulate marching. Demonstrate big one with your hand. Emphasize Were not scared by putting hands on hips and standing very straight. Use a smaller, more wary stance when they might be scared. Use Uh-uh as a pregnant pause before the next obstacle. Use the hands for over, under and through it. Use hands and body gestures and appropriate noises for the actions, e.g. swishy swashy (pushing long grass aside) and squelch squerch(loud sucking noises!). Drop to a whisper at the mouth of the cave and talk slowly and deliberately to create an atmosphere. Squint because it is dark! Pretend to touch the nose and ears and point with two fingers for the eyes. Shout Its a bear! Actions in reverse order, but at a faster pace. Thump the chest for the stairs making the voice rise as if going up, then down as if descending. Pull up the covers put the book in front of the face, then peep over the top and say in a shaky voice Were not going on a bear hunt again. Show the inside of the cover of the bear going back home.When rereading the story: Ask the children to pick up the rhythm of the story by slapping their knees as if marching, dropping to a patting as the atmosphere grows. Let them join in the actions. Add actions, e.g. pretending to take off their shoes.Questions to ask about the storyAs you read the story (to encourage prediction, careful listening and to hold interest) Why do you think it is a beautiful day? How do you know the grass is long? Could you walk across a deep cold river? What birds can we see? Do we know what they are?How can we find out? What has happened to the tree that Daddy is standing on? How do you think they feel in the snowstorm?After you have read the story (to assess understanding and memory) Who went on the bear hunt? Where did they go first? Who carried the baby? What did they do when they got to the beach? Who tripped over a branch? Who looked after the baby in the snowstorm? Where did they find a bear? When they got back to the house, where did they hide?Additional questions (for extension) Are all bears brown? Where do bears really live? How do bears keep warm? What do bears eat? How would a dog help you to find a bear?Enjoying the illustrations Talk about the beautiful day at the beach. Can you see the reflections in the water? Talk about the big, dark forest. Talk about the snowstorm and the intricate way it has been portrayed. How does the cave picture make you feel? Why? When the bear is locked out of the house, how do you know it is a big bear?PlayLearning opportunities can be created and extended, for and with children, by respecting and encompassing their needs, thoughts and ideas through a flexible and responsive approach.Role-play/imaginative play Add a carpet or artificial grass for a picnic area close to the home bay. (The best picnics are outside no matter what the weather is like!) Create a cave from dark material. Add twigs, leaves, etc. (The children may want to create a fire). Provide rucksacks, torches, picnic equipment, metal flasks, sleeping bags, maps, compasses, binoculars, mobile phones, a dog and dog bowls. Extend the bear display and theme into the book area. Create a woodland area with drapes, logs, cones, potpourri and a large bear to snuggle up to, if a child wants to be alone. The display can bechanged to reflect each aspect of the journey.Role-play corner/area The childrens house A tent/cave A bears house An outdoor cafe with umbrella or canopy A bears garden (can just be in an old baby bath!) The children may wish to create a journey of their own, which will require props to be found or made. Re-enact the story using puppets and/or props Use recordings of the story (available on CD) to add a new dimension.Small world and sandThere are so many natural materials available to create interesting surfaces and environments. Use small world characters to re-enact the story. Provide trays with a variety of natural materials, e.g. pebbles, a bog and sand. Change the sand tray into the trail using real materials in sequence. Set up a bears environment in a tray, using pebbles, stones, twigs, etc., with a family of bears.(This can change if the bears are polar bears!) Set up a picnic area for small world characters. Print in wet sand, e.g. using hands, shoes and feet. Use anything that makes an interesting print, e.g. potato masher, combs, moulds,shells etc. Imagine arriving to see bear prints in the sand and a trail leading to the...?! What have the bears been up to in the night?Water play (indoors and out)Water play can be created on a larger scale outside. Explore water moving through wheels, pumps, dams, locks, gradients, over stone, etc. Explore water pouring, falling, splashing and dripping. Explore rain. What is snow? What is waterproof clothing? Set up a seaside scene how can we get over the river? Can we make a bridge? Will the boat I have made sink? How do we get a drink of water when there isnt a tap in our tent? Where does tap water come from? What does a bear drink? Can he drink the sea water? Can he swim?

Outdoor play Always provide drawing and writing equipment. Build a bears cave together. Plan, do and review. What equipment are we going to need for inside? Build obstacle courses incorporating over, under, through, round, in, out, jumping, stepping, etc. Set challenges and problems to solve. Go on a journey. Follow a trail of paw prints or make a trail of your own with instructions for your friend to follow. Re-enact the story where the children have more freedom to move: move to the wind, marching, squelching, etc; move to music. Create a picnic area. Create a bears garden. Build a camp.Communication, language & literacyWords and phrases to talk about together: A bear hunt A deep, cold river A beautiful day A big, dark forest Were not scared A swirling, whirling snowstormNew vocabulary to learn and enjoy Moving words: swishy swashy, stumble trip, swirling whirling, tiptoe Water words: splash splosh, squelch squerch Body words: shiny wet nose, two big furry ears, two big goggly eyes, claws, fur Can you find more water/rain words? Moving/wind/snow words? Quiet words?Nursery rhymesIf You Go Down to the Woods TodayThe Bear Climbed over the MountainTeddy Bear, Teddy BearTheres a Great Big BearRhyme What words do we know that rhyme with bear? What words do we know that rhyme with door? What words do we know that rhyme with day? What songs, rhymes and poems about bears do we know? Can we make up a new one?Sounds and lettersSplash splosh Ask the children what these words make them think about? Try others, e.g. plip plop, pitter patter. Hoooo woooo Ask the children what sound all the Os make?Can we make some other long sounds?Speaking and discussion Talk about going somewhere new and feeling excited, but feeling a little frightened too, e.g. starting pre-school or school. Encourage the children to think about the children in the story. Did they look after each other? How can we look after each other? Talk about going on this journey. Is it real or are we all safe because we can pretend to cross a river?Emergent writing/mark makingHere are some story-linked suggestions for creative activity: Shopping lists for the picnic and the journey Letters, drawings and messages (a white board) forBilly Bear. Any opportunity to use writing for a purpose. How do letters travel? Instructions, plans, labels and notices, e.g. Bears cave; DANGER!; Start here, over, under, etc. Making books about Billy Bears Adventures Maps, directions and routes to follow Writing with their drawings Making their own booksMathematical developmentHere are some story-...