the three bears pre-k activities

The Three Bears

Source

The Three Bears


Author: Carolyn Lash

Grade Level: Pre-K


Language & Literacy Activities by Content Standard

LD1a. Listens to and follows spoken directions (LLA2)

LD1c. Listens to recording and shows understanding through body language or by interacting appropriately (LLA1)

LD5f. Dramatizes, tells and retells poems and stories (LLC4)

CD2a. Uses music and movement to express thoughts, feelings and energy (AA1)

CD2b. Participates in group singing or other musical activities (AA1)

CD2c. Participates in creative movement and dance (AA2)

CD3a. Participates in dramatic play to express feelings, dramatize stories, reenact real-life roles and experiences (AA2)

CD3c. Participates in activities using symbolic materials and gestures to represent real objects and situations (AA2)

HPD1a. Develops coordination and balance (PDHA1, A2)

HPD1b. Coordinates movement to perform tasks (PDHA1, A2)

HPD1c. Participates in a variety of indoor and outdoor activities that increase strength, endurance and flexibility (PDHA2)

Goin’ on a bear hunt!

Materials: “Kids in Action” CD by Greg and Steve, or your favorite version of this game

Instructions: Explain and model how to move during this activity! The Greg and Steve version of this is a lot of fun because it involves whole body movement instead of sitting and until hands only. I highly recommend using this version, but the old fashioned leg tapping, finger snapping, hand clapping one works, too!

LD1d. Listens to stories read aloud and shows understanding through body language or by interacting appropriately (LLA1)

The Three Bears

Materials:The Three Bears (Folk Tale Classics) by Paul Galdone

Instructions: Read the story together as a large or small group. Pay close attention to the size of the bears, chairs, bowls, and beds. This is a good opportunity to talk about strangers as well!


Math Activities by Content Standard

MD1c. Counts objects using one-to-one correspondence (MTB1)

HPD2b. Uses eye-hand coordination to perform find-motor tasks (PDHB2)

Materials: Counting Bears, 2 containers for moving bears

Instructions: Encourage students to count bears by moving them from one container to another. Remember to keep student counting skill levels in mind for this activity. You want to challenge students beyond their comfort zone without overwhelming them. For example, if a student has counted to 30 in past activities, offer them 35-40 bears to move.

MD2b. Recognizes and reproduces simple patterns of objects (MTC2)

MD2c. Reproduces and extends a pattern using objects (MTC2)

MD2d. Independently creates patterns using objects (MTC2)

MD2e. Spontaneously recognizes and identifies patterns in the environment (MTC2)

Patterning Bears

Materials: Create your own colorful bear cutouts in 3 different colors (one to represent Papa Bear, one for Mama Bear, and one for Baby Bear), or Three Bear Family Pattern Cards with Bear Counters

Instructions: If using the Bear Cutouts that you have made, show students what a pattern looks like. Explain that a pattern will always repeat itself. Depending on the skill level of the student, start out with a simple AB pattern (choose 2 of your bear colors) and create a pattern. Then, encourage students to copy, then extend, then create patterns using the remaining bear cutouts. Remember that you will need several of each color when creating these and laminating them will help to make them more durable.

Three Bear Family Pattern Cards come with 16 pattern cards (front and back) and there are a variety of bear counters to choose from. If using this material, simple use the pattern cards and guides and starters for students to copy, extend, and create patterns with the bears.

Ideally, you will want the students to understand patterns involving 3 colors at the end of this lesson, but you will need to tailor the activity to meet the needs of your students. Always praise them for their efforts!

MD3a. Matches like objects (MTC1)

MD3b. Sorts objects using one characteristics (MTC1)

MD3d. Sorts and classifies objects using self-selected criteria (MTC1)

MD3e. Explains sorting or classifying strategy (MTC1)

Sorting Bears

Materials: Counting Bears, sorting trays / bowls / cups / egg crates (anything that students can use to sort by color and/or size)

Instructions: Provide Counting Bears and some kind of sorting system (trays, bowls, cups, egg crates, etc). Encourage students to sort the bears by color and/or size (depending on the level of the student). Challenge students to sort without instruction and then explain their criteria for sorting.

MD3b. Sorts objects using one characteristic (MTC1)

MD5d. Measures the length of objects using non-standard or standard measures (MTE2)

Small, Medium, Large

Materials: 6-inch ruler, 12-inch ruler, yard stick

Instructions: Together, compare the 3 measuring tools. Talk about the size of each one and put them in order of smallest to largest. Then, challenge students to move around the classroom with the 3 measuring tools and find objects throughout the room that are the same size of each of the measuring tools. If possible, have students bring the objects to a special place in the classroom and sort them into piles that correspond with their size.


Art Activities by Content Standard

Refer to Language and Literacy Activity “Goin’ on a Bear Hunt” for many of these standards!


Physical Development & Health Activities by Content Standard

Refer to Language and Literacy Activity “Goin’ on a Bear Hunt” for many of these standards!

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